Self-Learning Module for Grade 11

EARTH SCIENCE
STEM
A. Introduction
This part is the Chapter 2, Earth Materials and Processes of Earth Science Self-
Learning Module. Lesson 1 contains significant activities in which learner will be able
to identify the common rock-forming minerals using their properties. At the end of the
lesson the learner can describe minerals in terms of their physical properties.

B. Directions for the User:

This lesson includes Pretest, Procedure/Learning Experience/Learning Activities,
Reflection and Posttest. The learner is expected to take the pretest before going
through Lesson 1. Read the directions carefully before doing all the exercises and
activities. Take the posttest after you have finished the lesson.

C. Pretest
Directions: Read and analyze the following questions. Blacken the circle of the letter
that best answers each question.
1. Rocks are made up of different minerals. How can you identify the properties
of rocks?
A. by observing their sizes
B. by observing their colors
C. by observing their texture and shapes
D. All of the above
2. Rocks are made up of minerals which give rocks different characteristics such
as colors, texture, hardness and shape. How can we identify the hardness of
each rock?
A. by grinding
B. by pounding
C. by scratching
D. by hammering
3. Which of the following statements describe talc and diamond?
A. Talc is the softest while diamond is the hardest mineral.
B. Talc can be scratched by finger diamond cannot.
C. Talc can be powdered, diamond cannot.
D. All of the following
4. Which of the following properties is the most unreliable for classifying
minerals?
A. Color
B. Density
C. hardness
D. Streak
5. Your reason for your answer in number 4 is: _______
A. Density of mineral in an intensive property
B. Hardness of mineral in an intensive property
C. Hardness of mineral cannot be done in the field
D. Some minerals of the different type may have the same color.
D. SLK Proper
I. Learning Experience
Engage
Activity 1
Directions: Study the illustrations below. Tell something about the picture.
Describe mineral in terms of shape, hardness and texture.

Google image

Explore
Activity 2
Directions: This activity must be performed using the DepEd provided
collection of minerals. Use the data table below for your observations.

A. Materials
Mineral samples, Magnifying glass, paper and pencil

B. Procedure:
Do the following tests and write your observation.

1. Test for color – using magnifying glass, determine the dominant color
of the mineral.
2. Test for texture – Touch each sample minerals and observe the
texture of each sample mineral.
3. Test for hardness – Try scratching each mineral on the glass. If the
glass can be scratched, mark the mineral “higher than 5”; if it cannot,
mark the mineral “lower than 5”.
4. Test for streak – Scratch each mineral on an unglazed porcelain (ex.
base of mortar and pestle). It supposed to leave a power mark.
5. Test for luster – Observe each mineral closely near a source of light,
notice if its surface can reflect light.
6. Test for Cleavage/Fracture – Check the surface of the mineral and
identify whether orientation of the cut’s forms cleavage or fracture.
Data Table:
ROCK
COLOR TEXTURE HARDNESS LUSTER STREAK CLEAVAGE
#
1
2
3
4
5
6

Elaborate
Activity 3
Direction: Describe each rock in terms of luster, cleavage or fracture and
texture.

Rocks Luster Cleavage Texture

/Fracture

Calcite

Diamond

Quartz

Gypsum

Topaz

Explain
 Guide Questions:
1. What are the colors of each rock?
______________________________________________
2. What is its size? Is it big or small?
_____________________________________________
3. What is its texture, rough or smooth?
____________________________________________
4. When you scratch it, does it easily break or not? Is it soft or hard?
_________________________________________________
5. What can you say about the color of different minerals?

Read Me…

There are approximately 4000 different minerals, and each of

those minerals has a unique set of physical properties. These
include color, streak, hardness, luster, diaphaneity, specific
gravity, cleavage, fracture, magnetism, solubility, and many
more. These physical properties are useful for identifying
minerals.

The most useful properties for identifying minerals are:

1. Cleavage
2. Crystal habit
3. Hardness
4. Luster
5. Streak
 
Other properties you will use to distinguish some important minerals
are:
1. Color
2. Density
3. Feel
4. Magnetism
5. Odor
6. Presence of striations
7. Reaction to dilute acid

Evaluate
Directions: Choose the letter of the correct answer,
_____1. Which of the following minerals is the hardest according to the Mohs' scale?
A. calcite C. quartz
B. gypsum D. fluorite
_____2. Why color alone is not useful in mineral identification?
A. Many minerals have the same color.
B. One mineral can have many different colors.
C. The presence of one element can cause many colors.
D. all of the above
_____3. You encounter a clear mineral in a vein within a rock which could either be
quartz, calcite, or gypsum. Which of the following mineral can scratch by a
pocketknife, but not your fingernail.
A. gypsum C. quartz
B. calcite D. can’t tell from the information
_____4. What is the hardest material?
A. diamond C. quartz
B. feldspar D. talc
_____5. Which of these minerals cannot be used to identify a mineral?
A. hardness luster C. mass
B. luster streak D. streak

E. Reflection

Directions: Complete the stems below so that you can also assess yourself after
completing this module.

In this lesson, I learned _________________________________________

__________________________________________________________________

I became particularly interested with ________________________________

__________________________________________________________________

I still have trouble understanding ___________________________________

___________________________________________________________________

I would like to know more about ____________________________________

___________________________________________________________________

___________________________________________________________________
F. Posttest
Directions: Read and analyze the following questions. Blacken the circle of the letter
that best answers each question.
1. Minerals can be tested by its hardness by scratching them using finger nail, knife,
hammer and even the mineral with the high degree of hardness. Which mineral is the
hardest?
A. Apatite
B. Corundum
C. Diamond
D. Topaz
2. Which of the following properties cannot be used to classify minerals?
A. Color
B. Hardness
C. Streak
D. Cleavage
3. Which of the following minerals below has non-metallic luster?

A. B. C. D.

4. Which of the following property is indicated by the picture below?

Google image
A. Cleavage
B. Hardness
C. Luster
D. Streak
5. Which of the following minerals has fracture surface orientation?

Google image
A B C D

G. Next Step
Congratulations! You have successfully finished Lesson 1. You may now
proceed to Lesson 2. Please do an advance reading on identifying rock forming
minerals using their physical and chemical properties or recall your elementary and
junior high school discussions on this topic. Good luck! You may advance to the next
level.

Self-Learning Module for Grade 11

EARTH SCIENCE
 STEM
A. Introduction
Lesson 2 contains significant activities in which you will be able to identify the
common rock-forming minerals using their physical and chemical properties. At the
end of this module, the learner can easily identify common rock forming minerals
using their chemical properties.

B. Directions for the User:

This lesson includes Pre-test, Procedure/Learning experience/learning Activities,
Reflection and Posttest. The learner is expected to take the pretest before going
through Lesson 2. Read the directions carefully before doing all the exercises and
activities. Take the posttest after you have finished the lesson.

C. Pretest
Directions: Read and analyze the following questions. Blacken the circle of the letter
that best answers each question.

1. Which of the following minerals is a major component of granite rock?

A. Gypsum
B. Feldspar
C. Magnetite
D. Olivine
2. Which mineral is a native element?
A. Apatite
B. Gold
C. Mica
D. Quartz
3. Which common group of minerals contains Silicon and Oxygen?
A. Oxide
B. Silicate
C. Sulfate
D. Sulfide
4. Gypsum, also known as dessert rose, has chemical formula of Calcium sulfate
dehydrate. To which group of rock forming mineral does it belong?
A. Oxides Sulfates
B. Silicates
C. Sulfates
D. Sulfides
5. To which group of minerals does common salts belong?
A. Carbonates Halides
B. Fluorites
C. Halides
D. Sulfides

D. SLK Proper
I. Learning Experience
 Explore
Activity 1
Direction: Look at the pictures below. Tell something about the pictures.

Google image

Google image Google image

Google image
1. Quartz 2. Feldspar 3. Calcite

Google image
Google image
Google image

4. Mica 5. Pyroxene 6. Olivine

Guide:
Direction: Write relevant questions based on your observation.

1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
4. ______________________________________________________________
5. ______________________________________________________________

Explore
 Activity 2
Procedures: Read and analyze the description given in the table. Complete
the table with the concept needed for description.

Mineral Chemical
Description
Group Composition
Silicates - Minerals containing 2 of the
most abundant elements in the Earth’s
crust, namely, silicon and oxygen.
When linked together, these two
elements form the silicon oxygen
tetrahedron - the fundamental building
block of silicate minerals. Over 90% of
the rock-forming minerals belong to this
group. Aside from Si (46.6 % by wt.)
and O (27.7%), the other most common
elements that make the earth’s crust
are Al (8.1), Fe (5.0), Ca (3.6), Mg (3.1),
Na (2.8) and K 2.6).
Oxides - Minerals containing Oxygen
anion (O2-) combined with one or more
metal ions
Sulfates - Minerals containing Sulfur
and Oxygen anion (SO4) combined with
other ions
Sulfides - Minerals containing sulfur
anion (S2) combined with one or more
ions. Some sulfides are sources of
economically important metals such as
copper, lead and zinc.
Carbonates - Minerals containing the
carbonate anion (CO3)2 combined with
other elements.
Native Elements - Minerals that form as
individual elements.
a. Metals and Inter-metals – minerals
with high thermal and electrical
conductivity, typically with metallic
luster, low hardness (gold, lead)
b. Semi-metals – minerals that are
more fragile than metals and have
lower conductivity. (arsenic, bismuth)
c. Nonmetals – nonconductive (sulfur,
diamond)
Halides - Minerals containing halogen
elements combined with one or more
elements

Elaborate
Activity 3
 Direction: Read the situation below. Answer the question with a four to five-liner
paragraph

Situation: You want to be a civil engineer someday. Civil engineers plan, design
and oversee construction and maintenance of building structures and infrastructure
such as roads, railways, airports, bridges. Why is it important for them that they
have knowledge about the rock-forming minerals?

_________________________________________________________

___________________________________________________________________

___________________________________________________________________

Explain
Guide Questions:
1. What are the rock-forming minerals?
____________________________________________________

2. How do they differ from each other?

____________________________________________________

3. What are the chemical compositions of the rock-forming minerals?

____________________________________________________

Evaluate
Directions: Choose the letter of the correct answer.

1. Which of the following minerals contain iron and magnesium?

A. Calcite B. Micas C. Olivine D. Quartz
2. Which of the following statement is true about feldspar?
A. The chemical composition ranges from sodium aluminum silicate, to calcium
aluminum silicate.
B. It is made up of Potassium aluminum silicate.
C. It is made up of silicon dioxide.
D. It is made up of calcium carbonate.
3. Which of the following minerals is black in color?
A. Feldspar B. Hornblende C. Muscovite D. Olivine
4. Which of the following minerals does not belong to a silicate class?
A. Calcite B. Feldspar C. Olivine D. Pyroxene
5. It is usually called silica, one of the most common minerals in the Earth’s crust. It is
made up of silicon dioxide.
A. Biotite B. Calcite C. Mica Quartz D. Quartz
E. Reflection
 How did you fare in this module? Complete the stems below so that you can
also assess yourself after completing this module.
In this module, I learned _________________________________________

__________________________________________________________________

__________________________________________________________________

I became particularly interested with ________________________________

__________________________________________________________________

__________________________________________________________________

I still have trouble understanding ___________________________________

___________________________________________________________________

___________________________________________________________________

I would like to know more about ____________________________________

________________________________________________________________

___________________________________________________________________

F. Posttest
Directions: Read and analyze the following questions. Blacken the circle of the letter
that best answers each question.

1. Which of the following group of minerals is a major component of igneous rock?

A. Carbonates
B. Halides
C. Silicates
D. Sulfates

2. In which group of mineral does Sulfur belong?

A. Carbonates
B. Halides
C. Native Elements
D. Sulfates

3. Which common group of minerals contains Silicon and Oxygen?

A. Oxides
B. Silicates
C. Sulfates
D. Sulfides

4. Gypsum, also known as dessert rose, has chemical formula of Calcium sulfate
dehydrate. To which group of rock forming mineral does it belong?
A. Oxides
B. Silicates
C. Sulfates
D. Sulfides

5. To which group of minerals does common salts belong?

A. Carbonates Halides
B. Fluorites
C. Halides
D. Sulfides

G. Next Step
Congratulations! You have successfully finished Lesson 2. You may now
proceed to Lesson 3. Please do an advance reading on rocks as to igneous,
sedimentary, and metamorphic or recall your elementary and junior high school
discussions on this topic. Good luck! You may advance to the next level.
 Self-Learning Module for Grade 11
EARTH SCIENCE
STEM

A. Introduction
Lesson 3 will explore the different types of rocks existing in our environment.
The learner is expected to identify and classify rocks into igneous, sedimentary, and
metamorphic. These are country’s resources which are very useful and possible
source of income.

B. Directions for the User:

This lesson includes Pretest, Procedure/Learning Experience/Learning Activities,
Reflection and Posttest. The learner is expected to take the pretest before going
through Lesson 3. Read the directions carefully before doing all the exercises and
activities. Take the posttest after finishing the lesson.

C. Pretest
Directions: Read and analyze the following questions. Blacken the circle of the letter
that best answers each question.

1. Which type of rock has layered forms and contains bits of rock materials?
A. Igneous rock
B. Metamorphic rock
C. Sedimentary rock
D. None of the above

2. To which group of rock does granite belong?

A. Igneous rock
B. Metamorphic rock Sedimentary rock
C. Sedimentary rock
D. None of the above

3. Which group of rock is formed through melting and solidifying?

A. Igneous rock
B. Metamorphic rock
C. Sedimentary rock
D. None of the above

4. Which of the following rock is metamorphic?

A. Granite
B. Limestone
C. Marble
D. Sandstone

5. Which group of rock was formed through compressing and heating?

A. Igneous rock
B. Metamorphic rock
C. Sedimentary rock
 D. None of the above

D. SLK Proper
I. Learning Experience

Engage

Activity 1
Directions: Collect ten rock samples from your school yard. Using
magnifying glass, observe the rocks. Create a grouping of the rocks based
on your observation. Label your rock sample as 1, 2, to 10.

Explore
Activity 2
Procedure: Observe the pictures below. Describe the characteristics (ex.
how it’s formed) of each rock based on the pictures.

A. Igneous rocks

Google image Google image

B. Sedimentary rocks

Google image Google image

C. Metamorphic rocks

Google image Google image

 Kinds of Rock Characteristics How is it form?

1. Igneous

2. Sedimentary

3. Metamorphic
Directions: Fill up the table with the observation from the pictures presented on the
previous page.

Elaborate

Activity 3
Directions: Read the given situation and answer the questions below.

Situation:

Scientists found some fossils of water plants and animals in rocks high in the
mountain. What kind of rock is the fossil located? Where did the rock form? What
kind of rock do we have in our school garden and how is it formed?
_____________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

Read me:

Igneous rock or magmatic rock is formed through the cooling and solidification of
magma or lava.

Sedimentary rock is formed by the deposition and subsequent cementation of

mineral or organic particles on the floor of oceans and other bodies of water at the
Earth surface.

Metamorphic rock arises from the transformation of existing rock types in the
process called metamorphism, which means change in form. The original rock is
subjected to heat and pressure, causing profound chemical or physical change.
Explain

Guide Questions:
1. What are the three kinds of rocks?
________________________________________________________

2. Differentiate each kind of rock with each other

_________________________________________________________

3. How are they formed?

_________________________________________________________

Evaluate
Direction: Choose the letter of the best answer.
1. Igneous rocks formed from cooled lava are classified as:
a. Extrusive rocks
b. Intrusive rocks
c. Lava rocks
d. Magma rocks
2. Which kind of igneous rock forms beneath the earth’s surface?
a. Extrusive rock
b. Intrusive rock
c. Molten rock
d. Lava rock

3. Which of the following rock is classified as sedimentary rock?

a. Basalt
b. Granite
c. Limestone
d. Obsidian

4. These are rocks that are changed from heat and pressure.
a. Igneous rocks
b. Metamorphic rocks
c. Sedimentary rocks
d. All of the above

5. Igneous and sedimentary rocks are changed into metamorphic rocks by:
a. Cool temperature Heat and pressure
 b. Decomposition
c. Heat and pressure
d. Layering

E. Reflection
How did you find the lesson? Complete the stems below so that you can also assess
yourself after completing this module.

In this lesson, I learned _________________________________________

__________________________________________________________________

_________________________________________________________________

I became particularly interested with ________________________________

__________________________________________________________________

__________________________________________________________________

I still have trouble understanding ___________________________________

___________________________________________________________________

___________________________________________________________________

I would like to know more about ____________________________________

___________________________________________________________________

___________________________________________________________________
F. Posttest
Directions: Read and analyze the following questions. Blacken the circle of the letter
that best answers each question.

1. Which types of rock is formed from solidification of magma?

A. Extrusive Igneous rock
B. Intrusive Igneous rock
C. Metamorphic rock
D. Sedimentary rock
2. A rock found near volcanoes may classified as ________.
A. Igneous rock
B. Sedimentary rock
C. Metamorphic rock
D. None of the above
3. Which group of rock is formed through melting and solidifying?
A. Igneous rock
B. Sedimentary rock
C. Metamorphic rock
D. None of the above
4. Which of the following rock is sedimentary rock?
A. Granite
B. Limestone
C. Marble
D. Slate
5. Which group of rock was formed through compression and heating?
A. Igneous rock
B. Sedimentary rock
C. Metamorphic rock
D. None of the above

G. Next Step

Congratulations! You have successfully finished Lesson 3. You may now

proceed to Lesson 4. Please do an advance reading on how important minerals in
the society or recall your elementary and junior high school discussions on this topic.
Good luck you may advance to the next level.
 Self-Learning Module for Grade 11
EARTH SCIENCE
STEM
A. Introduction
Lesson 4 contains significant activities in which you will be able to identify the
different minerals important to society. At the end of this lesson, you can identify
common minerals that are important in the society through article readings.

B. Directions for the User:

This lesson includes Pre-test, Procedure/Learning Experience/Learning
Activities, Reflection and Posttest. The learner is expected to take the pretest before
going through Lesson 4. Read the directions carefully before doing all the exercises
and activities. Take the posttest after finishing the lesson.

C. Pretest
Directions: Read and analyze the following questions. Blacken the circle of the letter
that best answers each question.

1. Which of the following elemental mineral is used by nuclear plant to generate

electricity?
A. Cobalt-200
B. Neptunium-180
C. Thorium-238
D. Uranium-235
2. Which of the following metals are mainly needed for aircraft components?
A. Aluminum
B. Chromium
C. Nickel
D. Steel
3. Which of the following mineral is present in lotion that you may be using?
A. Clay
B. Gypsum
C. Koalonite
D. Talk
4. Which of the following is/are the use/s of minerals?
I. Development of industrial plants and machinery
II. Construction, housing settlements
III. Defense equipment and weapon
IV. Medicinal system
A. I and II
B. II and III
C. III and IV
D. I, II, III, and IV
5. Which set of minerals are necessary in making fertilizer?
A. potassium, phosphorus, and nitrogen
B. calcium, magnesium and potassium
 C. potassium, nitrogen, and carbon
D. aluminum, iron and copper

D. SLK Proper
I. Learning Experience

Engage

Activity 1
Directions: Look at the picture below. Why are minerals important to us?
Write your answer on the space provided below.

Google image
Google image

Google image

What I know….
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
 Explore
Activity 2
Direction: Read the articles below. Identify the common minerals that are
important in the society through article readings. Write your answer in the
table below

Article 1 Article 2
The Basis of Nuclear Energy –
How is Nuclear Power
Produced? Minerals are non–renewable
natural resources that are vital for
Nuclear power plants
the construction, manufacturing and
use pellets to fuel the plants. A energy industries. The aim of
pellet contains approximately sustainable mineral development is
3% U-235 that is encased in a to ensure mineral use is kept to a
ceramic matrix. The pellets are minimum amount without having a
aligned in linear arrays (fuel negative impact on economic growth.
rods) that are interspersed with This is achieved by efficient use of
moveable control rods. The minerals as well as recycling and the
control rods act to dampen (or usage of alternative materials
to stop) the nuclear 

Article 3
Defense Industry
A large variety of metals are used in the defense sector, from rare,
precious and specialized metals to aluminum, magnesium and steel. Nickel
based super alloys are used in a wide variety of components including, jet
turbines, submarine hulls, coatings, missiles, assault rifles and fighter aircraft.
Nickel-aluminum bronze and copper-nickel alloys are mainly needed for
aircraft components, rockets, explosive detection equipment, communications
and satellite systems

Article 4

Doctors and dentists use minerals too.

When you have a high temperature and are feeling ill, if you're at the
dentist, or if you've had an accident and broken an arm or a leg, minerals
are used to help you get better. There are lots of minerals you can find in
the doctor's or dentist's surgery. Examples are gypsum in plaster cast,
mercury in thermometer, kaolinite in lotion etc.
Article 5
Minerals & Agriculture
Minerals in agriculture are found in the soil. Sunlight and water aren't the only
things needed for plant growth. Minerals are an essential part of plants’
growth. They need minerals like potassium, phosphorus, and nitrogen. These
minerals can be found in the fertilizers fed to the plants. Minerals in the
fertilizer are transferred into the plants. Example of these are phosphorus,
potassium and nitrogen.

Write your answer here:

Article Number Importance of Minerals

Elaborate

Activity 3
Directions: Read the situation and answer the question below.

Situation :
Reinier, a young geologist, asked his friend to refrain from gathering rocks near
the sea shore. Why do you think he prevent him from doing so?

_________________________________________________________

_________________________________________________________
_________________________________________________________

_________________________________________________________

_____________________________________________________

Explain

Guide Questions:
1. How are minerals important in article 1, 2, 3?

______________________________________________________________
______________________________________________________________

2. What are the minerals mentioned in article 3, 4, 5?

______________________________________________________________

3. How do minerals attest the existence of life billions of years ago?

_____________________________________________________________

Evaluate
Directions: Choose the letter of the correct answer.
1. These are naturally occurring, inorganic, crystalline solids having a definite
chemical composition and characteristics.
A. Vitamins
B. Minerals
C. Rocks
D. Matter
2. What mineral is used as a fuel in nuclear power plant
A. Nitrogen
B. Pallet
C. Potassium
D. Phosphorus
3. These minerals are all mainly needed for aircraft components EXCEPT:
A. Aluminum
B. Copper
C. Nickel
D. Sodium
4. Plaster : gypsum – Thermometer : ________
A. Gold
B. Silver
C. Mercury
D. Carbon
5. Which of the following is/are the use/s of minerals?
I. Development of industrial plants and machinery
II. Construction, housing settlements
III. Defense equipment and weapon
IV. Medicinal system

A. I and II B. II and III C. III and IV D. I, II, III, and IV

E. Reflection
How did you find in this lesson? Complete the stems below so that you can
also assess yourself after completing this module.

In this lesson, I learned ____________________________________________

__________________________________________________________________

___________________________________________________________________

___________________________________________________________________

I became particularly interested with __________________________________

__________________________________________________________________

_________________________________________________________________

___________________________________________________________________

I still have trouble understanding _____________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

I would like to know more about ______________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
F. Posttest
Directions: Read and analyze the following questions. Blacken the circle of the letter
that best answers each question.

1. Which of the following elemental mineral is used by nuclear plant to generate

electricity?
A. Cobalt-200
B. Neptunium-238
C. Thorium-235
D. Uranium-180
2. Which of the following metals are mainly needed for aircraft components?
A. Aluminum
B. Chromium
C. Nickel
D. Steel
3. Which of the following mineral is present in lotion that you may be using?
A. Clay
B. Gypsum
C. Koalonite
D. Talc

4. Which of the following is/are the use/s of minerals?

V. Development of industrial plants and machinery
VI. Construction and housing settlements
VII. Defense equipment and weapon
VIII. Medicinal system
A. I and II
B. II and III
C. III and IV
D. I, II, III, and IV

5. Which set of minerals are necessary in making fertilizer?

A. potassium, phosphorus, and nitrogen
B. calcium, magnesium and potassium
C. potassium, nitrogen, and carbon
D. aluminum, iron and copper

G. Next Step
 Congratulations! You have successfully finished Lesson 4. You may now
proceed to Lesson 5. Please do an advance reading on the formation of metallic and
non-metallic mineral deposits or recall your elementary and junior high school
discussions on this topic. Good luck you may advance to the next level.

Self-Learning Module for Grade 11

EARTH SCIENCE
STEM

A. Introduction
Lesson 5 aims at providing an overview of the formation of the main types of
metallic and non-metallic mineral deposits. It also includes the factors needed for a
typical type of mineral deposit to occur which is usually based on the geologic
features of location. This lesson is a pre-requisite for understanding how mineral are
found and extracted from the source.

B. Direction for the User

This lesson includes Pretest, Procedure/Learning Experience/Learning Activities,
Reflection and Posttest. The learner is expected to take the pretest before going
through Lesson 5. Read the directions in doing all the exercises and activities. Take
the posttest after you have finished the lesson.

C. Pretest
Directions: Read and analyze the following questions. Blacken the circle of the letter
that best answers each question.

1. Ore is a rock that contains minerals at very high concentrations.

True
False

2. All mineral ores are found underground.

True
False
3. When locating mineral deposits, geologists will __________?
A. Evaluate the types of rocks in an area.
B. Look at the geologic history of an area.
C. Look at the types of animals living in an area.
D. All of the above

4. Which type of ore deposit is largely found in the Philippines?

A. Placer deposit
B. Residual deposit
 C. Sedimentary ore deposit
D. Hydrothermal ore deposit

5. In what type of ore deposit is gold commonly found?

A. Placer deposit
B. Residual ore deposit
C. Sedimentary ore deposit
D. Hydrothermal ore deposit

D. SLK Proper
I. Learning Experience

Engage

Activity 1
Directions: Can you spot minerals in the kitchen? Identify as many
minerals as you can in the kitchen. Write your answer on the space
provided.

SPOT the MINERALS in the KITCHEN!

Youtube.com

Write your answer here:

____________________________ _____________________________
____________________________ _____________________________
Read:
Before minerals are used to make materials like kitchen wares, ceramic tiles,
glass windows and a like, minerals are purified first from its source. Do you
know how people recognize mineral deposits from the earth and how they
make it economical to extract? First, you must understand the nature of
mineral deposits.
Vocabulary:
Ore – naturally-occurring material from which a mineral or minerals of
economic value can be extracted.
Ore Deposit – mineral deposit that has been tested and known to be
economically profitable to mine.

Explore
Activity 2: Four Squares
Procedure: Use the template below to create your own Four-Square
worksheet. Read the short article about ore deposit. Your task is to create a
summary about ore deposit by writing information from the selection to your
own Four-square worksheet.

Ore Deposits
A rock that contains important minerals is called an ore. The concentration
of valuable minerals in an ore may be high or low.
Certain places on Earth are more likely to have certain ores. Geologists
search for the places that might have ore deposits. For example, if you want
copper, you need to look at regions with a particular geology. Copper is often
found where hot fluids came off of a magma intrusion. Aluminum is found in
intensely weathered soils in tropical areas. Some of the valuable deposits may be
hidden underground. Some may be at the surface.
To find a mineral deposit, geologists study a lot of places. They then go to
a spot where that type of mineral deposit could be found. They test the properties
of the soil and rocks. They look at the chemistry and the physical properties. They
determine if a mineral deposit is nearby.
After a mineral deposit is found, geologists determine how big it is. They
may drill holes. They will test the chemistry of the rock from the holes. Using this
information, they will outline the deposit on a map. This will allow them to
determine the size and the concentration of ore minerals. The geologists then
calculate the total amount of valuable minerals they think are in the deposit. The
ore will only be mined if it is profitable. If it is profitable, then the mineral deposit is
called an ore deposit.
The bauxite pictured below (Figure below) is a rock that contains minerals
that are used to make aluminum.

Google image
 Answer the following questions below:
1. How can an ore deposit become unprofitable to mine? ___________________
_________________________________________________________________

2. How do geologists find an ore deposit? ________________________________

__________________________________________________________________

3. How do geologists determine the size and concentration of ore? ____________

__________________________________________________________________

Elaborate

Activity 3
Directions: The picture below shows a schematic diagram of a big land form that
undergoes different geologic process. Based on what you understood from the
previous section of this module, encircle and label the area in the picture in which an
ore deposit is most likely formed.
Explain
Activity 4
Directions: To understand more about ore and ore deposits, read the
following sections. You may ask your teacher about some information that are
not clear for you.

An ore is a rock that contains important minerals. Example of ore deposits

include:
1. Magmatic Ore Deposits
- found within rock types derived from
the crystallization of magmas.
Examples: chromite (FeCr2O4),
magnetite (Fe3O4)
platinum (Pt) and
Nickel-Copper Deposits

Where do you think this kind of ore deposit

Google image
is most likely found? Why do you think so?
___________________________________
________________________________

2. Hydrothermal Ore Deposits

This contain concentration of metallic minerals formed by the
precipitation of solids from hot mineral-laden water (hydrothermal solution).

Examples: Vein type deposits such as Gold deposit

 Google image Google image

Hydrothermal implies two needed factors for an ore deposit to form in the
crevices or faults within the rocks. What are the two factors are needed?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3. Sedimentary Ore Deposits
These are deposits formed by sedimentation. Some valuable substances
are concentrated by chemical precipitation coming from lakes or seawater.
Some entire beds of marine sedimentary rocks contain enough metal to be
considered ore.

Iron ore
Examples

Evaporites such as gypsum and halite

Google image Google image

4. Placer Ore Deposits
Deposits formed by the concentration of valuable substances through
gravity separation during sedimentary processes. They are deposited through
weathering of primary minerals and transport by streams

Examples

Google image
5. Residual Ore Deposits
 A type of deposit that results from the accumulation of valuable
materials through chemical weathering processes. Important factors for the
formation of residual deposit include parent rock composition, climate (tropical
and sub-tropical: must be favorable for chemical decay) and relief (must not
be high to allow accumulation).
Examples: bauxites and nickeliferous laterites.

An ore deposit must be profitable to mine. If image

Google it is no longer profitable, it
is no longer an ore deposit. Geologists like those in the picture below find ore
deposits by testing the chemistry of the rock and soil. They can also
determine the size of the deposit.

Google image Google image

Google image Google image

Evaluate
Read each question carefully and shade the bubble that corresponds your
answer.
1. What are solid, naturally occurring mineral deposits that can be extracted
from the earth for an economic profit?
A. Ores
B. Metals
C. Soils
D. Rocks
2. Philippine islands are mainly made of island arcs like the one in the
picture below. What type of ore deposits can be considered large in the
Philippine island.
 Google image
A. Placer deposit
B. Hydrothermal ore deposit
C. Residual deposit
D. Sedimentary ore deposit

3. Gold and diamond are usually mined through panning of sediments in

streams and lakes. What type of ore deposit is this? Google image
A. Placer deposit
B. Hydrothermal ore deposit
C. Residual deposit
D. Sedimentary ore deposit

4. In evaluating the value of a mineral deposit, geologists will______.

A. test the chemical properties of rocks.
B. drill holes to map the extent of the deposit.
C. evaluate local population levels.
D. all of the above

5. All types of mineral deposit are ore deposits.

True
False

E. Reflection
Directions: Complete the stems below so that you can also assess yourself after
completing this module.
In this module, I learned _________________________________________

__________________________________________________________________

__________________________________________________________________

I became particularly interested with ________________________________

__________________________________________________________________

__________________________________________________________________

I still have trouble understanding ___________________________________

___________________________________________________________________

___________________________________________________________________

I would like to know more about ____________________________________

___________________________________________________________________

___________________________________________________________________

F. Post-Test
Directions: Read and analyze the following questions. Blacken the circle of the letter
that best answers each question.

1. Ore is a rock that contains minerals at very high concentrations.

True
False

2. All mineral ores are found underground.

True
False
3. When locating mineral deposits, geologists will _______?

A. Evaluate the types of rocks in an area.

B. Look at the geologic history of an area.
C. Look at the types of animals living in an area.
D. All of the above

4. Which type of ore deposit is largely found in the Philippines?

A. Placer deposit
B. Residual deposit Hydrothermal ore deposit
C. Sedimentary ore deposit
D. Hydrothermal ore deposit

5. In what type of ore deposit is gold commonly found?

A. Placer deposit
B. Hydrothermal ore deposit
C. Residual deposit
D. Sedimentary ore deposit
G. Next Step

Congratulations! You have successfully finished Lesson 5. You may now

proceed to Lesson 6. Please do an advance reading on how minerals are refined and
processed for human consumption or recall your elementary and junior high school
discussions on this topic. Good luck! You may advance to the next level.

Self-Learning Module for Grade 11

EARTH SCIENCE
STEM
A. Introduction
Lesson 6 aims at providing an overview of core drilling, mining methods and
mineral processing. This lesson is a pre-requisite for understanding how minerals are
refined and process for human consumption.

B. Directions for the User:

This lesson includes Pretest, Procedure/Learning Experience/Learning Activities,
Reflection and Posttest. The learner is expected to take the pretest before going
through Lesson 6. Read the directions carefully before doing all the exercises and
activities. Take the posttest after finishing the lesson.

C. Pretest
Directions: Read and analyze the following questions. Blacken the circle of the letter
that best answers each question.
1. Tungsten and molybdenum are used as filaments in light bulbs because
they ___________.
O A. are energy efficient
O B. do not burn out easily
O C. produced brighter light
O D. have high melting points
2. This mineral is used in toothpaste because of its content that helps prevent
tooth decay.
O A. Feldspar
O B. Fluoride
O C. Gold
O D. Silica
3. Which mineral is usually used to produce stainless steel?
O A. Chromium
O B. Copper
O C. Gold
O D. Silica
 4. Though copper is more commonly used for wiring and electronics, silver is
more conductive than copper. Copper is use instead of silver because it
is __________.
O A. cheaper to use
O B. non-reflective to light
O C. efficient in transmitting electricity
O D. resilient to burning from electricity

5. What are the primary components involved in processing of minerals?

O A. sampling, analysis, comminution, filtration, and dewatering
O B. comminution, dewatering, crushing, grinding, and analysis
O C. dewatering, comminution, analysis, sampling, and surface mining
O D. sampling and analysis, comminution, concentration, and dewatering

D. SLK Proper
I. Learning Experience

Engage

Activity 1
Directions: Fill up the missing information: Briefly discuss the rock cycle in a
four to five-liner paragraph.
What I know…
______________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________

Explore
Activity 3
Directions: Let the students utilize the Self Learning Episodes Worksheet
Part I. Core Drilling
PICTURE ANALYSIS
Use the idea of this bowl as layers of rocks. In these layers of rocks are
mineral deposits. Since we cannot see what underlies beneath, suggest a way to
know and examine the presence and identity the mineral deposits present in these
layers of rocks.
Now make correlation of the different layers discovered from the drill holes by
connecting the layers of the same color.

___________________________________________________________________
_____________________________________________________
Part II. MINING METHODS

Identify and explain some vital considerations needed to know on the different
methods to mine a mineral deposit.
Part III. MINERAL PROCESSING
Elaborate
What are the possible environmental impacts of irresponsible mining?
________________________________________________________________
_____________________________________________________________
________________________________________________________________

Explain
Guide Questions:
Students should be able to answer the following questions.
Part I
1. Are the mineral deposits (represented by the yellow clay for gold and blue
clay for copper) evenly distributed in the bowl? Explain its relevance.

2. Can the drill cores indicate how deep the mineral deposits are?

3. How can additional drill holes affect geological interpretations?

Part III

What are the primary components involved in processing of minerals?

Evaluate
Directions: Read each question carefully and shade the bubble that correspond your
answer.
1. Tungsten and molybdenum are used as filaments in light bulbs because
they ___________.
O A. are energy efficient
O B. do not burn out easily
O C. produced brighter light
O D. have high melting points

2. This mineral is used in toothpaste because of its content that helps prevent
tooth decay.
O A. Feldspar
O B. Fluoride
O C. Gold
O D. Silica
3. Which mineral is usually used to produce stainless steel?
O A. Chromium
O B. Copper
O C. Gold
O D. Silica

4. Though copper is more commonly used for wiring and electronics, silver is
more conductive than copper. Copper is use instead of silver because it
is __________.
O A. cheaper to use
O B. non-reflective to light
O C. efficient in transmitting electricity
O D. resilient to burning from electricity

5. What are the primary components involved in processing of minerals?

O A. sampling, analysis, comminution, filtration, and dewatering
O B. comminution, dewatering, crushing, grinding, and analysis
O C. dewatering, comminution, analysis, sampling, and surface mining
O D. sampling and analysis, comminution, concentration, and dewatering
E. Reflection
Complete the stems below so that you can also assess yourself after completing this
module.

In this module, I learned _________________________________________

__________________________________________________________________

__________________________________________________________________

___________________________________________________________________

I became particularly interested with ________________________________

__________________________________________________________________

__________________________________________________________________

I still have trouble understanding ___________________________________

___________________________________________________________________

___________________________________________________________________

I would like to know more about ____________________________________

___________________________________________________________________

___________________________________________________________________
___________________________________________________________________
F. Posttest
Directions: Read and analyze the following questions. Blacken the circle of the letter
that best answers each question.
1. Which minerals gives a metallic, silvery luster to kitchen utensils in the
picture?

A. Aluminum
B. Chromium
C. Silver
D. Steel
Google image
2. Clay, feldspar, and silica are some minerals used in producing which product
below?
A. Mirror
B. Stainless steel
C. Ceramic Tiles
D. Automobile case
3. Which mineral is common to the products in the picture?

A. Gold
B. Lead
C. Silica
D. Talc

Google image

4. What mining method is shown in the picture?

A. pit mining
B. quarrying
C. deep mining
D. strip mining

Google image
5. It is a type of analysis that uses heavy-liquid testing which aims to
know the less dense, same density, and denser materials in the given sample.
A. floatation
B. heavy leeching
C. acid purification
D. magnetic separation

G. Next Step
Congratulations! You have successfully finished Lesson 6. You may now
proceed to Lesson 7. Please do an advance reading/research/ on the ways to
prevent or lessen the environmental impact that result from the exploitation,
extraction, and use of mineral resources. Good luck! You may advance to the next
level.
 Self-Learning Module for Grade 11
EARTH SCIENCE
STEM

A. Introduction
Lesson 7 contains significant episodes in which you will be able to cite ways to
prevent or lessen the environmental impact that result from the exploitation,
extraction, and usage of mineral resources. Specifically, your task is to enumerate
several ways wherein mining can result to a devastating effect on the environment
from video clips.

B. Directions for the User:

This lesson includes Pre-test, Procedure/Learning Experience/Learning
Activities, Reflection and Posttest. The learner is expected to take the pretest before
going through Lesson 7. Read the directions carefully before doing all the exercises
and activities. Take the posttest after you have finished the lesson.

C. Pretest
Directions: Read and analyze the following questions. Blacken the circle of the option
that best answer each question.
1. Reducing the use of resources is one way to practice______________.
A. Conservation
B. Consumption
C. Destruction
D. Ignorance
2’ What is one problem that mining may create?
A. mineral deposits
B. ore
C. reclamation
D. water pollution
3. How do we return land used for mining to its original state?
A. by pollution
B. by recycling
C. by reclamation
D. by strip mining

4. What is one way to reduce our need for minerals?

A. Recycling
B. reclamation
C. surface mining
D. subsurface mining

5. A company is likely to mine a site if the site is___________?

A. contains gold
B. rich in minerals
C. does not contain gangue minerals
D. contains minerals that can be economically extracted
D. SLK Proper
I. Learning Experience

Engage

Activity 1
Directions: Write your observation of the pictures. Use the space below.

Google image Google image

Google image
Google image

What I observe:

Picture #1 Picture #3

Picture #2 Picture #4
 Explore
Activity 2
Directions: Using the same pictures above, identify the effects of massive
extraction of mineral resources, and cite ways how to prevent it. Write your
answer below.

Effects of Massive Extraction

Description of the Ways to minimize the
and Exploitation of Mineral
pictures Effects
Resources

Elaborate
As a concerned student, how will you help in lessening the impact of
exploitation, extraction and use of mineral resources?
______________________________________________________________
______________________________________________________________
______________________________________________________________

Explain
1. What are the effects of exploitation and massive extraction of mineral
resources?
____________________________________________________________
___________________________________________________
2. What are some ways to minimize the effects of the Mining industry?
 ____________________________________________________________
____________________________________________________________
Evaluate
Direction: Choose the letter of the best answer.
1. Reducing the use of resources is one way to practice______________.
a. Conservation c. Consumption
b. Destruction d. Ignorance

2. What is one problem that mining may create?

a. Water pollution c. mineral deposits
b. Reclamation d. ore
3. How do we return land used for mining to its original state?
a. By recycling c. by reclamation
b. By pollution d. by strip mining
4. What is one way to reduce our need for minerals?
a. Surface mining c. subsurface mining
b. Recycling d. reclamation
5. A company is likely to mine a site if the site is___________?
a. Rich in minerals
b. contains gold
c. Does not contain gangue minerals
d. contains minerals that can be economically extracted

II. Reflection
How did you fare in this module? Complete the stems below so that you
can also assess yourself after completing this module.
In this module, I learned _________________________________________

__________________________________________________________________

__________________________________________________________________
I became particularly interested with ________________________________

__________________________________________________________________

__________________________________________________________________
I still have trouble understanding ___________________________________

___________________________________________________________________

___________________________________________________________________
I would like to know more about ____________________________________

___________________________________________________________________

___________________________________________________________________
E. Posttest
Directions: Read and analyze the following questions. Blacken the circle of the letter
that best answers each question.

1. Reducing the use of resources is one way to practice______________.

A. Conservation
B. Consumption
C. Destruction
D. Ignorance

2. What is one problem that mining may create?

A. Water pollution
B. mineral deposits
C. Reclamation
D. Ore

3. How do we return land used for mining to its original state?

A. By recycling
B. by reclamation
C. By pollution
D. by strip mining
4. What is one way to reduce our need for minerals?
A. Surface mining
B. subsurface mining
C. Recycling
D. Reclamation

5. A company is likely to mine a site if the site is___________?

A. Rich in minerals
B. contains gold
C. Does not contain gangue minerals
D. contains minerals that can be economically extracted

G. Next Step

Congratulations! You successfully finished Lesson 7. You may now proceed to

Lesson 8. Please do an advance reading on how fossil fuels are formed or recall your
elementary and junior high school discussions on this topic. Good luck you may
advance to the next level.
 Self-Learning Module for Grade 11
EARTH SCIENCE
STEM
A. Introduction
Lesson 8 presents how fossil fuels are formed. This aims to provide an
overview of the importance of fossil fuels to the advancement of society and how to
ensure self-sufficiency for the current and future generations.

B. Directions for the User:

This lesson includes Pre-test, Procedure/Learning Experience/Learning
Activities, Reflection and Posttest. The learner is expected to take the pretest before
going through Lesson 8. Read the directions carefully before doing all the exercises
and activities. Take the posttest after finishing the lesson.

C. Pretest
Directions: Read and analyze the following questions. Blacken the circle of the letter
that best answers each question.
1. Coal is considered to be a _________________.

A. Infinite Non-renewable
B. Non-renewable
C. Renewable
D. Sustainable

2. Fossil fuel is formed from the remains of ________.

A. Bacteria
B. Dinosaurs
C. Vegetation
D. All of the above

3. Millions of years ago dead plants were buried under layers of dirt and rock. As
more stuff was built up on top of the plant, so did______ and _______, making coal.

A. water and air

B. carbon and fossils
C. heat and pressure
D. oxygen and carbon dioxide

4. Coal, a common fossil fuel is formed from which of the following types of organic
matter?
A. freshwater algae
B. marine organisms
C. bodies of dead plants
D. tree trunks, leaves, and freshwater plants

5 Which of the following is part of the stages of coal formation?

A. oxygen
 B. graphite
C. lignite
D. heat
D. SLK Proper
Learning Experience

Engage

Activity 1
Directions: Read the question carefully. Write your answer on the space
provided.

“How important is energy to the advancement of society and how do we

ensure self-sufficiency for the current and future generations (energy
independence)?”
______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Explore

Activity 2
Directions:
1. Observe the picture on the worksheet.
2. Based on the picture and the descriptions given below, discuss how is coal
forms as one kind of fossil fuels.
3. Use Numbers 1-3 to indicate its proper sequence. Write your answer
below.

Answer for #2________________________________________________________

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Google image
Answer for #3

________ The mud and sand turned to rock. Slowly, the peat changed into coal.
________ Millions of years ago, swamps covered large parts of Earth’s land. When
swamp plants died, they sank to the bottom.
________ Layers of decayed plants formed a soft material called peat. Over time,
the peat was buried under mud and sand.

. Elaborate

Activity 4
Directions: Answer the question below,

Why are fossil fuels useful?

_________________________________________________________
_________________________________________________________
_________________________________________________________
Explain
Guide Questions:
1. What happened to the swamp plants when they die?
___________________________________________________________
___________________________________________________________

2. What material is formed from the layers of decayed plants?

___________________________________________________________
___________________________________________________________

3. Look at the third stage on the previous illustration, how was coal formed?
___________________________________________________________
___________________________________________________________
4. What are fossil fuels? Why are they non-renewable?
___________________________________________________________
___________________________________________________________
___________________________________________________________

Evaluate
Directions: Read the question carefully and write a four to five-liner answer to this
question.

What is the importance of fossil fuels to the advancement of society and how to
ensure self-sufficiency for the current and future generations?

________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________

II. Reflection
Directions: Complete the stems below so that you can assess yourself after
completing this module.

In this module, I learned _________________________________________

__________________________________________________________________

__________________________________________________________________

I became particularly interested with ________________________________

__________________________________________________________________

__________________________________________________________________

___________________________________________________________________

I still have trouble understanding ___________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

I would like to know more about ____________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
F. Posttest
Directions: Read and analyze the following questions. Blacken the circle of the letter
that best answers each question.
1. Coal is considered to be a _________________.

A. Infinite Non-renewable
B. Non-renewable
C. Renewable
D. Sustainable

2. Fossil fuel is formed from the remains of ________.

A. Bacteria
B. Dinosaurs
C. Vegetation
D. All of the above

3. Millions of years ago dead plants were buried under layers of dirt and rock. As
more stuff was built up on top of the plant, so did______ and _______, making coal.

A. water and air

B. carbon and fossils
C. heat and pressure
D. oxygen and carbon dioxide

4. Coal, a common fossil fuel is formed from which of the following types of organic
matter?
A. freshwater algae
B. marine organisms
C. bodies of dead plants
D. tree trunks, leaves, and freshwater plants

5 Which of the following is part of the stages of coal formation?

A. oxygen
B. graphite
C. lignite
D. heat

G. Next Step

Congratulations! You have successfully finished Lesson 8. You may now

proceed to Lesson 9. Please do an advance reading on renewable energy or recall
your elementary and junior high school discussions on this topic. This lesson
explains how heat from the Earth is tapped as a source of energy for human
consumption. Good luck you may advance to the next level.

Self-Learning Module for Grade 11

EARTH SCIENCE
STEM
A. Introduction

Renewable energy is a term used to refer to forms of energy that are naturally
obtained from the environment and from sources that can be replenished naturally.
This module explains how heat from the Earth is tapped as a source of energy for
human use. It helps to understand different methods and processes to exploit heat
and appreciate the importance of heat from the Earth.

B. Directions for the User:

This lesson includes Pre-test, Procedure/Learning Experience/Learning
Activities, Reflection and Posttest. The learner is expected to take the pretest before
going through Lesson 9. Read the directions carefully before doing all the exercises
and activities. Take the posttest after finishing the lesson.

C. Pretest
Directions: Read and analyze the following questions. Blacken the circle of the letter
that corresponds to your answer.
1. Where does geothermal energy come from?
O A. Rivers
O B. Water
O C. Heat from the Earth
O D. Ocean tides and waves
2. What is the most efficient fossil fuel?
O A. Coal
O B. Gas
O C. Oil wood
O D. Wood
3. What energy is generated electricity from a dam and water?
O A. Hydroelectric energy
O B. Geothermal energy
O C. Solar energy
O D. Wave energy
4. Which statement that is TRUE about geothermal energy.
O A. A geothermal power plant can be successful almost anywhere.
O B. The initial cost associated with geothermal power plant is low.
O C. There is no risk on the release of hazardous substances during drilling.
O D. Geothermal energy can be used for heating and cooling purposes or be
harnessed to generate clean electricity.
5. Hot water is pumped up from deep inside the Earth and is used to heat homes or
to generate electricity. What is being described on the sentence?
O A. Biofuels
O B. Hydroelectric
O C. Geothermal
O D. Solar

D. SLK Proper
Learning Experience

Engage

Activity 1
Directions: What source of heat you have at your home? Read carefully the
power sources listed and check (/) the corresponding boxes of your answer.

Power Sources

Oil
Coal
Natural gas

Electric

Water boiler

Wood

Kerosene

Heat pump

Geothermal

Solar

Fossil fuels

Hydroelectric

What I Know…

Where does geothermal, fossil fuels, and hydroelectric energy come from?

___________________________________________________________________
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Explore

Google Image Figure 1

Study the Philippine map on figure 1. The dots on the map locates where we can
find geothermal, fossil fuel and hydroelectric power sources. List the places on the
table and identify the major island (Luzon, Visayas and Mindanao) where they
belong.

Places Major Islands

Luzon Visayas Mindanao
Elaborate

Figure 3 Electricity Supply

Look at the figure. This is the 2016 Philippine Power Situation Report. Which
power source is the most efficient? Why?
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Explain

Geothermal springs for power plants. Currently, the most common way of

capturing energy from geothermal sources is to tap into naturally occurring
"hydrothermal convection" systems, where cooler water seeps into Earth's crust, is
heated up, and then rises to the surface. Once this heated water is forced to the
surface, it is a relatively simple matter to capture that steam and use it to drive
electric generators. Geothermal power plants drill their own holes into the rock to
effectively capture the steam.

There are three basic designs for geothermal power plants, all of which pull hot
water and steam from the ground, use it, and then return it as warm water to prolong
the life of the heat source. In the simplest design known as dry steam, the steam
goes directly through the turbine, then into a condenser where it is condensed into
water. In the second approach, very hot water is depressurized or "flashed" into
steam which can then be used to drive the turbine.

Google Image

Figure 2

The three basic designs for geothermal power plants: dry steam, flash steam, and
binary cycle. Image: U.S Department of Energy

Like other forms of electricity generation, hydropower uses a turbine to help

generate electricity; using the energy of falling or flowing water to turn the
blades. The rotating blades spin a generator that converts the mechanical energy of
the spinning turbine into electrical energy. The amount of electricity generated from
each power plant depends on the quantity of the flowing water and the height from
which it falls. 

Some hydropower plants have what is known as ‘pumped storage’. This means
that at night, when demand for electricity is low, water is pumped back up into the
dam so that it can be released again the next day when electricity demand is higher.

In common dialogue, the term fossil fuel also includes hydrocarbon containing
natural resources which are not derived from animal or plant sources. These are
sometimes known as mineral fuels instead.

The utilization of fossil fuels has enabled large-scale industrial development and
largely supplanted water-driven mills, as well as the combustion of wood or peat for
heat.
 Fossil fuel is a general term for buried combustible geologic deposits of organic
material: It is formed from decayed plants and animals that have been converted to
crude oil, coal, natural gas, or heavy oils by exposure to heat and pressure in the
earth's crust over hundred of millions of years ago.

The burning of fossil fuels by humans is the largest source of emissions of

carbon dioxide, which is one of the greenhouse gases that allows radiative forces
and contributes to global warming.

A small portion of hydrocarbon-based fuels are biofuels derived from

atmospheric carbon dioxide and thus, do not increase the net amount of carbon
dioxide in the atmosphere.

Directions: Using the information from the previous page, fill in the table to answer
the question: “What are the difference between fossil fuels and hydroelectric power
sources?

Geothermal Fossil Fuels Hydroelectric

Evaluate
Directions: Match the item in column A with the correct power source in B.

Column A Column B
1. buried combustible geologic A. Geothermal
deposits of organic materials B. Hydroelectric
2. involves heat from inside the Earth C. Fossil Fuel
3. uses water to generate electricity
E. Reflection

What will happen to Earth if there is no source of heat?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

F. Posttest
Directions: Read and analyze the following questions. Blacken the circle of the letter
that best answers each question.

1. What best describes geothermal energy?

O A. It’s not clean and sustainable
O B. Geothermal energy is the heat from the earth
O C. The energy that determines the temperature of matter 
O D. It is cost-effective, not reliable, sustainable, and environmentally friendl.

2. What is the most common technology which uses a dam to create a large reservoir
of water?
O A. Pump storage facilities
O B. Impoundment facilities
O C. Run-of-river facilities
O D. Flash steam facilities

3. What is the general term for buried combustible geologic deposits of organic
materials, formed from decayed plants and animals? What have been converted to
crude oil, coal, natural gas, or heavy oils through exposure to heat and pressure in
the earth's crust over hundreds of millions of years.
O A. Direct geothermal Fossil fuel
O B. Fossil fuel
O C. Hydroelectric Energy
O D. Geothermal Energy

4. What statement is TRUE about geothermal energy.

O A. A geothermal power plant can be successful almost anywhere.
O B. The initial costs of associated with a geothermal power plant are low.
O C. There is no risk of the release of hazardous substances during drilling.
O D. Geothermal energy can be used for heating and cooling purposes or be
harnessed to generate clean electricity.
5. What is the most common form of geothermal energy
O A. Binary Cycle
O B. Direct geothermal
O C. Dry steam
O D. Flash steam

G. Next Step
Congratulations! You have successfully finished Lesson 9. You may now
proceed to Lesson 10. Please do an advance reading on how water is distributed on
Earth and the importance of water to living things and the place where they tribe.
Good luck you may advance to the next level.
Self-Learning Module for Grade 11
EARTH SCIENCE
STEM
A. Introduction
More than any other substance on the Earth, water is important to life and has
remarkable properties. Without water, life could not probably exist on Earth. Lesson
10 helps the learner to recognize how water is distributed on Earth and to appreciate
the importance of water the sustenance of life.

B. Directions for the User:

This lesson includes Pretest, Procedure/Learning Experience/Learning Activities,
Reflection and Posttest. The learner is expected to take the pretest before going
through Lesson 10. Read the directions carefully before doing all the exercises and
activities. Take the post-test after finishing the lesson.

C. Pretest
Directions: Blacken the circle of the letter that corresponds to your answer.

1. Sea
O A. Freshwater
O B. Saltwater
O C. Both freshwater and saltwater
O D. Neither freshwater nor saltwater
2.Lake
O A. Freshwater
O B. Saltwater
O C. Both freshwater and saltwater
O D. Neither freshwater nor saltwater
3.Ocean
O A. Freshwater
O B. Saltwater
O C. Both freshwater and saltwater
O D. Neither freshwater nor saltwater
4.Stream
O A. Freshwater
 O B. Saltwater
O C. Both freshwater and saltwater
O D. Neither freshwater nor saltwater
5.Estuaries
O A. Freshwater
O B. Saltwater
O C. Both freshwater and saltwater
O D. Neither freshwater nor saltwater

D.SLK Proper
I. Learning Experience

Engage

Activity 1
Directions: With the help of the figure below, explain all the simple processes
involve in Water Cycle. Write your answer on the space provided.

What I Know….

_________________________________________________________
_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

Explore
Answer the figure below:

A. D.

E.
B.

F.
C.
G.

Runoff and groundwater seepage are accumulated and stored as freshwater in

lakes. Not all runoff flows into rivers though, much of it soaks into the ground as
infiltration. Some of the water infiltrates into the ground and replenishes aquifers
(saturated subsurface rock), which store huge amount of freshwater for a long period of
time. Some infiltration stays close to the land surface and can seep back into surface-
water bodies (and the ocean) as groundwater discharge and find openings in the land
surface it emerges as freshwater springs. Yet, more groundwater is absorbed by plant
roots to end up as evapotranspiration from the leaves. Over time though, all of this
water keeps moving, some to reenter the ocean; the water cycle begins again.

Elaborate
Fig 8.4. is an example of a graphic representation of Water
Distribution (Graphic Representation is a method to show and represent
values, increases, decreases, comparisons to either make predictions or
show a report on how certain situation was yesterday and how it is today. It is
the visual display of data through charts and graphs).

Directions: Make your own graphic representation showing water distribution

of the Earth. Illustrate your answer on the space provided.

Explain
Fig. 8.4 Distribution of Earth’s Water
Evaluate
 Direction: Based on what you have learned create your own story board
below.

My Story Board:

Reflection
Directions: Water is very important to us. List four uses/importance of water to your
daily activities.
WATER

1
2
3
4

F. Posttest
Directions: Identify the term describe on each sentence. Blacken the circle of the
letter of the best answer.
1. Which is absorbed into the air from leaves of trees and other plants.
O A. Groundwater
O B. Percolation
O C. Storage
O D. Transpiration
2. Which is returned to the earth soaks into the ground and replenishes underground
reserves.
O A. Groundwater
O B. Percolation
 O C. Storage
O D. Transpiration
3. Precipitation which falls into lakes and streams or is fled directly to these water
bodies and water courses over land.
O A. Groundwater
O B. Percolation
O C. Storage
O D. Transpiration
4. Precipitation which move downward through pores and cracks in soil and rock.
O A. Groundwater
O B. Percolation
O C. Storage
O D. Transpiration
5. The excess of this water becomes overland runoff into creeks, rivers and lakes.
O A. Groundwater
O B. Percolation
O C. Storage
O D. Transpiration

G. Next Step

Congratulations! You successfully finished Lesson 10. You may now proceed to
Lesson 11. Please do an advance reading on geothermal power plant or recall your
elementary and junior high school discussions on this topic. Good luck! You may
advance to the next level.

Self-Learning Module for Grade 11

EARTH SCIENCE
STEM

A. Introduction
Around 20 countries in the world produce geothermal power plants, Philippines
host seven of these geothermal plants where it accounts for 17% of electricity
produced. Lesson 11 helps the learners to explain how various energy sources affect
the environment and establish awareness on environmental development and
sustainability.

B. Directions for the User:

 This lesson includes Pre-test, Procedure/Learning Experience/Learning
Activities, Reflection and Posttest. The learner is expected to take the pretest before
going through Lesson 11. Read the directions carefully before doing all the exercises
and activities. Take the posttest after you have finished the lesson.

C. Pretest
Directions: Blacken the circle of the letter of the best answer.
1. Coal
O A. Fossil fuel
O B. Geothermal
O C. Hydroelectric energy
O D. None of the above
2. Dam, water reservoir
O A. Fossil fuel
O B. Geothermal
O C. Hydroelectric energy
O D. None of the above
3. Petroleum
O A. Fossil fuel
O B. Geothermal
O C. Hydroelectric energy
O D. None of the above
4. Heat from molten rock underneath the Earth
O A. Fossil fuel
O B. Geothermal
O C. Hydroelectric energy
O D. None of the above
5. Gas
O A. Fossil fuel
O B. Geothermal
O C. Hydroelectric energy
O D. None of the above

D. SLK Proper
I. Learning Experience

Engage
Activity 1
Directions: This picture shows the smoke coming out from JG Summit
Petrochemical Plant. Reflect on its effect to the environment, people and
animal.
 How do I feel?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

______________________________________________________

_______________________________________________________

_______________________________________________________

Explore

Activity 2
Directions: Read the News Headlines below about environmental problems
News Headlines:
 Tigers Numbers in the Wild has Reduced to as Low as 3,200
 Fish-Friendly Dams? Scientists Race to Reduce Turbine Trauma
 Acid rain caused by air pollution in China ‘may be causing fatal 0
landslides’, say scientists
 Does this environmental problem an effect of industrialization and of extraction of
fossil fuel, from geothermal and hydroelectric power plant? Put your answer on the
diagram below.

HEADLINES CAUSE EFFECT

1

Elaborate
Directions: Fill in the possible solution on the effects of fossil fuel, geothermal energy
and hydroelectric power plants.

Environmental Impact
Solution
1. Emission of CO2 and other pollutants 1.)

2. Loss of Habitat 2.)

4. Water pollution 3.).

5. Soil Erosion 4.)

Read me:
Investing in renewable energy sources such as the sun, wind and biomass, we
can help solve the energy and climate crises. Our best weapon against global climate
change is clean energy. Renewable power, conservation, energy efficiency in
buildings and elsewhere, more efficient vehicles and clean fuels -- these are the
solutions that will reduce the impact on our climate, revive our economy, and create
jobs.

Explain

What could be the environmental impact of fossil fuels, geothermal and hydroelectric
power plant?

1.) Emission of CO₂ and other pollutants 2.) Loss of habitat

Carbon dioxide, sulfur and nitrogen are among Giant hydroelectric dams being
the greenhouse gases that can trap heat creating built or planned in remote areas
warmth. The big trick of a greenhouse is that it force people off their land,
doesn’t let heat escape. They let sunlight pass secondary to health concerns
through the atmosphere, but they prevent the heat and livelihood like farming and
that sunlight brings to leave from the atmosphere. fishing grounds. Hydroelectric
power plants may also harm
fish populations, change water
temperature and flow,
(disturbing plants and animals)
and force the relocation of
people and animals that live
near the dam site.

3.) Soil Erosion 4.) Water pollution

Land subsidence, a phenomenon in which the Most oil spills occur primarily
land surface sinks, is sometimes caused by the during transportation, mostly
removal of water from geothermal reservoirs. involving the tankers which are
Hydrothermal plants are sited on geological “hot used to move oil from where it
spots," which tend to have higher levels of is produced to where
earthquake risk. There is evidence that consumers need it. Another
hydrothermal plants can lead to an even greater source of oil spills during
earthquake frequency. Enhanced geothermal transportation is pipelines.
systems (hot dry rock) can also increase the risk Unfortunately, a major reason
of small earthquakes for spills from pipelines in
. developing countries is civil
unrest. Weather, such as
hurricanes, is another factor in
pipeline-related spills.

5.) Noise pollution

These large industrial complexes house a plethora of machinery and structures that
increase or maximize noise. Most of this machinery is housed in areas that require
heat dissipation through: exhaust portals, fans, and other openings

Evaluate

COMPARISON: ADVANTAGES AND DISADVANTAGES OF VARIOUS

FORMS OF ENERGY (Fossil Fuel, Geothermal and Hydroelectric)

Directions: Fill in the advantages and disadvantages of fossil Fuel, geothermal and
hydroelectric power plant.

ADVANTAGES DISADVANTAGES
E. Reflection

Directions: Enumerate daily activities and practices at home to conserve energy.

Put your answer on the space below.

F. Posttest
Directions: Read and analyze the following questions. Blacken the circle of the letter
that best answers each question.
1. The following are effects of greenhouse gasses EXCEPT?
O A. The greenhouse gases can trap heat creating warmth.
O B. Once greenhouse gases go to higher levels causing Global warming.
O C. It causes acid rain, which damages crops, forests, and soils, and
acidifies lakes and streams.
O D. it causes migration of fish secondary to relocation of people from one
place to the other.

2. To create a clean energy in the future, people should do the following EXCEPT:
 O A. Investing in renewable energy sources such as the sun, wind and biomass
O B. Continuous dependence on geothermal power plant
O C. More efficient vehicles and clean fuels to reduce the impacts on our
climate
O D. Renewable power, conservation, energy efficiency in buildings.

3. A phenomenon in which the land surface sinks, sometimes caused by the removal
of water from geothermal reservoirs is called?
O A. Landslides
O B. Liquefaction
O C. Global warming
O D. Land subsidence

4. The following are greenhouse gasses are the following EXCEPT:

O A. Chlorofluorocarbons
O B. Carbon Dioxide
O C. Methane
O D. Oxygen

5. The following are effect of hydroelectric power plant exceptHydroelectric power

plants effects EXCEPT:
O A. Harm fish populations.
O B. Change water temperature and flow (disturbing plants and animals)
O C. Force the relocation of people and animals that live near the dam
O D. None of the above

G. Next Step

Congratulations! You have successfully finished Lesson 11. You may now
proceed to Lesson 12. Please do an advance reading on water resources in the
Philippines or recall your elementary and junior high school discussions on this topic.
Good luck! You may advance to the next level.

Self-Learning Module for Grade 11

EARTH SCIENCE
STEM

A. Introduction
Water resources are useful to humans. It is important because it is needed for
life to exist. This module will help the learner to identify the various water resources
on Earth. Specifically, this module describes the different water resources in the
Philippines.
B. Directions for the User:
This lesson includes Pre-test, Procedure/Learning Experience/Learning
Activities, Reflection and Posttest. The learner is expected to take the pretest before
going through Lesson 12. Read the directions carefully before doing all the exercises
and activities. Take the posttest after finishing the lesson.

C. Pre-test
Directions: Read and analyze the following questions. Blacken the circle of the letter
that correspond to the best.

1. Where is most of the Earth’s freshwater located?

O A. In icecaps and glaciers

O B. Ocean tides and waves
O C. In storage tanks
O D. Seas
2. What kind of water is needed for agricultural purpose?
O A. In icecaps and glaciers
O B. In oceans
O C. Dry steam plants
O D. Flash steam plants
3. What is water in a river, lake or freshwater wetland.
O A. freshwater
O B. groundwater
O C. Surface water
O D. Saltwater
4. Freshwater is more plentiful than groundwater.
O A. True
O B. False
O C. Maybe
O D. Sometimes
5. How much water is there on Earth?
O A. 75%
O B. 73%
O C. 71%
O D. 70%

B. SLK Proper
I. Learning Experience
Engage:

Activity 1
Directions: Study Figure 3.1. Answer the questions that follows.
 We will begin with a picture of the Earth taken from space. This image was taken
by satellite in space and would help us discover the components of the earth.

Google image

Figure 3.1 Earth’s view from satellite in space

[GRAB YOUR
READER’S ATTENTION
What I Know…
WITH A GREAT
 What do you see in QUOTE FROM THE this image? (land, water,
clouds) DOCUMENT OR USE
THIS SPACE TO
EMPHASIZE A KEY
POINT. TO PLACE
THIS TEXT BOX
ANYWHERE ON THE
PAGE, JUST DRAG IT.]
_____________________________________________________

 How was this image taken? (on a satellite from space)

_____________________________________________________

 Do you think there is more land or water on Earth? Why?

________________________________________________________
Explore
Nearly three-fourths of the earth's surface is covered with water. Water is also
found below the earth's surface. It is present in air in the form of water vapor. About
70 percent of the human body is water. The bodies of all plants and animals contain
water.

Sources of Water. Rainwater, oceans, rivers, lakes, streams, ponds and springs
are natural sources of water. Dams, wells, tube wells, hand-pumps, canals, etc, are
man-made sources of water.

Rain Water. Rain water is collectd on Earth in the form of surface water and
underground water.

Surface Water. Water present on the surface of the earth in the form of oceans,
rivers, lakes, ponds and streams is called surface water. The water in rivers and
lakes comes from rain and melting of snow on mountains. Rivers flow into the sea.

Underground Water. Some of the rainwater seeps through the soil on to the
non-porous rocks below. This is underground water. Sometimes due to high
pressure, this water sprouts out in the form of springs. It can be obtained by digging
wells or sinking tube wells, etc.

Figure 3.2 Water Resources

 Where does the water that you use come from?

__________________________________________________________________

 Is water a finite or infinite resource? How do you know?

__________________________________________________________________
Elaborate
What is the importance of water? “Water is life”, is such a common expression
that we almost use as a cliché. However, that phrase is probably one of the most
powerful true messages, the whole creation bears witness to.  If we learn from
Geography, that earth is 2/3 water, and science says that human body is 70% water,
then it goes without saying that no life can be sustained without water.  So much has
been written about the importance of water. From an early age, we have been taught
the water cycle and how it sustains life, but we still continue to take it for granted.
We pollute water basins, rivers, and even the atmosphere that provides us with this
precious commodity.

So, once again, let’s try to consider the extremely important message that water
is everything and water changes everything. This article focuses on two existing
scenarios, based on my two favorite countries in the world, to try and drive home the
point that water is truly the center piece of all life, and its availability – or lack thereof
– is quite literally a matter of life and death.

This planet is given to us to be take care of. If we are faithful in doing our part, it
rewards us in sustaining our lives. So, when we misuse, mishandle, and
misappropriate the natural resources found on Earth, specially water being by far the
biggest and most vulnerable of all, then the consequences are far reaching and
devastating.

Activity 2
Directions: The following are lists of bodies of water in the Philippines. Characterize
and classify the various sources of water by listing them on the right column.

Kayangan Lake Cagayan River

Small lagoon Pasig River
Big lagoon Philippine Sea
Puerto Princesa Underground Maquinit Hotspring
Taal Lake Calumpang River

Fresh Water Surface Water

Explain
Water is essential to life, as it nourishes our cells and removes the waste they
generate. It determines whether plants produce food, or whether they wither from
drought or rot from dampness. It also essential to our homes and factories, to our
production of food, fiber, and manufactured goods, and to just about everything else
we produce and consume. Although water covers more than 70 percent of the
Earth’s surface, only about 3 percent, and about 69 percent of which is inaccessible
because it is frozen in glaciers and icecaps.

Figure 3.3
Directions: Study Figure 3.3. Answer the questions below.
1. Based on pie graph A, what water resource is the most abundant?

___________________________________________________________________
2. Where is Earth’s freshwater is mostly located based on pie graph B?

___________________________________________________________________
3. Based on pie graph C, what is the most abundant type of surface water?

___________________________________________________________________
Evaluate
Directions: List five (5) beautiful water spots on Earth and identify the type of water
resources.

Water Resources Type of Water Resources

1.

2.

E. Reflection:
Directions: Make a slogan with the theme “Water as a universal need.”
F. Posttest
Directions: Read and analyze the following questions. Blacken the circle of the letter
that best answers each question.

1. Which of the following statement is NOT true?

O A. Fresh water is a non-renewable resource.
O B. Surface water is water in a river, lake or freshwater wetland.
O C. 97% of the water on Earth is salt water and only three percent is fresh
water
O D. Groundwater is fresh water located in the subsurface pore space of soil
and rocks.

2. Most of the water on Earth is __________.

O A. Saltwater
O B. Freshwater
O C. Dry water
O D. Dam water

3. Which of the following fresh water is present in an underground location?

O A. freshwater
O B. groundwater
O C. surface water
O D. saltwater

4. What is an aquifer?
O A. It is a small body of water that is shallow enough for plants to root there
lakes are larger bodies.
O B. Fresh water that is present in an underground location.
O C. Rock, soil, or sand underground formation that is able to hold and/or
transmit water.
O D. None of these

5. Why is surface water is the most important water resource?

O A. Because it is often readily accessible.

O B. Because it is rich in minerals.
O C. Because it is a small channel of water that eventually runs into a river.
O D. Because it is clearer than the ground water.

G. Next Step
Congratulations! You have successfully finished Lesson 12. You may now
proceed to Lesson 13. Please do an advance reading on human activities which
commonly affect the distribution, quantity and chemical quality of water resources or
recall your elementary and junior high discussions on this topic. Good luck! You may
advance to the next level.
 Self-Learning Module for Grade 11
EARTH SCIENCE
STEM
A. Introduction
Our water resources face a host of serious threats, all of which are caused
primarily by human activity. Human activities commonly affect the distribution,
quantity and chemical quality of water resources. This module explains how different
activities affect the quality and availability of water for human use and suggest ways
of conserving and protecting water resources. It also helps to employ promotion on
the conservation of water through slogan.

B. Directions for the User:

This lesson includes Pretest, Procedure/Learning Experience/Learning Activities,
Reflection and Posttest. The learner is expected to take the pretest before going
through Lesson 13. Read the directions carefully before doing all the exercises and
activities. Take the posttest after finishing the lesson.

C. Pre-test
Directions: Read and analyze the following questions. Blacken the circle of the letter
that best answers each question.
1. Which human activities threatened the quality of water?
O A. Agriculture
O B. Cleaning the seashore
O C. Mining
O D. Planting Trees
2. What is produced in large amount as a result of land-use like farming?
O A. Sand
O B. Sediments
O C. Soil
O D. Water
3. All are threats to water resources, EXCEPT:
O A. Farming
O B. Growth of cities
O C. Clearance of forest
O D. Closing of illegal mining
4. Building of infrastructures affects the quality of water. The degradation of
ecosystems helps the conservation of clean water.
O A. Both statements are false
O B. Both statements are correct.
O C. The first statement is correct, the second is false
O D. The second statement is correct, the first is false
5. Which of these practices show conservation of water?
O A. Repair leaking faucets.
O B. wash clothes everyday
O C. Take long shower when bathing
O D. Use running water when brushing teeth
 D. SLK Proper
I. Learning Experience
Engage

Activity 1
Directions: Write LOVE if the statement shows conservation of water
and HOPE if otherwise.

__________ 1. Repair leaking faucets.

__________ 2. Wash car using water hose instead of pails.

__________ 3. Use glass of water when brushing teeth.

__________ 4. Presence of mining near the river.

__________ 5. Take shorter showers when taking a bath.

Explore

Activity 2
Directions: Read the situation below.

Only 1% of the earth’s water can be used by people. The rest is salt water in the
ocean. Potable water supply is becoming scarce and it is important to use it wisely. A
typical household uses approximately 260 gallons of water every day. It can be
reduced and save more money by using water more efficiently like using glasses of
water when brushing teeth and taking shorter shower when bathing.

Situation:
Directions: Consider your “sitio” or locality and list down some of the water
sources available in the community. Describe the color, odor and other physical
characteristics of the water. Identify also the following establishments in your locality.

A. Agricultural area

B. Power plant

C. Mining

D. On-going building of roads

 Elaborate

Activity 3
Directions: Read the essay and answer the questions that follow.

How aquatic ecosystems are threatened by sediments in water?

One of the most serious threats to water resources is the degradation

of ecosystem, which often takes place through changes of landscapes such as
the clearance of forests, the conversion of natural landscapes to farmland, the
growth of cities, the building of roads, and surface mining. Each type of change
to a landscape will have its own specific impact, usually directly on natural
ecosystem and directly or indirectly on water resources.

Also, sediments can occur in bodies of water naturally, but they are also
produced in large amounts as a result of land-use change and agriculture.
Activities such as farming, clearing forests, building roads, and mining can put
too much soil and particulate matter in rivers. This sediment can harm plants
and animals by carrying toxic chemicals into the water, smothering fish eggs
and small organisms used by fish as food, raising water temperature, and
reducing the amount of sunlight penetrating the water.

Sediment can also reduce the capacity of reservoirs and make it difficult
for ships to navigate in waterways. It can also damage equipment used in
water supply installations and hydroelectric plants, thus increasing their
maintenance costs.

1. What is the most serious threat to water resources?

_______________________________________________

2. What are different activities that can put too much sediment in the river?
______________, ______________, ____________, and ________________.

3. How does sediment affect the water supply?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Explain
Directions: Based from your observation of water in your community, answer the
following questions:

1. Do you think the water is potable? Yes No Why?

____________________________________________________
____________________________________________________
2. What are the effects of agricultural area in the availability of water in your
barangay?
____________________________________________________
____________________________________________________
3. Cite other human activities that will affect the availability and quality of water.
____________________________________________________
____________________________________________________

4. Suggest some ways in using water wisely.

____________________________________________________
____________________________________________________

Evaluate
Directions: Put a check on the activities that support conservation of the availability
and quality of water.
_____ 1. Converting lands into farming
_____ 2. Limiting urban growth
_____ 3. Planting more trees
_____ 4. Surface mining
_____ 5. Minimize sedimentation

E. Reflection
Directions: Make a slogan that promote conservation of water.
F. Posttest

Directions: Read and analyze the following questions. Blacken the circle of the letter
that best answers each question.

1. Which human activities promote the quality of water?

O A. Cleaning the seashore
O B. Deforestation
O C. Practice surface mining
O D. Urban growth

2. Which is NOT a cause of sedimentation in aquatic areas?

O A. Agriculture
O B. Reforestation
O C. Practice surface mining
O D. Urban growth

3. All are threats to water resources, EXCEPT:

O A. Clearance of forests
O B. Farming
O C. Growth of cities
O D. Closing of illegal mining

4. Building of infrastructures affects the quality of water. The degradation of

ecosystems threatened the availability of clean water.
O A. The first statement is correct, the second is false
O B. The second statement is correct, the first is false
O C. Both statements are correct
O D. Both statements are false

5. All are practices for conservation of water, EXCEPT:

O A. Repair leaking faucets.
O B. Use glass when brushing teeth.
O C. Wash clothes every week.
O D. Take longer shower when bathing.

F. Next Step

Congratulations! You have successfully finished Lesson 13. You may now
proceed to Lesson 14. Please do an advance reading on human activities, such as
farming, construction of structures, and waste disposal that affect the quality and
quantity of the soil or recall your elementary and junior high schools discussions on
this topic. Good luck! You may advance to the next level.

Self-Learning Module for Grade 11

EARTH SCIENCE
STEM
A. Introduction
In this lesson, the learner will identify human activities, such as farming,
construction of structures, and waste disposal that affect the quality and quantity of
the soil. To achieve this learning competency, the learner should define each human
activity, explain how human activities affect the quality and quantity of the soil, then,
identify human activities, such as farming, construction of structures, and waste
disposal that affect the quality and quantity of the soil.
B. Directions for the User:
This lesson includes Pretest, Procedure/Learning Experience/Learning Activities,
Reflection and Posttest. The learner is expected to take the pretest before going
through Lesson 14. Read the directions carefully before doing all the exercises and
activities. Take the posttest after finishing the lesson.

C. Pretest
Directions: Blacken the circle of the letter that best answers each question.
1. People often add nutrients to soil in the form of organic or artificial fertilizers to
make their crops grow better.
O A. Construction and Development
O B. Farming
O C. Mining
O D. Waste Disposal
2. People need to dig up the soil which causes it to wash or blow away because its
protective plant cover has been removed to make roads, houses, shopping malls,
and other buildings.
O A. Construction and Development
O B. Farming
O C. Mining
O D. Waste Disposal
3. People clear trees and other plants and plow up the soil to plant crops.
O A. Construction and Development
O B. Farming
O C. Mining
O D. Waste Disposal
4. People throw waste products which are full of chemicals which are not originally
found in nature and lead to soil pollution.
O A. Construction and Development
O B. Farming
O C. Mining
O D. Waste Disposal
5. People produce a certain amount of personal waste products by way of urine and
 feces.
O A. Construction and Development
O B. Farming
O C. Mining
O D. Waste Disposal
D.SLK Proper
I. Learning Experience
Engage
Activity 1
Directions: Using the checklist below, put a check whether the given
activity affects the soil or not.

Activity Affect Does Not

the Affect the
Soil Soil
1. People often sweep the ground.

2. People dump garbage on their backyard.

3. People clear trees and other plants to plant

crops.

4. People cultivate the soil in the garden.

5. People often add nutrients to soil in the form

of organic or artificial fertilizers to make crops grow better.

Explore

ACTIVITY 2: How can you model Earth’s soil with a potato?

Materials
Potato Chart
Potato
Plastic Knife

Procedures
1. Fill in a row of the Potato Chart as you complete each step.
2. Cut the potato into quarters. Set aside three of the quarters.
3. Cut the remaining quarters into half. Set aside one of these pieces.
4. Cut the remaining piece from step 3 into four pieces. Set aside three of
them.
5. Peel the skin off the remaining piece from step 4.
Elaborate

Activity 3
Directions: Using a graphic organizer, rearrange the word/s to identify
human activities that affect the quality and quantity of the soil.

tructioncons
and
delopvement

Human
mingfar ingmin
Activities

teaws posalsid

Explain

Activity 4
Directions: Answer the following questions:

1. Where can you compare your Potato Chart?

__________________________________________________________

2. How does the amount of fertile soil on Earth compare with what you
expected?
___________________________________________________________

3. Do you think the amount of the fertile soil on Earth increases or

 decreases? Explain your answer.

__________________________________________________________

Evaluation
Directions: Write True if the statement is correct and False if not.

_____1. In farming, people often add nutrients to soil in the form of organic or
artificial fertilizers to make their crops grow better.

_____2. Construction and development occurs when people dig up the soil which
causes it to wash or blow away because its protective plant cover has been
removed to make roads, houses, shopping malls, and other buildings.

____3. Clearing trees and other plants and plowing up the soil to plant crops
increases the quantity and quality of the soil.

_____4. Throwing waste products which are full of chemicals which are not originally
found in nature can lead to soil pollution.

_____5. People produce a certain amount of personal waste products by way of

urine and feces.

Reflection
How can the problem of soil loss on flat land be different from that on sloping
land?

___________________________________________________________________

_________________________________________________________________

___________________________________________________________________
F. Posttest
Directions: Read the given selection. Answer the questions that follow.

Soil helps sustain life on Earth-including our lives. It supports the growth of
plants, which in turn supply food for animals. Therefore, soil provides us with
nearly all the food we eat.
Besides supporting the growth of plants, soil plays other life sustaining
roles. It helps purify or clean water as it drains through the ground and into
rivers, lakes, and oceans.
The way people use land can affect the levels of nutrients and pollution in
soil. Any activity that exposes soil to wind and rain can lead to soil loss.
Farming, construction and development, and mining are among the main
activities that affect soil resources.

1. Based on the selection, which of the following helps sustain life on Earth?
O A. Food
O B. Plant
O C. Soil
O D. Water
2. How does soil provide food for people?
O A. It affects the level of nutrients in soil.
O B. It supports the growth of plants.
O C. It helps sustain life.
O D. It helps purify water.
3. What are the main activities that affect soil resources?
O A. Construction and development
O B. Farming
O C. Mining
O D. All of the above
4. What will happen if soil is exposed to any human activity?
O A. Soil will become fertile.
O B. Soil amount will decrease.
O.C. Soil amount will increase.
O.D. Soil loss may occur.

5. What is the main topic of the reading selection?

O A. Importance of the soil
O B. Characteristics of the soil
O C. Types of the Soil
O. D. None of the above

G. Next Step
 Congratulations! You have successfully finished Lesson 14. You may now
proceed to Lesson 15. Please do an advance reading on conserving and protecting
the soil for future generations through identifying the types of the soil and giving ways
of conserving and protecting the soil for future generation or recall your elementary
and junior high school discussion on this topic. Good luck! You may advance to the
next level.
Self-Learning Module for Grade 11
EARTH SCIENCE
STEM
A. Introduction
In this lesson, the learner will be able to give ways on conserving and protecting
the soil for future generations through identifying the types of the soil.

B. Directions for the User:

This lesson includes Pre-test, Procedure/Learning Experience/Learning
Activities, Reflection and Posttest. The learner is expected to take the pretest before
going through Lesson 15. Read the directions carefully before doing all the exercises
and activities. Take the posttest after finishing the lesson.

C. Pre-test
Directions: Read and analyze the following questions. Blacken the circle of the letter
that best answers each question.
1. Farming operations can control soil erosion. Which of the following farming
operations is applicable in an area “on the level” across or perpendicular to a slope
rather than up and down the slope?
O A. Contour plowing C. Terracing
O B. Conservation tillage D. Windbreaks
2. Topography of the land affects soil erosion. How does terrace farming contribute in
soil conservation using topography of the land?
O A. Terrace farming uses the topography of the land to slow water flow
through a series of terraces.
O B. Terraces are flat, step like areas built on a hillside to hold rainwater and
prevent it from running downhill.
O C. Topography form a series of steps, each at a higher level than the
previous.
O D. The manipulation of the water flow allows topography of the land to
gather speed and wash soil away.
3. A windbreak is a plantation usually made up of one or more rows of trees
or plant between fields. Why do those trees or shrubs being planted between
fields?
O A. To break the force of winds that can carry off soil
O B. To provide shelter from the wind
O C. To reduce the force of the wind
O D. All of the above
4. A farmer planted wheat which use up a lot of the nitrogen that is necessary for
plant nutrient in the soil. After the harvesting period, he planted soybeans containing
bacteria that restore nitrogen to the soil. What farming operation did he practice
conserving the nutrient of the soil?
A. Contour plowing C. Crop Rotation
B. Conservation tillage D. Organic Farming
5. Organic farming involves minimum use of synthetic chemicals or inputs outside
 the farm while ensuring management practices that preserve, replenish and
enhance the soil and ecological stability. Which of the following is not organic?
O A. biological pest control C. green manure
O B. compost D. pesticides

D. SLK Proper
Learning Experience

Engage

Activity 1
Directions: Look outside for evidence of ways that people protect and
conserve the soil. Make a list of all the things that you can see or think of.
Use your list to make a two- column table labelled Activity and Effects.

Soil Conservation Process

Explore

ACTIVITY 2: How can you make fertile soil for plants?

Materials
sand
silt
clay
compost
containers

Procedure
 1. Put the sand in container 1, silt in container 2, and clay in container 3.
2. Get the same amount of sand, silt and clay. Mix them together in one
container to form loam soil.
3. Add compost to the loam soil.

Elaborate
Activity 3
Directions: Make a concept map about soil conservation by rearranging the
word/s given in the box.
clay Farm terracing soil
conservation organic farming soil conservation
contour plowing sand windbreaks
crop rotation silt
soil silt

bre
porc
dans ak
rotio win
nta ds

tourc nicor
oils on ga
oils tils
serc ming
wing
ontio raf
plo
nva

marf age
layc racin till
gter

Explain
1. What are the types of soil based on the activity?
_____________________________________________________
2. How is loam soil produced?
____________________________________________________
3. What makes the soil fertile?
____________________________________________________

Reflection
 You have advised an inexperienced farmer to practice strip-cropping, but the
farmer wants to plant all over the land in order to grow as much as possible. What
would you say to convince the farmer to practice your suggestion?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________________________________

F. Posttest
Directions: Identify the term describe on each sentence. Blacken the circle of the
letter that best answers each question.
O A. Contour plowing
O B. Conservation tillage
O C. Crop rotation
O D. Windbreaks
1. It is a farming operation in an area “on the level” across or perpendicular to a
slope rather than up and down the slope.
O A. Contour plowing
O B. Conservation tillage
O C. Crop rotation
O D. Windbreaks
2. It is a plantation usually made up of one or more rows of trees or shrubs planted
between fields.
O A. Contour plowing
O B. Conservation tillage
O C. Crop rotation
O D. Windbreaks
3. It is a practice of planting different crops on the same field in different years or
growing seasons.
O A. Contour plowing
O B. Conservation tillage
O C. Crop rotation
O D. Windbreaks
4. The remains of harvested crops are simply left on the fields to cover and protect
the soil.
O A. Contour plowing
O B. Conservation tillage
O C. Crop rotation
O D. Windbreaks

5. It helps channel rainwater so that it does not run straight downhill, carrying away
soil with it.
O A. Contour plowing
O B. Conservation tillage
O C. Crop rotation
O D. Windbreaks
G. Next Step
Congratulations! You have successfully finished Lesson 15. You may now
proceed to Lesson 16. Please do an advance reading on identifying rock forming
minerals, using their physical and chemical properties or recall your elementary and
junior high school discussions on this topic. Good luck! You may advance to the next
level.

Self-Learning Module for Grade 11

EARTH SCIENCE
STEM
A. Introduction
In this lesson, the learner will describe how people generate different types of
waste as they make use of various materials and resources in everyday life. To attain
this, determine the different types of waste produced, describe the different types of
waste and cite important roles of proper disposal of waste produced.

B. Directions for the User:

This lesson includes Pretest, Procedure/Learning Experience/Learning Activities,
Reflection and Posttest. The learner is expected to take the pretest before going
through Lesson 16. Read the directions carefully before doing all the exercises and
activities. Take the posttest after finishing the lesson.

C. Pretest
Directions: Read and analyze the following questions. Blacken the circle of the letter
that best answers each question.

1. Which of the following items can be recycled?

O A. Television
O B. Aluminum cans
O C. Paper and card board
O D. All of the above
2. Approximately, how many years does it take for a plastic bottle to break
down?
O A. 150
O B. 450
O C. 500
O D. 700
3. Containers, jars and bottles are examples of what type of waste?
O A. hazardous waste
O B. liquid waste
O C. organic waste
O D. solid waste
4. Which of the following is an example of hazardous waste?
O A. Paper
O B. meat
O C. Bottle
O D. Batteries
 5. Which of the following is an example of liquid waste?
O A. pesticides
O B. detergent
O C. bottle
O D. bones

D. SLK Proper
I. Learning Experience

Engage

Activity 1
Directions: Complete the table below by writing the common waste produced
found within your community.

Solid waste Liquid waste Hazardous waste

Explore

Activity 2
Directions: Describe each type of waste using the information you provide
above.

a. Solid waste__________________________________________________
___________________________________________________________
b. Liquid waste__________________________________________________
___________________________________________________________
c. Hazardous waste______________________________________________
____________________________________________________________

Elaborate

Activity 3
Directions: Read and analyze the following questions. Write your answer on
the space provide after each question.
1. What are the advantages and disadvantages of biodegradable materials?
______________________________________________________________
______________________________________________________________
2. What non-biodegradable items could be without in your life? Why?
______________________________________________________________
 _______________________________________________________________
E. Reflection
Directions: Using the box below. Make an illustration of proper waste
management.

F. Post-Test
Directions: Read and analyze the following questions. Blacken the circle of the letter
that best answers each question.

1. In which type of bag is general waste put into?

O A. Containers lined with black bags
O B. Containers lined with clear bags
O C. Containers line with yellow bags
O D. Sharps container

2. Paints, solvents, and cleaning agents is an example of ________

O A. Solid waste
O B. Liquid waste
O C. Hazardous waste
O D. Organic waste

3. Which of following is an improper way of disposing waste materials?

O A. Recycling and reusing waste materials
O B. Using waste food to make compost
O C. Burying waste materials in landfills
O D. Burning rubbish in the open

4. The key component to zero waste is_______

O A. Biofuel
O B. Ecological footprint
O C. Industrial ecology
O D. Recycling Industrial ecology

5. Which of the following animals can harm the environment the most?
O A. Pig
O B. Sheep
O C. Goat
O D. Cows

G. Next Step
 Congratulations! You have successfully finished Lesson 16. You may now
proceed to Lesson 17. Please do an advance reading on identifying rock forming
minerals using their physical and chemical properties or recall your elementary and
junior high school discussions on this topic. Good luck! You may advance to the next
level.

Self-Learning Module for Grade 11

EARTH SCIENCE
STEM

A. Introduction
In this lesson, the learner will explain how different types of waste affect people’s
health and the environment. To attain this, the learner will determine the different
activities of improper waste disposal, describe how different types of waste affect
people’s health and the environment, and employ promotion on the conservation of
healthy environment through slogan.

B. Directions for the User:

This lesson includes Pretest, Procedure/Learning Experience/Learning Activities,
Reflection and Posttest. The learner is expected to take the pretest before going
through Lesson 17, Read the directions carefully before doing all the exercises and
activities. Take the posttest after finishing the lesson.

C. Pretest
Directions: Read and analyze the following questions. Blacken the circle of the letter
that best answers each question.

1. What process occurs when solid waste is burned?

O A. Composting
O B. Erosion
O C. Incineration
O D. Recycling
2. What refers to waste that contain unstable atoms?
O A. corrosive
O B. explosive
O C. flammable
O D. radioactive
3. Which of these are liquid and solid wastes which are generated by manufacturing
and processing units of various industries?
O A. Agricultural wastes
O B. Bio-medical wastes
O C. Industrial wastes
O D. Radioactive waste
4. Which of these wastes is generated from farming activities?
O A. Agricultural wastes
 O B. Bio-medical wastes
O C. E-wastes
O D. Fishery wastes
5. What refers to waste that react very quickly when exposed to air or water and
explodes when dropped?
O A. Corrosive
O B. Explosive
O C. Flammable
O D. radioactive

D. SLK Proper
I. Learning Experience

Engage

Activity 1
Directions: Analyze the figure below. Answer the guide questions that
follow.

NON
BIODEGRADABLE
BIODEGRADABLE BIODEGRADABLE RECYCLABLE
Left Over
Left Over Candy Wrappers Empty Bottles

Guide questions
1. What are the common trash bins present at home and in the community?

______________________________________________________________

_____________________________________________________________

2. In what trash bin will you throw empty bottles?

_____________________________________________________________

______________________________________________________________

3. What are the common wastes thrown in non- biodegradable trash bin?

______________________________________________________________

______________________________________________________________

4. If you ate banana, in what trash bin will you put the banana peel?

______________________________________________________________
 ______________________________________________________________

5. Why is there a need to segregate wastes?

____________________________________________________

____________________________________________________

Explore

Activity 2: Let’s Investigate

Directions: Using the checklist below, put a check whether the given
statement is available/ observed in your surroundings.

Yes No
1. Is blue colored trash bin available?

2. Is green colored trash bin available?

3. Is yellow colored trash bin available?

4. Are waste bins covered?

5. Is the biohazard symbol imprinted over waste bag?

Guide questions:

1. From your observations, what trashes/ wastes are present in blue, green and
yellow
colored trash bin? __________________________________________________
___________________________________________________________________

2. Why is there a need to cover the trash bins?

___________________________________________________________________
___________________________________________________________________

Elaborate

Activity 3
Directions: Using the graphic organizer, cite the effects of improper waste
disposal in human health and in the environment from the given article.

Different types of wastes affect people’s health and the environment. Some of
the effects of today’s poor waste management system includes soil contamination,
water contamination, climate contamination, air contamination, animal and marine
life damage and human damage.
Soil contamination occurs by spilling and burying hazardous components in
soil. Water becomes polluted when it dissolved substances like various chemicals
and gases which may cause animal and marine life damage, too. Harmful
greenhouse gases are created from decomposing waste which rise up to the
atmosphere and trap the heat. As soil, water and air become contaminated, it may
result to human damage. Humans will be exposed to skin irritation, blood
 Effects of improper
waste disposal in
human health and
in the environment

Reflection
Directions: Using the box given below, create a slogan on conservation of wealthy
environment.
F. Posttest
Directions: Read and analyze the following questions. Blacken the circle of the letter
that best answers each question.

1. What refers to any material that can be harmful to human health or the
environment if not properly disposed?
O A. Biogradable waste
O B. Hazardous waste
O C. Paper
O D. Plastics

2. Which of the following refers to the waste materials produced in homes,

businesses, schools and other places in a community?
O A. Incineration
O B. Landfills
O C. Leachate
O D. municipal solid waste

3. What substance can be broken down and recycled by bacteria and other
decomposers?
O A. Biodegrable
O B. Landfills
O C. Paper
O D. Resins

4. Which of the following is an example result of long-term exposure to

hazardous wastes?
O A. Asthma
O B. breathing difficulties
O C. Cancer
O D. internal bleeding

5. What wastes were dissolved or eaten through many materials?

O A. Corrosive
O B. Explosive
O C. Radioactive
O D. Toxic

F. Next Step
Congratulations! You have successfully finished Lesson 17. You may now
proceed to Lesson 18. Please do an advance reading on ways of reducing waste
at home, in school and around the community. Good luck! Enjoy all the
interesting and fun lessons just for you!

Self-Learning Module for Grade 11

EARTH SCIENCE
STEM
A. Introduction
In this lesson, the learner will explain different ways of reducing waste at home,
in school and around the community. To attain this, create an integrated solid waste
management plan, providing comparison of waste composition and waste diversion
accomplishments for continuing improvements in integrated solid waste management
and promote the awareness of proper ways of disposal through videos in social
media.

C. Directions for the User:

This lesson includes Pre-test, Procedure/Learning Experience/Learning
Activities, Reflection and Posttest. The learner is expected to take the pretest before
going through Lesson 18, carefully read the directions in doing all the exercises and
activities. Take the posttest after finishing the lesson.

C. Pretest
Directions: Read and analyze the following questions. Blacken the circle of the option
that best answer each question.
1. Which of the following method can prolong a product’s usable life or can use
durable rather than disposable items?
O A. Reduce
O B. Reuse
O C. Recycling
O D. Landfills
2. Which of these materials can be used in recycling?
O A. Spoil foods
O B. Soda Ash
O C. Scissors
O D. Plastics
3. When oil is refined to make gasoline and other petroleum products, solid
materials are called____.
O A. Resins
O B. Recycling
O C. Leachate
O D. Composting
4. Which of the following is a biogradable waste?
O A. A Glass jar
O B. An apple core
 O C. A metal can
O D. A plastic bag
5. The process of reclaiming raw materials and reusing them is called _______
O A. Recycling
O B. Reducing
O C. Reused
O D. Landfills
D. SLK Proper
I. Learning Experience
Engage
Activity 1
Directions: Read and analyze the following questions. Write your answer on
the space provided after the questions.

1. . Which waste can be recycled?

______________________________________________________________
2. Identify the environmental issue about waste segregation in the community?
______________________________________________________________

Explore
Activity: Let’s Think
Directions: Complete the table by writing the waste that your family, school
and community generates in one week. Answer the guide questions after the
table.

Home School Community

Guide questions:
1. What waste are generated or produced in the biggest volume?
________________________________________________________
2. Which of the three categories provide a large amount of waste?
_________________________________________________
Elaborate
Activity: “Let’s do this”
Directions: Complete the table by writing waste product that belongs to each
category.
Biodegradable Non- biodegrable Recyleable

Reflection
Directions: Each group will think of a creative way to promote the awareness of
proper ways of disposal through videos in social media.
___________________________________________________________________
___________________________________________________________________

F. Posttest
Directions: Read and analyze the following questions. Blacken the circle of the letter
that best answers each question.

1. Which of this method is an example of reducing waste?

O A. use durable rather than disposable items
O B. improve products to use less materials
O C. use packaging materials for outgoing shipments
O D. encourage employees to reuse office materials rather than purchasing
new one
2. Which program should be done in waste management system in the
community?
O A. segregation at source
O B. skill’s development
O C. employment hiring
O D. feeding program
3. Which of the following is the best practice in reusing waste product?
O A. work with customers to design and implement a packaging return
program
O B. purchase product in bulk
O C. switch to reusable transport container
O D. use durable towels, tablecloth, dishes, cups and glasses
4. The process of helping the natural decomposition processes is___________
O A. resins
O B. landfills
O C. leachate
O D. composting landfills
5. Redesign packaging to eliminate excess materials while maintaining straight is
the best practice done by_______
O A. Biodegradable
O B. Recycle
O C. Reduce
O D. Reuse
G. Next Step
Congratulations! You have successfully finished Chapter 2. You may now
proceed to Chapter 3, Earth processes. Good luck! Enjoy the activities just for you.

Self-Learning Module for Grade 11

EARTH SCIENCE
STEM

CHAPTER 2
EARTH MATERIALS AND PROCESSES
/rcabanding (SDO-Bats. City)

CHAPTER II. Earth Materials and Processes

Answer Key:
Lesson 1
Pretest Posttest
1. D 1. C
2. C 2. A
3. D 3. C
4. A 4. B
5. D 5. D
Lesson 2
Pretest Posttest

1. A 1. D
2. B 2. C
3. D 3. C
4. A 4. C
5. A 5. C
Lesson 3
Pretest Posttest
1. C 1. B
2. A 2. A
3. A 3. A
4. C 4. B
5. B 5. C
Lesson 4
Pretest Posttest
1. D 1. D
2. C 2. B
3. C 3. C
4. D 4. D
5. A 5. A
Lesson 5
Pretest Posttest
1. T 1. T
2. T 2. T
3. D 3. D
4. A 4. A
5. A 5. A
Lesson 6
Pretest Posttest
1. D 1. B
2. B 2. C
3. B 3. D
4. A 4. B
5. D 5. A

Lesson 7
Pretest Posttest
1. A 1. A
2. D 2. A
3. C 3. B
4. A 4. C
5. D 5. D

Lesson 8
Pretest Posttest
1. B 1. B
2. D 2. D
3. C 3. C
4. C 4. C
5. C 5. C

Lesson 9

Pretest Posttest
1. C 1. B
2. A 2. B
3. A 3. B
4. D 4. C
5. C 5. A

Lesson 10

Pretest Posttest
1. B 1. D
2. A 2. A
3. B 3. C
4. A 4. B
5. C 5. B

Lesson 11
Pretest Posttest
1. A 1.D
2. C 2. B
3. A 3. D
4. B 4. D
5. B 5. D

Lesson 12
Pretest Posttest
1. B 1. D
2. A 2. A
3. B 3. C
4. A 4. B
5. C 5. B
Lesson 13
Pretest Posttest
1. A 1. A
2. D 2. A
3. B 3. B
4. C 4. C
5. C 5. A
Lesson 14
Pretest Posttest
1. D 1. C
2. A 2. B
3. B 3. D
4. D 4. D
5. D 5. A
Lesson 15
Pretest Posttest
1. A 1. A
2. A 2. D
3. D 3. C
4. C 4. B
5. D 5. A

Lesson 16
Pretest Posttest
1. D 1. A
2. B 2. C
3. D 3. A
4. D 4. A
5. B 5. A

Lesson 17
Pretest Posttest
1. C 1. B
2. D 2. D
3. C 3. A
4. A 4. A
5. B 5. A

Lesson 18
Pretest Posttest
1. B 1. B
2. D 2. A
3. A 3. D
4. B 4. C
5. A 5. C