Q1-Earth-Science-Module-2024-2025_124112.pdf

EARTH SCIENCE Level: SENIOR HIGH SCHOOL Semester: FIRST Subject Group: SPECIALIZED SUBJECT Quarter: FIRST Course Description: This learning area is designed to provide a general background fo...

EARTH SCIENCE Level: SENIOR HIGH SCHOOL Semester: FIRST Subject Group: SPECIALIZED SUBJECT Quarter: FIRST Course Description: This learning area is designed to provide a general background for the understanding of the Earth on a planetary scale. It presents the history of the Earth through geologic time. It discusses the Earth’s structure and composition, the processes that occur beneath and on the Earth’s surface, as well as issues, concerns, and problems pertaining to Earth’s resources. Course Requirements: Below are the list of activities that must be completed and submitted with their corresponding percentage. WEEK ACTIVITIES Date of Completion Score 1 Assimilation 1 30 pts 2 EAA 1 30 pts 3 Assimilation 2 30 pts 4 MINI PT1 50 pts 5 Assimilation 3 30 pts 6 EAA 2 30 pts 7 Assimilation 4 30 pts 8 MINI PT2 50 pts QUARTER 1 CULMINATING PT 100 pts Breakdown of Grades EAA/Assimilation 30% Performance Check 50% Quarterly Exams 20% TOTAL 100%  CDLB – EARTH SCIENCE 2024-2025 1 PRE-REQUISITE ASSESSMENT Why are inner planets made up of terrestrial materials while outer planets are made up of gas? LEARNING MATERIALS: Module, pen, paper, old earth science books, internet (if applicable) PRE-REQUISITE CONTENT KNOWLEDGE: Inner and Outer Planets PRE-REQUISITE SKILL: Describe the composition of the planets in the Solar System TIME ALLOTMENT: 4 HRS CONSULTATION: For inquiries and clarifications regarding the lesson, you may contact your teacher thru his FB Messenger (Chard Pascua) or thru email ([email protected]) RUA: At the end of the lesson, you should be able to: Describe the characteristics of Earth that are necessary to support life Explain that the Earth consists of four subsystems, across whose boundaries matter and energy flow INSTITUTIONAL VALUES: Environmental Awareness, Excellence, Critical and Analytical Thinking Students will be able to apply a. Excellence in describing the factors in a planet necessary to support life b. Critical and Analytical thinking skills in explaining the relationship of the Earth’s Subsystems with each other. c. Environmental awareness on how do the Earth’s Subsystems support life OVERVIEW OF THE LESSON This lesson is all about the interaction of four Earth’s subsystems, and the factors needed for a certain planet to be habitable STUDENT’S EXPERIENTIAL LEARNING CHUNK1: EARTH’S SUB-SYSTEMS Atmosphere The atmosphere is the thin gaseous layer that envelopes the lithosphere. The present atmosphere is composed of 78% nitrogen (N), 21% oxygen (O2), 0.9% argon, and trace amount of other gases. One of the most important processes by which the heat on the Earth's surface is redistributed is through atmospheric circulation. There is also a constant exchange of heat and moisture between the atmosphere and the hydrosphere through the hydrologic cycle.  CDLB – EARTH SCIENCE 2024-2025 2 Geosphere The Geosphere includes the rocks of the crust and mantle, the metallic liquid outer core, and the solid metallic inner core. The Geosphere is mostly involved during the nitrogen cycle Biosphere The biosphere is the set of all life forms on Earth. It covers all ecosystems—from the soil to the rainforest, from mangroves to coral reefs, and from the plankton-rich ocean surface to the deep sea. For the majority of life on Earth, the base of the food chain comprises photosynthetic organisms. During photosynthesis, CO2 is sequestered from the atmosphere, while oxygen is released as a byproduct. The biosphere is a CO2 sink, and therefore, an important part of the carbon cycle.  CDLB – EARTH SCIENCE 2024-2025 3 Hydrosphere About 70% of the Earth is covered with liquid water (hydrosphere) and much of it is in the form of ocean water Only 3% of Earth's water is fresh: two-thirds are in the form of ice, and the remaining one- third is present in streams, lakes, and groundwater. The oceans are important sinks for CO2 through direct exchange with the atmosphere and indirectly through the weathering of rocks. Heat is absorbed and redistributed on the surface of the Earth through ocean circulation.  CDLB – EARTH SCIENCE 2024-2025 4 The illustration indicates that relationship exists between the spheres or systems of the Earth. Plants (biosphere) growing in a garden soil (lithosphere) is an example of biosphere- lithosphere interaction. The evaporation of water (hydrosphere) into a cloud (atmosphere) is an example of a hydrosphere-atmosphere relationship. CHUNK2: FACTORS THAT MAKES A PLANET HABITABLE Earth in the only planet in the Solar System suitable for growth of living organisms. Here are the factors that make a planet habitable. Factor Not Enough of Just Right Too Much of the Situation in the the Factor Factor Solar System Temperature Low Life seems to At about 125oC, Surface: only influences how temperatures be limited to a protein and the Earth’s quickly atoms cause temperature carbohydrate surface is in this and molecules chemicals to range of -15oC molecules, and temperature move. react slowly, to 115oC. In this the genetic range. Sub- which interferes range, liquid material (e.g., surface: the with the water can still DNA and RNA) interior of the reactions exist under start to break solid planets necessary for certain apart. Also, and moons may life. It can also conditions. high be in this cause the temperatures temperature freezing of cause the quick range. water, making evaporation of liquid water water. unavailable. Atmosphere Small planets Earth & Venus Venus’s Of the solid and moons are the right atmosphere is planets and have insufficient size to hold a 100 times moons, only gravity to hold sufficient-sized thicker than Earth, Venus, & an atmosphere. atmosphere. Earth’s. It is Titan have The gas Earth’s made almost significant molecules atmosphere is entirely of atmospheres. escape to about 100 miles greenhouse Mars’  CDLB – EARTH SCIENCE 2024-2025 5 space, leaving thick. It keeps gasses, making atmosphere is the planet or the surface the surface too about 1/100th moon without warm & hot for life. The that of Earth’s, an insulating protects it from four giant too small for blanket or a radiation & planets are significant protective small- to completely insulation or shield. medium-sized made of gas. shielding. meteorites Energy When there is With a steady Light energy is Surface: The too little sunlight input of either a problem if it inner planets or too few of the light or makes a planet get too much chemicals that chemical too hot or if sunlight for life. provide energy energy, cells there are too The outer to cells, such as can run the many harmful planets get too iron or sulfur, chemical rays, such as little. Sub- organisms die reactions ultraviolet. Too surface: Most necessary for many energy- solid planets & life. rich chemicals moons have is not a problem energy-rich chemicals Nutrients Without All solid planets Too many Surface: Earth Used to build chemicals to & moons have nutrients are has a water and maintain an make proteins & the same not a problem. cycle, an organism’s body carbohydrates, general However, too atmosphere, organisms chemical active a and volcanoes cannot grow. makeup, so circulation to circulate Planets without nutrients are system, such as nutrients. systems to present. Those the constant Venus, Titan, deliver nutrients with a water volcanism on Io, and Mars to its organisms cycle or Jupiter’s moon, have nutrients (e.g., a water volcanic activity Io, or the and ways to cycle or can transport churning circulate them volcanic activity) and replenish atmospheres of to organisms. cannot support the chemicals the gas planets, Sub-surface: life. Also, when required by interferes with Any planet or nutrients are living an organism’s moon with sub- spread so thin organisms. ability to get surface water or that they are enough molten rock can hard to obtain, nutrients. circulate and such as on a replenish gas planet, life nutrients for cannot exist organisms  CDLB – EARTH SCIENCE 2024-2025 6 RUA OF A STUDENTS’S LEARNING WEEK 1 ANSWER SHEET (Please submit only the answers. Do not return the entire module.) Name: ________________________________ Section: _______________________ LAST NAME, FIRST NAME MIDDLE INITIAL Enabling Assessment Activity No.1. Earth and its Subsytems GROUP ACTIVITY The class would be divided into five groups with each croup getting a single factor that is needed by life to exist. List as many benefits as you can. INDIVIDUAL ACTIVITY Using short essay, poetry, slogan or poster, describe how a certain cycle (hydrologic, carbon, or nitrogen cycle) affects all the four sub-systems of the Earth (15 pts)  CDLB – EARTH SCIENCE 2024-2025 7 PRE-REQUISITE ASSESSMENT What happens when the Earth moves closer or farther from its original orbit? LEARNING MATERIALS: Module, pen, paper, old earth science books, internet (if applicable) PRE-REQUISITE CONTENT KNOWLEDGE: Organic and Inorganic Compounds PRE-REQUISITE SKILL: Measuring length and mass of an object TIME ALLOTMENT: 4 HRS CONSULTATION: For inquiries and clarifications regarding the lesson, you may contact your teacher thru his FB Messenger (Chard Pascua) or thru email ([email protected]) RUA: At the end of the lesson, you should be able to: Identify common rock-forming minerals using their physical and chemical properties Identify the minerals important to society INSTITUTIONAL VALUES: Environmental Awareness Excellence, Critical and Analytical Thinking Students will be able to apply a. Excellence in describing physical chemical properties of a mineral b. Critical and Analytical thinking skills in identifying rock-forming minerals c. Environmental awareness on the importance of minerals to society OVERVIEW OF THE LESSON This lesson is all about the different physical and chemical properties of rock forming minerals STUDENT’S EXPERIENTIAL LEARNING Mineral - naturally occurring, inorganic solid with orderly crystalline structure and a definite chemical composition. These are the basic building blocks of rocks. CHUNK1: PROPERTIES OF MINERALS 1. Luster – it is the quality and intensity of reflected light exhibited by the mineral a. Metallic – generally opaque and exhibit a resplendent shine similar to a polished metal b. Non-metallic – vitreous (glassy), adamantine (brilliant/diamond-like), resinous, silky, pearly, dull (earthy), greasy, etc. 2. Hardness – it is a measure of the resistance of a mineral (not specifically surface) to abrasion.  CDLB – EARTH SCIENCE 2024-2025 8 Hardness scale was designed by German geologist/mineralogist Friedrich Mohs in 1812 (Mohs Scale of Hardness). The test compares the resistance of a mineral relative to the 10 reference minerals with known hardness. It is simply determining the hardness of a mineral by scratching them with common objects of known hardness (e.g. copper coin has a hardness of 3.0-3.5). 3. Color and streak Color maybe a unique identifying property of certain minerals (e.g. malachite to green, azurite to blue). There are also lots of minerals that share similar or the same color/s. In addition, some minerals can exhibit a range of colors. The mineral quartz for example, can be pink (rose quartz), purple (amethyst), orange (citrine), white (colorless quartz) etc. Streak on the other hand is the color of a mineral in powdered form. Note that the color of a mineral could be different from the streak. For example, pyrite (FeS2) exhibits golden color (hence the other term of pyrite which is Fool’s Gold) but has a black or dark gray streak. Streak is a better diagnostic property as compared to color. Streak is inherent to almost every mineral. Color maybe unreliable for identification as impurities within the minerals may give the minerals a different color. 4. Crystal Form/Habit –The external shape of a crystal or groups of crystals is displayed / observed as these crystals grow in open spaces. The form reflects the supposedly internal structure (of atoms and ions) of the crystal (mineral). It is the natural shape of the mineral before the development of any cleavage or fracture. Examples include cubic, prismatic, octahedral and others. A mineral that do not have a crystal structure is described as amorphous. The crystal form also define the relative growth of the crystal in 3 dimension which are its length, width and height. Fluorite (cubic) quartz (prismatic) Diamond (octahedral) 5. Cleavage – It is the property of some minerals to break along parallel repetitive planes of weakness to form smooth, flat surfaces. These planes of weakness are inherent in the bonding of atoms that makes up the mineral. These planes of weakness are parallel to the atomic planes and appear to be repeating within the mineral.  CDLB – EARTH SCIENCE 2024-2025 9 6. Fracture – Some minerals may not have cleavages but exhibit broken surfaces that are irregular and non-planar. Quartz for example has an inherent weakness in the crystal structure that is not planar. Examples of fracture are conchoidal, fibrous, hackly, and uneven among others. 7. Specific Gravity – It is the ratio of the weight of a mineral to the weight of an equal volume of water. A bucket of silver (SG 10) would weigh 10 times more than a bucket of water (SG 1). It is a measure to express the density (mass per unit volume) of a mineral. The specific gravity of a mineral is numerically equal to density. 8. Others – There are certain unique properties of minerals that actually help in their identification (e.g. magnetism, odor, taste, tenacity, reaction to acid, etc.). Magnetite is strongly magnetic; sulfur has distinctive smell; halite is salty; calcite fizzes with acid as with dolomite but in powdered form. How to measure Specific Gravity? (BETTS METHOD) Materials  CDLB – EARTH SCIENCE 2024-2025 10 Plastic cup (I use an old margarine container) Pencil and Post-It pad for recording the weights Inexpensive digital scale with 300 gram maximum A straightened paper clip with a bent loop in one end The specimen to be tested is in the lower right (For larger specimens I use a larger scale with a 5kg. maximum and a larger water container.) The test procedure follows these five steps: 1. Turn on power and the scale should "zero" itself. 2. Weigh the dry mineral specimen and record the weight. 3. Place the water-filled container (filled with water enough to submerge the specimen) on the scale and "zero" it out. Size the cup of water to the size of the specimen. For small minerals, use small cups. Because the paperclip displaces water, the small difference does not matter with a large cup of water, so zeroing out does not matter. But with a small cup you should zero the scale by suspending the paperclip in the water (not touching the sides or bottom) for best accuracy.  CDLB – EARTH SCIENCE 2024-2025 11 4. Suspend the specimen from the paperclip in the water, but not touching the bottom or sides and record the weight reading. 5. Divide the first (dry) weight by the second (suspended in water) weight and you get the specific gravity. The results for the crystal tested here was 2.627.  CDLB – EARTH SCIENCE 2024-2025 12 RUA OF A STUDENT’S LEARNING WEEK 2 ANSWER SHEET (Please submit only the answers. Do not return the entire module.) Name: ________________________________ Section: _______________________ LAST NAME, FIRST NAME MIDDLE INITIAL Enabling Assessment Activity No.2. Minerals in the Society Identify at least 3 importance of each mineral into the society Mineral Importance to Society 1. Magnessium oxide is used as thermal conductor and electrical insulator in firebricks. 2. Calcium oxide or lime is used for water purification in industries 3. Metal oxides are used as cations and anions for salt Example: formation Oxides Silicates Carbonates Sulfates (Your choice) (Your choice)  CDLB – EARTH SCIENCE 2024-2025 13 PRE-REQUISITE ASSESSMENT What is the building blocks of rocks? LEARNING MATERIALS: Module, pen, paper, old earth science books, internet (if applicable) PRE-REQUISITE CONTENT KNOWLEDGE: Minerals PRE-REQUISITE SKILL: Identifying properties of minerals TIME ALLOTMENT: 4 HRS CONSULTATION: For inquiries and clarifications regarding the lesson, you may contact your teacher thru his FB Messenger (Chard Pascua) or thru email ([email protected]) RUA: At the end of the lesson, you should be able to: Classify rocks into igneous, sedimentary, and metamorphic Identify the minerals important to society INSTITUTIONAL VALUES: Environmental Awareness Excellence, Critical and Analytical Thinking Students will be able to apply a. Excellence in classifying different types of rocks b. Critical and Analytical thinking skills for identifying properties describing a specific type of rock c. Environmental awareness on the importance of minerals to society OVERVIEW OF THE LESSON This lesson is all about the different types of rocks like igneous, sedimentary and metamorphic rocks, and knowing the importance of minerals to society STUDENT’S EXPERIENTIAL LEARNING Rocks are aggregate of minerals. It can be composed of single mineral or more commonly as an aggregate of two or more minerals or group of minerals. Rocks can be divided into three types; igneous, sedimentary and metamorphic rocks CHUNK 1: IGNEOUS ROCKS - these are rocks that are derived from the cooling and solidification of magma or lava - from solidified molten rock materials, usually hard and crystalline - rate of cooling as one of the most important factors that control crystal size - solidification can occur along the surface of the earth or beneath the surface of the earth Magma is a molten rock material beneath the surface of the earth Lava is molten rock material extruded to the surface of the earth through a central vent (volcano) or as fissure eruption. Plutonic or intrusive rocks - from solidified magma underneath the earth - gradual lowering of temperature is indicated by the movement of magma from depth to surface causing slow cooling /crystallization - Phaneritic textures - Examples: granite, diorite, gabbro Volcanic or extrusive rock - from solidified lava at or near the surface of the earth  CDLB – EARTH SCIENCE 2024-2025 14 - fast rate of cooling/crystallization due to huge variance in the temperature between Earth’s surface and underneath - common textures: aphanitic, porphyritic (define groundmass vs phenocrysts), vesicular - examples: rhyolite, andesite, basalt pyroclastic rocks: fragmental rocks usually associated with violent or explosive type of eruption. Examples tuff and pyroclastic flow deposits (ignimbrite) Porphyritic texture: formed through two stages of crystallization where in magma partly cooled below the surface of the earth providing time for the large crystals to grow (phenocrysts) before it is extruded to the surface forming the fine-grained matrix (groundmass) Aphanitic texture: fine-grained texture; minerals not visible to the naked eye; relatively fast rates of cooling/ solidification prevent the formation of large crystals. Igneous rocks are also classified according to silica content and relative amounts of K, Na, Fe, Mg and Ca. They can be classified as felsic, intermediate, mafic and ultramafic, practically based on presence of light and dark colored minerals. The relatively dark minerals are olivine, pyroxene, hornblende and biotite. The relatively light-colored minerals are plagioclases, feldspars, quartz and muscovite. - felsic: granitic: >65% silica, generally light-colored - intermediate: andesitic: 55-65% silica, generally medium colored (medium gray) - mafic: basaltic: 45-55% silica, usually dark colored - ultramafic: 1cm is called bedding and < 1cm is called lamination): Layering is the result of a change in grain size and composition; each layer represents a distinct period of deposition Sediments are solid fragments of organic or inorganic materials from weathered and eroded pre-existing rocks and living matters Clastic sedimentary rocks - grains, matrix and cement are the components of clastic rocks - clastic rocks are commonly classified based on particle size - clastic rocks with volcanic origin (e.g. pyroclastics) and may have undergone some stages in the sedimentary processes could be classified as sedimentary rock (e.g. volcanoclastic rocks). - the presence of variable grain sizes (including matrix and cement) is indicative of sedimentary differentiation which is actually a function of processes happening in different sedimentary environments.  CDLB – EARTH SCIENCE 2024-2025 16 *Non-clastic sedimentary rocks - evaporation and precipitation from solution or lithification of organic matter - classified as evaporites (halite, gypsum and dolostone), precipitates (limestone) and bioclastics (coal, coquina) Evaporites: rocks formed from the evaporation of water leaving the dissolved minerals to crystallize Precipitates: rocks formed when minerals from a mineral-supersaturated waters start to crystallize at the bottom of the solution Bioclastic: rock formed from compacted organic matter  CDLB – EARTH SCIENCE 2024-2025 17 CHUNK 3: METAMORPHIC ROCKS - formed below the surface of the earth through the process of metamorphism with the recrystallization of minerals in rocks due to changes in pressure and temperature conditions - contact and regional metamorphism Contact metamorphism - heat and reactive fluids as main factors: occurs when a pre- existing rock gets in contact with magma which is the source of heat and magmatic fluids where metamorphic alterations and transformations occur around the contact / metamorphic aureole of the intruding magma and the rock layers. The aureole occurs on different scales depending on the sizes of the intruding magma and the amount of water in the intruded rocks and the reactive fluids coming from the magma. - creates non-foliated metamorphic rocks - example: hornfels Regional metamorphism - pressure as main factor: occurs in areas that have undergone considerable amount of mechanical deformation and chemical recrystallization during orogenic event which are commonly associated with mountain belts - occurs in a regional/large scale - creates foliated metamorphic rocks - examples: schist, gneiss, marble - non-foliated rocks like marble also form through regional metamorphism, where pressure is not intense, far from the main geologic event  CDLB – EARTH SCIENCE 2024-2025 18 RUA OF A STUDENT’S LEARNING WEEK 3 ANSWER SHEET (Please submit only the answers. Do not return the entire module.) Name: ________________________________ Section: _______________________ LAST NAME, FIRST NAME MIDDLE INITIAL Enabling Assessment Activity No.3. Rock Cycle GROUP ACTIVITY Class will be divided in 6 groups. Six different rocks will be given into each group. Each group will be Give different types of rocks. In 60 seconds, the group must classify of the rock is igneous, Metamorphic or sedimentary. The group will write their answer in a piece of paper. When the teacher Says “PASS”, the rock will be passed to the next group in clockwise manner. The group must identify All the rocks correctly to get the incentive points. INDIVIDUAL ACTIVITY Using short essay, poetry, slogan or poster, indicate the transformation that rock undergoes from igneous to sedimentary to metamorphic rocks (10 points)  CDLB – EARTH SCIENCE 2024-2025 19 PRE-REQUISITE ASSESSMENT Why is heat a primary factor in metamorphism but not in creating sedimentary rocks? LEARNING MATERIALS: Module, pen, paper, old earth science books, internet (if applicable) PRE-REQUISITE CONTENT KNOWLEDGE: Minerals PRE-REQUISITE SKILL: Identifying chemical and physical properties of minerals TIME ALLOTMENT: 4 HRS CONSULTATION: For inquiries and clarifications regarding the lesson, you may contact your teacher thru his FB Messenger (Chard Pascua) or thru email ([email protected]) RUA: At the end of the lesson, you should be able to: Describe how ore minerals are found, mined, and processed for human use Describe how fossil fuels are formed INSTITUTIONAL VALUES: Environmental Appreciation and Awareness, Scientific and Technological Literacy Students will be able to apply a. Scientific and technological literacy on how minerals are formed and processed b. Environmental awareness and appreciation on how fossil fuels are formed OVERVIEW OF THE LESSON This lesson is all about the ore minerals and fossil fuels, the different processes they undergo prior to use of human STUDENT’S EXPERIENTIAL LEARNING CHUNK1: ORE MINERALS Mineral Occurrence – concentration of a mineral that is of scientific or technical interest Mineral Deposit – mineral occurrence of sufficient size and grade or concentration to enable extraction under the most favorable conditions Ore Deposit – mineral deposit that has been tested and known to be economically profitable to mine. Aggregate – rock or mineral material used as filler in cement, asphalt, plaster, etc; generally used to describe nonmetallic deposits Ore – naturally-occurring material from which a mineral or minerals of economic value can be extracted. Types of mineral resources: metallic and nonmetallic Metallic mineral deposits: gold, silver, copper, platinum, iron Non-metallic resources: talc, fluorite, sulfur, sand, gravel Process of Mineral Exploration 1. Project Design: This is the initial stage in formulating a project. This involves review of all available data (geologic reports, mining history, maps, etc.), government requirements in acquiring the project, review of social, environmental, political and economic acceptability of the project, and budget and organization proposals. 2. Field Exploration: This stage involves physical activities in the selected project area. This can be subdivided into three phases:  CDLB – EARTH SCIENCE 2024-2025 20 A. Regional Reconnaissance: The main objective is to identify targets or interesting mineralized zones covering a relatively large area (regional). In general, the activities involve regional surface investigation and interpretation. B. Detailed Exploration: This involves more detailed surface and subsurface activities with the objective of finding and delineating targets or mineralized zones. C. Prospect Evaluation: The main objective is to assess market profitability by (1) extensive resource, geotechnical and engineering drilling (2) metallurgical testing and (3) environmental and societal cost assessment. 3. Pre-production Feasibility Study: The feasibility study determines and validates the accuracy of all data and information collected from the different stages. The purpose is for independent assessors to satisfy interested investors to raise funds and bring the project into production. Mining Methods 1. Surface Mining - Utilized to extract ore minerals that are close to Earth’s surface - Different types include open pit mining, quarrying, placer mining and strip mining. OPEN PIT MINING  CDLB – EARTH SCIENCE 2022-2023 21 QUARRYING PLACER MINING STRIP MINING 2. Underground Mining  CDLB – EARTH SCIENCE 2022-2023 22 - Utilized to extract ore minerals from the ore body is that is deep under the Earth’s surface Milling Process -the materials extracted or “mined" are rocks composed of both ore and waste material (part of the rock which contain very little or no element or mineral of economic value). The extracted rocks will undergo processes of mineral (e.g. metal) separation and recovery. - Recovering the minerals from the ore and waste materials can involve one or more processes where in the separation is usually done in a mill. - Crushing and screening are the first stages of controlled size reduction followed by grinding where the rocks are pulverized 1. Heavy media separation: The crushed rocks are submerged in liquid where the heavier/denser minerals sink thus are separated from the lighter minerals. This is commonly used to separate chalcopyrite from quartz before the refining processes of extracting copper. 2. Magnetic separation: If the metal or mineral is magnetic, the crushed ore is separated from the waste materials using a powerful magnet.  CDLB – EARTH SCIENCE 2024-2025 23 3. Flotation: The powdered ore is placed into an agitated and frothy slurry where some minerals and metals based on physical and chemical properties may either sink to the bottom or may stick to the bubbles and rise to the top thus separating the minerals and metals from the waste. 4. Cyanide heap leaching: This method used for low-grade gold ore where the crushed rock is placed on a “leach pile” where cyanide solution is sprayed or dripped on top of the pile. As the leach solution percolates down through the rocks, the gold is dissolved into the solution. The solution is processed further to extract the gold.  CDLB – EARTH SCIENCE 2024-2025 24 CHUNK2: FOSSIL FUELS Q: What are fossil fuels and what are the different kinds? - Fossil fuels are fuels formed by natural processes such as anaerobic decomposition of buried dead organisms. The age of the organisms and their resulting fossil fuels is typically millions of years, and sometimes exceeds 650 million years. Fossil fuels contain high percentages of carbon and include coal, petroleum and natural gas. Other more commonly used derivatives of fossil fuels include kerosene and propane. Q: What is coal and how is it formed? - Like oil and natural gas, coal is a fossil fuel. It started forming over 350 million years ago, through the transformation of organic plant matter. Coal is a combustible black or brownish-black sedimentary rock usually occurring in rock strata in layers or veins called coal beds or coal seams. The harder forms, such as anthracite coal, can be regarded as metamorphic rock because of later exposure to elevated temperature  CDLB – EARTH SCIENCE 2024-2025 25 and pressure. Coal is composed primarily of carbon along with variable quantities of other elements, chiefly hydrogen, sulfur, oxygen, and nitrogen. The Different Types of Coal - Anthracite is 86 to 98% pure carbon and 8 to 3% volatile matter. It is an excellent fuel that is still used to heat homes. - Bituminous coal contains 70 to 86% carbon and 46 to 31% volatile matter. It is used to make coke, used in metallurgy. - Sub-bituminous coal is 70 to 76% carbon and 53 to 42% volatile matter. It is burned in industrial boilers. - Lignite is 65 to 70% carbon and 63 to 53% volatile matter. It is a low-grade fuel with a high moisture content that is used in industrial boilers. - Peat consists of partially decomposed vegetation. Technically speaking, it isn’t coal. It has a carbon content of less than 60% and is composed entirely of volatile matter. A poor fuel that was once used throughout Europe in the form of dried briquettes for heating, today it is used only in a few regions, such as Ireland. How Oil and Gas Deposits are Formed? Deep in the Earth, oil and natural gas are formed from organic matter from dead plants and animals. These hydrocarbons take millions of years to form under very specific pressure and temperature conditions. When a living organism dies, it is generally recycled in one of two ways: - It is eaten by predators, scavengers or bacteria. - Through exposure to ambient air or oxygen-rich water, it oxidizes. That means that the hydrogen, carbon, nitrogen, sulfur and phosphorus contained in the matter combine with oxygen atoms present in the air. The organic matter breaks down into water (H2O), carbon dioxide (CO2), nitrates, sulfates and phosphates that nourish new plants. Fossil Fuel Power Generation Electrical energy generation using steam turbines involves three energy conversions, extracting thermal energy from the fuel and using it to raise steam, converting the thermal energy of the steam into kinetic energy in the turbine and using a rotary generator to convert the turbine's mechanical energy into electrical energy  CDLB – EARTH SCIENCE 2022-2023 26 COAL POWER PLANT (Sual, Pangasinan)  CDLB – EARTH SCIENCE 2024-2025 27 RUA OF A STUDENT’S LEARNING WEEK 4 ANSWER SHEET (Please submit only the answers. Do not return the entire module.) Name: ________________________________ Section: _______________________ LAST NAME, FIRST NAME MIDDLE INITIAL Performance Check No.1 Preserving Mineral Resources Identify at least 5 dangers of mining industry in the Philippines and explain how do the following dangers affect the society and the environment (30 pts) 1. 2. 3. 4. 5.  CDLB – EARTH SCIENCE 2024-2025 28 PRE-REQUISITE ASSESSMENT: Why is petroleum so expensive nowadays? LEARNING MATERIALS: Module, pen, paper, old earth science books, internet (if applicable) PRE-REQUISITE CONTENT KNOWLEDGE: Sources of energy PRE-REQUISITE SKILL: Sufficient knowledge on renewable and non-renewable sources of energy TIME ALLOTMENT: 4 HRS CONSULTATION: For inquiries and clarifications regarding the lesson, you may contact your teacher thru his FB Messenger (Chard Pascua) or thru email ([email protected]) RUA: At the end of the lesson, you should be able to: Explain how heat from inside the Earth (geothermal) and from flowing water (hydroelectric) is tapped as a source of energy for human use INSTITUTIONAL VALUES: Environmental Appreciation and Awareness, Scientific and Technological Literacy Students will be able to apply a. Scientific and technological literacy on heat and water can be used as energy b. Environmental awareness and appreciation on nature can be harnessed into a source of energy OVERVIEW OF THE LESSON This lesson is all about the geothermal and hydroelectric energy; how they are harnessed and the technologies and advances in sciences used in converting heat and water into energy STUDENTS’S EXPERIENTIAL LEARNING *Geothermal energy is a type of renewable energy taken from the Earth’s core. It comes from heat generated during the original formation of the planet and the radioactive decay of materials. This thermal energy is stored in rocks and fluids in the center of the earth. * Hydroelectric energy is a form of renewable energy that uses the power of moving water to generate electricity. CHUNK 1: GEOTHERMAL ENERGY As you descend deeper into the Earth's crust, underground rock and water become hotter. This heat can be recovered using different geothermal technologies depending on the temperature. But the heat resources in geothermal reservoirs are not inexhaustible. Geothermal technologies differ with the temperature of geothermal water, which determines what can be done with it: - At 20°C to 90°C, geothermal heat and water are used for geothermal heating. This is called low-temperature geothermal energy - At 90°C to 160°C, the water is used on the surface in liquid form. It transfers its heat to another fluid, which vaporizes at low temperature and drives a turbine to generate power. This is called medium-temperature geothermal energy - At temperatures above 160°C, the water turns into steam when it reaches the Earth’s surface. It drives turbines to generate power. This is called high-temperature geothermal energy.  CDLB – EARTH SCIENCE 2022-2023 29 The different temperature ranges are general, and practices may vary according to the economic conditions of the particular location. How is heat from inside the earth tapped as a source of energy for human use? Thermal energy, contained in the earth, can be used directly to supply heat or can be converted to mechanical or electrical energy. Makban Geothermal Power Plant (Bay, Laguna)  CDLB – EARTH SCIENCE 2024-2025 30 Power Generation of the Philippines (2017) CHUNK 2: HYDROELECTRIC POWER Water energy encompasses both plants installed on land — on rivers and lakes — and ocean energy, which is still being developed and harnesses the force of waves, tides and currents. The kinetic energy generated by moving water has been used by humankind for centuries, to drive watermills that produce mechanical energy. Modern hydropower, sometimes referred to as “white coal," is harnessed in plants where electricity is generated. Around 40 countries use hydropower to produce more than a fifth of their electricity. Hydropower accounts for 16% of electricity worldwide, behind coal and gas, but ahead of nuclear.  CDLB – EARTH SCIENCE 2024-2025 31 From Dams to Plants A hydroelectric power plant has three main components: - A dam that creates a large waterfall and stores enough water to supply the plant at all times. As well as producing and storing energy, a dam also helps to regulate flooding. - A penstock that channels water from its natural environment (river or lake) to supply the dam reservoir. It may be an open channel, a tunnel or pipeline. - A powerhouse that houses the turbines driven by the waterfall and the generator driven by the turbines. CALIRAYA HYDROELECTRIC POWER PLANT Advantages of hydroelectric power energy Water power in its various forms is a renewable energy resource and there are no fuel costs. No harmful polluting gases are produced. Tidal barrages and hydroelectric power stations are very reliable and can be easily switched on. Disadvantages of hydroelectric power energy It has been difficult to scale up the designs for wave machines to produce large amounts of electricity. Tidal barrages destroy the habitat of estuary species, including wading birds. Hydroelectricity dams flood farmland and push people from their homes. The rotting vegetation underwater releases methane, which is a greenhouse gas.  CDLB – EARTH SCIENCE 2024-2025 32 RUA OF A STUDENT’S LEARNING WEEK 5 ANSWER SHEET (Please submit only the answers. Do not return the entire module.) Name: ________________________________ Section: _______________________ LAST NAME, FIRST NAME MIDDLE INITIAL PERFORMANCE CHECK NO. 2 1. President Bongbong Marcos plans to finish and reopen the Bataan Nuclear Power Plant which one of the cleanest source of energy. Are you in favour of this plan? Site some possible things that might happen once the nuclear power plant is fully operational (15 pts) 2. If you are to propose one technology that could be used by residents of Los Baños as an alternative source of energy, what would it be? Justify your proposal (15 pts)  CDLB – EARTH SCIENCE 2024-2025 33 PRE-REQUISITE ASSESSMENT Can we use other bodies of water like ocean and river to harness energy in the form of hydroelectric energy? Explain your answer LEARNING MATERIALS: Module, pen, paper, old earth science books, internet (if applicable) PRE-REQUISITE CONTENT KNOWLEDGE: Hydrosphere and Geosphere PRE-REQUISITE SKILL: Sufficient knowledge on the processes involved in the four sub-systems of the Earth TIME ALLOTMENT: 4 HRS CONSULTATION: For inquiries and clarifications regarding the lesson, you may contact your teacher thru his FB Messenger (Chard Pascua) or thru email ([email protected]) RUA: At the end of the lesson, you should be able to: Explain how different activities affect the quality and availability of water for human use Identify human activities, such as farming, construction of structures, and waste disposal, that affect the quality and quantity of soil. Explain how different activities affect the quality and availability of water for human use Identify human activities, such as farming, construction of structures, and waste disposal, that affect the quality and quantity of soil INSTITUTIONAL VALUES: Environmental Appreciation and Awareness, Scientific and Technological Literacy Students will be able to apply a. Scientific and technological literacy on human activities affecting the quality of soil and water b. Environmental awareness and appreciation on taking care of our water and soil resources OVERVIEW OF THE LESSON This lesson is all about how human activities affect the quality of soil and water resources in the country, as well as some possible practices to maintain the good quality of water and soil resources STUDENT’S EXPERIENTIAL LEARNING Water is a simple compound, made of two atoms of hydrogen and one atom of oxygen bonded together. More than any other substance on the Earth, water is important to life and has remarkable properties. Without water, life could probably not even exist on Earth. When looking at Earth from space, the abundance of water on Earth becomes obvious. On land, water is also common: it swirls and meanders through streams, falls from the sky, freezes into snow flakes, and even makes up most of human beings. CHUNK 1: WATER RESOURCES The world’s water exists naturally in different forms and locations: in the air, on the surface, below the ground and in the oceans.  CDLB – EARTH SCIENCE 2024-2025 34 Just 2.5% of the Earth’s water is freshwater, and most is frozen in glaciers and ice sheets. About 96% of all liquid freshwater can be found underground. The remaining small fraction is on the surface or in the air. Knowing how water cycles through the environment can help in determining how much water is available in different parts of the world. The Earth’s water cycle is the global mechanism by which water moves from the air to the Earth (precipitation) and eventually back to the atmosphere (evaporation). The principal natural components of this cycle are precipitation, infiltration into the soil, runoff on the surface, groundwater discharge to surface waters and the oceans, and evapotranspiration from water bodies, the soil, and plants. “Blue water”— the water in rivers, lakes, and aquifers— can be distinguished from “green water” — which feeds plants and crops, and which is subsequently released into the air. This distinction may help managers focus on those areas which green water feeds and passes through, such as farms, forests, and wetlands. CHUNK 2: SOIL RESOURCES Soil helps sustain life on Earth—including your life. You already know that soil supports the growth of plants, which in turn supply food for animals. Therefore, soil provides you with nearly all the food you eat. But that’s not all. Many other items you use, such as cotton clothing and medicines, come from plants. Lumber in your home comes from trees. Even the oxygen you breathe comes from plants. Besides supporting the growth of plants, soil plays other life sustaining roles. Soil helps purify, or clean, water as it drains through the ground and into rivers, lakes, and oceans. Decomposers in soil also help recycle nutrients by breaking down the remains of plants and animals, releasing nutrients that living plants use to grow. In addition, soil provides a home for a variety of living things, from tiny one-celled organisms to small mammals.  CDLB – EARTH SCIENCE 2024-2025 35 Land-use practices that can affect the quality and quantity of soil *Farming Farming is very important to society because almost all of the world’s food is grown on farms. Over the 10,000 years humans have been farming, people have continually improved their farming methods. However, farming has some harmful effects and can lead to soil loss. Farmers often add nutrients to soil in the form of organic or artificial fertilizers to make their crops grow better. However, some fertilizers can make it difficult for microorganisms in the soil to produce nutrients naturally. Fertilizers also add to water pollution when rainwater draining from fields carries the excess nutrients to rivers, lakes, and oceans. Over time, many farming practices lead to the loss of soil. All over the world, farmers clear trees and other plants and plow up the soil to plant crops. Without its natural plant cover, the soil is more exposed to rain and wind and is therefore more likely to get washed or blown away. American farmers lose about five metric tons of soil for each metric ton of grain they produce. In many other parts of the world, the losses are even higher. Another problem is overgrazing. Overgrazing occurs when farm animals eat large amounts of the land cover. Overgrazing destroys natural vegetation and causes the soil to wash or blow away more easily. In many dry regions of the world, overgrazing and the clearing of land for farming have led to desertification. Desertification is the expansion of desert conditions in areas where the natural plant cover has been destroyed. *Construction and Development To make roads, houses, shopping malls, and other buildings, people need to dig up the soil. Some of the soil at construction sites washes or blows away because its protective plant cover has been removed. The soil that is washed or blown away ends up in nearby low-lying areas, in rivers and streams, or in downstream lakes or reservoirs. This soil can cause problems by making rivers and lakes muddy and harming the organisms that live in them. The buildup of soil on riverbeds raises the level of the rivers and may cause flooding. The soil can also fill up lakes and reservoirs. *Mining Some methods of mining cause soil loss. For example, the digging of strip mines and open- pit mines involves the removal of plants and soil from the surface of the ground. By exposing rocks and minerals to the air and to rainwater, these forms of mining speed up the rate of chemical weathering. In mining operations that expose sulfide minerals, the increased chemical weathering causes a type of pollution known as acid drainage. Abandoned mines can fill with rainwater. Sulfide minerals react with the air and the water to produce sulfuric acid. Then the acid water drains from the mines, polluting the soil in surrounding areas. SOIL PROTECTION AND CONSERVATION Soil conservation is very important, because soil can be difficult or impossible to replace once it has been lost. Soil takes a very long time to form. A soil with well-developed horizons may take hundreds of thousands of years to form! Most soil conservation methods are designed to hold soil in place and keep it fertile. Below are descriptions of a few of the many soil conservation methods that are used by farmers around the world. Crop rotation is the practice of planting different crops on the same field in different years or growing seasons. Grain crops, such as wheat, use up a lot of the nitrogen—a necessary plant nutrient—in the soil. The roots of bean crops, such as soybeans, contain bacteria that restore nitrogen to the soil. By rotating these crops, farmers can help maintain soil fertility. Conservation tillage includes several methods of reducing the number of times fields are tilled, or plowed, in a year. The less soil is disturbed by plowing, the less likely it is to be washed or blown away. In one method of conservation tillage, fields are not plowed at all. The remains of harvested crops are simply left on the fields to cover and protect the soil. New seeds are planted in narrow bands of soil.  CDLB – EARTH SCIENCE 2024-2025 36 Terraces are flat, step-like areas built on a hillside to hold rainwater and prevent it from running downhill. Crops are planted on the flat tops of the terraces. Contour plowing is the practice of plowing along the curves, or contours, of a slope. Contour plowing helps channel rainwater so that it does not run straight downhill, carrying away soil with it. A soil conservation method called strip-cropping is often combined with contour plowing. Strips of grasses, shrubs, or other plants are planted between bands of a grain crop along the contour of a slope. These strips of plants also help slow the runoff of water. Windbreaks are rows of trees planted between fields to “break,” or reduce, the force of winds that can carry off soil.  CDLB – EARTH SCIENCE 2024-2025 37 RUA OF A STUDENT’S LEARNING ANSWER SHEET (Please submit only the answers. Do not return the entire module.) Name: ________________________________ Section: _______________________ LAST NAME, FIRST NAME MIDDLE INITIAL Performance Check No. 3: Water Conservation Explain how the following activities affect the quality and availability of water for human use 1. Use less water 2. Keep harmful substances out of the water 3. Keep pipes and appliances in good condition 4. Use water-efficient appliances 5. Use water efficiently outdoors 6. Drive less  CDLB – EARTH SCIENCE 2024-2025 38 PRE-REQUISITE ASSESSMENT As a future engineer, how can you help conserve the quality of water resources without compromising the sources of income for those working inside a factory? LEARNING MATERIALS: Module, pen, paper, old earth science books, internet (if applicable) PRE-REQUISITE CONTENT KNOWLEDGE: Environmental Science, Ecology PRE-REQUISITE SKILL: Sufficient knowledge on the processes involved in the four sub-systems of the Earth TIME ALLOTMENT: 4 HRS CONSULTATION: For inquiries and clarifications regarding the lesson, you may contact your teacher thru his FB Messenger (Chard Pascua) or thru email ([email protected]) RUA: At the end of the lesson, you should be able to: Explain how different activities affect the quality and availability of water for human use Identify human activities, such as farming, construction of structures, and waste disposal, that affect the quality and quantity of soil. Explain how different activities affect the quality and availability of water for human use Identify human activities, such as farming, construction of structures, and waste disposal, that affect the quality and quantity of soil INSTITUTIONAL VALUES: Environmental Appreciation and Awareness, Scientific and Technological Literacy Students will be able to apply a. Scientific and technological literacy on human activities affecting the quality of soil and water b. Environmental awareness and appreciation on taking care of our water and soil resources OVERVIEW OF THE LESSON This lesson is all about how human activities affect the quality of soil and water resources in the country, as well as some possible practices to maintain the good quality of water and soil resources STUDENT’S EXPERIENTIAL LEARNING CHUNK1: WASTES Types of Wastes Solid wastes – These are the unwanted substances that are discarded by human society. These include urban wastes, industrial wastes, agricultural wastes, biomedical wastes and radioactive wastes. Liquid wastes – Wastes generated from washing, flushing or manufacturing processes of industries are called liquid wastes. Gaseous wastes – These are the wastes that are released in the form of gases from automobiles, factories or burning of fossil fuels like petroleum. They get mixed in the other gases atmosphere and occasionally cause events such as smog and acid rain.  CDLB – EARTH SCIENCE 2024-2025 39 Sources of Wastes Medical or Clinical sources of wastes Wastes produced from health care facilities, such as hospitals, clinics, surgical theaters, veterinary hospitals, and labs are referred to as medical/clinical waste. This includes surgical items, pharmaceuticals, blood, body parts, wound dressing materials, needles and syringes Agricultural sources of wastes Waste generated by agricultural activities, including horticulture, livestock breeding, market gardens and seedling nurseries, are called agricultural wastes. Wastes generated from this source include empty pesticide containers, old silage wrap, out of date medicines and wormers, used tires, surplus milk, cocoa pods and corn husks. Industrial Sources of Wastes These are the wastes released from manufacturing and processing industries like chemical plants, cement factories, power plants, textile industries, food processing industries, petroleum industries. These industries produce different types of waste products. Wastes from Construction or Demolition Concrete debris, wood, huge package boxes and plastics from the building materials comprise construction waste, which is yielded as a result of the construction of roads and building. Demolition of old buildings and structures also generate wastes and these are called demolition waste. Commercial Sources As a result of the advancement of modem cities, industries and automobiles, wastes are generated daily on a large scale from commercial enterprises. These may include food items, disposable medical items, textiles and much more. Mining Sources Mining activities also generate wastes that have the potential to disturb the physical, chemical and biological features of the land and atmosphere. The wastes include the overburden material, mine tailings (the waste left after extracting the ore from the rock), harmful gases released by blasting etc. Radioactive Sources Radioactive sources of wastes include nuclear reactors, mining of radioactive substances and atomic explosions. Electronic sources of waste The DVD and music players, TV, Telephones, computers, vacuum cleaners and all the other electrical stuff at your home, which are of no more use, are electronic wastes. These are also called e-waste, e-scrap, or waste electrical and electronic equipment (WEEE). Some e- waste (like TV) contains lead, mercury and cadmium, which are harmful to humans and the environment.  CDLB – EARTH SCIENCE 2024-2025 40 Sources of Municipal Solid Wastes in the Philippines (2020)  CDLB – EARTH SCIENCE 2024-2025 41 WEEK 7 ANSWER SHEET (Please submit only the answers. Do not return the entire module.) Name: ________________________________ Section: _______________________ LAST NAME, FIRST NAME MIDDLE INITIAL ENGAGEMENT Mini Performance Task No.4 Waste Management Complete the following table by supplying the nedeed information on how different types of wastes affect people. Sources of waste Source of Waste How it affects people? Ways to minimize waste? Syringe Clinical Since syringes are Some companies non-biodegradable, it recycle syringes so will add to land it can be used for pollution another purpose Food Scraps Old batteries Used Face Masks Used tires  CDLB – EARTH SCIENCE 2024-2025 42 RUA OF A STUDENT’S LEARNING PERFORMANCE TASK GOAL: Make a plan that the community may use to conserve and protect its resources for future ROLE: As an advocate of environmental conservation, you are asked to a create a Photo Collage showing activities on preserving the environment AUDIENCE: The Photo Collage will be presented to the United Nations Environmental Program Council SITUATION: With the current situation on climate change, people are now experiencing a more warm summer and cooler winter seasons. The UNEP invited young delegates in a Photo Collage Making Contest to show how the environment could be preserved for the future generations. PRODUCT: The photos in a collage would be created using 1/8 Illustration Board. Black and white or colored photos are allowed. A small caption at the bottom of the illustration board should be written to give a brief summary about the collage STANDARDS: The output would be assessed based on layout creativity (30%), relevance to the theme (40%), aesthetics (20%), and environmental impact (10%)