Self-Learning Module for Grade 11

EARTH SCIENCE
STEM
A. Introduction
This part is Chapter 3 of Self-Learning Module in Earth Science. Lesson 1
discusses the key concepts on weathering and how it is related to soil production. It
also tackles the agents that are responsible for the breaking of rocks. The main
activity of this lesson is collecting evidences of weathering in the community.
Through the experiential and investigative activity, the learners can identify the
agents responsible for the process and how weathering helps in soil formation which
is necessary to plants and other organisms.

B. Directions for the User:

This lesson includes pretest, Procedure/Learning Experience/Learning Activities,
Reflection and posttest. You are 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. How do you call the agent of mechanical weathering in which rock is worn away by
the grinding action of other rock particles?
A. abrasion
B. cracking and peeling
C. erosion
D. ice wedging
2. A rock containing iron becomes soft, crumbly and reddish-brown in color. What
agent is responsible for the weathering process?
A. abrasion
B. acid rain
C. carbon dioxide
D. oxygen
3. What is the effect of hot and wet climate on the rate weathering?
A. occurs rapidly
B. takes place slowly
C. develops unevenly
D. happens at the same rate as when the climate is dry and cool
4. What are the most important factors in determining the rate of weathering?
A. rock type and climate
B. animal actions and oxygen
C. carbon dioxide and acid rain
D. abrasion and acids from plant roots
5. Which of the following statements is NOT TRUE about chemical weathering?
A. Chemical weathering occurs fastest in warm, wet places.
B. Chemical weathering does not happen where it is cold and wet.
C. Chemical weathering occurs fastest where temperature rapidly fluctuate.
D. Tropical areas such as the rainforest will experience the most chemical
weathering.
D. SLK Proper
I. Learning Experience

Engage

Activity 1
Directions: Analyze the pictures below. Guess the word based on the given
set of pictures and jumbled letters. Use the blank boxes for your answers.
1.

R B E
K A
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arch?biw=1366&bih=657

2.

E R TW
AHE
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?biw=1366&bih=657

3.

I S O L

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m/search?biw=1366&bih=657
 4. Based on the words that you guessed, make a concept map that shows their
relationship. Connect them using arrows based on their relationship. Explain your
concept map in three sentences.

___________________________________________________________________
___________________________________________________________________
________________________________________________________________

Explore
Activity 2 The Detective: Investigating the Origin of Soil
Directions: Have a short trip or a stroll in the community. List down the
possible reasons and processes on how soil is formed. Do the activity using
the table below.

A. Observation Process Involved Agent of the Process

(Evidence gathered from
the site)
Example: sand on the breaking of rocks into water
seashore small fragments

B. Observation
Biological Agent Role in Weathering
Example: grass getting the nutrients of rocks and breaking them
through their roots
Elaborate
Activity 3
Directions: Convert the concept map to meaningful sentences.

A. Weathering through Physical and Chemical Agents

1.
1.
1.
1.
1.
1.
1.
1.
W
eathering __________________________________________________
____________________________________________________________
2. Physical weathering ___________________________________________
____________________________________________________________
3. Chemical weathering __________________________________________
____________________________________________________________

Based on the constructed sentences or ideas, how do physical and chemical

agents of weathering help in the production of soil?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Explain
Weathering breaks rocks into smaller pieces. It is the KEY WORDS
effect of rainfall and temperature on rocks. Weathering In situ staying in the
occurs in situ. This means that rocks stay in the same same place
place and are not moved. This is different from erosion. Disintegration breaking
Erosion is when rocks are moved around or hit by into
something moving so that they break into smaller pieces. smaller pieces
Decomposition changing
Weathering is the process that changes solid rock the chemicals which make
into sediments. With weathering, a rock disintegrates and up a rock

breaks into pieces.

While plate tectonic forces work to build huge

mountains and other landscapes, the forces of
weathering gradually wear those rocks and landscapes
away. Together with erosion, tall mountains turn into
hills and even plains. Source:https://www.google.com/search?
q=weathering+on+road&source=lnms&tbm=
isch&sa=X&ved=0ahUKEwiHzpO8hoHhAhWY
No human being can watch for millions of years 7nMBHc-

as mountains are built, nor can anyone watch as those

same mountains are gradually worn away. But imagine a new sidewalk or road. The
new road is smooth and even. Over hundreds of years, it will completely disappear,
but what happens over one year? What changes would you see (Figure at the right)?
What forces of weathering wear down that road, or rocks or mountains over time?

Agents of Weathering
Rocks can be weathered through different agents:
Physical Agents
Figure A. Physical Weathering
Physical (or mechanical) weathering causes
rocks to disintegrate. This means that rocks fall apart
into smaller pieces. Physical agents come into action
when there are changes in temperature over a short
period of time. The temperature needs to be fluctuating
leading to freeze-thaw weathering and exfoliation. (see
figure A)
Sourcehttps://www.google.com/search?
biw=1366&bih=657&tbm=isch&sa=1&ei=Tf6J
XNWWAbSH8.0....1..gws-wiz-img.....
Chemical Agents

They cause rocks to decompose. This means that the minerals that
make up rocks are changed by a chemical reaction.

The composition of a rock is the chemicals or minerals that it is made from.

Chemical weathering causes rocks to decompose. This means that composition of a
rock is changed, because chemical reactions have occurred. Chemical agents are
usually sourced from rain water, and warm temperatures that results to chemical
process such as carbonation and oxidation. (See figure B.)

Stalactites at Palawan Underground River

Figure C. Biological
Biological Agents Weathering

Plants, animals and even microorganisms

can cause rocks to break up. For example, the
roots of plants cause rocks to disintegrate. Plant
roots grow down through soil and rocks to find
water and minerals. The roots can grow through
cracks in rocks to find groundwater. As the roots
grow, the cracks are widen and eventually, the
rock breaks up. Dead plants can cause chemical
weathering. The plants produce acids when they
rot. These acids may cause a chemical reaction in
the rocks. (See figure C.)

Sourcehttps://www.google.com/search?
Weathering and Soil Formation biw=1366&bih=657

Without mechanical and chemical weathering working to break down rocks,

there would not be any soil on Earth. It is unlikely that humans or most other
creatures would be able to live on Earth without soil. Wood, paper, cotton, medicines,
and evenSourcehttps://www.google.com/search?biw=1366&bih=657
pure water need soil. Soil is a precious resource that must be carefully
managed and cared for. Figure
Although soil is aWeathering
B. Chemical renewable resource, its renewal takes a lot
of time.

Characteristics of Soil Figure D. Soil Layers

Even though soil is only a very thin

layer on Earth’s surface over the solid rocks
below, it is the where the atmosphere,
hydrosphere, biosphere, and lithosphere meet.
Within the soil layer, important reactions
between solid rock, liquid water, air, and living
things take place. Soil is a complex mixture of
different materials. (see figure D.)

A. About half of most soils are inorganic Sourcehttps://www.google.com/search?biw=1366&bih=657

materials, such as the products of weathered
rock, including pebbles, sand, silt, and clay particles.
B. About half of all soils are organic materials, formed from the partial
breakdown and decomposition of plants and animals. The organic materials are
necessary for a soil to be fertile. The organic portion provides the nutrients, such as
nitrogen, needed for strong plant growth.
C. In between the solid pieces, there are tiny spaces filled with air and water.
 Sourcehttps://www.google.com/search?biw=1366&bih=657
Figure D. Soil Formation

Evaluate
Direction: Write a sentence idea about the following words based on what you have
learned from this module.
a. I learned that weathering is
________________________________________________________
b. Agents of mechanical weathering are ________________________
________________________________________________________
c. Chemical agents are involved when
________________________________________________________
d. Soil is produced through
________________________________________________________
E. Reflection
Based on the lesson, draw a figure that shows the importance of weathering.

F. Posttest
Directions: Identify the agent of weathering based on the given pictures. Write A if
the pictures show physical agent of weathering, B for chemical agent and C for
biological agent.
___1.

Sourcehttps://www.google.com/search?biw=1366&bih=657

____2.

Sourcehttps://www.google.com/search?biw=1366&bih=657
 ___3.

Sourcehttps://www.google.com/search?biw=1366&bih=657
___4.

Sourcehttps://www.google.com/search?biw=1366&bih=657
____5.

Sourcehttps://www.google.com/search?biw=1366&bih=657

G. Next Step
Congratulations! You successfully finished Lesson 1. You may now proceed to
Lesson 2. Please do an advance reading on stalactites and stalagmite or recall your
elementary and junior high school discussion on these topics. Good luck in the next
level.

Self-Learning Module for Grade 11

EARTH SCIENCE
STEM

A. Introduction
This lesson discusses the key concepts about weathering and how it is
related to soil production. It also tackles the agents that are responsible for the
breaking of rocks. This learning material targets students to acquire earth and life
science competency which is describing how rocks undergo weathering. Specifically,
it directs students to explain how weathering occurs through differentiating physical
weathering from chemical weathering. The main activity of this module is the
collecting evidences of weathering and conducting an observation in the community
about how physical and chemical weathering occur. It provides examples of each
type of weathering.

B. Directions for the User:

This lesson includes Pretest, Procedure/Learning Experience/Learning Activities,
Reflection and Posttest. You are 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. Pre-test
Directions: Match each description in column A with the concepts in column B. Write
the letter of the correct answer on the space provided before each number.

Column A Column B

____1. physical weathering caused by the action

A. carbonic acid
of freezing water

____2. physical weathering caused by roots B. chemical

____3. when carbon dioxide and water

combine chemically C. frost wedging

____4. a type of weathering without change in D. leaching

chemical composition

____5. a type of weathering with a change in E. physical

chemical composition

____6. a process in which minerals are dissolved F. root wedging

in water and carried downward

____7. the breaking down of rocks G. weathering

D. SLK Proper
I. Learning Experience

Engage

Activity 1. Picture Analysis

In chemistry, you have learned how a physical or a chemical change occurs.
a physical change in a substance does not change what the substance is. In
a chemical change where there is a chemical reaction, a new substance is
formed and energy is either given off or absorbed.
Directions: Analyze the picture and identify the process of change it shows.
Write your answer on the space provided.

a. breaking of glass _____________________

 Sourcehttps://www.google.com/search?biw=1366&bih=657
b. melting of ice ______________________

Sourcehttps://www.google.com/search?biw=1366&bih=657

c. slicing a banana ____________________

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d. burning of wood ___________________

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e. frying of egg _____________________

Sourcehttps://www.google.com/search?biw=1366&bih=657

Take Note:

Physical and chemical changes are strongly related to two types of weathering.
Weathering just focuses on the breaking of rocks into its basic composition through
physical and chemical means.
Explore

Activity 2 Rock Breaking Challenge

Procedure: Get a sample of rock. Break the sample with the use of a hammer.
Observe what happens to the rock after the action.

Describe the rock before and after the hammering action.

Before After

Guide Questions:

1. How would you relate this to weathering process?

______________________________________________________________

______________________________________________________________
2. How does nature do the process of breaking rocks?

______________________________________________________________

______________________________________________________________
3. What do you think are the reasons why rocks are broken into pieces?

______________________________________________________________

______________________________________________________________

Elaborate

Activity 3 Differentiating the Types of Weathering

Direction: Fill in the table with the needed information using the guide questions.

Guide Question Physical Chemical Biological

Weathering Weathering Weathering
How is it defined?

What are the

processes
involved?

Where does it
happen?

What is/are its

example/s?
In your community, what is the most common type of weathering that occurs?
Elaborate your answer.
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

The pictures below can help you figure out how the weathering process is done
mechanically (physical change).

Sourcehttps://www.google.com/search?biw=1366&bih=657

Inside the Cave!

Have you experienced being in a cave? Have you seen a picture of a cave? What
are the common features of a cave?

Hinangdanan Cave in Panglao Island, Bohol

Sourcehttps://www.google.com/search?biw=1366&bih=657

How do you think stalactites and stalagmites are formed?

stalactites stalagmites
 Sourcehttps://www.google.com/search?biw=1366&bih=657

Do you think chemical change causes their formation? Why or why not?

Explain

Weathering
Weathering is the breakdown of rocks at the Earth’s surface, by the action of
rainwater, extremes of temperature, and biological activity. It does not involve the
removal of rock material.
There are three types of weathering: physical, chemical and biological.

A. Physical Weathering

Physical weathering is caused by the effects of changing temperatures on

rocks, causing the rock to break apart. The process is sometimes assisted by
water. 

Where does it occur?

Physical weathering happens especially in places where there is little soil
and few plants grow, such as in mountain regions and hot deserts.

How does it occur?

It occurs either through repeated melting and freezing of water (mountains

and tundra) or through expansion and contraction of the surface layer of rocks
that are baked by the sun (hot deserts).

There are two main types of physical weathering:

Freeze-thaw occurs when water continually seeps into cracks, freezes and
expands, eventually breaking the rock apart.

Where does it occur?

It occurs In mountainous regions like the Alps or Snowdonia.

How does it occur?

 Sourcehttps://www.google.com/search?biw=1366&bih=657

Exfoliation occurs as cracks develop parallel to the land surface as a

consequence of the reduction in pressure during uplift and erosion.
Where does it occur?
It occurs typically in upland areas where there are exposures of uniform
coarsely crystalline igneous rocks.
How does it occur?

B. Chemical weathering
Sourcehttps://www.google.com/search?biw=1366&bih=657
Chemical weathering is caused by rain water reacting with the mineral grains in
rocks to form new minerals (clays) and soluble salts. These reactions occur
particularly when the water is slightly acidic.

Where does it occur?

 These chemical processes need water, and occur more rapidly at higher
temperature, so warm, damp climates are best. Chemical weathering (especially
hydrolysis and oxidation) is the first stage in the production of soils.

How does it occur?

There are different types of chemical weathering, the most important are:
Solution - removal of rock in solution by acidic rainwater. In particular, limestone is
weathered by rainwater containing dissolved CO2, (this process is sometimes called
carbonation).

Carbonation – Carbon dioxide in the air dissolves in rainwater and becomes weakly
acidic. This weak “carbonic acid” is able to dissolve limestone as it seeps into cracks
and cavities. Over many years, solution of the rock can form spectacular cave
systems (see photo).

Note: Stalagmites and stalactites form in caves as water drips from the roof,
depositing some of its dissolved calcium carbonate, as carbon dioxide is released
into the air.

Acid rain - Polluting gases, like Sulphur dioxide and nitrogen oxide dissolve in
rainwater to make stronger acids. When this rainwater falls, we get acid rain. This
acid attacks many rock types, both by solution and hydrolysis, seriously damaging
buildings and monuments.

Hydrolysis - the breakdown of rock by acidic water to produce clay and soluble
salts. Hydrolysis takes place when acid rain reacts with rock-forming minerals such
as feldspar to produce clay and salts that are removed in solution. 
The only common rock-forming mineral that is not affected is quartz, which is a
chemically resistant mineral. This is why quartz and clay are the two of the most
common minerals in sedimentary rocks.
 
Spheroidal weathering - The weird shapes form as water attacks the rock along
joints and cracks, leaving rounded lumps of unweathered rock. The iron-rich minerals
in the rock have also oxidized to a brown “rusty” color.

Oxidation - the breakdown of rock by oxygen and water, often giving iron-rich rocks
a rusty-colored weathered surface.

B. Biological Weathering
Living organisms contribute to the weathering process in many ways:
 
Trees put down roots through joints or cracks in the rock in order to find moisture. As
the tree grows, the roots gradually prize the rock apart.

Sourcehttps://www.google.com/searc Sourcehttps://www.google.co
h?biw=1366&bih=657 m/search?biw=1366&bih=657
 Many animals, such as these Piddock shells, bore into rocks for protection either
by scraping away the grains or secreting acid to dissolve the rock.
 

Even the tiniest bacteria, algae and

lichens produce chemicals that help
break down the rock on which they live,
so they can get the nutrients they need.

Sourcehttps://www.google.com/search?
biw=1366&bih=657

Evaluate
Direction: Write a sentence idea about the following words based on what you have
learned from this module.

a. I learned that weathering is classified as

________________________________________________________

b. Physical weathering (also called as _____________) happens

when___________________________________________________

c. Chemical weathering occurs when

________________________________________________________

E. Reflection
Direction: Based on the lesson, write a tagline about weathering. (It could also be a
hugot line or a Pick up line)

F. Posttest
Directions: Decide if the following descriptions are examples of mechanical
weathering or chemical weathering. Write P (physical or mechanical) or C (chemical)
on the space before each statement to indicate which kind of weathering is being
described.
_____1. Mosses growing on the surface of rocks, producing pits in the rocks
_____2. The wedging of tree roots along natural joints in granite outcrops
_____3. Limestone dissolved by carbonic acid
_____4. The oxidation of minerals that contain iron
_____5. Repeated freezing and thawing of water creating larger cracks in rock
_____6. The action of water, salt, and air on iron in rocks
_____7. Acids from plant roots which dissolves minerals causing rocks to break
down
_____8. Formation of potholes in streets during severe winters
_____9. Lifted sections of sidewalk along tree-lined streets
_____10. A large rock falling from a cliff and then breaking
_____11. Feldspar mixed with water, producing clay minerals
_____12. Rocks that have been carried by streams and have become smaller and
more rounded
_____13. Decaying plants dissolving some of the minerals in rocks
_____14. Tree roots cracking the concrete foundation of a house

G. Next Step
Congratulations! You successfully finished Lesson 2. You may now proceed to
Lesson 3. Please do an advance reading on how weathering is related to erosion or
recall your elementary and junior high school discussions on this topic. Good luck in
the next level.

Self-Learning Module for Grade 11

EARTH SCIENCE
STEM

A. Introduction:
 This lesson discusses the factors affecting weathering. This will enable learners
to identify the two types of weathering namely mechanical and chemical. The
interrelationship between erosion and weathering will also be discussed in this
module.

B. Directions for the User:

This lesson includes Pretest, Procedure/Learning Experience/Learning Activities,
Reflection and Posttest. You are expected to take the pretest before going through
Lesson 3. Read the directions before doing all the exercises and activities. Take the
posttest after you have finished the lesson.

C. Pre-test
Directions: Read and analyze the following questions. Blacken the circle of the letter
that best answers each question.
1. It refers to the downslope movement of rock and soil under the influence of gravity.
A. Erosion
B. Landslides
C. Mass wasting
D. Weathering
2. Which of the given statements explains the role of rainfall and water run-off in the
process of weathering and erosion?
A. The impact of raindrops will break up the soil and water build up will
create run-off taking sediments with them.
B. Even during rainy season, the less vegetative cover, more erosion can
occur.
C. Eroded soil can inhibit the growth of seeds and can contribute to road
damage.
D. The higher the rainfall intensity, the lesser is the eroded sediments.
3. Given the following places, seashore, forest, desert and in your house, in which
place does weathering take place in greater use?
A. Desert
B. Forest
C. House
D. Seashore
4. Which of these may have been caused by weathering?
A. San Andreas Fault moved.
B. The rocks on the shore were carried by the waves to another area.
C. The stone hedge was broken down by a strong wind.
D. The area of San Martin sunk due to earthquake.
5. If you are going to compare weathering from erosion, what would be their
similarities?
A. Agents
B. Factors
C. Functions
D. Processes

D. SLK Proper
I. Learning Experience
Engage
Situation:
 Two rivers run into the ocean. One river is very long, the other is very short.
Which river probably drops the smallest rock pieces near the ocean? Explain
your answer.
____________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Explore

Activity 1 “Go with the Flow!”

Directions: To model waterfalls, raindrops, and dripping water from rock faces
or cave ceilings, you will pour water from a jar held at different heights above
the rock. To model the rocks, you will use a pan full of packed sand.

Materials:
Water
A beaker with a pouring lip
Shallow pan
Dry sand

Procedure:
1. Pack the pan full of dry sand so that it fills the pan about halfway up the
side.
2. Make observations of the sand surface and record in your lab worksheet.
3. Fill the beaker with water and slowly pour it onto one part of the pan.
Also, try sprinkling the water onto the sand and pouring more or less water
each time. You can also adjust the speed at which you pour the water, too.
Explore all the ways that waterfalls, rain or dripping water can affect
surfaces like this. Record your observations.
4. As the sand gets wetter, you can always repack it, smooth it down, and
continue to experiment. What differences do you see between how the
water affects dry sand versus wet sand?
5. in your lab notebook, write down your thoughts about how raindrops,
dripping, water, and waterfalls impact rock.

Analysis:
How do raindrops and waterfalls affect the rocks they fall onto?

Explain
Weathering – the disintegration and decomposition of rock at or near the surface of
the earth or simply the breaking of rocks. It affects the rocks and no transport is
involved. This distinguishes weathering from erosion.

Two Types of Weathering

1. Mechanical/Physical Weathering – physical disintegration of a rock into smaller
fragments, each with the same properties as the original. Occurs mainly by
temperature and pressure changes.
2. Chemical Weathering – process by which the internal structure of a mineral is
altered by the addition or removal of elements. Change in phase (mineral type) and
composition are due to the action of chemical agents. Chemical weathering is
dependent on variable surface for reaction temperature and presence of chemically
active fluids.

Erosion – the incorporation and transportation of weathering products by a mobile

agent such as wind, water, ice.

Factors that affect the rate of weathering

1. CLIMATE
The amount of water in the air and the temperature of an area are both part of an
area’s climate. Moisture speeds up chemical weathering. Weathering occurs fastest
in hot, wet climates. It occurs very slowly in hot and dry climates. Without
temperature changes, ice wedging cannot occur. In very cold, dry areas, there is little
weathering.
2. SURFACE AREA
Most weathering occurs on exposed surfaces of rocks and minerals. The more
surface area a rock has, the more quickly it will weather. When a block is cut into
smaller pieces, it has more surface area. So, therefore, the smaller pieces of a rock
will weather faster than a large block of rock.
3. ROCK COMPOSITION
Some minerals resist weathering. Quartz is a mineral that weathers slowly.
Rocks made up of minerals such as feldspar, calcite, and iron, weather more quickly.
4. POLLUTION
This speeds up weathering. Factories and cars release carbon dioxide and other
gases into the air. These gases dissolve in the rainwater, causing acid rain to form.
Acid rain contains nitric and sulfuric acids, causing rocks and minerals to dissolve
faster.

CHEMICAL REACTIONS
When carbon dioxide dissolves in rainwater, carbonic acid is produced. As the
rainwater moves through soil, the carbonic acid dissolves calcite (a mineral found in
marble and limestone). Limestone caves, underground caves, cavern, or Karst
topography area result of this kind of weathering. Karst topography usually forms
sinkholes.

Elaborate
Directions: Answer the following questions:
1. What are the factors that affect the process of weathering?
 ___________________________________________________________
___________________________________________________________

2. Which of the processes causes the faster rate of weathering? Why?

___________________________________________________________
___________________________________________________________

3. Which of the processes causes the slower rate of weathering? Why?

___________________________________________________________
___________________________________________________________

4. What is the role of chemical reaction in the process of weathering?

___________________________________________________________
___________________________________________________________

5. How do pollution speeds up weathering?

___________________________________________________________
___________________________________________________________

Evaluate
Directions: Fill in the blank to complete each statement.
1. _____________________ is the movement of rock particles by wind,
water or ice.

2. The process that breaks down rock and other materials on earth’s
surface is called ______________________.

E. Reflection
After knowing this topic I realized that
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

F. Post-Test
Directions: Read and analyze the following questions. Blacken the circle of the letter
that best answers each question.
1. Which of the following best describes weathering?
a) The process by which rocks are broken during severe weather
b) The process by which rocks are formed by heat and pressure
c) The mechanical or chemical process by which rocks are broken
down
d) The process by which rocks are chemically strengthened due to
exposure to heat and pressure
2. It refers to the down slope movement of rock and soil under the influence of
gravity.
a. Erosion
b. Landslide
c. Mass wasting
d. Weathering
3. Which of the following is an example of slide?
a. Creep
b. Rock fall
c. Slump
d. Topple
4. Which type of rocks tends to weather more rapidly?
a. Rocks that contain iron.
b. Rocks that contain quartz.
c. Rocks that are impermeable
d. Rocks that contain sodium feldspars.
5. Which is an example of oxidation?
a. Some of the minerals get dissolved in water.
b. Rust decomposes rocks completely with passage of time
c. The joints enlarge in size and lime is removed in the solution
d. Due to the absorption of water by rocks, its volume increases

G. Next Step

Congratulations! You successfully finished Lesson 3. You may now proceed to

Lesson 4. Please do an advance reading on how rocks and soil move downslope due
to the action of gravity or recall your elementary and junior high school discussion on
this topic. Good luck in the next level.

Self-Learning Module for Grade 11

EARTH SCIENCE
STEM
A. Introduction
This lesson entails the learning competency that would explain how rocks and
soil move downslope due to the action of gravity. The discussion also includes the
types of mass movement and the factors affecting it. After such, there are also
provided activities that will allow learners to fully understand the lesson.

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 4. Read the directions carefully before doing all the exercises and
activities. Take the posttest after you have finished the lesson.

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

1. Which of the following is not a cause of mass movement?

A. local temperature
B. geology of the area
C. amount of water present
D. amount of vegetation present
2. Which form of mass movement is the slowest?
A. creep
B. flow
C. landslide
D. slump
3. What is the ultimate control of mass movement?
A. geology
B. gravity
C. water
D. vegetation
4. Why is construction of houses on hills not a good idea?
A. The house’s noise can cause landslide.
B. The houses’ added weight can cause landslides.
C. The animals like dogs can dig holes in the ground that can cause landslides.
D. All of the above
5.What is mass movement?
A. when gravity causes material to move uphill
B. when rivers carry pieces of dirt and sediment
C. when gravity causes material to move downhill
D. when rain causes the land to become very muddy and flow across the land

D. SLK Proper
I. Learning Experience
 Engage
Activity 1
Direction: Refer to Figures A, B and C below to answer the questions that
follow:

Figure A Figure B
Questions:

1. In Figure A, what happens to the ball placed on top of the table? What happens to
the ball placed on a slanted surface as shown in Figure B?
___________________________________________________________________
___________________________________________________________________
____________________________________________________

2. How about the ball placed on top of the hill?

__________________________________________
___________________________________________
__________________________________________
___________________________________________
Figure C

3. How do you think gravity causes erosion and deposition? How can gravity
transport earth materials and drop them somewhere else?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
______________________________________________

Explore

Activity 2. Mountain Building

 Directions: This activity will teach you how to build a mountain.

MOUNTAIN BUILDING

A. Materials Needed:
Soil and Rock
Tray
Water

B. Procedures:
1. In a large tray, construct a model mountain from soil by adding water to it.
2. After building the mountain, slightly shake the tray to simulate an earthquake.
3. Rebuild the mountain if the model is destroyed.
4. After rebuilding the mountain, pour water on it to simulate a rainfall.
5. Observe what happens.
6. Clean up the area.
7. Answer the guide questions.
C. Guide Questions:
1. How does the water cause the mountain to be destroyed?
____________________________________________________________
____________________________________________________________
____________________________________________________________

2. In both the rainfall and the earthquake simulations, what happens to the particles
that move down as the mountain is destroyed?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3. Why do these particles move downward?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Elaborate

Read the situation below.

 CALABARZON areas have experienced various landslide incidents for the past
years due to strong earthquakes combined and heavy rainfalls. Such incidents
caused heavy damage to the land areas, infrastructures, residences, properties and
even left a high record of casualties. As a student, how would you apply what you’ve
learned in Disaster Readiness and Risk Reduction in disseminating information
necessary for such geomorphic activities?

Explain

What is Mass movement?

 Mass movement, also called mass wasting is a bulk movement of soil and

rock debris down slopes in response to the pull of gravity, or the rapid or
gradual sinking of the Earth’s ground surface in a predominantly vertical
direction.

 Formerly, the term mass wasting referred to a variety of processes by which

large masses of crustal materials are moved by gravity from one place to
another. More recently, the term mass movement has been substituted to
include mass wasting processes and the sinking of confined areas of the
Earth’s ground surface.

What are the factors affecting Mass Movement?

1. Amount of Water
The more saturated the material, the more likely it is to move.
2. Angle of the Slope
The steeper the slope the faster the movement.
3. Climate of the Area
The amount and nature of rainfall received in the area determines the amount of
the movement that will occur.
4. Vegetation Cover of the Area
Plants such as grasses, shrubs and large trees, help to hold rock materials
together thus reducing their movement on the earth’s surface.

5. Human Activities
 People affect the stability of the Earth’s surface through various activities such
as cultivation, building, grazing animals, mining, clearing vegetation and road
construction.

6. Tectonic Movement
Earthquake and volcanic eruption cause the vibration of the earth which often
trigger off widespread movement of the materials such as landslide.

What are the types of Mass movement?

 Falls
Falls are abrupt movements of masses of geologic
materials, such as rocks and boulders, that become
detached from steep slopes or cliffs. Separation occurs along
discontinuities such as fractures, joints, and bedding planes,
and movement occurs by free-fall, bouncing, and rolling.

 Slide
A slide happens when a section of soil or rock suddenly
gives way and moves down a slope. The material moves as
a single mass along a slippery zone. The slippery zone is
often made up of wet sediment.

 Flows
Flows occur when the material, soil, and/or rock, behave
more like a liquid or fluid. Flows include mudflows, debris
flows or lahars (superheated water that moves down an
erupting volcano). Flows occur due to a large amount of
water or ice present in the soil or material

Guide Question:
From the previous activity that you have made (Mountain Building), in which
type of mass movement can you categorize the process that was observed during
the activity? Why do you think so? _______________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________________________.

Evaluate
1. How are mass movements classified?
____________________________________________________________
____________________________________________________________
____________________________________________________________

2. What are the different types of mass movements? How does each type differ from
the other?
______________________________________________________________
______________________________________________________________
______________________________________________________________

E. Reflection
Give your thoughts on the quotation below:

“Our greatest glory is not in never falling, but in rising every time we fall.”
- Confucius
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

F. Posttest
Directions: Read and analyze the following questions. Blacken the circle of the letter
that best answers each question.
1. What type of mass movement would be caused by ice melting on a volcano after
an eruption?
A. fall
B. flow
C. slide
D. slump
2. Which type of mass movement moves the slowest?
A. creep
B. flow
C. slide
D. slump
3. What causes all mass movement?
A. deforestation
B. gravity
C. rain
D. snow
4. Why do heavy rains help cause mass movement?
A. They cause strong winds.
B. They cause plants to grow.
C. They cause the soil to be wet and heavy.
D. They cause the animals to come out of their homes.
5. Why is planting trees on a muddy slope a good idea to prevent mudflows and
landslides?
A. Trees add homes for wildlife.
B. The tree roots soak up water.
C. Trees help keep the soil in place.
D. Just a and b.

G. Next Step

Congratulations! You successfully finished Lesson 4. You may now proceed to

Lesson 5. Please do an advance reading on the factors that make the Earth’s interior
hot or recall your elementary and junior high school discussion on this topic. Good
luck in the next level.

Self-Learning Module for Grade 11

 EARTH SCIENCE
STEM

A. Introduction
This lesson aims to engage the students in determining the factor that make the
Earth’s interior hot. The activities will enable the students to explain why the
temperature changes with increasing depth below the ground.
This would also help them to realize how amazing the Earth is.

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 5. 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.Vibrations that travel through Earth’s interior are known as_______.

A. crust waves
B. shock waves
C. seismic waves
D. earthquake waves
2. A scientist who studies seismic waves is called a ______.
A. geologist
B. paleontologist
C. seismologist
D. volcanologist

3. The center of Earth is referred to as the________.

A. core
B. Crust
C. lithosphere
D. Mantle
4. The layer of Earth between the crust and the core is the:
A. asthenosphere
B. lithosphere
C. mantle
D. outer core
5. The outer core is made up of ______.
A. aluminum
B. helium
C. hydrogen
D. iron

D. SLK Proper
 I. Learning Experience

Engage
Activity 1 Layers of the Earth
Direction: Observe Figure 1 and answer the questions below.

a
b
c

https//google/images/wWBm2R

Figure 1
Layers of the Earth

1. Label the layers of the Earth.

a. _____________________________________________________
_
b. _____________________________________________________
_
c. _____________________________________________________
_
d. _____________________________________________________
_
2. Describe each layer in one word.
a. _____________________________________________________
_
b. _____________________________________________________
_
c. _____________________________________________________
_
d. _____________________________________________________
_
3. In two sentences, give your idea why the Earth’s interior is hot.
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

Explore

Activity 2 “Let’s Dig It!”

Directions: Read the situation below.

Situation
 Nowadays, many projects are being undertaken by the Department of Public
Works and Highways (DPWH) going on in your place. If you do not find any, you can
ask someone who has experienced digging deep into the ground. One of these is the
installation of manholes and drainage pipes under the ground. This is one of the
solutions for flooding during rainy days.

Now try to interview a person who works along this line and ask him the following
questions:
a. What did you feel while you are digging the soil?
___________________________________________________________________
___________________________________________________________________
___________________________________________
b. As you go deeper and deeper to the ground, have you noticed any
change in the temperature? What happened to the temperature?
Does it increase or decrease?
___________________________________________________________________
___________________________________________________________________
___________________________________________

Then answer these questions yourself.

1. Why do you think the worker feels the change in temperature as he digs
deeper to the ground?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_______________________________________________________
2. What do you think are the factors that make the Earth’s interior hot?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_______________________________________________________
3. What do you think are the factors that make the temperature hot as you
go deeper in the ground?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_______________________________________________________

Elaborate

Activity 3
Directions: Read the scenario below.

Situation:
In school, students do a lot of activities, researches and assignments in all the
subjects. Once the deadline is near, they tend to work UNDER PRESSURE. They
get easily mad and complain about everything. Why do you think this happens? How
will you relate this scenario to the Earth’s interior that is also under pressure?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Explain

Activity 4 “Let’s Dig Deeper!”

As one digs deeper to the ground the temperature becomes hotter. This means
that the Earth’s interior is hotter than its surfaces. Through mining and drilling
operations we have been able to observe the earth’s interior directly only up to a
depth of a few kilometers. The temperature in the earth’s interior is so high that it can
even melt any tool used for drilling. This fact also restricts deep drilling, thus causing
hindrance to direct observation of the materials of the Earth’s interior.

What are the factors that make the Earth’s interior hot? These are the following:

1. Temperature – For every 40 meters that you descend from a point, the
temperature rises 1 degree Celsius. This rapid rise of temperature
continues to grow hotter and hotter approaching the core. The high
temperature inside Earth is a result of heat left over from the formation of
the planet.
2. Pressure – The more you descend into Earth’s interior, the amount of
pressure increases. Pressure results from a force pressing on an area.
Because of the weight of the rock above, pressure inside Earth increases
as it goes deeper.
3. Density - Due to increase in pressure and presence of heavier materials
towards the earth’s centers, the density of earth’s layers also goes on
increasing. Obviously, the materials of the innermost part of the earth are
very dense as already stated.
4. Inner and outer core – The core is made up of metals, iron and nickel.
The outer core is a layer of molten metal that surrounds the inner core.
The inner core is a dense ball of solid metal. Extreme pressure
squeezes the atoms of iron and nickel so much that they cannot spread
out and become liquid.

Evaluate

1. What do you think will happen to the pressure when the earth’s
temperature increases?
___________________________________________________________________
___________________________________________________________________
____________________________________________________
2. Why does the density increase towards the center of the earth?
___________________________________________________________________
___________________________________________________________________
____________________________________________________
3. What makes the inner and the outer core hot?
___________________________________________________________________
___________________________________________________________________
____________________________________________________

E. Reflection
If you will be given the chance to be a geothermal engineer, how would you
appreciate the work of the miners?

___________________________________________________________________
___________________________________________________________________
________________________________________________________________

F. Posttest

Directions: Shade the bubble of the letter of the correct answer.

1. Which follows the correct order of layers from that with the coolest temperature to
that with the warmest temperature?
A. Crust, mantle, core
B. Mantle, crust, core
C. Core, mantle, crust
D. None of the above

2. The increasing depth from surface of Earth to the inner core, the temperature
_________.
A. increases
B. decreases
C. stays the same
D. increases, then decreases
3. What happens to the density of materials of each layer from the surface of the
Earth to its inner core?
A. density increases
B. density decreases
C. density stays the same
D. density increases, then decreases
4. Because of the enormous pressure, the inner core is a:
A. gas
B. liquid
C. solid
D. solid and liquid
5. The layer of Earth between the crust and the core is the:
 A. Asthenosphere
B. Lithosphere
C. Mantle
D. Outer core

E. Next Step

Congratulations! You successfully finished the Lesson. You may now

proceed to Lesson 6. Please do an advance reading on the Solar System or
recall your elementary and junior high school discussion on this topic. Good luck
in the next level.
Self-Learning Module for Grade 11
EARTH SCIENCE
STEM

A. Introduction
This lesson entails the learning competency of discussing magma formation.
This will enable learners to describe the three factors that generate magmas from
solid rock. Also, it will involve characterizing the plate tectonic settings of basaltic or
granitic magmas and stating the relationship between magma composition and
thickness (viscosity).

B. Directions for the user:

Lesson 6 is to be done within a day. Read all the necessary details such as the
competency and objectives that must be achieved upon completing the task. Answer
the pretest without browsing the preceding pages. Keep this module clean and
organized as possible.

C. Pretest Figure A
Directions: Shade the letter of the correct answer. Refer to figure A to answer 1 to 3.
1. Where was Wegener land 50 Ma?
A. at the equator
B. at the north pole
C. same place it is today
D. at the equator on the other side of the globe

2. Viewed from our perspective, how has Wegener land

rotated from 30 Ma to present?
A. clockwise
B. counter clockwise
C. not at all
D. A and B
3. The map-view diagram to the right depicts seismic waves (as rays) traveling
toward a boundary between fast and slow materials at the surface. How will the
waves react to the curved boundary?
A. They will pass through the boundary without bending.
B. The only thing that will happen is that the wave amplitude will increase.
C. They will bend due to velocity contrast and diverge in the slow material.
 D. They will bend due to velocity contracts and converge in the slow material.
4. Does magma formed at mid-ocean ridges have the same composition as the
mantle?
A. Yes, both are composed of peridotite.
B. Yes, both are composed of basalt or gabbro.
C. No, the ocean crust is peridotite and the mantle is basaltic.
D. No, the ocean crust is basaltic, and the mantle is peridotite.
5. What is the composition of most of the magma formed at a subduction zone?
A. andesitic
B. basaltic
C. granitic and basaltic
D. basaltic and andesitic

D. SLK Proper
I. Learning Experience
Engage
Activity 1
Directions: Study figures A and B and answer the questions below.

Figure A: Location of Volcanoes

https//google/images/wWBm2R

Figure B: Cross-Section Area of the Earth Crus

https//google/images/wWBm2R

https//google/images/wWBm2R
1. How does the release of trapped gases in magma cause a volcano to erupt?
___________________________________________________________________
___________________________________________________________________
______________________________________________________________

2. You live on a large volcanic island not far from an active volcano. Besides damage
from lava, what other hazards might affect your town and the people?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. What kind of eruption is likely to occur in a volcano having magma that is low in
silica? Explain your answer.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Explore
Activity 2
Directions: Imagine looking at the Lava Canyon. You’re mission (purpose) is to
use your inferential skills, and the “case facts” to determine if one or two separate
lava flows entered Lava Canyon.
Possible Explanations: (hypothesis)
#1: The black rock formation was deposited by a single andesite lava flow. The two
parts look different, because they cooled at different rates.

#2: The black rock formation was deposited by two separate andesite lava flows. You
can determine this, because there are two parts of the rock formation that look
different.

Case Facts (record data) and Evidence Evaluation (procedure)

A. Observe the black lava flow before you. To determine if the lava flow was thick or
runny, consider the following true statements about andesite lava flows. Mark an X
beside the statement you think is more correct about the canyon before you.
____The cooled surface of runny andesite lava forms a hardened crust or cap
that insulates the lava beneath it.
____ The cooled surface of thick pasty andesite lava is covered with larges
rocks and looks like a field of boulders.
B. Observe the black lava flow before you. To determine if the lava flow cooled
quickly or slowly, consider the following true statements about andesite lava flows.
Mark an X beside the statement you think is more correct in the canyon before you.
____ Lava flows that cool very slowly can form four, five and eight sided
columns.
____ Lava flows that cool quickly do not form columns.

C. Observe the black lava flow before you. To determine if there were one or two
separate lava flows consider the following true statements about the color of volcanic
rocks. Mark an X beside the statement you think is more correct about the canyon
before you.
____ A thin red layer of re-melted lava is formed when new lava flows over another
already hardened lava flow.
____ Ancient volcanic rocks can weather to bright orange and yellow colors.

Conclusion:
a) I think that explanation # _______ is the best.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
b) I have reached a different conclusion
(Using complete sentence, explain the evidence you used to support your
conclusion.)
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Elaborate

Activity 3
Directions: Imagine looking through metal fence to examine a specific type of lava
flow. Explain that all magma, molten rock beneath the surface of the earth, are
composed of the same basic elements, but the proportions vary from one magma to
another. When it erupts onto the Earth’s surface it becomes “lava”.

How are these three types of magma formed?

A) basalt
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

B) rhyolite
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________

C. andesite
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Explain

What is magma?
Magma is a molten and semi-molten rock mixture found under the surface of the
Earth. This mixture is usually made up of four parts: a hot liquid base, called the melt;
minerals crystallized by the melt; solid rocks incorporated into the melt from the
surrounding confines; and dissolved gases. When magma is ejected by a volcano
or other vent, the material is called lava. Magma that has cooled into a solid is called
igneous rock.
Magma is extremely hot—between 700° and 1,300° Celsius (1,292° and 2,372°
Fahrenheit). This heat makes magma a very fluid and dynamic substance, able to
create new landforms and engage physical and chemical transformations in a variety
of different environments.

How Does Magma Forms?

Earth is divided into three general layers. The core is the superheated center,
the mantle is the thick, middle layer, and the crust is the top layer on which we live.
Magma originates in the lower part of the Earth’s crust and in the upper portion of the
mantle. Most of the mantle and crust are solid, so the presence of magma is crucial
to understanding the geology and morphology of the mantle. Differences in
temperature, pressure, and structural formations in the mantle and crust cause
magma to form in different ways.

What Are Three Ways Magma Can be Form?

Wet and Dry Melting - In order for magma to form, wet or dry melting of rocks or
minerals must occur. Dry melting occurs when minerals or rocks, with no carbon
dioxide or water in them, are heated to a specific temperature. This temperature
increases as pressure in the Earth’s layers increases. Wet melting occurs when
rocks or minerals containing water are heated. It occurs over a variety of
temperatures rather than at only one temperature — as dry melting does. The
temperatures in which wet melting occurs decreases with increased pressure or
depth initially. This temperature then starts to increase again the higher the pressure
rises or the lower the depth is. A partial melt can occur with both wet and dry melting
of rocks but can’t occur with minerals. A partial melt occurs when only part of the rock
material melts.

Types of magma
1. Basaltic magma - is formed through dry partial melting of the mantle. The
mantle lies just below the crust of the earth. Basalts make up most of the ocean’s
crust; this is why basaltic magma is typically found in oceanic volcanoes. In order for
the mantle to partially melt, the geothermal gradient, or the change in the Earth’s
temperature based on internal pressure or depth, must be changed by some sort of
mechanism, such as convection. Basaltic magma is usually very dense and gets
stopped in the continental crust rather than reaching the surface, causing it to
crystallize. This crystallization releases the basaltic magma’s heat, causing the
temperature of the continental crust to rise and melt.
With convection, hot mantle material rises closer to the Earth’s surface, raising
the geothermal gradient in the area. This causes the temperature in the earth’s
mantle to rise, which causes the mantle to partially melt. The partial melt contains
both liquid and crystals that need a higher temperature to melt. The liquid can be
separated from the crystals, forming basaltic magma.
2. Rhyolitic magma - forms as a result of wet melting of continental crust.
Rhyolites are rocks that contain water and minerals that contain water, such as
biotite. The continental crust must be heated above the normal geothermal gradient
in order to melt. The most common cause of a rise in temperature of continental crust
is basaltic magma rising from the mantle.
3. Andesitic magma - is formed through wet partial melting of the mantle. The
mantle under the ocean has contact with water. When subduction, or continental
plates pulling away from one another, occurs, the mantle will heat up and water is
pushed into it. This causes the melting temperature of the mantle to decrease,
causing the mantle to begin partially melting due to the heat. Basaltic magma with a
high-water content is the result. If this type of basaltic magma melts with continental
crust that has a high density of dioxide silicon, andesitic magma will form.

Evaluate
Direction: Give the correct answer for each statement below.
1. A mass of rock that forms when a large body of magma cools inside the crust is
called a _______.
2. Hardened magma in a volcano’s pipe that remains when softer rock around it has
worn away is called a _______.
3. A huge hole, or _______, is left when the roof of a volcanic mountain’s magma
chamber collapses.
4. A liquid with little _______ among its particles will have low viscosity.
5. A _______ is an area where material from deep within the mantle rises and then
melts, forming magma.
6. Groundwater heated by a nearby body of magma can spray from the ground under
pressure, forming a _______.
7. An energy source called _______ energy is provided by water heated by magma.
8. Magma flows easily when it is low in _______, a material made of oxygen and
silicon.
9. Sometimes rising magma is blocked by horizontal layers of rock. The magma
forces the layers of rock to bend upward into a landform called a(n) _______.
10. An eruption of ash, cinders, bombs, and gases from a volcano is called a(n)
_______.

E. Reflection:
If you will relate the formation of magma to friendship what element of magma
best suits friendship? Explain
_______________________________________________________________
___________________________________________________________________
___________________________________________________________________

F. Posttest
Directions: Read and analyze the following questions. Blacken the circle of the letter
that best answers each question.
1. How is magma made at a subduction zone?
A. The frictional heating makes one plate slides by another.
B. Increased pressure inevitably leads to melting of the subducting Plate.
C. Water released from the subducting plate lowers the melting point of
the overlying mantles.
D. Increased temperature leads to melting of the subducting plate.

2. How does magma form at a mid-ocean spreading ridge?

A. water circulates down into the mantle and triggers melting by lowering the
melting point of the mantle.
B. the underlying mantle is molten everywhere and simply rises to the surface
where it gets a chance; the diverging plates provide that chance.
C. mantle rising to fill the void created by diverging plates undergoes a pressure
decrease that triggers partial melting of the mantle.
D. All of the above

3. How do we know that the outer core of the earth is liquid?

 A. P-waves slow down as they pass through this region.
B. S-waves do not pass through this region.
C. Neither P-waves nor S-waves pass through this region.
D. None of the above

4. What is the origin of the magnetic anomaly stripes on the ocean floors?
A. Reversals of the magnetic field recorded by crust formed at a spreading
ridge.
B. Faulting of the ocean crust raised and lowered the magnetized rocks of
the ocean crust.
C. They reflect times when chemical alteration along a mid-ocean ridge was
strong (negative magnetic anomaly) or weak (positive magnetic anomaly).
D. All of the above

5. A 90 Ma old basalt (formed at a time when the magnetic field had a normal
polarity) has a magnetic declination of 45° and an inclination of -45°. Recall
that tan(inclination) = 2tan (latitude). At what latitude did the rock form?
A. 26° South
B. 45° North
C. 26°North
D. 45° South
G. Next Step

Congratulations! You successfully finished Lesson 6. You may now proceed to

Lesson 7. Please do an advance reading on the Solar system or recall your
elementary and junior high school discussion on this topic. Good luck in the next
level.
 Self-Learning Module for Grade 11
EARTH SCIENCE
STEM

A. Introduction:

This worksheet entails the learning competency of discussing what happens

after magma is formed. This will enable learners to describe where the Earth’s
internal heat is coming from. Also, the formation of magma will be tackled in this
module. After such, the learners will also be able to describe what happens after the
magma is formed. This will enable learners to become aware of the phenomena
occurring in the Earth, especially its components.

B. Directions for the user:

Lesson 7 is to be done within a day. Read all the necessary details such as the
competency and objectives that must be achieved upon completing the tasks.
Answer the pretest without browsing the preceding pages. Keep this module clean
and organized as possible.

C. Pretest

Matching Type.
Directions: Read each item carefully. Match the definition in Column A with the word
or phrase it describes in Column B. Write the letter of the correct answer on the
space provided.

Column A Column B
____1. movement of the mantle as heat is A. Lava
transferred from the core to the crust
 ____2. activity or motion of the magma
B. Magma Convention

____3. solidification of magma beneath the Earth’s

surface C. Magmatism

____4. this is the magma that reaches the Earth’s

surface D. Plutonism

____5. process of bringing up the magma through

a volcano E. Volcanism

D. SLK Proper
I. Learning Experience:

Engage
Activity 1 Let’s do this…

Directions: Perform the following activity. Answer the questions that follow.

Materials Needed:
 ice cube
 glass
 1 teaspoon salt

Get an ice cube and put it in a glass. Put a teaspoon of salt to the ice cube and leave
for two hours.

Figure A

1. What do you notice with the ice cube and salt after two hours?
2. In terms of the Earth’s structure, what does the ice cube represent? How about the
salt?

3. Base on the result of the activity, state the connection of the container’s heat with
the inner part of the Earth.

Explore
I can do this…

Directions: Analyze the picture below. How do you think magma forms? What
happens to the magma after it is formed in the magma chamber?

https://www.google.com/url?
sa=i&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwikf3m9cLgAhVTfysKHYGYB3gQjRx6BAgBEAU&url=https%3A%2F
%2Ftanvolcano.weebly.com%2F&psig=AOvVaw212J5CeW99hw3IlrU56xmD&ust=1550496926109770

Figure B
 Elaborate

Let us do more…

Read the following scenario.

A person who is very emotional tends to burst out his or her feelings especially
during hard times and when they are under pressure. What is the reason why this
happens? Relate this to how magma forms beneath the Earth’s interior and how this
is brought outside the Earth’s surface.

_________________
Explain
Aha!...

The layers of the Earth include the crust, the mantle, and the core. The core
is the hottest layer of the Earth. The heat coming from this layer is responsible for all
geological activities happening on our planet. Volcanoes, mountains, and continents
were formed because of this internal heat.

Internal Heat of the Earth

The Earth has three main layers: the crust or the outermost layer, the mantle or the
middle layer, and the core or the innermost layer.

• The crust is composed of solid rocks and minerals. It holds all known life
forms on Earth.
• The mantle is made up of mostly solid rocks and minerals but have areas of
semi-solid magma.
• The core is made up of dense metal, specifically, nickel and iron. It is also
considered as the center and the hottest part of the Earth.

Mantle convection is the movement of the mantle as heat is transferred from

the core to the crust. The temperature of the mantle varies depending whether it is
near the crust or near the boundary of the core. The principal contributors to the heat
of the core come from the decay of radioactive elements and from the heat of the
molten outer core which solidifies near the inner core.

Earth’s heat budget drives most of the geological processes on Earth. This
measures the flow of thermal energy coming from the core, passing through the
mantle, and up to the atmosphere, which is mainly due to the mantle convection.
This, however, is counteracted by the solar radiation.

Magmatism
Magmatism is the activity or the motion of the magma. Rocks that are
subjected to high temperature and pressure melt and become the magma. Magma is
a semi-liquid molten rock mixture that can be found in the lower portion of the crust
and the upper part of the mantle. Depending on the temperature, pressure, and
formations in the crust and the mantle, the magma can be formed in different ways.

Plutonism
On 1788, James Hutton developed the idea about plutonism. He stated that
the formation of intrusive igneous rocks or plutonic rocks came from the solidification
of magma beneath the Earth’s surface. These rocks will reach the Earth’s surface
through the process of uplifting - a force that pulls the crust apart and lets the rocks
from the underground to be brought up.
When the hot molten magma does not solidify, it will be brought up to the
Earth’s surface through uplifting. When the magma reaches the surface, it becomes
lava - streams of molten rocks that cool and solidify to form extrusive igneous rocks.

Volcanism
Magma is being brought up to the surface through a volcano. Volcano is any
opening in the Earth’s crust that allows magma and gases to be released in the
upper crust. This process of bringing up the magma is called volcanism.

Our country, the Philippines, has 37 volcanoes. Among 37 volcanoes, 18 of

them are active and show activity in the past 100 years. Why do you think the
Philippines has plenty of volcanoes?

Evaluate
I can do more…

Directions: Complete the paragraph below. Choose your answer from the words
written in the table provided below.

The three layers of the Earth are the , the , and the .
The principal contributors to the heat of the Earth's core are the decay of and
the heat of the molten near the . Mantle convection is the movement
of the as heat is transferred from the core to the crust. Earth’s heat budget
drives most of the on Earth.
are rocks that melted when subjected to high temperature and
pressure. is the activity or the motion of magma. is the formation of
intrusive igneous rocks through the solidification of magma beneath the Earth’s
surface. is the phenomenon of an eruption of magma onto the surface of
the Earth. is the opening on the Earth’s crust where magma, gases, and hot
vapor are being ejected or released. is the cooled and solidified magma upon
reaching the Earth’s .

core magma plutonism

crust magmatism radioactive elements
inner core mantel surface
Geologic processes Mantel convection volcanism
lava Outer core volcano
.
E. Reflection

Reflect on how destructive a volcanic eruption can become. Relate this to how
damaging negative emotions can be to oneself and to others.
___________________________________________________________________
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___________________________________________________________________

F. Posttest
Directions: Read and analyze the following questions. Blacken the circle of the letter
that best answers each question.
1. What makes up the Earth’s interior?

A. magma and lava

B. crust, mantle and core
C. rocks, golds and minerals
D. iron, lead and liquefied gas

2. What is the cooled and solidified magma that reaches the Earth’s surface?

A. lava
B. volcano
C. intrusive rocks
D. extrusive rocks

3. What is the movement of the mantle as heat is transferred from the core to the
crust?

A. convection current
B. crust convection
C. mantle convection
D. mantle current
4. What do you call the phenomenon of an eruption of magma onto the surface of the
Earth?

A. convection
B. magmatism
B. plutonism
C. volcanism

5. What are the rocks that melt when subjected to high temperature and pressure?

A. extrusive
B. intrusive
C. lava
D. magma

G. Next Step

Congratulations! You successfully finished Lesson 7 of Chapter 3. You may now

proceed to Chapter 4. Good luck in the next chapter.

Self-Learning Module for Grade 11

EARTH SCIENCE
STEM

CHAPTER 3
 EARTH PROCESSES

/rcabanding (SDO-Bats. City)

III. Earth Processes

Answer Key:
Lesson 1
Pre-test Post-test
1. A 1. A
2. C 2. C
3. A 3. B
4. A 4. A
5. C/D 5. A
Lesson 2
Pre-test Post-test
1. C 1. C 8. P
2. F 2. P 9. P
3. A 3. C 10. P
4. E 4. C 11. C
5. B 5. P 12. P
6. D 6. C 13. C
7. G 7. C 14. P
Lesson 3
Pre-test Post-test
1. A 1. A
2. A 2. A
3. D 3. B
4. C 4. D
5. A 5. A
Lesson 4
Pre-test Post-test
1. B 1. B
2. B 2. B
3. B 3. B
4. B 4. C
5. C 5. D
Lesson 5
Pre-test Post-test
1. C 1. A
2. C 2. A
3. A 3. A
4. C 4. B
5. D 5. C
Lesson 6
Pre-test Post-test
1. B 1. C
2. A 2. C
3. C 3. B
4. D 4. A
5. D 5. A
Lesson 7
Pre-test Post-test
1. B 1. B
2. C 2. A
3. D 3. C
4. A 4. D
5. E 5. D