0|Activity-Based Lesson Unit Earth Science

FOREWORD:

Welcome to Earth Science!

You can’t fully appreciate your surroundings until you understand the rules of nature.
Earth Science will show how everything in nature is beautifully connected. So the main reason
reason to study this subject is to enhance the way you see the physical world. Once you
understand the connections of everything in nature, I guarantee you, your life will never be the
same again.

For this quarter, you will study about the earth and its subsystems as well as its
compositions. This include the following topics:
• Earth’s Characteristics to Support Life
• Earth’s Subsystems
• Rock-Forming Minerals

This quarter you are expected to describe the characteristics of Earth that are necessary to
support life by identifying earth’s unique characteristics necessary to support life; explain that
the earth consists of four subsystems, across whose boundaries matter and energy flow by
identifying the earth’s subsystems, and describing the characteristics of each of the earth’s
subsystems and identify common rock-forming minerals by enumerating the characteristics of
minerals, and; listing the common rock-forming minerals and their uses.

Please take note that the Pre-Test, and Independent Practice have Google Form versions. I
encourage you to take the exam online through our Google Classroom. Answer Keys will also
be available online.

Have fun in learning Earth Science!

With best regards,

Sir Gabs

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PRE-TEST

MULTIPLE-CHOICE TEST
Directions: Answer each of the following questions. Encircle the letter of your choice.

1. The ______ refers to the water-dominated parts of the earth.

A. hydrosphere B. biosphere C. atmosphere D. geosphere

2. Soil belongs to the _______.

A. hydrosphere B. atmosphere C. biosphere D. geosphere

3. The exchange of energy between the surface of the earth, the atmosphere, and space causes
A. temperature B. topography C. glaciers D. weather

4. The _____ is the thinnest layer of the earth.

A. crust B. mantle C. outer core D. inner core

5. A(n) ______ system is one in which energy moves freely in and out, but no matter enters or
leaves the system
A. open B. feedback C. closed D. isolated

6. Halite has three cleavage directions at 90° to each other. Which model best represents the
shape of a broken sample of halite?
A. B.

C. D.

7. What do you call the boundary between the crust and the mantle?
A. Einstein Discontinuity B. Gutenberg Discontinuity
C. Lehman Discontinuity D. Mohorovicic Discontinuity

Base your answers to questions 8 and 9 on the diagram below, which shows three minerals with
three different physical tests, A, B, and C, being performed on them.

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8. Which sequence correctly matches each test, A, B, and C, with the mineral property tested?
A. A—cleavage; B—streak; C—hardness B. A—cleavage; B—hardness; C—streak
C. A—streak; B—cleavage; C—hardness D. A—streak; B—hardness; C—cleavage

9. The results of all three physical tests shown are most useful for determining the
A. rate of weathering of the minerals
B. identity of the minerals
C. environment where the minerals formed
D. geologic period when the minerals formed

10. The diagram below shows how a sample of the mineral mica breaks when hit with a rock
hammer.

This mineral breaks in smooth, flat surfaces because it

A. is very hard B. is very dense
C. contains large amounts of iron C. has a regular arrangement of atoms

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Subject Area Earth Science Teacher Jay Farofaldane Gabata
Grade Level 11 Consultation schedule
Activity Sheet no. 1 Week no. 1
Topic: Earth’s Characteristics to Support Life

LEARNING TARGETS

1. At the end of the lesson, the students CAN describe the characteristics of Earth that are
necessary to support life.

I. PRIMING ACTIVITIES

A. ACTIVATION OF PRIOR KNOWLEDGE

Questions:
1. Why do you think earth is the only planet in the solar system that has life?

B. LINKING STATEMENT

Earth lies within the habitable zone of the solar system which is why life evolved on earth.

II. GUIDED INSTRUCTIONS

A. CONCEPT DIGEST

6 THINGS THAT MAKE LIFE ON EARTH POSSIBLE

Earth is well equipped as a planet and ideally placed in our solar system and galaxy to support
life as we know it. The product of some 4.6 billion years of cosmic construction, our planet is
flush with life thanks to a fortuitous set of conditions.

1. OUR LOCATION IS FAR FROM MANY HAZARDS

The solar system is comfortably nestled in a safe harbor between major spiral arms, and its
nearly circular orbit helps it avoid the galaxy’s perilous inner regions. There are
relatively few stars near the sun, reducing risks to Earth from gravitational tugs, gamma--ray
bursts, or collapsing stars called supernovae.

2. OUR SUN IS A STABLE AND LONG-LASTING STAR

Stars more massive than the sun burn hotter and usually don’t live long enough for planets to
develop life. Less massive, younger stars are often unstable and are prone to blasting their
planets with bursts of radiation.

3. WE’RE AT JUST THE RIGHT DISTANCE FROM THE SUN

Earth orbits in the so-called Goldilocks zone, where the planet receives enough energy to
allow water to exist as a liquid on its surface. Too far, and the vital compound stays locked up
as ice. Too close, and the water would rapidly evaporate into the atmosphere.

4. WE HAVE THE RIGHT STUFF TO HOST A DYNAMIC CORE

The interstellar cloud of gas and dust that gave rise to Earth contained enough radioactive
elements to power a churning core for billions of years. This creates a magnetic field that
protects the planet from dangers like solar flares.

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5. WE HAVE A BIG MOON TO STABILIZE OUR AXIAL WOBBLE
Earth is tilted with respect to the sun, and teeters as it spins. This tiny wobble can shift the
climate from hot to icy every 41,000 years—and might vary more without the
moon’s stabilizing pull.

6. WE HAVE AN OZONE LAYER TO BLOCK HARMFUL RAYS

Ancient plantlike organisms in the oceans added oxygen to the atmosphere and created a
high-altitude layer of ozone that shielded early land species from lethal radiation.

The Key Elements for Life to Survive on Earth

1. Water - The most common contender brought up for this solvent is the one life uses on Earth:
water. Water is an excellent solvent, capable of dissolving many substances. It also floats when
it is frozen, unlike many liquids, meaning that ice can insulate the underlying fluid from freezing
further. If water instead sunk when frozen, this would allow another layer of water to freeze and
sink, and eventually all the water would get frozen, making the chemical reactions behind life
impossible.
2. Energy - The most obvious source of energy is a planet or moon's host star, as is the case on
Earth, where sunlight drives photosynthesis in plants. The nutrients created by photosynthesis in
turn are what the bulk of life on Earth directly or indirectly relies on for fuel.
Still, countless organisms on Earth subsist on other sources of energy as well, such as the
chemicals from deep water vents. There may be no shortage of energy sources for life to live
off.
3. Time - Earth is about 4.6 billion years old. The oldest known organism first appeared on Earth
about 3.5 billion years ago, meaning that life might conceivably evolve in 1.1 billion years or
less. However, more complex forms of life did take longer to evolve — the first multicellular
animals did not appear on Earth until about 600 million years ago. Because our sun is so long-
lived, comparatively, higher orders of life, including humans, had time to evolve.
4. Recycling - Other researchers have suggested that plate tectonics is vital for a world to host
life — that is, a planet whose shell is broken up into plates that constantly move around.
For instance, carbon dioxide helps trap heat from the sun to keep Earth warm. This gas
normally gets bound up in rocks over time, meaning the planet would eventually freeze. Plate
tectonics helps ensure this rock gets dragged downward, where it melts, and this molten rock
eventually releases this carbon dioxide gas back into the atmosphere through volcanoes.

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Watch it in

Earth 101 | National Geographic: https://www.youtube.com/watch?v=HCDVN7DCzYE

What Makes Earth Suitable For Life: https://www.youtube.com/watch?v=6Ihbuy5g84g

B. CHECKING FOR UNDERSTANDING

Answer the following.

1. What are the factors that make earth a habitable planet?

2. What is the role of atmosphere on biological aspect of the earth?

III. PRODUCTIVE COLLABORATION

Lesson 1 Activity 1

Compare and Contrast

Instructions:
1. You will be divided into groups with three members each.
2. Draw the planets Mars, Earth, and Venus on a short bond paper.
3. Write down on a piece of paper the similarities and differences among the planets using the
details given below and answer the given questions.
4. Communicate with your group and compare your answers.
5. Write your consolidated answers on your paper.
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6. Submit a consolidated work on your teacher online. Only one output will be submitted for
each group.

1. Venus, Earth, and Mars are part of the inner terrestrial or "rocky" planets. Their composition
and densities are not too different from each other.

2. Venus is considered to be the Earth's twin planet. It has a very similar size and mass with the
Earth. Mars is about half the Earth's size.

3. Orbital period and velocity are related to the planet's distance from the sun. Among the
three planets, Venus is the nearest and Mars is the farthest from the Sun.

4. Rotational speed of Earth and Mars are very similar. Rotational speed of Venus is extremely
slow.

5. Abundance of liquid water on Earth, hence the blue color. The Earth is a habitable planet.

Question:

1. Are planets Mars and Venus could also be habitable planets? Support your answer.

IV. ANALYSIS QUESTION(S)

1. Why is earth considered unique compared with other planets?

V. SYNTHESIS
1. As part of Earth’s existence, what can you do to preserve the uniqueness of the planet?

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VI. INDEPENDENT PRACTICE

Answer the following questions. Encircle the letter of your choice.

1. Mercury, Venus, Earth, and Mars are all inner planets. Identify one unique characteristic of
Earth that makes
life possible here.
A. Earth is rocky and dense.
B. Earth rotates on its axis.
C. Earth has liquid water.
D. Earth has craters.

2. Summarize why life is possible on Earth.

A. Earth is just the right size to support both plant and animal life.
B. Earth has an atmosphere, liquid water, and a moderate temperature.
C. Earth is larger than Mercury and Mars but smaller than Jupiter and Saturn.
D. Earth is the only planet with a magnetic field.

3. What makes Earth distinct from the other planets?

A. Only Earth has an atmosphere and moderate temperatures on the surface.
B. Earth is the only planet that orbits clockwise around the sun.
C. Only Earth is spherical in shape.
D. Earth is the only planet with an atmosphere.

4. Critique this statement: Earth is the only body in the solar system that supports life because it
is the third planet from the sun.
A. The statement is partly true because being the third planet from the sun means
temperatures on Earth are not too hot nor too cold.
B. The statement is not correct because other planets support life too.
C. The statement leaves out the fact that life on Earth is only possible because of Earth's
magnetic field.
D. The statement makes no mention of the fact that Earth has one moon.

5. Which of the following best describes why the earth has four seasons?
A. The sun is closer to the earth during summer and farther away during winter.
B. The sun shines directly onto the equator all year long.
C. The 23.5° tilt of the earth is the primary reason for the seasons.
D. all of the above

6. What keeps the earth in orbit?

A. The Sun’s speed rotating
B. The Sun’s gravitational pull
C. The earth’s spin direction
D. The earth’s location between other planets

7. The habitable zone is also referred to as the

A. Gaeia
B. Theia
C. Solar Nebula
D. Goldilocks condition

8. which of the following is not a key for survival of life on earth?

A. Temperature
B. Transportation
C. Energy
D. Atmosphere

9. What is the main function of the earth’s ozone layer?

A. to create rain
B. to give color to the sky
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 C. to protect organisms from harmful radiation
D. to create a magnetic that will protect the earth from solar flares

10. Which star is more stable and can keep a habitable planet?
A. massive star
B. medium star
C. young star
D. less massive star

You don’t lose anything if you invest in yourself. Just keep growing ‘coz it’s good to be the person that other people are
afraid of losing.
@MABuendiaHD

9|Activity-Based Lesson Unit Earth Science

Subject Area Earth Science Teacher Jay Farofaldane Gabata
Grade Level 11 Consultation schedule
Activity Sheet no. 2 Week no. 1
Topic: Earth’s Subsystems

LEARNING TARGETS

1. At the end of the lesson, the students CAN explain that the earth consists of four subsystems,
across whose boundaries matter and energy flow by
1.1 identifying the earth’s subsystems, and;
1.2 describing the characteristics of each of the earth’s subsystems.

I. PRIMING ACTIVITIES

A. ACTIVATION OF PRIOR KNOWLEDGE

Two Truths and a Lie

Direction: In each item, there are three basic facts about the earth and one of them is not
true. Identify which one is a lie.

1. A year on Earth lasts just over 363 days.

Its axis of rotation is tilted 23.4° away from the perpendicular of its orbital plane.
Earth has one of the most circular orbits of all the eight planets.

2. The highest point found on Earth is Mount Everest

The lowest point on Earth is called Challenger Deep
Antarctic ocean is the largest ocean on earth

3. Earth’s water was initially trapped within the planet.

Earth has relatively few visible impact craters
The first life on Earth developed on land

4. 80% of the Earth’s surface is covered by water

Earth’s atmosphere is composed of 78% nitrogen
Earth is the densest planet in the solar system

5. Earth is a planet named after a mythological god or goddess.

The gravity between the Earth and the Moon causes the tides on Earth.
The rotation of the Earth is gradually slowing down.

Answers are found at the end of this module

B. LINKING STATEMENT

Earth is composed of a system of interacting zones.

II. GUIDED INSTRUCTIONS

A. CONCEPT DIGEST

System - a set of connected things or parts forming a complex whole

Example: Ecosystem

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Earth as a Closed System

Open system is where both the mass interaction and energy interaction occur between the
concerned system and its surroundings.
Closed system is where only energy interaction occurs between the concerned system and its
surroundings
Isolated system is where neither mass interaction nor energy interaction occurs between the
concerned system and its surroundings

Earth as a closed system

• The amount of matter on earth is fixed.
• Changes in one subsystem eventually causes changes in other.

Watch it in

Open System, Closed System and Isolated System - Thermodynamics & Physics:
https://www.youtube.com/watch?v=TFP6SvWPOQc

11 | A c t i v i t y - B a s e d L e s s o n U n i t E a r t h S c i e n c e
Earth’s Subsystems

Biosphere Hydrosphere

Geosphere Atmosphere

Watch it in
Four Spheres Part 1 (Geo and Bio): Crash Course Kids #6.1:
https://www.youtube.com/watch?v=VMxjzWHbyFM
Four Spheres Part 2 (Hydro and Atmo): Crash Course Kids #6.2:
https://www.youtube.com/watch?v=UXh_7wbnS3A

GEOSPHERE refers to the solid earth; composed of naturally-occurring solid aggregate of

minerals, organic materials, or natural glass called rocks, and loose particles of rock that are
found blanketing the surface of the earth called regolith. Geosphere also includes geologic
landforms such as mountains, volcanoes, canyons, and hills.

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HYDROSPHERE is the totality of earth’s water, including permanently frozen parts called
cryosphere. Earth is the only planet in the solar system that contains water in all three phases:
solid, liquid, and gas.

The Hydrological Cycle

Hydrological cycle is also known as the “water cycle”; it is the normal water recycling system
on Earth. Due to solar radiation, water evaporates, generally from the sea, lakes, etc. Water
also evaporates from plant leaves through the mechanism of transpiration. As the steam rises
in the atmosphere, it is being cooled, condensed, and returned to the land and the sea as
precipitation (rain, hail, snow). Precipitation falls on the earth as surface water and shapes the
surface, creating thus streams of water that result in lakes and rivers. A part of the water
precipitating penetrates the ground and moves downward through the incisions, forming
aquifers. Finally, a part of the surface and underground water leads to sea. During this trip,
water is converted in all phases: gas, liquid, and solid. As mentioned above, water always
changes states between liquid, vapor, and ice, with these processes happening in the blink of
an eye and over millions of years.

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Distribution of water on Earth
All the water found on earth are natural but not everything is safe for drinking. Only less than
2.5% of the world’s water is considered freshwater.
Surface water – waters found on earth’s surface such as in ocean and seas, lakes, rivers, and
ponds.
Groundwater – waters found beneath the earth’s surface in the zone of saturation (where
every pore space between rock and soil particles is saturated with water. This area
underground is called an aquifer, a layer of rock that carry or hold water. The water found
here contains large amount of minerals such as magnesium and calcium.

ATMOSPHERE is the mixture of gases that surround the planet such as nitrogen, oxygen, argon,
carbon dioxide, and water vapor. The air in the atmosphere is generally composed of 78%
nitrogen, 21% oxygen, 0.9% argon, and the remaining 1/10 percent is made up of different
trace gases.

Layer of the Atmosphere

The atmosphere is composed of many layers which differ in thickness, temperature, and
density. It is these layers that protect the earth from many external threats in space, such as
impacts from celestial bodies, and radiation.

Troposphere
The troposphere starts at the Earth's surface and extends 8 to 14.5 kilometers high (5 to 9 miles).
This part of the atmosphere is the most dense. Almost all weather is in this region.

Stratosphere
The stratosphere starts just above the troposphere and extends to 50 kilometers (31 miles) high.
The ozone layer, which absorbs and scatters the solar ultraviolet radiation, is in this layer.

Mesosphere
The mesosphere starts just above the stratosphere and extends to 85 kilometers (53 miles) high.
Meteors burn up in this layer

14 | A c t i v i t y - B a s e d L e s s o n U n i t E a r t h S c i e n c e
Thermosphere
The thermosphere starts just above the mesosphere and extends to 600 kilometers (372 miles)
high. Aurora and satellites occur in this layer.

Ionosphere
The ionosphere is an abundant layer of electrons and ionized atoms and molecules that
stretches from about 48 kilometers (30 miles) above the surface to the edge of space at about
965 km (600 mi), overlapping into the mesosphere and thermosphere. This dynamic region
grows and shrinks based on solar conditions and divides further into the sub-regions: D, E and F;
based on what wavelength of solar radiation is absorbed. The ionosphere is a critical link in the
chain of Sun-Earth interactions. This region is what makes radio communications possible.

Exosphere
This is the upper limit of our atmosphere. It extends from the top of the thermosphere up to
10,000 km (6,200 mi).

BIOSPHERE a closed system that makes up all the living components of the earth. In this system
an organism can consume another organism to allow energy to circulate to the ecosystem.
Life exists in all subsystems of earth – geosphere, hydrosphere, and atmosphere.

15 | A c t i v i t y - B a s e d L e s s o n U n i t E a r t h S c i e n c e
Interaction Among Subsystems
The four subsystems are closely linked through the biogeochemical cycles which as the term
implies, involves biological, geological, and chemical factors. For example, the hydrosphere
interacts with atmosphere, biosphere, and geosphere through the water cycle. Water from
the ground (geosphere) is absorbed by plants (biosphere) through osmosis, and then released
into the atmosphere through transpiration. Water vapor in the atmosphere eventually falls as
precipitation where a portion of it is absorbed by the rocks and becomes part of the
groundwater.
Each subsystem affects each other. If one subsystem is damage, it will affect the other
subsystems.
For example, an increase in level of carbon dioxide in the atmosphere could increase the
average global temperature which may lead to global warming and climate change. This
can cause drought that could kill organisms (biosphere) and heavy rainfall and flooding
(hydrosphere) which could disrupt landforms (geosphere).

B. CHECKING FOR UNDERSTANDING

Answer the following.

1. How different are the layers of earth from each other? Describe their composition, thickness,
and physical properties.

2. How do surface water differ from groundwater?

III. PRODUCTIVE COLLABORATION

CONNECTIFY

Instructions:
1. You will be divided into groups with three members each.
2. Communicate with your group and compare your ideas.
3. Assign one member of the group to make the illustration in 1 long bond paper.
4. Submit a picture of your work on your teacher online. Only one output will be submitted for
each group.

Lesson 2 Activity 1

Think of one global or environmental problem. Create a graphic organizer showing how it
affects the other earth subsystems. Write a short explanation of your work.
Your output will be graded using the following rubrics.

16 | A c t i v i t y - B a s e d L e s s o n U n i t E a r t h S c i e n c e
IV. ANALYSIS QUESTION(S)

1. How do subsystems affect each other. Give one example.

V. SYNTHESIS
1. What freshwater in your area is not polluted? As a student and a citizen of your community,
what do you think is your role in keeping nearby bodies of water in your area clean or less
polluted?

VI. INDEPENDENT PRACTICE

Answer the following questions. Encircle the letter of your choice.

1. What subsystem includes soil and landforms?

A. Geosphere
B. Atmosphere
C. Hydrosphere
D. Biosphere

2. Which of these could increase average global temperatures?

A. increased use of fossil fuels
B. increased ocean algal blooms
C. decreased carbon dioxide emissions
D. increased numbers of animal species

3. Earth’s atmosphere is divided into layers that are based upon their
A. water content.
B. relative humidity.
C. gas content.
D. temperature gradient.

4. Which of the following processes is NOT involved in the water cycle?

A. nitrogen fixing
B. transpiration
C. evaporation
D. precipitation

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5. Earth’s four major spheres are the ____.
A. hydrosphere, atmosphere, geosphere, and biosphere
B. hydrosphere, atmosphere, lithosphere, and biosphere
C. hydrosphere, asthenosphere, lithosphere, and biosphere
D. hydrosphere, geosphere, lithosphere, and asthenosphere

6. The life-forms of the biosphere are located in the ____.

A. geosphere only
B. hydrosphere only
C. hydrosphere and atmosphere only
D. atmosphere, hydrosphere, and geosphere

7. What is the constant movement of water between the atmosphere and Earth’s surface?
A. precipitation cycle
B. water cycle
C. cloud cycle
D. atmosphere cycle

8. Rain and snow are the two forms of

A. water
B. fresh water
C. salt water
D. precipitation

9. The __________ is a mixture of gases that surrounds the planet.

A. troposphere
B. lithosphere
C. atmosphere
D. exosphere

10. What is groundwater?

A. moving air
B. the build-up of water on Earth's surface
C. huge bodies of air
D. a form of fresh water that is found under Earth's surface

18 | A c t i v i t y - B a s e d L e s s o n U n i t E a r t h S c i e n c e
Subject Area Earth Science Teacher Jay Farofaldane Gabata
Grade Level 11 Consultation schedule
Activity Sheet no. 3 Week no. 1
Topic: Rock-Forming Minerals

LEARNING TARGETS

1. At the end of the lesson, the students CAN identify common rock-forming minerals by
1.1 enumerating the characteristics of minerals, and;
1.2 listing the common rock-forming minerals and their uses.

I. PRIMING ACTIVITIES

A. ACTIVATION OF PRIOR KNOWLEDGE

Which of the following are minerals?

A. water
B. snowflakes
C. tube ice
D. salt
E. sugar

C. LINKING STATEMENT

Minerals are the building blocks of rocks.

II. GUIDED INSTRUCTIONS

A. CONCEPT DIGEST

MINERALS are composed of elements such as those found in the periodic table.

Characteristics of Minerals
I. they are naturally-occurring chemical compounds (not man-made)
II. they are inorganic
III. they are homogeneous solids
IV. each mineral has a definite chemical composition which can be described by a
chemical formula
V. each mineral’s structure arranges atoms in a crystalline pattern

Which of the following are minerals?

A. Water – not a mineral, it does not comply with III and V
B. Snowflakes - mineral
C. tube ice – not a mineral, it does not comply with I
D. salt - mineral
E. sugar – not a mineral, it does not comply with II; sugar is organic

Some minerals that are made up of only one element:

• gold
• graphite (carbon)
• diamond (carbon)
• copper

Watch it in
What is a mineral: https://www.youtube.com/watch?v=-DSzlxeNCBk
A Brief Introduction to Minerals: https://www.youtube.com/watch?v=8a7p1NFn64s&t=104s

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Properties of Minerals
1. Color
The most obvious property of a mineral, its color, is unfortunately also the least diagnostic
because many minerals share the same color. For example, several minerals are green in
color – olivine, epidote, and actinolite. On the other extreme, one mineral can take on
several different colors if there are impurities in the chemical composition, such as quartz,
which can be clear, smoky, pink, purple, or yellow.
The presence of some elements, such as iron, always results in a colored mineral, but iron
can produce a wide variety of colors depending on its state of oxidation – black, red, or
green, most commonly.

2. Crystal Form
The external shape of a mineral crystal (or its crystal form) is determined largely by its
internal atomic structure, which means that this property can be highly diagnostic.
Specifically, the form of a crystal is defined by the angular relationships between crystal
faces. Some minerals, like halite (NaCl, or salt) and pyrite (FeS) have a cubic form (see the
figure below, left); others like tourmaline (see the figure below, middle) are prismatic.
Some minerals, like azurite and malachite, which are both copper ores, don't form regular
crystals, and are amorphous.

3. Hardness
The hardness of a mineral can be tested in several ways. Most commonly, minerals are
compared to an object of known hardness using a scratch test – if a nail, for example, can
scratch a crystal, than the nail is harder than that mineral. In the early 1800s, Friedrich
Mohs, an Austrian mineralogist, developed a relative hardness scale based on the scratch
test. He assigned integer numbers to each mineral, where 1 is the softest and 10 is the
hardest. This is called the Mohs Hardness Scale.

Variations in hardness make minerals useful for different purposes. The softness of calcite
makes it a popular material for sculpture (marble is made up entirely of calcite), whereas
the hardness of diamond means that it is used as an abrasive to polish rock.

4. Luster
The luster of a mineral is the way that it reflects light. This may seem like a difficult
distinction to make, but picture the difference between the way light reflects off a glass
window and the way it reflects off of a shiny chrome car bumper. A mineral that reflects
light the way glass does has a vitreous (or glassy) luster; a mineral that reflects light like
chrome has a metallic luster. There are a variety of additional possibilities for luster,
including pearly, waxy, and resinous. Minerals that are as brilliantly reflective as diamond
have an adamantine luster.

5. Cleavage and fracture

Most minerals contain inherent weaknesses within their atomic structures, a plane along
which the bond strength is lower than the surrounding bonds. When hit with a hammer or
otherwise broken, a mineral will tend to break along that plane of pre-existing weakness.
This type of breakage is called cleavage, and the quality of the cleavage varies with the
strength of the bonds. Biotite, for example, has layers of extremely weak hydrogen bonds
that break very easily, thus biotite breaks along flat planes and is considered to have
perfect cleavage. Other minerals cleave along planar surfaces of varying roughness –
these are considered to have good to poor cleavage.

Some minerals don't have any planes of weakness in their atomic structure. These minerals
don't have any cleavage, and instead they fracture. Quartz fractures in a distinctive fashion,
called conchoidal, which produces a concave surface with a series of arcuate ribs similar to

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the way that glass fractures. For quartz, in fact, this lack of cleavage is a distinguishing
property.

6. Specific Gravity
Specific Gravity of a mineral is a comparison or ratio of the weight of the mineral to the weight
of an equal amount of water. The weight of the equal amount of water is found by finding the
difference between the weight of the mineral in air and the weight of the mineral in water.

Classification of Minerals

1. Native Elements
This is the category of the pure. Most minerals are made up of combinations of chemical
elements.
Examples: copper, gold, diamond, silicon

2. Silicates element + SiO4 (silicate)

This is the largest group of minerals. Silicates are made from metals combined with silicon and
oxygen. There are more silicates than all other minerals put together.
Examples: biotite, garnet, mica

3. Oxides element + O2 (oxide)

Oxides form from the combination of a metal with oxygen. This group ranges from dull ores like
bauxite to gems like rubies and sapphires.
Examples: magnetite, hematite

4. Sulfides element + S2 (sulfide)

Sulfides are made of compounds of sulfur usually with a metal. They tend to be heavy and
brittle.
Examples: Pyrite, Galena, Bornite

5. Sulfates element + SO4 (Sulfate)

Sulfates are made of compounds of sulfur combined with metals and oxygen. It is a large
group of minerals that tend to be soft, and translucent like this barite
Examples: Gypsum, Barite, Anhydrite

6. Halides element + Halogens

Halides form from halogen elements like chlorine, bromine, fluorine, and iodine combined with
metallic elements. They are very soft and easily dissolved in water. Halite is a well-known
example of this group. Its chemical formula is NaCl or sodium chloride commonly known as
table salt.
Examples: Chlorine, Fluorine, Halite

7. Carbonates element + CO3 (Carbonate)

Carbonates are a group of minerals made of carbon, oxygen, and a metallic element. This
calcite known as calcium carbonate is the most common of the carbonate group.

8. Phosphates
Phosphates are not as common in occurrence as the other families of minerals. They are often
formed when other minerals are broken down by weathering. They are often brightly colored.
Examples: Apatite, turquoise

9. Mineraloid
Mineraloid is the term used for those substances that do not fit neatly into one of these eight
classes. Mineraloids are not really minerals.
Examples: Opal, jet, amber (organic), and mother of pearl (organic)

21 | A c t i v i t y - B a s e d L e s s o n U n i t E a r t h S c i e n c e
B. CHECKING FOR UNDERSTANDING
Answer the following.

1. How do you know if a substance is a mineral or not?

2. Why colors are not that reliable in identifying minerals?

III. PRODUCTIVE COLLABORATION

Lesson 3 Activity 1

FIND ME!

Instructions:
1. You will be paired with one of your classmates.
4. Communicate with your pair and come up with ideas.
5. Write your consolidated answers on your paper.
6. Submit a consolidated work on your teacher online or attach a hard copy of your work in
your Students Worksheet.

Research on 5 common minerals and complete the table below.

Mineral Composition Classification Uses

(with picture of drawing) (What is it made

of?)
Example

Calcite calcium carbonates Calcite is the

carbonate principal constituent
of limestone and
marble.

It is used as a
construction material,
abrasive, agricultural
soil treatment,
construction
aggregate, pigment,
pharmaceutical and
more.

IV. ANALYSIS QUESTION(S)

1. Why is it important to know the properties and characteristics of minerals?

V. SYNTHESIS

1. If you compare your life into mineral, what mineral is it and why?

VI. INDEPENDENT PRACTICE

Answer the following questions. Encircle the letter of your choice

1. By definition, a mineral has which of the following characteristic(s)?

A. chemical composition
B. crystalline structure
C. natural
D. all of the above
22 | A c t i v i t y - B a s e d L e s s o n U n i t E a r t h S c i e n c e
2. What term refers to the regular, geometric shapes that occur in many minerals?
A. Fracture
B. Crystal
C. Composition
D. none of the above

3. What is the term for minerals containing silicon and oxygen?

A. Carbonates
B. Silicates sheet
C. Silicates
D. Nonsilicates

4. The following image on the right shows what mineral property?

A. Hardness
B. Streak
C. Cleavage
D. None of the above

5. Diamond has a hardness of ___ on Mohs Hardness Scale.

A. 1
B. 4
C. 7
D. 10

6. Which is one of the three most common elements in Earth's crust?

A. Calcium
B. Sodium
C. Silicon
D. Quartz

7. How do you test the hardness of a mineral?

A. Throw it against a wall
B. Step on it
C. Scratch Test
D. Kick it until it breaks

8. How effective is the physical property of color in identifying a mineral?

A. Very effective. You can immediately identify it based only on the color.
B. It doesn't make a difference. Every mineral can be any color.
C. It is one property and may not be used alone to identify a mineral.
D. Color isn't a physical property.

9. How do you test the streak of a mineral?

A. By scraping some of the mineral onto a streak plate.
B. Look for streaks on the mineral.
C. Google it.
D. You don't.

10. Which of the following is NOT a characteristic of a mineral?

A. Naturally Occurring
B. Organic
C. Chemical Composition
D. Solid

23 | A c t i v i t y - B a s e d L e s s o n U n i t E a r t h S c i e n c e
PRE-TEST

MULTIPLE-CHOICE TEST
Directions: Answer each of the following questions. Encircle the letter of your choice.

1. The solidified lava of a volcano belongs to which rock family?

A. Igneous B. metamorphic C. sedimentary D. fossilized

2. Which of the following is an igneous rock?

A. Granite B. Shale C. Coal D. Slate

3. Which of the following is a metamorphic rock?

A. Sandstone B. granite C. quartz D. marble

4. Igneous rocks that form from magma are known as:

A. Minerals B. granite C. intrusive rocks D. gneiss

5. Molten rock beneath the Earth's crust is called:

A. Magma B. liquicite C. lava D. igneous

6. Which of the following elements is found in the earth's crust as both a native element and as
a compound which is commonly used in electrical wirings?
A. argon B. copper C. chlorine D. silicon

7. Rocks formed in layers are said to be

A. crystalline B. stratified C. chemical D. metamorphosed

8. Coal is believed to have been principally formed in which of the following types of
environment?
A. river beds B. swamps C. volcanic regions D. deserts

9. A rock composed of cemented sand and gravel is

A. conglomerate B. granite C. shale D. marble

10. Fossils are rarely found in such rocks as

A. limestone B. sandstone C. shale D. granite

11. Which of the following does mining cause?

A. Requires a lot of fossil fuel energy
B. Uses a lot of water
C. Disturbs land & causes soil erosion
D. All of the above
12. Which type of mining is used to remove mineral deposits that lie in horizontal beds near the
surface?
A. Strip mining B. Contour strip mining
C. Open Pit mining D. Mountaintop removal

13. Which energy source makes gasoline, fuel, oil, diesel, and kerosene?
A. Coal B. Nuclear C. Natural Gas D. Petroleum

14. Natural gas is an example of

A. a fossil fuel, renewable energy source.
B. a non-fossil fuel, renewable energy source.
C. a fossil fuel, non-renewable energy source.
D. a non-fossil fuel, non-renewable energy source.

15. Which of the following would be classified as a renewable resource?

A. A barrel of oil that would take 8 million years to form.
B. A large piece of coal that would take 4 million years to form.
C. Solar rays from the Sun that take 8 minutes to reach the Earth.
D. Methane gas from the ocean floor that takes 7 thousand years to outgas.
24 | A c t i v i t y - B a s e d L e s s o n U n i t E a r t h S c i e n c e
Subject Area Earth and Life Teacher Jay Farofaldane Gabata
Science
Grade Level 11 Consultation schedule
Activity Sheet no. 1 Week no. 2
Topic: Types of Rocks

LEARNING TARGETS

1. At the end of the lesson, the students CAN classify rocks into igneous, sedimentary, and
metamorphic by
1.1 identifying the characteristics of each type of rock, and;
1.2 sorting rock according to their types.

I. PRIMING ACTIVITIES

A. ACTIVATION OF PRIOR KNOWLEDGE

Questions:
1. How do you compare the two pieces of rocks shown below? Can you identify these rocks?

B. LINKING STATEMENT

Earth contains a variety of rocks that are formed by natural geologic process.

II. GUIDED INSTRUCTIONS

A. CONCEPT DIGEST

Rocks can be transformed from one type to another called the Rock Cycle.

25 | A c t i v i t y - B a s e d L e s s o n U n i t E a r t h S c i e n c e
 The rock cycle is a concept used to explain how the
three basic rock types are related and how Earth processes,
over geologic time, change a rock from one type into another.
Plate tectonic activity, along with weathering and erosional
processes, are responsible for the continued recycling of rocks.

Rocks are classified into three basic types based on how they
are formed.

Igneous - A rock formed by the cooling and crystallization of

magma (molten rock) at or below the Earth's surface.
Sedimentary - A rock formed as a result of the weathering process, either by compaction and
cementation of rock mineral fragments, or the precipitation of dissolved minerals.
Metamorphic - These rocks form as existing rocks are subjected to intense heat and/or
pressure, usually over long periods of time.

Knowing the differences between these 3 types of

rocks allows us to learn about Earth’s past.

Watch it in

3 Types of Rocks and the Rock Cycle: Igneous,

Sedimentary, Metamorphic - FreeSchool:
https://www.youtube.com/watch?v=EGK1KkLjdQY
3 Types of Rocks - Igneous, Sedimentary,
Metamorphic rock | Geography:

https://www.youtube.com/watch?v=qFEBPD3JEOM
IGNEOUS ROCKS
• Igneous Rocks are formed by melting, cooling, and crystallization of other rocks.
• Igneous rocks form as a result of volcanic activity, hot spots, and melting that occurs in
the mantle.
• Igneous rocks are common along plate boundaries or mantle hot spots

Two Main Classifications of Igneous Rocks

1. Intrusive, or plutonic, igneous rocks form when magma cools slowly below the Earth's
surface. Most intrusive rocks have large, well-formed crystals. Examples include granite,
gabbro, diorite and dunite.

2. Extrusive igneous rocks form when magma reaches the Earth's surface a volcano and cools
quickly. Most extrusive (volcanic) rocks have small crystals. Examples include basalt, rhyolite,
andesite, and obsidian.

Igneous Rocks – Texture

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 • Crystal size is used to classify igneous rocks.
• Crystals form as the rock cools, and the crystal size can tell us a lot about its cooling
history:
The larger the crystals, the slower it cooled.

• Glassy igneous rocks have no crystal structure, and probably formed by very rapid
cooling (such as on the surface of a lava, or when a lava enters the water). Obsidian is
a glassy igneous rock.
• Aphanitic rocks have no visible crystals, and probably formed by fast cooling above
ground.
• Phaneritic rocks have visible crystals, and probably formed by slow cooling below
ground.
• Porphyritic rocks have both visible and nonvisible crystals, and probably formed by two
different cooling events.

The most common types of igneous rocks include:

Rhyolite Andesite Basalt Granite Diorite Gabbro

Pumice is a type of extrusive volcanic rock, produced when lava with a very high content of
water and gases is discharged from a volcano. As the gas bubbles escape, the lava becomes
frothy. When this lava cools and hardens, the result is a very light rock material filled with tiny
bubbles of gas. Commonly it is light-colored, indicating that it is a volcanic rock high in silica
content and low in iron and magnesium, a type usually classed as rhyolite.
SEDIMENTARY ROCKS
• Sedimentary rocks are formed by weathering, erosion, deposition, compaction, and
cementation of other rocks.
• Sedimentary rocks form in areas where water, wind, or gravity deposit sediments.
• Sedimentary rocks are likely to form in areas such as:
• Deltas
• Beaches
• Rivers
• Glaciers
• Sand dunes
• Shallow seas
• Deep oceans

Two Main Classifications of Sedimentary Rocks

1. Clastic
• Sedimentary rocks are clastic if they are made of pieces of other rocks that have been
weathered and eroded.
• Clastic rocks are grouped based on the size of grain that they are made from.
• Very small particles make up mudrock.
• Medium sized particles make up sandstone.
• Large particles make up conglomerates.
2. Chemically Formed Rocks
• Sedimentary rocks that form from chemical processes are called biochemical rocks
(formed from living things) or Chemical precipitates (formed from lakes or shallow seas.)
• Structures and formations seen in sedimentary rocks include:
• Stratification
• Cross bedding
• Graded bedding
• Ripple marks
• Mud cracks
• Fossils
27 | A c t i v i t y - B a s e d L e s s o n U n i t E a r t h S c i e n c e
Some of the most common types of sedimentary rocks include:
• Conglomerate
• Sandstone
• Shale
• Limestone
• Gypsum
• Oolites
• Chert (including black flint and red jasper)

METAMORPHIC ROCKS
• Metamorphic rocks are formed by heat and pressure changing one type of rock into
another type of rock.
• Metamorphic rocks form near lava intrusions, at plate subduction zones, and in deep
mountain roots.
• Lava intrusions can provide heat that causes metamorphic rocks to form. These small
areas of metamorphic rock form from contact metamorphosis.

• Rocks that metamorphose because of increasing heat and pressure found at plate
subduction zones and in deep mountain roots form large areas of metamorphic rock
through regional metamorphosis.

Two Main Classifications of Metamorphic Rocks

1. Foliated
• Foliated rocks form when differential pressure causes minerals to form in layers.
• These rocks will have stripes or planes that they will break easily along.
• These “stripes” don’t usually line up with the original bedding planes in sedimentary
rocks.

2. Nonfoliated
• Nonfoliated metamorphic rocks formed in areas where the pressure from all sides was
equal, so there is no “linear” quality to the rocks.

• Structures and formations seen in metamorphic rocks include:

• Folding
• Plastic deformation
• Stretching
• Alternating dark and light layers (gneissic foliation)

28 | A c t i v i t y - B a s e d L e s s o n U n i t E a r t h S c i e n c e
Some common types of metamorphic rock include:
Slate Schist Gneiss Amphibolite Marble Quartzite

how sedimentary rock transforms into metamorphic rocks

B. CHECKING FOR UNDERSTANDING

Complete the following statements.

1. I know it is an igneous rock because

2. I know it is a sedimentary rock because

3. I know it is a metamorphic rocks because

III. PRODUCTIVE COLLABORATION

Lesson 1 Activity 1
Rock and Roll
Instructions:
1. Look for a picture of rocks from the internet.
2. Copy and paste or draw the picture.
3. Complete the table below.
4. Submit copy of your work via email.
5. Only one output for each pair will be submitted.

Rock Sample Name Type of Rock How does it form?

(picture or drawing)

Complete the table in your Student’s Worksheet

IV. ANALYSIS QUESTION(S)

1. What are the factors that you are going to consider when identifying the type of rocks?

V. SYNTHESIS
1. What is the importance of studying rocks?

29 | A c t i v i t y - B a s e d L e s s o n U n i t E a r t h S c i e n c e
VI. INDEPENDENT PRACTICE

Answer the following questions. Encircle the letter of your choice.

1. These rocks are formed through the cooling and solidification of magma.
A. sedimentary B. metamorphic C. igneous D. sandstone
2. It is a type of rock that has accumulated on earth’s surface.
A. sedimentary B. metamorphic C. igneous D. sandstone
3. It is generally true that igneous rocks
A. contain primarily evaporites. B. can be scratched with a penny.
C. normally contain fossils. D. are composed of silicate minerals
4. Relative cooling rates of igneous intrusive rocks can be estimated by comparing rocks’
A. crystal sizes. B. composition. C. density. D. chemical reactivity.
5. Rocks that have been subjected to tremendous heat and/or pressure, causing them to
change into another type of rock are called:
A. Igneous B. Sedimentary C. Metamorphic D. Intrusive
6. Rocks that are formed from sediments that have settled at the bottom of a lake, sea or
ocean are called:
A. Igneous B. Sedimentary C. Metamorphic D. Extrusive
7. Basalt is an example of which type of rock?
A. Igneous B. Sedimentary C. Metamorphic D. Clastic
8. Which metamorphic rock originates from limestone?
A. chalk B. basalt C. marble D. schist
9. Slate is an example of which type of rock?
A. Igneous B. Sedimentary C. Metamorphic D. Plutonic
10. Limestone is an example of which type of rock?
A. Igneous B. Sedimentary C. Metamorphic D. Plutonic

30 | A c t i v i t y - B a s e d L e s s o n U n i t E a r t h S c i e n c e
Subject Area Earth Science Teacher Jay Farofaldane Gabata
Grade Level 11 Consultation schedule
Activity Sheet no. 2 Week no. 2
Topic: Importance of Minerals to Society

LEARNING TARGETS

1. At the end of the lesson, the students CAN identify the minerals important to society and
describe how ore minerals are found, mined and processed for human use.

I. PRIMING ACTIVITIES

A. ACTIVATION OF PRIOR KNOWLEDGE

• If you are online, watch this video: https://www.youtube.com/watch?v=xmXT1YgfoTA

• Name 5 minerals found in your smartphone.
Answers found at the end of this lesson

B. LINKING STATEMENT

Not all minerals have economic value. Those that are considered important are called mineral
resources because they are useful to humans.

II. GUIDED INSTRUCTIONS

A. CONCEPT DIGEST

Most rocks of the Earth's crust contain metals and other elements but at very low
concentrations. For example, the average concentration of Gold in rocks of the Earth's crust is
about 0.005 ppm (parts per million) which is roughly 5 grams of gold for every 1000 tons of
rock. Although valuable, extracting Gold at this concentration is not economic (the cost of
mining will be too high for the expected profit). Fortunately, there are naturally occurring
processes (geologic processes) that can concentrate minerals and elements in rocks of a
particular area.

Metallic vs Nonmetallic Minerals

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Uses of Important Minerals
1. Aluminum: packaging & beverage cans, structural material for cars, aircraft, & buildings
2. Iron: make steel (for building materials)
3. Uranium: energy source for nuclear energy
4. Manganese, Cobalt, & Chromium added to iron in steel production
5. Copper: used for electrical & communications wiring
6. Gold: used in electrical equipment, tooth filings, jewelry, coins, medical
implants
7. Tungsten: used as electrodes in electronic devices, rocket engine
nozzles, & steel alloys in turbine blades
** China has 57% of world’s tungsten reserves
8. Sand: make glass, bricks, and concrete
9. Gravel: roadbeds & make concrete
10. Limestone: used to make concrete and cement
11. Phosphate salts: make inorganic fertilizers & added to detergents

Life Cycle of Minerals

Environmental Impact of Mining

1. Requires a lot of fossil fuel energy
2. Uses a lot of water
3. Disturbs land & causes soil erosion
4. Produces solid waste
5. Contributes to greenhouse gases

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Types of Mining Techniques

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The Milling Process
• Materials extracted or “mined" are rocks composed of both ore and waste material (part
of the rock which contain very little or no element or mineral of economic value). The
extracted rocks will undergo processes of mineral (e.g. metal) separation and recovery.
• Recovering the minerals from the ore and waste materials can involve one or more
processes where in the separation is usually done in a mill.
• Crushing and screening are the first stages of controlled size reduction followed by
grinding where the rocks are pulverized

1. Heavy media separation: The crushed rocks are submerged in liquid where the
heavier/denser minerals sink thus are separated from the lighter minerals. This is commonly
used to separate chalcopyrite from quartz before the refining processes of extracting copper.

2. Magnetic separation: If the metal or mineral is magnetic, the crushed ore is separated from
the waste materials using a powerful magnet.

3. Flotation: The powdered ore is placed into an agitated and frothy slurry where some
minerals and metals based on physical and chemical properties may either sink to the bottom
or may stick to the bubbles and rise to the top thus separating the minerals and metals from
the waste.

4. Cyanide heap leaching: This method used for low-grade gold ore where the crushed rock is
placed on a “leach pile” where cyanide solution is sprayed or dripped on top of the pile. As
the leach solution percolates down through the rocks, the gold is dissolved into the solution.
The solution is processed further to extract the gold.
The waste material is either used as a backfill in the mine or sent to a tailings pond, while the
metals are sent for further processing.
34 | A c t i v i t y - B a s e d L e s s o n U n i t E a r t h S c i e n c e
Watch it in

I-Witness: "Gintong Putik," dokumentaryo ni Kara David:

https://www.youtube.com/watch?v=K_dFYRoNzAI

B. CHECKING FOR UNDERSTANDING

Answer the following.Biosphere Hydrosphere

1. Differentiate metallic minerals from nonmetallic minerals. Give three examples for each type
of minerals.

2. Other than as a jewelry, why is gold important to society?

III. PRODUCTIVE COLLABORATION

Power of Five

Instructions:
1. You will be divided into groups with 4-6 members each.
2. Assign the following computer parts for each member to work on:
1: computer monitor
2: computer chip
3: computer circuitry
4: computer case
5: electrical cords
3. Complete the table below.

Parts of Computers What minerals or metals it is Properties of each

made of? mineral/metal that makes it
useful to the function of that
computer part
(example: Electrical
conductivity, ductility,
malleability, etc.)

4. Answer the ANALYSIS QUESTION found below. Include this in your group output.
5. Only one output will be submitted for each group. Submit it via email to your teacher
following the correct format.

IV. ANALYSIS QUESTION(S)

1. Discuss environmental implications of disposing outdated computer equipment. Should it be

landfilled? Why is computer waste one of the biggest waste issues facing the world? Discuss
the global implications of computer waste.

V. SYNTHESIS
1. Minerals are nonrenewable. As a student, how can you help in minimizing the use of
minerals?

35 | A c t i v i t y - B a s e d L e s s o n U n i t E a r t h S c i e n c e
 VI. INDEPENDENT PRACTICE

Test I. Multiple-Choice Test

Answer the following questions. Encircle the letter of your choice.

1. Which of the following is a metallic mineral?

A. sand B. silver C. gravel D. limestone
2. What is the most abundant element in the earth’s crust?
A. Oxygen B. silicon C. aluminum D. iron
3. Which of the following does mining cause?
A. Requires a lot of fossil fuel energy
B. Uses a lot of water
C. Disturbs land & causes soil erosion
D. All of the above
4. Which type of mining is used to remove mineral deposits that lie in horizontal beds near the
surface?
A. Strip mining B. Contour strip mining
C. Open Pit mining D. Mountaintop removal
5. It is the creation of a large hole in the ground that is visible from Earth’s surface that is used
in mining copper.
A. Contour strip mining B. Open Pit mining
C. Mountaintop removal D. Placer mining

Test II. Identification. Identify the metal/mineral that is used in constructing the following
materials.
____________________ 6. packaging & beverage cans, structural material for cars, aircraft, &
buildings
____________________ 7. make steel (for building materials)
____________________ 8. energy source for nuclear energy
____________________ 9. used for electrical & communications wiring
____________________ 10. used in electrical equipment, tooth filings, jewelry, coins, medical
implants
____________________ 11. used as electrodes in electronic devices, rocket engine nozzles, &
steel alloys in turbine blades
____________________ 12. make glass, bricks, and concrete
____________________ 13. roadbeds & make concrete
____________________ 14. used to make concrete and cement
____________________ 15. make inorganic fertilizers & added to detergents

Possible answers from Activating Prior Knowledge

Screen – indium and tin
Battery – lithium and manganese
Processor – silicon
Wirings – copper, gold, silver

36 | A c t i v i t y - B a s e d L e s s o n U n i t E a r t h S c i e n c e
Subject Area Earth Science Teacher Jay Farofaldane Gabata
Grade Level 11 Consultation schedule
Activity Sheet no. 3 Week no. 2
Topic: Nonrenewable Sources of Energy

LEARNING TARGETS

1. At the end of the lesson, the students CAN describe how fossil fuels are formed by
1.1 identifying the different fossil fuels as sources of energy, and;
1.2 identifying their negative impacts in the environment.

I. PRIMING ACTIVITIES

A. ACTIVATION OF PRIOR KNOWLEDGE

“How important is energy to the advancement of society and how do we ensure self-
sufficiency for the current and future generations (energy independence)?”

B. LINKING STATEMENT

Fossil fuels are widely used as energy source. However, with its depletion and the pollution
produced by the use of fossil fuels, people are now shifting to renewable source of energy.

II. GUIDED INSTRUCTIONS

A. CONCEPT DIGEST

Nonrenewable energy source are energy sources that the rate of their formation is so slow
that none could be formed over the course of human history. These resources are finite and
once extracted, depletion may follow. Fossil fuels are fuels formed by natural processes such
as anaerobic decomposition of buried dead organisms. The age of the organisms and their
resulting fossil fuels is typically millions of years, and sometimes exceeds 650 million years. These
include the following
• oil
• natural gas
• coal
1. Coal is formed from plant material that has been subjected to heat and pressure. Organic
deposits from plant remains are collected in rocks and soils, submerged in water, and
compressed by the weight of sediments over millions of years.

37 | A c t i v i t y - B a s e d L e s s o n U n i t E a r t h S c i e n c e
Coalification is the formation of coal from plant material by the processes of diagenesis and
metamorphism. Also known as bituminization or carbonification. It all starts with a swamp on
the edge of a sedimentary basin, such as a lagoon or a lake. Tectonic activity raises sea levels,
covering and killing vegetation. Plant debris accumulates and is buried under layers of mud
and sand in a process known as sedimentation. This protects the debris from the air and slows
down the decomposition process. The vegetation grows back, until the next flooding. The
sedimentary basin gradually sinks under the weight of the sediments, and the layers of dead
plants are subjected to rising temperatures that gradually “cook” them, leading to their
transformation. The different stages of sedimentation turn cellulose, the main component of
wood, from peat to lignite (brown coal), then sub-bituminous coal,
followed by bituminous coal and, finally, anthracite. Anthracite has the highest carbon
content.

The Different Types of Coal

There are several different types of coal. They are ranked according to their carbon and
volatile matter content.

Anthracite is 86 to 98% pure carbon and 8 to 3% volatile matter. It is an excellent fuel that is still
used to heat homes.

Bituminous coal contains 70 to 86% carbon and 46 to 31% volatile matter. It is used to make
coke, used in metallurgy.

Sub-bituminous coal is 70 to 76% carbon and 53 to 42% volatile matter. It is burned in industrial
boilers.

Lignite is 65 to 70% carbon and 63 to 53% volatile matter. It is a low-grade fuel with a high
moisture content that is used in industrial boilers.

Peat consists of partially decomposed vegetation. Technically speaking, it isn’t coal. It has a
carbon content of less than 60% and is composed entirely of volatile matter.

different types of coal

2. Oil is formed from the remains of marine animals and plants that lived millions of years ago
that accumulated on the sea bottom and went through geologic forces and formations.
3. Natural gas is also formed from fossil remains. Natural gas is formed when layers of
decomposing organic materials are exposed to higher temperatures and pressures generated
within earth. The exposure causes a change in the composition of organic materials into
lighter, more volatile hydrocarbon gas, instead of having liquid form.

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How Oil and Gas Form
• At a depth of 2,000 meters, when the temperature reaches 100°C, kerogen starts to release
hydrocarbons.
• Between 2,000 and 3,800 meters, it turns into oil. This depth interval is known as the oil
window.
• When the source rock sinks further, to between 3,800 and 5,000 meters, production of liquid
hydrocarbons peaks. The liquids produced become increasingly lighter and gradually turn into
methane gas, the lightest hydrocarbon. This depth interval is known as the gas window.
• There are no hydrocarbons below a depth of 8 to 10 kilometers, because they are destroyed
by the high temperature.
• The proportion of liquids and gas generated in this way depends on the type of source rock.
If the organic debris is composed mostly of animal origin, it will produce more oil than gas. If it
is composed mainly of plant debris, the source rock will produce mostly gas.
• With an estimated average sedimentation of 50 meters every million years, it takes 60 million
years for dead animals to become liquid hydrocarbons. It is hardly surprising, therefore, that oil
is classified as a non-renewable energy source.

Notes
1. People's health, the land, and the whole world are affected by the burning of fossil fuels.
2. Oil, coal, and natural gas are fossil fuels.
3. Most of the damage from fossil fuels is occurring right now.
4. Pollution from fossil fuels is happening all over the world.
5. Fossil fuels cause pollution.
6. The pollution caused by fossil fuels causes bad health, which includes lung and heart
problems as well as other types of organ failure.
7. The burning of oil causes respiratory problems or lung problems.
8. The burning and consumption of fossil fuels is causing global warming and climate change.
9. The burning of fossil fuels is destroying the world.
10. Our preferred source of energy is irreparably harming the environment.

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The Effects of Pollution Caused by Fossil Fuels

B. CHECKING FOR UNDERSTANDING

1. Why fossil fuels are considered nonrenewable source of energy?

2. Is using fossil fuel an advantage or disadvantage? Why?

III. PRODUCTIVE COLLABORATION

Campaign Poster

Instructions:
1. You will be grouped with your classmates.
2. Communicate with your group and come up with ideas.
3. Create a poster about The Effect of Fossil Fuel in the Environment.
4. Your work can be digital or hard copy. If you choose to have the card copy, take a picture
and scan your work and submit it to your teacher via email.
5. Attach a description of your poster. The description must not be more than 150 words.
6. Your poster will be rated using the following rubrics.

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IV. ANALYSIS QUESTION(S)

1. Why is there a need for us to shift to renewable sources of energy?

V. SYNTHESIS

1. As a student, how can you minimize the use of energy?

VI. INDEPENDENT PRACTICE

Answer the following questions. Encircle the letter of your choice

1. Which of the following is a nonrenewable resource?

A. Water B. wind C. coal D. biomass

2. Why are fossil fuels considered nonrenewable resources if they are still forming beneath the
surface today?
A. They are being formed as a type of methane which we cannot use.
B. They are being formed too far beneath the surface.
C. The fossil fuels are being broken down by a natural process.
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 D. We are depleting the fossil fuels much faster than they can form.

3. _________ is an energy resource that WILL run out in the next several hundred years.
A. Renewable Energy Resource
B. Fossil Fuels
C. Forever Fuels
D. Solar Energy

4. Daily choices that humans make affect the environment. Sometimes, our lifestyles can harm
the environment. For example, fossil fuel power plants generate waste in the form of air
emissions, thermal releases and climatic impacts. Which of the following statements would be
most helpful in protecting the environment from fossil fuel power plants?
A. Using solar power to generate electricity.
B. Buying fewer mass produced products.
C. Buying paper products made from harvested trees.
D. Using natural gas as a fuel source instead of petroleum

5. Offshore drilling is a common practice for obtaining oil for human use. Oil can be used for
transportation fuels, production of plastic, and making electricity. Which of the following
statements best describes an environmental concern with using offshore drilling to obtain oil?
A. Offshore drilling requires a large amount of energy input to obtain a small amount of oil.
B. Offshore drilling produces oil that cannot be used directly, therefore requiring further
expensive processing.
C. Offshore drilling is not cost effective because it requires specialized equipment to drill
the oil.
D. Offshore drilling can lead to a contamination of marine ecosystems that threaten the
organisms living there.

6. Oil is one of the most common non-renewable resources on Earth. Human consumption of
oil is happening at a rate that may cause concern. Which of the following would be evidence
that humans have reached peak oil consumption?
a. There is a decreased demand for oil globally.
b. Oil is easily accessible in many locations on Earth.
c. Oil requires greater lengths and expenses to obtain.
d. The cost of oil has dropped in many developed countries.

7. What does a 'finite resource' mean?

A. The supply is renewable
B. The resource will continue forever
C. There is a limited supply
D. All of the above

8. What is an advantage of using fossil fuels?

A. They are clean and non-polluting
B. They will never run out
C. They generate large amounts of electricity relatively cheaply
D. They are renewable

9. Energy resources derived from natural organic materials that were buried for millions of
years are called ________.
A. geothermal energy sources
B. fossil fuels
C. biomass
D. all of these
10. Which of the following problems is associated with the burning of coal?
A. acid rain
B. carbon dioxide emissions
C. ash with toxic metal impurities
D. all of these

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PRE-TEST

MULTIPLE-CHOICE TEST
Directions: Answer each of the following questions. Encircle the letter of your choice.

1. What percent of water on earth is FRESH WATER?

A. 97.5% B. 2.5% C. 25% D. 0.5%

2. When water changes form from a LIQUID to a GAS, what is it called?

A. Condensation B. Evaporation C. Precipitation D. Deposition

3. A lack of water in an area is called ____.

A. water scarcity B. water footprint C. water pollution D. desalination

4. Water on the top the earth can form lakes or rivers, these are termed ____.
A. fresh water B. infiltration C. surface water D. groundwater

5. The amount of water on average used by individuals, based on domestic is and agricultural
or industrial consumption is termed ____.
A. transpiration B. fresh water C. water scarcity D. water footprint

6. Desalination is
a. removing salt from water
b. removing oil from water
c. removing toxic chemicals from water
d. adding salt to water

7. Water is a what type of resource?

a. renewable resource
b. non-renewable resource
c. continuous resource
d. none of the above

8. Where is most of the Earth's freshwater located?

a. Glaciers and ice caps
b. Ground water
c. Oceans
d. Water tanks

9. How is Earth's water supply being continuously renewed?

a. Through photosynthesis
b. Through water cycle
c. Through oceans
d. Through rivers

10. Which of these is a disadvantage of geothermal energy?

a. Power stations can only be built in certain areas
b. It is renewable
c. It creates greenhouse gases
d. None of the above

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Subject Area Earth Science Teacher Jay Farofaldane Gabata
Grade Level 11 Consultation schedule
Activity Sheet no. 1 Week no. 3
Topic: Renewable Sources of Energy (Hydroelectric and Geothermal)

LEARNING TARGETS

1. At the end of the lesson, the students CAN explain how heat from inside the earth (geothermal)
and from flowing water (hydroelectric) is tapped as source of energy for human use.

I. PRIMING ACTIVITIES

A. ACTIVATION OF PRIOR KNOWLEDGE

The image above shows the Agus VI Hydroelectric Power Plant powered by Maria Cristina Falls
in Iligan City.
How does water from the falls produce electricity?

B. LINKING STATEMENT

Renewable sources of energy can be replenished faster than fossil fuels and have lower
environmental impact.

II. GUIDED INSTRUCTIONS

A. CONCEPT DIGEST

Renewable energy is generated from natural resources such as sunlight, wind, water, waves,
tides, various forms of biomass, and geothermal heat.

Biomass refers to the biological or plant and animal material used as fuel for the generation of
electricity, fuel, and heat. Sources of biomass include:
a. food waste
b. wood, which is used when the energy requirement is low, such as simple burning,
cooking, and heating
c. solid wastes are common nonbiodegradable refuse generated from houses, schools,
and other establishments. They can be used for energy production through burning.
d. Crop residues and animal wastes are left over materials from harvesting crops and
animal waste. Straws and stalks can be collected for low energy use such as heating
and cooking. The same can be done to animal waste that have been dried up.
e. Energy plants are crops specifically grown for energy production. They include
sugarcane, corn, sugar beets, and grain. They are grown because they have a high
yield of dry material and contain ethanol. Both of which are combustible.

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Hydroelectric power is the energy obtained from converting the kinetic energy of fast moving
water into electricity. Waterfalls, running rivers, tidal power, and ocean waves are great
options for hydroelectric power. In other cases, water is collected in a dam or reservoir and is
allowed to flow constantly on a steep slope to harness water energy.

Parts of a Hydroelectric Plant

Most conventional hydroelectric plants include four major components (see graphic below):

Dam. Raises the water level of the river to create falling water. Also controls the flow of water.
The reservoir that is formed is, in effect, stored energy.

Turbine. The force of falling water pushing against the turbine's blades causes the turbine to
spin. A water turbine is much like a windmill, except the energy is provided by falling water
instead of wind. The turbine converts the kinetic energy of falling water into mechanical
energy.

Generator. Connected to the turbine by shafts and possibly gears so when the turbine spins it
causes the generator to spin also. Converts the mechanical energy from the turbine into
electric energy. Generators in hydropower plants work just like the generators in other types of
power plants.

Transmission lines. Conduct electricity from the hydropower plant to homes and business.

How Much Electricity Can a Hydroelectric Plant Make?

The amount of electricity a hydropower plant produces depends on two factors:

How Far the Water Falls. The farther the water falls, the more power it has. Generally, the
distance that the water falls depends on the size of the dam. The higher the dam, the farther
the water falls and the more power it has. Scientists would say that the power of falling water is
"directly proportional" to the distance it falls. In other words, water falling twice as far has twice
as much energy.

Amount of Water Falling. More water falling through the turbine will produce more power. The
amount of water available depends on the amount of water flowing down the river. Bigger
rivers have more flowing water and can produce more energy. Power is also "directly
proportional" to river flow. A river with twice the amount of flowing water as another river can
produce twice as much energy.

World Distribution of Hydropower

• Hydropower is the most important and widely-used renewable source of energy.
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 • Hydropower represents about 17% (International Energy Agency) of total electricity
production.
• China is the largest producer of hydroelectricity, followed by Canada, Brazil, and the
United States (Source: Energy Information Administration).
• Approximately two-thirds of the economically feasible potential remains to be
developed. Untapped hydro resources are still abundant in Latin America, Central
Africa, India and China.

Advantages to Hydroelectric Power

• Fuel is not burned so there is minimal pollution

• Water to run the power plant is provided free by nature
• Hydropower plays a major role in reducing greenhouse gas emissions
• Relatively low operations and maintenance costs
• The technology is reliable and proven over time
• It's renewable - rainfall renews the water in the reservoir, so the fuel is almost always
there

Hydroelectric power is not perfect, though, and does have some disadvantages

• High investment costs

• Hydrology dependent (precipitation)
• In some cases, inundation of land and wildlife habitat
• In some cases, loss or modification of fish habitat
• Fish entrainment or passage restriction
• In some cases, changes in reservoir and stream water quality
• In some cases, displacement of local populations

Agus VI HEP
The Agus VI HEP is a 200 MW hydroelectric power plant. It is the oldest among the six (6)
cascading power plants. With five (5) generating units, Agus VI has proven to be a steady
source of electric power in Mindanao.
Construction of the project was authorized by the late President Elpidio Quirino. Units 1 (25
MW) and 2 (25 MW) of the power plant were commissioned in the early 1950s. After more than
fifty years of operation, these two (2) generating units are now due for complete rehabilitation
and up-rating.
The Agus VI HEP Plant was originally known as the Maria Cristina Falls Hydroelectric Plant,
named after the famous scenic waterfalls just 100 meters in the background. The majestic and
imposing waterfalls cascades from around 320 feet down to a sheer cliff and is a sight to
behold.
Geothermal Energy
If you were to dig a big hole straight down into the Earth, you would notice the temperature
getting warmer the deeper you go. That's because the inside of the Earth is full of heat. This
heat is called geothermal energy.
Geothermal energy is the energy
harnessed from the heat coming from
earth. The resources of heat range from
shallow ground to hot water and hot rocks
a few miles beneath the earth’s surface
and down to the extremely high
temperatures of molten rock or magma.
Heat from these sources can be used
either for direct heating or to generate
electricity.

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Geothermal Power Plant
How it works

1. Hot water is pumped from deep underground through a well under high pressure.
2. When the water reaches the surface, the pressure is dropped, which causes the water
to turn into steam.
3. The steam spins a turbine, which is connected to a generator that produces electricity.
4. The steam cools off in a cooling tower and condenses back to water.
5. The cooled water is pumped back into the Earth to begin the process again.

Advantages
• Available all year round
• Does not involve combustion fuel
• Independent of weather
• Clean resource – very little emission or overall environmental impact
• Economically sound alternative
• Sustainable resource
Disadvantages
• Not widespread source of energy
• High installation costs
• Can run out of steam
• May release harmful gases

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 • Power plants may be destroyed by earthquakes

Looking to the past. People have used geothermal energy for thousands of years. Ancient
Romans, Chinese, and Native American cultures used hot mineral springs for bathing, cooking,
and eating.
Hot stuff! Most people in Iceland use geothermal energy to heat water and buildings.
Ring of Fire. Many of the best locations for geothermal energy are found in the “Ring of Fire,” a
horseshoe–shaped area around the Pacific Ocean that experiences a lot of earthquakes and
volcanic eruptions. That's because hot magma is very close to the Earth's surface there.

Geothermal Energy in the Philippines

The geothermal energy industry in the Philippines is quite a huge one. In fact it is the largest
producer of geothermal power in all of Asia-Pacific.

Philippines ranks second in the world in terms of geothermal energy production. Geothermal
energy accounts for a major share in the
electricity generating technology for
Philippines. In the coming times ahead, the
generation of geothermal energy is set to
increase to over 12,000 GWh in 2022.
Southern Negros Geothermal Power Plant
The Philippines is situated in the western
flank of the Circum-Pacific Ring of Fire
where numerous active and dormant
volcanoes can be found.

B. CHECKING FOR UNDERSTANDING

Complete the following statements.

1. Why hydrothermal and geothermal

sources of energy called “alternative
sources” and “cleaner source”?

2. Why Philippines should shift to geothermal

and hydrothermal energy resources?

III. PRODUCTIVE COLLABORATION

Lesson 1 Activity 1

Individual Model

Instructions:
1. You will be working with your group.
2. Create your own representation of how geothermal or hydrothermal energy works. Just
choose only one. This can be in a form of drawing, illustrations, graphic organizer, etc.
3. Write a short explanation of your work.
4. Your output can be digital or hard copy. Be creative! The rubric is given below.
5. Only one output will be submitted for each group. Submit it via email to your teacher
following the correct format.

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IV. ANALYSIS QUESTION(S)

1. Why do you think even after the discovery of alternative sources of fuels, fossil fuels are still
the major sources of energy in the world?

V. SYNTHESIS

1. What habits would you change to help save electrical energy?

VI. INDEPENDENT PRACTICE

Answer the following questions. Encircle the letter of your choice.

1. Which of the following is considered to be a source of renewable energy?

a. Geothermal
b. Hydrothermal
c. Biomass
d. All of the above
2. Which of these is a disadvantage of hydroelectric power?
a. It is very reliable
b. Dams destroy the habitats of estuary species
c. There are no fuel costs
d. It contributes to global warming

3. Which of these is a disadvantage of geothermal energy?

e. Power stations can only be built in certain areas
f. It is renewable
g. It creates greenhouse gases
h. None of the above
4. Where does the energy come from in geothermal power stations?
a. Fuel
b. The Sun
c. The Earth's hot core
d. Plants
5. Why is it important to save energy in our daily lives?
a. We need to burn more fossil fuels.
b. So that other people can waste energy.

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 c. We save electricity because it’s easier to see in the dark.
d. We need to protect our environment for the future.
6. Geothermal energy is clean and efficient because:
a. It requires lots of fossil fuels.
b. The heat energy from the sun is always available to us.
c. It isn’t clean or efficient.
d. It pollutes the environment.
7. In a hydro power plant
a. Potential energy possessed by stored water is converted into electricity
b. Kinetic energy possessed by stored water is converted into potential energy
c. Electricity is extracted from water
d. Water is converted into steam to produce electricity
8. In a hydro power plant
a. Potential energy possessed by stored water is converted into electricity
b. Kinetic energy possessed by stored water is converted into potential energy
c. Electricity is extracted from water
d. Water is converted into steam to produce electricity
9. Wood is a renewable resource.
a. True
b. False
10. In hydroelectric power, what is necessary for the production of power throughout the
year?
a. Dams filled with water
b. High amount of air
c. High intense sunlight
d. Nuclear power

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 Subject Area Earth Science Teacher Jay Farofaldane Gabata
Grade Level 11 Consultation schedule
Activity Sheet no. 2 Week no. 3
Topic: Water Resources and Water Pollution

LEARNING TARGETS

1. At the end of the lesson, the students CAN identify various water resources on earth and
explain how different activities affect the quality and availability of water for human use.

I. PRIMING ACTIVITIES

A. ACTIVATION OF PRIOR KNOWLEDGE

If the surface of the earth is mostly covered with water, then why some people have no
access to clean and potable water?

B. LINKING STATEMENT

Water is not evenly distributed around the earth so we need to conserve water and protect
our water resources.

II. GUIDED INSTRUCTIONS

A. CONCEPT DIGEST

About 70% of earth’s surface is covered with

water. Despite this, we hear of water depletion
or the need to conserve water. You have
learned that this is because from all the water
existing on earth, there is only small amount of
water, about 1%, available for our use.

Rivers. Rivers that are considered more useful are those that are flowing so that replenishment
is apparent. River water usually comes from larger freshwater sources upslope, water from
underground, snow, or from rainfall. The flow of river fluctuates over time. The river’s water
discharge is crucial in determining if it can be a primary source of water for community use.

Reservoir or lakes. These water sources usually are surface runoffs and may be underground
seepage, or form rivers or rainfall that have accumulated in a low area. If reservoirs are to be
used on a larger scale, the amount lost due to evaporation or seepage should be considered
aside from the average volume of water in the lake.

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Groundwater. Groundwater is an important source of water for small-scale use. It is found
beneath earth’s surface. Groundwater is pumped up to the surface before it can be used.
Pumping groundwater from wells is common all over the world. In most cases, the water from
underground contains a large amounts of minerals. Water with high amounts of natural
minerals and chemicals is called “hard water”. Groundwater may be found in coastal plains
as well. The quality of water coming from these areas is brackish or saline due to its proximity to
the sea. Inland groundwater may also be brackish in places where the soil contains much
soluble salts. Desalination is a process that takes away mineral components from saline water.
More generally, desalination refers to the removal of salts and minerals from a target
substance, as in soil desalination, which is an issue for agriculture.

What is water pollution?

Water pollution happens when toxic substances enter water bodies such as lakes, rivers,
oceans and so on, getting dissolved in them, lying suspended in the water or depositing on the
bed. This degrades the quality of water.

Not only does this spell disaster for aquatic ecosystems, the pollutants also seep through and
reach the groundwater, which might end up in our households as contaminated water we use
in our daily activities, including drinking.

Sources and effects of water pollution

Water pollution can be caused in a number of ways, one of the most polluting being city
sewage and industrial waste discharge. Indirect sources of
water pollution include contaminants that enter the water
supply from soils or groundwater systems and from the
atmosphere via rain.

Soils and groundwaters contain the residue of human

agricultural practices and also improperly disposed of
industrial wastes.

Water pollution can result in human health problems,

poisoned wildlife, and long-term ecosystem damage

Algae blooms can create health and economic effects for

humans, causing rashes and other ailments, while eroding
tourism revenue for popular lake destinations thanks to their
unpleasant looks and odors.

Due to water pollution in the Philippines, the country is likely to face a shortage of water for
sanitation, drinking, agriculture and industrial purposes in the next ten years.

algal bloom causes the death of many marine

A water footprint shows the extent organism
of water use in relation to
consumption by people. The water
footprint of an individual,
community or business is defined as
the total volume of fresh water used
to produce the goods and services
consumed by the individual or
community or produced by the
business.

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Watch it in
Philippines looks to tackle severe water pollution:
https://www.youtube.com/watch?time_continue=14&v=HW0MWfK4M7o&feature=emb_logo

B. CHECKING FOR UNDERSTANDING

Answer the following.Biosphere Hydrosphere

1. Why do some places have insufficient supply of potable or drinking water?

2. How does pollution affect the water quality?

III. PRODUCTIVE COLLABORATION

Slogan

Instructions:
1. You will be grouped with your classmates.
2. Communicate with your group and come up with ideas.
3. Create a slogan about Water Conservation.
4. Your work can be digital or hard copy. Be creative with your work.
If you choose to have the card copy, take a picture and scan your work and submit it to your
teacher via email.
5. Your output will be rated using the following rubrics.

6. Answer the ANALYSIS QUESTION found below. Include this in your group output on a
separate sheet.
7. Only one output will be submitted for each group. Submit it via email to your teacher
following the correct format.

IV. ANALYSIS QUESTION(S)

1. When is water considered scarce?

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V. SYNTHESIS
1. Knowing that there is little or no scarcity of water in your country, how will you help in the
conservation of water?

VI. INDEPENDENT PRACTICE

Test I. Multiple-Choice Test

Answer the following questions. Encircle the letter of your choice.

1. Most of the water on Earth is

a. Lake water
b. Fresh water
c. Salt water
d. Water vapor
2. Which of the following is a type of water pollution?
a. Sand from the beach
b. People swimming in the sea
c. Oil spill
d. Fish waste
3. Which of the following is a source of water from the ground?
a. Aquifer
b. Reservoir
c. Rainfall
d. Lake
4. One of the reasons for water depletion is
a. Taking short showers
b. Increase in clouds
c. Too much rain
d. Overuse
5. Water covers approximately ________ of Earth's surface.
a. 50 percent
b. 90 percent
c. 25 percent
d. 70 percent
6. Which of the following best describes the distribution of water on Earth?
a. Water is evenly distributed across Earth.
b. The Atlantic is the largest ocean basin on Earth.
c. Most of Earth's water is freshwater and is predominately stored in the many lakes around
the world.
d. Most of the earth’s water is saltwater.
7. The largest portion of fresh water today is located in
a. clouds.
b. groundwater resources.
c. ice caps and glaciers.
d. the major rivers and lakes of the world.
8. Which of the following is not an example of a potential surface water resource?
a. lakes
b. aquifers
c. rivers
d. reservoir
9. The process that removes organic compounds, debris, and salinity from seawater, brackish
water, and saline groundwater is known as
a. consumptive use.
b. desalination.
c. nonconsumptive use.
d. instream use.
10. Which of the following is a potential source of groundwater pollution?
a. septic tanks
b. pesticides and fertilizers
c. disposal sites
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d. All of the above

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