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WHOLE BRAIN LEARNING SYSTEM
OUTCOME-BASED EDUCATION
Earth Science
LEARNING
MODULE
WBLS-OBE
MELC-Aligned
6
GRADE
11
QUARTER
I
WEEK
1
Self-Learning Module
EARTH SCIENCE 11/12
MODULE IN
EARTH SCIENCE
QUARTER 1
WEEK 1
The Planet Earth
Development Team
Writers:
Loida A. Rabang
Editors/Reviewers:
Emily C. Bumanglag
Romeo G. Uganiza
Jovencio P. Asuncion, Jr.
Illustrators:
Clifford B. Hernaez
Lay-out Artist:
Dean Patrick R. Espiritu
Management Team
Vilma D. Eda, CESO V
Joye D. Madalipay
Juanito V. Labao
WBLS-OBE
MELC-Aligned
Lourdes B. Arucan
Flenie A. Galicinao
Self-Learning Module
EARTH SCIENCE 11/12
1
What I Need to Know
This module provides you with another process that contributes to the changing
earth’s landscape. This change is internal in nature and it is known as endogenic
processes. In your journey through the discussions and different tasks, you are expected
to understand:
Content Standard:
The learners demonstrate understanding of the subsystems that make up the Earth.
Performance Standard:
The learners should be able to make a concept map and use it to explain how the
geosphere, hydrosphere, atmosphere and biosphere are interconnected.
Most Essential Learning Competencies (MELC):
1. describe the characteristics of the Earth that are necessary to support life
(S11ES-Ib-3);
2. explain that the Earth consists of four subsystems, across whose boundaries matter
and energy flow (S11ES-Ib-4); and
3. identify common rock-forming minerals using their physical and chemical properties
(S11ES-Ib-5)
The module is divided into 3 lessons, namely:
Lesson 1 – The Characteristics of the Earth Necessary to Support Life
Lesson 2 – The Earth’ Subsystems
Lesson 3 – Common Rock Forming Minerals
Note: All answers to the activities should be written on a separate sheet of paper.
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What I Know
Pre-Assessment
A. Directions: Fill in the K-W-H-L Chart below to assess your prior knowledge and
understanding of the topic – “The Characteristics of the Earth that are Necessary to
Support Life”.
K
W
What do I know?
What do I want to find
out?
H
How can I find
out what I’ve
learned
L
What did I learn?
IDENTIFICATION
Directions: Select the word or group of words that best describe the following statements.
Write your answers on your answer sheets.
oblate spheroid
crust
mantle
rotation
Mariana trench
Dead Sea
revolution
core
Himalayan Mt.
______________ 1. What is the true shape of the Earth?
______________ 2. What is the longest mountain chain on the planet?
______________ 3. What is the lowest point on land below sea level?
______________ 4. In which layer of the earth can we locate magma?
______________ 5. What is the movement of the earth around its axis own is called?
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3
Lesson
1
The Characteristics of the Earth
Necessary to Support Life
Earth is one special planet. It has liquid water, plate tectonics, and an atmosphere
that shelters it from the worst of the sun's rays. But many scientists agree our planet's most
special feature might just be us.
What’s In
What makes our planet Earth special? Let us look at our solar system’s position.
Activity 1. Locating Earth at the Solar System
Directions: Study the figure below and answer the questions below:
Figure 1. Picture of the planets showing liquid water covering a portion of the Earth’s Surface
Guide Questions:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Which structure is at the center of the solar system?
What is the location of our planet relative to the sun?
Which is the biggest planet in the solar system
What are the two classifications of planets?
Which planet is nearest to the sun?
What do you think does the blue zone represent?
Which planet is located at the blue color zone?
If the blue color is a habitable zone, does earth located at a habitable zone?
Is Earth located within the expected shell of distance in which liquid water can be
on the surface of the planet?
10. Which galaxy can we locate the planet earth?
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What’s New
Activity 1.2 Knowing Me, Knowing You
Directions: Fill in the table by putting a check mark (/) if the given characteristic holds true
to a corresponding planet or write (X) if it does not.
Characteristics favorable for Life
Earth
Mars
Venus
atmosphere with oxygen
water in its atmosphere
just right distance from the sun
just right size (mass)
friendly one moon
with living things (biosphere)
What is It
The Characteristics of the Earth That Are Necessary To Support Life
What makes Earth unique? The Earth is indeed a unique planet because of the
following components:
THE SUN
The sun is the heart of our solar system. It is a yellow
dwarf star, a hot ball of glowing gases. The connection and
interactions between the sun and Earth drive the seasons,
ocean currents, weather, climate, radiation belts and aurorae.
Though it is special to us, there are billions of stars like our sun
scattered across the Milky Way galaxy.
GALACTIC NEIGHBORHOOD
This is the galactic environment within 1500 light years
from Sol, rich of gas clouds in the Milky Way Galaxy. The Earth’s
proximity to the sun where ionization radiation is “just right” and
favorable for life.
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ATMOSPHERE
Earth's atmosphere is
composed of about 78% nitrogen,
21% oxygen, and one percent
other gases. These gases are
found in layers (troposphere,
stratosphere, mesosphere,
thermosphere, and exosphere)
defined by unique features such
as temperature and pressure.
WATER
To enable life, this most special characteristic
of Earth attributes the planet. It is unique among
planets in our solar system for having water in its liquid
form at the surface, in an amount conducive to life
evolving. The Earth is remarkable for its precisely
tuned amount of water, not too much to cover the
mountains, and not so little that it's a dry desert, as for
Mars and Venus, our 'sister' planets.
Goldilocks Planet
Earth's water is also special in that it has
remained liquid for so long. How has Earth been able
to hold on to its oceans while those on other planets
freeze or fry?
Many details as to why Earth is the only planet
with liquid water in our solar system is its distance to
the sun. A planet much farther in would receive too
much energy from the sun, and a planet too far out
would quickly freeze. Our planet's Goldilocks-like "just
right" location in the solar system has helped as has
its system of plate tectonics. The slip-sliding
movements of Earth's crust are thought to have created the planet's towering mountain
ranges and plummeting ocean depths.
As Earth has plate tectonics it allows for the carbon-silicate cycle to operate over
geological timescales. With the carbon-silicate cycle, the levels of carbon in the
atmosphere get regulated to keep the surface temperature around that of liquid water.
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MASS OF THE EARTH
Another "just-right" aspect of Earth is its size: If it was much smaller, it would not
be able to hold on to our precious atmosphere, but much larger and it might be a gas
giant too hot for life.
The presence of our big brother planet, Jupiter,
farther out in the solar system blocking Earth from much
of the incoming debris, has also helped Earth become a
safe haven for life. Jupiter acts like a giant broom,
sweeping the solar system of debris. This protective
effect was particularly helpful in the solar system's early
years, when Earth still got pummeled but, scientists say,
not nearly as bad as would have been the case without
Jupiter.
A FRIENDLY MOON
Life on Earth may also owe a debt to our nearest
celestial neighbor, the moon.
Earth's moon stabilizes our planet's rotation,
preventing drastic movements of the poles that could
cause massive changes in climate that some scientists
think could have doomed any chance for budding life to
form or evolve. The moon also help pulls the ocean's
tides.
TILTED EARTH
Earth's rotation is the cause for the differences in daytime and
nighttime as it spins on its axis. When that axis is tilted towards the
sun, the Northern Hemisphere receives more radiation than the
Southern and vice versa when the axis is tilted away from the sun.
What’s More
Activity 1.3 Find a Pair
Identify the characteristics of the Earth that is being described. Write the word of your
answer at the space provided.
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Characteristics
1.
.2.
3.
4.
5.
Description
It holds living and non-living things to
Earth’s surface and keeps them from
flying off into space.
It has a breathable air oxygen. This is
caused by moderate amount of carbon
dioxide and other elements in the planet
It provides the material present at the
earth’s atmosphere that enables life to
grow.
All life existing on Earth are only possible
because of it. It is the ingredient for
photosynthesis. To put it simply, and
without it, there would be no life on Earth.
It has only one of it and causes changes
to climatic condition. It controls the
behavior of the oceans and seas.
What I Have Learned
What makes Earth unique?
Moskowitz’s article includes a litany of specifics on what makes Earth unique, including:
•
proximity to the sun—neither too much heat nor too little
•
the existence of water at the Earth’s surface—neither too much nor too little—that
is in liquid form
•
system of plate tectonics that enables the carbon-silicate cycle regulating
temperature
•
the right mass / size—large enough to hang on to its atmosphere, but not so large
to hold on to too much atmosphere and consequently too much heat
•
its protection by “big brother Jupiter,” whose gravity helps divert and vacuum up
incoming debris and keep Earth safe
•
the moon’s stabilizing effect on our planetary rotation, which prevents the poles
from shifting unexpectedly.
•
gravity is what keeps all living things alive and prevents them from falling off the
planet earth as it completes its rotation.
•
Earth is tilted on its own axis at an angle of 23.5 degrees. The four seasons
experienced on planet Earth because of the Earth’s axis of rotation.
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What I Can Do
Activity 1.4 Crash Landing
Perform the activity of a fictional solar system by selecting a planet that you think is
most likely to support life and describe what makes this planet habitable.
Objectives
1. Analyze a fictional solar system and select a planet most likely to support life.
2. Describe what makes a planet habitable.
Procedure
1. Individually at home create a list of items you would need to make you survive in
an extended trip on a spaceship into space. Each student should record on a
piece of paper the list that learner develops.
2. Terribly wrong on their well-packed spaceship. They will need to crash land in
the nearest planetary system.
3. Once the teams have developed lists of what they would need, inform that
something has gone terribly wrong on their well-packed spaceship. They will
need to crash land in the nearest planetary system.
4. Students should record their selections and the reasons why they chose that
planet or moon.
Planet 1(closest the star)
Mass: 1.5
Tectonics: Active volcanoes and
seismic activity detected.
Atmosphere: CO2, N, H2O
Average Temperature: 651 ºC
Description: Thick clouds surround the
planet. No surface is visible through the
clouds
Planet 2
Mass: 0.5
Tectonics: No activity detected
Atmosphere: Thin CO2 atmosphere
detected.
Average Temperature: 10 ºC
Description: Polar ice caps, dry,
riverbeds and many craters can be
seen from orbit.
Planet 3
Mass: 1
Tectonics: Active volcanoes and
seismic activity detected
Atmosphere: CO2, H2O
Temperature: 30ºC
Description: Liquid water oceans cover
much of the surface. Volcanic island
chains make up most of the dry land
Planet 4
Mass: 1.5
Tectonics: Active volcanoes and
seismic activity detected
Atmosphere: N, O2, and ozone
layer
Average Temperature: 2ºC
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Planet 5
Gas Giant one large moon.
Moon: Sulfur dioxide (SO2)
atmosphere
Many volcanoes and hot springs on
surface. Temperature in hot spots can
be up to 600ºC. others spots away
from volcanic heat can get as low in
temperature as 145º C
Planet 7 (Furthest from star)
Gas giant with two large moons
Moon 1: Thick methane atmosphere
with high enough pressure to keep a
potential methane ocean liquid
underneath
Temperature: -200 ºC
Moon 2: Covered in water ice. Ice
appears cracked and re-frozen in parts,
indicating a potential liquid ocean
underneath. Surface
Temperature -100 ºC.
Description: Cold oceans, covered
with ice along much of the globe.
Some open water around equator.
Planet 6
Gas giant with four large, rocky
satellites (moons). Moons have no
appreciable atmosphere. Ice
detectable on one
Guide Questions
1. What planet or moon did you consider landing during the self-activity?
2. Why did you choose said planet over the others?
3. What is/ are the characteristic of the chosen planet that is / are similar to the
planet earth?
4. What is/are the characteristics of the chosen planet that is/are different to the
planet earth?
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Assessment
MULTIPLE CHOICE:
Directions: Read the questions carefully and write the letter of the correct answer on a
separate sheet of paper.
1. A teacher demonstrated the possible effects of acid rain by placing several types of
rocks in separate beakers containing a vinegar solution with a pH of 3. As time passed,
some of the solutions retained a pH of 3 while other solutions gradually reached a pH
of 7. Which of the following best explains this variation of pH in this demonstration?
A. All solutions eventually reach a pH of 7, so the experiment is not complete.
B. The rocks have varying chemical composition, so some but not all of them
react with acid.
C. The students should have measured the pH immediately after mixing since
acid rain reacts quickly in nature.
D. Vinegar is an organic compound that reacts unpredictably with inorganic
rocks.
2. The Sun is an average yellow star in the Milky Way galaxy, which is described
as__________.
A. a dwarf galaxy constellation.
B. a spiral galaxy.
C. an elliptical galaxy.
D. an irregular galaxy
3. Stars begin their life cycle in __________.
A.
B.
C.
D.
a black hole.
a nova.
a nebula.
a supernova.
4. Only about 50% of the solar energy directed toward Earth penetrates directly to the
surface. What happens to the rest of the radiation?
A. It is absorbed or reflected by the atmosphere.
B. It loses energy traveling through space.
C. It is reflected off the Moon and back into space.
D. It loses energy overcoming the Sun’s gravity.
5. The Moon is very hot on the side facing the Sun and very cold on the dark side. This
extreme temperature difference is primarily due to the Moon’s __________.
A. mineral composition.
B. thin atmosphere.
C. reflective rocks.
D. lack of volcanic activity.
6. The clouds that surround Venus are so thick that the planet actually absorbs less
sunlight than the Earth. Nevertheless, Venus has a surface temperature of more than
400oC. Which of this best explains this high surface temperature?
A. The bright surfaces of the clouds reflect sunlight back on the planet.
B. The strong winds in the atmosphere produce friction.
C. The thick clouds in the atmosphere prevent heat from escaping.
D. The sulfuric acid in the clouds releases heat energy.
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7. Which layer of the earth is the hottest?
A. crust
B. inner core
C. mantle
D. outer core
8. Which of the factors contribute much of the earth’s internal heat?
A. increase in pressure
B. still cooling from Earth’s formation
C. radioactive core
D. increase in temperature
9. What happens when warmer parts of a fluid rise, and cooler parts sink?
A. convection current occurs
B. temperature increases
C. pressure increases
D. nothing happens
10. Which of the following geologic processes is NOT related to the Earth's internal heat?
A. Geyser
B. Tectonic plate motion
C. Volcanic activity
D. Weathering
11. During convection, hot substances __________ and cold substances sink.
A. float
B. rise
C. sink
D. push down
12. Where does Earth’s heat mostly stored?
A. inner and outer
B. planetisimals
C. in the mantle
D. asthenosphere
13. Which of these results in production of daughter isotopes and release of particles and
heat energy or radiogenic heat?
A. the radioactive decay
B. primordial heat
C. heat flow from the core
D. reverse fault
14. In what types of matter does convection occur?
A. hotter and colder
B. gases and liquids
C. mantle
D. outer core and mantle
15. __________ moves from hotter places to colder places.
A. mantle
B. hotter; colder
C. fault
D. heat
Lesson
2
The Earth’s Subsystems
Scientists have recently discovered that liquid water used to exist on Mars. Do you
think life could have eventually evolved on Mars if water still exist there now? The study of
Earth Science looks at the entire planet as a system of interacting parts or subsystems. It
focuses on the changes within and among these parts.
What I Know
Scrambled word: Are you familiar with these terms? Arrange the scrambled words
below to come up with the words as our key to the lesson.
1. Epogershe ___________________
2. Mtnlea
__________________
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3.
4.
5.
6.
7.
8.
9.
10.
Eeoprslhthi
Tsrcu
Leocync
Toopnyh
Eroc
Opeebhisr
Hetmaoerps
Eerryhphsod
___________________
___________________
___________________
___________________
__________________
___________________
___________________
___________________
What’s In
Activity 1. Matching Feature of Each!
Are you wondering how these subsystems differ from one another? What function
do they contribute to each other and to our world? Match the distinct characteristics of each
system in column A with the choices at column B. Write the letter of your answer at the
space provided below:
Column A : Feature
Column B: Spheres of the Earth
1. This sphere includes all the stuff that
make up the crust and the core of the
earth. It includes everything natural
and lifeless that make up the surface
of the earth. Answer: ________
A.
B.
C.
D.
Atmosphere
Biosphere
Hydrosphere
Lithosphere
2. The sphere that extends to any place
that life of any kind might exist, from
the atmosphere where birds and
insects to dark caves deep in the
ground or to the bottom of
the ocean at hydrothermal vents.
Answer: ________
3. It’s Earth’s blanket of gases
enveloping the Earth and retained by
our planet’s gravity. Answer: ______
4. This is the sum of Earth’s water, in the
ocean, the ground, on the surface, and
in the air. Approximately 71 percent of
Earth’s surface is covered in water.
Answer: ________
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What’s New
Everything in Earth's system can be placed into one of four major subsystems:
Specifically, they are the "lithosphere" (land), "hydrosphere" (water), "biosphere" (living
things), and "atmosphere" (air).
A. Activity 2. Guess who I am?
Directions: Identify the spheres that describe and illustrate the following figures and
statements. Write the word of your answer at the space provided.
1. If someone were to cut through Earth to its center, these layers
would be revealed like the layers of an onion.
______________________
2. Earth is the planet we live on. The spectacular landforms of our
"Blue Marble" are evident in this image of Asia and the Indian Ocean.
______________________
3. This sphere comprises the different ecosystems on earth which
are currently, exploited and destroyed due to overpopulation.
______________________
4. As air in the lower portion is heated or cooled, it moves around
the planet. The result can be as simple as a breeze or as complex
as a tornado.
______________________
B. Directions: True or False. Write the word true if the statement is correct and write
false if the statement is wrong.
_______1. The lithosphere is one of the subsystems of the Earth?
_______ 2. The Earth’s mantle is made up of the upper and lower part?
_______ 3. The core consists of two parts.
_______ 4. Continental and oceanic parts make up the crust.
_______ 5. The Atmosphere comprises the different biomes on Earth?
_______ 6. The core of the Earth is consisting of liquid nickel and iron.
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What is It
EARTH AS A CLOSED SYSTEM
The four subsystems are closely linked
through the biogeochemical cycles which, as the
term implies, involves biological, geochemical, and
chemical factors. For example, the hydrosphere
interacts with the atmosphere, biosphere, and
geosphere through the water cycle. Water from the
ground is absorbed by the plants through osmosis,
and then released into the atmosphere through
transpiration. Water vapor in the atmosphere
eventually falls as precipitation where a portion of it absorbed by the rocks and becomes
part of the groundwater.
The amount of matter in a closed system is fixed. This can be illustrated by discussing
the volume of mineral resources a system has. The resources used can never be
regenerated, and the waste produced cannot really be disposed. Once used up, the
mineral resources are transformed into something else, maintaining the amount of matter
within this closed system.
Changes within one system eventually caused changes in others. Although Earth
is considered a closed system, its four subsystems are opne, and matter and energy can
freely transfer between them. Thus, a disturbance in one system affects the others.
EARTH’S SUBSYSTEMS
Earth is composed of four basis subsystems - geosphere, hydrosphere,
atmosphere, and biosphere.
GEOSPHERE
The geosphere refers to the solid Earth. It is composed of naturally – occurring solid
aggregate of minerals, organic material, or natural glass called rocks, and loose particles
of rocks that blanket the surface of Earth called regolith. Geosphere also includes geologic
landforms such as mountains and hills.
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The Lithosphere--contains all
of the cold, hard solid land of
the planet's crust (surface), the
semi-solid land underneath
the crust, and the liquid land
near the center of the planet.
The surface of the lithosphere
is very uneven. There are high
mountain ranges like the
Rockies and Andes, huge
plains or flat areas like those in
Texas, Iowa, and Brazil and
deep valleys along the ocean
floor.
The outermost layer of the
lithosphere consists of loose
soil rich in nutrients, oxygen, and silicon. Beneath that layer lies a
very thin, solid
crust of oxygen and silicon. Next is a thick, semi-solid mantle of oxygen, silicon, iron, and
magnesium. Below that is a liquid outer core of nickel and iron. At the center of Earth is a
solid inner core of nickel and iron.
HYDROSPHERE
The hydrosphere is the totality of Earth’s water, including
the permanently frozen parts called cryosphere. Earth is the only
planet in the solar system that contains water in all of its three
phases. The water in the atmosphere is considered separated
from that of the hydrosphere, but they are ultimately connected.
ATMOSPHERE
The atmosphere is the mixture of gases (nitrogen, oxygen,
argon, carbon dioxide and water vapor) that surround the planet.
Aside from the presence of important gases in the atmosphere,
its relative abundance is also crucial. The air in the atmosphere is
generally composed of 78% nitrogen, 21% oxygen, 0.9% argon,
and the remaining 0.10% is made up of different trace gases.
BIOSPHERE
The biosphere includes all life forms and even organic
matter that has not yet decomposed. Most life on Earth exists
within a zone less than 20 km wide, where interactions between
the lithosphere, hydrosphere, and atmosphere create a habitable
environment. It is also in this zone that the interaction between the
different subsystems is most dynamic.
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BIOGEOCHEMICAL CYCLES
The biogeochemical cycles are pathways by which chemical substances move
through both biotic (biosphere) and abiotic (lithosphere, atmosphere, and hydrosphere)
components of Earth. It allows the circulation of important chemical nutrients that form and
support life (carbon, oxygen, nitrogen, phosphorus, calcium, and water) – through the
biological and physical world. It also maintains the balance of substances in the different
subsystems of Earth.
The Carbon Cycle. Carbon cycle is the circulation and transformation of carbon back
and forth between living things and the environment. Carbon is an element often referred
to as the “building block of life” because living things are made up of carbon and carbon
compounds.
The Carbon Cycle
Nitrogen Cycle. The nitrogen cycle is the process by which nitrogen is converted into
various chemical forms which include nitrogen fixation, ammonification, nitrification, and
denitrification. In the atmosphere, nitrogen exits as dinitrogen gas (N2)) which is relatively
inert: it does not easily react with other chemicals to form new compounds. Although
nitrogen is abundant in the atmosphere (78%), is must be fixed in a usable form to be taken
by plants. The process of converting atmospheric N2 into Ammonia (NH3) is called nitrogen
fixation. Bacteria in the soil convert nitrogen to ammonia. A relatively small amount of
ammonia is produced by lightning. Plants can readily assimilate ammonia to produce
nitrogen compounds such as amino acids, proteins and nucleic acids. When a plant or
animal dies or an animal expel waste, bacteria convert the organic nitrogen into ammonium
(NH4+) in a process called ammonification. Ammonium is converted into nitrate by
bacteria in the process known as nitrification. It is important for the ammonia to be
converted to nitrates or nitrites because ammonia gas is toxic to plants. Then nitrates are
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converted to nitrogen gas through the process denitrification which completes the nitrogen
cycle.
The Nitrogen Cycle
Oxygen cycle. The largest reservoir of Earth’s oxygen is in minerals found in Earth’s crust
and mantle (99.5%). The main source of atmospheric free oxygen is photosynthesis. Thus,
oxygen cycle is often interconnected with the carbon cycle. The animals breathe in the
oxygen and then breath out carbon dioxide. The plant can then use this carbon dioxide and
the cycle is complete.
Phosphorus cycle. Unlike other biogeochemical cycles, the atmosphere does not play a
significant role in the movement of phosphorus. Most of the phosphorus is locked up in
sedimentary rocks and it is not available for plants to use. Over time, rain and other agents
of weathering cause rocks to release phosphate ions and other minerals. This inorganic
phosphate is then distributed in soils and water. However, the quantities of phosphorus in
soil are generally small and this is why people often apply phosphate fertilizers. Animals
absorb phosphates by eating plants or plant-eating animals. Once the phosphorus is taken
in by plants and animals, the phosphate is incorporated into organic molecules as DNA.
When the plant or animal dies, it decays, and the organic phosphate is returned to the soil.
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The Phosphorus Cycle
What’s More
Activity 3. Picture Analysis of an Interrelated Earth System
Identify the systems involved in the picture and describe how each system are
interconnected in the form of a concept map. Write the interrelated system (together with
its components) inside the circle then write the process involved in the line between the
spheres. Use the sample concept map provided below as your guide in answering this
activity.
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Picture an ecosystem with interrelated systems
The concept map
Guide Questions:
1. What are the interrelated systems?
2. Specify, what part or component of the ecosystem is included in each sphere?
3. What connecting word or words will explain the connecting diagrams showing
interrelationships of the different spheres?
What I Have Learned
1. The Earth is a closed system composed of four basic spheres: geosphere,
hydrosphere, atmosphere and biosphere.
2. The geosphere refers to the solid Earth. It is composed of naturally – occurring solid
aggregate of minerals, organic material, or natural glass called rocks, and loose
particles of rocks that blanket the surface of Earth called regolith.
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3. The hydrosphere is the totality of Earth’s water, including the permanently frozen
parts called cryosphere. Earth is the only planet in the solar system that contains
water in all of its three phases. The water in the atmosphere is considered
separated from that of the hydrosphere, but they are ultimately connected.
4. The atmosphere is the mixture of gases (nitrogen, oxygen, argon, carbon dioxide
and water vapor) that surround the planet. Aside from the presence of important
gases in the atmosphere, its relative abundance is also crucial. The air in the
atmosphere is generally composed of 78% nitrogen, 21% oxygen, 0.9% argon, and
the remaining 0.10% is made up of different trace gases.
5. The biosphere includes all life forms and even organic matter that has not yet
decomposed. Most life on Earth exists within a zone less than 20 km wide, where
interactions between the lithosphere, hydrosphere, and atmosphere create a
habitable environment. It is also in this zone that the interaction between the
different subsystems is most dynamic.
6. The major elements which make up all living organisms are carbon, oxygen,
nitrogen, phosphorus and sulfur. These building blocks are acquired by organisms
in usable chemical forms as nutrients in a process called the nutrient cycle. Nutrient
cycling is one of the most important processes that occur in an ecosystem. It
involves biological, geological and chemical processes which describe the
movement and exchange of organic and inorganic matter back into the production
of living matter. Nutrients move through the ecosystem in biogeochemical cycles.
What I Can Do
ACTIVITY 4: Perform an activity on “Four Spheres of Earth System”
I. Objectives
a. Understand the concept of a “system” as it applies to Earth.
b. Identify the 4 spheres of the Earth system.
c. Identify and analyze how matter and energy change and cycle through the system
as the spheres interact and
d. Analyze an event and present their findings to the class.
II. What you need:




Example image of Earth system
List of cause and effect relationships
Mobile phones/computer or research materials access
Copies of images from Yellowstone Fire of 1988
III. Procedure
1. After discussing the information in the introduction section, students an opportunity
to put the process to work by analyzing a sample event. Think of an event that had
great impact in a specific society.
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2. After deciding an EVENT to evaluate .Research the
EVENT and decide how it may cause a change to
each of the spheres (hydrosphere, lithosphere,
atmosphere, biosphere) and how these spheres
may impact the event in a specific place. (Example:
the typhoon Yolanda)
Event < >
lithosphere
Event <
>hydrosphere
Event < >model
biosphere
3. You will make a connection
like this one to show and EXPLAIN your ideas
Event
<
>
4. REMINDER: The double-headed arrows (< >) indicate that the cause and effect
atmosphere
relationships of these interactions go in both directions. For example, “event
hydrosphere” refers to the effects of the event on the hydrosphere, and the effects
of the hydrosphere on the event
5. You will then complete your evaluations with a diagram like the one on the right
with EXPLANATIONS for the connections and explain the effects on the Earth
system.
6. Mode of submission of outputs is through the Google Classroom.
IV. Guide Questions
1. How may each of the Earth's four spheres (hydrosphere, atmosphere, lithosphere,
and biosphere) have caused the event to occur?
(These are sphere vs. event impacts.)
2. What are the effects of the event on each of the Earth's four spheres (hydrosphere,
atmosphere, lithosphere, and biosphere)? (These are the event vs. sphere
impacts.)
3. What are the effects of changes in one of Earth's four spheres (hydrosphere,
atmosphere, lithosphere, or biosphere) on each of the other spheres (hydrosphere,
atmosphere, lithosphere, or biosphere)? (These are the sphere-to-sphere
interactions.)
Note: This approach of answering the questions above, that is performed during
every analysis; simply replace the term "event" with the event you wish to
investigate.
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Assessment
Infographic Material
Design an infographic material that could remind the community to protect and
conserve life and resources on Earth.
CREATE (Situation):
The Barangay council is concerned about how to reduce the risk of the community to
disasters brought about by human activities. As a member of the Sanggunian Kabataan,
you have been asked to be the leader of a team of 4 people to disseminate information
and proper practices that should be done like anti-burning campaign, and other proper
waste management campaign in the community to safeguard the Earth. Your team should
have a photographer, a writer, a scientist, and you as the team leader. Prepare an
infographic material which the barangay can distribute to the community. The material
should be scientific, informative, show specific actions with pictures of what people should
do to protect and conserve life on Earth.
SCAFFOLD PROCESS Make an infographic material by doing the following:
1. First, design an infographic material you are going to make.
2. After it, you will be asked to select from poster or brochure. Select on what you would
like to make using a legal-size board.
3. Make your own design.
4. When you are done, check your work with the attach rubric. Your work should show
at least the descriptions in level 3. If your work does not yet meet the requirements
of level 3, revise and improve your work.
5. When your work shows the characteristics of level 3, finalize your work.
Note: i. See attached rubric for making infographic
ii. You are given one week to make your accomplished module and infographic
material for one week and submit hard copy at identified drop off points.
Rubric for Making Infographic Material
Criteria
Content
Weight Exceptional
50%
Appropriate
details
support main
idea
 Accurate
and detailed
information
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Admirable
Most details
support main
idea
 Accurate
information
for almost all
subject matter
Marginal
 Few
details
support main
idea
 Lacking
accurate
information 
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Unacceptable
 No details to
support main
idea
 Information
is not accurate
 Information
does not
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Focus
20%
Visual
Appeal
20%
Mechanics
10%

Information
adequately
supports
purpose of
visual
 Topic and
title clear and
easily
identified
 Main idea
is clearly
appropriate
to topic
 All
illustrations
complement
purpose of
visual impact

Outstanding
use of color,
design, and
space
 Original
and creative
design
 Overall
design is
pleasing and
harmonious
 Free of
grammatical
errors
 Words are
legible and
pertinent to
topic
 Information
is mostly
adequate and
supportive of
visual’s
purpose
 Topic and
title are
mostly clear
and easily
identified
 Main idea
is appropriate
to topic
 Most
illustrations
complement
purpose of
visual impact
 Adequate
use of color,
design, and
space
 Design is
adequate
 Overall
design is
mostly
pleasing and
harmonious
 Mostly free
of
grammatical
errors
 Most words
are legible to
topic
Inadequate
information is
not clearly
supportive of
visual’s
purpose
support the
visual’s
purpose
 Topic and
title difficult
to identify
 Main idea
not clearly
stated
 Few
illustrations
complement
purpose of
visual impact
 Topic and
title are not
clearly
identified
 No main idea
 Illustrations
do not
complement
purpose of
visual impact

Inappropriate
use of color,
design, and
space
 Design
lacks
creativity
 Lack of
harmonious
design in
presentation
 Frequent
grammatical
errors

Presentation
is illegible
and
confusing.
 Little attempt
to use color,
design and
space
appropriately
 Design is
dull
 Project has
sloppy
appearance
 Too frequent
grammatical
errors
 Distractive
elements make
illustration
ineffective
Note: Change the rubric. Follow 4-3-2-1 as criteria
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Lesson
3
The Common Rock-forming
Minerals
As discussed in the previous lesson, Earth is one of the four terrestrial planets in the
solar system. It is composed of rock and regolith which are essentially aggregates of
various minerals.
What’s New
CONCEPT IN A BOX
Directions: Study the concept map and answer the questions below:
Geosphere
is composed of
Rocks
Minerals
Classified into
Characterized by
__Luster
Igneous
Sedimentary
Metamorphic
__Color
__ Streak
maybe
Crystalline
maybe
__ Hardness
maybe
Pyroclastic
Foliated
__Cleavage
Nonfoliated
such as
Crystalline
Clastic
__ Specific
Gravity
Bioclastic
such as
Slaty
Pegmatic
Phaneritic
Porphyritic
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c
Schistose
Phyletic
Aphanitic
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MODIFIED TRUE OR FALSE
Directions: Write the word true if the statement is correct and write the correct word of
“what makes the statement wrong?” if it is false. Write your answer at the space
provided.
____________1. Mineral is defined as a naturally occurring inorganic solid with a definite
chemical composition and an ordered internal structure.
____________2. The geosphere is made up rocks and the biosphere.
____________3. Rocks are of three types namely, metamorphic, sedimentary and
schistose.
____________4. Metamorphic rocks maybe classified as foliated and nonfoliated rocks.
____________5. Igneous maybe classified as pyroclastic of aphanitic.
____________6. Crystalline igneous rocks are pegmatic, phaneritic, porphyritic &
aphanitic.
____________7. Sedimentary rocks maybe crystalline, clastic and bioclastic.
____________8. Foliated metamorphic rocks are gneissic, schistose, phyllitic and slaty.
____________9. Specific gravity is one of the characteristics of a mineral.
___________ 10. Geosphere is the gas layer of the Earth.
What is It
Mineral is a solid inorganic compound, represented by a chemical formula. The
abundance of variety of minerals is controlled by their chemistry, which is dependent on
chemical abundances on Earth. About 98% of Earth’s crust is composed of eight elements.
IDENTIFIED MINERALS
Out of the thousands of identified minerals, only about two dozen are considered
common. Most of the common rock – forming minerals are silicate minerals composed
primarily of silicon and oxygen. Several rock – forming minerals include plagioclase,
feldspar, potassium feldspar, quartz, muscovite, biotite, amphibole, pyroxene, olivine,
calcite, dolomite, hematite, halite, gypsum, talc and chlorite.
LABORATORY TESTS TO IDENTIFY MINERALS
Geologists rely on several simple tests to identify minerals. These tests are based on
a mineral’s physical and chemical properties, which are:1)crystal form, 2) luster, 3)
hardness, 4) cleavage, 5) fracture, 6) streak, 7) color, 8) texture, 9) density, 10) specific
gravity, 11) special properties. It is usually best to use a combination of tests instead of just
one to identify minerals.
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CRYSTAL STRUCTURE. Crystal structure is dependent on the chemical composition of
the mineral. Minerals that have chemical compositions, often share the same crystal
structure and generally belong to the same crystal system. It describes the orderly
geometric spatial arrangement of atoms in the internal structure of a mineral. Crystal
structures such as; isometric, hexagonal, orthombic, tetragonal, monoclinic and triclinic.
CRYSTAL FORM. Since minerals have a definite chemical composition, it forms a definite
structure which crystallizes in a specific crystal form.
CRYSTAL HABIT. Habit refers to the overall shape or growth pattern of the mineral. It is
the outward appearance of the mineral’s crystal form. Common shapes include needlelike
(acicular), plantlike (dendritic), kidney -shape (reniform), bladed, elongated in one direction
(prismatic) and tabular.
CLEAVAGE. Cleavage refers to the tendency
of some minerals to break along flat surfaces
due to weak chemical bond. The quality of the
cleavage varies with the strength of the
chemical bond. The manner in which a
mineral break is dependent on its molecular
bonding and structure. It refers to the number
and directions of cleavage planes and its
quality (excellent, good, poor or absent)
Minerals with excellent cleavage tendency of
a mineral to break along planes of weakness
is known as cleavage It can be described in
both the number and directions of cleavage
planes and its quality(excellent, good or poor
or absent). Minerals with excellent cleavage
will break in small, smooth, step-like flat surfaces. Cleavage surfaces are difficult to identify
in minerals with poor cleavage, while minerals that do not have cleavage will fracture either
in an irregular manner or as conchoidal fracture (smooth, curved surfaces).
Types of cleavage direction
FRACTURE. The tendency of a mineral to break along smooth planes parallel to zones
of weak bonding.
HARDNESS. The hardness of a mineral is a measurement of the strength of the chemical
bonds in its structure. It can be measured by scratching it with another mineral or a
reference material with known hardness using the Mohs scale of hardness. Scratch test is
done by scratching a mineral using an object with known hardness. If the mineral is
scratched, it is softer than the object used. In minerals hardness is determined through the
Moh’ s Scale of Hardness. The Scale consists of number 1 through 10; and 1 being the
softest and 10 being the hardest. Each number represents a different mineral; 1- talc, 2gypsum, 3- calcite, 4- fluorite, 5- apatite, 6- orthoclase, 7- quartz, 8-topaz, 9- corundum,
10- diamond.
LUSTER. The luster of a mineral describes the appearance of light reflected from a mineral
surface. A mineral maybe described as metallic, like that of a polished metal. Alternatively,
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it maybe described as nonmetallic, which can be vitreous (like glass), resinous (like resin),
pearlescent, silky, greasy, earthy and dull.
COLOR. Although color is the obvious mineral property, it is not a reliable feature for
identifying minerals because it can be altered by chemical impurities within its structure.
Quartz is colorless but slight impurities can produce a variety of colors, such as white (like
in milky Quartz), yellow like in citricine, purple (like in Amethyst) or black (like in smokey
quartz).
STREAK. Streak is the color of a mineral in its powder form. It can be obtained by rubbing
the mineral on an abrasive ceramic tile called streak plate.
TEXTURE. It refers to the visusl and tactile (how it feels) the quality of a surface. It could
be described as; rough, smooth, rigid, soft, bumpy, or gritty.
DENSITY. Density is measured by dividing the weight of the mineral with the weight of an
equal volume of water. Galena has a very high density (7.58g/cc) while talc has a low
density (2.7 g/cc).
SPECIFIC GRAVITY. Specific gravity is a measure of the density of a mineral. It is the
weight of a mineral relative to the weight of an equal volume of water. Most common
minerals have the specific gravity of 2.7, while gold has 19. That exhibit these properties
as follows:
Other properties with the corresponding minerals




Magnetism
Taste (Halite is salty)
Effervescence or reaction to acid (calcite and other carbonates will reach with
weak acid)
Feel (Talk is greasy)
The Physical Properties and Chemical Properties
Common Rock-forming Minerals
1. QUARTTZ
• Usually called silica, is one of the most common minerals in the Earth’s crust
• It is made up of Silicon Dioxide (SiO2)
• Quartz crystals are usually hexagonal and prismatic in shape
• Pure quartz is colorless although the presence of impurities may give a range
of colors, such as violet, pink and orange.
• Quartz is the raw material for making glass.
2. PLAGIOCLASE FELDSPAR
• Is a sodium or calcium-rich feldspar. The chemical composition ranges from
sodium aluminum silicate, NaAlSi3O2 to calcium aluminum silicate
CaAl2Si2O3
• Plagioclase feldspar crystals usually occur as stubby prisms.
• Plagioclase feldspar is generally white to gray and it has vitreous luster.
• Plagioclase feldspar is an important industrial mineral used in ceramics.
3. ALKALI FELDSPAR
• Alkali Feldspar is another of the family of feldspar minerals.
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4.
5.
6.
7.
8.
• Alkali Feldspar (Potassium aluminum silicate (K2Na) AlSi3O3) are rich in alkali
metals ions.
• Alkali Feldspar crystals usually occur as stubby prisms.
• Alkali Feldspars is used as raw materials to make porcelain.
MICAS
• Micas are a family of silicate minerals
• Micas are made up of varying amounts of potassium, magnesium, iron as well
as aluminum, silicon and water
• Micas form flat, book-like crystals that split into individual sheets, separating into
smooth flakes along the cleavage planes.
• They are common minerals in intrusive igneous rocks and also can be found in
sedimentary and metamorphic rocks.
• Biotite (Fig. 4) is dark, black or brown mica; muscovite (Fig.5) is light colored or
clear mica.
AMPHIBOLES
• Amphiboles are families of silicate minerals.
• Amphibole minerals generally contain iron, magnesium, calcium and
aluminum as well as silicon, oxygen and water.
• Amphiboles form prismatic or needle-like crystals.
• Amphiboles is composed of many igneous and metamorphic rocks.
• Horne blade (Figure 6) is a common member of the amphibole group of rockforming minerals.
PYROXENE
• Pyroxene (Figure 7) are a family of silicate minerals.
• Pyroxene minerals generally contain magnesium, iron, calcium and aluminum
as well as silicon and oxygen
• Pyroxene forms short or columnar prismatic crystals.
• Pyroxene is a component of many igneous and metamorphic rocks.
• Pyroxene crystals are commonly called as gemstones. For instance, precious
jade is a pyroxene.
OLIVINE
• Olivine (Figure 7) is a silicate mineral
• Olivine (MgFe)2SiO4) contains iron and magnesium.
• Olivine is a green glassy mineral.
• Olivine is common in mafic and ultramafic rocks.
• Clear and transparent olivine crystals
are commonly faceted as gemstones.
CALCITE
• Calcite (Figure 9) is a carbonate mineral.
• Calcite is made up of calcium carbonate (CaCO3).
• Calcite is generally white to clear and is easily scratched with knife.
• Calcite is a common sedimentary mineral that is the major component of
calcareous sedimentary rocks such as limestone. Metamorphism of limestone
produces marble.
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What’s More
Activity 1. The Six Giants
Directions: Arrange the scrambled words to come up with the six giants. Write your
answers on your answer sheets.
__________ 1. Holebipma
___________ 2. Aicm
____________3. Volieni
_____________4. Fsapredl
_____________5. Enyroxpe
_____________ 6. Tsuraq
Activity 2. The Characteristics of Rock-Forming Minerals
Directions: Summarize the characteristics of rock forming minerals. Enumerate them at
the mineral fist list. Write your answer at the space provided.
MINERAL FIST LIST
3
4
2
5
1
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What I Have Learned
1. Geologists rely on several simple tests to identify minerals. These tests are based on
a mineral’s physical and chemical properties, which are:1)crystal form, 2) luster, 3)
hardness, 4) cleavage, 5) fracture, 6) streak, 7) color, 8) texture, 9) density, 10)
specific gravity, 11) special properties. It is usually best to use a combination of tests
instead of just one to identify minerals.
2. Minerals can be classified as silicates or non-silicates.
3. The hardness of a mineral can be identified through the use of a Moh’s scale, 1 as
the softest and 10 as the hardest.
4. Rock-forming minerals can be characterized as: solid Earth material, naturally
occurrng, inorganic, definite chemical formula, and definite crystal structure.
Assessment
A. Directions: Multiple Choice: Select the letter of the best answer. Write the letter of
your answer.
1. A property of a mineral that refers to whether it is metallic or non-metallic
A. color
B. hardness
C. luster
D. specific gravity
2. It refers to the hue of the mineral.
A. cleavage
B. color
C. hardness
D. luster
3. It is observed against a contrasting background.
A. Color
B. cleavage
C. fracture
D. streak
4. A mineral with hardness of 6 in the Moh’s scale.
A. corundum
B. flourite
C. orthoclase
D. quartz
5. It is the most obvious property of a mineral and the most reliable property used in
identifying mineral.
A. color
B. cleavage
C. fracture
D. streak
6. If a rock can only be scratched or cut by a diamond, what is its hardness based on
Mohs’ Scale?
A. 2
B. 5
C. 8
D. 10
7. Which property of a mineral describes the overall shape of the crystal?
A. color
B. crystal habit
C. crystal structure D. luster
8. A mineral can be classified as silicates or non-silicates.
A. the statement is false
B. the statement is true
C. maybe
D. not valid
9. It is generally true that igneous rocks_________.
A. contain primarily evaporates.
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B. can be scratched with a penny.
C. normally contain fossils.
D. are composed of silicate minerals.
10. Relative cooling rates of igneous intrusive rocks can be estimated by comparing
rocks’_________.
A. chemical reactivity
B. composition.
C. crystal sizes
D. density
B. Directions: Identification: Write the word or group of words that best describe the
following questions at the space provided for your answer.
___________1. The color of the powder of a mineral.
___________2. The appearance of a mineral surface in the reflected light.
___________3. The tendency of the mineral to break along planes of weak bonding.
___________4. It is the rock’s process of change.
___________5. It is formed from the particles of sediments.
___________6. It is a magma or lava that solidifies.
___________7. The hardest mineral on earth.
___________8. It is a transformation of a rock forming sedimentary to metamorphic to
igneous.
___________9. It is called “rock from living things”.
__________10. It is a measure of the density of a mineral.
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Lesson 3
Whats New
Modified True or False: 1.True, 2. Minerals, 3.Igneous,4.True, 5. Crystalline,
6.True, 7.Clastic and bioclastic, 8.True, 9.True, 10.True
What’s More : 1. Amphibole 2. Mica, 3. Olivine, 4. Feldspar,
5.Pyroxene, 6. Quarts
Mineral Fist: 1.Solid Earth Material, 2. Naturally occuring, 3.Inorganic,
4. Definite Chemical Composition, 5. Definite Crystal Structure
Assessment: 1. C, 2.B, 3.D, 4.C, 5. A, 6.D, 7.B, 8.B, 9.A, 10.B
Activity 1.3 Find a Pair
1.Gravity ,2. Atmosphere, 3. Sun, 4. Light ,
5. Moon
Module 1
Pre-Assessment
1.
2.
3.
4.
5.
Activity 4. Asnwers may vary
Lesson 2
Scrabmled word: 1. Geosphere, 2.Mantle,
3. Lithosphere, 4. Crust, 5.Cyclone, 6.
Typhoon, 7. Core, 8.Biosphere, 9.
Atmosphere, 10.Hydrosphere
What’s In: 1. D, 2. B, 3. A, 4. C
What’s New: Guess Who I am? I. I)1.
Lithosphere, 2. Hydrosphere,
3Biosphere, 4. Atmosphere
II)
True or False: 1. True, 2.True, 3.True,
4. True, 5. False, 6.True
Oblate spheroid
Himalayan Mt.
Mariana Trench
Mantle
Revolution
Lesson 1
Whats In
Activity 1
1. Sun
2. 3rd Planet
.Jupiter
3.
4.
5.
6.
7.
Terrestrial and Jovian
Mercury
Water surface/Habitable Zone
Earth
Yes
Answer Key
References
Christotel C. Lopez, Christian Noel T. Cantero & Ma. Joserie N. Pulido. K-12
Based Earth Science for Senior High School. Philippines: Lorimar Publishing Inc.,
2017.
Myrna P. Quinto and Jennifer S. Florida. Earth Science for Senir High School.
Philippines: Mutya Publishing House, Inc. 2017.
Jose Tolentino Olivar II, Raymond S. Rodolfo and Hillel B. Cabria. Exploring Life
Through Science. Earth Science for Senior High School. Quezon City Phils:
Phoenix Publishing House Inc.,2016.
MELC for Science
K to 12 Curriculum Guide for Science
Other Sources
http://cte.sfasu.edu/wp-content/uploads/2015/04/Rubric-for-Infographic-or-Poster.pdf
https://www.slideshare.net/moniquewilson/physical-properties-of-rocks
https://www.space.com/5595-earth-special-compared-planets.html
https://www.pinterest.ph/pin/515451119848231436/
https://www.pinterest.ph/pin/250160954281500743/
https://www.shutterstock.com/image-vector/phosphorus-cycle-vector-illustrationlabeled-earth-1549733282
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For inquiries or feedback, please write or call:
Department of Education – Schools Division of Laoag City
Curriculum Implementation Division
Brgy. 23 San Matias, Laoag City, 2900
Contact Number: (077)-771-3678
Email Address: laoag.city@deped.gov.ph
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