Date________________

I. Objective
Describe the layers of the earth.

II. Content
Topic : Layers of the Earth
References: Course Guide .BEC Science and Health Into the Future pp.196-
198, Science and Health for the New Millennium 167-171.
www.google.com.ph/ www.yahoo.com.ph/ www.worldofteaching.com/
www.yahoo.com/layersoftheearth

Materials: Avocado fruit , knife , scissor , basin / plate , boiled egg , modeling clay ,
pentel pen, strip of cartolina, Power Basket

Science Concepts
LAYERS OF THE THICKNESS COMPOSITION TEMPERATURE
EARTH

CRUST 5-55 KMS. Solid rock cool

Outer part of the earth

Mantle 2,900 kms. Mostly solid rock Hot 3,000C

Lies beneath the crust

Core 3,500 kms. Nickel , iron,Solid inner 4000 C

Liquid outer

 The crust is the outermost layer of the earth.

 The mantle is the largest layer of the earth.
 The hottest layer is the core and crust is the coolest.
 Human being , animals and plants live in the outer layer called crust.

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Processes
 Observing, communicating, inferring, identifying, discussing, evaluating

Integration Nestle Wellness Program: Glow Foods

III. Procedure
A. Preliminary Activity(5minutes)

1. Health Inspection

(Five boxes containing parts of the body to be inspected, a pupil will

choose a numbered box that he or she likes ; the part which will be
chosen will be the focus of the day’s health inspection
(finger nails, ears, eyes, nose, and teeth)

2. Weather Report/Science Updates (Assigned group for the

day)
3. Do you know that… (Wellness Campus Lesson Module 2)
Eating Fruits and vegetables of different colors provides a wide range of
benefits that keep children healthy. This is because specific colors provide
specific health benefits:
RED Healthy heart
YELLOW Fights sickness
ORANGE Healthy eyes, clear skin
GREEN Stay alert
PURPLE/BLUE Fights sickness

4. Drill (5 minutes)

Review
1. The terms GO foods refer to food that….
A. helps you build strong bones, teeth and muscles
B. gives you energy to run, jump and play
C. gives you healthy skin, bright eyes, and a healthy digestive system
2. the term GLOW foods refer to food that…
A. helps you build strong bones, teeth and muscles
B. gives you energy to run, jump and play
C. gives you healthy skin, bright eyes, and a healthy digestive system
3. Each time you eat a meal, which of the food groups should have the largest
portion on your plate?
A. Go foods B. Grow foods C. Glow foods

5.Review ( 3 Minutes )

Divide the class into groups of 7-8 members. Complete all the information
needed as shown on the video.

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Red Yellow Orange Green Purple

Examples
Health
Benefits

B. Developmental Activity

1.Avocado……. What can I do for you?

Materials: Avocado Fruit , Knife , plate or basin
Observe an avocado fruit that is sliced into half. The earth is like an avocado
fruit. It has skin , flesh and seed.
1. What do you think does the skin of an avocado fruit represents?
2. What does the avocado kernel represent? How about its flesh?

Can we relate this to the earth’s layer? That’s what we are going to
learn in today’s activities

2.Laboratory Activities (Group Activity) 15 minutes

The class will be grouped into four assigned to do the same activity

Activity : “ SLICED ME AND YOU’LL SEE”

Materials: Boiled egg, Knife
What to do:
1. Get a hard – boiled chicken egg.
2. Cut across the egg.
3. Examine the cross – section of the egg.
Questions:
1. How many layers do you see?
2. Describe each layer as to its color and thickness.
3. How will you compare the inner structure of the egg with that of the Earth?

3.Processing the Result of Activity (Analysis) 10 minutes

Ask the pupils the ff.
 How many layers the earth has?
 Describe each layer.

Desired Concept Map

THE LAYERS OF
THE EARTH ARE;

CRUST CORE
MANTLE

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LAYERS OF THE THICKNESS COMPOSITION TEMPERATURE

EARTH

CRUST 5-55 KMS. Solid rock cool

Outer part of the earth

Mantle 2,900 kms. Mostly solid rock Hot 3,000C

Lies beneath the crust

Core 3,500 kms. Nickel , iron,Solid inner 4000 C

Liquid outer

4. Reinforcing Activity (Abstraction) 5 minutes

Flash the following boards to the class. Let them describe the each word.

CRUST MOHO MANTLE CORE

 The crust is the outermost layer of the earth.
 Human being , animals and plants live in the outer layer called crust.
The layer between the crust and the mantle.
 The mantle is the largest layer of the earth.
 The hottest layer is the core and crust is the coolest.

5.Applying to New and Other Situation (Application) 5 minutes

Activity 1: FORM IT!

Materials : Modeling clay, strip of cartolina , scissor ,pentel pen
What to do:
1. Make a model of each layer of the Earth using the modeling clay. Use the
right color for each layer.
2. Label and describe each layer.
MANTLE

CRUST

CORE

6. Summarizing the Lesson (Whole Brain Approach) 3 minutes

Recapitulation of the lesson (Class-Yes, Teach-Ok)

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Teacher: Class
Pupils: Yes
Teacher: The layers of the earth are crust , mantle and core
Teacher: Teach!
Pupils: Ok!
Pupils with their partners will repeat the concept one at a time
simultaneously.

IV. Evaluation (5 minutes)

Directions: Choose the letter of the correct answer.
1.Which are the layers of the earth?
a. topsoil , crust , mantle c. crust , bedrock , mantle , core
b. crust . mantle , core d.crust , moho , core

2. The hottest layer of the earth where organism do not exist due to its high
temperature.
a. Crust b. Mantle c. Core d. Moho

3.The layer where human being , animals and other creatures of God live.
a. Crust b. Mantle c. Core d. Moho

4.Which statement ( s ) correctly describe the layer of the earth and its
composition?

I. The crust is the outer part which is composed of continental and

oceanic plate.
II. Mantle can be an avenue for life existence.
III. The core is the layer where man can generate enough supply of
geothermal energy.
IV. The crust is the layer of the earth where natural disturbances
occur.

a. I,II and III b. I , III & IV c. I & IV d. IV only

5. Why does organisms do not exist in the mantle and core of the earth?
a. Due to lack of water c. there is no atmosphere
b. Due to high temperature d. Lack of plants

V. Agreement
1. Make an art work regarding the layers of the earth.
2. Do a research on the internet more about the layers of the earth.
3. Have an advance reading about the seven crustal plates on earth.

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I. Objective: Identify the different crustal plates.

II. Content and Materials:

A. Topic: Crustal Plates
B. Rerefences: Course Guide p. Science and Health Into the Future pp.1
BEC 2.1 , p.37 Developing Science Power pp.215-22099-201 ,
Science and Health for the New Millenium pp. 172-176
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www.worldofteaching.com/ www.yahoo.com/layersoftheearth
C. Materials:

D. Processes:Observing ,Identifying , Communicating ,

Describing, Explaining
E. Science Concept

The Two Major Plates on

Earth are;

CONTINENTAL /
Crustal PLATE
Oceanic Plate

- Consists of land masses. -Consists of movable

plates of
Solid rock beneath the ocean.

The Seven Crustal Plates on Earth are;

EURASIAN American ( North

& South)

African
Antarctic

Pacific
Australian
Indian

The movement of the crustal plates changes the landscape and seascape.

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III. Procedure
A. Preliminary Activities ( 5 Minutes )
1. Health Inspection

(Five boxes containing parts of the body to be inspected, a pupil will

choose a numbered box that he or she likes ; the part which will be
chosen will be the focus of the day’s health inspection
(finger nails, ears, eyes, nose, and teeth)

2.Science News – ( assigned group for the day)

3. Do you know that…..(Science Facts):
4. Drill/ Review
5. Unlocking of Difficulties:
“ the MAGIC Word “ ( 2 minutes)

The group will complete the words using the letters given to them. The group
who first complete the word correctly declared winner. The teacher will reveal the
correct answer. The pupils will read aloud the whole statement.

1. C_NT_N_NT_L plate 2. P_N_E_E is the super 3. P_AT_S are slabs of rocks

is composed of land continent that was divided into
masses. different plates

B. Developmental Activity

ACTIVITY : Continental and Oceanic Plates: Their Movement

Materials: gloves , basin , trowel , acetate , apron , water
Procedure:
1. Put on your globes and apron.
2. Bring the trowel and basin to your school garden and collect soil
samples just half – full of the basin. Collect some rocks also.
3. Bring the materials to your class.
4. Put water into the soil , then mix them. The water should only be
enough to make the mixture sticky.
5. Mix the rocks into it.
6. Place the acetate on the table and pour the mixture. Observe.
7. Tap the table to use the movements of rocks in the mixture.

Questions:
1. What happened to water and rocks when you tapped the table?
( they separated from each other )
2. Why do you it happened?
( due to its pressure below and the movement that occurred
causing them to separate.)
Do you think this could be the main reason why crustal plates
separate? We explore about the occurrence of crustal plates on earth.

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2.Laboratory Activity
The class will be grouped into four assigned to do the same activity.
Each group will be provided with a World Map.

ACTIVITY 1 – They’re Pulling Apart

Material: World Map
What to do:
Study the map at the right. Identify the seven
large plates on the Earth’s crust. Reproduce on a
large paper each of the seven crustal plates. Cut
each continental plate and place them a long
bond paper according to their location.

Questions?
1. What was the first supercontinent in the world?
2. Name the seven crustalC.plates.
Processing the
Result
3. Why does seven crustal plates of the Activity
formed?
( ANALYSIS ) 10
Minutes
Ask the pupil the
following:
1.What was the first supercontinent in the world?
2.What are the two large plates on the Earth?
3. Name the seven crustal plates.
4. What causes the changes the landscape and seascape

Desired Concept Map:

Pangaea was the supercontinent which was divided into different large plates.

The Two Major Plates on

Earth are;

CONTINENTAL /
Crustal PLATE
Oceanic Plate

- Consists of land masses. -Consists of movable

plates of
Solid rock beneath the ocean.

The Seven Crustal Plates on Earth are;

American ( North
EURASIAN
& South)

African
Antarctic

Pacific
Australian
Indian
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The movement of the crustal plates changes the landscape and seascape.

D. Reinforcing Activities ( ABSTRACTION ) ( 5 Minutes )

1. What are two major plates on Earth?
2. Name the seven crustal plates.
The two major plates on earth are Continental or crustal plates and Oceanic
Plates. The seven crustal plates are Eurasian , African , Pacific ,Indian , Australian ,
Antarctic and North and South American Plates.

E. Applying to New and other situation ( APPLICATION )

If you will be given a chance to live in any of the plates , what
plate is it and why?

F. Summarizing the Lesson (Whole Brain Approach) 3 minutes

Recapitulation of the lesson (Class-Yes, Teach-Ok)
Teacher: Class
Pupils: Yes
Teacher: The seven crustal plates are Eurasian , African ,Pacific, Indian
,Australian ,Antarctic ,American ( North & South ).
Teacher: Teach!
Pupils: Ok!
Pupils with their partners will repeat the concept one at a time
simultaneously.

IV. Evaluation: ( 5 minutes )

Direction: Choose the letter of the correct answer.

1. The theory of plate tectonic holds that the earth’s crust is made of ______ large
continents.
a. six b. seven c. nine d. eight

2.Which of these are continents?

a. Africa , Australia , Spain
b. China , Japan , Malaysia
c. South America , North America , Antartica
d. Pacific , Africa , France

3.The motion of the plates causes the formation of __________ and _________________.

a. Landscape and air pressure

b. Landscape and seascape
c. Tsunami and earthquake
d. Landscape and volcano

4.The largest continent in the world is___________?

a. Pangaea b. Oceanic c. Europe d. American Plate

5.The two largest continents of the earth;

a. Plate tectonic plate and oceanic plate c. North and South American
b. Crustal and Oceanic Plate d. West and East Plates

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I. Objective
Illustrate how the three types of plate movements occur

Content
Movement of the Earth’s Crust

Materials
Science and Health VI E-Science pp.247-250, Cyber Sci. pp. 236-241, EPOW pp. 202-20
made of plates
world map, puzzle

Science Concepts
The earth is made of plates that are continuously moving caused by forces inside it. The
three types of plate movements are transform, divergent and convergent. Transform
movement when two plates slide pass against each other. Divergent when two plates move
away from each other. Convergent when two plates move towards each other.

Processes observing, inferring, comparing analyzing

II. Procedures
A. Preliminary Activity
1. Health Inspection
2. Weather Report/ Science Updates
3. Do you know that… (Science Facts)
4. Practice Test
NAT LMS

B. Developmental Activity
Game

Each group will fit the pieces of jigsaw puzzle. First group to finish wins the game.

1. What was formed in the puzzle?

2. Name them

2. Laboratory Activities

Activity 1. Each group will do the same activity

Study the illustration about the three types of plate movements

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Explain how each of the plate movements occurs.

3. Processing the Result of the Activity

1. What are the three types of plate movements?

Differentiate them.

Desired Concept Map

divergent

convergent transform

movement
of the
earth's
crust

4. Reinforcing Activity (video)

The movement of the plates creates three types of tectonic boundaries: convergent, where
plates move into one another;divergent, where plates move apart; and transform, where
plates move sideways in relation to each other.

Convergent Boundaries
Where plates serving landmasses collide, the crust crumples and buckles into mountain
ranges. India and Asia crashed about 55 million years ago, slowly giving rise to the
Himalaya, the highest mountain system on Earth. As the mash-up continues, the mountains
get higher. Mount Everest, the highest point on Earth, may be a tiny bit taller tomorrow than
it is today.
These convergent boundaries also occur where a plate of ocean dives, in a process
called subduction, under a landmass. As the overlying plate lifts up, it also forms mountain
ranges. In addition, the diving plate melts and is often spewed out in volcanic eruptions such
as those that formed some of the mountains in the Andes of South America.
At ocean-ocean convergences, one plate usually dives beneath the other, forming
deep trenches like the Mariana Trench in the North Pacific Ocean, the deepest point on
Earth. These types of collisions can also lead to underwater volcanoes that eventually build
up into island arcs like Japan.
Divergent Boundaries
At divergent boundaries in the oceans, magma from deep in the Earth's mantle rises
toward the surface and pushes apart two or more plates. Mountains and volcanoes rise
along the seam. The process renews the ocean floor and widens the giant basins. A single
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mid-ocean ridge system connects the world's oceans, making the ridge the longest
mountain range in the world.
On land, giant troughs such as the Great Rift Valley in Africa form where plates are tugged
apart. If the plates there continue to diverge, millions of years from now eastern Africa will
split from the continent to form a new landmass. A mid-ocean ridge would then mark the
boundary between the plates.
Transform Boundaries
The San Andreas Fault in California is an example of a transform boundary, where two
plates grind past each other along what are called strike-slip faults. These boundaries don't
produce spectacular features like mountains or oceans, but the halting motion often triggers
large earthquakes, such as the 1906 one that devastated San Francisco.

2. Applying to New and Other Situation

The earth has forces inside it causing its outermost layer to move. If you see litter on the
floor, is there something inside you that will move you to pick it up and throw it in the trash
can?

3. Summarizing the Lesson

Whole brain technique

IV. Evaluation

Write the letter of the correct answer.

1. Why do the crustal plates move?

a. Because it is made up of solid rocks
b. Because it is made up of solid iron and nickel
c. Because the earth’s crust is made of several plates that move on liquid rock
d. Both a and b
2. Which part of the earth moves the crust?
a. Lithosphere c. Mantle
b. Asthenosphere d. core
3. What plate movement occurs when two plates slide pass against each other?
a. Transform C. DIVERGENT
b. Convergent d. both a and b
4. What kind of plate tectonic occurs when two plates move away from each other?
a. Transform C. DIVERGENT
b. Convergent d. both a and b
5. What kind of plate movement occurs when two plates move towards each other?
a. Transform C. DIVERGENT
b. Convergent d. both a and b

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 Date________________

I. Learning Objectives; Differentiate intensity from the magnitude of an earthquake.

II. Learning Tasks:

Subject Matter: Intensity and Magnitude of an Earthquake
1. Concepts
Intensity is the measure of the strength of an earthquake. Earthquake
intensities are descriptions of earthquake effects on people, ground and
structures.
Magnitude is the measure of the amount of energy released by an
earthquake. There is only one magnitude for one earthquake.
2. Process Skills
Comparing, observing
3. Value Focus
Preparedness and cooperation in the event of an earthquake
B. References
- Amiscosa, Y. S. (1995) Journey to Science 6 (Book 2) JBR Publishing
House, Cavite, Philippines, pp. 257 - 263
- Estrella, Sonia V. et. al. (2004) Text 2 Teach, SEAMEO INNOTECH, Manila,
Philippines, pp. 255 - 259
C. Materials
Jigsaw puzzle, chart of Rossi-Forel Scale and Ritcher Scale, envelope with
different illustrations of the energy released by an earthquake and effects of the
earth’s shaking on structure, people, crops and land

III. Learning Procedures

A. Pre-Activity
1. Review
- Teacher prepares 4 jigsaw puzzle and let the 4 groups compete to complete the
puzzle.
- The first group to finish the puzzle will be the winner.

Note: The puzzle is all about the simple model of blocks of rocks that move along faults.

Questions:

1.How were you able to complete the puzzle?

2. Why is it easy to complete the puzzle?
3. Why is it difficult to complete the puzzle?
4. How would you describe the finished puzzle?
5. How would you compare the puzzle to earthquake?

B. Developmental Activities

1. Motivation/Presentation

- Ask all the students to stand up. Instruct several students in the middle of the room
to jump up and down, while the rest of the students remain still.
- Ask the students who were near the jumpers what they felt.
- Ask the other students who were far away from the jumpers what they felt.
- Tell them that their activity has something to do with their lesson.

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2. Activity Proper

Note: Teacher may divide on how to distribute the activities because there are 18
illustrations to act it out.
Activity 1

Read the following information.

1. Earthquake intensities are descriptions of earthquake effects on man, ground and

structures. The scale that measures an earthquake’s intensity was developed by de
Rossi of Italy and Forel of Switzerland in 1884 and modified by Fr. William Repetti in
1935 to adapt to Philippine conditions.

2. Below shows the Rossi-Forel Scale. Open the envelope and acted out the
illustrations before posting them to their proper places.

ROSSI-FOREL SCALE OF EARTHQUAKE INTENSITIES (Adapted)

Intensity Description

Hardly Felt only by experienced observer under favorable

I perceptible conditions.
shock

Extremely feeble Felt by a small number of persons at rest

II
shock

Very feeble Felt by several persons at rest; duration and

III shock direction may be perceptible; sometimes dizziness
and nausea experienced

Feeble shock Felt generally indoors, outdoors by a few; hanging

IV objects swing slightly; creaking of frames of
houses

Shock of Felt generally by everyone; hanging objects swing

V moderate freely, overturning of all tall vases and unstable
intensity objects; light sleepers awaken

Fairly strong General awakening of those asleep. Some

shock frightened persons leave their houses. Pendulum
VI
clocks stop. Hanging lamps sway. Slight damage
in very old buildings.

Strong shock Overturn of movable objects. General alarm, all

run outdoors. Damage slight in well-built houses.
VII
Some landslides from hills and steep banks,
cracks in road surfaces.

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Very Strong People panic, trees shake strongly. Changes in the

VIII shock flow of springs and wells; sand and mud ejected
from fissures in soft ground; small landslides

Extremely General panic, partial or total destruction of some

IX strong shock buildings, fissures in the ground; landslides and
rock falls

Activity 2

Read the following information.

Magnitude is the amount of energy released by an earthquake. An American scientist named

Charles F. Ritcher developed a scale to indicate the magnitude of an earthquake. This scale
is popularly known as Ritcher Magnitude Scale that uses numbers from 1 to 10. The stronger
the earthquake is the higher the number on the scale. The more feeble or weaker the
earthquake is the lower is the number.

Ritcher Number Description Illustrations showing the amount

of energy released by an
earthquake
M below 1 Only detectable when
seismograph is
operated under
favorable conditions
M 2.0 – 2.9 Not felt but recorded
M 3.0 – 3.9 Felt by few people
M 4.0 – 4.9 Felt by most people
damage not usually
reported
M 5.0 – 5.9 Slight damage to
buildings
M 6.0 – 6.9 Much damage to
buildings tsunamis
proceed
M 7.0 – 7.9 Great damage to
buildings occur once
or twice a year
M 8.0 – 9.0 Total destruction

Post Activity

1. Discussion/Analysis

Acting Out

 Showing the chart of Rossi-Forel Scale and Ritcher Scale.

 Did the illustrations connect with the energy released by an earthquake?
 Did you posted correctly the illustrations with the earthquake’s effects on
man, ground and structures?
 How would you describe each illustration?
 How will you differentiate intensity from magnitude?
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 Date________________

2. Forming Generalization

In the diagram below, write the difference of intensity from magnitude.

EARTHQUAKE

INTENSITY difference MAGNITUDE

Answer: Answer:
(Intensity is the measure (Magnitude is the amount
of the strength of an of energy released by an
earthquake. It refers to earthquake.)
the effect of earthquake
on people, ground and
structures.)

Application

Pretend that there was a time when a friend asked you if you were aware of
an earthquake that occurred the night before. You immediately answered no
because you didn’t feel the shock. How would you describe the intensity of such an
earthquake?

IV. Assessment

A. Write I if the statement refers to intensity and M if it refers to magnitude.

__(I)_ 1. It refers to the effect of earthquake on people, ground and structures.

_(M)_ 2. It refers to the amount of energy released by an earthquake.
__(I)_ 3. Characterized by the occurrence of fissures on the ground.
_(M)_ 4. It uses seismograph to detect earthquakes.
__(I)_ 5. There is overturning of movable objects.

B. The Haiti earthquake has an intensity of 7.5 What does this mean?

V. Assignment

Teacher may use one or both activity depending on the result of the assessment.

A. Draw a seismograph on a bond paper.

B. Find out how animal behaviors are used by some people to predict earthquakes.

The Earth
 Date________________

I. Learning Objectives Describe the effects of an earthquake. (e.g. landslide,

tsunami, destruction of property, loss of lives, etc.)

II. Learning Tasks

Subject Matter: Effects of Earthquake

1.Concepts

 Landslide is the falling of loose rocks along the mountainside.

 A tsunami is a giant wave cause by the occurrence of earthquake
under the ocean.
 Most deaths and injuries during earthquake are caused by damage to
buildings and other structures.

2. Process Skills

Describing, inferring, observing

3.Value Focus

Awareness of the different hazards brought about by earthquake

B.References

 Cruz, P. O. et. al. (2002) Hands On Science (Workbook in Science

6), Rex Book Store, Inc., Manila, Philippines, pp. 132 - 133
 Lozano, et. al. (1996) Science for Young Minds (Grade 6), Diwa
Scholastic Press, Inc., Manila, Philippines, pp. 180 - 181
C. Materials

Activity 1 basin, water, pingpong

Activity 2 illustration of a city damaged by earthquake
Activity 3 sand table, paper cut outs of houses, buildings

III. Learning Procedures

Pre-Activity
1. Review

Write the appropriate words associated with earthquake on the graphic organizer.

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Developmental Activities

1. Motivation/Presentation

Show pictures of destruction caused by earthquake. (Baguio, Dagupan, Haiti)

Show picture of tsunami last December 2000 in Southeast Asia.
Have you ever experienced or seen pictures of destruction caused by earthquakes? Share
what you experienced or saw.

Activity Proper

Divide the class into 6 groups. Let the first 3 groups perform activity 1 and the rest activity 2

Activity 1 “What a Wave!”

Materials:

basin, water, pingpong ball

Procedure:

Fill a basin with water.

Float a ball on the water at one side of the basin.
Move a pencil up and down on the water at the other side.

Questions:
1. What was formed in the water?
2. Describe the movements of the waves.
3. Describe the movement of the ball?
4. What will happen if the vibrations in the water become big?
5. What will happen to the ball?
6. What does this activity show?
Activity 2 Draw or show a picture of a damaged city due to an earthquake

Materials:

Illustration of a damaged city due to earthquake

Procedure:

1. Observe the picture closely.

2. Describe what happened to the buildings.
3. Describe what happened to the streets, bridges and power lines.
4. Describe what happened to the plants?
5. What do you think happened to some of the people?
6. How would you describe the hazards brought about by earthquakes?

Post Activity

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1. Discussion/Analysis

Reporting Outputs

Have each group report their findings.

The teacher validates/corrects their answers

a. What was shown by activity 1?

b. What will happen if big vibrations due to earthquake are produced in the ocean?
c. What destruction may be caused by the tidal waves or tsunami?
d. What is shown in activity 2?
e. What destructions/hazards were brought about by this earthquake?
f. In activity 3, how does landslide affect the houses and building near a mountain?

2. Forming Generalization

Fill up the diagram below showing the effects of earthquake.

Falling of loss rocks along mountainside

EFFECTS OF Giant wave cause the occurrence of

EARTHQUAKE earthquake under the ocean

Mostly caused by damage to buildings and

other structures
Activity 3 “Falling Down”

Materials:

sand table
paper cut-outs of houses and buildings
water

Procedure:

Moisten part of the sand with water.

Build a mountain with steep slope on the sand table. See illustration below.
Put some paper cut-outs of houses and buildings near the foot of the mountain.
Shake the table.

What happens to the slope of the mountain sand?

How does it affect the houses and building near the foot?

Application

You are in school, suddenly you felt your room is shaking. What will you do?

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D. Assessment

Put (√) if the statement is correct and (X) if not.

_(√)_ 1. Landslides can also cause deaths and destruction of properties.

_(√)_ 2. A tsunami acts like a bulldozer sweeping off people, trees and animals and
everything in its path.
_(X)_ 3. A tsunami is caused by earthquake over the land.
_(√)_ 4. Most deaths and injuries are caused by damage to buildings and other
structures.
_(√)_ 5. Earthquakes can also cause fire.

IV. Assignment

Teacher may use one or both activity depending on the result of the assessment.

A. Cut out clippings of newspaper or interview your parents on the hazardous brought
about by earthquake.

B. Make a research on the list of destructive earthquakes in the Philippines.

Date Location Destruction Caused

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 Date________________

I. Learning Objectives Practice precautionary measures before, during and after

earthquake

II. Subject Matter: Precautionary Measures Before, During and After Earthquake

1. Concepts
Damage to property and loss of lives may be minimized if people follow precautionary
measures.
2. Process Skills
Observing, describing, inferring, communicating
3. Value Focus
Preparedness, Following warnings and instructions, cooperation

B. References

 Cruz, J. M. et. al. (2003) Into the Future: Science and Health 6 (TX), Diwa
Scholastic Press, Inc., Manila, Philippines, pp. 206 - 207
 Amiscosa, Y. S. (1993) Journey to Science Book 2, JBR Publishing House,
Rosario, Cavite, Philippines, pp. 279 - 281
 UP NISMED (2004) Earthquakes, Teachers Manual and Activity Sheets, TEEP –
UP NISMED, Manila, Philippines, pp. 1 – 6

C. Materials

Picture of people during earthquake, pictures of evacuation area, chart of warnings

and instructions during, before and after earthquake, pentel pens, Manila paper,
cartolina, color, small box, strips of paper

III. Learning Procedures

a. Pre-Activity

1. Review
After reviewing of lots, pupils will act out in the class the different earthquake
intensities written in the paper prepared by the teacher.

Ex. Intensity VI - Frightened person, leave their house, hanging lamps sway

b. Developmental Activities

1. Motivation/Presentation

Showing pictures of people, places during earthquake.

Note: The teacher can use other pictures for additional information.
The teacher can also use over-head projector for the picture slides.
Use tapes/VCD if available for film showing.

 What can you see in the pictures?

 What natural phenomena occur or hit the place?
 What provinces in our country experienced this kind of phenomena?
 What are their experiences?

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Activity Proper

1. Divide the class into 3 to 4 groups

2. Activity 4 is optional, teacher may use the activity if the materials are available.
3. Remind the pupils of the standards to be followed during group works.
 Have you experienced an earthquake?
 How did you feel?
 What did you do?
 Share your experience.

Activity 1 “Let’s Talk About It”

Materials:
Pentel pen, Manila paper, pictures of places, people before, during and after
earthquake

Procedure:
1. Talk about experiences during earthquake.
2. Share the ideas that your have read, heard about earthquake.
3. Study the pictures.

4. Write some precautionary measures to be followed.

Before Earthquake During Earthquake After Earthquake

Activity 2 “Write It For Me”

Materials:
Pentel pen, cartolina, color

Procedure:
1. Talk about the precautionary measures to be observed before,
during and after earthquake.
2. Write slogans out of the precautionary measures that have been
discussed by the group.

Activity 3 “Show the World”

Materials:
Cartolina, pentel pen, color

Procedure:
1. Discuss among yourselves on what to do before, during and after
earthquake.
2. Make a poster to picture out the measure that has been discussed.

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Activity 4 “Quake-Proof”

Materials:

- building blocks
- several bricks
- box of sand
- pieces of sponge, cut in squares and rectangles
- paper-towel rolls

Procedure:

1. Try to build the following patterns on top of a table.

2. Shake the table.

Which pattern did not collapse? Why?
3. Instead of blocks, use pieces of sponge, or paper-towel rolls.
4. Build these on top of two bricks and on top of a box of sand located on top of a table.
(show illustrations)
Shake the table.
What’s the sturdiest building you created?
What was the weakest one?

Post Activity

1. Discussion/Analysis

Reporting by groups

- Showing the chart of warnings and instructions before, during and after earthquake.
- Comparing the work of groups and the chart.
 Are the warnings and instructions given by PAG-ASA similar to what you wrote/did?
 Are the slogans that you made show/present picture-out the precautionary measures
before earthquake? during earthquake? after earthquake?
 What can you say about what you have drawn in your poster?
 Is the message depicted in your poster the same on with the warnings and
instructions of PAG-ASA?
 Should we impose more restrictions to the design of buildings particularly schools?
Why?

2. Forming Generalization

What do you think people will do to minimize the loss of lives and destruction of properties?

Application

Earthquakes frequently happen in Japan. Why are there very few casualties during strong
earthquake?
Why should we strictly follow precautions before, during and after earthquake?

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D. Assessment

Each group in the activity will perform an earthquake drill. Their performance will be
evaluated based on the following criteria. Teacher should present the criteria beforehand.
Why are earthquake drills important? What will you tell to your friend who make fear during
earthquake drills?

Group
Criteria
I II III IV
1. Avoid panicky behavior.
2. Get out of the room smoothly.
3. Exhibits awareness of emergency exits.
4. Proceed to a place away from trees and
buildings.
5. Works cooperatively.

IV. Assignment

Teacher may use one or both activity based on the result of the assessment.

Fill up the table below.

PRECAUTIONARY MEASURES FOR EARTHQUAKE

Before During After
1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.

Make a short reaction of this issue. Do people have the right to build anywhere, regardless
of safety concerns?

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I. Learning Objectives Describe how volcanic eruptions occur

II. Learning Tasks

Subject Matter: Volcanic Eruption

1. Concepts
 Great heat and pressure develop underneath because of the weight of all layers on
top.
 Magma pushes its way through and burst out when it finds a weak spot in the earth’s
outer layer

2. Process Skills

Observing, defining, inferring

3. Value Focus

Proper use of materials in activities

B. References

Mugford, S. (2003) My Big Science Book, St. Martin’s Press, New York, pp.
46 - 47
 UP NISMED (2004) Volcanoes, Teachers Manual and Activity Sheets, TEEP
– UP NISMED, Manila, Philippines, pp. 4, 9 - 10
C. Materials

Two small plastic drink bottles, large piece of cartolina, vinegar, bicarbonate soda,
tablespoon, food coloring, red liquid detergent, large plate or tray, funnel, pen or
pencil, scissors, tape, picture of volcanic eruption

III. Learning Procedures

Pre-Activity
1. Review
Describe how a volcano is formed.

Developmental Activities
1. Motivation/Presentation
Show pictures of Mayon Volcano erupting. What is the main cause of its eruption?
Fill up layers in the picture with words/phrases related to the formation of a volcano.

Note: Words related to the

formation of a volcano

 vent where smokes come

out
 molten materials
 rising magma
 accumulate surroundings
Activity Proper  molten rocks rise

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Grouping

1. Separate the class into four groups by counting off 1, 2, 3, 4

2. Let each group choose a leader.
3. Group I and II will do Activity 1 and Group III and IV will do Activity 2.

Activity 1 You will need

Two small plastic drink bottles, large piece of brown cartolina, vinegar,
bicarbonate of soda, tablespoon, teaspoon, food coloring, washing up liquid,
large plate or tray, funnel, pen or pencil, scissors, tape

1.Using brown cartolina, make a 2.Cut out the shape and bend it
shape similar to the illustration into a cone as shown. Secure
below. It needs to be big enough it with tape.
to fit around the bottle

4.Add a few drops of food 3.Using a funnel, fill one of the

coloring. (use any color) bottles until it is about one third
full of vinegar.

5.Add one tablespoon of

washing up liquid and put the 6.Put the second bottle on a tray
bottle to one side. and pour in three teaspoons of
bicarbonate soda.

8.Using a funnel, pour in the

vinegar and washing up liquid 7.Place the card cone over the
mixture. Remove the funnel bottle. Make sure the hole is
and wait. level with the bottle opening.

Questions:
1. What is represented by the brown cartolina cone?
2. What materials were mixed inside the bottle?
3. What is represented by the bubbles coming out of the cone?
4. What does this activity show?

Activity 2: Role-Play: How a Volcano erupts?

Materials: Pupils

Procedure:

Act out how a volcano erupts violently?

Question:

Did the activity show volcanic eruption? Why?

How can volcanic eruption be clearly simulated? immitated?

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C. Post Activity

1. Discussion/Analysis

Reporting by group

- Showing the picture of volcanic eruption.

- Comparing the work of groups and the picture.

 Is the activity of Group I and II shows/presents picture out the volcanic eruption?
 How about the pupils who acted out the volcanic eruption, what can you say about
them?
 Are the actions similar to volcanic eruption?
 How do volcanoes erupt?
 What should people do when there is volcanic eruption?

2. Forming Generalization

Choose the correct phrases below describing how volcanoes erupt and attach them on the
spoke of the wheel.

melted rocks from a red-hot liquid called magma

burns with lots of steam and gases
magma cools off before reaching the top
Occurrence of
great pressure is formed underneath
Volcanic
magma pushes its way through when it finds a weak spot on top
Eruption
magma turns to gas
magma burst out just like a big burp

Application

Choose 8 members/friends to complete a group. Act out the volcanic eruption.

Which group did their best?

Which group did not acted volcanic eruption correctly? Why?
What should you do next time your perform?

D. Assessment

Draw a volcanic eruption. Color them.

5 - Excellent -Draw the structure with more description
4 - Very Satisfactory -Draw the structure with less description
3 - Satisfactory -Draw the structure without description
2 - Fair -Draw the volcano alone
1 - Needs Improvement -No work at all

IV. Assignment
Teacher may us one or both activity based on the result of the assessment.
Create jingle/poem/rap on how volcanoes erupt.
Find out list of violent volcanic eruptions in our country.

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I. Learning Objectives Differentiate an active from an inactive volcano

II. Learning Tasks

Subject Matter: Active and Inactive Volcano

1.Concepts

Active volcanoes are those that have erupted within the last 600 years.
Inactive volcanoes are those that have not erupted for more than 600 years.
It has no recorded eruptions.
Dormant volcanoes are those that have not erupted or have not emitted gas
or ashes for the past 100 years or less.
Extinct volcanoes are those that did not show signs of volcanic activities for
hundred years.

2.Process Skills
Observing, comparing

3.Value Focus
Calmness in times of disasters

B. References

 Estrella, S. V. et. al. (2004) Text 2 Teach, SEAMEO INNOTECH, Manila,

Philippines, pp. 273 - 277
 Cruz, J. M. et. al. (2003) Into the Future (TX), Diwa Scholastic Press, Inc., Manila,
Philippines, pp. 211 - 212
 Cruz, P. D. C. et. al. (2000) Hands On Science (Workbook), Rex Bookstore, Inc.,
Manila, Philippines, pp. 140 - 141

C. Materials

5 elongated balloons, ruler, unspend softdrink bottle, big illustration of active

volcanoes in the Philippines

III. Learning Procedures

Pre-Activity

1. Review

OCCURRENCE OF
VOLCANIC ERUPTIONS

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Developmental Activities

1. Motivation/Presentation

- Teacher shows 2 pictures, Mayon Volcano and Mt. Makiling.

 These are two volcanoes which erupted recently?
 Are they alike or not?
 When did Mt. Makiling erupt?
 Mt. Pinatubo erupted after 600 years. When will it erupt again
 How would you describe Mt. Mayon? Mt. Makiling?
 How do they differ?
Activity Proper

1. Recalling standards for grouping.

2. Divide the class into 4 groups. Group 1 and 3 will do Activity 1, Group 2 and 4,
Activity 2.

Activity 1

1. Study the map of active volcanoes.

2. Make a list of active volcanoes that erupted from year 1464 to year 2000 in
chronological order.

Fill up the table below.

ACTIVE VOLCANOES OF THE PHILIPPINES

Years of Last Eruption
Name of Volcano Location
(chronological order)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.

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Questions:
1. Which volcano is the latest to erupt?
2. What year did it erupt?
3. Where is the volcano located?
4. Do you live near an active volcano?
If so, name the volcano.

Activity 2

Read the selection below. Answer the question that follows.

Mount Pinatubo in Central Luzon awoke and erupted on June 12, 1991 after nearly 600
years of asleep. It emitted 7 cubic kilometers of ash, rock and gas up to 40 km. high. It was the
worst eruption in Philippine history and the most damaging recorded anywhere this century. The
provinces of Pampanga, Tarlac and Zambales were affected by the lava.
Mount Arayat is in Pampanga. According to volcanologists, it erupted long ago but there
is no known record of its eruption. Its soil is fertile. Its surface is covered with vegetation and
many trees.

Questions:
1. When did Mount Pinatubo erupt?
2. How many years did Mount Pinatubo sleep?
3. How would you describe Mount Pinatubo before June 12, 1991?
4. How would you describe Mount Arayat?

A. Post Activity

1. Discussion/Analysis

Reporting by group

 Showing the big illustration of active volcanoes of the Philippines.

- Which volcano did not erupt after 600 years?

- Which volcanoes are soon to erupt?

- How would you describe those volcanoes erupting after 600

years?

- What was the first time did Mount Pinatubo erupt?

- How would you describe Mount Pinatubo before it was erupted

and Mount Arayat?

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2. Forming Generalization

How is an active volcano differ from inactive volcano? Write their difference on
the blank block.

Difference

Active Inactive
Volcano Volcano

3. Application

 Would you mind living in the vicinity of an active volcano? Why? Why
not?
 If you were in Zambales during the eruption of Mount Pinatubo, what
should you have done?

D. Assessment

A. Choose the letter that corresponds to the best answer for each question.

1. Which is an active volcano?

A. Smith C. Bad Dayao

B. Babuyan Claro D. Talisay

2. Which of the following does not belong to the group?

A. Hibok-Hibok C. Anahaw
B. Bulusan D. Apo

3. How are Mt. Mayon, Mt. Pinatubo and Taal Volcano similar?

A. They are active volcanoes.

B. They are inactive volcanoes.
C. They are found in Mindanao.
D. They are found in Batangas.

4. Which phrase best describes an inactive volcano?

A. has not erupted for more than 6 years.

B. has not erupted for more than 60 years.
C. has not erupted for more than 600 years.
D. has not erupted for more than 6,000 years.

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5. Which phrase best describes an active volcano?

A. it has erupted within the last 6 years.

B. it has erupted within the last 60 years.
C. it has erupted within the last 600 years.
D. it has erupted within the last 6,000 years.

B. Which is the most active volcano? Defend your answer.

IV. Assignment
Teacher may use one or both activity based on the result of the assessment.

A. Fill up the table below.

Volcano Description

active

inactive

A. Draw an active and an inactive volcano.

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I. Learning Describe the effects of a volcanic eruption

Objectives

II. Learning Tasks

A. Subject Matter: Beneficial and Harmful Effects of Volcanic Eruption

1. Concepts

 Volcanic eruption can be beneficial or harmful

 Enrichment of the soil, rock formations, building landforms are some
beneficial effects of volcanic eruption
 Earthquake, loss of lives, destruction of properties and landforms are some
harmful effects of volcanic eruption
2. Process Skills

Observing, inferring

3. Value Focus

Proper utilization of knowledge learned

B. References

- Cruz, J. M. et. al. (2003) Into the Future – Science and Health 6 (TX) Diwa
Scholastic Press Inc., Makati City, Philippines pp. 214 - 215

C. Materials

pictures of beneficial and harmful effects of earthquake

III. Learning Procedures

B. Pre-Activity
1. Review

- Let the pupils recall the difference between active from inactive volcano by
completing the map.

VOLCANOES

? ?

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Shown frequent Erupted within No recorded Have not erupted

eruption historic times eruption for more than 600
years

erupted within
the last 600 years

- How would you describe an active volcano?

- How would you describe an inactive volcano?

C. Developmental Activities
1. Motivation/Presentation

Showing pictures of land with fault

How would you describe the picture?

Why do you think it happens?

2. Activity Proper

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Activity I: Picture Study (if volcanoes is not available in the community)

Material

picture of volcano with vegetations around

Activity 2: Landforms

1. Study the pictures above.

Material

 What does volcanic eruption bring to the soil?

 Why
picture ofdo
a landform
you think plants grow well in areas near a volcano?
 Could this be harmful or beneficial effect? Why?

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Activity 3 “Ground Shake”

Material

Picture of an erupting volcano

Activity 4 “Buried”

1. Study the picture.

Material

 How does volcanic eruption affect the environment?

 Is this a beneficial or harmful effect? Why?
Picture of buried structures:

1. Study the picture.

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Note: Teacher may also use other activities if possible:

1. Film Showing
2. Resource Person (Volcanologist)

D. Post Activity

Reporting of group outputs.

1. Discussion/Analysis

 What are the beneficial and harmful effects of volcanic eruption?

 How does volcanic eruption of great help to farmers in areas where
volcanoes are found?
 How does it change the landscape?
 How does it affect the people and houses near the volcano?
 How does it trigger an earthquake?

2. Forming Generalization

Complete the map below by providing the beneficial and harmful effects of
earthquake.

Volcanic Eruption

Beneficial Effect Harmful Effect

3. Application

Bukidnon is a plateau, why do you think pineapple growers choose this

place to grow pineapples? and other crops?

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D. Assessment

Put (√) if the statement describes the effect of volcanic eruption and (X) if not.

__(√)__ 1. Volcanic eruption often causes surrounding areas to become fertile again.
__(√)__ 2. Solidified lava piled up for years may form a plateau.
__(√)__ 3. Volcanic eruption may bring damages to plants.
__(X)__ 4. Volcanic activity cannot caused an earthquake.
__(√)__ 5. Volcanic heat is an important source of energ

IV. Assignment

Teacher may use one or both activity based on the result of the assessment.

A. Fill up the table below.

Effects of Volcanic Eruption Description

1.

2.

3.

B. Find out how geothermal energy is utilized in our country.

The Earth