Earth and Life Science ADM Module

Earth and
Life Science
Earth and Life Science
Origin and Structure Of the
Earth (Planet Earth)
Origin and Structure of the Earth – Planet Earth
First Edition, 2020
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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writers: Rochelle M. Mercado

Editors: Melanie I. Samudio , Jocelyn M. Manset
Reviewer: Jason Ricaforte, Angelica Beriña, Princess Paolah L. De Guzman, Marissa C. Betchaida , Elaine T. Balaogan,
Louie L. Alvarez, Gregorio M. De Chavez, Jr., Jocelyn M. Manset, Mario B. Maramot,, Job S. Zape Jr.
Illustrator: Ednelinda Robles, Lovely Joy La Rosa, Charles Erick A. Jusay, Sandro Carlo B. Tablizo
Layout Artist: Elizalde L. Piol, Anselma M. Ebero, Jocelyn M. Manset
Management Team: Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan,

Merthel M. Evardome, Nadine C. Celindro, Nicolas M. Burgos, Fe M. Ong-ongowan , Rosalinda A. Mendoza
Department of Education – Region IV-A CALABARZON
Office Address: Gate 2 Karangalan Village, Barangay San Isidro

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: region4a@deped.gov.ph
Introductory Message
For the facilitator:
Welcome to the Earth and Life Science Grade 11 Alternative Delivery Mode (ADM) Module.
This module was collaboratively designed, developed, and reviewed by educators both from public and private
institutions to assist you, the teacher or facilitator, in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent learning activities at their own
pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.
As a facilitator, you are expected to orient the learners on how to use this module, encourage and assist them as
they do the tasks, and track their progress while allowing to manage their learnings.
For the learner:
Welcome to the Earth and Life Science Grade 11 Alternative Delivery Mode (ADM) Module.
The hand is one of the most symbolized parts of the human body. It is often used to depict skill, action, and purpose.
Through our hands, we may learn, create, and accomplish many things. Hence, the hand in this learning resource
signifies that you, as a learner, are capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for guided and independent
learning. You will be enable to process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills or competencies you are expected to learn in the
module.
What I Know This part includes an activity that aims to check what you already know about the lesson
to take. If you get all the answers correct (100%), you may decide to skip this module.
What’s In This is a brief drill or review to help you link the current lesson with the previous one.
What’s New In this portion, the new lesson will be introduced to you in various ways such as a story,
a song, a poem, a problem opener, an activity or a situation.
What is It This section provides a brief discussion of the lesson. This aims to help you discover
and understand new concepts and skills.
What’s More This comprises activities for independent practice to solidify your understanding and
skills of the topic. You may check the answers to the exercises using the Answer Key at
the end of the module.
What I Have Learned This includes questions or blank sentence/paragraph to be filled in to process what you
learned from the lesson.
What I Can Do This section provides an activity which will help you transfer your new knowledge or
skill into real life situations or concerns.
Assessment This is a task which aims to evaluate your level of mastery in achieving the learning
competency.
Additional Activities In this portion, another activity will be given to you to enrich your knowledge or skill of
the lesson learned. This also tends retention of learned concepts.
Answer Key This contains answers to all activities in the module.
At the end of this module you will also find:
References This is the list of all sources in developing this module.
1
Week
1
What I Need to Know
This module was designed and written with you in mind. It is here to help you master
the nature of Earth and Life Science. The scope of this module permits it to be used
in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.
The module focuses on the lesson:

 Lesson 1 – Planet Earth
After going through this module, you are expected to:

1. identify the characteristics of the Earth that supports life; and
2. expound how the characteristics of the Earth sustain the needs of living
organism.
What I Know
Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. Why is Earth called “the living planet?”
A. It sustains life. C. It has water at the surface
B. It has atmosphere D. All of the above
2. Which among the set of planets are called terrestrial?
A. Jupiter, Neptune, Uranus
B. Mercury, Venus, Mars, Earth
C. Earth, Venus, Mars, Jupiter
D. Jupiter, Saturn, Uranus, Neptune
3. What makes planet Earth uniquely different from other planets?
A. It has soil. C. It has people.
B. It has tress. D. It has liquid water.
4. What makes planet Earth habitable?
A. It has comfortable distance from the sun.
B. It has atmosphere that protects from radiation.
C. The atmosphere holds carbon dioxide and other gases.
D. All of the above
5. Why is Earth called a terrestrial planet?
A. It has life C. It is farther from the sun
B. It is closest to the sun D. It is placed at almost the middle planets
6. Which of the following best describes the surface of the planet Earth?
A. a thick layer of hydrogen gas
B. cloudy and hot with lots of volcano
C. cold, rocky, and covered with red dust
D. mostly water surface with some areas of land
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7. What makes Earth different from other planets in the solar system?
A. It supports life.
B. It is mostly covered in water.
C. Its atmosphere is mostly nitrogen and oxygen.
D. All of the above
8. Earth is the only planet that can support ___
A. life C. a rocky core
B. a moon D. an atmosphere
9. How many percent of water comprises the Earth?
A. 15% C. 50%
B. 30% D. 70%
10. What are the factors that make Earth habitable?
A. temperature and nutrient C. only A
B. atmosphere and energy D. both A and B
11. What nutrients does the Earth have to maintain an organism’s body to
survive?
A. Earth has a water cycle and atmosphere
B. Earth has volcanic activities to circulate nutrients.
C. Earth has sub-surface water or molten rock that can circulate and
replenish nutrients for organisms.
D. All of the above
12. What makes Earth similar to Venus?
A. Earth and Venus are the right sizes to hold a sufficient atmosphere.
B. Venus’ atmosphere is 100 times thicker than Earth.
C. Among all the solid planets and moons, only Earth, Venus, and Titan
have significant atmospheres.
D. Both A and C
13. Why are humans and other living organisms capable to live on earth?
A. Earth has no protective equipment like ozone.
B. Earth has layer water only for favorable climate.
C. Earth has man-made natural cycles
D. Earth’s temperature is neither the hottest nor the coldest among other
planets.
14. What makes Earth different from any other planets in the Solar System?
A. It is the only rocky planet.
B. It is the only planet that turns around in space.
C. It is the only planet that has a large amount of liquid water.
D. It is the only planet that changes its structure
15. What does Earth offer to human for survival?
A. Earth has abundant plant life.
B. Earth has sufficient nutrients from ocean to land.
C. Only A
D. Both A and B.
3
Lesson 1 Origin and Structure of the Earth-
Planet Earth
Earth is the only planet in the solar system known to harbour life. Our planet’s has
molten nickel-iron core give rise to an extensive magnetic field, which, along with the
atmosphere, shields us from harmful radiation coming from the Sun. In this module,
you will understand why this planet is called the “living planet.”
What’s In
Just a part of the vast universe is the solar system. From the previous concepts
learned, identify the planets in the solar system in the given illustration.
Question: What do you think are the characteristics of the planet Earth that make
it different from all the other planets?
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What’s New
Earth: A Habitable Planet

Read the document carefully and answer the questions that follow
Table 1. Factors that make a planet habitable

Factors that
make a
Not Enough of the Situation in the Solar
Planet Just Right Too Much of the Factor
Factor System
Habitable
Temperature Low temperatures Life seems to be At about 125oC, protein Surface: only the Earth’s
influences how cause chemicals to limited to a and carbohydrate surface is in this temperature
quickly atoms react slowly, which temperature range of molecules, and the genetic range. Sub-surface: the
and molecules interferes with the -15oC to 115oC. In material (e.g., DNA and interior of the solid planets
move. reactions necessary for this range, liquid RNA) start to break apart. and moons may be in this
life. It can also cause water can still exist Also, high temperatures temperature range.
the freezing of water, under certain cause the quick
making liquid water conditions. evaporation of water.
unavailable.
Atmosphere Small planets and Earth and Venus are Venus’s atmosphere is Of the solid planets and
moons have the right size to hold 100 times thicker than moons, only Earth, Venus,
insufficient gravity to a sufficient Earth’s. It is made almost and Titan have significant
hold an atmosphere. atmosphere. Earth’s entirely of greenhouse atmospheres. Mars’
The gas molecules atmosphere is about gasses, making the atmosphere is about 1/100th
escape to space, 100 miles thick. It surface too hot for life. that of Earth’s, too small for
leaving the planet or keeps the surface The four giant planets are significant insulation or
moon without an warm and protects it completely made of gas. shielding.
insulating blanket or a from radiation and
protective shield. small- to medium-
sized meteorites.
Energy When there is too little With a steady input Light energy is a problem Surface: The inner planets
sunlight or too few of of either light or if it makes a planet too get too much sunlight for life.
the chemicals that chemical energy, hot or if there are too The outer planets get too
provide energy to cells, cells can run the many harmful rays, such little.
such as iron or sulfur, chemical reactions as ultraviolet. Too many
organisms die. necessary for life. energy-rich chemicals is Sub-surface: Most solid
not a problem planets and moons have
energy-rich chemicals.
Nutrients used to Without chemicals to All solid planets and Too many nutrients are not a Surface: Earth has a water cycle,
build and make proteins and moons have the same problem. However, too active an atmosphere, and volcanoes to
maintain an carbohydrates, organisms general chemical a circulation system, such as circulate nutrients. Venus, Titan,
organism’s body. cannot grow. Planets makeup, so nutrients the constant volcanism on Io, and Mars have nutrients and
without systems to deliver are present. Those with Jupiter’s moon, Io, or the ways to circulate them to
nutrients to its organisms a water cycle or volcanic churning atmospheres of the organisms.
(e.g., a water cycle or activity can transport gas planets, interferes with an
volcanic activity) cannot and replenish the organism’s ability to get Sub-surface: Any planet or moon
support life. Also, when chemicals required by enough nutrients. with sub-surface water or molten
nutrients are spread so living organisms. rock can circulate and replenish
thin that they are hard to nutrients for organisms
obtain, such as on a gas
planet, life cannot exist.
Factors that make a planet habitable. National Science Foundation, n,d.http://www.lpi.usara.edu/education/explore/our_place/hab_ref_table.pdf

Question:
1. What are the factors that make the planet habitable?
2. What are the characteristics of planet Earth that makes it habitable?
5
What is It
Earth is the only place in the known universe confirmed to host life and is the only
one known for sure to have liquid water in the surface. These are reasons why
planet earth is a unique one: (1) It has liquid water; (2) Plate Tectonics; and (3) It
has atmosphere that shelters it from the worst of the sun’s rays.
Earth is the only planet in the solar system that has a large amount of liquid water.
About 70% of the surface of the Earth is covered by liquid or frozen water. Because
of this, Earth is sometimes called “blue planet.” Planet Earth is habitable because it
has the right distance from the sun. It is kept warm by an insulating atmosphere,
and it has the right chemical ingredients for life including water and carbon. It can
provide water, oxygen, useful biological products for human, and has suitable
weather and climate.
Earth, Venus, and Mars may have similarities: (1) They all are terrestrial planets,
made of solid rocks and silicates; (2) They all have an atmosphere; (3) They all
almost have the same time to rotate on their axes; (4) Earth and Mars both have
water; (5) They all have carbon dioxide; and (6 All have landforms. Earth, Venus,
and Mars have differences: (1) Venus has no water; (2) Venus and Mars don’t have
oxygen; and (3) Earth has life forms.
What’s More
Activity 1.1 Understanding Planet Earth
Compare and Contrast
How is planet Earth similar and different from Venus and Mars? Provide possible
explanations for your observations using the information in the table.
VENUS EARTH MARS
Mass (1024kg) 4.87 5.97 0.642
Diameter (km) 12,104 12,756 6792
Density (kg/m3) 5243 5514 3933
Gravity (m/s2) 8.9 9.8 3.7
Escape Velocity (km/s) 10.4 11.2 5
Surface pressure (bars) 92 1 0.01
Composition of atmosphere 96% CO2, 3.5% N 77%N, 21% O2, 1%Ar 95%CO2, 2.7%N, 1.6%Ar
Major Greenhouse Gases(GHG) CO2 CO2 H2O CO2
Mean Temperature (0C) 464 15 -65
Temperature if no greenhouse gases are -46 -18 -57
present
Changes in Temperature (0C) due to +523 +33 +10
greenhouse gases
Distance from the Sun (106km) 108.2 149.6 227.9
Orbital Period (days) 224.7 365.2 687
Orbital Velocity (km/s) 35 29.8 24.1
Length of day (hours) 2802 24 24.7
Global Magnetic Field No Yes No
Comparison of the features of Venus, Earth, and Mars
(National Aeronautics and Space Administration, 2015)
6
What I Have Learned
1. Planet Earth is considered habitable because of the following reasons: (1) it

has the right distance from the sun; (2) it is protected from harmful solar
radiation by its magnetic field; (3) it is kept warm by an insulating atmosphere;
and (4) it has the right amount of ingredients for life, including water and
carbon.
2. Earth is different from other planet in a way that it is the only planet with
liquid water on the surface.
a. Earth, Venus, and Mars may have similarities: (1) They all are terrestrial
planets, made of solid rocks and silicates; (2) They all have an atmosphere;
(3) They all almost have the same time to rotate on their axes; (4) Earth
and Mars both have water; (5) They all have carbon dioxide; and (6) All
have landforms.
a. Earth, Venus, and Mars have differences: (1) Venus has no water; (2)
Venus and Mars don’t have oxygen; and (3) Earth has life forms.
What I Can Do
Earth Day generally falls in the third week of April. There are a lot of great lessons
about how our behavior and activity affect others and our planet.
List down ten (10) activities that you can do to save planet Earth and identify those
activities as a form of recycling, reducing, or reusing.
RECYCLE REDUCE REUSE
Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. What makes planet earth different from the other planets in the solar system?
A. It supports life. C. The atmosphere holds gases.
B. It is mostly covered in water. D. All of the above
2. Planet Earth is uniquely different from other planets because __________.
A. It has people that live in it.
B. It has soil where trees grow.
C. It has trees that provide oxygen.
D. It has liquid water in the surface.
7
3. What makes planet Earth habitable?
A. It has comfortable distance from the sun.
B. The atmosphere serves as shields from the sun.
C. Only A
D. Both A and B
4. Why is Earth called the “living planet?”
A. It has life mechanism.
B. It has water and atmosphere.
C. It has carbon dioxide in the atmosphere.
D. It has atmosphere that supports oxygen.
5. Which must be provided for an organism to survive in planet Earth?
A. right amount of sunlight and atmosphere
B. right amount of water and carbon
C. Only A
D. Both A and B
6. Planet Earth is considered as “blue planet.” Which of the following best
describes the surface of planet Earth?
A. Earth has atmosphere.
B. Earth has lots of volcano.
C. Earth is covered with red dust.
D. Earth has mostly water on the surface.
7. What is the reason why Earth is different from other planets in the solar
system?
A. Earth is mostly covered in water.
B. Earth has comfortable distance from the sun.
C. Earth has carbon dioxide on its atmosphere.
D. It has approximately same size as that of Venus.
8. Which of the following best describes planet Earth?
A. It has gases. C. It has rocky core.
B. It supports life. D. It supports other planet.
9. It was found out that Earth’s surface is covered with water. Approximately,
how many percent of water comprises the Earth?
A. 45% water C. 60% water
B. 50% water D. 70% water
10. Earth can support the survival of organisms. What is/are the factor/s that
make/s Earth habitable?
I. atmosphere III. temperature
II. energy IV. nutrient
A. I C. I, II, III
B. I, II D. I, II, III, IV
11. In order for an organism to survive, nutrients are needed. What are the
nutrients that planet Earth can offer for an organism to exist?
A. Earth has an atmosphere and ozone layer.
B. Earth has both water cycle and nitrogen cycle.
C. Earth has natural activities to circulate nutrients.
D. All of the above
8
12. Many studies have shown similarities of Earth and Venus. What makes Earth
similar with Venus?
A. Earth and Venus have the same orbit.
B. Earth and Venus have the same diameter.
C. Earth and Venus have the same atmosphere.
D. Earth and Venus are of the right size to hold a sufficient atmosphere.
13. What makes human and other living organisms capable to live on Earth?
A. Earth can provide food for the organism.
B. Earth can protect the organism from any possible threat.
C. Earth’s temperature is mostly hot compared to other planets.
D. Earth has the right amount of temperature, water, good atmosphere,
and favorable climate.
14. Planet Earth is considered uniquely different from any other planets in the
Solar system. Which among the given choices correctly answers the
statement?
A. Earth is the only planet that changes structure.
B. Earth is the only planet that turns around in space.
C. Earth is the only planet that is mostly covered with water.
D. Earth is the only planet that is mostly made from rocks.
15. What is the reason why every living thing on Earth has the chance of survival?
A. Earth is covered with 65% water.
B. Earth thick atmosphere consisted mainly of carbon dioxide.
C. Earth has active volcanoes similar with those that are found in Venus.
D. Earth has ozone layer to protect living organisms from harmful
radiation.
Additional Activities
Creating a Planet: Fill up the data needed in your created planet.
My Planet is called _____________________. It is located in the ___________________.
The weather is _____________________It would have __________ kinds of organisms.
The individual who live there are called _________________________.
The individual look like this. The planet looks like this.
9
10
What I Know What's More Assessment
1. D 1. D
2. B Venus has very thick 2. D
3. B atmosphere which is 3. D
4. D almost dense as 4. B
5. B Earth, while Mars has 5. D
6. D thin atmosphere. 6. D
7. D 7. A
8. A Venus is hotter than 8. B
9. D Earth. Mars is colder 9. D
10.D than Earth. 10.D
11.D 11.D
12.D 12.D
13.D 13.D
14.A 14.C
15.D 15.D
Answer Key
References
Astronomy, accessed May 29,2020, https://www.astronomy.com:solarsys

Comparison and Contrast of the Earth, Venus ,and Mars, Prezi, accessed May 31,
2020, https://prezi.com/fdx8b8igze26/comparison-and-contrast-of-the-
earth-venus-and-mars?
Earth: Our Living Planet, NASA Science, accessed May 30, 2020,
https://solarsysytem.nasa.gov
Lunar and Planetary Institute, accessed May 29,2020,

https://www.lpi.usra.edu/education/explore/our_place_/hab_ref_table.pgf?
fbclid=IwAR0PF_PjxWEDwp5hASOZaZY18EG9RKlzgDOeaIb4Xwjey4h2tqJkc
ecH5CE
What Are the Similarities of Venus, Earth, and Mars?,Quora, accessed May 30,
2020, https://www.quora.com/What-are-the-similarities-of-Venus-Earth-
and-Mars?
Why Is the Earth Habitable?,American Museum of Natural History, accessed May
26, 2020, https://www.amnh.org/exhibitions/permanent/planet-
earth/why-is-the-earth-habitable?
11
Origin and Structure of the
Earth (Subsystem)
Origin and Structure of the Earth – The Subsystem
First Edition, 2020

Writers: Rochelle M. Mercado

Editors: Melanie I. Samudio, Jocelyn M. Manset
Reviewer: Jason Ricaforte, Angelica Beriña, Princess Paolah L. De Guzman, Marissa C. Betchaida, Elaine T. Balaogan
Louie L. Alvarez, Gregorio M. De Chavez, Jr, Jocelyn M. Manset, Mario B. Maramot, Job S. Zape Jr
Management Team: Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan, Fe M. Ong-ongowan
Merthel M. Evardome, Nadine C. Celindro, Nicolas M. Burgos, Mario B. Maramot, Rosalinda A. Mendoza

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
12
Week
What I Need to Know 1

This module was designed and written with you in mind. It is here to help you
master the nature of Biology. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with
the textbook you are now using.
The module is composed of:

 Lesson 1 – The Subsystems of the Earth

1. determine the four subsystems of the Earth;
2. describe the characteristics of each subsystem;
3. trace the flow of matter and energy in the Earth’s subsystems; and
4. express one’s internalized role as steward of the four subsystems
concerning the flow of matter and energy.
What I Know
paper.
1. Which of the following is NOT one of the four subsystems of the Earth?
A. biosphere C. water sphere
B. hydrosphere D. geosphere
2. All of the waters, including subsurface and atmospheric water comprise the
Earth. Which geological subsystem best label the statement?
A. the geosphere C. the biosphere
B. the hydrosphere D. the atmosphere
3. Earth contains all living organisms including those on the land, in the
water and air. Which subsystem best describes the statement?
A. biosphere C. atmosphere
B. hydrosphere D. geosphere
4. Which subsystem suits the statement, “All living things, including humans,
are part of the immense Earth”?
A. biosphere C. hydrosphere
B. geosphere D. atmosphere
5. What subsystem will network with biosphere for photosynthesis to take
place?
A. atmosphere C. hydrosphere
13
B. geosphere D. biosphere
6. Oxygen, water vapor, nitrogen, and other gases help organism to survive .
Which Earth sphere contain these materials?
A. biosphere C. hydrosphere
B. atmosphere D. geosphere
7. Which term is used to describe the thin layer of solid rock that makes up
the outermost part of the Earth?
A. core C. mantle
B. crust D. biosphere
8. Among the subsystems, which is composed of a mixture of gases that
surrounds the Earth?
A. nitrogen C. biosphere
B. atmosphere D. kingdoms
9. The atmosphere of the Earth is composed of ___ nitrogen and _____ oxygen
and other gases.
A. 0% and 100% C. 78% and 21%
B. 21% and 78% D. 505 and 505
10. In what subsystem of the Earth are the rocks and mineral found?
A. atmosphere C. hydrosphere
B. biosphere D. geosphere
11. What part of the Earth’s sphere make up hydrosphere?
A. glaciers C. seawater and inland water
B. groundwater D. all of the above
12. Among all the gases, which gas composed the Earth’s atmosphere?
A. CO2 C. N2
B. He D. O2
13. Ozone plays an important part for organisms to stay alive. To what sphere
does ozone belong?
A. atmosphere C. geosphere
B. biosphere D. hydrosphere
14. Which answer best describes the role of the ozone layer?
A. It traps heat from the sun to heat the planet.
B. It protects the plants and animals on earth from receiving too much
ultraviolet radiation.
C. It cools the earth through the evaporation of water vapor
D. It keeps the oxygen in the atmosphere closest to Earth and the
nitrogen separated in the atmosphere.
15. Which of the following is an example of a human impact of the biosphere?
A. littering C. water pollution
B. air pollution D. littering, air and water pollution
14
Lesson 1 Origin and Structure of the Earth –
The Subsystem
Earth is sometimes called the “water planet” or the “blue planet” because seas cover
more than two-thirds of its surface. Earth is the only planet or moon in the solar
system with rain that falls from clouds, runs over the land, and collects in extensive
oceans. It is also the only body we know that supports life. This self- learning
module will help you understand the subsystem of the planet where you stand right
now.
What’s In
Read the statement below and answer the question that follows.
Imagine walking along a rocky coast as a storm blows in from the sea. The wind
whips the ocean into whitecaps, and waves crash onto the shore. Before you have
time to escape, blowing spray has soaked your clothes. A hard rain begins as you
scrambled over the rocks to your car. During the adventure, you have observed the
spheres of the Earth.
List down the terms that are used in the statement that reflects to what made up
the Earth. Categorized them based on the following:
Air Water Land With Life
15
What’s New
Subsystems of the Earth

Analyze and label the given picture. From the picture, create a general concept on
each picture and identify the physical characteristics of the subsystem of the
Earth. Differentiate one with the other.
(A) (B) (C) (D)
What is It
The four subsystems of the Earth are:
1. Atmosphere – the gaseous layer above the Earth’s surface primarily

composed of different gases such as nitrogen and oxygen.
2. Biosphere – the zone of the Earth where all forms of life exist. This serves
as the ecosystem of all living and non- living organisms.
3. Geosphere – the solid part of the Earth that consists the entire planet from
the center of the core to the outer crust. It includes core, mantle, and crust
of the Earth.
4. Hydrosphere – the water part of the Earth that includes oceans and
glaciers.
What’s More
Activity 1.1 We are Connected!
According to John Muir, “When one tugs at a single thing in nature, he finds it
attached to the rest of the world.” How is the given diagram related to the said
quote? How does the four subsystem of the Earth connect with each other?
Geosphere
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What I Have Learned
The four subsystems of the Earth are:
1. Atmosphere – it is the gaseous layer above the Earth’s surface, primarily

composed of 78% nitrogen and 21% oxygen. Other gases like argon, carbon
dioxide, carbon monoxide, ozone, and other inert gases made the remaining 1%.
The atmosphere supports life because animals and oxygen, and plants need both
carbon dioxide and oxygen. In addition, the atmosphere supports life indirectly
by regulating climate. Air acts as both a blanket and a filter, retaining heat at
night and shielding from direct solar radiation during the day.
2. Biosphere – the zone of Earth where all forms of life exist: in the sea, on land,
and in water. It is sometimes called as the large ecosystem. This is the zone that
life inhabits. Biosphere is a very thin layer of the earth’s surface.
3. Geosphere – the solid Earth, consisting of the entire planet from the center of
the core to the outer crust. It includes the core, mantle, and crust of the Earth.
4. Hydrosphere – the water part of the Earth which circulates among oceans,
continents, glaciers, and atmosphere. Oceans cover 71% of the Earth and
contain 97.5% of its water.
Earth is a complex system made up of many smaller systems through which matter
and energy are continuously cycled. Energy and matter flow through Earth’s
spheres: geosphere, hydrosphere, atmosphere, and biosphere. Energy flows
through the atmosphere mostly by convection. How does matter and energy flow
across the four subsystems of the Earth? The Earth consists of four subsystems,
across whose boundaries matter and energy flows, the atmosphere (air), biosphere
(living things), hydrosphere (water), and geosphere (land). The atmosphere provides
the geosphere with heat and energy needed for rock breakdown and erosion. The
biosphere receives gases, heat, and sunlight (energy) from the atmosphere. It
receives water from the hydrosphere and a living medium from the geosphere.
What I Can Do
The human population has increased rapidly since the 1700’s. For most of human
history, there were fewer than half-billion people on Earth. In mid- 2009, 6.7 billion
people inhabited our planet. Because of these, extensive pollution is everywhere. As
a student, what can you do to save not only a particular system, but the Earth
itself? Write your answer in the table.
MY ENVIRONMENTAL “TO DO” LIST

1.
17
Assessment
2.
3.
4.
5.
1. Earth includes beach grasses, forms of life in the sea, on land, and even in
the air. Which term best describes the statement?
2. Which system of the Earth is considered as the largest component of the

Earth?
3. Life is supported by oxygen and carbon dioxide. Which subsystem will best
describe the statement?
4. Relationship between the complex communities of individual organism is

seen in the different systems of the Earth. What do you call the unit in
nature?
A. ecosystem C. ground
B. complexity D. system
5. All of earth’s cycles and spheres are interconnected. Why is this so?
A. because they are interconnected
B. because Earth is where we live in
C. because Earth is the only living planet
D. because every organism has its own function in the Earth
6. What is an example of a connection between atmosphere and geosphere?
A. water C. mountains
B. nitrogen D. volcanic eruption release gas
18
7. An example of a connection between atmosphere and hydrosphere is ______.
A. lakes C. rivers
B. rain D. rocks
8. From the given choices, which is an example of a connection between

biosphere connecting to atmosphere?
A. Animals eat plants. C. Animals lie in caves.
B. Animals drink water. D. Plants produce oxygen.
9. Which among the choices clearly gives an example of connection between

hydrosphere and geosphere?
A. boats transporting goods C. water evaporating to make clouds

B. fish swimming in water D. waves eroding rocks on beach
10. All living things, including land and sea made up the Earth. Which term best
described the statement?
A. geosphere C. atmosphere
B. ozone layer D. biosphere
11. Which interaction will take place if nitrogen is returned to the soil when dead
plants decompose?
A. biosphere and atmosphere C. biosphere and geosphere
B. geosphere and atmosphere D. atmosphere and geosphere
12. Which interaction best describes carbon dioxide dissolving from the air into
the ocean?
A. atmosphere and hydrosphere C. atmosphere and geosphere
B. atmosphere and atmosphere D. atmosphere and biosphere
13. The atmosphere of the Earth is composed of ___ oxygen and _____ nitrogen
and other gases.
A. 0% and 100% C. 78% and 21%
B. 21% and 78% D. 50% and 50%
14. What part of geosphere is a thin layer of solid rock that makes up the
outermost part of the Earth?
A. core C. mantle
B. crust D. biosphere
15. Ozone plays an important function in every single organism on Earth. To

what sphere does ozone layer belong?
19
“Connect Me Spheres”
Procedure: Analyze the interactions of the spheres after the onslaught of Taal
Volcano.
Geo
1. What sphere caused the event?

2. What are the effects of the event on one or more spheres?
3. What is the global implication of the event?
20
21
What's More Assessment What I Know
1. The Earth 16.B 16.C
consists of four 17.C 17.B
subsystems, 18.A 18.D
across whose 19.A 19.A
boundaries 20.D 20.A
matter and 21.D 21.B
energy flows, 22.B 22.B
the atmosphere 23.D 23.B
(air), biosphere 24.D 24.C
(living things), 25.D 25.D
hydrosphere 26.C 26.D
(water), and 27.A 27.C
geosphere 28.B 28.A
(land). The 29.B 29.C
atmosphere 30.A 30.A
provides the
geosphere with
heat and energy
needed for rock
breakdown and
erosion. The
biosphere
receives gases,
heat, and
sunlight
(energy) from
the
atmosphere. It
receives water
from the
hydrosphere
and a living
medium from
the geosphere.
Answer Key
References
Earth’s Four Subsystems, Seattle Pi, accessed May 29, 2020,
https://education.seattlepi.com/earth-four-subsystems-work-together-
4634.html
Earth System, Science Learning Hub, accessed May 30, 2020,

https://www.sciencelearn.org.nz/resources/720-earth-system
Major Geological Subsystem of Earth, Study.Com, accessed May 30, 2020,

https://study.com/academy/lesson/the-4-major-geological-subsystem-of-
earth.html?
Thompson, Graham R. et al. 2012. Introduction to Earth Science. Pasig City: Cengage
Learning Asia.
22
Minerals
Minerals
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines.

Writers: Josephine P. Jacinto

Editors: Melanie I. Samudio , Jocelyn M. Manset
Reviewer: Jason Ricaforte, Angelica Beriña, Job S. Zape Jr., Elaine T. Balaogan, Gregorio M. De Chavez, Jr, Jocelyn M. Manset,
Princess Paolah L. De Guzman, Marissa C. Betchaida, Louie L. Alvarez, Mario B. Maramot,
Management Team: Wilfredo E. Cabral, Job S. Zape Jr. , Elaine T. Balaogan, Merthel M. Evardome
Nadine C. Celindro , Nicolas M. Burgos, Mario B. Maramot, Fe M. Ong-ongowan, Rosalinda A. Mendoza

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
23
Week
1 What I Need to Know

master the properties of minerals. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
The module is divided into two lessons, namely:

 Lesson 1 – Minerals and their Characteristics
– Different Properties of Minerals

1. identify the examples of minerals;
2. explain the different characteristics of minerals;
3. differentiate minerals based on their properties; and
4. develop awareness on the importance of minerals around us.
What I Know
paper.
1. Pyrite is a yellowish mineral that looks like gold and is commonly called
fool’s gold. What is the property of mineral exhibited by pyrite wherein it
reflects light and with metallic look?
A. Color C. Luster
B. Hardness D. Streak
2. Quartz can break other than along planes of cleavage. What is the property
of mineral that show this characteristic?
A. Cleavage C. Hardness
B. Fracture D. Tenacity
3. Some minerals like mica has surfaces with planes of weak bonds in the
crystals. Thus, its crystals can be peeled like layers of onion. Which is the
property exhibited by mica?
4. Which property refers to the resistance of mineral to scratching?

24
B. Fracture D. Luster
3. What are the building blocks of rocks and it is mostly found in the
geosphere?
A. minerals C. ore
B. soil D. elements
4. In its powdered form, the mineral hematite is reddish. Which mineral

property is described?
A. color C. Streak
B. luster D. hardness
7. Which is not a property that can be used to identify a mineral?

A. luster C. hardness
B. streak D. opaque
8. What is the property of mineral that reflects light on its surface?

A. Crystal structure C. streak
B. color D. luster
9. What is a naturally occurring, inorganic solid that has a definite crystalline
structure and chemical composition?
A. compound C. mineral
B. crystal D. rocks
10. During the 1800’s, miners can identify real gold from pyrite through biting
the surface of the mineral. If a bite mark is exhibited, then the said mineral
is considered real gold. What property is tested in this scenario?
A. cleavage C. hardness
B. luster D. streak color
11. What is a carbonate mineral that occurs in a different crystal form and is
less common than either calcite or dolomite?
A. aragonite C. calcite
B. gypsum D. silica
12. What constitutes the size, shape, and arrangement of mineral grains in a
rock?
A. permeable origin C. cement
B. porosity D. texture
13. Which of the following is not a characteristic of a mineral?

A. naturally occurring C. Organic
B. solid D. crystal structure
14. What do you call to the tendency for a mineral to break along flat surfaces?
A. cleavage C. ductility
B. hardness D. tenacity
25
15. What is the solid form of a mineral produced by a repeating pattern of
atoms?
A. crystal C. element
B. density D. fracture
Lesson 1 Minerals
Minerals make up the rocks beneath your feet, the soil that supports plants, and
the deep rock of Earth’s mantle. Any thorough study of Earth must include an
understanding of minerals. But it is not sufficient to study minerals isolated from
the rest of the planet. Rather we can learn more by observing the ways that
minerals interact with other Earth systems.
What’s In
This module contains activities that will enhance the teaching -learning process
among learners about the minerals. It deals with the characteristics of minerals and
the properties exhibited by the minerals. As the learners answer the questions they
will be able to explore and understand the concepts about minerals. Moreover, they
will develop awareness on the importance of minerals.
What’s New
Name the following pictures below. List down the usage of these object in our daily
activities. What do the objects presented below imply?
1.
2.
26
3.
4.
5.
We are using these products made from minerals daily. Graphite is the mineral used
in wooden pencil. Halite is the mineral found in salt. Your cellphone is made up of
different minerals. The cars that we drive, the roads that we travel, the building that
we live in, are some examples of products derived from minerals.
Characteristics of Minerals
Arrange the jumbled letters to find the appropriate criteria to determine whether a
material is classified as a mineral or not.
1. N L T L A U R Y N G O I R U C C
___________________________- It is a product of Earth’s natural processes.
2. C A I I R O G N
___________________________- It must be product of Earth’s physical

processes.
3. S O U E N E G O M O H D I L O S
___________________________- have definite shape and volume.
4. E N I L L A T S Y R C E S R T R U C U T
__________________________- atoms are arranged in order of

increasing pattern.
27
5. L M C E H A I NOITOCMOPSI
__________________________- represented by chemical formula
What is It
What are Minerals?

Minerals are the building blocks of rocks. Mineralogists use the criteria to
determine whether a material is classified as a mineral or not.
Characteristics of Minerals
1. naturally occurring- a product of Earth’s natural processes
2. inorganic- it must be product of Earth’s physical processes.
3. homogeneous solid- minerals should have definite volume and rigid shape
4. definite chemical composition—represented by a chemical formula
5. orderly crystalline structure- atoms of minerals are arranged in an
orderly and repeating pattern
Properties of Minerals
To identify minerals, mineralogists observe the following properties:
a. Color - mineral’s color may change depending on the surface.
b. Streak - color of mineral in powdered form.
c. Hardness - minerals resistance to scratching
Mohs Scale of Hardness (Diamond is the Hardest with a scale of 10)

Diamond
Corundum
Topaz
Quartz
Orthoclase
Apatite
Fluorite
Calcite
Gypsum
Talc
d. Cleavage - mineral’s resistance to being broken and fracture

e. Crystalline structure or habit
f. Diaphaneity/amount of transparency - ability to allow light to pass
through it. This is affected by chemical makeup of the mineral sample.
g. Luster - how light is reflected off a surface
h. Tenacity - describes the minerals reaction to stress.
Brittleness- a mineral turns into powder
28
Malleability a mineral can be flattened by pounding with a hammer.
Ductility- A mineral can be stretched into wire.
Flexible but inelastic-Minerals are bent but they remain in the new
position.
Flexible and elastic- Minerals are bent, and they bring back to their
original position.
Sectility- ability of minerals to be sliced by a knife.
Prepare a list of minerals based on the Mohs Scale of Hardness and identify some
products that make use of these minerals.
Minerals Products that contain the Mineral.
1. Diamond
2.Corundum
3.Topaz
4.Quartz
5.Orthoclase
6 Apatite
7.Fluorite
8.Calcite
9. Gypsum
10. Talc
29
What’s More
Understanding Science Words

The pictures below show the common minerals and their properties or uses.
Identify other properties exhibited by the minerals. Choose your answer from the
given choices.
BRITTLENESS MALLEABILITY DUCTILITY LUSTER SECTILITY
1. All true minerals can be drawn into wires _________________________
2. Overall sheen of mineral ___________________________________________
3. A mineral can be hammered /flattened _____________________________
4. A mineral can be cut by a knife ___________________________________
30
5. A mineral can be turned into powder________________________________
What I Have Learned

Fill in the Blanks
Identify the prominent properties exhibited by the following minerals. Fill in the
blanks to form the appropriate term that best fits the described mineral property.
1. L __ __ T __ R - a manner by which mineral reflects light.
Pyrite - a. k a. fool’s gold
2. S __ R __ __ K - color of mineral in powdered form.
Hematite- both types leave the same powder
3. __ L __ __V __ G __ - tendency of mineral to break along flat surfaces
Mica crystal can be peel like layers of onion
31
4. __ R __ C __U __ __- the manner breaks other than along planes of
cleavage.
Quartz creates smooth, curved surfaces
5. H __R __ __ __S__ - resistance of mineral to scratching and it is the

most commonly used property for identifying minerals.
Diamond has a scale of 10
HARDNESS FARCATURE CLEAVAGE
STREAK LUSTER
Matching Type
Match the properties of minerals in column A with the description of mineral

properties in column B.
Column A Column B
_____1. Mohs hardness scale A. describes the mineral reaction to stress
_____2. Sectility B. true color of mineral
_____3. Streak C. a ranking of mineral from softest hardest
_____4. Crystal D. ability of mineral to be cut by knife
_____5. Tenacity E. repeating pattern in minerals in solid
32
What I Can Do
List some of the uses of minerals around us.
Minerals Uses
1.Halite Mineral found in table salt;as
preservatives
2
3
4
Reflect Upon
Upon knowing the value of minerals in our everyday life, as a student how can you
help in conserving and preserving the natural sources of these minerals? (For
example, graphite is a mineral found in pencil).
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
33
Assessment
1. Pyrite is a yellowish mineral that looks like gold and is commonly called
fool’s gold. What is the property of mineral exhibited by pyrite wherein it
reflects light and with metallic look?
A. Color C. Luster
B. Hardness D. Streak
2. Quartz can break other than along planes of cleavage. What is the property
of mineral that show this characteristic?
3. Some minerals like mica has surfaces with planes of weak bonds in the
crystals. Thus, its crystals can be peeled like layers of onion. What is the
property exhibited by mica?
4. Which property refers to the resistance of mineral to scratching?

B. Fracture D. Luster
5.What are the building blocks of rocks and it is mostly found in the
geosphere?
A. minerals C. ore
B. soil D. elements
6.In its powdered form, the mineral hematite is reddish. Which mineral
property is best described?
A. color C. Streak
B. luster D. hardness
7. Which is not a property that can be used to identify a mineral?

A. luster C. hardness
B. streak D. opaque
8. What is the property of mineral that reflects light on its surface?

A. Crystal structure C. streak
B. color D. luster
34
9. What is a naturally occurring, inorganic solid that has a definite crystalline
structure and chemical composition?
A. compound C. mineral
B. crystal D. rocks
10. During the 1800’s, miners can identify real gold from pyrite through biting
the surface of the mineral. If a bite mark is exhibited, then the said mineral
is considered real gold. What property is tested in this scenario?
A. cleavage C. hardness
B. luster D. streak color
11. What is a carbonate mineral that occurs in a different crystal form and is
less common than either calcite or dolomite?
A. aragonite C. calcite
B. gypsum D. silica
12. What constitutes the size, shape and arrangement of mineral grains in a
rock?
A. permeable origin C. cement
B. porosity D. texture
13. Which of the following is not a characteristic of a mineral?

A. naturally occurring C. Organic
B. solid D. crystal structure
14. What do you call tendency for a mineral to break along flat surfaces?
A. cleavage C. ductility
B. hardness D. tenacity
15. What is the solid form of a mineral produced by a repeating pattern of

atoms?
A. crystal C. element
B. density D. fracture
35
Putting together
Directions: Complete the concept map below.
PROPERTIES MINERALS
1. Shows the true color
2. Resistance to scratching
3. Can be flatten into thin sheets
4. Show how light is reflected on the surface
5. Can be drawn into wires
Brainstorming
Assume you are a mineralogist that discovered a new type of mineral. To inform not
only the academe but also the common people, you are then tasked to make an
infographic that will state its characteristics, properties, and significance (whether
economic, health and scientific). Present these important data through a concept
map.
36
Finding the Perfect Match
Take at least 5 photos of minerals that are found in our day to day living. Identify
the said minerals and state their unique characteristics and significance.
Name: ______________________________ Name: ____________________________
Characteristics: ______________________ Characteristics: ___________________

Significance: _________________________ Significance: ______________________
Name: ______________________________ Name: ____________________________

Characteristics: _____________________ Characteristics: ___________________
37
Name: _______________________________ Name: ____________________________
Characteristics: ______________________ Characteristics: ___________________
38
39
What I Have Learned What's More Pre Test/Post test
1. Luster 1. Ductility 1. C 6. C 11.A
2. Streak
3. Cleavage
2. Luster 2. B 7. D 12. D
4. Fracture 3. Malleability 3. A 8. D 13.C
5. Hardness 4. Sectility 4. C 9. C 14.A
Matching Type 5. brittleness 5. A 10.C 15 A
1. C
2. D
3. B What’s New
4. E A.1. Pencil
5. A 2.Table salt
3.Cellphone
4.Car
5.Bridge
B 1 Naturally occuring
2.Inorganic
3.Homogeneous
solid
4.crystalline
structure
5,chemical
composition
Answer Key
40
Post Test Additional activities What I can do
1. C 1. Streak
2. B
1. Answer may vary.
2. Hardness
3. A 3. Malleability
4. B 4. Luster
5. A 5. Ductility
6. C
7. D
8. D
9. C
10. C
11. A
12. D
13. C
14. A
15. A
Answer Key
References
Thompson G.R. and Turk J. (2012).Introduction to Earth Science. Cengage

Learning Asia PTE Ltd.(Philippine Branch)
Religioso, T. F. and Vengco, L. G.(2016) You and the Natural World: Earth and
Life Science. Phoenix Publishing House
Olivar II, J.S., Rodolfo, R.S. and Cabria, H.B. (2016) Exploring Life Through
Science Series: Earth Sence. Phoenix Publishing House
41
Rocks
Rocks
First Edition, 2020
owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these
materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.

Writers: Josephine P. Jacinto

Reviewer: Jason Ricaforte, Angelica Beriña, Job S. Zape Jr. , Elaine T. Balaogan, Gregorio M. De Chavez, Jr
Princess Paolah L. De Guzman, Marissa C. Betchaida, Louie L. Alvarez, Jocelyn M. Manset , Mario B. Maramot
Management Team: Wilfredo E. Cabral , Job S. Zape Jr , Elaine T. Balaogan, Rosemarie D. Torres, Ernesto D. Lindo , Dolorosa S. De Castro
Cristeta M. Arcos , Fe M. Ong-ongowan

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
42
Week

the properties of minerals. The scope of this module permits it to be used in many
The module covers:

 Lesson 1 – Types of Rocks and their Properties

1. identify the three types of rocks;
2. classify rocks as to igneous, sedimentary and metamorphic rocks; and
3. appreciate the importance of rocks in our daily life.
What I Know
paper.
1. Rocks vary in color, size, texture and shape. They are classified based
on how they were formed. Which of the following deals with the study of
rocks?
A. Biology B. Geology C. Paleontology D. Petrology
2. Halite is made when a body of seawater becomes closed off and evaporates
and salt precipitates out and is deposited as crystallized halite. What type of
sedimentary rock is formed?
A. Clastic B. Chemical C. Organic D. Pyroclastic
3. Igneous rock is divided into two groups, extrusive and intrusive Extrusive
igneous rocks form when magma makes its way to its surface as lava and the
cools forming rocks. Which will be the characteristics of the crystals?
A. Crystals are coarse grained.
B. Crystals are fine grained.
C. Crystals are very large.
D. Crystals are phaneritic
4. Regional metamorphism occurs due to changes in pressure and

temperature over a large region of the crust. It may happen when rock is
buried deep below the surface or where pieces of the Earth’s crust collide.
Which is a metamorphic rock?
A. Breccia B. Conglomerate C. Marble D. Sandstone
43
5. Igneous and metamorphic rock can be buried and undergo tremendous
heating and stress. What is the process of transformation of one rock type
into another?
A. Compaction B. Lithification C. Metamorphism D. weathering
6. What type of rocks are formed from sediments over long period of time?
A. Igneous Rocks C. Metamorphic Rocks
B. Sedimentary Rocks D. Minerals
7. This refers to type of rock that was heated and compressed over time.
A. Igneous C. Metamorphic
B. Sedimentary D. All are correct
8. What is the natural process that causes one kind of rock to change into another
kind?
A. weathering B. rock cycle C. Sediments D. Metamorphism
9. A rock that forms when magma hardens beneath Earth’s surface is termed as:
A. Intrusive metamorphic rock
B. Extrusive sedimentary rock
C. Intrusive igneous rock
D. Extrusive igneous rock
10. Which of the following is an example of an igneous rock?

A. Limestone B. Coal C. Sandstone D. Granite
11. Which of the following represents the correct order of the processes
responsible for the formation of sedimentary rocks?
A. Erosion, weathering, compaction, cementation, deposition
B. Compaction, cementation, deposition, weathering, erosion
C. Deposition, cementation, compaction, erosion, weathering
D. Weathering, erosion, deposition, compaction, cementation
12. A student obtained a cup of quartz sand from a beach. A saltwater solution is
poured into the sand and allowed to evaporate. The mineral residue from salt
water solution cements the sand grains together, forming a material that is
most likely an:
A. extrusive igneous rock
B. intrusive igneous rock
C. metamorphic rock
D. sedimentary rock
44
13. Which of the following is true about rocks?
A. Rocks are composed of only one mineral.
B. Most rocks are a mixture of minerals.
C. Rocks do not contain minerals.
D. Coal is not considered a rock.
14. What is the type of rock formed from lava that cools quickly that results to
finer grain and smaller size of crystals?
A. Extrusive igneous rock
B Intrusive igneous rock
C. Sedimentary rock
D. Metamorphic rock
15. Fossils are found on this type of rocks.

A. Extrusive igneous rock C. Sedimentary rock
B. Intrusive igneous rock D. Metamorphic rock
Lesson 2 Rocks
Petrology is the scientific study of rocks. Rocks are combined aggregation of

minerals. Petrologist classified rocks based on how they were formed. In general,
rocks are classified as igneous, sedimentary, and metamorphic rock.
What’s In
This module contains activities that will enhance the teaching-learning process
among learners about the minerals. It deals with the characteristics of rocks and the
properties exhibited by the rock. As the learner answers the questions, they will able
to classify and understand the concepts about three types of rocks. They will
understand the process of their formation. Moreover, they will develop awareness on
the importance of rocks to our daily life.
45
What’s New
Word Cryptogram
Directions: To come up with the correct answer for each number, unscramble the
letters by placing the correct letter sequence in the shaded box. Use number boxes
to complete the answer to the riddle below.
E M N I S T D A Y E R
E M A I H T P C M E R
G E N O S U C O R I K
V A C N I O L
C A S I L T C
1 5
1 2 3 4 5 6
Riddle: the layers of sediments that accumulated and carry the records of the Earth’s
history.
46
What is It
Earth is a solid rock to a depth of 2,900 kilometers, where mantle meets the liquid
outer core. A rock is a naturally occurring solid aggregate of one or more minerals.
The aggregate minerals forming the rocks are held together by chemical bonds.
Grains can be different in color, texture, and sizes. Geologists then group rocks into
three categories based on how the rocks form: igneous sedimentary and
metamorphic rock. Petrology is the scientific study of rocks. Petrologists classify
rocks based on how they were formed.
Three types of Rocks
Igneous- formed from hardening and crystallization of magma or molten material

that originates deep within the earth.
Two types of igneous rock:
A. Extrusive/Volcanic rock - forms when magma makes its way to Earth’s surface
as lava and then cools. The crystals are very small (fine grained) since the cooling
process is fast.
B. Intrusive/Plutonic - It cools slowly beneath the Earth surface and are created
by magma. The intrusive igneous rocks have very large crystals (coarse grained).
Igneous rocks are classified based on
1. Composition
FELSIC - light in color; feldspar and silicates
MAFIC - dark in color; made up of magnesium and iron
INTERMEDIATE – between mafic and felsic
ULTRAMAFIC - very dark color
2. Texture- overall appearance of rock
Aphanistic - fine grained
Phaneritic- coarse grained
Porphyritic- large crystals with small crystals
Glassy- non-ordered solid from rapid quenching
Pyroclastic- composite of ejected fragments
Examples:
Obsidian, pumice, basalt, granite, diorite, gabbro
47
Metamorphic - forms from pre-existing rocks: either metamorphic, igneous,
sedimentary
Examples: Quartzite, marble, slate, phyllite

Metamorphism - transformation of one rock type into another.
2 types of metamorphism
1. Regional-due to changes in pressure and temperature over large region of
the crust
2. Contact-mainly by heat due to contact with magma
Classification:
a. Texture - refers to the size arrangement ad grains within the rock.
b. Foliation - any planar arrangement of mineral grains or structural features
within the rock.
*foliated - appeared banded or layered, contains crystals Example: mica
Non-foliated - made up of only few minerals
Sedimentary rocks provide information about surface conditions that existed in the
Earth’s past.
 Particles of sand, shells, pebbles, and other fragments of materials called
sediments, accumulate in layers and over long period of time harden into rocks.
 Compaction-due to increase of pressure of layered sediments it bind together to
form the sedimentary rocks.
Three types of sedimentary rocks

a. Clastic Sedimentary rock - formed from accumulation of clasts: little pieces of
broken rocks and shells. Examples: conglomerate, breccia, sandstone, shale
b. Chemical - formed when dissolved minerals precipitate from a solution.
48
Example: Halite - formed when a body of seawater becomes closed off and
evaporates.
c. Organic - rocks formed from the accumulation of animal debris
Example: Coal - composed of organic matter in the form of plants fragments.
Identify and classify the types of rocks below as to igneous, sedimentary, and
metamorphic rock.
1. ___________________ 2. ___________________
3. ___________________ 4. ___________________
5. ___________________
Collect at least five rock samples in your place and take a photo of the samples.
Describe the characteristics of each rock depending on their appearance, texture,
49
color, and layers (or bands). Then classify them as to igneous, sedimentary, or
metamorphic rock.
Type of Rock: _________________________________________
Description: ___________________________________________
Importance: ___________________________________________
Type of Rock: __________________________________________
Description: ___________________________________________
Importance: ___________________________________________
Type of Rock: __________________________________________
Description: ___________________________________________
Importance: ___________________________________________
Type of Rock: __________________________________________
Description: ___________________________________________
Importance: ___________________________________________
Type of Rock: __________________________________________
Description: ___________________________________________
Importance: ___________________________________________
50
What’s More
Understanding Science Words

Crossword Puzzle
Answer the questions below that refer to the terms about the characteristics and
different types of rocks.
10O
9P
1C 7 C
A
2C
E
8C
M
I
4
5P
ACROSS
1.rocks formed from accumulation of clasts little pieces
2. formation of igneous rocks due to hardening of magma
3. transformation of one rock type into another
4. combined aggregation of minerals
5. composed of ejected fragments
6. a.k.a. volcanic rock
7. fine grained rock
DOWNWARD
8. sediments bind together due to increase in pressure
9. coarse grained
10. sedimentary rocks formed from plants and animals.
51
What I Have Learned
Fill in the table below by providing basic information about the types of rocks. You
may refer to the words in the box below.
Igneous Sedimentary Metamorphic
Types
Examples
Process of
formation
WORD LISTS
Lithification pumice clastic
Metamorphism sandstone intrusive

Cooling andesite extrusive
Cementation slate non- clastic
Deposition marble contact

metamorphism
Compaction obsidian regional

metamorphism
Fill in the Venn Diagram to determine the similarities and differences of the three
types of rocks.
Basalt limestone
52
What I Can Do
Reflect upon:
Rocks are all around us. It is used for building materials, cars, roads, and
appliances. As a senior high school student, how can you promote the
sustainable development in utilizing these resources? Give some suggestions.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________.________________________________________________________
_____________________________________________________________________________
____________________.________________________________________________________
_____________________________________________________________________________
____________________.________________________________________________________
_____________________________________________________________________________
Using the Internet, research three rocks of different types (igneous, sedimentary,
and metamorphic) and state their respective economic and medical significance
in our present society.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________.________________________________________________________
_____________________________________________________________________________
____________________.________________________________________________________
_____________________________________________________________________________
____________________.________________________________________________________
_____________________________________________________________________________
53
Assessment
1. Petrologist classifies rocks based on how they were formed. What is the
branch that deals with the study of rocks?
A. Biology B. Geology C. Paleontology D. Petrology
2. Halite is made when a body of seawater becomes closed off and

evaporates and salt precipitates out and is deposited as crystallized halite.
What type of sedimentary rock is formed?
A. Clastic B. Chemical C. Organic D. Pyroclastic
3. Igneous rock is divided into two groups, extrusive and intrusive Extrusive
igneous rocks form when magma makes its way to its surface as lava and
the cools forming rocks. Which of the following will be the characteristics of
the crystals?
A. Crystals are coarse grained.
B. Crystals are fine grained.
C. Crystals are very large.
D. Crystals are phaneritic
4. Regional metamorphism occurs due to changes in pressure and temperature

over a large region of the crust. It may happen when rock is buried deep below
the surface or where pieces of the Earth’s crust collide. Which is a
metamorphic rock?
A. Breccia B. Conglomerate C. Marble D. Sandstone
5. Igneous and metamorphic rock can be buried and undergo tremendous

heating and stress. What is the process of transformation of one rock type into
another?
A. Compaction B. Lithification C. Metamorphism D. weathering
6. What type of rocks are formed from sediments over long period of time?
A. Igneous Rocks C. Metamorphic Rocks
B. Sedimentary Rocks D. Minerals
7. This refers to a type of rock that was heated and compressed over time.
Which best fits the description?
A. Igneous B. Metamorphic C Sedimentary D. All are correct
8. What is the natural process that causes one kind of rock to change into
another kind?
A. weathering B. rock cycle C. Sediments D. Metamorphism
54
9. A rock that forms when magma hardens beneath Earth’s surface is called an:
A. Intrusive metamorphic rock
B. Extrusive sedimentary rock
C. Intrusive igneous rock
D. Extrusive igneous rock
10. Which of the following is an example of an igneous rock?

A. Limestone B. Coal C. Sandstone D. Granite
11. Which of the following represents the correct order of the processes responsible
for the formation of sedimentary rocks?
A. Erosion, weathering, compaction, cementation, deposition
B. Compaction, cementation, deposition, weathering, erosion
C. Deposition, cementation, compaction, erosion, weathering
D. Weathering, erosion, deposition, compaction, cementation
12. A student obtain a cup of quartz sand from a beach. A saltwater solution is
poured into the sand and allowed to evaporate. The mineral residue from salt
water solution cements the sand grains together, forming a material that is
most likely an:
A. Extrusive igneous rock C. sedimentary rock
B. intrusive igneous rock D. metamorphic rock
13. Which of the following is true about rocks?

A. Rocks are composed of only one mineral.
B. Most rocks are a mixture of minerals.
C. Rocks do not contain minerals.
D. Coal is not considered a rock.
14. What is the type of rock formed from lava that cools quickly that results to finer
grain and smaller size of crystals?
B Intrusive igneous rock
C. Sedimentary rock
D. Metamorphic rock
15. Fossils are found on this type of rocks.

B. Intrusive igneous rock
C. Metamorphic rock
D. Sedimentary rock
55
A. Complete the concept map using the words below.
Rocks can be classified on how they were formed
________________ ________________ ________________

Forms from cooling Formed from Rocks change due to
and solidification of compaction and temperature and
magma cementation pressure change
________________ ________________ ________________

Magma cools slowly Compacted sediments Heat
classified by size
________________ ________________ ________________
Lava cools quickly Evaporates, Pressure

precipitate, biological
matter
Metamorphic Clastic Contact metamorphism
Sedimentary Extrusive Regional Metamorphism

Non- Clastic Igneous Intrusive
56
B. Fill in the missing word/term to complete the rock cycle. You may refer to the
box below.
ROCK CYCLE
3.
Weathering,
erosion,
4.
transport and
deposition
2. 5.
1. Burial and
extreme heat
MAGMA
Igneous Metamorphic Sedimentary Heat and/or pressure
Minerals Metamorphism Thermal Expansion Intrusion/eruption
57
58
1
O
R
G
A
N 2P
L 7A S T I C H
P 2C R Y S T A L L I Z A T I O N
H N
A 6E X T R U S I V E
N R 8C
E I O
T 3M E T A M O R P H I S M
I I P
4
C R O C K A
C
T
5P Y R O C L A S T I C
O
N
What's New
Word Cryptogram 1,2
E M N I S T D A Y E R Pre Test
S E D I M E N T A R Y 1. D
2 2. B
3. B
E M A I H T P C M E R 4. C
M E T A M O R P H I C 5. C
6. B
4
7. C
G E N O S U C O R I K 8. B
I G N E O U S R O C K 9. C
3 10. D
11. D
What’s New 12. D
13. B
V A C N I O L
14. A
V O L C A N O 15. C
6
C A S I L T C
C L A S T I C
1 5
Answer Key
59
Additional Activities Assessment /Post Test
1. D
A. 2. B
3. B
Igneous Sedimentary Metamorphic 4. C
Intrusive Clastic Contact 5. C
Extrusive Non- Clastic Regional 6. B
B. 7. C
8. B
1. Intrusion/eruption 9. C
10. D
2. Igneous 11. D
12. C
3. Sedimentary 13. B
14. A
4. Heat and/or Pressure
15. C
5. Metamorphic
What I have Learned?
What I can do?
Igneous Sedimentary Metamorphic
1. Chalk/Sedimentary
2. Sandstone, Types Intrusive Clastic Contact
Sedimentary extrusive Non- Clastic Regional
Metamorphism
3.Schist, Metamorphic
Examples Obsidian, Breccia, Limestone
4.Limestone, granite conglomerate sandstone
Sedimentary Basalt
pumice
5. Gabro, Sedimentary
Process Crystallization Compaction metamorphism
involved cooling Lithification
cementation
References
Olivar II, J.S., Rodolfo, R.S. and Cabria, H.B. (2016) Exploring Life Through Science
Series: Earth Sence. Phoenix Publishing House
Religioso, T. F. and Vengco, L. G.(2016) You and the Natural World: Earth and Life
Science. Phoenix Publishing House
Thompson G.R. and Turk J. (2012).Introduction to Earth Science. Cengage

Learning Asia PTE Ltd.(Philippine Branch)
60
Exogenic Processes
Exogenic Processes
First Edition, 2020


Writers: Rhodora G. Bautista, Josephine P. Jacinto
Reviewer: Jason Ricaforte, Angelica Beriña, Job S. Zape Jr., Elaine T. Balaogan,
Princess Paolah L. De Guzman, Marissa C. Betchaida, Louie L. Alvarez
Jocelyn M. Manset, Mario B. Maramot,
Illustrator: Ednelinda Robles, Lovely Joy La Rosa, Charles Erick A. Jusay,

Sandro Carlo B. Tablizo
Management Team: Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan

Merthel M. Evardome, Nadine C. Celindro, Nicolas M. Burgos
Mario B. Maramot, Fe M. Ong-ongowan, Rosalinda A. Mendoza

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
61
Week

master interaction and interdependence in the ecosystem. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to
follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.
The module covers:

 Lesson 5 – Exogenic Processes

1. describe how rocks undergo weathering;
2. identify the agents of erosion; and
3. explain how the products of weathering are carried away by erosion
and deposited elsewhere.
What I Know
paper.
1. A plant is growing into the base of a stone monument and creating a crack on
it? This is an example of _____________.
A. thawing
B. freezing
C. chemical weathering
D. mechanical weathering
2. Some minerals dissolve rapidly in water while others do not. If you put crystals
of halite or rock salt in water, the crystals rapidly dissolve to form a solution.
What is the type of chemical weathering exhibited by the mineral halite?
A. abrasion
B. oxidation
C. dissolution
D. hydrolysis
3. Stalactites and stalagmites on caves are a popular attraction. These were formed
through deposition of calcium carbonate and other minerals. What type of
weathering occurred during the process?
A. freezing and thawing
B. chemical weathering
C. mechanical weathering
D. thermal and pressure change
62
4. Water reacts with one mineral to form a new mineral that has water part of
crystal structure. A mineral feldspar, the most abundant on the Earth’s crust
weathers by the process of chemical weathering. What is the process that is
exhibited by the feldspar?
A. oxidation
B. hydrolysis
C. dissolution
D. pressure-release fracturing
5. Rusting is an example of chemical weathering. What is the process involved?

A. pressure-release fracturing
B. dissolution
C. hydrolysis
D. oxidation
6. Rocks and sand collide with one another when currents or waves carry them
along a stream or beach. During these collisions, their sharp edges and corners
wear away and the particles become rounded. What is the mechanical
weathering of rocks by friction and impact?
A. abrasion
B. oxidation
C. hydrolysis
D. dissolution
7. Which of the following human activities result in moving the sediments from one
place to another?
A. cultivating soil and gardening
B. developing new athletic field
C. building a highway
D. all of the above
8. Which of the following is NOT an agent of erosion?

A. glacier C. wind
B. gravity D. rocks
9. All of the following are the advantages of wind barrier such as row of trees along
the edge of field EXCEPT:
A. conserve moisture
B. trap the blowing wind
C. protect crops from the effects of wind
D. increase the effects of wind erosion.
10. The process by which rocks on the earth’s surface breaks down or changes its
composition is called _____________.
A. erosion C. weathering
B. deposition D. mass wasting
63
11. Which of the following processes does NOT cause physical weathering?
A. oxidation
B. freezing and thawing
C. burrowing of animals
D. temperature and pressure
12. Which of the following processes does NOT cause chemical weathering?
A. oxidation C. dissolution
B. hydrolysis D. temperature
13. Which of the following processes of chemical weathering occur in the formation
of stalactites and stalagmites?
A. oxidation
B. hydrolysis
C. dissolution
D. all of the above
14. What statement is NOT correct about dissolution?

A. It happens when elements react with atmospheric oxygen.
B. Rocks and minerals dissolve rapidly when water is either acidic or basic.
C. Limestone composed of calcite is weathered and develops caves through
time.
D. The crystal of halite dissolves rapidly and completely in water to form a
solution.
15. Soil is an essential component of the earth’s crust. What is the composition of
the soil?
A. a mixture of clay, dust, and sand
B. a mixture of silt, dust, sand, and water
C. a mixture of rock, dust, sand, water, and gas
D. a mixture of grains, organic matter, H2O, and gas
Lesson 5 Exogenic Process
The earth’s surface is composed of water and landmasses. The solid portion is made
out of rocks and minerals that could experience changes either physically or
chemically. The weathered materials are transported by different agents from one
place to another and will settle down in a particular area. These progressions that
happen is achieved by forms called exogenic processes. It includes weathering,
erosion, and deposition.
64
What’s In
Activity 1
Organize the disordered letters. Describe each term briefly.
S K O R C
E I G N O S U
E I M N D S E T S
N A I O T G D I S I N T E R
P O I C M O N I O T S D E
What’s New
Activity 2
Weathering is the process of disintegration (physical) and decomposition (chemical)
of rocks. Weathering is a process of breaking down rocks into small particles such
as sand, clay, gravel and other fragments. There are two types of weathering:
mechanical weathering and chemical weathering. This activity will allow learners to
differentiate physical changes from chemical changes.
Learners will follow the following instructions:
1. Prepare the needed materials: two pieces of paper and match.
2. Tear one paper, observe, and record your answer.
3. Burn the other paper (with teacher supervision), observe, and record your
answer.
4. Based on your observation, differentiate the changes after tearing and
burning.
65
Tearing of paper Burning of paper
Before Before
After After
Activity 3
Spot the difference/s.
What can you say about the image? Do you see any difference?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_
What is It
Mechanical weathering or physical weathering is the breakdown of rocks into pieces
without any change in its composition. In this process, the size and shape of rocks
changes and this occurs because of the following factors shown in the table below.
Factors Description
Due to tectonic forces, granite may rise to form mountain range.
Pressure After the granite ascends and cools, the overlying rocks and
sediments may erode. At the point when the pressure diminishes,
the rock expands, cools, and became brittle and fractured.
Rocks expand and are fractured when expose to high temperature.
Temperature However, if the temperature drops to 0°C (freezing point of water),
it also expands and causes fracture.
66
Frost Generally, rocks have fracture in its surface and when water
Wedging accumulates in the crack and at that point freezes, the ice expands
and breaks the rock apart.
The breakdown of rocks is caused by impact and friction. This
Abrasion primarily occurs during collision of rocks, sand, and silt due to
current or waves along a stream or seashore causing sharp edges
and corners to wear off and become rounded.
Organic The roots grow causing penetration into the crack, expand, and in
Activity the long run, break the rock.
Human Activities such as digging, quarrying, denuding forests and
Activities cultivating land contribute to physical weathering.
Burrowing Animals like rats, rabbits and squirrels excavate into the ground
Animals to create a space for habitation.
Activity 4
I. Identify the factors of physical weathering shown in each picture.
1. ____________________________________
2. ____________________________________
3. ____________________________________
In chemical weathering, there are changes in the composition of rocks due to the
chemical reactions presented below.
67
Chemical Description
Reactions
It occurs in specific minerals which are dissolved in water.
Dissolution Examples of these minerals are Halite (NaCl) and Calcite (CaCO 3).
The formation of stalactites and stalagmites in caves are brought
about by this chemical reaction.
Hydrolysis Rock-forming minerals like amphibole, pyroxene, and feldspar

react with water and form different kinds of clay minerals.
It is the response of oxygen with minerals. If the iron oxidizes, the
Oxidation mineral in rocks decomposes. Rusting is an example of this
chemical reaction.
II. Analyze each picture. Identify the chemical reaction that causes chemical
weathering.
4. ____________________________________
5. ____________________________________
What’s More
Weathering is an important process in the formation of soil. Soil is a mixture of
grains, organic matter, H2O, and gas.
Plants, animals, and humans play an important role in the erosional process.
Erosion is the separation and removal of weathered rocks due to different agents
like water, wind, and glacier that causes transportation of the material to where
they are deposited.
Activity 5
Answer the following questions:
1. How do animals cause erosion?

_____________________________________________________________________________
68
2. How do human activities affect the rate of erosion?
_____________________________________________________________________________
Activity 6
Illustrate the agents of erosion and explain how each of them causes erosion.
C. __________________ B. __________________ A. __________________

__________________ __________________ __________________
__________________ __________________ __________________
__________________ __________________ __________________
__________________ __________________ __________________
__________________ __________________ __________________
__________________ __________________ __________________
The movement of sediments downslope under the influence of gravity is called mass
wasting. The example of this are fall, slide, avalanche, and flow. On the other hand,
deposition is the process in which the weathered materials carried out by erosion
settle down in a particular location.
Activity 7
Define the type of mass movement.
1. Fall
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. Slide
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. Flow
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
69
4. Spread
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5. Topple
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Activity 8
Crossword puzzle: Identify the terms being described across and down that refer
to the agents of exogenic processes.
1 7 8
10
ACROSS
1. It refers to the aggregation or accumulation of weathered sediments to create
different landforms.
2. It is associated with many agents because it pulls the materials downslope.
70
3. It is a major erosional agent on areas on Earth’s surface that experience both
limited precipitation and high temperature.
4. It is one of the components of lithosphere.
5. It has the power to move large particles of weathered material than wind does.
6. It has the capacity to carry huge rocks and piles of debris over great distances.
DOWNWARD
7. It is the process that transports Earth’s materials from one place to another.
8. It is the process wherein materials are carried away.
9. It refers to the downslope movement of weathered materials along a well-
defined surface.
10. It refers to the movement of saturated materials downslope like liquid.
What I Have Learned

Activity 9
Complete the concept map using the words below.
71
Water Organic Activity Chemical Frost wedging
Hydrolysis Deposition Wind Exogenic
Process
Burrowing Dissolution Abrasion Pressure
Physical Weathering Erosion Oxidation
Glacier Human Activities Temperature
Activity 10
Fill in the blanks with the correct answer.
1. The process of breaking down rocks either physically or chemically is called

__________________.
2. ___________________ is the breakdown of rocks into pieces without any change

in its composition.
3. ___________________is the response of oxygen with minerals.
4. ___________________ is a mixture of grains, organic matter, H2O, and gas.
5. ____________________is the breakdown of rocks that is caused by impact and
friction.
6. The change in the composition of rocks is called ______________________.
7. The separation and removal of weathered rocks due to different agents like
water, wind, and glacier is called ____________________.
8. The movement of sediments downslope under the influence of gravity is
____________________.
9. The process in which the weathered materials carried out by erosion and gravity
settle down in a particular location is called ________________.
10. ____________________ is a chemical reaction wherein rock forming minerals react
with water and form different kinds of clay minerals.
What I Can Do
Activity 11
Soil is an essential component of the earth’s crust. It enabled life to exist and
provides the services necessary for human survival. What is the effect of soil
erosion? What will you do to protect the community?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
72
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Assessment
1. It is a process that does NOT alter the composition of material.

A. abrasion
B. organic activity
C. chemical weathering
D. mechanical weathering
2. The rocks are fractured, cracked, and broken down into small pieces. What is
the type of weathering?
A. oxidation
B. pressure change
C. physical weathering
D. chemical weathering
3. Which of the following is an example of oxidation?

A. rusting
B. halite dissolves in water
C. feldspar decomposes to form clay
D. stalactites and stalagmites formation
4. Which activity does NOT facilitate erosion?

A. Kaingin
B. planting
C. loss of plant cover
D. steepening of slope
5. Which of the following diagram is TRUE about exogenic processes?

A. weathering – erosion – transport-deposition
B. sediments – erosion – weathering – transport
C. sediments – transport – erosion – weathering
D. erosion – sediments – weathering – transport- deposition
6. The removal and transport of weathered material from one place to another is
called __________.
A. erosion
B. deposition
C. weathering
D. sublimation
73
7. Which of the following is not an agent of erosion?
A. wind
B. water
C. rocks
D. glacier
8. Which of the following is NOT a role of gravity in erosion?

A. It moves glaciers down slope.
B. It loosens the land materials.
C. In mountains, it moves down large slabs of rocks.
D. It acts as agents of mass wasting like landslides, fall, mudflows, and
avalanches.
9. What is the term that refers to the process wherein rocks break down into
pieces?
A. erosion
B. deposition
C. weathering
D. mass wasting
10. Water reacts with one mineral to form a new mineral. Feldspar when weathered
forms clay. What process of chemical weathering is involved?
A. oxidation
B. hydrolysis
C. dissolution
D. all of the above
11. The repeated thawing and freezing of water in the cracks of rocks is known as
A. solution
B. abrasion
C. oxidation
D. frost wedging
12. Which of the following does NOT cause chemical changes in the composition of
rocks?
A. abrasion
B. oxidation
C. dissolution
D. hydrolysis
13. When rusting of iron takes place, weathering is manifested by_______________.

A. abrasion
B. oxidation
C. hydrolysis
D. dissolution
74
14. The following are exogenic processes occurring on the earth surface EXCEPT:
A. erosion
B. eruption
C. deposition
D. weathering
15. Which of the following is the process by which sediments settle down in a
particular area?
A. transport
B. deposition
C. weathering
D. deformation
Draw and explain how the products of weathering are carried away by erosion and
deposited elsewhere.
Explanation:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
75
76
What I Have Learned What I Know
What's More
6. D
Activity 10 Activity 5 7. C
1. Weathering Answer may vary among 8. B
2. Mechanical weathering students’ perceptions. 9. B
3. Oxidation
10. D
4. Soil Activity 6 11. A
5. Abrasion
Answer may vary among 12. D
6. Chemical weathering
students. 13. D
7. Erosion
14. D
8. Mass wasting
Activity 7 15. C
9. Deposition
Answer may vary among 16. A
10. hydrolysis
students. 17. D
18. C
19. A
What I Can Do 20. D
What's More What's in
Activity 11
Activity 8 Activity 1
Answer may vary among
students’ perceptions.
ROCKS
Answer may
IGNEOUS
Assessment vary among
SEDIMENTS
students’
DISINTEGRATION
16. D perceptions.
DECOMPOSITION
17. C
18. A
19. B
20. A What's New
21. A
22. C Activity 2
23. B Answer may vary among
24. C
25. B
26. D
27. A Activity 3
28. B Answer may vary among
29. B students’ perceptions.
What I Have Learned
30. B
Activity 9 What is It
Activity 4
I-Physical weathering
1. organic activity
2. human activity
3. burrowing of animals
II- Chemical weathering
4. dissolution
5. hydrolysis
Answer Key
References
Books
Albarico, Joni. 2016. Earth and Life Science. Lipa City, Batangas: Scolaire
Publishing
Bayo-ang et al. 2016. Earth and Life Science for Senior High School. Quezon City:
Educational Resources Corporation
Olivar II, J S., Rodolfo, R. and Hillel Cabria. 2016. Exploring Life through Science
Earth Science. Quezon City: Phoenix Publishing House, Inc.
Salandanan, G.G., Faltado, R.E., and Lopez, M.B. 2016. Earth and Life Sciences for
Senior High School. Quezon City: Lorimar Publishing, Inc.
Sia, SR D. and Leah Amor S. Cortez. 2016. SCIENCE in Today’s World for Senior
High School Earth and Life Science. Quezon City: Sibs Publishing House, Inc.
Thompson, G.R. and Jonathan Turk. 2012. Introduction to Earth Science. Pasay
City: Cengage learning Asia Pte Ltd.
77
The Earth’s Internal Heat
Earth and Life Science – Senior High School
The Earth’s Internal Heat
First Edition, 2020

Writers: Christian Jay D. Salazar

Editors: Erwin R. Abrencillo, Jocelyn M. Manset
Reviewers: Dominic P. Almirez, Franz Kevin Manalo, Princess Paolah L. De Guzman, Marissa C. Betchaida, Job S. Zape Jr.
Louie L. Alvarez , Gregorio M. De Chavez, Jr., Jocelyn M. Manset, Mario B. Maramot, Elaine T. Balaogan,
Illustrator: Ednelinda Robles, Cherry Amor Laroza, Lovely Joy La Rosa, Charles Erick A. Jusay, Sandro Carlo B. Tablizo
Management Team: Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan, Merthel M. Evardome
Nadine C. Celindro, , Nicolas M. Burgos, Mario B. Maramot, Fe M. Ong-ongowan, Rosalinda A. Mendoza
,

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
78
Week

The module covers:

 Lesson 1 – The Earth’s Internal Heat

1. Describe where the Earth’s internal heat comes from.
2. Identify the sources of Earth’s internal heat; namely, radiogenic heat and
primordial heat.
3. Describe the parts and function of Earth’s interior.
4. Describe the processes of heat transfer in Earth’s mantle.
What I Know
Directions. Read each question and choose the correct answer. Write your answer
on a separate sheet of paper.
1. Why does radioactive decay play a very important role in earth’s internal
heat?
a. Radioactive element can be found anywhere in the planet.
b. When radioactive element decays, it produces heat.
c. Spontaneous nuclear disintegration of radioactive elements
produced thermal energy.
d. All of the above
2. How does the conduction in the surface of the earth affect the temperature
of our atmosphere?
a. Air molecules come in contact with the warmer surface of the land
and ocean resulting to the increase of its thermal energy.
b. Air molecules come in contact with the cooler surface of the land and
ocean resulting to the decrease of its thermal energy.
c. Air molecules does not come in contact with the warmer surface of
the land and ocean resulting to the increase of its thermal energy.
d. Air molecules do not come in contact with the cooler surface of the
land and ocean resulting to the increase of its thermal energy.
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3. How does convection in Earth’s mantle affects the formation of landmass
like volcano and mountain?
a. Heat tries to escape in the interior of the earth.
b. Collision and separation of tectonic plates happens due to the slow
motion of convection cells.
c. When warm material in the mantle rises up to the surface (ground),
it will cool and sinks, these cooled materials will eventually be turned
into landmass.
d. All of the above
4. What is produced by the radioactive decay of isotopes in the mantle and

crust?
a. radiogenic heat
b. primordial heat
c. superheating
d. heat from the sun
5. This refers to the heat left over from the formation of the Earth?
a. radiogenic heat
b. primordial heat
c. superheating
d. heat from the sun
6. How much is the approximate terawatts in the flow of heat in Earth’s

interior to its surface?
a. 41 terawatts
b. 43 terawatts
c. 47 terawatts
d. 49 terawatts
7. Which of the following is the outermost layer of the Earth?

a. crust
b. core
c. discontinuity
d. mantle
8. Which of the following stores magma and located in a region just beneath
the crust all the way to the core?
a. crust
b. outer core
c. inner core
d. mantle
9. What heat transfer of fluid in the Earth’s interior results to the movement
of rocky mantle up to the surface?
a. convection current
b. conduction
c. insolation
d. radiation
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10. Which of the following are boundaries between the three major layers
of the Earth?
a. arches
b. discontinuities
c. poles
d. plates
11. What refers to the shaking of the surface of the Earth resulting from a
sudden release of energy caused by a convection current?
a. earthquake
b. volcanic eruption
c. storm surge
d. hurricane
12. How does the mantle behave as a viscous fluid on a geological time
scale?
a. presence of high radiation
b. absence of high pressure
c. existence of high temperature
d. decrease in altitude
13. What kind of heat transfer occurs mostly on the Earth’s surface?
a. conduction
b. convection
c. insolation
d. radiation
14. What kind of process by which heat energy is transmitted through

collisions between neighboring atoms or molecules?
a. conduction
b. convection
c. insolation
d. radiation
15. What are the two factors that affect conduction on the Earth’s surface?
a. Radioactive decay and nuclear disintegration of elements.
b. Heat from the Earth's core and radiation from the Sun.
c. Movement of plates and radiation from the Earth’s core.
d. Stored magma and volcanic eruption.
81
Lesson 1 The Earth’s Internal Heat
Heat energy plays a vital role in our planet. It is one of the extreme factors in what
makes the world livable. If you think of a volcano, you know Earth must be hot inside.
The heat inside of our planet moves continents, build mountains and causes
earthquakes, but where does all this heat inside the earth come from?
Sources of heat in our planet can be identified as Primordial and Radiogenic heat.
During the early formation of the Earth, the internal heat energy that gradually
gathered together by means of dispersion in the planet during its few million years
of evolution is called Primordial heat. The major contribution of this internal heat
is the accretional energy – the energy deposited during the early formation of a planet.
The core is a storage of primordial heat that originates from times of accretion when
kinetic energy of colliding particles was transformed into thermal energy. This heat
is constantly lost to the outer silicate layers of the mantle and crust of the earth
through convection and conduction. In addition, the heat of the core takes tens of
thousands of years to reach the surface of the earth. Today, the surface of the earth
is made of a cold rigid rock since 4.5 billion years ago, the earth’s surface cools from
the outside but the core is still made of extremely hot material.
On the other hand, the thermal energy released as a result of spontaneous
nuclear disintegration is called Radiogenic Heat. It involves the disintegration of
natural radioactive elements inside the earth – like Uranium, Thorium and
Potassium. Uranium is a special kind of element because when it decays, heat
(radiogenic) is produced. Estimated at 47 terawatts (TW), the flow
of heat from Earth's interior to the surface and it comes from two main sources in
equal amounts: the radiogenic heat produced by the radioactive decay of isotopes in
the mantle and crust, and the primordial heat left over from the formation of
the Earth. Radioactive elements exist everywhere on the earth in a fairly significant
concentration. Without the process of radioactive decay, there would be fewer
volcanoes and earthquakes – and less formation of earth’s vast mountain ranges.
What’s In
Activity 1: Earth’s Layers

Directions. Label the diagram below with the names of each layers. Include a brief
description of each of the Earth’s layers.
82
Activity 2: Which of which?
Directions. Identify the sources of internal heat by writing RH for radiogenic heat
and PH for primordial heat. Write your answer on a separate sheet of paper.
____1. Presence of different isotopes of heat producing element in the mantle and
crust.
____2. Internal heat accumulated by dissipation of planet.
____3. Release of accretional energy.
____4. Processes involved in mantle convection.
____5. Release of thermal energy as a result of spontaneous nuclear disintegration.
What’s New
Activity 3: Find Me
Directions. Encircle the 10 words listed below. Words may appear straight across,
back-word straight across, up, and down.
MANTLE CONVECTION
CURRENT PRIMODIAL
EARTH RADIOGENIC
TECTONIC HEAT
RADIATION CONDUCTION
S M V X R S B J E R X C H K N
O Y U D H W L T L Y Q S L S Z
Q N Z E C I N E G O I D A R N
Y B A D W O P Q B Q X V Q C V
C T M H B R Y D J K R U S D E
D O U F C O N V E C T I O N A
T F N L A I D O M I R P U B R
L N K D E C Z K I X U J F D T
S X E Z U L I H C T E S I S H
P D K R E C T N E K A K G Y D
O I S H R A T N O V W I A V Z
M N D C D U H I A T O T D I K
Q V Y Z W S C L O M C G O A P
R S N E P X O M Q N F E B J R
N A K Z F A Q U J C X S T K Q
83
Sources of Heat and Heat Transfer
Both sources of heat whether primordial or radiogenic undergo heat transfer and it
plays an important role to the continuous changes and development of our planet.
In connection, another part of this module describes the heat transfer in the Earth.
Three processes can transfer heat: conduction, convection, and radiation.
Conduction governs the thermal conditions in almost entire solid portions of the
Earth and plays a very important role in the lithosphere. Its processes happen in the
earth’s surface. Conduction is one of the three main ways that heat energy moves from
place to place. Technically, it can be defined as the process by which heat energy is
transmitted through collisions between neighboring atoms or molecules. Heat from
the Earth's core and radiation from the Sun is transferred to the surface of
the Earth by conduction. Contact of the atmosphere with these warm surfaces
transfers thermal energy, which then heats up the rest of the air through convection.
Convection involves transfer of heat by the movement of mass, which is a more

efficient means of heat transport in the Earth compared to pure conduction.
Convection dominates the thermal conditions in the zones where large quantities of
fluids (molten rocks) exist, and thus governs the heat transport in the fluid outer
core and the mantle. In geological time scale, the mantle behaves as a viscous fluid
due to the existence of high temperatures. In convection current, the mantle of the
earth moves slowly because of transfer of heat from the interior of the earth up to
the surface. This result to the movement of tectonic plates. Hot materials are added
at the edges of a plate and then it cools. At those edges, it becomes dense by its
exposure from the heat and sinks into the earth at an ocean trench. This start the
formation of volcanoes.
Radiation is the least important mode of heat transport in the Earth. The process of
heat exchange between the Sun and the Earth, through radiation, controls the
temperatures at the Earth's surface. Inside the Earth, radiation is significant only in
the hottest parts of the core and the lower mantle. When the land and water become
warm in summer, they emit long – wavelength infrared radiation that is readily
absorbed by the atmosphere. This continues during night time too. Convection in the
air then spreads out the thermal energy throughout the atmosphere.
84
Activity 4: My Notepad
Directions. In your own words, how do the three (3) major processes of heat transfer
affect the temperature of the Earth? Write your answer on the space provided.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
What is It
Activity 5: Fill me up!
Directions. Use the word bank to fill in the gaps in the passage below. Write your
answers on a separate sheet of paper.
Convection Earth’s plates

Plates
Convection current Earthquakes
Volcanoes
Crust Plate tectonics
The surface layer of the earth is called the ___________________. This layer is
broken up into pieces called ___________________. These __________________ “float” on
the mantle. Heat rising and falling inside the mantle creates current called
_____________________. The ___________________ current move the __________________.
This movement is known as ___________________. The movement of the earth’s plate
causes earthquakes and ___________________.
85
What’s More
What’s inside the Earth’s Mantle?
Figure A. Convection
Figure B. Conduction
Figure A shows a convection cell, warm material rises (up to the surface of the earth)
and cool material sinks. These cooled materials will eventually turn to land
formation. In mantle convection, the heat source is the core. The core of the earth is
very hot. It is nearly as hot as the surface of the sun – about 6000˚C. Convection
current is relevant to the movement of tectonic plate because the heat builds up
pressure underneath the crust (tectonic plates). As they become unstable, they push
against each other (subduction) and rise upwards or one goes under the other.
Figure B shows the process of conduction on how air molecules come in contact with
the warmer surface of the land or ocean, resulting to the increase of its thermal
energy through conduction. The thermal energy of the core is transferred to the
surface of the earth and the lower levels of ocean by conduction.
86
Activity 6: Picture Analysis
Directions. Read and analyze figures A and B. Answer the questions stated below.
a. Figure A shows the process of convection in the earth’s mantle. How does
it affect the formation of mountains and the temperature in the surface
(ground)?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
b. How the convection current affects the movement of tectonic plates?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
c. How convection in earth’s interior and conduction in the surface affect the
temperature in our atmosphere?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
d. How subduction cause the formation of land mass like mountains and
volcano?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
e. Why does earthquake occur in subduction zone? (The area where

subduction occur)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Synthesis: Based from figure A and B, how convection and conduction is inter-
related?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
87
Activity 7: Crossword Puzzle
Directions. Complete the crossword by filling in the word that describes each clue.
6
1 8
Across:
2. air molecules come in contact with warmer molecules
3. crust are made up of puzzle – like landmass called _____.
4. rising and falling movement of material in the mantle
5. when tectonic plates push with each other
7. it is the result of movement of earth’s plate
Down:
1. elements that play a vital role in Earth’s internal heat
6. least important mode of heat transport
8. warm material rise; cool material ______.
9. heats build up underneath the crust
88
What I Have Learned
Directions. Read each question and fill in the blanks with the correct term to
complete the statement. Write your answer on a separate sheet of paper.
1. __________________ in the interior of the earth can be classified as primordial

and radiogenic heat.
2. The thermal energy released as a result of spontaneous ____________ is called

Radiogenic Heat while the internal heat energy accumulated by ____________
in a planet during its few million years of evolution is called Primordial heat.
3. There are three processes can transfer heat: ____________, ____________, and
radiation.
4. ____________ governs the thermal conditions in almost entire solid portions of

the Earth and plays a very important role in the lithosphere.
5. ____________ involves transfer of heat by the movement of mass, which is a

more efficient means of heat transport in the Earth compared to pure
conduction.
6. _________________ is the least important mode of heat transport in the Earth.
7. Convection current is relevant to the movement of ______________________

because the heat builds up pressure underneath the crust.
8. The ___________________ of the core is transferred to the surface of the earth

and the lower levels of ocean by conduction.
9. Air molecules come in contact with the warmer surface of the land or ocean,
resulting to the increase of its ________________.
10. The area where subduction occur is called _________________.
What I Can Do
Activity 6: Illustrate and Explain
Directions. Illustrate the example indicated in the given scenario in the box where
conduction and convection are applied. Then, relate it to the processes occurring in
the Earth’s internal heat.
89
CONDUCTION
Chocolate candy in your hand will eventually melt as the heat from your body is
released and makes it melted.
Explanation:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
CONVECTION
A heater in the hot air balloon heats the air. The air inside is trapped causing the
balloon to rise.
Explanation:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Assessment
Directions. Read each question and choose the correct answer. Write your answers
on separate sheet of paper
1. What process by which heat is directly transmitted through a substance when

there is a difference of temperature or between adjoining regions, without
movement of the material?
A. conduction
B. convection
C. insolation
D. radiation
90
2. Why radioactive decay plays a significant role in Earth’s internal heat?
A. Radioactive element can be found anywhere in the planet.
B. When radioactive element decays, it produces heat.
C. Spontaneous nuclear disintegration of radioactive elements produced
thermal energy.
D. All of the above
3. Which of the following is described as the process of heat exchange between

the Sun and the Earth that controls the temperatures of the latter?
A. conduction
B. convection
C. insolation
D. radiation
4. What is produced by the radioactive decay of isotopes in the mantle and crust?
A. radiogenic heat
B. primordial heat
C. superheating
D. heat from the sun
5. How the conduction in the surface of the earth affect the temperature of our
atmosphere?
A. Air molecules come in contact with the warmer surface of the land and
ocean resulting to the increase of its thermal energy.
B. Air molecules come in contact with the cooler surface of the land and
ocean resulting to the decrease of its thermal energy.
C. Air molecules do not come in contact with the warmer surface of the
land and ocean resulting to the increase of its thermal energy.
D. Air molecules do not come in contact with the cooler surface of the land
and ocean resulting to the increase of its thermal energy.
6. What are the two factors that affects conduction on the Earth’s surface?
A. radioactive decay and nuclear disintegration of elements
B. heat from the Earth's core and radiation from the Sun
C. movement of plates and radiation from the Earth’s core
D. stored magma and volcanic eruption
7. What kind of process by which heat energy is transmitted through collisions

between neighboring atoms or molecules?
A. conduction
B. convection
C. insolation
D. radiation
91
8. What kind of heat transfer occurs mostly on the Earth’s surface?
A. conduction
B. convection
C. insolation
D. radiation
9. How does the mantle behave as a viscous fluid on a geological time scale?
A. radiation
B. pressure
C. temperature
D. altitude
10. What refers to the shaking of the surface of the Earth resulting from a
sudden release of energy caused by a convection current?
A. earthquake
B. volcanic eruption
C. storm surge
D. hurricane
11. Which of the following are boundaries between the three major layers of the
earth?
A. arches
B. discontinuity
C. poles
D. plates
12. What heat transfer of fluid in the earth’s interior results to the movement of
rocky mantle up to the surface of the earth?
A. convection current
B. conduction
C. insolation
D. radiation
13. Which of the following stores magma and located in a region just beneath the
crust all the way to the core?
A. crust
B. outer core
C. inner core
D. mantle
14. Which of the following is the outermost layer of the Earth?

A. crust
B. core
C. discontinuity
D. mantle
92
15. How much is the approximate terawatts in the flow of heat in Earth’s interior
to its surface?
A. 41 terawatts
B. 43 terawatts
C. 47 terawatts
D. 49 terawatts
Directions. Using your smartphones, take a picture of five (5) common
activities/scenarios on which heat transfer is applied. It may be material, event or
situation. Classify each whether it is conduction, convection or radiation. Provide
brief explanation to support your answer. Post the picture and your answer on a
PICTURE KIND OF HEAT BRIEF EXPLANATION

TRANSFER
93
94
What's More What's New What I Know
Activity 3 1. D
Activity 5 2. A
Answer may vary according 3. D
Answer may vary according to student’s perception 4. A
to student’s perception 5. B
What's It 6. C
7. A
Assessment
Activity 4 8. D
1. Crust 9. A
1. D
2. Earth’s Plates
2. D 10. B
3. Plates
3. D 11. A
4. Convection current
4. A 12. C
5. Convection
5. A
6. Plate tectonics 13. A
6. B
7. Earthquakes 14. A
7. A
8. Volcanoes 15. B
8. D
9. C
10. A
11. B What's in
12. A
Activity 1
13. D
14. A a. Crust – Oceanic and
15. C Continental crust
b. Mantle – Upper and
Lower mantle
c. Core – Outer and Inner
core
Activity 2
1. RH
2. PH
3. PH
4. RH
5. RH
Answer Key
References
Gerald Schubert; Donald Lawson Turcotte; Peter Olson (2001). "Chapter 2: Plate
tectonics". Mantle convection in the earth and planets. Cambridge University
Press. pp. 16 ff. ISBN 978-0-521-79836-5.
Green, Ronald. 2007. “Numerical Simulation of Thermal – Hydrological Processes

Observed at the Drift-Scale Heater Test at Yucca Mountain, Nevada.” Elsevier
Geo – Engineering Book Series, vol. 2 (2004) 175 – 180.

https://sciencedirect.com/science/article/pii/S1571996004800375
Kobes, Randy. "Mantle Convection". Archived from the original on 9 June 2011.
Retrieved 26 February 2020. Physics Department, University of Winnipeg
McDonough, W.F. (2003), "Compositional Model for the Earth's Core", Treatise on
Geochemistry, Elsevier, pp. 547
568, Bibcode:2003TrGeo...2..547M, doi:10.1016/b0-08-043751-6/02015-
6, ISBN 9780080437514
Pease, V., Percival, J., Smithies, H., Stevens, G., & Van Kranendonk, M. (2008).
“When did plate tectonics begin? Evidence from the orogenic record. When did
plate tectonics begin on planet Earth, 199–208.
Stern, R. J. (2008). Modern-style plate tectonics began in Neoproterozoic time: An

alternative interpretation of Earth’s tectonic history. When did plate tectonics
begin on planet Earth, 265–280.
Ricard, Y. (2009). "2. Physics of Mantle Convection". In David Bercovici and Gerald
Schubert (ed.). Treatise on Geophysics: Mantle Dynamics. 7. Elsevier
Science. ISBN 9780444535801
95
Magmatism
Magmatism
First Edition, 2020

Writers: Jessa M. Ariola

Reviewer: Jason Ricaforte, Angelica Beriña, Princess Paolah L. De Guzman, Marissa C. Betchaida, Louie L. Alvarez
Gregorio M. De Chavez, Jr, Jocelyn M. Manset, Mario B. Maramot, Elaine T. Balaogan, Job S. Zape Jr.
Management Team: Wilfredo E. Cabral, Job S. Zape Jr., Job S. Zape Jr. Elaine T. Balaogan, Elaine T. Balaogan
Merthel M. Evardome, Nadine C. Celindro, Nicolas M. Burgos, Mario B. Maramot, Fe M. Ong-ongowan,
Rosalinda A. Mendoza

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
96
Week

The module covers:

 Lesson 1 – Magmatism

1. describe the characteristics of magma;
2. identify the substances/elements present in magma; and
3. explain the processes involved in the formation of magma.
What I Know
Directions. Choose the letter of the best answer. Write the chosen letter on a
1. What term should be used to describe a semi-liquid hot molten rock
located beneath the Earth?
A. lava
B. sand
C. rocks
D. magma
2. What do you call the semi-liquid hot molten rocks found on the surface of earth
once the volcano erupts?
A. magma
B. rocks
C. sand
D. lava
3. What process occurs if there are formation and movement of magma under
the earth’s crust?
A. decompression melting
B. partial melting
C. heat transfer
D. flux melting
4. In what part of the earth does magmatism happen?
A. Asthenosphere
B. Earth’s crust
97
C. Earth’s core
D. Lithosphere
5. What are the two most abundant elements in magma?
A. oxygen and magnesium

B. silicon and aluminum
C. silicon and oxygen
D. oxygen and iron
6. What will happen to the temperature of rocks during partial melting?
A. decreases
B. increases
C. remains the same
D. all of the above
7. Which of the following is NOT a factor of partial melting?
A. addition of volatiles
B. decrease in pressure
C. an increase in pressure
D. an increase in temperature
8. During partial melting, which of the following minerals melt last?
A. biotite
B. quartz
C. feldspar
D. none of the above
9. During partial melting, which of the following minerals melt first?

A. biotite
B. quartz
C. feldspar
D. both b and c
10. Conduction in mantle happens when heat is transferred from hotter molten
rocks to the Earth’s cold crust. What process is being described?
A. flux melting
B. heat transfer
C. partial melting
D. decompression melting
11. Mantle rocks remain solid when exposed to high pressure. However, during
convection, these rocks tend to go upward (shallower level) and the pressure is
reduced. What process is being described?
A. flux melting
B. heat transfer
C. partial melting
98
12. When water or carbon dioxide is added to hot rocks, the melting points of
minerals within the rocks decrease. What process is being described?
A. flux melting
B. heat transfer
C. partial melting
13. During partial melting of magma, where does heat transfer take place?
A. convergent boundary
B. mid-ocean ridge
C. subduction zone
D. all of the above
14. During partial melting of magma, where does decompression melting take
place?
B. mid-ocean ridge
C. subduction zone
D. all of the above
15. During partial melting of magma, where does flux melting take place?
B. mid-ocean ridge
C. subduction zone
D. all of the above
Lesson 1 Magmatism
Do you still remember what happened to Taal Volcano last January 12, 2020? Yes,
you are right. This volcano, which is located at the province of Batangas, spewed ash
plumes up to nine miles (14 kilometers) into the air due to a “steam-driven” or
phreatic eruption. According to the Philippine Institute of Volcanology and
Seismology (PHIVOLCS), for the past two days, over 600 volcanic tremors have been
recorded which was an indication of continuous movement of magma or molten rocks
beneath the volcano. You might be wondering how magma got inside the volcano.
For this module, we will be discussing all about magma; its formation and
composition.
99
What’s In
Activity 1. Decoding Time
In the previous lesson, you have learned that Earth’s interior is the site of
great amount of heat. Let us review first about this before proceeding to the next
topic.
Your task is to reveal the magic words by decoding the given numbers to their
corresponding letters of the alphabet. Then, complete the statement below using
those words.
18 1 4 9 1 10 9 15 14
1. Word: ______________________________________
18 1 4 9 15 7 5 14 9 3 8 5 1 20
2. Word: ______________________________________
3 15 14 4 21 3 20 9 15 14
3. Word: ______________________________________
16 18 9 13 15 18 4 9 1 12 8 5 1 20
4. Word: ______________________________________
3 15 14 22 5 3 20 9 15 14
5. Word: ______________________________________
9 14 20 5 18 14 1 12 8 5 1 20
6. Word: ______________________________________
The Earth’s internal heat comes from two main sources: the radiogenic heat
produced by the radioactive decay of isotopes in the mantle and crust, and the (7)
_______________left over from the formation of the Earth. The heat can be transferred
by three processes, namely, (8) ____________, (9) _______________, and (10)
_______________.
100
What’s New
Activity 2. Picture Analysis
Mount Mayon is one of the most active volcanoes in the Philippines. It erupted for
eight minutes last January 23, 2018, spewing a 3-mile-tall column of debris and
volcanic gas. It exploded at least five more times for two days.
According to Philippine Institute of Volcanology and Seismology (PHIVOLCS), two

"explosion-type earthquakes" had occurred, as well as 18 tremor events — some of
which sent forth fountains of lava. One of the lava flows advanced nearly 2 miles
from the summit's crater.
Observe the picture of Mount Mayon and answer the following.
A. Give three (3) descriptions about the picture.

1. ________________________________________________________________________
2. ________________________________________________________________________
3. ________________________________________________________________________
B. What is the material being extruded by Mount Mayon? Where do you think
did this material come from?
___________________________________________________________________________
___________________________________________________________________________
101
What is It
What is Magma?
Magma is composed of semi-liquid hot molten rocks located beneath the Earth,
specifically in the melted mantle rock and oceanic plate. This molten state, when
solidified, creates igneous rocks found on the surface of the Earth.
Do you know the difference between magma and lava? Magma and lava are both
molten rocks. However, they differ in location. Magma is found in the magma
chamber of the volcano while lava is found on the surface of earth once the volcano
erupts.
Magmatism is a process under the earth’s crust where formation and movement of
magma occur. So where does these formation and movement take place? These
happen in the lower part of the Earth’s crust and in the upper portion of the mantle,
known as asthenosphere.
Figure 1. Convection Process in Asthenosphere
On the given figure, identify the substances/elements present in magma.
Guide Questions:
1. Which of the following elements

has the highest amount in the
magma? _________________________
2. Which of the following elements

has the lowest amount in the
magma? _________________________
3. What are the top two

compositions of magma?
_________________________________
Figure 2. Composition of Magma
102
How is magma formed?
The magma present in the lower crust and upper mantle of the Earth is formed or
generated through the process of partial melting. In this process, different minerals
in rock melt at different temperature and pressure. Another factor being considered
in this process is the addition of volatile materials such as water and carbon dioxide.
This is a diagram showing how minerals in rocks undergo partial melting.
This solid rock The first minerals Minerals such as

contains the that melt are quartz biotite and
minerals quartz, and some types of hornblende
feldspar, biotite, and feldspar. The generally melt last,
hornblende. background which changes the
represents magma. composition of
magma.
Figure 3. The Process of Partial Melting

Melting in the mantle requires one of three possible events to occur:
1. AN INCREASE IN TEMPERATURE: Conduction in mantle happens when heat is

transferred from hotter molten rocks to the Earth’s cold crust. This process is known
as heat transfer. As magma rises, it is often hot enough to melt the rock it touches.
It happens at convergent boundaries, where tectonic plates are crashing together.
Rocks are composed of minerals. These rocks start to melt once the temperature in
the lower crust and upper mantle increases or exceeds the melting point of minerals.
The temperature of mantle is around 1200 degrees Celsius. Rock minerals such as
quartz and feldspar begin to partially melt at around 650-850 degrees Celsius.
Figure 4. Heat Transfer in Convergent Boundary

2. A DECREASE OF PRESSURE: Mantle rocks remain solid when exposed to high
pressure. However, during convection, these rocks tend to go upward (shallower
level) and the pressure is reduced. This triggers the melting of magma. This is known
103
as decompression melting. This process occurs at the Mid-Ocean Ridge, an
underwater mountain system.
Figure 5. Depression Melting in Mid-Ocean Ridge
3. ADDITION OF VOLATILES: When water or carbon dioxide is added to hot rocks,

flux melting occurs. The melting points of minerals within the rocks decrease. If a
rock is already close to its melting point, the effect of adding these volatiles can be
enough to trigger partial melting. It occurs around subduction zones.
Figure 6. Flux Melting in Subduction Zone
104
What’s More
Activity 3. Concept Map
Directions. Complete the concept map about Magmatism. Choose your answers on
the box below.
asthenosphere igneous rocks pressure

convergent boundary lava silicon
decompression magma subduction zone
melting mid-ocean ridge temperature
flux melting oxygen volatiles
heat transfer partial melting volcano
105
Activity 4. What Do You Think?
Directions. Based on the discussion, justify your answer to the following questions.
a. Do you think partial melting will occur if the pressure is high in the
asthenosphere?
__________________________________________________________________________
__________________________________________________________________________
b. Do you think partial melting will occur if there is too much amount of water
in the subduction zone?
__________________________________________________________________________
_________________________________________________________________________
c. Do you think partial melting will occur if there is direct contact of hot molten
rock in the Earth’s crust?
___________________________________________________________________________
___________________________________________________________________________
What I Have Learned
Activity 5. Complete Me!

Directions. Read the following statements and fill in the blanks.
1. __________ is composed of __________ hot molten rocks located beneath the
Earth, specifically in the melted mantle rock and oceanic plate.
2. When magma solidifies, it creates __________ found on surface of the Earth.
3. Magma is found in the __________ of the volcano while __________ is found on
the surface of earth once the __________ erupts.
4. __________ is a process under the earth’s crust where formation and movement
of magma occur.
5. Magma is mostly composed of elements __________ and __________.
6. Magma present in the lower crust and upper mantle of the Earth is formed or
generated through the process of __________.
7. Melting in the mantle requires one of three possible events to occur:
__________, __________, and __________.
8. Conduction in mantle happens when heat is transferred from hotter molten
rocks to the Earth’s cold crust. This process is known as __________. It
happens at __________, where tectonic plates are crashing together.
9. During convection, rocks tend to go upward (shallower level) and the pressure
is reduced. This is known as __________. This process occurs at the __________,
an underwater mountain system.
10. When water or carbon dioxide is added to hot rocks, __________ occurs. It
occurs around __________.
106
What I Can Do
Activity 6. Apply It!

Directions. Observe the illustrations below and relate these to the lesson.
What is in the picture?

_____________________________________________
_____________________________________________
How will you relate it to magmatism?
_____________________________________________
_____________________________________________
A.

_____________________________________________
_____________________________________________

_____________________________________________
_____________________________________________
B.

______________________________________________
______________________________________________
______________________________________________
______________________________________________
C.
107
Activity 7. ACRONYM!
Directions. Use the word MAGMATISM as an acronym. Use each letter to represent
word/s that is related to the lesson.
Assessment
1. What process occurs if there are formation and movement of magma
under the earth’s crust?
A. flux melting
B. heat transfer
C. partial melting
2. What term should be used to describe a semi-liquid hot molten rocks

located beneath the Earth?
A. lava
B. sand
C. rocks
D. magma
3. In what part of the earth does magmatism happen?

A. Asthenosphere
B. Earth’s crust
C. Earth’s core
D. Lithosphere
4. What do you call the semi-liquid hot molten rocks found on the surface of
earth once the volcano erupts?
A. lava
B. sand
C. rocks
D. magma
108
5. During partial melting of magma, where does decompression melting take
place?
B. mid-ocean ridge
C. subduction zone
D. all of the above
6. Which of the following is NOT a factor of partial melting?

A. addition of volatiles
B. decrease in pressure
C. an increase in pressure
D. an increase in temperature
7. When water or carbon dioxide is added to hot rocks, the melting points of
minerals within the rocks decrease. What process is being described?
A. flux melting
B. heat transfer
C. partial melting
8. During partial melting, which of the following minerals melt last?

A. biotite
B. quartz
C. feldspar
9. What are the two most abundant elements in magma?

A. oxygen and magnesium
B. silicon and aluminum
C. silicon and oxygen
D. oxygen and iron
10. What will happen to the temperature of rocks during partial melting?
A. decreases
B. increases
C. remains the same
D. all of the above
11. During partial melting of magma, where does heat transfer take place?
B. mid-ocean ridge
C. subduction zone
D. all of the above
12. Mantle rocks remain solid when exposed to high pressure. However, during
convection, these rocks tend to go upward (shallower level) and the
pressure is reduced. What process is being described?
A. flux melting
B. heat transfer
C. partial melting
109
13. During partial melting, which of the following minerals melt first?
A. biotite
B. quartz
C. feldspar
D. both b and c
14. During partial melting of magma, where does flux melting take place?
B. mid-ocean ridge
C. subduction zone
D. all of the above
15. Conduction in mantle happens when heat is transferred from hotter

molten rocks to the Earth’s cold crust. What process is being described?
A. flux melting
B. heat transfer
C. partial melting
Directions. Read the poem below and answer the question that follows.
Magma
by Jemie Ann A. Quiroba
(Mataasnakahoy Senior High School)
HUMSS 12 SY 2019-20
I kept myself
I hid to deep
Burned myself, with my own heat
I must go out, must go with the flow
My red tears shouted pain, as it glows

So as I am, later on it would be tough
I freed my burning self and I'll go reach the top
What is the message of the poem?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
110
111
What I Have Learned What's More What I Know
Activity 3 1. D
1. magma, semi-liquid 1. magma 2. D
2. igneous rocks 2. igneous rocks 3. B
3. magma chamber, lava, 3. silicon 4. A
volcano 4. oxygen 5. C
4. magmatism 5. lava 6. B
5. silicon, oxygen 6. volcano 7. C
7. asthenosphere 8. A
6. partial melting 8. partial melting 9. D
7. an increase in 9. temperature 10. B
temperature, decrease 10. heat transfer 11. D
of pressure, volatiles 11. convergent boundary 12. A
8. heat transfer, 12. pressure 13. A
convergent boundaries 13. decompression melting 14. B
14. mid-ocean ridge 15. C
9. decompression melting,
15. volatiles
mid-ocean ridge 16. flux melting
10. flux melting, 17. subduction zone What's in
subduction zones
Activity 1
What's More 1. RADIATION
What I Can Do Activity 4 2. RADIOGENIC HEAT
a. No. There is NO partial 3. CONDUCTION
Activity 6 melting because there 4. PRIMORDIAL HEAT
should be a decrease of 5. CONVECTION
a. The ice cream is melting pressure in the 6. INTERNAL HEAT
due to sunlight. This is asthenosphere. 7. primordial heat
related to heat transfer. b. No. There is NO partial 8. conduction
b. Compressing clothes in the melting because too much 9. convection
luggage. This is related to water will decrease the 10. radiation
the decompression melting of the rocks.
melting. c. Yes. There is partial melting
c. Melting of different because heat is transferred Assessment
materials. This is the same from the molten rocks to the 1. C
as the minerals in the Earth's cold crust. 2. D
rocks melt to form magma. 3. A
4. A
Activity 7 5. B
Answers may vary. 6. C
7. A
8. A
9. C
10. B
11. A
12. D
13. D
14. C
15. B
Answer Key
References
Alfie B., “How does magma form?”, MyTutor, Accessed May 28, 2020.
https://www.mytutor.co.uk/answers/11278/A-Level/Geology/How-does-
magma-form/
Charles, Alan. Slideshare., “Section 2: Igneous Rock Preview Key Ideas: The
Formation of Magma.” Accessed May 28, 2020.
https://slideplayer.com/slide/7543230/
Chesnutt, Betsy. “What is Magmatism? - Definition, Process & Types”, Study.com,
Accessed May 28, 2020. https://study.com/academy/lesson/what-is-
magmatism-definition-process-types.html
CNN Philippines Staff. “Taal still a threat with 'magma resupply' – Phivolcs”, CNN
Philippines. Published Jan 20, 2020.
https://www.cnnphilippines.com/news/2020/1/20/Taal-Volcano-
magma.html
Evers, Jeannie. “Magma's Role in the Rock Cycle”. National Geography. Published
Oct. 31, 2014. https://www.nationalgeographic.org/article/magma-role-rock-
cycle/
Gordon, Micah. “Three Ways to Melt a Rock”, Sciencing. Updated April 24, 2017.
https://sciencing.com/three-ways-melt-rock-8505802.html
Panchuk, Karla.“Magma and How It Forms”, University of Saskatchewan.
Accessed May 28, 2020.
https://openpress.usask.ca/physicalgeology/chapter/7-1-magma-and-how-
it-forms/
USGG Science for a Changing World. “Magma Mash.” Accessed May 28, 2020.
https://pubs.usgs.gov/gip/19/downloads/Chapter_1/Activities/Magma_mas
h.pdf
Wamsley, Laurel. “Philippine Volcano Erupts, Causing 56,000 To Flee”, The Two Way
News. Published January 28, 2018. https://www.npr.org/sections/thetwo-
way/2018/01/23/579966911/philippine-volcano-erupts-causing-56-000-to-
fl
112
Changes in Mineral Components
and Texture of Rocks
(Metamorphism)
Changes in Mineral Components and Texture of Rocks (Metamorphism)
First Edition, 2020

Writers: Chris B. De Jesus

Reviewers: Dominic P. Almirez, Franz Kevin Manalo, Princess Paolah L. De Guzman, Marissa C. Betchaida, Louie L. Alvarez
Gregorio M. De Chavez, Jr., Jocelyn M. Manset, Mario B. Maramot, Elaine T. Balaogan, Job S. Zape Jr.
Management Team: Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan, Merthel M. Evardome, Nadine C. Celindro
Nicolas M. Burgos, Mario B. Maramot, Fe M. Ong-ongowan, Rosalinda A. Mendoza

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
113
Week

the Nature of Earth and Life Science. The scope of this module permits it to be used
The module included lesson about the Changes in Mineral Components and Texture
of Rocks (Metamorphism).
1. Describe the changes in mineral components and texture of rocks due to changes
in pressure and temperature (metamorphism).
2. Identify rock samples based on the effects of changes on temperature and
pressure.
3. Analyze through a diagram on how temperature and pressure affect the mineral
components and texture of rocks.
What I Know
Directions: Read and analyze each statement and choose the letter of the correct
answer. Write your answer in a separate paper.
1. Which of the following statements describe metamorphosis?

A. process of rock formation
B. change in rock formation
C. process which involves changes
D. change that takes place within body of rock once expose to different
conditions
2. Which of the following metamorphism is affected by heat and reactive fluid?

A. contact only
B. regional only
C. both contact and regional
D. neither contact nor regional
3. Which of the following is an example of rock produced by a contact
metamorphism?
A. slate
B. gneiss
C. marble
D. hornfels
4. Which of the following led to the formation of deformed rocks with foliation?
A. volume of air entering the rocks
B. temperature and rising of magma
114
C. temperature and volume of minerals
D. pressure and recrystallization of minerals
4. Which of the following led to the formation of deformed rocks with foliation?
E. volume of air entering the rocks
F. temperature and rising of magma
G. temperature and volume of minerals
H. pressure and recrystallization of minerals
5. What is the effect of heat and pressure in rocks as there is an increase in

depth?
E. foliation surfaces shine
F. low-grade metamorphism
G. grain size becomes coarse
H. increase in mineral alignment
6. Which of the following is the main factor in the process of regional
metamorphism?
A. air
B. water
C. pressure
D. temperature
7. Which of the following rock samples is less influenced by the heat?

A. slate
B. schist
C. gneiss
D. phyllite
8. How do you describe the grain size texture of hornfels?

A. fine
B. coarse
C. coarse to fine
D. medium coarse
9. All of the following samples are included in non-foliated classification of
metamorphic rock EXCEPT
A. marble
B. phyllite
C. hornfels
D. metaconglomerate
10. What happened to the temperature and pressure if the rocks are buried down
deep?
A. increases
B. decreases
C. remain constant
D. intermittently degrading
115
11.Which of the following is NOT true about metamorphism?
A. Slate and Gneiss are examples of foliated rock.

B. Contact Metamorphism creates non-foliated rocks.
C. Pressure is the main factor of contact metamorphism.
D. Magma will bake the surrounding rocks due to different in temperature.
12. Complete the analogy: Foliated is to slate as non-foliated is to
A. schist
B. gneiss
C. marble
D. phyllite
13. Compete the analogy: contact: heat as regional: ________

A. air
B. fire
C. pressure
D. temperature
14. Which type of metamorphism is caused by high temperature and high pressure
enacted over a large volume of crust?
A. burial
B. contact
C. regional
D. pyroclastic
:
15. Which of the following is a distinct projecting textural feature of regional
metamorphic rocks?
A. ripples
B. bedding
C. foliation
D. non-foliation
This part of the module contains topics about metamorphism. Students must
describe changes in mineral component and texture of rocks due to changes in
pressure and temperature by doing the different activities included in this part of the
module. Likewise, concept about the metamorphism is available for the students
reference in doing each activity incorporated in the procedure.
What’s In
Metamorphism is the change that takes place within a body of rock as a
result of it being subjected to conditions that are different from those in which it is
formed. It is from the Greek word “meta” means change and “morphe” means form.
116
Major Task: Take note of the number of correct responses you will be
making in every activity (What I know, What’s new, What is it, What’s more
A and B, What I have learned, and What I can do). Then, look for the
corresponding letter of each number of responses and think of the words
which are associated in metamorphism. Accomplish it in the “Additional
Activity” part.
Example:
A. What I know: 6-F=Fluid
B. What’s new : 4-D= Deep Rock
C. What is it: 7- G=Gneis
D. What’s more A&B: 9-I= Intrusive
E. What I have learned: 8-H=Heat
F. What I can do: 5=E= Energy.
What’s New
Directions. The box in the left side contains important words which may or may not
be associated to metamorphic process. Identify words which are related to the said
process by choosing it from that box and write it on the opposite box.
HEAT
VOLCANIC ROCK
PRESSURE
FLUID
MANTLE
TEMPERATURE
WEATHERING
CEMENTATION Score:
_______
117
What is It
Activity: Heat, Pressure and Metamorphism
METAMORPHIC ROCK is formed at the surface of the
Earth through the process of metamorphism with
recrystallization of minerals in rocks due to changes in
pressure and temperature conditions.
A. Contact Metamorphism B. Regional Metamorphism
MAIN FACTORS
Heat and Reactive Fluids Pressure
The table below shows the scheme of metamorphic rock identification. It

includes key points on how to classify rocks depending on its type, texture and grain
size. Specific rock samples are also presented with their map symbol. Likewise,
compositions of metamorphic rock are also situated parallel to the type of
metamorphism.
118
Let’s do it!
Directions. Answer the question below by putting a check in the box which will
response to the question.
Question: How do temperature and pressure affect the metamorphic rock formation?
(5 points)
If the rocks are buried deep, temperature and pressure will get increased.
Contact metamorphism creates no-foliated metamorphic rocks.
Magma will bake the surrounding rocks due to difference in temperature.
Deformed rocks with foliation/lineation is brought by pressure and
recrystallization of minerals.
Pressure is the main factor of contact metamorphism Score:
Slate and gneiss are examples of foliated rocks. _______
What’s More
Activity A: Metamorphism Map
Directions. Complete the concept map about metamorphism by supplying the
missing words and phrases which can be chosen from the box below.
(Tell something about

metamorphism)
________________________________
____
“Meta” means ___ Two Classifications Where are metamorphic
“Morphe” means_____ of Metamorphic rocks formed?
rocks are…
Non-foliates
It projects ________ It projects ________
Ex. Score:
_______
Key Terms
form volcano non-Foliated magma heat
lineation/foliation fine grain pressure slate
schist hornfels marble quartzite
gneiss
119
Activity B: Word Cryptogram
Directions. Arrange the scrambled letters by putting the correct sequence on the
shaded boxes to form a word (rock sample) based on the given description. Use the
numbered boxes to discover the hidden word.
1. It has low-grade metamorphism of shale.
T E L A S
2
2. Plays mica crystals visible from metamorphism of clay or feldspar.
T S S I C H
4
3. Metamorphism of bituminous coal.
A N I T H R A C T E
4. High –grade metamorphism.
S S I N E G
5. Foliation surface is shiny from microscopic mica crystals.

E T P Y H L L I
The hidden word is _______________.
120
Activity C: Rock You
Directions. Read and analyze the diagram below. It will provide you better
understanding about the lesson.
Sedimentary
Rock
Igneous Rock Metamorphic

Rock
The third family of rock is the metamorphic rock formed from

either igneous rock or sedimentary rocks that have been changed
due to tremendous heat and pressure.
Metamorphism does not actually melt the rocks but transforms

them into denser, more compact rocks. Mineral may also be
rearranged due to chemical reactions involving fluids that enter
rocks
Metamorphic Rocks are used for variety of purposes.
Slate is used commercially for your classroom blackboards and

for pool table tops.
Marble is used in the construction of building floors and bathroom

walls and counter parts (Pavico and Faraon, 2007, 224-225).
Extreme heat and pressure change the original state of an existing

rock. They also change chemical composition and physical
structure of existing rocks. Combinations of minerals in rocks are
stable only over specific ranges of pressure and temperature. At
pressure and temperature not within the ranges, the minerals
form a different combinations call mineral assemblages (Kasten
2012, 290-291).
121
Activity D: My Metamorphic Puzzle
Directions. Identify the words being described on the right part and write it on the
specific area.
Across
1. Different combination of a mineral

formation
5
3. Used commercially classroom
blackboards
4
5. Used construction of building
floors
1 Down
2. It transforms rock into denser and

more compact rock
4. Occurs from the increasing in both

heat and pressure
122
What I Have Learned
Directions. Match the statements in column A with the indicated terms in column
B. Write the letter of the correct answer on the blank before each number.
A. B.
_____1. It is a Greek word which means “change”. a. quartzite

_____2. It is one of the factors affecting b. metamorphism
metamorphic rock which creates c. meta
lineation. d. regional metamorphism
_____3. Hornfels, marble and _____. e. heat
_____4. It is the main factor of contact f. pressure
metamorphism. g. phyllite
_____5. It is a process of changing h. metaconglomerate
rock formation. i. anthracite
_____6. It has a foliation surface shiny from j. metamorphic rock
microscopic mica crystal. k. contact metamorphism
______7. A rock sample which maybe distorted
or stretched
______8. A rock sample with carbon composition.
______9. It is formed by great heat and pressure
deep within the earth.
______10.It takes place when magma introduces
great amount of heat into an existing rock
resulting in the recrystallization and mineral
reaction in the rock.
Score:
_______
123
BONUS TASK: For your own reflection and understanding, answer the posted
question below. You may use the available diagram in answering the question.
Based from the quotation above, how do you see the similarities and differences of
human and rocks?
Human Rock
What I Can Do
A. Directions. Give the uses of the following metamorphic rock samples.
Write your answer in the box provided under each rock samples.
SLATE MARBLE SCHIST
124
B. Directions. Read the following tips on how you can make rock useful at home.
Look for rocks with different textures as the highlight of your task. Choose
one from the three suggestions and once you do it, take a picture of it and
attach it in the space below. In case, you do not have ways to print it, just
illustrate your project on the space provided.
1. Rock can be displayed in crystal or transparent vase/jar.

2. Make a good arrangement of rocks in a jar. You can make it with same
color, same textures or sizes.
3. Aside from the rock in jar. You can also use them in a garden by putting it
together with plants. Arrange it according to your taste.
Assessment
Directions. Read and analyze each statement and choose the letter which
corresponds to the correct answer by shading the circle before the number.
1. Which of the following words is NOT associated with metamorphism?

A. heat
B. mantle
C. pressure
D. weathering
2. What is the effect of heat and pressure in rocks as there is an increase

in depth?
A. foliation surfaces shine
B. low-grade metamorphism
C. grain size becomes coarse
D. increase in mineral alignment
125
3. What is the main factor that affects regional metamorphism?
A. heat
B. fluid
C. water
D. pressure
4. Which of the following rock sample contains fine texture?

A. gneiss
B. hornfels
C. quartzite
D. meataconglomerate
5. What rock is the result of the metamorphism of limestone?

A. slate
B. schist
C. marble
D. phyllite
6. What are the main factors for contact metamorphism to occur?

A. air and water
B. heat and reactive fluid
C. temperature and water
D. pressure and temperature
7. How do you described the grain size texture of Hornfels?

A. fine
B. coarse
C. coarse to fine
D. medium coarse
8. Which of the following rock samples is less influenced by the heat?

A. phyllite
B. gneiss
C. schist
D. slate
9. Which of the following is NOT true about metamorphism?

A. Slate and gneiss are examples of foliated rock.
B. Contact metamorphism creates non-foliated rocks.
C. Pressure is the main factor of contact metamorphism.
D. Magma will bake the surrounding rocks due to different in
temperature.
126
10. What happens to the grain size of the minerals in rocks when the heat is
increased? Its size
A. increases
B. decreases
C. remains constant
D. degrades intermittently
11. Which of the following DOESN’T belong to the group?

A. mica
B. quartz
C. dolomite
D. feldspar
12. Foliation or lineation happens among deformed rocks due to

A. eruption of magma from the mantle to the crust
B. pressure and recrystallization of rocks
C. increase in temperature in the surrounding area
D. increase in volume of water as the rocks’ depth increases
13. Which of the following relationships is INCORRECT?
A. fine grain: slate
B. banding: gneiss
C. non-foliated: phyllite
D. contact heat: hornfels
14. How do temperature and pressure affect metamorphism?

A. Pressure and temperature increase as you go up to the crust.
B. The deeper the rock depth, the higher the pressure and temperature.
C. Foliation happens as there is an increase in the pressure and
temperature.
D. Magma cannot bake the surrounding rocks due to the difference in
temperature.
15. Samer is walking down the river when she see an unknown metamorphic rock.
Which of the following characteristic can BEST help her to immediately identify
the type of metamorphism that the rock underwent using a magnifying glass?
A. foliation
B. grain size
C. name of the rock
D. kind of mineral present in the rock
Score:
________
______
127
A. Directions. Indicate the scores you obtained from the previous activities.
Please refer to the major task in case you forget the directions. Write your
answer on the space provided in the box below.
ACTIVITY SCORE FORMED WORDS
What I Know
What’s New
What is it
What’s More (A+B)
What I have Learned
What I can Do
Assessment
128
B. Directions. For additional information, take time to read and observe the
concept map.
Pressure
Existing Rock
Pressure underground
can occur to
Water
influenced by melting of rock, occurs in
of rock, forms
moves upwards rises to Earth’s

because of low magma surface, where
it is called
rises but cool below

density surface, becoming lava
cools to erupts
make from a
intrusive extrusive volcano

rocks rocks
The concept map above presents the processes between igneous and
metamorphic rocks. It shows how metamorphism takes place from any existing
rocks such as igneous rock.
129
130
What’s More What I can Do Assessment
A. Slate: 1. D
1. good roofing material 2. C
2. decorative gardening 3. D
stones 4. B
3. base for snooker tables 5. C
4. and it was used as a 6. B
writing board (or writing 7. A
slate) 8. D
Marble: 9. C
B.
1. use for building or 10. A
1. Slate
sculpture material 11. C
2. Schist
3. Anthracite 2. can be ground down and 12. B
4. Gneiss use as cleaning and soap 13. C
5. Phyllite material 14. B
15. B
Schist:
D.
1. Assemblages 1. use for building, What I Have Learned?
2. Slate sculpture. Paving and 1. C 6. G
3. Marble grade decoration 2. F 7. H
4. Metamorphosis 3. A 8. I
5. Regional 4. E 9. J
What is It
5. B 10. K
What I Know Bonus Task
 If the rocks buried deep,
1. D Example
temperature and pressure
2. A 1. Human shows
in get increase.
3. D characteristics and
 Contact metamorphism
4. D attitudes which are
creates no-foliated
5. C unique to humans as a
metamorphic rocks.
6. C rational being.
 Magma will bake the
7. A 2. Rocks display
surrounding rocks due to
8. A characteristic, beauty,
difference in temperature.
9. B appearance which are
 Deformed rocks with
10. A different from other
foliation/lineation is
11. C types of rocks
brought by pressure and
12. C 3. However, in spite of
recrystallization of
13. C differences both are the
minerals.
14. C same when it comes to
 Slate and gneiss are
15. C the ability of showing
examples of foliated rocks
how unique and
What’s New wonderful they are.
Heat
Pressure
Fluid
Mantle
Temperature
Volcanic Rock
Answer Key
References
A. Books
Acosta Herma D. et al. Science Learners Material Grade 10, 2015.
Commission on Higher Education. Earth and Life Science for Senior High School.
C.P. Garcia Ave., Diliman, Quezon City Philippines. Commission on Higher
Education, 2016
Kasten Lileth P. Integrated Science: Secondary Education Curriculum, 2012.
Pavico-Ferriols Josefina and Faraon-Darvin Genevieve, Exploring Life Through

Science:Integrated Science, 2007.
Vengco Lilia G. and Religioso Teresita F. You and the Natural World: Integrated
Science, 3rd Edition 2008.
B. Electronic References
Steven Earle, Gabriola Island, 2015 retrieved from
https://opentextbc.ca/geology/chapter/chapter-7-metamorphism-and
metamorphic-rocks/
131
Igneous Rocks: How Are They
Formed?
Igneous Rocks: How Are They Formed?
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the
Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this
module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use
these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over
them.

Writers: Jessa M. Ariola

Reviewers: Dominic P. Almirez, Franz Kevin Manalo, Princess Paolah L. De Guzman, Marissa C. Betchaida,
Louie L. Alvarez, Gregorio M. De Chavez, Jr., Jocelyn M. Manset, Mario B. Maramot, Elaine T. Balaogan,
Job S. Zape Jr.
,

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
132
Week

The module covers:

 Lesson 1 – Igneous Rocks: How Are They Formed?

1. compare and contrast the formation of different types of igneous rocks;
2. distinguish intrusive from extrusive igneous rocks;
3. differentiate igneous rocks based on silica content; and
4. differentiate the different textures of igneous rocks.
What I Know
Directions. Read the following questions and choose the letter of the best answer.
Write the chosen letter on a separate sheet of paper.
1. What classification of rocks is formed from solidification and crystallization of

molten rocks?
A. igneous rocks
B. metamorphic rocks
C. sedimentary rocks
D. all of the above
2. What Latin word was the term “igneous” derived from?

A. ignus
B. lithos
C. meta
D. sedere
3. Which of the following is/are the process/es to igneous rocks?

A. sedimentation
B. recrystallization
C. solidification and crystallization
D. solidification and recrystallization
133
4. Which type of igneous rocks based on composition has the highest amount of
silica content?
A. felsic
B. intermediate
C. mafic
D. ultramafic
5. What happens to the molten rocks when they reach the Earth’s surface?
A. They flow continuously.

B. They cool down and solidify.
C. Their temperature remains the same.
D. They remain semi-liquid molten rocks.
6. Which of the following is NOT an extrusive igneous rock?

A. basalt
B. granite
C. obsidian
D. rhyolite
7. Which type of igneous rock forms from lava on Earth's surface?
A. clastic
B. extrusive
C. intrusive
D. non-clastic
8. Which type of igneous rock forms when magma hardens beneath Earth's
surface?
A. clastic
B. extrusive
C. intrusive
D. non-clastic
9. What is the size of the crystals if the rock cools slowly and forms below the
Earth’s surface?
A. large
B. no crystal
C. small
10. Which of the following is NOT an intrusive igneous rock?
A. diorite
B. gabbro
C. granite
D. obsidian
134
11. Which of the following is NOT true about extrusive rocks?
A. They cool down quickly.

B. They have small crystals.
C. These are formed beneath the Earth.
D. Basalt and scoria are example of these rocks.
12. Which of the following is TRUE about intrusive rocks?
A. They have fine grains.

B. They are usually dark.
C. They are formed from lava.
D. They have usually low density.
13. What type of igneous rock texture has large minerals?
A. aphanitic
B. glassy
C. phaneritic
D. vesicular
14. How are igneous rocks classified based on their origin?
A. large or small crystals

B. plutonic and volcanic
C. coarse or fine grains
D. from magma or lava
15. How does the amount silica affect the color of igneous rock?
A. It has no effect at all.

B. It doesn’t matter what the color is.
C. The lesser the silica has, the lighter the color is.
D. The more the silica it has, the lighter the color is.
Igneous Rocks: How Are

Lesson 1
They Formed?
Have you tried mountain climbing? Did you notice different rocks in the mountain
trail? Do they look the same? Do they have different colors? Do they have crystals?
Do they undergo same process of formation? Some of you might think that all rocks
are just the same, however if we study it thoroughly, you will be surprised that they
are different in terms of their formation, physical and chemical characteristics.
In your previous lesson, you already learned that rocks can be classified as igneous,
sedimentary, and metamorphic. For this module, we will be focusing on igneous
rocks and how they are formed.
135
What’s In
Activity 1. Crossword Puzzle

In the previous lesson, you have learned about metamorphism of rocks. Let us review
first about this before proceeding to the next topic.
Directions. Fill-in the crossword puzzle with the words being described. Match the
number of the sentences to the boxes of placed across or down the grid.
ACROSS
1. It is the change that
takes place within a body
of rock as a result of being
subjected to conditions.
3. It is a type of
metamorphic rock which
is formed due to pressure.
DOWN
2. It is the main factor of
regional metamorphism.
4. It is a type of
metamorphic rock which
is formed due to heat.
5. It is the main factor of
contact metamorphism.
What’s New
Activity 2. Comic Strip Analysis
Directions. This comic presented below is about a short conversation of a
grandmother and her granddaughter. Read the comics and answer the given
questions.
Grandma,Grandma,
is that Taal
is that Yes,
Yes, mymy dear. That is Taal
Volcano?
Taal Volcano? dear.Volcano. It has rocks
That is
formed from solidified lava.
Taal
Volcano.
It has
rocks
formed
from
solidified
136
lava.
This
This isis
a a granite. It is an
Wow! I want to learn more
Wow! I want to
granite.igneous rock. about rocks Grandma.
learn more
about rocks
Guide Questions:
1. Who are the characters in the comic?

2. Where do you think is the location of the characters?
3. What is the topic of their conversation?
4. According to the grandmother, Taal volcano is composed of what kind of rock?
5. What specific rock is mentioned in the conversation?
What is It
What are Igneous rocks?
Igneous rocks are one of the three major categories of rocks. The word igneous is
derived from the Latin word for fire, ignis or ignus.
These rocks are commonly found in the surface and beneath the Earth, specifically
in divergent boundaries, convergent boundaries, subduction zones and hotspots. Not
all igneous rocks have the same physical and chemical characteristics. They differ in
the origin, process of formation, color, density, size of grains, crystals and many
more.
How are igneous rocks formed?

Igneous rocks are formed through the process of solidification and crystallization
of molten rocks; magma and lava. When hot, molten rocks reach the surface of the
earth, they undergo changes in temperature and pressure causing them to cool,
solidify and crystallize. Moreover, there are also solidification and crystallization
magma beneath the earth.
What are the types of igneous rocks based on their formation?

In terms of formation, igneous rocks can be classified into two: intrusive and
extrusive rocks. Below is the comparison of these two types.
Table 1. Differences Between Intrusive and Extrusive Rocks
Point of Comparison Intrusive Rocks Extrusive Rocks

Other terminology plutonic rocks volcanic rocks
Location beneath the Earth surface of the Earth
Process of Formation plutonic volcanic
Origin formed from magma formed from lava
137
Color usually dark usually light colored
Density usually dense usually low density (light)
mafic: magnesium and felsic: feldspar
Composition
iron (aluminum)
cools quickly
Rate of Cooling cools slowly
(with voids/holes)
fine/small or no grains
Size of Grains large/coarse grains
(fine/glassy)
Size of Crystals large crystals small or no crystals
These are some examples of intrusive and extrusive rocks.
Gabbro Diorite Granite

Figure 1. Examples of Intrusive Rocks
Basalt Obsidian
Rhyolite Scoria
Figure 2. Examples of Extrusive Rocks
What are the types of igneous rocks based on composition?

Igneous rocks can also be classified according to their composition. They are
composed of SiO2 or silica. Not all igneous rocks have the same silica content. If
there is oversaturation of silica in the magma, its minerals will precipitate. On the
other hand, if there is undersaturation of silica in the magma, its minerals will not
138
precipitate and will not be present in the igneous rocks. The viscosity of magma is
also affected because of silica content.
There are four classifications of igneous rocks based on silica content: ultramafic,
mafic, intermediate and felsic.
1. Ultramafic Igneous Rocks

 They have a very low silica content; less than 45% of SiO2.
 Before forming into igneous rocks, its magma has very low viscosity.
 Its color is ranged too black (peridotite) to olive green (dunite).
 Their density is very high.
 They are rich in pyroxene and olivine minerals.
 Examples of these rocks are peridotite and dunite.
2. Mafic Igneous Rocks

 They have a low silica content; 45-52% of SiO2.
 Before forming into igneous rocks, its magma has low viscosity; more
viscous than ultramafic magma.
 They have black color.
 Their density is high.
 They are composed of pyroxene, calcium-rich plagioclase feldspar
 Examples of these rocks are gabbro and basalt.
3. Intermediate Igneous Rocks

 They have a high silica content; 53-65% of SiO2.
 Before forming into igneous rocks, its magma has intermediate
viscosity; more viscous than the mafic magma.
 Their color is gray.
 Their density is intermediate.
 They are composed of biotite, alkali feldspar and quartz.
 Examples of these rocks are diorite and andesite.
4. Felsic Igneous Rocks
 They have a very high silica content; more than 65% of SiO2
 Before forming into igneous rocks, its magma has high viscosity; more
viscous than the intermediate magma.
 They have light color.
 Their density is very low.
 They are composed of quartz and alkali feldspar.
 Examples of these rocks are granite and rhyolite.
Granite Diorite Gabbro Peridotite
Rock types
Composition FELSIC INTERMEDIATE MAFIC ULTRAMAFIC

Light Dark
Color
139
SiO2 70% 60% 50% 40%
MgO 0.95% 2.5% 15% 48%
Major Quartz Biotite Pyroxene Pyroxene
mineral Alkali Feldspar Alkali Feldspar Plagioclase Olivine
content Quartz Feldspar
Figure 3. Differences of Igneous Rocks based on Composition
Based on the illustration, you will notice the differences of these four classifications
of igneous rocks in terms of their color. Ultramafic has the darkest color and felsic
has the lightest color. To sum, the higher the silica content is, the lighter its color
while the lower the silica content is, the darker its color. Thus, amount of silica
affects the color of the rocks.
Composition FELSIC INTERMEDIATE MAFIC ULTRAMAFIC

Rock types Granite Diorite Gabbro Peridotite
Rhyolite Andesite Basalt
Percentage of mineral by volume
70% Silica content 40%
Sodium and potassium content
Iron, magnesium, and calcium content
700°C Temperature at which melting starts 1200°C

Figure 4. Differences of Igneous Rocks based on Composition
in Relation to Silica Content and Temperature
This is another illustration showing the differences of ultramafic, mafic, intermediate

and felsic igneous rocks; rock types, kind and percentage of minerals; percentage of
silica content; and ranges of temperature.
Felsic has the highest silica content while ultramafic has the lowest silica content.
On the other hand, felsic is exposed to 700 degree Celsius and ultramafic is exposed
to 1200 degree Celsius. It means when igneous rock is exposed to extreme high
temperature, its color is darker, while if it is exposed to lower temperature, its color
is light.
140
What are the types of igneous rocks based on texture?
Igneous rocks have different textures. Texture of a rock is the size and arrangement
of the minerals it contains.
 Phaneritic texture – Rocks have large minerals (example: granite)

 Aphanitic texture- The mineral grains are too small to see with the unaided
eye (example: basalt)
 Vesicular texture – Rocks have many pits from gas escape (example: basalt)
 Porphyritic texture – Rocks have two (2) distinct grain sizes, large and small
(example: andesite porphyry)
 Glassy texture- Rocks do have obvious minerals (example: obsidian)
What’s More
Activity 3. Types of Igneous Rocks, Described!

Directions. Given are the different examples of igneous rocks. Supply the missing
information to complete the table below.
Type of Formed Cooling Crystal

Igneous Rock from rate size (small,
Rock
(intrusive or (magma (fast or large or no
extrusive) or lava) slow) crystal)
Rhyolite extrusive 1. 2. small
Gabbro 3. 4. slow large
Granite intrusive 5. slow 6.
Scoria 7. lava 8. No crystals
141
Obsidian 9. lava fast 10.
Activity 4. Concept Map

Directions. Complete the blank concept map by supplying the needed information
using the given terms and phrases related to igneous rocks.
composed of magnesium
Extrusive magma cools slowly
and iron
Intrusive lava cools quickly small or no crystal form
form from cooling and
large crystal form composed of aluminum solidification of lava and
magma
Igneous Rock
1.
2.
3.
4.
5.
6.
7.
8.
9.
142
Activity 5. Venn Diagram
Directions. Compare and contrast the four classifications of igneous rocks based
on composition.
Ultramafic
Felsic Mafic
Intermediate
Activity 6. Crossword
Directions. Fill-in the crossword puzzle with the words being described. Match the
number of the sentences to the boxes of placed across or down the grid.
ACROSS
1. Rocks have two distinct
grain sizes.
2. The mineral grains are
too small to see with the
unaided eye.
3. Rocks have many pits
from gas escape.
DOWN
1. Rocks have large
minerals.
4. Rocks do have obvious
minerals
143
What I Have Learned
Activity 7. Complete Me!

Directions. Read the following statements and fill-in the blanks with the correct term
or phrase.
1. The word igneous is derived from the Latin word for _________, ignis or ignus.
2. Igneous rocks are commonly found in the _________and _________ the Earth,
specifically in divergent boundaries, convergent boundaries, subduction zones
and hotspots.
3. Igneous rocks are formed through the process of _________ and _________ of
molten rocks; magma and lava.
4. When hot, molten rocks reach the surface of the earth, they undergo changes
in _________and _________ causing them to _________, _________and _________.
5. In terms of formation, igneous rocks can be classified into two; _________ and
_________ rocks.
6. Intrusive rocks are formed solidified _________ while extrusive rocks are
formed from solidified _________.
7. Intrusive rocks cool _________ while extrusive rocks cool _________.
8. Intrusive rocks have _________ grains and crystals while extrusive rocks have
_________ grains and crystals.
9. Examples of intrusive rocks are _________, _________, and _________.
10. Examples of extrusive rocks are _________, _________, _________, and _________.
11. Igneous rocks can also be classified according to their composition. They are
composed of ________.
12. If there is ________ of silica in the magma, its minerals will precipitate.
13. If there is ________ of silica in the magma, its minerals will not precipitate and
will not be present in the igneous rocks.
14. There are four classifications of igneous rocks based on silica content;
________, ________, ________ and ________.
15. ________ has the highest amount of silica while ________ has the lowest.
16. ________ is the most viscous while ________ is the least.
17. ________ has the darkest color while ________ has the lightest
18. ________ is the densest while ________ is the lightest.
19. ________ is exposed to the highest temperature while ________ is exposed to
the lowest temperature.
20. The higher the silica content is, the ________ the color is and the ________ the
silica content is, the darker the color is.
144
What I Can Do
Activity 8. Apply It!

A. Directions. Go outside and collect 3 pieces of rock. Observe their color, shape,
texture and other physical characteristics. You may crack or scratch the rock to
observe them clearly. Then, record your data in the table below.
Type of Igneous Rock and its

Rocks (Drawing)
Characteristics
1.
2.
3.
B. Directions. Read the given statement and provide the answer.
You are in a community park. While walking, you have noticed that there are
many rocks on the ground. From these rocks, how will you know if they are igneous
rocks? What are the things you should consider in identifying igneous rocks?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
145
Assessment
1. What Latin word was the term “igneous” derived from?
A. ignus
B. lithos
C. meta
D. sedere
2. What classification of rocks is formed from solidification and crystallization of

molten rocks?
A. igneous rocks
B. metamorphic rocks
C. sedimentary rocks
D. all of the above
3. Which type of igneous rocks based on composition has the highest amount of
silica content?
A. felsic
B. intermediate
C. mafic
D. ultramafic
4. Which of the following is/are the process/es of igneous rocks?

A. sedimentation
B. recrystallization
C. solidification and crystallization
D. solidification and recrystallization
5. Which of the following is NOT an extrusive igneous rock?

A. basalt
B. granite
C. obsidian
D. rhyolite
6. What happens to the molten rocks when they reach the Earth’s surface?
A. They flow continuously.
B. They cool down and solidify.
C. Their temperature remains the same.
D. They remain semi-liquid molten rocks.
7. Which type of igneous rock forms when magma hardens beneath Earth's
surface?
A. clastic
B. extrusive
C. intrusive
D. non-clastic
8. Which type of igneous rock forms from lava on Earth's surface?

A. clastic
B. extrusive
146
C. intrusive
D. non-clastic
9. Which of the following is NOT an intrusive igneous rock?

A. diorite
B. gabbro
C. granite
D. obsidian
10. What is the size of the crystals if the rock cools slowly and forms below the
Earth’s surface?
A. large
B. no crystal
C. small
11. Which of the following is TRUE about intrusive rocks?

A. They have fine grains.
B. They are usually dark.
C. They are formed from lava.
D. They have usually low density.
12. Which of the following is NOT true about extrusive rocks?

A. They cool down quickly.
B. They have small crystals.
C. These are formed beneath the Earth.
D. Basalt and scoria are example of these rocks.
13. How are igneous rocks classified based on their origin?

A. large or small crystals
B. plutonic and volcanic
C. coarse or fine grains
D. from magma or lava
14. How does the amount silica affect the color of igneous rock?
A. It has no effect at all.
B. It doesn’t matter what the color is.
C. The lesser the silica has, the lighter the color is.
D. The more the silica it has, the lighter the color is.
15. What type of igneous rock texture has large minerals?

A. aphanitic
B. glassy
C. phaneritic
D. vesicular
147
A. Directions. Take some pictures of igneous rocks available in your barangay
and make a collage. Write a short paragraph or description about your
output.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
B. Directions. Read the quotation and write your interpretation about it.
“Sometimes we must be like stone, strong enough to stand on our own.”
- WhenEarthSpeaks
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
148
149
Activity 5 6. silica
Answers may vary 7. oversaturation
Assessment
8. undersaturation
Activity 6
9. ultramafic, mafic, 1. A
Across
1. porphyritic intermediate, felsic 2. A
2. aphanitic 10. felsic, ultramafic 3. A
3. vesicular 11. felsic, ultramafic 4. C
Down 5. B
12. ultramafic, felsic
1. phaneritic 6. B
13. ultramafic, felsic 7. C
4. glassy 14. ultramafic, felsic 8. B
15. lighter, lower 9. D
What's in 10. A
What's More 11. B
Across 13. D
1. metamorphism 1. lava 14. D
3. regional 2. fast 15. C
3. intrusive
Down 4. magma
2. pressure 5. magma What I Can Do
4. contact 6. large
5. heat 7. extrusive Activity 8
8. fast A. Answers may vary.
What I Know 9. extrusive B. Their color, density,
1. A 10. no crystals grains, crystals, and
2. A location of the rocks
3. C Activity 4
4. A
5. B Activity 7
1. form from cooling
6. B 1. fire
and solidification of
7. B 2. surface, beneath
lava and magma
8. C 3. solidification,
2. intrusive
9. A 3. large crystal form crystallization
10. D 4. magma cools slowly 4. temperature,
11. C 5. composed of pressure, cool,
12. B magnesium and iron solidify, crystallize
13. C 6. extrusive 5. intrusive, extrusive
14. D 7. small or no crystal 6. magma, lava
15. D form
7. slowly, quickly
8. lava cools quickly
What's New 9. composed of 8. large, small or no
Activity 2 aluminum 9. gabbro, diorite,
granite
1. grandmother and 10. basalt, obsidian,
her granddaughter rhyolite, scoria
2. place where Taal
volcano can be seen
3. They are talking
about rocks found in
Taal volcano.
4. igneous rocks
5. granite
Answer Key
References
“How to Classify Igneous Rocks Into (Ultramafic, Mafic, Intermediate and Felsic)?”, Geology
In, accessed May 31, 2020, http://www.geologyin.com/2014/12/how-to-classify-
igneous-rocks-into.html
“Igneous Rocks Worksheet”, Study Resource, accessed May 28, 2020,

https://studyres.com/doc/959258/igneous-rocks-worksheet
“Igneous Rocks”, Columbia Education, accessed May 31, 2020,

http://www.columbia.edu/~vjd1/igneous.htm
“Introduction to the Rock Cycle”, OHMAA+, accessed May 25, 2020,

https://ops.instructure.com/courses/10087/pages/introduction-to-the-rock-cycle
“Intrusive Igneous Rocks”, Minerals4Kids, accessed May 27, 2020,

http://www.mineralogy4kids.org/?q=rock-cycle/intrusive-igneous-rocks
“Lesson 3: “The Big Rock” Lesson: Introduction to Rocks

”, Lehigh University, accessed May 28, 2020,
http://www.ei.lehigh.edu/envirosci/geology/rocks/pdf/lesson3.pdf
“Question: Because Magmas And The Igneous Rocks That Form From”, Chegg Study,
accessed May 31, 2020, https://www.chegg.com/homework-help/questions-and-
answers/magmas-igneous-rocks-form-large-range-chemical-compositions-
geologists-use-classifications-q17090207
C.E. Jones, “Igneous Rocks by Composition “, Department of Geology and Planetary Science,
accessed May 31, 2020,
https://www.pitt.edu/~cejones/GeoImages/2IgneousRocks/IgneousCompositions.h
tml
David Michaud, “Igneous Rocks Formations”, 911metallurgist, published October 15, 2015,
https://www.911metallurgist.com/blog/igneous-rocks
Fran Anderson, “When Earth Speaks”, Pinterest, accessed May 25, 2020,
https://www.pinterest.com.au/pin/393713192409577434/
Hobart M. King, Ph.D., RPG. “What are Igneous Rocks?”, Geoscience News and Information
Geology.com, accessed May 27, 2020, https://geology.com/rocks/igneous-
rocks.shtml
Matt Williams, “Igneous Rocks: How Are They Formed?”, Universe Today, published
December 16, 2015, https://www.universetoday.com/82009/how-are-igneous-
rocks-formed/
Stephen A. Nelson, “Classification of Igneous Rocks”, Tulane University General, updated

January 12, 2011, https://geology.com/dictionary/glossary-u.shtml
“An Introduction to Geology”, University of Hawai’i at Manoa, accessed May 31, 2020,
http://www.soest.hawaii.edu/coasts/lecture/gg101/powerpoints/Minerals_Igneous
.pdf
150
Movement of Plates and
Fomation of Folds and Faults
Movement of Plates and Formations of Folds and Faults
First Edition, 2020

Writer: Chris B. De Jesus

Editors: Erwin R. Abrencillo , Jocelyn M. Manset
Reviewers: Dominic P. Almirez, Franz Kevin Manalo, Gregorio M. De Chavez, Jr., Jocelyn M. Manset, Mario B. Maramot,
Princess Paolah L. De Guzman, Marissa C. Betchaida, Louie L. Alvarez, Elaine T. Balaogan, Job S. Zape Jr.

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
151
Week

This module was designed and written with you, the learner in mind. This aims to
help you master the Nature of Earth and Life Science. The scope of this module
permits can be used in different learning situations. The language used recognizes
the diverse vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.
The module included lesson about the Movements of Plates and Formation of Folds
and Faults.

1. Identify the three types of plate movements from a short excerpt.
2. Expound three types of plate movement based on plate tectonics theory
using an illustration.
Cite specific examples of land forms as outcomes of plate movement
What I Know
corresponds to the correct answer by shading the circle before each number.
152
153
154
Lesson 1 Movement of Plates and Formation of
Folds and Faults
This module contains topics about plate movement leading to the formation of folds
and faults. Students must explain how the movement of plates leads to the formation
of folds and faults by doing different activities included in this module. Likewise,
concept about the Plate’s movement is available for the students reference in doing
each activity incorporated in the procedure.
What’s In
Directions. Cross out the words which are not associated with plate tectonics. Then,
put the remaining words and write your understanding below the box.
FAULT WEATHERING CONVERGENT

PLATES SUBDUCTION VOLCANIC ARC
RIDGE MOUNTAIN MESOSAURUS
FOLD DIVERGENT
Words Your Own Understanding
Score:
_______
155
What’s New
Directions. Read and analyze the excerpt. Identify the three indicated types plate
movements. Illustrate it on the box provided below (10 points).
TYPE OF PLATE BOUNDARIES
Studying plate boundaries is important because along these boundaries

deformation of the lithosphere is happening. Divergent plate movement occurs when
plates pull apart from each other. When two (2) plates diverge, pieces from such
plates sink towards the Earth’s mantle. On the other hand, convergent movement
occurs when plates crush into each other and land crumples, forming trenches and
mountains. Lateral or transform fault movement occurs when plates move alongside
each other in different directions.
Illustration 1. Illustration 2. Illustration 3.

_________ _________ _________
156
What is It
A. Directions. Complete the diagram below by filling in the blank boxes with the
corresponding terms/phrases.
PLATE TECTONICS
Three types of Plates’

Movement
CONVERGENT
‘
Plates move
Plates pull apart alongside each other
from each other in different
directions
Land formation or Land formation or Land formation or

geologic features: geologic features: geologic features:
____________________ ____________________ ____________________
Score:
_______
157
A. Directions. Read and analyze the diagram below which will provide you
background information about Plate Boundaries.
Transform
Plate
Boundary
It is also called as strike slip fault boundary, the plates slide past each other
horizontally. This is a type of boundary that cuts through California, the well-
known San Andreas Fault. The San Andreas fault zone, which is about 1300
km long and is tens of kilometer wide, slice through two thirds of the length
of California. Along with it, the Pacific Plate has been for 10 million years, at
an average rate of about 5cm/yr (Pavico and Faraon, 2007, 193).
Convergent
Plate
Boundary
The heavier oceanic crust sinks below the lighter continental crust. It
happens along convergent boundaries where plates are moving toward each
other and sometimes one plate sink under another (subduction). Marianas
Trench marks where the fast moving Pacific Plate converges against the
slower moving Philippine Plate. This boundary is often sits of major volcanoes
such as Mount Fuji in Japan. In a collision of two pieces of oceanic crust, the
result is a chain of volcanic islands, of which Indonesia is a prime example.
Where oceanic crust collides with a plate carrying continent, the result is a
chain of volcanoes on the continent such as the Cascade of volcanic chain in
Pacific Northwest of the US and the Andes Mountains of South America.
When two continental crusts collide, the result is a range of mountains such
as Himalayan Mountain yr (Pavico and Faraon, 2007, 193-194).
158
Divergent Plate Boundaries are boundaries where the earth’s tectonic plates
are moving apart. For most part, these boundaries are located on the ocean
floors, where they form a continuous chain of volcanic mountains and rift
called mid-ocean ridges that extend throughout the earth’s oceans. Mid-
Atlantic Ridge is good example which runs down the middle of the Atlantic
Ocean. As the plates move apart, magma wells up to fill the space between
them, and this is why divergent plate boundaries are the sites of volcanic
activity. It is also a set where the earth’s crust is growing (Pavico and Faraon,
2007, 194).
What’s More
Activity A: Crossword Puzzle
Directions. Fill out the crossword puzzle with the correct terms using the given
clues.
Across
3
2. Fracture or discontinuity in a volume of
rocks.
4. Plates are moving away from each other.
1
6. Horizontal motion movement of plates.
2
9. A chain of mountains.
8
Down
5 10 1. Earth’s crust and uppermost mantle
3. Chain of volcanoes formed from
4 subducting plates.
5. Plates are moving toward each other
9
and collide.
7. Occur when flat surface bent or curved.
8. A large landform formed from tectonic
7
forces.
6
10. Low area between hills and mountain
Score:
_______
159
Activity B: My Understanding of Plate Movement
Directions. Complete the paragraph below. The first part is already given.
Faults, folding, ridges, mountains, valleys and volcanic arc are formed when
the plates move because
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_______________________________________________________________________(5 points).
Criteria: 3 points: Appropriateness and relation to the topic

Score:
2 points: Neatness and free from grammatical errors.
_______
Activity C: Plate Boundaries
Directions. Perform the activity below by following the instructions.
A. There are two tables below. Table A includes three types of plate boundaries
with their respective descriptions and illustrations while Table B is blank table
where you can put your answer.
B. Observe Table A by making sure that all the descriptions and illustration
referring to specific type of plate boundaries are properly placed.
C. In case you notice errorrs, rewrite the content of table A into table B with
correct cclassification of all the descriptions.
Table A
CONVERGENT DIVERGENT TRANSFORM

When it occurs between Most of it are found in the
two oceanic plates, one of ocean basin and connect
those plates will subduct offsets in the mid ocean
beneath the other. ridges
When it happens, the new

crust is forming from
Plates move apart
magma that rises to the
earth surface between the
two plates
Two plates are moving Also known as strike slip or Best example of this plate
toward each other sliding boundaries is San Andreas fault
Often sites of major

Creating a zone of tension
volcanoes
160
Table B
CONVERGENT DIVERGENT TRANSFORM
Activity D: READ! ASK! RESPOND!
Directions. Read and Analyze the the diagram below. Take note of some important
details which will be used in next activities or questions
Plates move relative to each other and to fixed location in the

mantle of the Earth. The absolute motion of the plates can
lead to the formation of strings of volcanoes. On the other
READ
hand, their relative motion can lead to the different types of
plate boundaries. If three plates meet in one place, they form
a triple junction (Kasten 2012, 241)
1. What motion or movement can lead to the formation of

strings of volcanoes?
ASK
2. What will be formed if the three plate boundaries meet
in one place?
161
1
RESPOND
2.
Currently, the size of oceans and shape of continents are

changed due to the movement of plates. Because of the
movement of plates in North and South America, Pacific
Ocean is becoming smaller. However, the Atlantic Ocean is
becoming larger as North and South America move away
READ from Europe and Africa. The Himalayas Mountains are
becoming taller. The plate that includes Australia is now
beginning to collide with the plate that includes Southeast
Asia. India’s plate is also colliding with Asia while Australia
is moving farther away from Antarctica (Kasten 2012, 241).
1. What will happen to the Pacific Ocean if the North and

South American Plates continue to move to the west?
2. What caused the enlargement of Atlantic Ocean?
ASK 3. What will happen to the Himalayas Mountains when
READ two large landmasses, Eurasia and India driven by
plate movement and collide?
1.
RESPOND 2.
3.
Score:
_______
162
What I Have Learned
Directions. From the word pool given below, identify the term being described in the
following statements.
__________1. This phenomenon is created during transformation of plate’s movement
and it is a kinematic phenomenon caused by the relative density of
oceanic lithosphere and relative weakness of asthenosphere.
__________2. This plate’s movement creates mountain and volcanic arc. Marianas
Trench is also created by this movement.
__________3. The movement of this plate is towards the opposite direction or moving
away from each other.
__________4. It is a process of rising up hot, dense liquid materials and creates new
seafloor.
__________5. This is a theory that supports that supports continental drift theory and
seafloor spreading.
Plate Tectonic Seafloor Spreading

Transform fault Divergent
Score:
Convergent _______
What I Can Do
Directions. Supply the needed information by writing it on the space provided.
A. “Everything happens for a reason.” How will I relate the given quotation to
the lesson?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
163
B. In your area, what natural scenery do you think is a result of colliding
plates?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
C. How will you justify that plate tectonics or movement of plate boundaries
is also beneficial to us?
(Cite you reference)
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
164
Assessment
corresponds to the correct answer by shading the circle before each number.
⚪ ⚪ ⚪ ⚪ 1. Movement plate boundaries results too many events or

A B C D land formations, which of the following is the reason of
mountain formations.
A. Converging Plates
B. Both A and B
C. Diverging Plates
D. Neither A
⚪ ⚪ ⚪ ⚪ 2. It is a region where plates meet.

A B C D A. Fault
B. Plate Boundary
C. Mountain
D. Volcanic Arc
⚪ ⚪ ⚪ ⚪ 3. There are three distinct types of plate boundaries, which of

A B C D those types creates zone of tension by moving the plates
apart?
A. Convergent Boundary
B. Transform Fault
C. Divergent Boundary
D. None of these
⚪ ⚪ ⚪ ⚪ 4. When two tectonic plates collide, the continental crust

A B C D usually rise up over the oceanic crust because it is______.
A. Denser than continental crust
B. Thicker than continental crust
C. Thinner than continental crust
D. Less dense than oceanic crust
⚪ ⚪ ⚪ ⚪ 5. Predict what geologic features could result out of this

A B C D boundary.
165
⚪ ⚪ ⚪ ⚪ 6. Which of the following diagrams shows the strike slip fault
A B C D wherein San Andreas Fault which is bounded by North
American Plate and the Pacific Plate is the best example?
A.
B.
C.
D.
⚪ ⚪ ⚪ ⚪ 7. Which of the following resulted to the formation of new crust

A B C D from magma that rises to the earth’s surface between the two
plate boundaries?
B. divergent boundary
C. strike fault
D. transform boundary
⚪ ⚪ ⚪ ⚪ 8. Which of the following resulted to the formation of new

A B C D oceanic lithosphere?
A. Convergent Boundary
B. Divergent Boundary
C. Transform Boundary
D. None of these
⚪ ⚪ ⚪ ⚪ 9. Which type of plate boundary does the shallow focus

A B C D earthquake occur wherein it appears to be associated with
mid ocean ridges and mountain ranges?
A. Convergent
B. B. Divergent
C. Transform
D. All of these
⚪ ⚪ ⚪ ⚪ 10. Which of the following land formation or events is not

A B C D connected to convergent plate movement/margin?
A. deep-focus earthquake
B. Trench
C. Valleys
D. Volcanic Arc
166
⚪ ⚪ ⚪ ⚪ 11. Which of the following is associated with discovery of seafloor
A B C D spreading?
A. Mountains and Volcanoes are denser than mantle
B. Rotational pole of the earth has migrated or moved.
C. The crust of the continents is denser than the crust of
the ocean
D. The crust of the oceans is very young relative to the
age of the crust of the continents
⚪ ⚪ ⚪ ⚪ 12. Convergent plate boundary creates land formations which

A B C D later become scenery. Which of the following is one of the best
examples of the land formations due to convergent plate
boundary?
A. Arc
B. Boundary
C. Valley
D. Volcanic Arc
13. Divergent: Plates pull apart_________: Plates move alongside
14. Faults: A fracture or discontinuity in volume of rocks

Folds: ___________________________________.
A. It forms from subducting plates
B. It occurs when flat surface bent
C. Occur when plates moving alongside and toward to
each other.
D. Occur when plates moving alongside and away from
each other.
________________ 15. _______: Low area between hills or mountains

RIDGES: A chain of mountains.
CLUE: YLLVAE
Score:
_______
167
A. Directions. Conduct a short interview with one or two of your family members.
Ask them about how they think the mountain, valley, ridges and volcanoes are
formed. List all their responses. Afterwards, inform them on how those formations
formed based on what you have learned from the lesson.
Interview Guide Format:
Questions Responses Your Feedback
B. Based on the results of your interview, make a wide dissemination on how

different landforms were created based on what you have learned into this
module. You have two options to do it.
1. Flyers
2. Vlog which will be post on your social media account.
Rubrics:
5 points: Innovation (It should shows creativity)
10 points: Content (It should include explanations based on the lesson)
168
169
What is it? What’s More
Assessment
A. A
1. A
1. Plate
2. Fault 2. B
3. Volcanic Arc 3. C
4. Divergent 4. A
5. Convergent 5. Mild Ocean Ridge
6. Transform 6. B
7. Fold 7. B
8. Mountain 8. B
9. Ridge 9. D
10. Valley 10. C
B. Your answer should touch 11. D
the three movements of plates. 12. D
Divergent, convergent and 13. Transform
What’s New
transform fault movement. 14. B
15. Valley
Note: Rubrics is attached after
the activity.
What I can Do
C
B.
Students own understanding
What’s in
or based on research.
Words to be crossed out:
Weathering
Mesosaurus
What I Know
1. B
2. B
3. B
4. A D.
5. Mountains, Volcanoes,and
1. Absolute motion
Trench 2. Triple Junction
6. B 3. Smaller
7. D 4. North and South America
8. B move away from Europe
9. D and Africa
10. C 5. Taller
6.
11. D
What I have Learned
12. A
13. Divergent 1 Transform Fault
14. B 2 Convergent
15. RIDGE 3 Divergent
4 Seafloor Spreading
5 Plate Tectonics
Answer Key
References
A. Books
Acosta Herma D.,et al. Science Learners Material Grade 10,2015
Commission on Higher Educvation. Earth and Life Science for Senior High
School. C.P. Garcia Ave., Diliman, Quezon City Philippines. Commission
on Higher Education, 2016
Kasten Lileth P. Secondary Education Curriculum: Integrated Science, 2012
Pavico-Ferriols Josefina and Faraon-Darvin Genevieve, Exploring Life Though

Science: Integrated Science, 2007
Vengco Lilia G. and Religioso Teresita F. You and the Natural World: Integrated
Science, 3rd Edition 2008.
170
Formation of Rock Layers
Formation of Rock Layers
First Edition, 2020

Writers: Lucila D. Castor


Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
171
Week

The content of this module focuses on the concepts of rock layer formation and its
correlation. Every rock layer is, for the most part, one of various parallel rock layers
that lies upon another which exhibits specific or similar characteristics.
Since the concept about rocks and its types were discussed in the previous lesson,
this module serves as a continuation of how rocks produce strata and what they may
become once they are separated from its original rock layer. It also involves the
possibilities of knowing the relative age of each rock layer due to the presence of
fossils it contains.
The module is divided into two lessons, namely:

 Lesson1: Rock Layers
 Lesson 2: Correlation of Rock Layers
1.describe how layers of stratified rocks are formed;

2. describe the different laws of stratigraphy;
3.determine how geologists correlate rock layers;
4. reflect on human environmental practices that may contribute to the alterations
on the Earth surface, particularly the rock layers; and
5. illustrate an outcrop of rock layers applying the law of stratigraphy.
172
What I Know
Before you use this module, take the Pretest below.
Directions: Read each item carefully. Choose the letter of the best answer and write
the chosen letter on a separate sheet of paper.
1. Which field of science deals with the study of rock layers?

A. Geology
Petrology
B. Paleontology
C. Stratigraphy
2. Which processes most often cause fossil evidence to be preserved in rock?

A. melting and faulting
B. weathering and erosion
C. folding and metamorphism
D. cementation and deposition
3. Which of the following laws of stratigraphy gives emphasis on the

assemblage of fossils embedded on rock layers?
A. Law of Conformities
B. Law of Superposition
C. Law of Faunal Succession
D. Law of Original horizontality
4. What can be concluded if a dike protrudes through several layers of rock?

A. A batholith resides nearby.
B. A volcano is within the area.
C. It is formed before the rock layer.
D. The rock layers are formed before the dike protrudes.
5.What can you infer when a sandstone comes in contact with a granite?
A. The granite is older than the sandstone.
B. The granite is younger than the sandstone.
C. The granite was intruded into the sandstone.
D. The granite and the sandstone have the same age.
6. Who proposed the Law of Uniformitarianism?

A. Aristotle
B. Nicolas Steno
C. James Hutton
D. James Chadwick
173
7. Which principle states that the physical, chemical, and biological processes
that work today are the same forces that worked in the past?
A. Principle of Intrusions
B. Principle of Unconformities
C. Principle of Uniformitarianism
D. Principle of Original Horizontality
For item nos.8-10, refer to the diagram of rock strata to answer the questions
that follow.
8. What principle of stratigraphy is depicted in the picture?
A. Principle of Unconformities
B. Principle of Uniformitarianism
C. Principle of Original Horizontality
D. Principle of Cross-cutting relationship
9. Which layer of rock is the youngest?
A. Layer F
B. Layer G
C. Layer E
D. Layer A
10. What is the correct sequence in the relative age of rock from youngest to
oldest?
A. Layer A, B, C, D, E, F, G
B. Layer G, F, E, D, C, B, A
C. Layer A, B, G, C, D, E, F
D. Layer G, F, E, D, C, B, A
174
11. Which type of dating method can be used in rock layers applying the
Law of Superposition?
A. Radioactive Dating
B. Absolute Dating
C. Relative Dating
D. Isotopic Dating
12. According to the Law of Superposition, where are the oldest fossils usually
found?
A. somewhat near the surface
B. at the top of the rock layers
C. in the middle of the rock layers
D. near the bottom of the rock layers
13. Which principle uses dikes and faults in sequencing events?
A. Inclusions
B. Faunal succession
C. Original Horizontality
D. Cross cutting relationship
14. Which of the following is NOT generally part of angular unconformity?
A. Erosion
B. Folding
C. Metamorphism
D. Marine Regression
15. How is the principle of original horizontality described?
A. All rocks were originally horizontal.

B. Each layer of rock is older than the one above it.
C. The original crust of the earth was almost perfectly flat.
D. Layers of sediments are deposited in a nearly horizontal
orientation.
175
Lesson 1 Rock Layers
Are the current features of the Earth the same as they were 4.6 billion years ago?
Well, the answer is no. The Earth had undergone geological alterations and
evolutionary processes that changed its features. The exogenic and endogenic
processes that happened in the surface and within the inner portion of the Earth
may contribute to these alterations that occurred. The rocks are being studied by
geologists because they contain clues of what the Earth had been in the past.
In this module, the formation of rock strata will be determined including the order of
rock layers, the manner on how rock layers are formed or deformed due to physical
factors and the age of rocks using the relative and absolute dating method.
What’s In
Before proceeding to the content of this module, let us first have a review on the
learnings that you gained in our previous lesson related to rocks and rock cycle.
Try to complete the rock cycle using the terms and the processes given. Write the
term/s in the box/circles and processes/events in between arrows to show the
connections in the rock cycle.
176
What’s New
If you will be given a cake for your birthday, how many layers do you wish to have?
How many flavors do you want? What will be the order of flavor in each layer?
If you apply pressure on cakes, it will be deformed, flattened, or twisted. Just like
the layers in the cake, rocks can also form layers due to sediments deposited on
rocks or some forces that act on it which causes its deformation. These are forces
that may bring alteration to rock layers or the change in its formation in the Earth’s
surface.
In geologic time, it covers the whole sweep of Earth’s history, from how and when the
earth was first formed, to everything that has happened on, in, and to the entire
planet up to now.
In this module, descriptions, characteristics, and behavior of rock layers will be

discussed. Relevant information will be given which serves as a guide as you go
through with the lesson in the formation of rock layers.
What is It
The idea behind the concept that the Earth is billions of years old originated in the
work of James Hutton. Hutton concluded that there are forces that changes the
landscape of the Earth in the past. This conclusion is based on his observation in
the geological processes that were taking place in his farm.
His Principle of Uniformitarianism states that the current geologic processes, such
as volcanism, erosion, and weathering are the same processes that were at work in
the past. This idea was refined by other geologists that although the process of the
past and the present are the same, the rates of this process may vary over time. The
Earth’s history was studied using the different records of past events preserved in
rocks. The layers of rocks are like the pages in our history books.
How are rock layers formed?
Stratified rocks, also known as derivatives rock, maybe fragmental or crystalline.

These rocks are product of sedimentary processes. These are made of visible layers
of sediments. The formation on rock layers depend on its stratigraphy and
stratification.
177
Stratigraphy Stratification
 It is also known as bedding, which
It is the branch of geology that
is the layering that happens in
deals with the description,
correlation, and interpretation of sedimentary and igneous rocks
stratified sediments and stratified formed at the surface of the Earth
rocks on and within the Earth. that comes from lava flows or other
It is the study of the rock volcanic activity.
layers(strata).  It is expressed by rock layers
It will give you clues to the location (units) of a general tabular or
of ancient seas, mountains, lenticular form that differ in rock
plateaus and plains. type.
As early as the mid 1600’s, the Danish scientist Nicholas Steno studied the relative
position of sedimentary rocks. Sedimentary rocks are formed particle by particle, bed
by bed, and the layers are piled one on top of the other. These rock layers are also
called strata.
Stratigraphic Laws
Stratigraphic laws are basic principles that all geologists use in decoding or
deciphering the spatial and temporal relationships of rock layers. These includes the
following: Original Horizontality, Lateral Continuity, Superposition, Cross Cutting,
Law of Inclusions and the Law of Faunal Succession.
178
Law of Superposition Law of Inclusions
 The largest and heaviest rock  A rock mass that contains
layer that settled first at the pieces of rocks called
bottom is the oldest rock layer. inclusions are younger
 The lightest and smallest that than the other rock
settled last is the youngest rock masses.
layer.
LAWS OF
STRATIGRAPHY
Law of Cross Cutting Law of Original

Relationship Horizontality
 a fault or dike- a slab rock  sediments are deposited in
cuts through another rock flat layers, if the rock
 when magma intrudes to maintains in horizontal
the rock, that fault or layers, it means it is not
magma is younger than the yet disturbed and still has
rock its original horizontality
Law of Unconformities Law of Faunal Succession

 rock layers that are formed
without interruptions are  first recognized by William
Smith
conformable.
 describes a layer of rock that  different strata contain
have been deformed or eroded particular assemblage of fossils
before another layer is by which rocks may be
deposited, resulting in rock identified and correlated over
layer mismatching long distances
Figure 1. The Steno’s Law of Stratigraphy
179
The Law of Stratigraphy shown -in Figure 1 indicates deposition, reshaping and
deformations of the rock layers due to geological processes.
Three Types of
Unconformities:
Disconformity Angular unconformity

 It originates from horizontally
 It originates from horizontal
parallel strata of sedimentary
sedimentary rock layers that is
lifted and the top layers eroded. rock that are deposited on
tilted and eroded layers.
 New sediments are deposited  It produced an angular
when they are submerged discordance with underlying
beneath a freshwater or horizontal layers.
saltwater.
Non -conformity
 It originates between sedimentary
rocks, metamorphic or igneous rock
when sedimentary rock lies above
and was deposited on the pre-existing
and eroded metamorphic or igneous
rock.
180
What’s More
Activity 1.1 - Who’s Older, Who’s Younger?
The rock layers below labelled A to F undergo sedimentary process that results to
changes in rock form. Use the diagram of a rock layer below to complete and answer
the questions.
Guide Questions:
1. In what layer was the first rock formed?________

2. What letter is the second layer of the rock? ________
3. What happens in the rock represented by letter D?(cutting,or insertion)_______
4. What three layered letters is cut by letter D? ________
5. What takes place in letter F?(fault,folds) ________
6. What environmental factors occur in letter E?(weathering and erosion,
volcanic eruption) ________
7. Which rock layer is the oldest? ________
8. Which rock layer is the youngest? ________
9. Which layer describes the law of horizontal continuity? ________
10. Which layer shows an angular conformity? ________
181
Activity 1.2 Word Pool
Read the words in the box and the statements below. Fill the blanks with the
words/phrases that best complete the sentences.
cross-cutting sedimentary
erosion stratification
extrusive superposition
fault unconformity
intrusion younger
1. The process in which sedimentary rocks are arranged in layer is called

______________.
2. The law of _____________ relationship happens when a layer of rocks torn apart
and igneous rock fill in the spaces.
3. On the Earth’s surface, weathering and _________ make rock fragments.
4. The law of _____________states that sedimentary rocks are layered from the
oldest to the youngest and oldest rocks are found at the bottom.
5. A/an _________ is a break in the rocks that make up the Earth’s crust, along
which rocks on either side have moved past each other.
6. A/an ___________ rock is formed when a magma never makes it to the surface.
7. In the law of ___________, rock was uplifted, eroded from the surrounding rock,
and will be replaced by sediments.
8. A/an _________ rock is formed by the accumulation, deposition, and cementation
of organic particles or minerals.
9. When lava solidifies upon reaching the surface, it usually forms a/an
______________rock in rock layers.
10. Rock that form intrusions on other rocks is ________ than the other rock layer.
182
Activity 1.3 Match it!!!
Match the descriptions in Column A with the terms in Column B. Choose the letter
of the correct answer.
COLUMN A COLUMN B
1. Unconformities were sedimentary
rock layers that are tilted forms a A. Superposition
wave or angle in rock layers.
2. Rock layers contains embedded
fossils by which rock maybe B. Angular conformity
identified.
3. Magma intrude to the rocks, this C. Cross cutting relationship

magma is younger than the rock.
4. Exist between sedimentary and
metamorphic rocks when D. Faunal Succession
sedimentary rocks lie above and
were deposited in the pre-existing
and eroded rocks.
5. Largest and heaviest rock layer that
settled first at the bottom is the E. Non conformity
oldest rock layer:
Activity 1.4 Brain Pop
Study the rock strata in the right and try to answer the questions in the left.
1. What geologic process takes place in

cracks or breaks in the rock?
2. If an igneous rock is introduced in

the breaks, what law of stratigraphy
best explains this occurrence?
3. How will you characterize the dikes

in the cracks, is it older or younger
than layer F?
4. What law best describes the position

of rock layers in layer A to F
5. Which is younger, layer F or the intrusions in the rock?
183
Lesson 2 Correlation of Rock Layers
Have you experienced playing or fitting cut out patterns or puzzle?
One of the evidences used by geologist in tracing the history of the Earth was with
the identifications and the correlations of rock layers. Rock layers were subjected to
alteration due to different geologic processes that act or apply on it. Such forces could
result to tilting, uplifting, compression, and subductions of rock layers. These rock
layers have the tendency to be separated from each other. One way of how these
rock layers be identified is with the utilization of correlation.
Why do geologists need to correlate rock layers?

The history of earth is preserved in its rock layers. Unfortunately, no single location
on earth has a continuous set of layers due to erosion or ceased deposition. Instead,
geologists study rock sequences at many different places around the world, measure
the depth of the layers, record what kind of rock is in each layer, and see if there are
any fossils present. Geologists represent the layers of rock by drawing a picture of
the sequence – this is called a stratigraphic column.
Geologists need to correlate rocks from one place to another to get more complete
record of Earth’s history over time. They try to determine the relative age of widely
separated strata or rock layers. They used correlation trying to fit together
sedimentary strata in different places just like a cut out puzzle.
What’s In
In the previous lesson, you had learned that rock layers may undergo different
formations due to several geologic process taking place in each rock layer. These
concepts of stratigraphy are all stated in the Steno’s Law of Stratigraphy.
Let us find out if you can still remember how this law can characterize each rock
layer pictured below. Identify the pictures which is best explained by the Laws of
Stratigraphy in the box below. Choose the letter of the correct answer.
A. Original Horizontality D. Superposition

B. Cross Cutting Relationship E. Unconformity
C. Lateral Continuity
184
What’s New
How do geologists correlate rock layers?
The process of showing that rocks or geologic events occurring at different locations
are of the same age is called correlation. Geologists have developed a system
for correlating rocks by looking for similarities in composition and rock
layer sequences at different locations.
The geological technique of correlation provides information that have taken in

Earth’s history at various time that occurred. There are different methods in
correlating rock layers, these includes:
1. Rock types and its characteristics

 color, texture, hardness, composition or its mineral content
 the harder and more densely packed the particls are, the older the rock
and the deeper the layer it came from.
2. Index fossil
 also known as guide fossils or indicator fossils, are fossils used to define
and identify geologic periods (or faunal stages)
3. Bed rock
 a deposit of solid rock that is typically buried beneath soil and other
broken or unconsolidated material (regolith).
 made up of igneous, sedimentary, or metamorphic rock, and it often
serves as the parent material for regolith and soil.
185
How to match correlated rock layers?
Matching of rock layers may be determined by merely looking at its features. Look at
the three columns of rock layers below. Let us determine how they are correlated.
Figure 2. Stratigraphic Column in Different Location
These three columns represent rock layers from three separate locations or outcrops.
Some columns may be missing layers due to erosion. No single column represents a
complete record. Your job is to line them up so a complete record of the region can
be seen. Find one or more layers present in all columns that can be matched like a
puzzle.
Figure 3. Stratigraphic Column Matching up of Rock Layers
Figure 4. Strategic Column Fitting of the Rock Layers
186
After matching correlated rock layers, we can determine the relative age of each layer
according to the law of superposition. Limestone in location A is the oldest and
limestone in location C is the youngest rock layer. While those rock layers having
the same composition, textures, and fossil content were considered as rock layers
with the same age.
In matching up rock layers, superposition and cross-cutting are helpful. When rocks
are touching one another, the lateral continuity rock layers aid to match up with the
layers that are nearby. Geologists then match, or correlate, the different shorter
sequences to create a geological column that spans further back into earth’s past.
Correlations involve matching a particular rock unit in one exposure with its
counterpart at a different locality. By correlating various rock vulnerability separated
by great distances, geologic maps can be constructed and the original geographical
extent of the rocks can be estimated.
Types of Correlation
A) Physical Correlation is accomplished by using number of criteria such as color,

texture, and types of minerals contained within a stratum which make it possible
for geologists to classify a particular stratum specifically.
B) Fossil Correlation is a principle that geologists use to determine the age of rock.
It uses fossil with unique characteristics, such as geologically short lifespan and
easily identifiable features and use this information to estimate the age of a rock
layer in other areas that contain the same type of fossil or group of fossils.
There are fossils which are used to date the layers of rock that they are found in.
Fossils that can be used in this way are called index fossils, and rock layers with
the same index fossils in them can be correlated.
Criteria to be considered in identifying index fossils includes:
187
1. The fossilized organism must be easily recognizable and it must be easy to identify
because of its uniqueness.
2. Fossils must be geographically widespread, or found over large areas so that it can
be used to match rock layers separated by huge distances.
3. Fossils must have lived for only a short time, so that it appears in only horizontal
layer of sedimentary rocks.
What’s More
Activity 1.5 Mind Tickle

A. Look at the columns of rock layers. Analyze each figure and answer the
questions that follow.
Analysis:
1. Arrange the rock layer from oldest to youngest. Use the number in the
designated rock layers.
Youngest _____
_____
_____
_____
_____
_____
_____
Oldest _____
2. Is the intrusion of igneous rock younger or older? _________
3. What rock layer is common in each rock column? _________
188
4. What environmental condition takes place in rock layer no.3? (fault, erosion)
5. In what earth’s feature is the rock layer in outcrop C probably located?
(volcano, sea)
6. Which outcrop/s show examples of unconformity? ___________
7. What type of igneous rock maybe deposited in outcrop C? (batholith, granite)
8. Which layer is considered as the beds? ___________
9. Which outcrop/location shows subsidence? _______
10. What geologic process happens in outcrop B? (folding, fault)
B. Building Vocabulary Words
Unscramble the letters of the term/s being described by the given statement.
TERMS DESCRIPTIONS
It is the action of process of forcing body of igneous rock
1. N T U I S O I R N between sedimentary rocks.
2.D X N E I S S O F L I - It is used to define and identify geologic periods.

-The action of surface processes that removes soil, rock,
3. N E O R I S N O or dissolved material from one location to another.
It is made up of sedimentary and igneous rock that

4.K R O C Y S R L E A was formed at the Earth’s surface.
5.N O R L T O I E C R A The process of showing that rocks or geologic events

occurring at different locations are of the same age.
What I Have Learned
Activity 1.6 Sum It Up!!!
Read the statement in each item and choose the correct answer in the parenthesis.
Identify the law or principle of stratigraphy being described by the given statement.
1. A piece of granite contained within a sandstone would be (older, younger)

than the sandstone.
This is an example of the Principle of ______________________________________.
189
2. A fault cutting through a series of layers of rocks is (older, younger) than the
rock layers.
3. In a series of layers, the youngest layer is on the (bottom, middle, top) of the
sequence.
4. Sedimentary rocks that are folded must be (older, younger) than the forces
which deformed them.
5. In undisturbed layers of rocks, sediments that form sedimentary rock are

deposited in horizontal layers that are (younger, older)
Things to Ponder
 Most sedimentary rocks are laid down in flat, horizontal layers.

 Stratigraphy is the science that deals with characteristics of layered rocks
and how these rocks are used to trace the history of the Earth.
 Stratification is the layering that happens in sedimentary and igneous rocks
which formed at the surface of the Earth that comes from lava flows or other
volcanic activity.
 Rock layers are called strata.
 Law of cross-cutting relationships happens when a fault or dike or magma
that intrudes into the rock, is younger than the rock.
 Law of inclusions is when the rock mass with inclusion is younger.
 Law of original horizontality is a flat rock that maintains its horizontal layer
without being distracted for a long period of time.
 Law of superposition states that older rock layer is found at the bottom while
younger rock layer is found at the top.
 Law of faunal succession states that different rock layers contain particular
fossils by which the rocks may be identified and correlated.
 Law of unconformity implies a substantial gap or break in rock layer
sequence due to uplift and erosion.
 Index fossil are fossils used to define and identify geologic periods.
190
What I Can Do
From the lists of human activities/practices, tell how these practices may trigger the
alterations of rock layers.
Human Activities/Practices How it will affect the rock layers?
1. Mining
2. Quarrying
3. Kaingin system of farming
4. Converting elevated areas into

subdivisions and roads
5. Forest denudation
Analysis:
1. Which in the list of human practices can be considered as detrimental to

human and other living things?
2. What will be the impact of this human practices in geological processes

such as weathering and erosion?
3. How will you address the result of these practices and its magnitude to the
government since your generation are considered as the hope of the motherland?
191
Assessment
Directions: Read each statement and choose the letter of the correct answer.
1. What is the relative position of oldest rock layer as stated in the principle
of Superposition?
A. at top
B. at the bottom
C. at the middle
D. at random location
2. Which process is involved when sedimentary rocks are arranged in layer?

A. Foliation
B. Deposition
C. Sedimentation
D. Stratification
3. Which term in the list is associated with rock layers?

A. Defoliation
B. Extrusion
C. Intrusion
D. Strata
4. What type of rock/s usually undergo cross- cutting on rock layers?

A. Igneous Rock
B. Stratified Rock
C. Sedimentary Rock
D. Metamorphic Rock
5. Why is there a need for correlation of rock layers?

A. It provides information that the rock layers are connected to each
other long ago.
B. Fossils embedded in the rock layers serve as a proof of their
correlation.
C. It gives the relative age of the rocks.
D. All of the above
192
6. Which principles describes that geological processes operating at the
present time are same processes that have operated in the past?
A. Cross-cutting relationship
B. Original horizontality
C. Uniformitarianism
D. Inclusion
7. Which of the following shows a method of correlation?

A. sequence of mineral content on rock
B. similarity of rock types
C. presence of index fossil
D. all of the above
8. If an igneous rock A cross cuts sedimentary rock B, what will be the

relative age/position of igneous rock A?
A. Igneous rock A will be on top of rock B.
B. Igneous rock A is older than sedimentary rock B.
C. Igneous rock A is younger than sedimentary rock B.
D. Igneous rock A is at the same age with sedimentary rock B.
9. Which of the following is NOT a type of unconformity?

A. Angular
B. Uniformity
C. Disconformity
D. Nonconformity
10. When sedimentary rocks deposited in flat layers are left undisturbed it
follows the statement in which of the given principles?
A. Cross-cutting Relationship
B. Original Horizontality
C. Fauna Succession
D. Superposition
193
11. What can be inferred if you find an outcrop of mud cracks in gray shale?
It can be inferred that the area was once ________.
A. a beach
B. a desert
C. a tidal flat
D. deep under the ocean
12. Which of the following occurrences alter rock layer quickly?

A. earthquakes
B. rivers
C. snow
D. rain
13. What makes index fossils so useful in identifying the relative age
of rocks?
A. They are short-lived.
B. They are radioactive.
C. They are old enough to be analyzed.
D. They are present in both young and older rocks.
14. Which type of conformities state that sedimentary rocks, when tilted or
folded, are overlain by more flat- lying layer of rock?
A. Angular Conformity
B. Disconformity
C. Nonconformity
D. Inclusion
15. What will be the position of the youngest beds in an undisturbed

sedimentary deposits?
A. They stay at the bottom.
B. They are found on the top rock layer.
C. Youngest beds are separated from sedimentary deposits.
D. Neither b or c
194
Illustrate an outcrop of a rock layer applying the principle or the laws of stratigraphy
similar to your previous activity. Use the legend of what will be present in these
particular layers in the outcrop. The guide of what you’re going to put in your outcrop
are found in the table below. Indicate them in your outcrop or block diagram. Be
creative in presenting your output. Place your illustration in the box.
Label Description
Lost before tilt This was the last layer to be formed before the rocks
tilted.
Oldest rock The rock layer is below all the others.
Youngest rock This is the younger rock above all the others.
Second oldest rock The rock layer is just above the oldest.
Thinnest rock It is the thinnest rock layer found between the fifth and
the third rock layer
Above the erosion This layer forms on top of earlier rocks after it was tilted
and eroded away.
195
196
ACTIVITY 1.5 B ACTIVITY 1.2 LESSON I: Rock Layer
1. Stratification What I Know
1. Intrusion 2. Cross-cutting Relationship 1. D
2. Index fossil 3. Erosion 2. D
3. Erosion 4. Superposition 3. C
4. Rock layers 5. Fault 4. A
5. Correlation 6. Intrusion 5. A
7. Unconformity 6. C
What I’ve Learned
8. Sedimentary 7. C
1. Unconformity, younger 8. D
2. Cross cutting, younger 9. Extrusive
9. B
3. Superposition, top 10. Younger
10. B
4. Angular conformity ACTIVITY 1.3
11. B
5. Original horizontality, 1. B
12. D
younger 2. D 13. D
Assessment 3. C 14. C
1. B 4. E 15. D
2. D 5. A
3. C Activity 1.4 ROCK LAYER
4. A 1 Fault What’s in
5. D 2. Cross cutting 1. Magma
6. C 3. Younger 2. Solidification
7. D 4. Superposition 3. Igneous Rock
8. C 5. Intrusion is younger
9. D 4. Weathering and Erosion
LESSON 2: CORRELATION
10. B 5. Sediments
11. D What’s In 6. Deposition and burial
12. A 1. D 7. Weathering and erosion
13. D 2. A 8. Sedimentary rock
14. C 3. E 9. Weathering and erosion
15. B 4. C 10. Metamorphism
5. B 11.Metamorphic Rocks
ACTIVITY 1.5 A 12.Heat and pressure
Youngest - 6 13.Melting
4 14.Weathering and erosion
1 What's More
7.9 ACTIVITY 1.1
2 1. B
10 2. A
3 3. Cutting
5 4. C,A,B
Oldest 8 5. Fault
2. Younger 6. Erosion
3.Layer 7 7. A
4.Erosion 8. E
5.Volcano 9. C
6.Location C & D 10. B
7.Batholith
8.Layer 8
9.Location A or Outcrop A
10.Folding
Answer Key
References
BOOK
Olivar II, Tolentino, Jose et al. 2016. Earth Science. Phoenix Publishing House
ELECTRONIC RESOURCES
Astro, accessed February 18,2019,

http://astro.hopkinsschools.org/course_documents
Global, accessed May 20,2020,https://global.oup/us/companion.websites
Introduction to Stratigraphy, accessed February 19,2019,

http://grandcanyonnaturalhistory.com/pages_nature/geology/intro-to-
strata.html
Natural Trust for Historic Preservation, accessed February 19, 2019,
https://savingplaces.org/place/grand-canyon#XGyrBh7mgSw.html
Nature, accessed February 19,2019,https://www.nps.gov.nature
Quora, accessed February 19,2019,http://ww.quora.com
Relative Rock Layers, Science Learning Hub, accessed May 31, 2020,
https://www.sciencelearn.org.nz/labelling_interactives/4-relative-rock-
layers
Rocks and Layers, USGS, accessed February 18,2019,

http://pubs.usgs.gov/gip/fossils/rocks-layers.html
Sedimentary Rock, accessed February 19,2019,

https://en.m.encyclopedia.org.wiki>sedimentary/rock
Stratification, Encyclopedia Britannica, accessed February 19,2019,

http://www.britannica.com/science/stratification-geology
Stratum, Wikipedia, accessed February 18,2019,

https://en.m.wikipedia.org/wiki/stratum
Stratified Rocks, accessed May

20,2020,https://mindat.org/glossar/stratified_rocks
197
Relative and Absolute Dating
First Edition, 2020

Writers: Lucila D. Castor, Arrah S. Sulit

Reviewer: Jason Ricaforte, Angelica Beriña, Princess Paolah L. De Guzman, Marissa C. Betchaida, Louie L. Alvarez,
Management Team: Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan, Merthel M. Evardome, Mario B. Maramot, Fe M. Ong-ongowan,,
Rosalinda A. Mendoza,

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
198
Week
What I Need to Know

6
master the different methods in determining the age of stratified rocks. The scope
of this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The lessons are
arranged to follow the standard sequence of the course. But the order in which you
read them can be changed to correspond with the textbook you are now using.
The module covers:

 Lesson 1 – Relative and Absolute Dating

1. differentiate relative from absolute dating through pictures presented; and
2. compare relative and absolute dating using comparison chart.
What I Know
Directions. Read the following questions and choose the letter of the correct
answer. Write the chosen letter on a separate sheet of paper.
1. Which of these is the best indication of the relative age of a rock layer?
A. the thickness of the layer.

B. the chemical make-up of the layer.
C. the distance of the layer on the surface.
D. the position of the layer compared to other layers.
2. The absolute age of an igneous rock can best be determined by ___________.

A. examining the environment in which the rock is found
B. examining the rock’s relative position in a rock outcrop
C. comparing the amount of decayed and undecayed radioactive
isotopes
D. comparing the size of crystals in the upper and lower parts of the
rock
3. In an undisturbed rock file, the oldest rock is found______________.
A. on the topmost
B. at the bottom
C. upper part
D. lower part
199
4.The principle of horizontality is based on the observation that sediment usually
accumulates in _______________ layers.
A. horizontal
B. straight
C. vertical
D. round
5, Which of the following makes use of the position of rocks to determine its age?
A. Relative Dating
B. Absolute Dating
C. Radioactive Dating
D. Radiometric Dating
6. Which type of dating method can be used on rock layers by applying the Law of
Superposition?
A. Relative Dating
B. Absolute Dating
7.Which was the first method used to determine ages of rock and fossils?
E. Relative Dating
F. Absolute Dating
G. Radioactive Dating
H. Radiometric Dating
8. What is the difference between an absolute date and a relative date?
A. An absolute date refers to a year or a range of years while a relative

date indicates a chronological order.
B. A relative date is derived from radiometric dating techniques while
an absolute date comes from guesswork.
C. A relative date refers to a year or a range of years while an absolute
D. An absolute date involves testing of sedimentary rocks while relative
date involves testing of igneous rocks.
200
Refer to the diagram below and answer the questions that follow.
9. Which layer of the rocks follows the principle of superposition?
A. Layer 1
B. Layer 3
C. Layer 4
D. Layer 6
10. Which layer of the rocks shows the cross-cutting relationship?
A. Layer 1
B. Layer 3
C. Layer 4
D. Layer 6
11. What method of Rock Dating is used in giving rocks an actual date?
A. Relative Dating
B. Absolute Dating
C. Historical Dating
D. Geological Dating
12. Which of the following is NOT true about Relative Dating?

A. quantitative method of dating
B. principles to recognize the relative ages of rocks
C. used stratigraphy method (oldest found at the bottom and youngest a
the top)
D. used to arrange geological events and the rocks they leave behind in
sequence
13. Which of the following is a principle of Relative Dating?
A. Principle of Half-life
B. Principle of Layering
C. Principle of Superposition
D. Principal of Floral Succession
201
14. Which of the following is NOT true about Absolute Dating?

C. used to give rocks an actual date or date range, in number of years
D. use radiometric method by radioactive decay: concept of isotopes and
concepts of half- life
15. What method of Rock Dating is using stratigraphy method?

A. Relative Dating
B. Absolute Dating
Lesson 1 Relative and Absolute Dating
How old is it? This might be the first question that will enter your mind when you
see an old rock or artifact. Certainly, that is one of the first thing that a geologist
wants to know.
Geologists find ways on how to determine the age and traces of history from the
large number of artifacts and monuments bestowed upon us by older civilization.
There are methods and techniques used by geologists to help them determine the
age of the materials that evolved in the past. In this lesson, the relative and absolute
dating processes will be discussed.
202
What’s In
Activity 1: Solving the Earth’s Puzzle!
Directions. Find and encircle relevant words from the puzzle. Then, write an
appropriate sentence using the identified words.
A F F E N D F I N D C
D R O C K S A J H T O
M F S R E L A T I V E
A H S A R A G L S U A
B H I O T I E A T S R
C G L R Z Y S Y O A T
A B S O L U T E R N H
D A B S P I O R Y O R
E F S U L I T S O C O
Guide Questions:
1. How did you find the activity?
2. What are the difficulties encountered in finding words? How about in

making a sentence?
3. Can we relate solving puzzle in solving the history of Earth? How?
What’s New
We have learned that geologic time is measured in two ways: relative and absolute
age. Relative date or age measurement refers only to the order in which events
occurred. On the other hand, absolute age is age in years. It tells the order in which
events occurred and the exact amount of time that has passed since they occurred.
203
Activity 2: What’s in the Stack of Rock?
Directions. Look at the diagram of a rock layer. Focus on the sediment layer.
Figure 1. Sedimentation
Guide Questions:
1. How will you describe the rocks in the illustrations?
2. What is/are the use/s of this layering to the geologists?
3. At which pile of rock can you find the oldest? youngest?

Justify your answer.
4. Can you determine the relative age of the rock based on the layering?
How about absolute age?
5. What does the thickness of each layer indicate?
204
What is It
Relative Age
Prior to absolute age measurements, geologist used
field observations to determine the relative ages.
They used simple principle in order to get the
relative ages. The following are the principles used
by the geologists:
The principle of original horizontality is based on

the observation that sediment usually accumulates
in horizontal layers. Tectonic forces tilted or folded Figure 2. Horizontal layers
rocks into an angle after it was formed.
The principle of superposition states that
sedimentary rocks become younger from bottom to
top. This is because younger layers of the
sedimentary always accumulates at the top of the
layers. In figure 4, rocks number 5 are oldest and
rocks in 1 are the youngest.
The principle of crosscutting relationships is Figure 4. Tiltation after
based on the fact that rocks must exist before deposition into horizontal
anything else happened like intrusions or dike- layers
cutting across rocks. In figure 5, the cut rock layers
are older than the rock that cuts across them.
The principle of faunal succession states that

species succeeded one another through time in a
definite and recognizable order and that the
relative ages of sedimentary rocks can be therefore
recognized from their fossils. The absence or the
presence may be used to give a relative age of the Figure 5. The principle of
sedimentary where they are found. superposition
The principle of lateral continuity explained
that layers of sediment are continuous. Layers
with same rocks but separated by a valley or
erosion are initially continuous.
Figure 6. Horizontal
layers with dikes
205
Activity 3: A. Who’s the Oldest?
Directions. Use the letters in the diagram below to determine the age of rocks
applying the method of relative dating. List the rock layers from youngest to the
oldest relative to age.
Figure 7. Rocks layers and dikes
Guide Questions:
1. In the law of superposition, which layer is the oldest?
__________________________________________________________________________
_
2. What is the relative age of igneous rock in layer H? (younger or older)

____________________________________________________________________
_
3. What is the youngest rock layer?

____________________________________________________________________
_
4. What law/principle is represented by layer H as it passes through layer

M, F, B, and I?
____________________________________________________________________
_
5. Which rock layer is older, layer B or layer F?
____________________________________________________________________
206
B. How many years?
Directions. Refer and analyze the diagram below to answer the provided questions.
Figure 8. Rock Layers and Fossils
1. How old was the youngest rock layer?

__________________________________________________________________
2. How about the oldest rock layer?

__________________________________________________________________
3. What method is used in determining the age of rocks and fossils

based on the diagram?
Absolute Age
Since change is the only thing that is permanent, the measurement of absolute age
or exact date became a challenging task to the scientists. But they found a natural
process that occurs at constant rate and accumulates its record of the radioactive
decay of elements in rocks.
Radioactive elements decay because they are composed of unstable isotopes that
decompose spontaneously. Each atom has a certain probability of decaying at any
time. It has half-life or time for it to decompose into half.
Radioactivity is not affected by geologic process and easily measured in the

laboratory. Aside from those, daughter isotopes accumulate in rocks. The longer the
rock exists, the more daughter isotopes accumulate. The process of determining the
absolute ages of rocks and minerals by measuring the relative amounts of parent
and daughter isotopes is called radioactive dating.
e.g. a form of uranium changes (decays) to lead
207
In the previous example, the parent element is uranium (U) and the daughter
element is lead (Pb).
Again, the process of radioactive decay can be used for dating rocks because:
Radioactive decay proceeds at a constant, regardless of changes in conditions such
as temperature, pressure, or the chemical environment.
Here are the commonly used radioactive isotopes in radioactive dating.
Table 1.1 Some Used Isotopes for Radiometric Dating

Parent Daughter Half-life Effective Materials that
Isotope Isotope (Years) Dating Can be Dated
Range Using this
(Years) Isotope
Carbon-14 Nitrogen-14 5730 100-50000 Wood, shells, or
anything that
was once alive,
Trapped Carbon
dioxide
Potassium-40 Argon-40 1.3 billion 40,000-4.6 Muscovite
Calcium-40 billion Biotite
Volcanic rock
Uranium 238 Lead 206 4.5 billion 10 million- Zircon
4.6 billion
Uranium 235 Lead 207 710 million 10 million- Uranite
4.6 billion
Half-Life
It is almost impossible to say when the last of the parent atoms will decay,
but the time taken for half the atoms to decay is comparatively easy to
predict. The half-life of a radioactive decay process is the time taken for half
the original parent atoms to decay.
The length of half-life is a unique feature of each decay process. The half-life
of the uranium is 713 million years. This means that if an igneous rock
contained 1000 atoms of U-235 when it solidified:
After 713 million years, it would contain 500 atoms of U-235 and 500 atoms
of the daughter element for the decay process, Pb-207.
The proportion of parent atoms/daughter atoms present in an igneous rock

gives the age of the rock — or the number of million years since the rock
solidified
208
What’s More
Activity 4: Relative vs. Absolute
Age of rocks can be determined by using two methods. These methods are absolute
and relative dating.
Directions. Complete the concept map to show the differences between the two
methods of dating.
Relative Dating Absolute Dating
Used absolute dating methods,

Used to arrange geological sometimes called numerical
events, and the rocks they leave dating,to give rocks an actual
behind in sequence date,or date range, in number of
years.
________ method of dating ________ method of dating
Used ___________
Use _________ method by
method (oldest found at the radioactive decay: concept of
bottom and youngest at the top) isotopes and concepts of half- life
209
Activity 5: Read and Fill!
Directions. Place the missing letters that best complete the term being described
by each statement.
1. It is used to determine the age of a

__b__ __l u__ e D __ __i__g material by using numeric values.
2. It states that the geologic feature

C__o__s C__t__i __g which cuts another is younger of
the two features.
3. It is used to determine the relative
R__la__ i __ e __a__i__g age of rock layers.
4. This law states that the younger

__up__r__o__i__i__n layer is at the top and older layer of
rocks are at the bottom.
5. These are rocks that usually form
Se__im__nt__ry __ o__ks deposits that files up and
hardened.
What I Have Learned

1. In determining the age of rocks in relative dating, it follows the different
principles such as: ,
, and .
2. ____________ dating is used to arrange geological events, and the rocks

they leave behind in sequence.
3. dating is used to give rocks an actual date, or date
range, in number of years.
4. Relative dating uses stratigraphy method while absolute dating uses
method by radioactive decay.
5. The of a radioactive decay process is the time taken
for half the original parent atoms to decay.
WORD POOL
Relative Absolute Superposition Original Horizontality

Radiometric Crosscutting Stratigraphy Lateral Continuity
Doubling Half-life Isotopes Faunal Succession
210
What I Can Do
Activity 6: Venn Diagram
Directions. Fill in the Venn diagram to show the similarities and differences
between absolute dating and relative dating. Use the words inside the word pool to
complete the diagram.
Word Pool
use of numeric qualitative method
value
quantitative method use the position

of rocks
radiometric method stratigraphic method
used to tell the age of use sedimentary rocks

rocks
give an idea of the order does not give the true age
of geologic events of rocks
211
Assessment
Directions. Read the following questions and choose the letter of the correct
answer. Write the chosen letter on a separate sheet of paper.
1. Which type of dating method can be used on rock layers by applying the
Law of Superposition?
A. Relative Dating
B. Absolute Dating
2. Which was the first method used to determine ages of rock and fossils?
A. Relative Dating
B. Absolute Dating
3. What is the difference between an absolute date and a relative date?
A. An absolute date refers to a year or a range of years while a

relative date indicates a chronological order.
B. A relative date is derived from radiometric dating techniques while
an absolute date comes from guesswork.
C. A relative date refers to a year or a range of years while an absolute
D. An absolute date involves testing of sedimentary rocks while relative
date involves testing of igneous rocks.
4. What method of rock dating is used in giving rocks an actual date?
A. Relative Dating
B. Absolute Dating
5. Which of the following is NOT true about Relative Dating?

C. used to arrange geological events and the rocks they leave behind in
sequence
D. used stratigraphy method (oldest found at the bottom and youngest
at the top)
212
Refer to the diagram below and answer the questions that follow.
6. Which layer of the rocks follows the principle of superposition?
A. Layer 1
B. Layer 3
C. Layer 4
D. Layer 6
7. Which layer of the rocks shows the cross-cutting relationship?
A. Layer 1
B. Layer 3
C. Layer 4
D. Layer 6
8. Which of the following is NOT principle of Relative Dating?
A. Superposition
B. Floral Succession
C. Original Horizontality
D. Cross-cutting Relationship
9. Which of the following is NOT true about Absolute Dating?
A. It is a quantitative method of dating.

B. It uses simple principles to recognize the relative ages of rocks.
C. It is used to give rocks an actual date, or date range, in
number of years.
D. It uses radiometric method by radioactive decay: concept of
Isotopes and concepts of half- life.
10. What method of rock dating is using stratigraphy method?
A. Relative Dating
B. Absolute Dating
213
A. the thickness of the layer

B. the chemical make-up of the layer
C. the distance of the layer on the surface
D. the position of the layer compared to other layers
12. The absolute age of an igneous rock can best be determined by ___________
A. examining the rock’s relative position in a rock outcrop
B. examining the environment in which the rock is found.
C. comparing the size of crystals in the upper and lower parts of
the rock
D. comparing the amount of decayed and undecayed radioactive
isotopes
13. In an undisturbed rock file, the youngest rock is found______________.
A. on the topmost
B. at the bottom
C. upper part
D. lower part
14. The principle of horizontality is based on the observation that sediment

usually accumulates in _______________ layers.
A. horizontal
B. straight
C. vertical
D. round
15. Which of the following makes use of the position of rocks to determine its
age?
A. Relative Dating
B. Absolute Dating
If you will be asked to determine the age of a rock, which method will you use?
Justify you answer.
214
215
What is It What's New
Activity 2
What's More Activity 3.a
1. Horizontal layers
Activity 4 1. Layer I 2. Give relative age of
2. Younger rock/fossils
1.Qualitative 3. Layer R 3. Bottom/Topmost
/Quantitative 4. Cross cutting relationship Reason: Original
2.Stratigraphy 5. Layer B Horizontality
/ Radiometric dating 4. Yes, No
Activity 3.b 5. Thick, large deposition
Activity 5 A. 495 mya happened
1. Absolute dating B. 545mya Thin, erosional activity
2. Cross- cutting C. Absolute dating worn the sediments
3. Relative dating
4. Superposition
5. Sedimentary rocks
What I Know What's in Assessment
Activity 1
1. D 1. A
Rocks, Relative, Absolute
2. C 2. A
Fossils, History, Earth, Ages
3. B 3. A
Sentences may vary.
4. A 4. B
5. A 5. A
6. A 6. D
7. A 7. B
8. A 8. B
9. D 9. B
10. B 10. A
11. B 11. D
12. A 12. D
13. C 13. A
14. B 14. A
15. A 15. A
Answer Key
References
Centricity, accessed February 24, 2019, https://www.lcps.org/cms/lib4/

VA01000195/centricity
Companion Websites, accessed February 25, 2019,

http://global.oup.com/us/companion.websites/9780195391350/studentc
hapt2/Quiz/
Geological Dating, Propofs, accessed February 25,2019,

http://www.proprofs.com/quiz-school/story.php?title=geological-dating
Kean, accessed February 25, 2019, http://www.kean.edu/~csmart/Observing

/Lectures/Homework08s.doc
Layers of Rock, accessed February 24,2019, https://halletcove.weebly.com/layers-

of-rock.html
Quizziz, accessed February 25,2019, https://quizizz.com/admin/quiz

/570bb06788512b8d10163a2e
Relative Dating, All About Creation, accessed February 24,2019,

https://www.allaboutcreation.org/relative-dating-faq.html
Relative vs. Absolute Dating, accessed February 24,2019,

https://science.truck.com/relative-vs-absolute-dating
Thompson, G.R. and Turk, J. 2012. Introduction to Earth Science. Cengage Learning
Asia PTE Ltd. (Philippine Branch)
216
Geologic Time Scale:
Geologic Time Scale: Relative and Absolute Dating
First Edition, 2020


Writer: Lucila D. Castor
Reviewer: Jason Ricaforte, Angelica Beriña, Princess Paolah L. De Guzman, Marissa C. Betchaida,
Louie L. Alvarez, Gregorio M. De Chavez, Jr, Jocelyn M. Manset, Mario B. Maramot,
Elaine T. Balaogan, Job S. Zape Jr.
Management Team: Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan, Merthel M. Evardome,
Nadine C. Celindro, Nicolas M. Burgos, Mario B. Maramot, Fe M. Ong-ongowan,

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
217
Week

This module covers the scientific principles that the historical geologists used to
describe the Earth’s past. This will also serve as a guide to the clues that were left
on Earth, the different events, and the time it took these events to happen which
are depicted in the geologic time scale.
In this module, you will be able to determine the different divisions that comprise
the geologic time scale which uses the two methods of record: the absolute and the
relative dating.
The module is composed of the:

 Lesson: Geologic Time Scale: Relative and Absolute Dating
1. Name the divisions of the geologic time scale.

2. Characterize each major and subdivisions in the geologic time scale.
3. Describe how relative and absolute dating provide evidence of geologic
history.
What I Know
Before you use this module, take the Pretest below.

Directions: Read each item carefully. Choose the letter of the best answer and
write the chosen letter on a separate sheet of paper.
1. Which division in the geologic time represents a time span of about 88%?
A. Cenozoic
B. Mesozoic
C. Paleozoic
D. Precambrian
2. Which of the following division in the geologic time scale is considered as the
“Age of the Reptiles”?
A. Cenozoic
B. Mesozoic
A. Paleozoic
B. Precambrian
A. the thickness of the layer
B. the chemical makeup of the layer
C. the distance of the layer extends over the Earth
D. the position of the layer compared to other layers
218
4. In an undisturbed rock profile, where can the oldest be found?
A. in the middle
B. at the bottom
C. on the top
D. anywhere
5. In which of the given rocks is Radiometric dating least useful ?

A. granitic
B. basaltic
C. sedimentary
D. metamorphic
6. Which method was used in naming the subdivisions of the Earth’s

geology in a specific order?
A. isotopic dating
B. relative dating
C. absolute dating
D. radiometric dating
7. Which division in the geologic time shows evidence of molten rocks in the
Earth’s surface due to its high temperature?
A. Mesozoic Era
B. Precambrian
C. Miocene Epoch
D. Tertiary Period
8. What fraction of the Earth’s history is embraced by the geologic time scale?
A. evolution of life
B. formation of Earth
C. formation of universe
D. formation of the solar system
9. How are the geologic eras largely determined?

A. earth’s orbital position
B. shifts in the fossil record
C. average global temperature
D. distribution of rock sequences
10. In what geological periods did trilobites and other early arthropods appear?
A. Cambrian
B. Devonian
C. Permian
D. Eocene
11. In which geologic era do we currently live?

A. Cenozoic
B. Mesozoic
219
C. Paleozoic
D. Proterozoic
12. From the lists of divisions in the geologic time scale, which is considered as
the earliest?
A. Hadean
B. Archaean
C. Quaternary
D. Phanerozoic
13. Which of the following does NOT represent the geologic time scale?
A. the geologic history of universe
B. the fossil record of flora and fauna
C. the age of the Earth and its inhabitants
D. evolution of life dating back 4.6 billion years ago
14. What do you call the organism that is no longer existing on Earth?
A. extinct
B. petrified
C. fossilized
D. sedimentary
15. Which geological era marks its end with the disappearance of the
dinosaurs?
A. Precambrian
B. Mesozoic Era
C. Miocene Epoch
D. Tertiary Period
Lesson 1 Geologic Time Scale

Deposition of sediments contribute to reshaping the surface of the Earth. Deposits
are laid down by different environmental factors such as volcanic eruption, erosion,
weathering debris of rocks (clay and silts) and even all its fossil content and
historical information.
Earth history including its rock strata, the rock study, and discovery, as well as the
fossils, are engraved in one of the most important materials known as geologic
record. The geologic time scale is the “calendar” for events in Earth’s history.
The importance of Geologic time scale was, it serves as standard timeline used to
describe the age of rocks, fossils, and the events that formed them. A device which
is of great help to the science of geology owed to the explorations and studied made
by the geologists that were recorded.
220
The necessity of knowing how life began in the past, the events, and principles
behind the Earth’s history enable us to conform with the alterations or
consequences that we might encounter or experience in the near future. As a part
of the new generation, we should be appreciative and accept that all things that are
present in our time were the outcome of Earth’s history.
What’s In
In the previous lessons, you had learned that stratified rocks are products of
sedimentary process which include weathering and erosion of pre-existing rocks.
Wherein, these sediments will be transported by the agent of erosion such as water,
wind, or ice, and deposited in seas and acted upon by the process of compaction
and lithification. As time goes by, these sedimentary rocks will form layers or
stratification representing periods of deposition of sediments. Based on this, there
are several laws that governed stratigraphy as proposed by Nicolas Steno.
Nicolas Steno’s Law of Stratigraphy opens our eyes to the world of rock layers and
its formation. It also shows how endogenic and exogenic geological processes cause
alteration in rocks that lead to the formation and deformation of rock layers.
Let us find out if you can still recall how these laws are depicted in the rock strata.
Identify the law of stratigraphy the following diagrams represent.
A B
Guide questions:
1. What laws of stratigraphy does the picture in letter A tell us?
2. In picture B, new rocks were introduced. What law is best explained
in this kind of rock stratum?
3. How old is the rock that was intruded in stratum B?
4. What geologic processes existed in stratum B which causes its
deformation?
5. If you want to determine the age of the rocks in the rock layer, what
method are you going to use?
221
What’s New
Sequence Drill
In a sequential manner, make five to seven relative events that happened in your
life. For example, the day you were born, the day your brother or sister was born,
or your first date with your boyfriend or girlfriend. Write your answer in the table
below.
Time Scale
Relative Scale Absolute Scale
I was born I was born Example
(Jan.28,2001)
The way the relative events are arranged in your data is similar to how the geologists
studied the Earth’s history: its geological timescale of Earth’s age and how it is
determined.
What Is It
Since the beginning, geologists have been studying the Earth to unwrap the secrets
of the past. They have been analyzing rock samples gathered from different
continents in the world including its layers and its correlation with the fossils. This
helps in relating the sequence of events in the Earth’s history which is clearly
presented in the geologic time scale.
The geologic time scale is divided into a series of time intervals which are equal in
length. These time intervals are different from that of a clock. They are divided
according to the significant events in the history of Earth such as the mass
extinction of a large population of fauna and flora.
Table 2. Geologic Time Scale
Eons Era Period Epoch Age (Mya)
Holocene 0.01
Quaternary
Cenozoic Pleistocene 1.8
Pliocene 5.3
222
Tertiary Miocene 23.0
Phanerozoic Oligocene 33.9
Eocene 55.8
Paleocene 65.5
Cretaceous 145
Mesozoic
Jurassic 200
Triassic 251
Permian 299
Paleozoic Pennsylvanian 318
Mississippian 359
Devonian 416
Silurian 444
Ordovician 488
Cambrian 542
bacteria and
Proterozoic blue green 2500
algae
Precambrian
Archean oldest fossil 3800
Hadean Beginning of 4600

earth
The table represents the divisions of the geologic time in Earth’s history are
separated into eons, periods, and epochs. The Earth’s age which is 4.6 billion years
was separated into different span of time to handily indicate the events.
223
DIVISION IN THE GEOLOGIC TIME SCALE
EONS
 are the longest portions in the geologic time.
Precambrian Phanerozoic Eon

 It accounts for 88%  It means visible life.
Earth’s history.  It is subdivided into eras:
 It is subdivided into three Paleozoic, Mesozoic and
eons: Hadean, Cenozoic.
Archean and Proterozoic
Paleozoic Era
Hadean Eon  It is the beginning of early
 Few rocks were deformed life.
and metamorphosed.  All of the continents had
come together to form the
Archaean Eon supercontinent called
 Marine rocks contain Pangea.
fossil remains of  It is characterized by rapid
microscopic algae and development of terrestrial
bacteria plants.
 Devonian period is known
as the age of fishes.
Proterozoic Eon
 rifting of the continental Mesozoic Era
crust  It is also known as the
 subsequent filling with Age of Dinosaurs.
sedimentary and volcanic  Pangea rifted into
rocks Laurasia and
Gondwanaland.
Cenozoic Era
 It is also known as the age
of recent life or age of
mammals.
 It has the most complete
record of any era because
the rocks are more
accessible.
224
DIVISION OF THE CENOZOIC ERA
Cenozoic Era
 There are three periods in this
era: Quaternary, Paleogene
and Neogene.
Paleogene Period Neogene Period

 Most Earth’s climate  It gives rise to early
was tropical. primates.
 Continents drifted  It consists of Miocene
apart creating vast and Pliocene Epochs
stretches of oceans
 It consists the
Paleocene, Eocene, and
Oligocene Epoch
Quaternary Period
 It is the most recent period.
 It is also termed Anthropogene
period.
 It is divided into two epochs:
Pleistocene and Holocene.
 Holocene - when human
civilization arose.
Scientists first developed the geologic time scale by studying rock layers and index
fossils. The information gathered by the scientists placed the Earth rock strata in
order by relative age. Geologic time is often discussed in two forms: relative time
and the absolute time.
Relative time is a subdivision of the Earth’s geology in a specific order based upon
the relative age relationships (commonly, vertical or stratigraphic position). These
relative time can be established usually on the basis of fossils. On the other hand,
absolute time refers to the numerical ages in millions of years or some other
measurement. These are obtained by radioactive dating methods performed on
appropriate rocks.
Relative time can be referred to as its physical aspects found in rocks while the
absolute time refers to the measurements taken upon those to determine the actual
time it expired. The time scale is depicted in its traditional form with the oldest at
the bottom and the youngest at the top.
225
What’s More
Activity 1.1 It’s a Date
1. Fill in the data table to show the number of millions of years each era lasted
based on relative and absolute dating. Choose your answer from the given
choices below.
a. 4.048 mya c. 299 mya e. 4,600mya
b. 69 mya d. 184mya
The Divisions of Percent Millions of years
Geologic Time
The Age of the Earth 100%
A. Cenozoic Era 1.5%
B. Mesozoic Era 4%
C. Paleozoic Era 6.5%
D. Precambrian Time 88%
Guide Questions:
1. Based on the data table, which is the oldest era? _________________

2. How old is the shortest era? _______________
3. How old is the Cenozoic Era? ______________
4. What dating method is applied in the activity? Why? _____________
5. Where can we apply the relative dating method? ________________
Activity 1.2 You Complete it
Complete the timeline of the geologic time scale starting from the oldest to recent
time. Indicate each division and year.Use the data table in Activity 1.1 as reference.
1 2 3 4 5
6 7 8 9 10
Activity 1.3 Word Pool
Identify the term being described by the given statement.Select your answer from
the word pool below.
Geologic record Eons Dinosaurs

Relative dating Cenozoic Sedimentary
Absolute dating Holocene Devonian
Archaean Paleozoic
226
_____________1. It is where all traces of history of earth is recorded in rocks that
make up the crust.
_____________ 2. It is a way on how the age of rocks and fossils can be determined
by its numeric value.
_____________ 3. It is the largest division in the geologic time scale.
_____________ 4. It refers to the rocks that are deposited and used in dating method.
_____________ 5. It is used to determine the geological events in rock strata.
_____________ 6. It refers to prominent reptiles that evolved during Mesozoic Era.
_____________ 7. The fitting of supercontinent Pangea happened in this era.
_____________ 8. The present human evolved during this age.
_____________ 9. It refers to the age of the fishes.
_____________ 10. Ancient bacteria and blue green algae existed during this age.
What I Have Learned

Activity 1.4 Vocabulary Building
Make a concept definition map for each of the vocabulary terms listed below. Write
the term in the central box. Fill in the other boxes by answering the questions. The
first term is done for you.
What information does it What are some of its

give? characteristics?
gives clues about Usually found in

Earth’s past sedimentary rock
Shows only hard

parts of plant or
FOSSIL animal
Shows changes in life

and the environment
A. Fossil
B. Geologic Time Scale
C. Relative Dating
D. Absolute Dating
227
Things to Ponder
 Geologic time scale is a timeline that illustrates Earth’s past.
 Geologic time scale describes the order of duration of major events on Earth for
the last 4.6 billion years.
 Geologic time scale was developed after the scientist observed changes in the
fossils and rocks going from oldest to youngest sedimentary rocks.
 Geologic time scale was divided into four divisions which include the Eons, Era,
Period, and Epoch.
 Eons is the largest division in the geologic time scale.
 Relative dating or age is the order of the rocks from oldest to youngest.
 Relative dating does not determine the exact age of rock or fossils but does learn
which one is older or younger than the other.
 Relative age of rocks based on the order gives its physical division in the geologic
time scale.
 Absolute dating or age measures the amount of radioactive elements in rocks to
give the ages to each division of time in the geologic time scale.
 Absolute time refers to the numerical ages in millions of years or some other
measurement.
What I Can Do
Make a diary noting the important events that happened in your life for the day
which you can associate with the geologic time scale.
DATE DAYS OF THE EVENT/ACTIVITY

WEEK
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
228
Assessment
Directions: Read each statement and choose the letter of the correct answer. Shade
the circle that corresponds to the correct answer.
1. What information does the geologic time record provide?

A. the rate of fossil formation
B. the thickness of sedimentary rock layers
C. the time since the evolution of dinosaurs
D. the life forms and geologic events in Earth’s history
2. How do geologists separate time into period?

A. by the time the fossil is discovered
B. by looking at the relative time of a fossil
C. by special events that have happened in that period
D. by counting the years that a fossil has been preserved
3. What do you call the method of placing geologic events in sequential order
as determined by their position in the rock record?
A. correlation
B. uniformitarianism
C. relative dating
D. absolute dating
4. How important is absolute time?

A. It is useful if fossils are present.
B. It gives a specific date in an object.
C. It gives a non-specific date in an object.
D. It only gives the sequence in which events have taken place.
5. Which of the following is the primal in absolute dating method?

A. fossils
B. radioactive decay
C. educated estimates
D. cross-cutting relationships
6. Which method is primarily used to establish the geologic time scale?

A. calculation of beta decay of isotopes
B. correlation of rock types across vast
C. calculation of alpha decay of isotope
D. distances correlation of magnetic signatures in rocks
7. Which of the following era is sometimes called “the age of fish” or “ancient
life”?
A. Cenozoic
B. Mesozoic
229
C. Paleozoic
D. Precambrian
8. What will be the sequence of division in the geologic time scale, if the order
of position is from shortest to longest?
A. era, period, epoch
B. epoch, period, era
C. period, epoch, era
D. epoch, era, period
9. Scientists use a criterion to decide where to place the boundaries between

the major divisions of the geologic time scale. They consider major changes.
Where can these major changes be found?
A. written in the fossil record
B. occurring in the solar system
C. in structure of the Earth’s layer
D. in the arrangement of the continent
10. In which division in the geologic time scale did the continents come together
to form the supercontinent called Pangaea?
A. Paleozoic Era
B. Cenozoic Era
C. Triassic Period
D. Jurassic Period
11. In what ways do eras differ from periods?

A. They are longer spans of time.
B. They are subdivided into epochs.
C. They have longer durations than eons.
D. They have boundaries marked by mass extinctions.
12. Which epoch in the geologic time scale represents human lives in a very
short period of time?
A. Eocene
B. Pliocene
C. Holocene
D. Pleistocene
13. Why are fossils recorded in the geologic time scale said to be incomplete?
A. Remains of past organism decayed faster.

B. Absence of tools to be used for tracing.
C. Most organisms never became fossils.
D. All of the above
14. In what way does the geologic time scale place Earth’s rock in order?
A. by composition
B. by relative dating
230
C. by absolute dating
D. by decades and centuries
15, What makes fossil essential to the scientists and to the history of the Earth?
A. It analyzes the composition of sedimentary rock
B. It predicts what organisms will become extinct.
C. It describes the history of past life and environment.
D. It presents temperature of the oceans in different depths.
Create your own representation of geologic time scale on rocks indicating the
relative and absolute dating. Use discarded material in your output.
231
232
What's More
Activity1.1 Its a Date
1.E
What's More
2.A
3.B Activity 2
4.D
1. Precambrian
5. C
2. Paleozoic
Answer:
1.D 3. Mesozoic
2.A 4. Cenozoic
3.B 5. Recent time
4.Absolute dating 6. 4.048mya
5.Precambrian is the oldest 7. 299mya
era because it is located at 8. 184mya
the bottom. 9. 69mya
10. 4600mya
What's More
What's More
Activity 1.3
Activity 1.4
Assessment
1.Geologic Time Scale
1. Geologic records
-timeline that illustrates 1. D 11.B
2. Absolute dating
Earth’s past 2. B 12.C
3. Eons 3. C 13. D
Characteristics
4. Sedimentary 4. B 14.B
-divided into
5. Relative dating 5. B 15.C
eons,era,period,epoch
6. Dinosaurs 6. B
- uses the relative and
7. Paleozoic 7. C
absolute dating
8. Holocene 8. B
2. Relate dating
9. Devonian 9. A
10. Archaean -gives relative age of rocks
Characterisctics; 10.A
Uses the position of rocks
-follows the law of
stratigraphy
3. Absolute Dating
-gives the numeric age of
rocks
Answer Key
References
All About Creation. “Relative Dating.” Accessed February 24,2019.
https://www.allaboutcreation.org/relative-dating-faq.html
“Centricity.” Accessed February 24,2019.

https://www.lcps.org/cms/lib4/VA01000195/centricity
Earth Science Week. “Geological Timescale.” Accessed February 24,2019.

https:www.earthsciweek.org/content/geologial-time-scale
Kean. Accessed February 25,2019.

http://www.kean.edu/csmart/observing/lecture/homework
“Layers of Rock.” Accessed February

24,2019,https://halletcove.weebly.com/layers-of-rock.html
“Observing Lectures,” Accessed February 25,2019.

https://www.kean.edu/~csmart/Observing/Lectures/ Homework08s.doc
Oxford University Press.“The Past in Perspective.” Accessed February 25, 2019.

http://global.oup.com/us/companion.websites/9780195391350/student/
chapt2/Quiz/
ProProfsQuizzes.“A Trivia Quiz on Geological Dating.” Accessed February 25,

2019. www.proprofs.com/quiz-school/story.php?title=geological-dating
Quizziz. “Relative and Absolute Dating.” Accessed February 25,2019.

https://quizizz.com/admin/quiz/570bb06788512b8d10163a2e
“Relative Vs. Absolute Dating,” accessed February 24,2019,

https://science.truck.com/relative-vs-absolute-dating
233
Geologic Timeline
Geologic Timeline
First Edition, 2020

Writers: Christian Jay D. Salazar

Gregorio M. De Chavez, Jr, Jocelyn M. Manset, Mario B. Maramot, Elaine T. Balaogan, Job S. Zape Jr
Nadine C. Celindro, Nicolas M. Burgos, Mario B. Maramot, Fe M. Ong-ongowan, Rosalinda A. Mendoza

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
234
Week
What I Need to Know

6
master the nature of Biology. The scope of this module permits it to be used in many
The module covers:

 Lesson 1 – Geologic Timeline

1. Describe how the Earth’s history can be interpreted from the geologic time
scale.
2. Define fossils and its type.
3. Determine the guide fossils that are used to define and identify subdivision
of the geologic time scale.
4. Track the Earth’s history using the geologic time scale.
5. Identify the different divisions in the geologic time scale.
What I Know
Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.
1. Which of the following does NOT belong to Paleozoic Era?

A. Jurassic
B. Devonian
C. Cambrian
D. Ordovician
2. What do you call the remains or evidence used as markers when building up
the geologic time scale?
A. fossil
B. minerals
C. sandstone
D. piles of rock
235
3. Why do most of the eons and eras end in “zoic”?
A. because these time periods were recognized by the plants present at
that time
B. because these time periods were recognized by the animal life present
at that time
C. A and B
4. In what type of rocks are fossils made of?

A. igneous rock
B. sedimentary rock
C. metamorphic rock
D. all of the above
5. What do you call the person who studies fossils and ancient life?
A. biologist
B. archeologist
C. anthropologist
D. paleontologist
6. What do you call the process by which the remains of ancient living things
are turned into rock?
A. fertilization
B. fossilization
C. fragmentation
D. metamorphosis
7. How were the scientists able to arrange the fossils they gathered?
A. They were able to arrange the fossils according to age.
B. They were able to arrange the fossils according to structure.
C. They were able to arrange the fossils according to chemical content.
D. They were able to arrange the fossils according to place of discovery.
8. In this era, the rocks formed have fossils of animals and plants such as
dinosaurs, mammals and trees.
A. Cenozoic Era
B. Mesozoic Era
C. Paleozoic Era
D. Phanerozoic Era
9. In what era did the first skeletal elements, soft-bodies metazoans, and animal
traces exist?
A. Cenozoic Era
B. Mesozoic Era
C. Paleozoic Era
D. Late Proterozoic
236
10. In this period, the first mammals and dinosaurs existed.
A. Cretaceous
B. Permian
C. Jurassic
D. Triassic
11. In Paleozoic Era, in what period did the first vascular land planet exist?
A. Cambrian
B. Devonian
C. Silurian
D. Ordovician
12. These marine animals lived inside their shells, taking up the whole inside of
the long shell.
A. echinoderms
B. gastropods
C. mollusks
D. Sea arthropods
13. In what phylum do crinoids belong?

A. echinoderms
B. arthropods
C. gastropods
D. mollusks
14. These were marine arthropods and were made of chitin, like some insects
and other organisms like lobsters.
A. crinoids
B. trilobites
C. fossil clam
D. gastropods
15. These marine animals are bivalves with two symmetrical shells – the shells
are mirror images of each other.
A. crinoids
B. trilobites
C. fossil clam
D. gastropods
237
Lesson 1 Geologic Timeline
Fossils are the remains or evidence of prehistoric plants and animals that have
fossilized. Fossils were used as markers when building up the geologic time scale.
The names of most of the eons and eras end in “zoic”, because these time periods
were recognized by the animal life present at the time. Rocks formed during the
Proterozoic Eon have fossil evidence of simple organisms, such as bacteria, algae,
and wormlike animals. In the Phanerozoic Eon, the rocks formed have fossils of
animals and plants such as dinosaurs, mammals, and trees.
And with that, geologists have developed the geological time scale, which divides the
Earth’s history into eons that are subdivided into eras, which are further divided
into periods and then into epochs. The geologic time scale is the “calendar” for
events in Earth’s history. It subdivides all time since the end of the Earth’s formative
period as a planet (nearly 4 billion years ago) into named units of abstract time: in
descending order of duration, which are eons, eras, periods and epochs.
The geologic time scale provides a system of chronologic measurement relating
stratigraphy to time that is used by geologists, paleontologists and other Earth
scientists to describe the timing and relationships between events that have
occurred during the history of the Earth. The detailed studies made of rocks
throughout the world have allowed geologists to correlate rock units globally, and
break them into time units. The result is the Geologic Time Scale, usually presented
in a chart like form with the oldest event and time unit at the bottom and the
youngest at the top.
What’s In
Activity 1
Review the vocabulary words and complete the activity on the other side of this
worksheet.
1. Fossils – remains of ancient life that have been turned to stone
2. Body Fossils – actual parts of plants and animals that have been turned to
stone (i.e. bone, shells, leaves)
3. Coprolite – fossilized dinosaur dung (scat)
4. Fossilization – process by which the remains of ancient living things are
turned to rock
5. Paleontologist – a scientist who studies fossils and ancient life
6. Sedimentary Rock – rock made of layers of tightly packed sand and clay
7. Sandstone – a type of sedimentary rock that is made of sand
8. Trace Fossil – a fossilized sign that a plant or animal once lived in an area
(i.e. footprints, coprolite)
238
9. Porous – full of tiny holes that water, air, and light can pass through
10. Mineralization – to convert into a mineral substance; to fill with a mineral
substance
Instructions: Fill in the blanks, using vocabulary words.

Jay, a famous p ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ t , was hiking in the
Cordillera mountains searching for f ___ ___ ___ ___ ___ ___, which are remains of
ancient life that have turned to stone. All of a sudden, the ground shook beneath
him. Jay ran over a hill and saw that there had been a huge landslide. He went over
to look at the piles of rocks and saw layers of s ___ ___ ___ s ___ ___ ___ ___, a type
of sedimentary rock. Fossils are found in sandstone, so Jay was excited to search
through the rocks! Just as he began to dig, he found fossilized bones. The bones
had turned to stone through a process called ___ ___ s s ___ ___ ___ ___ ___ ___ ___
___ ___. Jay saw that the fossils belonged to an Apatosaurus. These bones are
examples of b ___ ___ ___ ___ ___ ___ ___ i l ___, which are fossilized parts of plants
and animals. Jay hiked further up the mountain and found fossilized dinosaur
dung, called c ___ ___ ___ ___ ___ ___ ___ ___. He also found a huge footprint, which
is an example of a t ___ ___ ___ ___ f ___ ___ ___ ___ ___. Jay carefully removed the
fossils from the rocks and donated them to a museum.
239
Activity 2: Find Me
Directions. Encircle the 8 words listed below. Words may appear straight across,
back-word straight across, up, and down.
COPROLITE PALEONTOLOGIST
FOSSILS MINERALIZATION
SEDIMENTARY SANDSTONE
FOSSILIZATION POROUS
L N O I T A Z I L A R E N I M
S T S I G O L O T N O E L A P
E K B K S D Z U I L I H K M F
D C L T J Q L W O G B M I N O
I Y E I N M P Q R K J P A T S
M F P D L S A N D S T O N E S
E R O I M I X Y U E R J P J I
N D K S Z R F Z T J A X T Q L
T E B P S M E I L W B P I Y I
A Q V Y E I L X V Y O F Q V Z
R Z I K F O L P M R A M R G A
Y C V W R H R Y O K V F I L T
M L S P Q U N U P I P W E H I
T V O F M B S A R T F N F B O
N C G Z U R N L O N I H O A N
240
Activity 3: Let’s Trace
Look and analyze at the illustration below and answer the question listed below.
1. For how long has there been life on Earth?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
241
2. For what percentage of time has life existed on Earth (round to the
nearest whole number)?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. For about how many years of geological time have humans existed on
Earth?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
4. For about how many years of geological time have the dinosaurs existed
on Earth?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
5. Did dinosaurs exist at the same time as humans?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
6. How do scientists determine when an era begins and when it ends?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
7. What is the purpose of making a geological timeline?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
242
What’s New
The Story of Fossils by Patti Hutchison
Imagine you are hiking in the woods. As you walk up a steep hill, you find a fossil.
It is a mold of many tiny seashells. What would seashells be doing in the middle of
the woods?
Most fossils are found in sedimentary rocks. These rocks form on the surface of the
earth. They record the processes that have happened on the surface, including life.
Scientists are able to arrange fossils according to age. This is called the fossil record.
By studying the fossil record, scientists have found that the earth and its life forms
have gone through many changes in the past.
Fossils have taught us how and when rock layers have formed. They have also
helped scientists learn about life forms that have come and gone. Fossils have even
taught us about the climate of the earth long ago.
The Geologic Time Scale is divided into huge blocks of time called eras. Eras are
defined by major changes in the fossils found in the sedimentary rock layers that
were formed during those time spans.
Activity 4
Directions: Read the story entitled “The Story of Fossil” by Patti Hutchison. Answer
the guide questions stated below.
1. In what type of rocks are FOSSILS made of?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. How do scientists arrange discovered fossils?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. How did fossils help and teach scientist about the history of the earth?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
4. Aside from geological aspect, what other aspects can be predicted by guide
fossils? How? (climatic, organismic etc.)
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
243
What is It
Activity 5
Read and analyze the statements below. Write T if the statement is TRUE and F if
the statement is FALSE.
_______ 1. Scientists determine when an era begins and when it ends through
geological timeline.
_______ 2. Dinosaurs exist at the same time as humans.
_______ 3. The purpose of making a geological timeline is to identify age of
organism through its fossils.
_______ 4. Quaternary period of geological time has humans evolved on Earth.
_______ 5. Triassic Period of geological time have the dinosaurs existed on
Earth.
What’s More
Activity 6
Directions: Write the division and period of the listed organism below. Refer to
geological time scale.
Era Period
1. first vascular land plants ____________ ____________
2. jawed fish diversity ____________ ____________
3. evolution of humans ____________ ____________
4. first chordates ____________ ____________
5. mammals diversify ____________ ____________
6. first primates ____________ ____________
7. dinosaurs’ diversity ____________ ____________
8. major extinctions of reptiles’ diversity ____________ ____________
9. sudden diversification of metazoan families ____________ ____________
10. first flowering plants ____________ ____________
244
Activity 7: Crossword Puzzle
Directions. Complete the crossword by filling in the word that describes each clue.
Across:
2. with two symmetrical shells - mirror images of each other.
3. the term “crinoid” means
5. rocktype made of layers of sand and clay
7. multicellular organisms that often live in colonies
Down:
1. exoskeletons are made up of this material
4. lived inside their shells
6. phylum where starfish and sea urchins belong
8. individuality of coral is called _____.
245
What I Have Learned
Fill in the blanks. Read and analyze the statements below. Write the word that will
complete the sentence/paragraph.
1. __________________ are the remains or evidence of prehistoric plants and

animals that have fossilized.
2. Fossils were used as markers when building up the geologic time scale. The
names of most of the eons and eras end in “zoic” because these time periods
were recognized by the __________________ present at the time.
3. The geologic time scale is the “calendar” for events in Earth’s history. It
subdivides all time since the end of the Earth’s formative period as a planet
(nearly 4 billion years ago) into named units of abstract time: in descending
order of duration, which are _________, __________, _________ and
___________.
4. The __________________ provides a system of chronologic measurement
relating stratigraphy to time that is used by geologists, paleontologists and
other Earth scientists to describe the timing and relationships between
events that have occurred during the history of the Earth.
5. The Geologic Time Scale is divided into huge blocks of time called eras.
Eras are defined by major changes in the fossils found in the
__________________ rock layers that were formed during those time spans.
246
What I Can Do
Activity 7
There are tables of fossils presented below. In the first box, choose an example and
draw its physical structure. Second box and third box are references that serve as
your guide to choose what organism you prefer to draw. Check the example. Good
luck!
Example:
Braching Tabulate Coral Branching Tabulate
Age: Devonian Coral is a marine animal.
(approximately 416 to Corals are multicellular
359 million years ago) organisms that often live
Class: Anthozoa in colonies. The
Moden Relatives: Corals individual animal is
still exists today. called a polyp. There are
many different species of
coral, with different
forms, shapes, and sizes.
1. TRILOBITE Trilobites were marine

Age: Devonian arthropods. The first
(approximately 416 to 359 trilobites show up in the
million year ago) fossil record dating back
Phylum: Arthropod to about 525 million years
Modern Relatives: Crabs, ago. There were many
Spiders and insects different types of
trilobites, ranging in size
from 1mm to 72mm (28
inches long!) Trilobite
species went extinct by
250 million years ago.
Trilobite fossils are formed
from the exoskeletons.
These were made of chitin,
like some insects and
others organisms like
lobsters. They split apart
and shed their shell as
they grow, just like
lobsters do.
247
2. Crinoid Crinoids were marine
Age: Devonian animals. Its name means
(approximately 416 to “Lily”. It is in the same
359 million years ago) phylum (Echinoderm) as
Phylum: Echinoderm starfish and sea urchins.
Modern Relatives: Crinoids ate by filtering food
Starfish, sea urchins out of the water with it arms.
and sea cucumbers Its mouth and anus were
next to each other in the
calyx. It “rooted” in place
with a holdfast. When
crinoids die, their stems
quickly break apart. The
most common fossils of
crinoids are the stem which
is sometimes broken into
little “cheerio” like pieces.
3. Gastropod Gastropods were marine

Age: Cretaceous animals. There were many
(Approximately 146 to different species of
65 million years ago) gastropods. All had coiled
Phylum: Mollusk shells, but some were tightly
Modern Relatives: coiled while some were
Snails, Slugs and loosely coiled. They had
Whelks many different shapes and
surface texture. The animals
lived inside their shells,
taking up the whole inside of
the long shell. They could
retract into their shells,
covering the opening with
their foot.
4. Fossil Clam Fossil clams are marine

Age: Cretaceous animals. Clams are bivalves,
(approximately 146 to with two symmetrical shells -
65 million years ago) the shells are mirror images
Class: Bivalve of each other. Fossil clams
Modern Relatives: range in size from a few
Oysters, Scallops and millimeters to up to 2 meters
Mussels (about 6 feet) in diameter.
Clams lived inside their shells
and had a muscular foot they
used to borrow and move
around. They lived in colonies
on the ocean floor. Some
clams had smooth shells
while some were rough.
248
Assessment
1. These marine animals are bivalves with two symmetrical shells – the shells
are mirror images of each other.
A. crinoids
B. trilobites
C. fossil clam
D. gastropods
2. How were the scientists able to arrange the fossils they gathered?
A. They were able to arrange the fossils according to age.
B. They were able to arrange the fossils according to structure.
C. They were able to arrange the fossils according to chemical content.
D. They were able to arrange the fossils according to place of discovery.
3. These were marine arthropods and were made of chitin, like some insects
and other organisms like lobsters.
A. crinoids
B. trilobites
C. fossil clam
D. gastropods
4. What do you call the process by which the remains of ancient living things
are turned into rock?
A. fertilization
B. fossilization
C. fragmentation
D. metamorphosis
5. In what phylum do crinoids belong?

A. echinoderms
B. arthropods
C. gastropods
D. mollusks
6. What do you call the person who studies fossils and ancient life?
A. biologist
B. archeologist
C. anthropologist
D. paleontologist
249
7. These marine animals lived inside their shells, taking up the whole inside of
the long shell.
A. sea arthropods
B. echinoderms
C. gastropods
D. mollusks
8. In what type of rocks are fossils made of?

A. igneous rock
B. metamorphic rock
C. sedimentary rock
D. all of the above
9. In Paleozoic Era, in what period did the first vascular land planet exist?
A. Silurian
B. Cambrian
C. Devonian
D. Ordovician
10. Why do most of the eons and eras end in “zoic”?

A. because these time periods were recognized by the plants present at
that time
B. because these time periods were recognized by the animal life present
at that time
C. A and B
11. In this period, the first mammals and dinosaurs existed.

A. Cretaceous
B. Permian
C. Jurassic
D. Triassic
12. What do you call the remains or evidence used as markers when building up
the geologic time scale?
A. fossil
B. minerals
C. sandstone
D. piles of rock
13. In what era did the first skeletal elements, soft-bodies metazoans and animal
traces exist?
A. Cenozoic Era
B. Mesozoic Era
C. Paleozoic Era
D. Late Proterozoic
250
14. Which of the following does NOT belong to Paleozoic Era?
A. Cambrian
B. Devonian
C. Silurian
D. Jurassic
15. In this era, the rocks formed have fossils of animals and plants such as
dinosaurs, mammals and trees.
A. Cenozoic Era
B. Mesozoic Era
C. Paleozoic Era
D. Phanerozoic Era
Do you think that the average annual global temperature and carbon dioxide levels
have been consistent throughout the history of earth? Justify your answer.
251
252
What's It What's More What's New
Activity 5 Activity 6 Activity 3
Answer may vary
1. T Answer may vary according to student’s
2. F according to student’s perception
3. T perception
4. T Activity 4
5. F 1. Paleozoic -Silurian
2. Paleozoic - Devonian
3. Cenozoic - Quaternary
4. Paleozoic - Cambrian
5. Cenozoic - Tertiary
6. Mesozoic – Cretaceous
7. Mesozoic - Jurassic
8. Paleozoic – Permian
9. Paleozoic – Ordovician
10. Mesozoic - Cretaceous
1. A Activity 1 1. C
2. A Paleontologist 2. A
3. B Fossils 3. B
4. B Sandstone 4. B
5. D Fossilization 5. A
6. B Body fossils 6. D
7. A Coprolite 7. C
8. D Trace fossil 8. C
9. D 9. A
10.D Activity 2 10.B
11.C 6. Answer may vary 11.D
12.B according to 12.A
13.A student’s 13.D
14.B perception 14.D
15.C 15.D
Answer Key
References
Chambers, John E. (July 2004). "Planetary accretion in the inner Solar
System" (PDF). Earth and Planetary Science Letters. 223 (3–4): 241–
252. Bibcode:2004E&PSL.223..241C. doi:10.1016/j.epsl.2004.04.031.
Deconto, Robert M.; Pollard, David (2003). "Rapid Cenozoic glaciation of Antarctica
induced by declining atmospheric CO2". Nature. 421 (6920): 245
249. Bibcode:2003Natur.421..245D. doi:10.1038/nature01290. PMID 1252
9638.
Ogg, J.G.; Ogg, G.; Gradstein, F.M. (2016). A Concise Geologic Time Scale: 2016.
Elsevier. p. 20. ISBN 978-0-444-63771-0.
Ogg (eds.). The geologic time scale 2012 (1st ed.). Amsterdam: Elsevier.
pp. 359–
365. doi:10.1016/B978-0-444-59425-9.00016-0. ISBN 978-0-44-459425-9.
Claire; Macchiarelli, Roberto; et al. (2014). "The 2.1 Ga Old Francevillian Biota:
Biogenicity, Taphonomy and Biodiversity". PLoS ONE. 9 (6):
e99438. Bibcode:2014PLoSO...999438E. doi:10.1371/journal.pone.009943
8.PMC 4070892. PMID 24963687
Van Kranendonk, Martin J. (2012). "16: A Chronostratigraphic Division of the

Precambrian: Possibilities and Challenges". In Felix M. Gradstein; James G.
Ogg; Mark D. Schmitz; abi M.
253
Geologic Processes and
Hazards
Geologic Processes and Hazards
First Edition, 2020

Writers: Ma. Rhoda E. Panganiban

Reviewer: Jason Ricaforte, Angelica Beriña, Princess Paolah L. De Guzman, Marissa C. Betchaida,
Louie L. Alvarez, Gregorio M. De Chavez, Jr, Jocelyn M. Manset, Mario B. Maramot,

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
254
Week
What I Need to Know

6
the geologic processes and hazards. The scope of this module permits it to be used
In this module, we will describe the geologic processes and hazards happening in the
community. Geologic processes like earthquake, volcanic eruption, and landslides
lead to different hazards. A hazard refers to a potentially damaging physical event,
phenomenon or human activity that may cause the loss of life or injury, property
damage, social and economic disruption or environmental degradation. Hazards are
extreme natural events with a certain degree of probability of having adverse
consequences.
The module covers:
 Lesson 1 – Geologic Processes and Hazards

Describe the various hazards that may happen in the event of earthquakes,
volcanic eruptions, and landslides.
What I Know
Directions: Read each statement and choose the letter of the correct answer. Write
the chosen letter on a separate sheet of paper.
1. What is a potentially damaging physical event, phenomenon or human

activity that may cause the loss of life or injury, property damage,
social and economic disruption or environmental degradation?
A. eutrophication C. landslide
B. geologic hazard D. poisonous gases
2. Which of the following describes the vibration of the ground during an

earthquake?
A. ground shaking C. liquefaction
B. landslides D. tsunami
3. What do you call the hazard where giant waves move at speeds of up
To 500 miles an hour and reach heights of hundreds of feet?
255
4. What is the process during earthquake shaking where sand and silt
grains in wet soil are rearranged and the water in the spaces between
the grains is squeezed?
5. What refers to the sliding down of a mass of earth or rock from a

mountain or cliff?
6. What natural hazard is involved when rock underground suddenly

breaks along a fault causing tectonic movement?
A. volcanic eruption C. cyclone
B. earthquake D. hurricane
7. What natural hazard has the effects of reshaping new land, debris
avalanche, destroyed forests, and death to many animals?
A. volcanic eruption C. earthquake
B. hurricane D. tsunami
8. What occurs when large amount of water quickly overflows a

boundary?
A. regular flood C. landslide
B. flash flood D. tsunami
9. What causes an earthquake?

A. glacier C. very large storm
B. landslide D. a movement along fault
10. Which of the following is NOT a natural hazard?
A. hurricane C. house fire
B. tsunami D. earthquake
11. A natural physical process becomes a natural hazard when the
process becomes ____.
A. dormant and inactive
B. scary
C. extreme and unpredictable
D. faster than usual
12. Which statement is true of earthquakes?
A. All of them can be prevented.
B. Weak ones can be prevented.
C. Some of them can be prevented.
D. None of them can be prevented.
13. What specific region of the world is characterized by the presence of
active volcanoes, tsunamis, and earthquakes?
A. the ring of fire C. the North and South pole
B. the Eastern Europe D. Western Europe
256
14. Which of the following is true of a landslide?
A. A landslide is a mass movement of rock fragments, soil, and
debris downslope.
B. A landslide is associated with a volcanic eruption.
C. If debris from a landslide mixes with water, it will break apart
and stop flowing.
D. All of the answers are true.
15. Which of the following is/are geologic hazard/s?

A. earthquake
B. volcanoes
C. waves pounding on a coast
D. all of these are geologic hazards
Lesson 1 Geologic Processes and Hazards

What’s In
Geology is the study of the Earth and its history. It involves studying the
materials that make up the earth, the features and structures found on Earth,
as well as the processes that act upon them. It also deals with the study of
the history of all life living on the earth now.
How do geological processes occur?
Geological processes are naturally occurring events that directly or indirectly

impact the geology of the Earth. Examples of geological processes include
events such as plate tectonics, weathering, earthquakes, volcanic eruptions,
mountain formation, deposition, erosion, droughts, flooding, and landslides.
Geological processes affect every human on the Earth all of the time, but are
most noticeable when they cause loss of life or property. These threatening
processes are called natural disasters.
How about Geologic Hazards?
A geologic hazard is an extreme natural event in the crust of the earth that
poses a threat to life and property, for example, earthquakes, volcanic
eruptions, tsunamis (tidal waves) and landslides. It is a large-scale, complex
natural events that happen on land. These hazards can cause immense
damage, loss of property, and sometimes life. Geologic hazards can play a
significant role when infrastructure is constructed in their presence. The
unpredictable nature of natural geologic hazards makes identifying,
evaluating, and mitigating against them a unique challenge.
257
Activity 1: Arrange Me
What do you see in the pictures below?
What do you call these hazards?
Following each picture are rumbled letters for you to rearrange. You may
arrange them now by writing the letter in the box provided.
K I G N N R U O D H A S G
Image 1 shows the vibration of the ground.
A M T S N U I
Image 2 presents giant waves caused by volcanic eruption.
258
Q L E F A T I O C N I
Image 3 happened when soil liquefies during ground shaking.
N A S L D E S I D L
Image 4 showed the movement of a mass of rock, debris, or earth

down a slope.
259
Activity 2: Draw Me
Draw an erupting volcano on the box below.
Based from your drawing, can you name five (5) geologic hazards posed by
an erupting volcano? Write your answer in the table below.
Hazards Posed by an Erupting Volcano
1.
2.
3.
4.
5.
260
What is It
Geologic processes and hazards are events which occur irregularly in time and
space and cause negative impact on man and the environment. Earthquakes,
volcanic eruptions, tsunamis (tidal waves), and landslides are the geologic hazards.
SIMPLIFIED CLASSIFICATION OF MAJOR GEOLOGIC HAZARDS
Geologic Event Hazards They Cause

Earthquake A. Ground shaking
B. Surface faulting
C. Landslides and liquefaction
1. Rock avalanches
2. Rapid soil flows
3. Rock falls
D. Tsunamis
Volcanic Eruption A. Tephra falls and ballistic projectiles
B. Pyroclastic phenomena
C. Lahars (mud flows) and floods
D. Lava flows and domes
E. Poisonous gases
Earthquake is one of the most violent natural phenomena. According to the number
of victims and destructive force, it exceeds all other natural disasters. Earthquakes
also happen under the ocean and can cause tsunamis.
Earthquakes and volcanic eruption can trigger landslides, especially in areas with
water saturated soils, a common characteristic of Cascadia. Landslides may result
in falling rocks and debris that collide with people, buildings, and vehicles.
There were earthquakes that happened in the Philippines which were noticeably
strong such as magnitude 6.9 in October 2019 which hit southern Philippines.
Another one was 6.1 magnitude that struck the Island of Luzon in April of 2019.
Recently, multiple earthquakes were felt when Taal Volcano erupted early in 2020.
Have you experienced an earthquake? What did you feel?
261
Probably, you will feel shaking of your body and even the entire surroundings which
causes the ground shaking.
Listed below are the hazards caused by an earthquake:
A. Ground shaking is one of the hazards resulting from earthquake, volcanic

eruption, and landslides. Ground shaking is both a hazard created by
earthquakes and the trigger for other hazards such as liquefaction and
landslides. Ground shaking describes the vibration of the ground during an
earthquake.
B. Surface faulting is displacement that reaches the earth's surface during slip
along a fault. It commonly occurs with shallow earthquakes; those with an
epicenter less than 20 km. Surface faulting also may accompany aseismic
creep or natural or man-induced subsidence.
C. A landslide is defined as the movement of a mass of rock, debris, or earth

down a slope. Landslides are a type of "mass wasting," which denotes any
down-slope movement of soil and rock under the direct influence of gravity.
The term "landslide" encompasses five modes of slope movement: falls,
topples, slides, spreads, and flows.
D. Liquefaction describes the way in which soil liquefies during ground shaking.
Liquefaction can undermine the foundations and supports of buildings,
bridges, pipelines, and roads, causing them to sink into the ground, collapse,
or dissolve.
E. Tsunamis are giant waves caused by earthquakes or volcanic eruptions under

the sea. It can injure or kill many people and cause significant damage to
buildings and other structures. The speed of tsunami waves depends on ocean
depth rather than the distance from the source of the wave. Tsunami waves
may travel as fast as jet planes over deep waters, only slowing down when
reaching shallow waters.
What are volcanoes?
Volcanoes can be exciting and fascinating, but are also very dangerous. Any kind of
volcano can create harmful or deadly phenomena, whether during an eruption or a
period of dormancy. Volcanoes are natural systems and always have some element
of unpredictability.
What about volcanic eruption?
A volcanic eruption occurs when magma is released from a volcano. Volcanic

eruptions are major natural hazards on Earth. Volcanic eruptions can have a
devastating effect on people and the environment.
These are the hazards caused by volcanic eruption:
262
A. Tephra consists of pyroclastic fragments of any size and origin. It is a synonym
for "pyroclastic material." Tephra ranges in size from ash (<2 mm) to lapilli (2-
64 mm) to blocks and bombs (>64 mm).
B. A pyroclastic flow is a dense, fast-moving flow of solidified lava pieces, volcanic
ash, and hot gases. Pyroclastic flows form in various ways. A common cause
is when the column of lava, ash, and gases expelled from a volcano during an
eruption loses its upward momentum and falls back to the ground. Another
cause is when volcanic material expelled during an eruption immediately
begins moving down the sides of the volcano. Pyroclastic flows can also form
when a lava dome or lava flow becomes too steep and collapses.
C. Lahar is an Indonesian term that describes a hot or cold mixture of water and
rock fragments that flows down the slopes of a volcano and typically enters a
river valley. Lahars are extremely dangerous especially to those living in valley
areas near a volcano. Lahars can bury and destroy manmade structures
including roads and bridges.
D. A flood is an overflow of water that submerges land that is usually dry. Floods
can look very different because flooding covers anything from a few inches of
water to several feet.
E. Lava domes are formed by viscous magma being erupted effusively onto the
surface and then piling up around the vent. Like lava flows, they typically do
not have enough gas or pressure to erupt explosively, although they may
sometimes be preceded or followed by explosive activity. The shape and size of
lava domes varies greatly, but they are typically steep-sided and thick.
F. Poisonous gases, the gases that are released during a volcanic eruption, come
from deep within the Earth. The largest portion of gases released into the
atmosphere is water vapor.
The Philippines has suffered from an inexhaustible number of deadly typhoons,
earthquakes, volcanic eruptions and other natural disasters. This is due to its
location along the Ring of Fire, or typhoon belt – a large Pacific Ocean region where
many of Earth’s volcanic eruptions and earthquakes occur.
Taal Volcano, on the island of Luzon in the Philippines, is the country's second most
active volcano. It boomed to life on January 12,2020, Sunday afternoon, spilling
volcanic ash. Taal Volcano sent a massive plume of ash and steam spewing miles
into the sky and pushed red-hot lava out of its crater, prompting the evacuation of
thousands of people and the closure of Manila's airport. Hundreds of earthquakes
were noted while the volcano was erupting. Flashes of lightning lit up the plume,
lending the scene an otherworldly appearance.
263
Activity 3. Check Me Out
1. In the table below, put a check on the hazards that you have experienced in
your locality. Then, explain why these hazards happened to our country.
Ground shaking Liquefaction Landslides Tsunami
2. Why is the Philippines prone to geologic hazard? Write your answer on the
space below.
Activity 4: List Me In
Identify and list down the hazards using published resources and personal
observation. Write your answer in the table below.
Published Resources Personal Observation

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
264
What I Have Learned
Activity 5: Places of Possible Hazards
5.1 The table below showed places where potential hazards may occur. Write the
possible hazards for the given places.
IN THE CLASSROOM AND ON THE TERRITORY

CORRIDORS: SURROUNDING THE SCHOOL
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
IN THE SCHOOL BUILDING IN THE SETTLEMENT
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
Guide Questions:
1. What will you do if you are: a.) in the classroom or corridor, b) on the
territory surrounding the school, c.) in the school building and d.) in
the settlement when an earthquake happens?
2. Which places are the most dangerous?
3. Whose instructions should you follow? What should you do if you are
alone?
4. It might happen that your family members are not nearby. Who
should you call to receive help after an earthquake? Do you know the
telephone numbers?
Activity 5.2 My Geologic Hazards Experience

Write at least four (4) hazards you have experienced in your locality. Then make a
slogan on how these hazards affect the people as well as the environment.
265
What I Can Do
Hazards may pose danger to our lives. Let us be prepared and protect ourselves. As
students, how are you going to protect your lives in times of hazards? In the table
below, write a step by step procedure of preparing and protecting yourselves in times
of geologic hazards.
Step by Step Procedure of Preparing and Protecting Ourselves in

Times of Geologic Hazards
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Assessment
Directions: Read each statement and choose the letter of the correct answer. Write
your answer on a separate sheet of paper.
1. Which of the following may result in falling rocks and debris that collide with
people, buildings, and vehicles?
A. earthquake C. tsunami
B. land slide D. typhoons
266
2. Which of the following is NOT a volcanic hazard?
A. flooding C. lava
B. lahars D. pyroclastic flows
3. Which of the following is an example of a hazard associated with
earthquake?
A. eutrophication C. flooding
B. ground shaking D. pyroclastic density currents
4. What is the main reason why the Philippines has suffered from numerous
geologic processes and calamities?
A. its economic status
B. its location (Ring of fire)
C. Philippines is 3rd a world country
D. something to do with human population
5. Which of the following hazards undermine the foundations and supports of

buildings, bridges, pipelines, and roads, causing them to sink into the
ground, collapse, or dissolve?
A. eutrophication C. liquefaction
B. ground shaking D. pyroclastic density currents
6. Which of the following is NOT a natural hazard?

A. hurricane C. house fire
B. tsunami D. earthquake
7. Which of the following is/are geologic hazard/s?

A. earthquake
B. volcanoes
C. waves pounding on a coast
D. all of these are geologic hazards
8. What natural hazard is involved when rock underground suddenly breaks

along a fault causing tectonic movement?
A. volcanic eruption C. cyclone
B. earthquake D. hurricane
9. What causes an earthquake?

A. glacier C. landslide
B. very large storm D. a movement along fault
10. What do you call this hazard which involves the giant waves which can
move at speeds of up to 500 miles an hour and reach heights of hundreds
of feet? at s
A. ground shaking C. landslides
B. liquefaction D. tsunami
11. Which of the following describes the vibration of the ground during an
earthquake?
A. ground shaking C. landslides
B. liquefaction D. tsunami
267
12. What natural hazard has the effects of reshaping new land, debris
avalanche, destroyed forests, and death to many animals?
A. volcanic eruption C. hurricane
B. earthquake D. tsunami
13. A natural physical process becomes a natural hazard when the

process becomes ____.
A. scary
B. dormant and inactive
C. faster than usual
D. extreme and unpredictable
14. What is the process during earthquake shaking where sand and silt
grains in wet soil are rearranged, and the water in the spaces between
the grains is squeezed?
15. What refers to the sliding down of a mass of earth or rock from a
mountain or cliff?

List down the several geologic hazards that happened in our country and
explain how these affect the people and the environment.
268
269
What I Know What's In Assessment
1. B 1. GROUND 1. B
2. A SHAKING 2. A
3. D 2. TSUNAMI 3. B
4. C 3. LIQUEFACTION 4. B
5. B 4. LANDSLIDE 5. C
6. B 6. C
7. A 7. D
8. B 8. B
9. D 9. D
10.C 10.D
11.C 11.A
12.D 12.A
13.A 13.D
14.D 14.C
15.D 15.B
Answer Key
References
Ball, Jessica. 2020. Volcanic Hazards, Many Types of Hazards Are Associated with
Volcanoes, accessed May 24, 2020,
https://geology.com/volcanoes/volcanic-hazards/?fbclid=IwAR1-
jTDFM6bE_wZkKxwgfLv7-jgslBKzipabK-TrsVUkjr33ONWVDe309EY
Fisher, Richard. 1997. Hazardous Volcanic Events, accessed May 25,

2020,http://volcanology.geol.ucsb.edu/hazards.htm?fbclid=IwAR24qqc2Y0v
GqkKxVpspYr66HAZa5oVaVq5ywUsIW1OfKgPLMNCI8hSoyg8#:~:text=Tephr
a%20falls%20and%20Ballistic%20Projectiles,bombs%20(%3E64%20mm)
India Environmental Portal. 1993. Human Activity Causes Increase in Landslides,

accessed May 23, 2020, http://www.indiaenvironmentportal.org
.in/content/10143/human-activity-causes-increase-inlandslides/?fbclid=
IwAR0kEgAel6qefrlm8R8OvyRzYgHJV_dXd4vXUSq2vi8UKYf1C6xX6Xfj8G8
Ureta, Romnick. 2016. Human Actions that Speed Up Landslides, accessed May
24, 2020, https://www.slideshare.net/RomnickUreta/human-actions-that-
speed-up-landslides?from_action=save&fbclid=IwAR2XcM0s1Ca-Yb-
GG2WYh0RCf8hWRcABY3R79zxbLO_S6G9F5Uoupupy6
270
First Edition, 2020
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this
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them.

Writers: Franklin Galoyo, Ma. Rhoda E. Panganiban

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Layout Artist: Elizalde L. Piol, Jocelyn M. Manset

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271
Week

The module has one lesson:

 Lesson 2 – Geological Processes and Hazards

1. identify places in the Philippines that are prone to geologic hazards like
earthquakes, volcanic eruptions, and landslides using hazard map; and
2. explain why it is important to identify places that are prone to geologic hazards.
What I Know
Directions. Read the following questions and choose the letter of the correct answer.
1. Which of the following is an example of geologic hazard?

A. tornado C. flood
B. earthquakes D. tropical cyclone
2. Where can you find the Pacific Ring of Fire?

A. Arctic Ocean C. Pacific Ocean
B. Indian Ocean D. Atlantic Ocean
3. What do you call the point of origin of an earthquake located just above the
focus?
A. divergent C. epicenter
B. convergent D. transform
4. Which type of map shows the risk of particular area to certain threat?
A. hazard C. resource
B. physical D. topographic
5. What type of hazard is climate and weather related?
A. natural C. ergonomic
B. biological D. anthropogenic
272
6. What refers to the movement of rock, debris, and soil down a slope?
A. tsunami C. typhoon
B. landslide D. volcanic eruption
7. Which of the following geologic features makes the provinces of La Union and
Pangasinan high risk to earthquakes?
A. Iba Fault C. Tablas Fault
B. Manila Trench D. Lianga Fault
8. Which of the following is responsible for plate movement?

A. gravitational force C. convection current in mantle
B. radiation emitted by the Sun D. attraction from the moon
9. All are examples of geologic hazards EXCEPT for _______________.

A. typhoon C. landslides
B. earthquakes D. volcanic eruptions
10. Which of the following areas is the LEAST prone to earthquakes?

A. Tarlac C. Ifugao
B. Cavite D. La Union
11. Which of the following areas has the HIGHEST risk of volcanic-related
disaster?
A. Sulu C. Bataan
B. Albay D. Biliran
12. Which of the following areas is LEAST at risk on landslide?

A. Cebu C. Manila
B. Batangas D. La Union
13. Which of the following is an example of natural hazard?

A. mining C. landslide
B. deforestation D. climate change
14. Which of the following factors makes the province of Benguet at risk to
earthquake?
A. high population C. bodies of water around
B. presence of trees D. topography and mountains
15. Why do you think the Visayas islands are NOT at risk to earthquakes? Due
to
A. lack of fault lines C. lack of mountains
B. the presence of islands D. the presence of plains
273
Lesson 2 Geological Processes and
Hazards
The Philippines is an archipelagoo that is made up of 7641 islands and home to
world-renown natural wonders and pristine water bodies. The country is in a unique
location because it rests in the Pacific Typhoon Belt and Pacific’s earthquake and
volcano Ring of Fire. The Ring of Fire is a home to over 75% of the world’s active and
dormant volcanoes. Because of its geographic location, the Philippines is among the
greatest hazard and disaster-prone countries in the world.
What’s In
The Philippines is no stranger to natural hazards. Every year, thousands to millions
of Filipinos are extremely affected by all forms of hazards such as earthquakes,
typhoons, and volcanic eruptions. These natural hazards may result in multiple
disasters.
Activity 1: Cause and Effect

Directions. Supply the blank boxes with the causes and effects from the given
geologic hazards.
Geologic Hazard Causes Effects

Volcanic Eruptions
Landslides
Earthquakes
What’s New
Geologic Process
Geological processes can be described as natural forces that shape the physical
makeup of a planet. These forces cause movements of plates in the Earth’s crust, the
area where humankind lives. As this processes occur from time to time, it poses
continuous source of hazards to people, community and society.
Hazards
A hazard is a phenomenon caused by natural or human forces which poses threat to
humans, animals, properties and environment. For instance, since the Philippines is
located within the Ring of Fire, the country experiences many earthquakes and
274
volcanic eruptions compared to other countries. Making the country one of the most
hazard-prone countries in the world.
Hazards can be classified as to natural and anthropogenic.
Natural: Earthquakes, volcanic eruptions, landslides and tsunamis (climate and

weather related hazards)
Anthropogenic: Deforestation, mining and climate change (man-made)
Hazard Map
It is a map that illustrates the areas that are exposed or prone to a particular
hazard. They are used for natural hazards such as landslides, flooding, volcanic
eruption and tsunami. It is also used to mitigate the potential negative effects of
these hazards
Activity 2: Point me
Every year, dozens of natural disasters strike our country. Some are just passing by
and some even make history because of massive destruction.
Directions. Since disasters are all over the

news, what are the places do you think that
have been affected by geologic hazards for the
past decade. Use the Philippine map on the
right side. Write your answers in the box
below.
Earthquakes
1.
2.
Volcanic Eruptions
1.
2.
Landslides
1.
2.
What is It
Now, you have learned that geologic location is the major reason why the Philippines
is a hazard-prone country. The Philippine government partnered other private
institutions to reduce the risk of hazards through producing hazard maps that are
publicly available. For example, the partnership of news networks with the Philippine
Institute of Volcanology and Seismology (PHIVOLCS). This partnership shares
valuable and scientific information which increases the public’s understanding on
geologic hazards and risks associated with it.
275
Another is Manila Observatory, a private non-stock and non-profit research
institution with the help of the Department of Environment and Natural Resources
(DENR. This partnership produced hazard maps that show vulnerability of the
country to environmental disasters.
Geophysical map
Over the past decades,

the PHILVOCS has recorded
twelve destructive earthquakes in
the Philippines that caused
unimaginable effects, such as
Surigao Del Sur and Davao loss of properties, injuries, and
Oriental are at risk to hazard due thousands of deaths.
to Philippine Trench and nearby
active faults, while La Union and
Pangasinan are due Manila
Trench. Moreover, Benguet, La
Union, Nueva Vizcaya, Eastern
Pangasinan and Nueva Ecija is
due its location along the
Philippine fault Zone. (Center for
Environmental Geomatics- Manila
Observatory, 2005)
276
First on the rank with the highest risk is
Camiguin because the land area was so small. If
volcanic eruption may occur, the whole province can
be affected. Sulu ranks second because it has the
greatest number of active and dangerous volcanoes.
(Center for Environmental Geomatics- Manila
Observatory, 2005)
Most of the provinces in the Cordillera

Administrative Region are included in the list of
top 10 landslide-prone areas in the Philippines.
Because the entire region is situated in and
around Cordillera Mountain ranges. So, after
massive and continuous rain or earthquakes,
certain areas on the hills and mountains become
delicate and weak which makes the region
exposed to landslides as well as to other
provinces that is why their area is classified as
rugged and mountainous with prominent flat-
lands.
277
What’s More
Activity 3: Identify me
Directions. Using the hazard map found on the previous pages, answer the
following questions.
1. Identify the top 3 places in the Philippines that are hazard-prone to volcanic
eruptions, earthquakes, and landslides. Justify your answers why they are
most prone.
2. What is the importance of using a hazard map?
What I Have Learned

Activity 4: Complete me
Directions. Read the following statements and complete them by filling in with the
correct term and/or phrase.
1. The Philippines experiences more earthquakes and volcanic eruptions
because it is located in the ______.
2. Earthquakes and volcanic eruptions are known as ______ type of hazards.
3. Surigao Del Sur and Davao Del Norte are at risk to hazard due to ______ and
______.
4. Camiguin has the highest risk of effects of a volcanic eruption because the
land area is too ______.
5. Man-made hazard is classified as ______.
What I Can Do
Activity 5: Hazard identification
Directions. Identify hazardous places during or after earthquakes on the following
locations.
1. Home
2. Classroom and school building
3. Community (e.g. barangay, municipality or provinces)
The answer must be something similar to this:
In the community: Damaged roads and bridges
278
Assessment
1. Which of the following is an example geologic hazard?

A. mining C. earthquakes
B. deforestation D. climate change
2. Which of the following maps is used to identify a place that is prone to

disaster?
A. hazard C. physical
B. resource D. topographic
3. How do you classify climate- and weather-related hazards?

A. natural C. biological
B. chemical D. anthropogenic
4. Which of the following geologic features makes the provinces of La Union and
Pangasinan pare at risk to earthquakes?
A. Iba Fault C. Tablas Fault
B. Manila Trench D. Lianga Fault
5. Which of the following provinces has the highest risk of volcanic eruptions
based on DENR and Manila observatory report?
A. Bataan D. Sorsogon
B. Laguna D. Camiguin
6. Which of the following is NOT among the provinces with high proneness to
landslide?
A. Cebu C. La Union
B. Metro Manila D. Mountain province
7. Which of the following is NOT included in the group?

A. mining C. tsunamis
B. earthquakes D. landslides
8. Which of the following area is LEAST prone to earthquakes?

A. Ifugao C. Palawan
B. Tarlac D. La Union
9. Which of the following provinces has the HIGHEST risk of volcanic-related

hazard?
A. Sulu C. Laguna
B. Batangas D. Batanes
10. Which of the following is NOT an example of geologic hazards?

A. landslides C. earthquakes
B. tropical cyclones D. volcanic eruptions
279
11. Where can you find the Ring of Fire?
A. Arctic Ocean C. Pacific Ocean
B. Indian Ocean D. Atlantic Ocean
12. Which of the following is an example of geologic hazard?

A. tornado C. flood
B. tropical cyclone D. earthquakes
13. What refers to the movement of rock, debris, and soil down a slope?
A. landslide C. typhoon
B. earthquakes D. volcanic eruptions
14. Why do you think that majority of the Cordillera Administrative Region are
included in the most landslide prone provinces in the Philippines? Because it
is
A. near from the sea C. near in mountain ranges
B. situated near active volcanoes D. near NCR
15. Which of the following area is LEAST prone to earthquakes?

A. Tarlac C. Ifugao
B. Cavite D. La Union
Activity 6: Interview me
Directions. Interview a family member, a relative, neighbor or anyone who
experienced geologic hazards and answer the following questions below.
1. Have you ever experienced any form of geologic hazards such as volcanic
eruptions, earthquakes, and landslides? How did you feel? What did you do
during and after the situation?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. If you have never experienced any form of hazards, look for someone who was
able to witness and experience it first-hand. Ask them their feelings and
thoughts during and after the hazard event. Also, ask them the things they
did during and after the scenario.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
280
281
What Can I Do What’s New What I Know
1. B
Answers may vary among Answers may vary among 3. C
students students 4. A
5. A
Assessment What’s More 6. B
1. C 7. B
Activity 3
2. A 8. C
3. A Earthquakes: Surigao Del 9. A
4. B Sur, La Union, and Benguit 10. B
5. D 11. A
6. B Volcanic eruptions: 12. C
7. A Camiguin, Sulu, and Biliran 13. C
8. C
9. A 14. D
Landslides: Marinduque,
10. B 15. A
Rizal and ,Cebu
11. C
12. D Hazard map expose areas What I Know
13. A that are at risk to certain
14. C Activity 1
hazards.
15. B
Additional Activities What I Have Learned Cause: Possible answers
Earthquakes
Answers may vary among -when rock underground
1. Ring of fire
students 2. Natural suddenly breaks along a
3. Philippine trench, active fault.
faults
4. Small
Volcanic Eruptions
5. Anthropogenic
-movement of tectonic plates
causing magma to rises to
the surface.
Landslides
-Slow weathering of rocks,
soil erosion, earthquakes
and volcanic activity
Effects: Answers may vary
among students
Answer Key
References
Bagayas, Samantha. 2018. “Why Philippines and Indonesia are prone to natural
hazards?”. Rappler, October 19, 2018. Accessed May 19, 202.
https://www.rappler.com/move-ph/214623-why-philippines-indonesia-
prone-natural-hazards
Dugo, Fehl. 2017. “Why is the Philippines Prone to Typhoons and

Earthquakes?.”Accessed May 18, 2020. https://philpad.com/why-is-the-
philippines-prone-to-typhoons-and-earthquakes/
Esquire Philippines. 2018.”The Philippines is Third-Riskiest Country When it Comes

to Natural Disasters.” Accessed May 18, 2020.
https://www.esquiremag.ph/life/travel/world-risk-index-2017-philippines-
a00203-20180502
Ellis, Jessica.2020.“What are Geological Processes?.” Accessed May 18,

2020.https://www.wisegeek.com/what-are-geological-processes.htm
The Manila Observatory.2005. “Mapping Philippine Vulnerability to Environmental

Disasters.” Accessed May 18, 2020.http://vm.observatory.ph/hazard.html
Nelson, Stephen A. 2018. “Natural Hazards and Natural Disaster”. Accessed May
19,2020.http://www.tulane.edu/~sanelson/Natural_Disasters/introduction.
htm
Prevention web. 2015. “Hazard.”. Accessed May 19, 2020.

https://www.preventionweb.net/risk/hazard
djohannelene. 2017. “Landslide Prone Area in the Philippines.” Accesses May 17,
2020.
https://theresilientperspective.wordpress.com/2017/01/13/landslide-
prone-area-in-the-philippines/
ProfProfsQuizzes. 2026. “Earthquakes! Phase 2 Quiz.” Accessed May 20, 2020.

https://www.proprofs.com/quiz-school/quizshow.php?title=earthquakes-
phase-2-quiz&q=1
National Curriculum and Assessment Centre, Georgia. 2012. “Teaching Disaster risk
Reduction with Interactive Methods.” Accessed May 19, 2020.
https://www.preventionweb.net/files/28375_28294engkatastrofebiweb2.pdf
?fbclid=IwAR377KPl7fZLYMdCEXPzorYSsSmxbY4Cwd4PLct-
cA_eM5IOrtsviM88QxY
Jacobs, Thea. 2020. “What causes a volcano to erupt, how they formed and different
types of volcano revealed.” The Sun, January 16, 2020. May 19, 2020.
https://www.thesun.co.uk/tech/6246894/volcano-formation-erruptions-
different-types/
282
First Edition, 2020

Writers: Ma. Rhoda E. Panganiban
Louie L. Alvarez, Gregorio M. De Chavez, Jr., Jocelyn M. Manset, Mario B. Maramot
Elaine T. Balaogan, ,Job S. Zape Jr.
Illustrator: Ednelinda Robles, Cherry Amor Laroza, Lovely Joy La Rosa, Charles Erick A. Jusay,
Sandro Carlo B. Tablizo

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
7
283
Week

The module covers:
Lesson 3: Geologic Processes and Hazards

1. identify human activities that speed up or trigger landslides;
2. explain why it is important to identify human activities that speed up or
trigger landslides; and
3. cite some precautionary measures in preparing for the landslides.
What I Know
1. What refers to the movement of rock down a slope?

A. wave C. tsunami
B. debris D. landslide
2. Which among the following human activities DOES NOT speed up or trigger
landslide?
A. mining C. overloading slopes
B. planting of trees D. excavation or displacement of rock
3. Which of the following can trigger a landslide?

A. wind howl C. car accident
B. earthquake D. fire in a house
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4. What refers to the exposure, processing and recording of archaeological
remains?
A. mining C. quarrying
B. excavation D. land pollution
5. What do you call the human activity that trigger landslides using explosives?
A. land use C. mining
B. quarrying D. excavation
6. What can you hear when there is a sudden landslide?

A. explosives C. rain water
B. loud noise D. rolling thunder
7. What makes road construction a possible cause of a landslide?

A. slope excavation C. poor sanitation among workers
B. use of heavy equipment D. lack of personal safety gears
8. Which of the following is NOT an example of land use?

A. surfing C. quarrying
B. farming D. house construction
9. What should be the initial reaction when there is a landslide?

A. scream loudly C. call the emergency hotline
B. move away from the slope D. take a picture and post in internet
10. Which among the following can trigger a landslide even if there is no human
activity present in an area?
A. gravity C. lighting
B. thunder D. forest fire
11. How does a community in an urbanized area speed up landslide?

A. planting trees C. converting forest into farms
B. catching of wild animals D. increasing the human population
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12. Which among the following factors contributed MOST in a landslide during
quarrying?
A. blasting of rocks C. use of heavy equipment
B. polluting the rivers D. use of a variety of manpower
13. What makes a landslide dangerous to human lives?

A. It is fast and unpredictable. C. It is as powerful as typhoon.
B. It can slowly diminish population. D. It can be avoided by running.
14. How can a community avoid the occurrence of a landslide in the future?
A. avoid creating loud noises C. plant more trees in the slope
B. call the emergency hotline D. construct more buildings
15. Which among the following human activities can trigger a landslide?
I. musical concert
II. building being demolished
III. woman dancing on top of a pole
IV. team of construction workers clearing trees for a new road
A. I and III C. II, III and IV

B. II and IV D. I, II, III and IV
Lesson 3 Geological Processes and

Hazards
Landslide is the movement of rock down a slope where human activities play an
important role in speeding up or triggering its occurrences. This module will help
determine and cite some human activities that may speed up or trigger landslides.
286
What’s In
Activity 1: Loop Me In
What are the human activities that speed up or trigger landslides? Can you name
some?
Directions. Encircle the word or group of words that speed up or trigger landslides
O O L A N D U S E E
C V G R G S V L X S
U E E U R T W O P N
T G X R L C X P L O
T N C H H O Y E O I
I I A I F N A S S T
N N V B K S Z D I A
G I A K L T R H V V
T M T L O R E V E A
R O I M P U S I S C
E R O O Q C T J T X
E E N N R T U M R E
What’s New
Landslide is an occurrence in which soil, rocks and vegetal debris are
transported suddenly or slowly down a slope due to insufficient stability. It
may happen when there is continuous rainfall, earthquakes and/or volcanic
eruption accompanied by a very loud noise
Landslide can be resulted from the failure of the materials to make up

the hill slope, and get driven by the force of gravity. Landslide is also known
as landslips, slumps or slope failure.
287
Below is an image of landslide due to human activities:
Figure 1. An illustration of landslide occurrence
Listed below are some of the human activities that speed up or trigger landslide:
a. Overloading slopes
b. Mining which uses explosives underground
c. Excavation or displacement of rocks.
d. Land use such as modification of slopes by construction of roads,
railways, buildings, houses, etc.
e. Quarrying which includes excavation or pit, open to the air, from which
building stone, slate, or the like is obtained by cutting, blasting, etc.
f. Land pollution which is the degradation of earth’s land surface,
exploitation of minerals and improper use of soil by inadequate
agricultural practices.
g. Excavation which pertains to exposure, processing, and recording of
archaeological remains
h. Cutting Trees that can lead to deforestation and may encourage
landslide
Due to these human activities, several effects of landslides were noted. These
cause property damage, injury and death and adversely affect a variety of resources.
For example, water supplies, fisheries, sewage disposal systems, forests, dams and
roadways can be affected for years after a slide event. The negative economic effects
of landslides include the cost to repair structures, loss of property value, disruption
of transportation routes, medical costs in the event of injury, and indirect costs such
as lost timber and lost fish stocks. Water availability, quantity and quality can be
affected by landslides. Geotechnical studies and engineering projects to assess and
stabilize potentially dangerous sites can be costly.
288
Are we prepared in case of landslides? These are some precautionary
measures to observe and follow in preparing for landslides:
a. Stay alert and awake. Many debris-flow fatalities occur when people are
sleeping.
b. If you are in areas susceptible to landslides and debris flows, consider
leaving if it is safe to do so.
c. Listen for any unusual sounds that might indicate moving debris, such as
trees cracking or boulders knocking together.
d. If you are near a stream or channel, be alert for any sudden increase or
decrease in water flow and for a change from clear to muddy water.
e. Be especially alert when driving. Bridges may be washed out, and culverts
overtop.
f. Be aware that strong shaking from earthquakes can induce or intensify
the effects of landslides.
What is It
Activity 2: List and Describe
Directions. On the box provided below, list down the human activities that cause
landslides. Describe each one how they contribute to the cause of such hazardous
event.
What’s More
Activity 3: Share It
Directions. Have you experienced landslide in your community? What are the
causes of such event? Share your experience. If not, kindly interview a person who
has a first-hand experience to landslides and ask his feelings, thoughts and actions
toward the event.
__________________________________________________________________________________
__________________________________________________________________________________
What I Have Learned

Activity 4: My Take in Landslides
Directions. In a short bond paper, prepare a poster showing human actions to be
conducted to mitigate the hazards posed by landslides.
The following criteria will be used to evaluate the output:
 Connection to the topic 5 points

 Layout and design 5 points
289
 Neatness of output 5 points
 Organization 5 points
TOTAL 20 points
Post your draft here
What I Can Do
Activity 5: My Share
Directions. People must be mindful and careful enough doing activities that may
lead to occurrence of landslides. As a student, how will you do your part in preventing
landslides as to information dissemination, awareness and mitigation planning?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_________
290
Assessment
1. Which of the following is NOT an effect of landslide?

A. damage to property C. death
B. injury D. extreme heat
2. What refers to the use of explosives underground?

A. mining C. quarrying
B. excavation D. land pollution
3. What refers to the movement of rock down a slope?

A. wave C. tsunami
B. debris D. landslide
4. What will you do when there is a sudden landslide?

A. stay alert and awake C. call the neighbor
B. wait for the rescue D. stay cool
5. What makes railway and building construction a possible cause of a
landslide?
A. slope excavation C. poor sanitation among workers
B. use of heavy equipment D. lack of personal safety gears
6. Which among the following human activities speed up or trigger landslide?

A. mining C. watering the plants
B. planting of trees D. cooking
7. Which of following is the human activity that trigger landslides using

excavation or pit?
A. land use C. mining
B. quarrying D. excavation
8. Which of the following is an example of land use?

A. surfing C. scuba
B. parasailing D. construction of houses
9. What should be the initial reaction when there is a landslide?

A. scream loudly C. call the emergency hotline
B. move away from the slope D. take a picture and post in internet
10. Which among the following can trigger a landslide even if there is no human
activity present in an area?
A. gravity C. lighting
B. thunder D. forest fire
291
11. How does a deforestation speed up landslide?
A. due to the planting trees
B. due to the cutting of trees
C. catching of wild animals
D. increasing the human population
12. Which among the following factors contributed MOST in a landslide during
land pollution?
A. blasting of rocks C. use of heavy equipment
B. improper use of soil D. use of a variety of manpower
13. What makes a landslide dangerous to human lives?

A. It is fast and unpredictable. C. It is as powerful as typhoon.
B. It can slowly diminish population. D. It can be avoided by running.
14. Which among the following human activities can trigger a landslide?
I. building being demolished
II. musical concert
III. team of construction workers clearing trees for a new road
IV. woman dancing on top of a pole
A. I and III C. II, III and IV

B. II and IV D. I, II, III and IV
15. How can a community avoid the occurrence of a landslide in the future?
A. avoid creating loud noises C. plant more trees in the slope
B. call the emergency hotline D. construct more buildings
Directions. Look for a news article concerning the occurrence of landslide. Identify
the following elements in the news article:
Title: ____________________________________________________________
Author: ____________________________________________________________
Basic Information:
What? ____________________________________________________________
Who? ____________________________________________________________
When? ____________________________________________________________
Where? ____________________________________________________________
292
Why? ____________________________________________________________
How? ____________________________________________________________
If you are in the position of the authorities, youth leaders or community members,
what preventive measures will you implement to address the problems presented in
the article?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
293
294
1. D Activity 1 1. D
2. B 2. A
explosives
3. B 3. D
4. B excavation 4. A
5. C mining 5. A
6. B 6. A
7. A 7. B
8. A 8. D
9. B 9. B
10. A 10. A
11. C 11. B
12. A 12. B
13. A 13. A
14. C 14. A
15. B 15. C
Answer Key
References
India Environmental Portal. (1993). “Human activity causes increase in landslides.”

AccessedMay23,2020.http://www.indiaenvironmentportal.org.in/content/1
0143/human-activity-causes-increase-in-landslides/
?fbclid=IwAR0kEgAel6qefrlm8R8OvyRzYgHJV_dXd4vXUSq2vi8UKYf1C6xX6
Xfj8G8
Ureta, Romnick. (2016). “Human actions that speed up landslides.” Accessed may
24, 2020. https://www.slideshare.net/RomnickUreta/human-actions-that-
speed-up-landslides?from_action=save&fbclid=IwAR2XcM0s1Ca-Yb-
GG2WYh0RCf8hWRcABY3R79zxbLO_S6G9F5Uoupupy6vA
USGS (2020). “Landslide Hazards Program.” Accessed June 13,2019.

https://www.usgs.gov/natural-hazards/landslide-hazards/education
Washington, D.C., 2007. “Talking About Disaster: Guide for Standard Messages.”
Accessed 2012.
http://disastercenter.com/New%20Guide/Landslides.html#:~:text=Landslid
es%20cause%20property%20damage%2C%20injury,years%20after%20a%20
slide%20event.
295
Hydrometeorological
Phenomena and Hazards
Hydrometeorological Phenomena and Hazards
First Edition, 2020

Writers: Franklin Galoyo

Job S. Zape Jr. Louie L. Alvarez, Gregorio M. De Chavez, Jr., Jocelyn M. Manset, Mario B. Maramot,
Elaine T. Balaogan
Lovely Joy La Rosa, Charles Erick A. Jusay, Sandro Carlo B. Tablizo

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
296
Week
8
What I Need to Know
 Lesson 1 – Hydrometeorological Phenomena and Hazards

1. identify places in the Philippines that are prone to hydrometeorological hazards
like tropical cyclones, monsoons, floods, or ipo-ipo using hazard map; and
2. explain why it is important to identify places that are prone to
hydrometeorological hazards.
What I Know
1. What is the highest signal number can be found on PAG-ASA’s revised storm
earning system?
A. 3 C. 7
B. 5 D. 9
2. What is the English term for bagyo?
A. storm C. thunderstorm
B. typhoon D. tropical depression
3. Which of the following is NOT included in the group?
A. flood C. typhoon
B. tornado D. tsunami
4. What is described as the region of the calmest weather at the center of
tropical cyclone?
A. eye C. eye wall
B. inner bands D. epicenter
5. What do you call to the cyclones occurring in the North Atlantic Ocean?
A. typhoon C. hurricanes
B. tornado D. thunderstorm
297
6. When does the Southwest Monsoon usually occur in the Philippines?
A. March - May C. October - March
B. July - December D. June – September
7. What is the main cause of tornadoes?

A. Floods C. Hurricanes
B. Thunderstorm D. Tropical Storm
8. Which among the following is the MOST damaging result of a tropical

cyclone?
A. Rain C. Flood
B. Storm surge D. High winds
9. What year did typhoon Haiphong land in the Philippines?

A. 1881 C. 1867
B. 1991 D. 2013
10. Which region in the Philippines is the most exposed to tropical cyclones?
A. Region I C. Region III
B. Region V D. Region XI
11. Which of the following reasons makes Pampanga the province that is most
prone to flood?
A. low lying area C. facing towards the sea
B. highly populated D. composed of mountains
12. Which of the following places of is LEAST likely at risk for typhoon?
C. Albay C. Batangas
D. Cagayan D. Sorsogon
13. What makes BICOL region prone to typhoon?

A. facing towards the Pacific Ocean C. has lots of rivers
B. composed of mountains D. low lying areas
14. If you would like to settle to a province that is least prone to typhoon and
flood, which among the following provinces will be a good option?
A. Albay C. Maguindanao
B. Tarlac D. Negros Oriental
15. What year did typhoon Yolanda landed in the Philippines?

A. 2000 C. 1988
B. 2013 D. 2016
298
Lesson 3 Hydrometeorological Phenomena and
Hazards
The Philippines has a tropical and maritime climate. Annually, the country is visited
by an average of 20 typhoons, five to nine of which are highly destructive. The
Philippines is situated in the Pacific typhoon belt thus, the country is highly prone
to hydrometeorological hazards. Oftentimes, multiple hazards occur simultaneously.
What’s In
Previously, we learned that geologic processes cause different hazards such as
earthquakes, volcanic eruption and landslides. These has caused unimaginable
impact to people and their properties. Being situated in in the tropics, the Philippines
is found to be more exposed and vulnerable to hydrometeorological hazards
compared to other countries. Philippines is also a tropical country with only wet and
dry seasons.
Activity 1: Find Me
Directions. Locate and encircle words that are related to human activities that
speed up or trigger landslides. Terms can be found horizontally, vertically, diagonally
or even backward.
P M S H P O L L U T I O N P K
I N I E S J V Z W F R Q U I Y
H O X N P S U J Z C U T Z P O
G I O X Z O U H E L E J H V Z
I T M G K H L Q Z M N M E Q F
S A F I W B M S I Q E R E U R
L V M T S S W R V T L Z C A L
Z A T A X M F L C O Z T Y R N
I C Y L I K W U A A E I K R S
D X M N I E Q D O H N I H Y Y
J E O Z K E I F Y Y I E U I N
Y O A U C N T P I M I N I N G
U S S P G Q K C G D N A L G Q
E E W P G U X B Z X I D I V J
E K G Q M D Q S T G B U I W D
299
What’s New
Activity 2: Decode Me
Directions. Presented below is a crossword puzzle. Using the jumbled letters as
clues, rearrange them to decipher a term that fits in the corresponding boxes
across and down.
Across Down
3. IOP-IPO 1. RHAZASD
5. CIATRLPO SELCONYC 2. OSOSONMN
6. DGTHRUO 4. KRIS
7. SLDFOO
What is It
Hydrometeorological hazards
They are brought by extreme meteorological and climate phenomena that includes
tropical cyclones, thunderstorms, tornado (ipo-ipo) drought, and floods.
300
Tropical cyclones
Tropical cyclones are known in various names depending on the country where you
live. In the Western North Pacific around the Philippines, Japan, and China the
storms are known as typhoons, while in the North Atlantic Ocean and the Eastern
North Pacific they are referred to as hurricane. Here are the top five destructive
typhoons to ever hit the country: Typhoon Haiphong (1881), Typhoon Haiyan
(Yolanda) (2013), Tropical storm Thelma (Uring) (1991), Typhoon Bopha (Pablo)
(2012), and Typhoon Angela (1867).
Monsoons
A monsoon is a seasonal wind and rains pattern, and the word “monsoon” believed
to be originated from the Arabic word mawsim (season), via Portuguese and the
Dutch monsun. There are two known monsoons in the Philippines that occur every
year: Summer Southwest (Habagat) and Winter Northeast Monsoon (Amihan).
1. Amihan: brings cloudless skies and nippy mornings during the dry season
(October to late March)
2. Habagat: brings heavy rains and some deadly typhoons (June to September)
Floods
Flood is as an abnormal progressive rise in the water level of a stream that may result
in the over-flowing by the water of the normal confines of the stream. A flood can
vary in size, speed of water, and duration.
Tornado (Ipo-ipo)
A tornado is a narrow, violently rotating column of air that extends from a

thunderstorm to the ground. The main cause of tornadoes are thunderstorms though
tornadoes are not common in the Philippines, still it can occur at any time of the
year.
301
Northern Luzon, Southeastern
Luzon and Eastern Visayas are
the areas highly at risk to the
occurrence of tropical
depressions, tropical storms,
typhoons and super typhoons.
Did you know?
Typhoon Haiphong in 1881, ranks

as number one deadliest typhoon
that crossed the Philippines.
Haiyan (Yolanda) in 2013 is known

as deadliest typhoon in modern
year.
Pampanga, Nueva Ecija, Tarlac, and Bulacan

provinces make Region III as the most
exposed region in the country to tropical
cyclones.
302
What’s More
Activity 3: Identify me
Directions. Familiarize yourself with the hazard map from previous page and answer
the following questions.
1. Identify the places in the Philippines that are both prone to typhoons and
floods. Justify your answers.
2. What is the importance of using hazard map?
What I Have Learned

Directions. Read the following statements. Complete them by filling in the blanks
with the correct term or phrases.
1. Seasonal wind and rain pattern phenomena are referred as ___________.
2. In average, ____ typhoons visited Philippines every year.
3. In the Philippines, tropical cyclones are popularly known as ____________.
4. In 1988 the deadliest typhoon ever hit in the Philippines is __________.
5. The most flood-prone province in the Philippines is ______________.
What I Have Learned

Activity 5: Hazard identification
Directions. Identify the situation that put humankind at risk on the following
locations:
1. Home
2. Classroom
3. Community (e.g. barangay, municipality or provinces)
The answer must be something similar to this:
In the community: mining and quarrying may speedup landslides
303
Assessment
Write your answer on a separate sheet of paper.
1. What is the name of the deadliest typhoon ever hit the Philippines in 1881?
A. Uring C. Angela
B. Thelma D. Haiphong
2. What monsoon brings cloudless skies and nippy mornings during the dry
season?
A. easterlies C. winter northeast
B. summer southwest D. low pressure area
3. What are the two seasons in the Philippines?

A. wet and dry C. summer and winter
B. hot and cold D. autumn and spring
4. Which of the following is the MOST exposed region in the country to tropical
cyclones?
A. Region I C. Region III
B. Region II D. Region IV
5. What ocean is located in the eastern part of the Philippines in which most
typhoons are originated?
A. Arctic C. Pacific
B. Indian D. Atlantic
6. Which of the following is an EXCEPTION on the variation of flood?

A. size C. speed
B. color D. duration
7. Which of the following is NOT a hydrometeorological hazard?

A. cyclone C. monsoon
B. typhoon D. tsunami
8. What is the highest category in the typhoon warning signal system in the
Philippines?
A. 2 C. 4
B. 3 D. 5
9. What is the usual movement of typhoon that is coming from the Pacific Ocean?
A. northwest C. southern
B. southwest D. northern
10. Which among the following provinces has high risk to typhoons?
A. Albay C. Sorsogon
B. Masbate D. Pampanga
304
11. Which among the following provinces has low risk in flood?
A. Tarlac C. Marinduque
B. Bulacan D. Maguindanao
12. What makes Palawan an ideal province to live in relation to

hydrometeorological hazard?
A. high risk in typhoon but low risk in flood C. low risk both in typhoon and flood
B. low risk in typhoon but high risk in flood D. high risk both in typhoon and flood
13. Which of the following is MOST likely be affected by typhoon originated from
the West Philippine Sea and is moving northeast?
A. Albay C. Zamboanga
B. Palawan D. Negros Occidental
14. Why is the Philippines frequently visited by typhoon all year-round? Because
it is
A. highly populated C. located near the Pacific Ocean
B. composed mostly of islands D. near the western hemisphere
15. Samer would like to settle to a province that is LEAST prone to typhoon and
flood, which among the following provinces will be a good option?
A. Albay C. Palawan
B. Tarlac D. Pampanga
Activity 6: Interview me
Directions. Read and answer the following.

1. Have you ever experienced any form of hydrometeorological hazards such as
tropical cyclones, monsoons, floods and ipo-ipo? How did you feel? What did
you do during and after the situation?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. If you have never experienced any form of hydrometeorological hazards, look

for someone who was able to witness and experience it first-hand. Ask them
their feelings and thoughts during and after the hazard event. Also, ask them
the things they did during and after the scenario.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
305
306
What’s In What I have Learned Additional activities
Activity 1 Activity 4 Answers may vary among
students
Possible answers 1. Monsoons
2. 20 Assessment
3. Hydrometeorological
4. Haiphong
Mining, Land use, 5. Pampanga
excavation, quarrying, land 1. D
2. C
pollution and overloading
What’s more 3. A
slopes. 4. C
5. C
What I Know 6. B
Activity 3 7. D
1. B
8. D
2. B 9. A
3. D 10. A
Pampanga, Nueva Ecija and
4. A 11. C
Tarlac
5. C 12. C
6. D 13. B
7. B 14. C
15. C
8. B
9. A What’s New
10. C What Can I Do
11. A
12. C
Activity 2
13. A Activity 5
14. D Across
15. B
3 ipo-ipo
Answers may vary among
5 tropical cyclones students
6 drought
7 floods
Down
1 hazard
2 monsoons
4 risk
Answer Key
References
Puerto Galera Yacht Club, Inc. 2020. “Amihan habagat | Northeast Monsoon |
Southwest Monsoon.” May 24, 2020. https://www.pgyc.org/monsoon-
weather.php
UNTV News. 2020. “PAGASA explains occurrence of tornado in Manila.” UN TV News

and Rescue, August 18, 2016. Accessed May 24, 2020.
https://www.untvweb.com/news/mayor-isko-pinabulaanan-ang-ulat-na-
hard-lockdown-sa-buong-maynila/
Gonzales, James. 2018. “The 10 Worst Typhoons to Ever Hit the Philippines.”
Accessed May 25, 2020. https://daydreaminginparadise.com/the-10-worst-
typhoons-to-ever-hit-the-philippines/
The Manila Observatory.2005. “Mapping Philippine Vulnerability to Environmental

Disasters.” Accessed May 18, 2020.http://vm.observatory.ph/hazard.html
Fores, Marydel Mitch. 2017. “Top 15 Strongest Typhoons to hit in the Philippines.”
Accessed May 25, 2020. https://faq.ph/top-15-strongest-typhoons-to-hit-in-
the-philippines/
Dizon, Joyce. (2020). “Hydrometeorological Hazards Quizlet.” Accessed May 26,

2020. https://quizlet.com/174973340/hydrometeorological-hazards-flash-
cards/
The State of Queensland. (2020). “Take the floods quiz.” Accessed May 26, 2020.
https://www.chiefscientist.qld.gov.au/publications/understanding-
floods/floods-quiz
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Marine and Coastal Processes
Marine and Coastal Processes
First Edition, 2020

Writer: Mario A. Cudiamat

Louie L. Alvarez, Gregorio M. De Chavez, Jr., Jocelyn M. Manset, Mario B. Maramot, Elaine T. Balaogan,
Job S. Zape Jr.
Management Team: Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan, Merthel M. Evardome, Nadine C. Celindro,

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
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Week

The module is composed of one lesson, namely:

 Lesson 1 – Effects of Marine and Coastal Processes

1. describe how marine and coastal processes result to coastal hazards; and
2. explain how coastal erosion, submersion and saltwater intrusion occur.
What I Know
1. Based on the recent estimate of the National Mapping and Resource

Information Authority (NAMRIA), how many islands does the Philippines have?
A. 7,107
B. 7, 330
C. 7, 450
D. 7, 641
2. What are the two ions that mainly compose seawater?

A. hydrogen and potassium
B. hydrogen and oxygen
C. sodium and chlorine
D. nitrogen and phosphorus
3. Which of the following is NOT a coastal process?

A. waves
B. storm surge
C. tides
D. landslide
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4. Which of the following is NOT an example of ecosystem present in the marine
environment?
A. mangroves
B. seagrass
C. dipterocarps
D. coral reef
5. What can be attributed to the melting of the iceberg in the polar region?
A. rising temperature
B. ozone depletion
C. chemicals in the atmosphere
D. all of the above
6. What refers to the study of the processes associated with marine and coastal
ecosystem?
A. Biology
B. Chemistry
C. Oceanography
D. Physics
7. Which of the following forces is responsible for tides?

A. gravitational
B. electrical
C. nuclear
D. frictional
8. What refers to the rising of seawater due to pressure and wind associated with
a storm?
A. tides
B. crustal movement
C. storm surge
D. waves
9. What refers to a steep rock face?

A. cave
B. stack
C. cliff
D. bar
10. What do you call the vibrations or shaking of the Earth’s surface caused by
the rapid movement of rocks in the crust?
A. shadow zones
B. earthquakes
C. tsunami
D. hot spot
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11. What do you call the most common feature formed by wave deposition?
A. stack
B. tombolo
C. beach
D. spit
12. Which of the following fields of science is concerned with the study of weather
and climate as well as the processes involved in it?
A. Hydrology
B. Marine Science
C. Meteorology
D. Limnology
13. Which of the following is attributed to the rising of sea level?

A. snow
B. continents
C. glaciers
D. crust
14. These are caused by heavy and steady rains and poor drainage system in low-
lying areas.
A. drought
B. floods
C. cyclones
D. hurricane
15. All of following statements about coastal processes is true EXCEPT

A. Beach is prone to erosion.
B. Erosion only occurs in the upland areas.
C. Wind is a contributory factor to storm surge.
D. Ocean waves cause water to move in the seashore
Lesson 1 Processes
The coast is one of the most dynamic parts of the Earth’s surface. It contains some
of the world’s sensitive and threatened ecosystems such as mangroves and beach
forest, seagrass and coral reefs. The dynamics of the marine environment result to
different processes that affect human communities and organisms in the coastal
ecosystem. Some of these processes result to natural hazards.
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Marine systems are referred to as the world’s oceans while coastal systems refer to
the interface between oceans and land, extending seawards to about the middle of
the continental shelf and inland to include all areas strongly influenced by the oceans
(Millennium Ecosystem Assessment, 2005). About 23% of the world’s population live
within 100 km of the coast and about 10% live in extremely low-lying areas. Many of
these processes like coastal erosion, storm surges, coastal flooding, and tsunami.
Figure 1. Beach coast in Calatagan, Batangas (Photo taken by M. Cudiamat)
What’s In
You have learned previously that marine systems are much broader compared to
coastal systems. Coastal processes are activities that regularly happen in the marine
ecosystem as influenced by the weather, climate and the adjacent landscape. Let us
check if you still remember the different marine and coastal processes through this
review.
Activity 1: Word Decoding
Directions. Rearrange the jumbled letters and identify the term being referred to in
each of the following items. Write your answer on the space provided.
1. These are caused by the gravitational pull between the moon and Earth.
E I T S D
2. They are formed by the wind and storm in the ocean.
S W V E S
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3. This is caused by the melting of glaciers and iceberg.
E V L E L E S A E S I R
4. It refers to the motion of the outermost shell of the Earth.
S A C U R L T N T E V M O M E
5. This is the rising of the seawater due to atmospheric conditions.
U R E G S R M T O S
Activity 2: My Picture of Human and Coastal Environment

Directions. On the box provided below, draw a coastline that will show the
interaction of humans and the coastal environment using the coastal terms listed
below. Then, describe your illustration in not less than 3-sentences.
Humans Beach
Coastal forest/trees
Estuary/river Waves
313
What’s New
Revisiting Marine and Coastal Processes

What have you noticed about the terms used in the previous activity? Actually, they
are all marine and coastal processes. The scientific field dealing with these processes
happening in our major oceans and seas is called oceanography. It is an
interdisciplinary field of science that integrates the different fields such as physics,
chemistry, biology, geology, meteorology, mathematics and even the social sciences
to understand the link between humans and oceans. Coastal processes are activities
or events happening in the marine environment. These are driven by the different
environmental factors such as atmospheric pressure, temperature, movement of the
Earth, moon and other dynamic changes in the ocean.
Now, let us talk about the different coastal processes in details.
Coastal processes include waves, tides, sea level change, crustal movement and
storm surge. Waves are caused by the movement of the air masses in the coastal
environment. Tides refer to the gravitational pull between the Earth and the moon.
Sea level change is a result of the rise of ocean water which can be attributed to the
melting of glaciers or iceberg in the polar regions. Storm surge refers to the rising of
seawater due to changes in pressure and wind associated with a storm. Crustal
movement is caused by the motion of the oceanic and continental crust of the Earth.
Effects of Marine and Coastal Processes

The different coastal processes described above may result to coastal hazards.
Coastal hazards are physical phenomena that expose the marine environment to
risk of property damage, loss of life and ecological degradation (Figure 2).
Coastal Hazards
Coastal Erosion Saltwater Intrusion Submersion
Figure 2. Concept map of coastal hazards
314
Coastal Erosion
It is the loss or displacement of land along the coastline due to the action of waves,
currents, tides, wind-driven water or other impacts of storms. Coastal erosion is a
type of coastal hazard which is brought about by the different coastal processes.
Figure 3. Coastal Erosion
Saltwater Intrusion
It is a major concern commonly found in coastal aquifers around the world. An
aquifer is an underground layer of permeable rock, gravel, sand or silt. Groundwater
from an aquifer is usually extracted by a water well. Once an aquifer becomes
contaminated it becomes unusable anywhere from 2 weeks to 10,000 years.
Saltwater intrusion is the induced flow of seawater into freshwater aquifers primarily
caused by groundwater development near the coast.
Figure 4. Aquifer
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Figure 5. Saltwater intrusion
Submersion
It refers to the movement of coastal sediments from the visible portion of a beach to
the submerged nearshore region of the coast.
Figure 6. Submersion
316
What is It
The figure below shows the link between marine and coastal processes and coastal
hazards. These processes could lead to hazards in the coastline that can be mitigated
through different coastal management techniques which you will study in the next
module.
Marine and coastal processes
such as waves, tides, sea level change, storm surge and crustal
movement
have environmental effects that may result to
Coastal Hazards
Coastal Erosion Saltwater Intrusion Submersion
Figure 7. Concept map of the relationship between marine and

coastal processes and coastal hazards
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What’s More
Activity 3. Picture Analysis

Directions. Take a look at the pictures presented below. Describe how prone or
vulnerable the places are to coastal hazards. Discussions must be at least 2
sentences.
Figure 8. Calatagan coastline (Photo taken during fieldwork of M. Cudiamat)
Figure 9. Part of a river leading to mangrove forest in Mogpog, Marinduque

(Photo taken during fieldwork of M. Cudiamat)
318
Figure 10. Exposed beach front during low tide in Bali, Indonesia
(Photo taken by M. Cudiamat)
Activity 4. Poster Making

Directions. Prepare a poster with the theme: “Coastal Processes and their Impacts
to Society”. Scoring criteria are as follows:
Relevance to the theme 4 points
Creativity 3 points
Originality 3 points
TOTAL 10 points
Post your draft here
319
What I Have Learned
Let us take a look at the main points of this module.
1. Ocean is a dynamic part of the planet Earth.

2. Marine systems are referred to as the world’s oceans.
3. Coastal systems refer to the interface between oceans and land strongly
influenced by the marine system.
4. Marine and coastal processes include waves, tides, sea level change,
storm surge and crustal movement which affect the coastal systems.
5. Coastal hazards are physical phenomena that expose the marine
environment to risk of property damage, loss of life and ecological
degradation.
6. Some of the coastal hazards include coastal erosion, submersion and
saltwater intrusion.
7. Coastal erosion is a process where land or sediment attached to
coastline is displaced due to the action of waves, currents, tides, and
other weather disturbances such as typhoon.
8. Submersion refers to the movement of coastal sediments from the
visible portion of a beach to the submerged nearshore region of the
coast.
9. Saltwater intrusion pertains to an induced flow of seawater into
freshwater aquifers primarily caused by groundwater development near
the coast
What I Can Do
Directions: As a Senior High School student, how can you help the local government
to mitigate the harmful effects of coastal and marine processes such as coastal
erosion, submersion and saltwater intrusion assuming that your community is prone
to these coastal hazards.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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Assessment
1. Which of the following is NOT a coastal process?
A. waves C. tides
B. storm surge D. landslides
2. Which of the following is caused by the gravitational pull of the moon and
Earth?
A. tides C. sea level rise
B. storm surge D. tsunami
3. Which of the following is attributed to the rising of sea level in the polar
region?
A. snow
B. continents
C. glaciers
D. crust
4. What refers to the rising of seawater due to pressure and wind associated
with a storm?
A. tides
B. crustal movement
C. storm surge
D. waves
5. Which of the following statements is NOT TRUE about coastal processes?

A. Beach is prone to erosion.
B. Erosion only occurs in the upland areas.
C. Wind is a contributory factor to storm surge.
D. Ocean waves cause water to move in the seashore.
6. Which of the following is NOT a coastal hazard?

A. landslide
B. submersion
C. coastal erosion
D. saltwater intrusion
7. What is described as an induced flow of seawater into freshwater aquifers

primarily caused by groundwater development near the coast?
A. submersion
B. storm surge
C. coastal erosion
8. Which of the following is NOT an agent of coastal erosion?

A. land pollution
B. tides
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C. storms
D. ocean waves
9. What do you call the movement of sediments from the visible portion of a
beach to the nearshore region of the coast?
A. tides
B. submersion
C. coastal erosion
10. Which of the following coastal processes may cause hazards in the marine
environment?
A. tides
B. waves
C. crustal movement
D. all of the above
11. What do you call the scientific study of the chemical, biological and physical
properties of ocean water?
A. Biology
B. Chemistry
C. Physics
D. Oceanography
12. Where can we usually find aquifers?

A. underground
B. on the top of the mountain
C. top surface of the rivers
D. in the ocean waves
13. What two ions compose mainly the seawater?

A. hydrogen and potassium
B. hydrogen and oxygen
C. sodium and chlorine
D. nitrogen and phosphorus
14. Which system is broader?

A. marine system
B. coastal system
C. both A and B
D. neither A nor B
15. As a student, what ways can you do to help adapt and mitigate coastal
hazards?
A. Educate yourself.
B. Participate in local disaster preparedness program.
C. Promote the programs of the community.
D. All of the above
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Directions. Read the article below from the Philippine Star in relation to the effects
of marine and coastal processes.
A. Coastal Erosion
MGB: Coastal erosion caused Zambales beach collapse
by Rhodina Villanueva (The Philippine Star) - July 2, 2013 - 12:00am
MANILA, Philippines - The Mines and Geosciences Bureau (MGB) yesterday

said that the collapse of the coastline of a beach resort in Candelaria,
Zambales does not constitute a sinkhole phenomenon but was a result of
coastal erosion. MGB Director Leo Jasareno said they are recommending that
the area be declared permanently as a no swimming and danger zone as well.
Jasareno said with the use of ground penetrating radar (GPR)
equipment, a team of geologists who conducted an investigation found no
voids or cavities, or even a sinkhole in the affected area. What was identified
were alternating layers of loose and fine to coarse sand 18.5 meters below the
surface, he said. The equipment functions like an X-ray that can check land
sinking up to 100 meters or 300 feet below.
The beach slump is not due to sinkhole but is a result of coastal erosion
caused by wave and tidal currents. Waves undercut the base of the shoreface,
which happened during the interface of low tide and high tide, with the
prevailing southwest monsoon, the MGB report said. Jasareno noted that the
area is underlain by unconsolidated beach sand that is unstable and easily
reworked by waves.
The coastal sedimentation dynamics is indicated by the advance and
retreat of the shoreline, and that the area is also prone to storm surge hazard,
he said. He said coastal erosion is a natural phenomenon leading to the
formation of a cliff 100 meters from the shoreline. The depth of the cliff or the
steep slope from the shoreline is about 25 to 30 meters. The MGB
recommended continuous monitoring of the area for large-scale erosion and
storm surge, particularly when there is an incoming weather disturbance.
A danger zone should be declared as the area is highly prone to coastal
erosion, he added. The MGB estimated the danger zone to be 100 kilometers
long and the width to be 20 to 30 meters.
Answer the following questions based on the article you have read.
1. What is the article all about?
2. How did the MGB define coastal erosion?
3. What is the recommendation of the MGB about the issue?
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B. Saltwater Intrusion
Saltwater Intrusion Threatening Potable Water Supplies in Philippines
21 Jun 2010 - 20:58 by OOSKAnews Correspondent
MANILA, PHILIPPINES
Some 19 areas within the Philippines are facing contamination due to
saltwater intrusion, as many continue to extract water from the nation's
aquifers, according to the Philippine Sanitation Alliance (PSA) Elisea Gozun,
former Environment Secretary and current president of PSA and member of
Earth Day Network Philippines, presented the findings based on government
data on June 17.
"This is an irreversible process," Business Mirror quoted Gozun as
saying. More than half, or some 58 percent, of groundwater that is to be
used for potable supplies "is contaminated and needs treatment," she added.
Also, saltwater intrusion is affecting one of the nation's last remaining
potable water supply sources: rivers. Forty-nine percent of the river systems
classified for drinking water do not meet pollution standards.
The PSA expected Pasig-Laguna, Pampanga, Agno, Bicol, Cagayan,
Western Visayas and Cebu to be adversely affected by 2025.
The economic costs of the pollution is thought to exceed $ 1.7 billion USD
each year, with health costs from improper sanitation making up the lion's
share at $1.2 billion USD, followed by water costs like domestic use and fish
production at $391 million USD.
Gozun stressed that the loss of life was even more costly. She said 55
Filipinos die every day from diseases related to poor sanitation and more
than 11,338 Filipinos die each year from diarrhea.
"Improving sanitation is the key to achieving most of the Millennium
Development Goals," Gozun said.
The PSA made both large-scale and small-scale suggestions for
elevating the profile of the problem, including investment in wastewater
management, rainwater harvesting, water reuse, repairing leaky household
systems and using a cup of water to brush one's teeth.
Meanwhile, Senator Edgardo J. Angara urged increased investment in water
management and wastewater treatment.
"Climate change, urbanization and the need to feed a growing
population have put a strain on our finite water resources, and there is an
urgent need to address the dangers they pose to the health of our people
and the sustainability of our environment. More often than not, water
sanitation and sewerage systems in the country is overlooked and neglected.
We need to pour more resources into it," the Philippine Information Agency
quoted Angara as saying.
"The acute seasonal problem of lack of access to potable water has
large economic costs, as well as profound impact on the quality of life. Poor
water quality affects our citizens' health, lost agricultural production,
threatens food security, and a host of other damaging consequences," he
added.
Answer the following questions based on the article you have read.
1. What is the article all about?
2. How will you relate coastal hazards to water crisis in the Philippines?
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325
1. D 1. Tides 1. D
2. A 2. Waves 2. C
3. C 3. Sea level rise 3. D
4. C 4. Crustal 4. C
5. B movement 5. D
6. A 5. Storm surge 6. C
7. D 7. A
8. A 8. C
9. B 9. C
What's More
10.D 10.B
11.D There are varied 11.C
12.A answers. 12.C
13.C 13.C
14.A 14.B
15.D 15.B
Answer Key
References
Books and Journals

A. Mukhopadhyay, R. Dasgupta, S. Hazra, D. Mitra. 2012. Coastal Hazards and
Vulnerability: A Review. International Journal of Geology, Earth and
Environmental Sciences. 2(1). pp. 57-69.
Millennium Ecosystem Assessment. 2005. Ecosystems and Human Well-Being:
Synthesis. Washington, DC: Island Press.
Websites
https://www.philstar.com/nation/2013/07/02/960479/mgb-coastal-erosion-
caused-zambales-beach-collapse#y7lBoIebBQxOyi5H.99
https://www.ooskanews.com/southern-eastern-asia/saltwater-intrusion-
threatening-potable-water-supplies-philippines
326
Mitigation to Coastal Processes
and Hazards
Mitigation to Coastal Processes and Hazards
First Edition, 2020

Writer: Arrah G. Sulit

Louie L. Alvarez, Gregorio M. De Chavez, Jr., Jocelyn M. Manset, Mario B. Maramot,
Management Team: Wilfredo E. Cabral, Jocelyn M. Manset, Job S. Zape Jr., Elaine T. Balaogan, Merthel M. Evardome
Nadine C. Celindro, Nicolas M. Burgos, Mario B. Maramot, Fe M. Ong-ongowan, Rosalinda A. Mendoza

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
327
Week

The module covers:

 Lesson 1 – Mitigation to Coastal Processes and Hazards

1. identify the different impacts of human activities to coastal processes;
2. define mitigation to coastal hazards development; and
3. enumerate different ways to prevent or mitigate the impact of land, waste
disposal and construction of structures on coastal processes.
What I Know
1. Which of the following is NOT a reason for human population to choose coastal
zones as settling grounds?
A. fertile agricultural land
B. abundant marine resources
C. peaceful and safe residential area
D. great possibility for trade and transport
2. What refers to the action taken to eliminate or reduce the long-term risks and
hazards in the coastal area?
A. alteration
B. mitigation
C. renovation
D. restoration
328
3. What are the two processes interacting in a highly dynamic natural systems
of coastlines?
A. chemical and physical processes
B. endogenic and exogenic processes
C. oceanic and continental processes
D. atmospheric and geologic processes
4. Which of the following activities in coastal areas DOES NOT trigger hazard to
the natural balance of coastal system?
A. allowed number of tourists
B. construction of houses
C. development of hotels
D. prohibition of mining
5. Which of the following is NOT a result of a geologically active zone on Earth

coastal system?
A. erosion
B. salt intrusion
C. sea-level change
D. water nourishment
6. What refers to a climate change phenomenon through which ocean water

volume increases, ice sheets and glaciers melt, and thermal expansion occurs?
A. erosion
B. salt intrusion
C. sea-level change
7. What do you call the movement of saline water to fresh water aquifers which
can lead to the degradation or contamination of ground water including
drinking water resources?
A. erosion
B. salt intrusion
C. sea-level change
D. dewatering of beach
8. Which of the following is an impact of mining activities to coastal processes?

A. deposition
B. ice melting
C. reforestation
D. surface run-off
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9. Which of the following is the BEST method to avoid erosion?
A. break water construction
B. controlling land development
C. improving waste management
D. maintaining plant cover or vegetation
10. Which of the following processes is described as pumping out water from the
shores to prevent erosion?
A. beach dewatering
B. beach nourishment
C. breakwater construction
D. installation of sand bags
11. Which method are you going to use when there is a need to add a large
amount of sand to the coast?
A. beach dewatering
C. breakwater construction
D. installation of sand bags
12. What will you construct to prevent the further advancement of saltwater if
already present in the coastal areas?
A. sand bags
B. breakwater
C. beach hotels
D. beach houses
13. Which of the following DOES NOT ensure effective management of saltwater
intrusion cases?
A. construction of seawalls
B. monitoring of coastal activities
C. assessment of coastal areas regularly
D. regulation of human activities along coastal zone
14. One of your classmates is living in a coastal area of the community. You found
out that this coastal area is already polluted. What activity can you suggest to
mitigate the said problem?
A. acoustic concert
B. coastal clean-up drive
C. population control campaign
D. recollection and reflection among the community
330
15. Your school is located in a coastal area. You notice that waves are already
damaging the shore near the fence of the school especially during high tide
and monsoon seasons. What can be constructed to mitigate the said problem
of the school?
A. sand bag barriers
B. beach dewatering
C. breakwater
D. sea wall
Lesson 1 Mitigation to Coastal Processes and

Hazards
Coastal areas have been attractive settling grounds for human population as they
provide abundant marine resources, fertile agricultural land and possibilities for
trade and transport. This has led to high population densities and high levels of
development in many coastal areas and this trend is continuing into the 21st
century. At present, about 1.2 billion people live in coastal areas globally, and this
number is predicted to increase to 1.8–5.2 billion by the 2080s due to a combination
of population growth and coastal migration. Along with this increase follows major
investments in infrastructure and the build environment.
The characteristics of coastal environments, however, pose some great challenges to

human habitation. Coastlines are highly dynamic natural systems that interact with
terrestrial, marine and atmospheric processes and undergo continuous change in
response to these processes. Over the years, human society has often failed to
recognize the hazards related to these dynamics and this has led to major disasters
and societal disruption to various degrees. Even today, coastal development is often
taking place with little regard to the hazards present in these environments, although
climate change is likely to increase the general hazard levels. Societal activities in
coastal areas can also pose a hazard to the natural balance of coastal systems,
thereby disrupting e.g. sensitive ecosystems and subsequently human livelihood.
331
Figure 1. Breakwaters
What’s In
Activity 1: Read to Fill-out!
Directions. Read the article about coastal processes. Then, fill in the given table
below with the corresponding information needed.
According to the Department of Environment and Natural Resources, coastal

ecosystems of the Philippines are very productive and represent the huge amount of
natural resources. It provides food and livelihood to many people. However, it is also
the most geologically active zone on Earth. Coastal processes in this zone may result
to erosion, submersion and saltwater intrusion. These effects could lead to different
hazards such as:
1. Barrier islands movement.

Barrier islands are formed due to deposition of sand brought by waves
protecting the mainland from damage due to large waves. It also provides
habitat for the aquatic wildlife. It can be destroyed or moved by erosion on the
contrary.
2. Flooding
It also destroys habitat and may lead to great erosion. The main cause
of this hazard is the submersion or sea level rise, a climate change
332
phenomenon through which ocean water volume increases, ice sheets and
glaciers melt, and occurrence of thermal expansion.
3. Fresh water contamination

Intrusion or movement of saline water to fresh water aquifers can lead
to the degradation or contamination of ground water including drinking
water resources. Intrusion is aided by hydraulic action but triggered by
human activities.
Table 1. Coastal processes, causes and effects of different hazards

RESPONSIBLE
HAZARD COASTAL CAUSES EFFECTS
PROCESSES
Barrier island Loss of Wildlife

Waves
movement Habitat
Flooding Climate Change
Fresh water Salt water

Sea level change
contamination intrusion
What’s New
Activity 2: Break it Out!

Directions. Take a look at the given pictures. Then, answer the guide questions.
Figure 2. Sea walls Figure 3. Breakwaters
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Guide Questions:
1. What can you say about the pictures?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Explain how these ways help in preventing coastal hazards?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
What is It
Activity 3: Root Mapping
Coastal hazard-prone areas in the Philippine local government units in areas

that are ranked extremely high in susceptibility to landslide and flooding are advised
to immediately relocate the residents of these zones to safer areas. Especially during
typhoons that can cause coastal hazards. Though naturally occurring, there are
human activities that can affect coastal processes that may lead to hazards.
With this, mitigation methods in the coastal zones for protection are enhanced
in these areas. Mitigation refers to action taken to eliminate or reduce the long-term
risks and hazards,
334
Directions. Complete the following concept map by identifying the impacts and
mitigation method appropriate in the given human activities.
Mitigation to Human Activities’ Impact to the Coastal Processes
Construction of Land
Home Activity Water Disposal
Structures Development
Building Altering
Definition Dumping Waste structures landscape to
(Houses, hotel, agriculture or
etc.) residential
Impact
Mitigation
Method
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Options for Impacts:
 Increased erosion
 Increased sediments run-off
 Sea level rise
 Change natural drainage patterns
 Enhanced salt intrusion
Options for Mitigation Methods:
 Maintaining plant cover – This can result to improved vegetation

 Monitoring and assessment - It ensures effective management of
saltwater intrusion cases.
 Regulation of Laws
 Artificial recharge – It pumps freshwater to the reservoir to prevent
saltwater from intruding through the coasts
 Engineering structures.
 Jetties – It prevent coastal erosion by promoting beach build-up as they
trap sand
 Prepare and emergency survival kit
 Create an evacuation plan.
 Know where the evacuation center is and how to get there.
 Listen to news from any means.
Options for Mitigation Methods:
 Seawalls - These are used to counteract waves that hit the shores. These
are offshore structures that protect coasts from parallel waves.
 Groins / Stone barriers – It intercepts the steady flow of sand keeps the
particular sand from eroding.
 Breakwaters – It can be constructed along coasts to prevent further
advancement of saltwater if already present
 Beach nourishment – It is a method where a large amount of sand is
added to the coasts.
 Installation of small walls or sandbags – These are used to counteract
waves that hit the shores.
 Beach dewatering – It involves pumping out water from the shores to
prevent erosion.
 Construction of buildings in a safe distance from the water
 Ban of mining activities – This can cause decrease in pollutants
336
According to the Department of Environment and Natural Resources, coastal
ecosystems of the Philippines are very productive and represent the huge amount of
natural resources. It provides food and livelihood to many people. It is also the most
famous tourist destinations in the archipelago. Thus, there are many business men
who made expeditious development in coastal zones. Along with these are the land
development and number of construction sites near the zone However, it is also the
most geologically active zone on Earth. Coastal processes in this zone may result to
erosion, submersion and saltwater intrusion.
Erosion as discussed from

the previous module is brought by
processes like waves and tides.
During intense storms and tidal
waves, most coastal erosion
occurs. It may cause damages on
properties, and affect human
habitation and tourist activities.
They put structures like seawalls
to avoid that. These are used to
counteract waves that hit the Figure 4. Sea walls
shores. These are offshore
structures that protect coasts from parallel waves. Groins / Stone barriers that
intercepts the steady flow of sand are also built to keep sands from eroding.
Breakwaters can also be constructed along coasts to prevent further advancement of
saltwater if already present. Though these structures avoid erosion it has
disadvantages, too. It prevents natural deposition of sands. They absorb wave energy
but permanently destroy sand grasses and dunes. Eventually, it will destroy marine
habitat.
Aside from concrete structures, there are also practices that can disturb and totally
destroy the natural coastal process.
Beach nourishment is commonly done by adding sand to the shore to extend

their houses, hotels and other structures. Likely, beach dewatering is another
method to avoid erosion. It
involves pumping out water from
the shores. However, these
practices may lead to saltwater
intrusion or movement of saline
water into freshwater aquifers. It
will result to groundwater quality
degradation. Groundwater
includes drinking water.
Figure 5. Breakwaters
337
Global Warming and Coastal processes
Crustal movements and sea level change are coastal processes and its
interactions affect the climate. They are part of tight interconnected Earth system
that affects both global and regional climates. On the other hand, climate change
also affects these processes.
We are very familiar with the enhanced global warming. It gives a lot of
consequences even if it is just a few degrees increased than the usual average
temperature. Global warming results to intense storms, flooding, droughts and
extreme storm. High temperature resulted to ice melting. Consequently, sea level
rises affecting the people throughout the world.
What are the different causes of climate change?
Activity 4: We Can!
Directions. Observe your community. Identify the different practices and activities
that cause and triggers global warming.
Practices/ Causes
Activities of the My Practices/
of Global
Community Activities
Warming
My Community
What can we do? What can I do?
338
What’s More
Activity 5: Making an Action Plan
Directions. Suppose you are the coordinator of the Municipal Disaster Risk
Reduction Management of your town. You are tasked to make an action plan to
mitigate the effects of coastal processes in risk zone. The action plan template is
already given below. Remember that the environmental and people health are your
priorities. Then, kindly answer the guide questions.
Table 2. Action plan for mitigation of coastal processes and hazards
Resources Persons Action

Project Activity Objectives
Needed
Duration Remarks
Involved Taken
Resource
Project Speaker The
READY! To inform participants
Residents
and Venue Preparation gained
Conduct of
Resilience empower of action knowledge
Symposia Barangay
Enhancem residents Sound plans, and and skills
and Officials 2 months
ent Amidst on coastal System emergency on coastal
Awareness
Disaster hazards response mitigation
Campaign Committee
-Youth and Projector teams through
Empower mitigation action
ment Learning plans
kits
339
Guide Questions:
1. What are the factors did you consider to make projects and activities?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Are all your objectives measurable and attainable? Justify your answer.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. What are the difficulties/problem did you encounter in making the action
plan?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. How did you cope up with the problem encountered in making the action
plan?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
340
What I Have Learned
Directions: Read the following statements and fill in the blanks with the correct
answer. Choose from the pool of words given below.
1. _____________ have been attractive settling grounds for human population

as they provide abundant marine resources, fertile agricultural land and
possibilities for trade and transport.
2. _____________ refers to action taken to eliminate or reduce the long-term
risks and hazards in the coastal area.
3. Coastlines are highly dynamic natural systems that interact with
___________, _____________, and _______________ processes and undergo
continuous change in response to these processes.
4. ________________activities in coastal areas can also trigger hazard to the
natural balance of coastal systems, thus disrupting e.g. sensitive
ecosystems and subsequently human livelihood.
5. As the most geologically active zone on Earth coastal processes zone may
result to _____________, ___________, and ____________.
6. ________________ is a climate change phenomenon through which ocean
water volume increases, ice sheets and glaciers melt, and thermal expansion
occurs.
7. ________________ movement of saline water to fresh water aquifers which can
lead to the degradation or contamination of ground water including drinking
water resources.
8. ________________is a mitigation method where a large amount of sand is
added to the coasts
9. __________________ involves pumping out water from the shores to prevent
erosion.
10. ___________________ or total prohibition of mining activities avoid pollution
and sediments run-off.
WORD POOL
coastal area salt intrusion erosion
mitigation beach nourishment adaptation
submersion atmospheric sea-level rise

terrestrial putting sand bag marine
beach dewatering human ban of mining
341
What I Can Do
Activity 6: Researcher’s Problem

Directions. Suppose you are one of the leading researchers in your coastal
community. A land developer wants to build a mall that is 20 feet off the edge of the
coast. He presented that his mall will not be affected by coastal processes because
there were no records of any major damages done in your community. As a
researcher, what are the problems that the land developer might encounter if he
would continue to build his mall? Answer the question in the form of a letter.
342
Assessment
1. Which of the following activities in coastal areas can trigger hazard to the
natural balance of coastal system?
A. allowed number of tourists

B. construction of breakwater
C. enhancing vegetation
D. prohibition of mining
2. Which of the following is/are natural result/s of a geologically active zone on

Earth coastal system?
A. breakwater
B. sand erosion
C. sandbags and stone barriers
D. seawalls and island barriers
3. What refers to a climate change phenomenon through which ocean water

volume increases, ice sheets and glaciers melt, and thermal expansion occurs?
A. erosion
B. salt intrusion
C. sea-level change
4. Which of the following is the BEST reason for human population to choose
coastal zones as settling grounds?
A. abundant marine resources

B. peaceful and safe residential area
C. small possibility for trade and transport
D. unfertile agricultural land
5. What refers to the action taken to eliminate or reduce the long-term risks and
hazards in the coastal area?
A. alteration
B. mitigation
C. renovation
D. restoration
343
6. Salt intrusion is the movement of saline water to fresh water aquifers which
can lead to the following EXCEPT
A. loss of vegetation
B. erosion to low land area
C. contamination of ground water
D. shortage in drinking water supply
7. What are the two processes interacting in a highly dynamic natural systems
of coastlines?
A. chemical and physical

B. endogenic and exogenic
C. oceanic and continental
D. atmospheric and biosphere
8. The following activities promote erosion EXCEPT
A. break water construction

B. land development
C. mining activities
D. waste disposal
9. Which of the following is NOT an impact of mining activities to coastal

processes?
A. enhanced erosional activities

B. improved biodiversity
C. loss of vegetation
D. surface run-off
10. Which of the following structures are built to counteract waves that hit the
shores?
A. barrier
B. groins
C. jetties
D. seawalls
11. Which of the following DOES NOT ensure effective management of saltwater
intrusion cases?
A. construction of seawalls
B. monitoring of coastal activities
C. assessment of coastal areas regularly.
D. regulation of human activities along coastal zone.
344
12. Which method are you going to use when there is a need to add a large
amount of sand to the coast?
A. beach promotion
C. sand bag installation
D. seawalls construction
13. One of your classmates is living in a coastal area of the community. You found
out that this coastal area is already polluted. What activity can you suggest to
mitigate the said problem?
A. acoustic concert
B. coastal clean-up drive
C. population control campaign
D. recollection and reflection among the community
14. Your house is located in a coastal area. You notice that waves are already
damaging the shore near the fence of the house especially during high tide
and monsoon seasons. What can be constructed to mitigate the said problem
of your house?
A. artificial water recharge

B. beach dewatering
C. breakwater
D. sea wall
15. What will you construct to prevent the further advancement of saltwater if
already present in the coastal areas?
A. beach nourishment
B. beach dewatering
C. breakwaters
D. sand bags
345
Directions. Choose one from the given the activities. Do the tasks given adhering to
the theme: “Benefits and Costs of Coastal Sustainable Development.”
1. Write a 1000-word essay.
2. Make a poster-collage using recyclable materials.
3. Create a jingle.
4. Create a two-minute infomercial.
Table 3. Rubrics for the activities

Grammar/
Activity Content Creativity Timeliness Points
Accurate and Submitted on or
well- Exemplar grammar before the 10
organized deadline
Organized Submitted one-
With 1-5 grammatical
Essay with minimal two days after 7
errors
error the deadline
Not organize Submitted a
With five or more 5 and
and with week after the
grammatical errors below
errors deadline
Accurate and Submitted on or
Exemplar creativity and
well- before the 10
resourcefulness
organized deadline
Poster-collage Organized Submitted one-
With creativity within
Jingle with minimal two days after 7
the standard
Infomercial error the deadline
Not organize Submitted a
Lacking of creativity 5 and
and with week after the
and resourcefulness below
errors deadline
346
347
What Can I Do
What I Know What is It Activity 5
1. C Activity 3 Answer may vary
2. B
3. C Impact
4. D 1. Sea level rise
5. D 2. Erosion,Intrusion,ch Assessment
6. C anged in drainage
7. B pattern 1. A
8. D 3. Changed in drainage 2. B
9. D 3. C
patterns,increased
10. A erosion 4. A
11. B Mitigation 5. B
12. B Answers may vary 6. B
13. A 7. C
14. B What I have Learn? 8. A
15. D 1. Coastal area 9. B
2. Mitigation 10. D
3. Terrestrial, marine, 11. A
atmospheric 12. B
What's in 4. Human 13. B
5. Erosion, submersion, salt 14. D
Activity 1 water intrusion 15. C
Answers may vary 6. Submersion
7. Salt water intrusion
8. Sand bag barriers
What's New
9. Beach dewatering
Activity 2 10.Ban
Answer may vary
Answer Key
References
Book
G.R.Thompson and J. Turk, Introduction to Earth Science,(Philippines:

cengage Learning 2012) 347
Websites
Department of Environment and Natural Resources, and et.al Managing
Impacts of Development in Coastal Zone,(Philippines: Coastal Management Project of
Department of Environment and Natural Resources,
2001)https://faspselib.denr.gov.ph
A. Kotsoni, D. Dimelli and L, Ragia. Land Use Planning for Sustainable

Development of Coastal Regions (Greece:2017)
https://www.researchgate.net/publication/316867706
M. Pawlukiewicz, P. Gupta, and C. Koelbel. Ten Principles for Coastal
Development. Washington, D.C.: ULI–the Urban Land Institute, 2007.
https://uli.org>uploads>
https://www.encyclopedia.com/ Access: February 23, 2019
348
For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph
349
Quarter 2 – Module 21:
Evolving Concept of Life Based
on Emerging Pieces of Evidence
Personal Development
Alternative Delivery Mode
Quarter 2 – Module 21: Evolving Concept of Life Based on Emerging Pieces
First Edition, 2020
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Earth & Life Science
Evolving Concept of Life Based
on Emerging Pieces of Evidence
Welcome to the Earth and Life Science/Grade 11 Alternative Delivery Mode (ADM)
Module on Evolving Concept of Life Based on Emerging Pieces of Evidence!
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:
Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.
As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
ii
For the learner:
Welcome to the Earth and Life Science 11 Alternative Delivery Mode (ADM) Module
on Evolving Concept of Life Based on Emerging Pieces of Evidence!
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.
What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
What’s In This is a brief drill or review to help you link

the current lesson with the previous one.
What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.
What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.
What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.
iii
Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
Answer Key This contains answers to all activities in the

module.
References This is a list of all sources used in developing

this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
iv
What I Need to Know
the Historical Development of the Concept of Life. The scope of this module permits
it to be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard
The module covers:

 Lesson 1 – Historical Development of the Concepts of Life

1. identify the sequence of events of the history of life on earth;
2. name the pieces of evidence on the evolution of life on earth;
3. recognize the importance of knowing the history of life on earth
What I Know
paper.
1. Dinosaurs are reptiles that existed for a very long time. Which era did these
organisms evolve?
A. Cenozoic Era
B. Mesozoic Era
C. Paleozoic Era
D. Proterozoic Era
2. What are the first photosynthetic organisms that grow well on earth?
A. Bryophyllum’
B. cyanobacteria
C. stromatolites
D. zircon crystal
1
3. The oxygen revolution changed Earth’s environment dramatically. Which of
the following adaptations took advantage of the presence of free oxygen in the
oceans and atmosphere?
A. The evolution of cellular respiration, which used oxygen to help
harvest energy from organic molecules.
B. The evolution of chloroplasts after early protists incorporated
photosynthetic cyanobacteria
C. The evolution of multicellular eukaryotic colonies from communities
of prokaryotes.
D. The evolution of photosynthetic pigments that protected early algae
from the corrosive effects of oxygen.
4. Why did it take millions of years for life to appear on Earth after the planet
had formed?
A. It took millions of years for RNA to replace DNA.
B. Life on Earth could begin only when seedlings arrived on our planet
from other worlds.
C. The planet had cooled down enough to sustain life.
D. The planet had warmed up enough to sustain life.
5. Which types of organisms developed first due to the early environmental
conditions on Earth?
A. eukaryotic and aerobic
B. eukaryotic and anaerobic
C. prokaryotic and aerobic
D. prokaryotic and anaerobic
6. What are called the remains of living organism used in understanding the
history of life on earth?
A. bone
B. fossils
C. seeds
D. shells
7. Which statement is NOT true about fossils?
A. A small percent of extinct organisms is preserved.
B. Most extinct organisms have been preserved.
C. Plants can form fossils.
D. Some bacteria came from fossils.
8. Which of the following can be considered as a fossil?
A. a billion-year old rock
B. a billion-year old piece of amber
C. a billion-year old amber with a primitive insect inside
D. the choices are all correct
9. What unique substance do researchers look after in their study of eukaryotes?
A. biomarkers
B. fossils
C. mitochondria
D. stromatolites
2
10. What is the evidence for a last universal common ancestor among life on
earth?
A. They all look the same.
B. They are all aerobic.
C. They all have the same synthesis pattern.
D. They share the same underlying molecular biology.
11. Which statement best shows the main significance of studying the past?
A. It will allow researchers to think what they need to study
B. It will give job for many scientists and paleontologists.
C. The past is attractive to look back.
D. Understanding the past allows to predict the future and help in
creating it.
12. One of the significance of knowing the history of life is to determine the
origin of one living organism. According to researches, the ___are the only
surviving species and one of the living evidences that life have existed on
Earth and evolved from Homo erectus.
A. birds
B. dinosaurs
C. human beings
D. sponges
13. Over the past decades, there are challenges that environment has been
facing. Pandemics affected the lives of various living organisms. What is the
significance of knowing this history?
A. It will give an idea on how medical world will seek for the treatment.
B. It will give medical practitioners an income.
C. It will lead scientists to know the history of life.
D. They will just be informed about it.
14. The following statements are challenges for the researchers in finding and
identifying signs of early cells. Which is not part of the group?
A. Cells are microscopic and most have no parts to fossilize
B. Slightly younger rocks have been heated up and undergone other
processes
C. Tectonic plate movements have destroyed nearly all rocks older than
about 4 billion years.
D. Materials and testing laboratories are not available.
15. The study of history of life is significant in many aspects. The stromatolites
played a significant role as a source of evidence. What is stromatolite?
A. It consists of layered bacteria and sediment.
B. It is formed during volcanic eruptions.
C. It is found in animals.
D. It is produced through endosymbiosis.
3
Lesson Evolving Concept of Life
1 Based on Emerging Pieces of
Evidence
Have you been curious of when and where did life possibly start on Earth? During
the 1800s geologists and the naturalists found several forms of physical evidence
that confirmed that Earth is very old. The evidences include: fossils of ancient sea
life on dry land far from oceans, this supported the idea that the Earth changed over
time and some dry land today was once covered by oceans; the many layers of rock
allowed the people to realize that rock layers represent the order in which rocks and
fossils appeared, thus they were able to trace the history of Earth and life on Earth;
lastly, the indications that volcanic eruptions, earthquakes and erosion that
happened long ago shaped much of the Earth’s surface and supported the idea of an
older Earth. This module will help you understand the historical development of the
concept of life based on emerging pieces of evidence. This will trace back the events,
processes, and living organisms existed on earth from the earliest time to present.
What’s In
Activity 1: My Life in Timeline

Directions: Picture out a history of your life. Create a timeline that will reflect the
events happened to you in the past.
My Life in Timeline
Guide Questions
1. What is a timeline?
2. Why is timeline significant?
4
This module will help you to understand the concepts about

historical development of life. Guide the students by elaborating
the simple and complex concepts included on each activity
presented. Expectedly you will meet the target at the end of the
module.
What’s New
Activity 2: Timeline of Events

Read and analyze the timeline. Arrange the following pictures in order. Write number
1 to 6 under each picture to show the order of the appearance of life forms on earth.
 The early earth is said to be violent

4.6 – 3.8 BYA because of the meteorites and volcanic
eruptions. With this condition, zircon
crystal was formed.
3.5 BYA  Life on Earth initially began with
prokaryotes, discovered in sedimentary
rock formations called stromatolites.
 The first photosynthetic organism
3.0 BYA thrived the earth which is blue green
algae called cyanobacteria.
Timeline of  Appearance of the first eukaryotes

Appearance of 2.0 BYA and the influx of multicellular
organisms occurred 1.2 billion years
Life Forms ago.
 The Paleozoic era when the trilobites
and cephalopods became dominant
500 MYA
in the ocean particularly during the
Cambrian and Ordovician
 The Mesozoic era-the age of reptiles that

251 - 65.5 has a span of 251 to 65.5 MYA divided
MYA into Triassic, Jurassic and Cretaceous
period
250 TYA  The Cenozoic era- recent life and based on

paleontological evidence. Homo erectus have
evolved.
5
Cephalopod
_____________ ___________ and trilobite
Green algae
_________________ _____________
_________ __________
Activity 3: Evidence of Life

Directions: Give an evidence on the given events that occurred on geologic time scale
that enables the paleontologist to sequence the history of life.
Archean Proterozoic Eon

Hadean
(Period of (Period of
(Early Earth
Appearance of appearance of the
Development)
First Prokaryotes) first eukaryote)
Paleozoic era
Mesozic era
Cenozoic era (Dominance of
(Dominance of
(Recent Life) appearance of
dinosaurs)
trilobites)
6
` Activity 4: It’s a match!
Directions: Column A are evidences while column B refers to certain timeline. Match
them by writing the letter of your answer on the space before the number.
Column A Column B
_____1. homo erectus A. 4.3 BYA
_____2. eukaryotes B. 2.0 BYA
_____3. zircon crystal C. Mesozoic Era
_____4. dinosaurs D. 250 thousand years ago
_____5. trilobite fossils E. Cambrian Period
Activity 5: Name It
Directions: Name the pieces of evidence on the evolution of life. Write your answer
on the space provided. Pick your answer from the terms inside the box.
zircon crystal stromatolites Cyanobacteria

first eukaryotes multicellular organisms Homo erectus
trilobite fossils
first prokaryotes
Period Evidences/Organisms
4.6 to 3.6 billion years ago 1.

3.5 billion years ago 2.
500 million years ago 6.
250 thousand years ago 7.
7
What is It
The universe is about 4.6 billion years old. Life on earth, probably began only
between 3.5 and 4.0 billion years ago. Evidences from fossil records show the
emergence of the different life forms. The common ancestor of all life was prokaryotic.
Since, oxygen was scarce on the early Earth, so the ancestral cell must also have
been an anaerobic. There are some challenges encountered in searching for the
evidence of early life. Cells are microscopic and most have no parts to fossilize. The
tectonic plate movements have destroyed nearly all rocks older than about 4 billion
years, and most of the younger rocks have been heated or undergone processes that
destroy the traces of biological material. At present, the oldest cell microfossils
(microscopic fossils) are filaments from 3.5 billion-year-old rocks in Western
Australia. The filaments resemble chains of modern photosynthetic bacteria and the
rocks in which they occur are the remains of ancient stromatolites.
The researchers look for biomarkers specific to eukaryotes. It is a substance that

occurs only or predominantly in cells of a specific type. Eukaryotes are organisms
having true nucleus. The DNA is enclosed within the nucleus whereas DNA of most
prokaryotes lies enclosed in the cell’s cytoplasm. The first eukaryotes were protists.
For life to evolve from simple single-celled organisms to many millions of species of
prokaryotic species to simple eukaryotic species to all the protists, fungi, plants and
animals, took some time. The first life forms were very basic and this then allowed
for the evolution of more complex life forms. Eukaryotic cells evolved from prokaryotic
cells. The evolution of life is brought about the changes in the environment which
are linked to changes in climate and geology. These Earth’s environmental changes
made the Earth’s environment more suitable for a wider variety of life forms.
8
Activity 6: Arrange Me
Directions: From the given statements below arrange them to show the origin and
evolution of eukaryotes. Number the boxes from 1-8, 1 as the earliest.
A. The emergence of first celled

B. Photosynthesis and aerobic
organisms lacking nucleus in respiration evolve in some
environment where oxygen was bacterial lineages
scarce .
C. Fungi, animals and algae that D. The presence of organic

give rise to plants-had evolved compounds on early Earth.
in the seas
E. Oxygen-producing F. Aerobic bacteria lived inside

photosynthetic bacterial cell eukaryotic cell, then
entered a eukaryotic cell, descendants of these bacteria
bacterial descendants evolved evolved into mitochondria
into chloroplasts
G. Endomembrane system and

nucleus evolve through the H. The modern life-modern
modification of cell organisms related by descent.
membranes
9
What’s More
Activity 7: Time to Reveal
Directions: Arrange the jumbled word to reveal the evidence in the history of life on
earth. Write the answer on the space below the grid.
 A marine animal first evolved at
R I O T L T I E B the beginning of the Cambrian
period, 542 MYA, where they
dominated the ocean.
 The modern human that have

E E R C T U S M O H O evolved 250 thousand years ago.
A K R P O R Y O T S E  A basic cell type which lacks

true nucleus. Bacteria, blue-
green algae, archaeans and
spirochetes are examples of
organisms belonging to this cell
type.
R U O S D N I A S  These are giant reptiles that
roamed the earth during the
Mesozoic era.
A K R U E Y O T S E  This basic cell type possesses a

true nucleus that contains DNA
Activity 8: Origin of Life
Directions: Create a concept map that will discuss how life originated and
evolved based on emerging pieces of evidence using the concepts inside the
box.
 history of life ● adaptation

 eukaryotic cell ● photosynthesis
 prokaryotic cell ● scarcity of oxygen
 stromatolites ● biomarkers
 fossils ● organic monomers
 Variation Among Organisms
 Molecular DNA
10
Activity 9: TMG (Transformations, Mass Extinctions and Geologic Changes)
Directions: Earth’s history is marked by a series of transformations, mass extinctions
and geologic changes that have taken place over the course of 4.6 billion years. Place
the given events on the corresponding time it occurred.
 First evidence of life (3,850 MYA)  Modern humans (0.1 MYA)

 Oldest fossils (3. 500 MYA)  Formation of great oceans (4,200
 First evidence of soft bodied animals MYA)
(900 MYA)  Continents begin shifting (3100
 The Cambrian Explosion (530 MYA) MYA)
 First land plants and fish (480 MYA)  Rodinia supercontinents breaks up (
 First reptiles (350 MYA) 700 MYA)
 First Mammals and dinosaurs (220  Pangea supercontinent breaks up
MYA) (200 MYA)
 First birds (150 MYA)  Inland seas dry up (200 MYA)
 First hominids (5.2 MYA )  Global ice ages begin (2 MYA)
 About 50%of marine invertebrate genera (Late Triassic 206 MYA)
 Dinosaurs and 60 to 80 percent of all species (End Cretaceous 65 MYA)
 25 % of Marine invertebrate families (End Ordovician 443 MYA)
 Many wood land, plant-eating herbivores (Miocene 9 MYA)
Transformation Mass Extinctions Geologic changes

s
Activity 10: Extinct Flora & Fauna

Directions: The study of the history of life revealed that there were living organisms
that became extinct brought by environmental conditions. In recent times, there are
news on various species that underwent this process. Enumerate flora and fauna
that become extinct and the reasons for their inexistence.
11
Activity 11: Sequence of Events
Directions: Below are some key events happened in the past. Create a timeline that
will show the sequence of events of the history of life. Use the information below as
your guide. You may just use the keywords as part of your timeline.
 The genus Homo gave rise to modern humans, Homo sapiens, us. It
is estimated that they have been around for 2.3-2.4 million years,
coinciding with the first evidence of stone tool usage.
 The first mammals are our most direct ancestors, evolved from
Amniotes. One of the earliest known mammals was Eozostrodon lived
about 210 million years ago.
 Studies of fossils from the Devonian Period 416-359 MYA indicates
that land plants had evolved features we recognized today, such as
leaves, roots and secondary wood.
 Simple eukaryotes, but more advanced organisms, thought to
developed 1.6 – 2.1 billion years ago
 Oldest known fossilized prokaryotes have been dated approximately
3.5 billion years ago
 Around 1.1 billion years ago multicellular organisms are thought to
have started to develop.
 Animals in the most basic sense of the word, have evolved from
eukaryotes. Fossils of early sponges have been discovered in 665
million years old rock.
 560 million years ago, some highly significant fossils of an organism
which was named Charnia were discovered. These enigmatic early
animals were anchored to the sea floor where they are thought to have
absorbed nutrients.
Activity 12: Why Should I Study History of Life?

Directions: Write at least fifty-word reflection paper on: “Why should I study history
of life?”.
12
What I Have Learned
Directions: Complete the paragraph by filling-in the blanks with the correct word
from the box.
stromatolites ocean
human Beings zircon crystal
4.6 billion years ago Mesozoic Era
Cenozoic 3.0 billion years ago
Earth Homo erectus
About (1) __________, the earth was formed as the solar system came into
existence with the other planets rotating around the sun. (2) __________ is said to be
geologically violent because of the continuous bombardment by meteorites and
volcanic eruptions. With this condition, minerals were formed from the elements and
compounds contained in the molten material. The oldest material found on earth is
the (3) __________ that is estimated to be 4.3 billion years old. Life on earth is believed
to begin 3.5 billion years ago with single –celled prokaryotes, as discovered in
sedimentary rock formations called (4) __________. As early as (5) __________, the first
photosynthetic organism thrived the earth which is blue green algae called
cyanobacteria. It was 2.0 billion years ago when the first eukaryotes appeared and
the influx of multicellular organisms occurred 1.2 billion years ago. During the
Paleozoic Era which lasted 542 to 251 MYA, the Cambrian and Ordovician Period
has been known as the age of invertebrates when trilobites and cephalopods became
dominant in the (6) __________. The (7) __________ is the age of reptiles that has a
span of 251 to 65.5 MYA divided into Triassic, Jurassic and Cretaneous Period. (8)
__________ is the era of recent life and based on paleontological evidence (9) __________
have evolved 250 thousand years ago. (10__________ are the only surviving species
and one of the living evidences that life have existed on earth.
13
What I Can Do
Directions: You may pick one of the questions to answer in this area.
1. If the multicellular organisms arise from the unicellular organisms, can

you tell that all the species/organisms are related with one another?
Why do you think so?
2. If you are one of the environmentalists and was assigned in one of the
forests in the Philippines which happened to be the location of some
endangered species, what are the plans that you would organize to
ensure the conservation of the species of the flora and fauna present in
your assigned area?
3. Write a short poem that will discuss the importance of knowing the
concepts of the history of life to human beings and other living
organisms.
14
Assessment
1. Oxygen was scarce during the early development of Earth. By this situation,
what kind of organism first existed?
A. aerobic organism
B. anaerobic organism
C. mammal
D. protist
2. Which of the following statements is NOT true on the evolution of multicellular
organisms?
A. The process of continuous specialization brought more complex
organisms.
B. The prokaryotic organisms that formed multicellular aggregates were
like the cells of Cyanobacteria.
C. They are believed to have evolved from single-celled prokaryotic
organisms.
D. They are formed from other multicellular colonial aggregates through
cells specialization.
3. Why do you think the emergence of plants and animals came later than simple
living organisms?
A. The cell structures of these multicellular organisms are more complex.
B. Their existence is not that important on Earth
C. Their size is too big that it takes longer time for development.
D. These organisms composed of many nucleus compared to unicellular.
4. Which statement is incorrect about living organisms?
A. Evolution of oxygen-producing organisms allow the increase in the
atmospheric oxygen.
B. Organisms did not change despite of the changes in the environment.
C. The eukaryotic organisms evolved from the unicellular prokaryotic.
D. The earliest forms of life existed were the prokaryotes.
5. Place the following in the order in which they evolved or existed: eukaryotic
cell, prokaryotic cell, photosynthesis, organic molecules.
A. eukaryotic cell, photosynthesis, prokaryotic cell, organic molecules
B. eukaryotic cell, prokaryotic cell, organic molecules, photosynthesis
C. organic molecules, eukaryotic cell, photosynthesis, prokaryotic cell
D. organic molecules, prokaryotic cell, photosynthesis, eukaryotic cell
15
6. What is the evidence for a last universal common ancestor among life on
Earth?
A. All are classified as aerobic organisms.
B. All look the same.
C. They have similar synthesis pattern.
D. They share similar molecular features.
7. What unique substance do researchers look after in their study of eukaryotes?
A. biomarkers
B. fossils
C. mitochondria
D. stromatolites
8. Which of the following can be considered as a fossil?
A. a billion-year old rock
B. a billion-year old piece of amber
C. a billion-year old amber with a primitive insect inside
D. the choices are all correct
9. Mainly the fossils are found on sedimentary rocks. What type of rocks are
stromatolites?
A. igneous
B. metamorphic
C. sedimentary
D. Trilobites
10. Which of the following is NOT true about the evidence that fossils provide?
A. All fossils gathered contain intact DNA that can be sequenced.
B. Fossil ages can often be determined by testing nearby rocks.
C. Fossil organisms often share physical similarities with living
organisms.
D. Some fossil organisms are transitional forms between groups of
organisms.
11. It was stated that the organisms are evolving. The evolution can be due to
environmental changes. More so, the conservation of their traits depends
mainly on how they will survive. In this regard, humans alter the natural world
bringing harmful consequences from their activity, known as ___.
A. environmental issues
B. ecosystem conflict
C. environmental topics
D. human intervention
12. What is the significance of studying the molecular evidence present among
living organisms?
A. It will allow the classification of living organisms.
B. It will benefit the economy of the world.
C. It will give idea for the scientist which to clone.
D. It will then serve as the basis of what to study.
16
13. Over the past several decades, natural selection has caused populations of
Staphylococcus aureus to evolve resistance to most antibiotics. What do you
think would be the significance of being knowledgeable about the history of
this organism towards antibiotics?
A. It will give an idea of continuing the use of antibiotic against
Staphylococcus aureus.
B. It will give an idea for the medical team to discontinue the use of
particular antibiotic resistant to that microorganism.
C. It will just give them background about the microorganism.
D. It will just give them idea of increasing the frequency of the organisms.
14. The study of history of life is indeed significant. As part of searching for the
fossils of previous organisms, stromatolite played a significant role. What is
true about stromatolite?
A. It is found on eukaryotes.
B. It is produced by endosymbiosis.
C. It consists of layered bacteria and sediment.
D. It is formed during volcanic eruptions.
15. The following statements are challenges for the researchers in finding and
identifying signs of early cells. Which among the choices should NOT be
included?
A. Cells are microscopic and most have no parts to fossilize
B. Materials and testing laboratories are not available.
C. Slightly younger rocks have been heated up and undergone other
processes
D. Tectonic plate movements have destroyed nearly all rocks older than
about 4 billion years.
1. It was stated that researchers faced challenges looking for fossils of the
earliest-life forms. These fossils served as evidence of the origin of life. Based
on your knowledge of tectonic plates, why few samples of early rocks remain?
2. Create an interactive infographic that will show the history of earth.
17
18
What is It What I Know
Activity 10: Extinct Flora & Activity 6: Arrange Me 1. B
Fauna A. 2 F. 5 2. B
Students’ answer may B. 3 G. 4 3. A
vary C. 7 H. 8 4. C
Activity 11: Sequence of D. 1 5. D
Events E. 6 6. B
1. Prokaryotes-3.5 billion 7. B
2. Simple eukaryotes- What’s More 8. D
1.6-2.1 BY Activity 7: Time to Reveal 9. A
3. Animals-sponges – 665 1. trilobite 10. D
MY 2. Homo erectus 11. D
4. Charnia- 560 MY 3. prokaryotes 12. C
5. Land plants- 416-359 4. dinosaurs 13. A
MY 5. eukaryotes 14. A
6. First mammals- Activity 8: Origin of Life 15. A
Eozostrodon- 210 MY Students’ answer may
7. Homo sapiens- 2.3- vary What’s In
2.4 MY Activity 9: TMG Activity 1: My Life in
Activity 12: Why Should I Transformations Timeline
study History of Life 1. First evidence of life Students’ answer may
Students’ answer may 2. Oldest fossils vary
vary 3. First evidence of soft What’s New
bodied animals Activity 2: Timeline of Events
What I Have Learned 4. The Cambrian 1. 7
Activity 13: Complete Me Explosion 2. 5
1. 4.6 billion years ago 5. First land plants and 3. 3
2. Earth fish 4. 2
3. zircon crystal 6. First mammals and 5. 1
4. stromatolites dinosaurs 6. 4
5. 3.0 billion years ago 7. First birds 7. 6
6. ocean 8. First hominids Activity 3: Evidence of Life
7. Mesozoic era 9. Modern humans 1. zircon crystal
8. Cenozoic Geologic Changes 2. stromatolites
9. Homo erectus 1. Formation of great 3. biomarkers
10. human beings oceans 4. trilobite fossils
2. Continents begin 5. dinosaur fossils
What I Can Do shifting 7. Homo erectus
Students’ answer may 3. Rodinia Activity 4: It’s a Match
vary supercontinents breaks up 1. D
4. Pangea 2. B
supercontinents breaks up 3. A
Assessment
5. Inland seas dry up 4. C
1. B 11. D 6. Global ice ages 5. E
2. D 12. A Mass Extinctions Activity 5: Name It
3. A 13. B 1. 50% invertebrate 1. zircon crystals
4. B 14. C genera 2. stromatolites
5. D 15. D 2. Dinosaurs and 60 to 80 3. cyanobacteria
6. D % of all species 4. first eukaryotic
7. A 3. 25 % of marine 5. multicellular
8. D invertebrate families organisms
9. C 4. many wood land, plant- 6. trilobite fossil
10. A eating herbivores 7. Homo erectus
Answer Key
References
Books
Ramos, J.D.A. and A.C.M. Ramos. Exploring Life Through Science BIOLOGY.
Quezon City: Phoenix Publishing House, Inc., 2006.
Rea, M.A.D and N.H.A Dagamac. General Biology 2. Manila: Rex Book Store
Inc.,2017.
Robert, Dorothy, Mike, Dana, Donald, David, Cecie, Ralph, Christine, Lisa and
James F. Petersen. Earth and Life Sciences. Manila: Rex Book Store Inc.,
2016
Sia, S.R.D. and L.A.S. Cortez. Earth and Life Science. Quezon City. Sibs Publishing
House, Inc., 2016.
Websites
David Warmflash & Nathan Lents, “Origins of Life 1: Early Ideas and Experiments”,
accessed June 12, 2020,
https://www.visionlearning.com/en/library/Biology/2/Origins-of-Life-
I/226/quiz
“Deep Time and the History of Life,” PBS Learning Media, accessed June 5, 2020,
https://www.pbslearningmedia.org/resource/tdc02.sci.life.div.lp_divdeeptim
e/deep-time-and-the-history-of-life/
Jamie Brightmore, “Deep Time: A History of Earth-Interactive Infographic,” Jaybee

Productions, accessed June 3, 2020, https://deeptime.info/Jamie
Brightmore/Jaybee Productions, 2011-2020
“Practice: Fossils: Rocking the Earth quiz,” Khan Academy, accessed June 12, 2020,
https://www.khanacademy.org/partner-content/nova/nova-labs-
topic/evolution-101/e/fossils--rocking-the-earth-quiz.
19

Telefax: (632) 8634-1072; 8634-1054; 8631-4985
20
Unifying Themes in the Study of
Life
Quarter 2 – Module 22: Unifying Themes in the Study of Life
First Edition, 2020
over them.


Writers: Vivan A. Novales, Rhodora G. Bautista
Jocelyn M. Manset
Job S. Zape Jr.
Job S. Zape Jr.
Elaine T. Balaogan
Merthel M. Evardome
Nadine C. Celindro
Nicolas M. Burgos
Mario B. Maramot
Fe M. Ong-ongowan

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
Earth & Life Science
Unifying Themes in the Study of
Life
Welcome to the Earth and Life Science/Grade 11 Alternative Delivery Mode (ADM)
Module on Unifying Themes in the Study of Life!
the module:

ii
For the learner:
Welcome to the Earth and Life Science 11 Alternative Delivery Mode (ADM) Module
on Unifying Themes of the Study of Life!
module.

module.





iii

competency.

learned concepts.

module.

this module.
4. W23wsObserve honesty and integrity in doing the tasks and checking your
answers.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
iv
What I Need to Know
the Unifying Themes of Biology. The scope of this module permits it to be used in
The module covers:

 Lesson 1 – Unifying Themes of Study of Life (Biology)

1. name the unifying themes in the study of life;
2. describe the unifying themes illustrated;
3. explain the connection among living things and their interaction with the
environment;
4. give details on how these themes serve as the foundation in the study of
biology.
5. value life by taking good care of all beings, human, plants and animals.
What I Know
paper.
1. Continuity of life is explained by ______________.

A. evolution
B. regulation
C. form and function
D. reproduction and inheritance
2. Living things are considered organisms if they possess which of the following
characteristics?
A. grow and develop
B. failure to produce offspring
C. absence of orderly structure
D. incapability of adapting to changing environment
1
3. Which of the following best explains why humans sweat when they feel hot?
A. ability to grow
B. ability to reproduce
C. maintain the internal environment
D. use energy
4. Study the given picture. Which of the following
DOES NOT describe it?
A. It shows how organisms respond to its
environment.
B. The organisms are growing and developing.
C. There is a transfer of energy among living
organisms.
D. They are evolving.
5. Which statement does not describe the image on
the right side?
A. Plants acquire energy for them to perform its
task, the food making.
B. Plants need the abiotic factors in order to
grow.
C. There is a transfer of energy from the sun to
the plants.
6. Which among the given statements describes a cell?
A. Early organisms lack cell.
B. Cell is the basic unit of life.
C. Cell is present among eukaryotic only.
D. All of the above.
7. Living organisms cannot live alone, they are interacting with the abiotic factors
for sustainability of life. Which among the organisms is considered as the
abiotic?
A. bacteria
B. plant
C. light
D. man
8. One of the characteristics possessed by living organisms is growth and
development. This happens upon acquiring energy. When creating a food
chain, in what order do we start illustrating the smallest organism having the
most energy?
A. leading to the right
B. leading to the left
C. in the middle
D. any order will do
2
9. A nice smell of a plant is an adaptation that ______________
A. helps the plant to keep the nutrients inside.
B. pushes away the animals that try to eat them.
C. attracts the pollinators.
D. regulates the internal environment.
10. It was observed that the deciduous trees lose their leaves during winter
season in order to avoid freezing. This is an example of ______________.
A. a response
B. organization of life
C. function and structure
D. unity of living systems
11. It is a unifying theme of life science that explains the improvement of lives
of all organisms through research.
A. adaptation
B. inheritance
C. energy and life
D. biology and society
12. All organisms alive today have descended from simple cellular creatures
billions of years ago. Biologists were able to identify and preserved some of
the characteristics of that earliest organisms. This is associated in what
theme?
A. Function and structure are interdependent.
B. Cell theory as a description of living systems.
C. Emergent properties arise from the organization of life.
D. Unity of living systems is explained by evolutionary conservation.
13. The orchard sprayed with the chemical yields an average of 60 kilos of
mangoes per tree, the other orchard yields an average of 40 kilos of mangoes
per tree. Based on the data, in order to have a better yield trees must
______________.
I. receive the same amount of sunlight
II. receive the same amount of water
III. increase the orchard spray
A. I only
B. II only
C. I, II
D. I, II, III
3
14. Many threatened or endangered species can be saved by a large
______________.
A. coal mine
B. food chain
C. wildlife hunting
D. reforestation project
15. Living organisms can be protected through fighting deforestation. Which
statement/s describe/s this?
A. Plant more trees.

B. Reduce the use of products made from wood fiber.
C. Demand forest products from sustainable sources and deforestation fee
supply chains.
D. The choices are all correct.
4
Lesson
Unifying Themes in the
1 Study of Life
Earth is the home of human beings and organisms, including animals, plants and
microorganisms. They are found in the different parts of the said planet. The
ecosystems-the biological communities- include living organisms (biotic factors) like
animals, plants, insects and bacteria (interacting to its environment), as well as the
nonliving components (abiotic factors) like the rock, soil, water and sunlight. Non-
living things are classified as inanimate objects that may influence, alter or impact
the life of biotic factors. These abiotic factors are essential to biotic factors in various
ways.
The field of science that deals with the study of life is the Life Science/Biology. It
involves different disciplines. These disciplines are connected to one another,
through which the biologist termed as unifying themes.
This module emphasizes these unifying themes that serve as the bases of the study
of Life Science. The ten unifying themes include: emergent properties, the cell, the
heritable information, structure/function, interaction with the environment,
regulation, unity and diversity, evolution, scientific inquiry, and the science,
technology and society. More so, this module explores how organisms interact with
one another and to its environment.
What’s In
Biology is the discipline of science that deals with the study of life. This comprises
number of disciplines such as biochemistry and ecology. As a wide-ranging and
complex science, biologists designed the term “unifying themes”, which serve as the
bases for the study of life.
5
Activity 1: DAD (Decode, Arrange, Describe)
Directions: Decode the given numbers to their corresponding letters of the alphabet,
then arrange the letters to reveal the magic word related to Biology. Lastly, describe
the term revealed.
12 5 3 12
1.
27 17 17 3 5 12 7
2.
1 1 1 18 22 22 9 14 17
3.
.
1 1 1 18 22 22 9 14 17 4
4.
7 8 20 22 17 25
5.
6
Guide the learners on defining and relating the magic word to the
field of Biology.
What’s New
Activity 2: Name It
Directions: Name the unifying theme illustrated below. Choose your answer from
words inside the box.
biological system reproduction and inheritance

cell regulation
interaction with the environment adaptation
energy and life evolution
form and function biology and society
1. 4.
7
2. 5.
3.
Activity 3: Match It
Directions: Match the given statements to its corresponding unifying themes.
1. Living things work as a system, at the same A. biological system

time they cannot be separated from non-living
things since they are both operating as a system.
2. Cells are the basic unit of life, which denotes B. energy and life
that all living things are composed of cells.
3. Autotrophs use light to perform the process C. biology and society
photosynthesis, on the other hand, heterotrophs
consume other organisms to obtain food.
4. Living things cannot live alone, their survival D. interaction with the
depends on how they interact with the environment
environment.
5. Organisms’ structures fit with its functions. E. the cellular basis of
life
6. Traits of parents are being passed from F. form and function
one generation to the next generation.
7. Cells of the body are surrounded by a G. reproduction and
small amount of fluid, and normal cell functions Inheritance
depend on the maintenance of cell’s fluid
environment including temperature, volume, H. adaptation
and chemical content.
8. Living organisms survive depending on I. regulation /
how one will adapt to its changing environment. homeostasis
9. The diversity of life arises by change
leading to the present biodiversity that we see. J. evolution
10. The field of science is changing the lives of
all organisms through research. K. scientific inquiry
8
What is It
The unifying theme connects the different subdisciplines that make biology as a
science. In addition to, the living organisms differ from nonliving organisms in
various aspects. What are these shared properties (of living organisms) that make
something “alive”?
 All levels of life have systems of related parts.
 A system is an organized group of interacting parts.
 A cell is a system of chemicals and processes. It is the basic unit of
life.
 A body system includes organs that interact.
 An ecosystem includes living and nonliving things that interact.
 Structure and function are related in biology.
 Structure determines function.
 The structure is the shape of the object.
 The function is the object’s specific role.
 Organisms must maintain homeostasis to survive in diverse

environments.
 Homeostasis is the maintenance of constant internal conditions.
 All living organisms must live in a stable environment.
 Evolution explains the unity and diversity of life.

 Evolution is the change in living things over time. The genetic makeup
of a population of a species changes.
 It accounts for both the diversity and the unity of life.
 Traits are being inherited and transferred.

 The continuity of life depends on the inheritance of biological
information in the form of DNA molecules.
 The genetic information is encoded in the nucleotide sequences of the
DNA.
 Organisms reproduce.
 It is necessary part of living; process of making more of one’s own
kind.
 Organisms are interdependent with one another.

 Organisms have evolved to live and interact with other organisms.
 Ecology deals with the interactions of living organisms with one
another and their environment.
 Organisms acquire and process energy.

 Living organisms use a source of energy for their metabolic activities.
 Some living organisms capture the light energy and convert it into
chemical energy in food.
 Some living organisms use chemical energy stored in molecules
obtained from food.
9
In addition to the properties mentioned, the two additional unifying
themes in the study of life include the scientific inquiry and science, technology
and society.
 Scientific Inquiry
 The process of science includes observation-based discovery and the
testing of explanations through the hypothetic-deductive.
 Scientific credibility depends on the repeatability of observation and
experiments.
 Science, Technology and Society

 Many technologies are goal-oriented applications of science.
 The relationships of science and technology to society are now more
crucial to understand than ever before.
Activity 4: What a Beautiful Life!

Directions: Given the characteristics of life in the first column, answer the related
questions posted in the second column.
Characteristics of Life Questions
What is the level of organization

Displays organization of living organisms?
Why do organisms reproduce?

Ability to reproduce
Why do organisms adapt?

Ability to adapt on changing
environment
In what way do living organisms

acquire energy?
Requires energy
Why is energy significant?
How can we maintain

homeostasis?
Maintains homeostasis
10
What’s More
Activity 5: Connect Me
Directions: Show the connections of the given biotic and abiotic factors written
inside the box through a concept map.
Soil sunlight water Carbon dioxide
Oxygen Corn plant Man Chicken
Activity 6: What’s the connection?

Biology, also referred as Biological Science or Life Science deals with the study of
living organisms. It is divided into subdisciplines. As a broad discipline, biologists
use the term unifying themes where the study is being anchored. The major unifying
themes that were mentioned include the cell theory as a description of living systems,
continuity of life as explained by the molecular basis of inheritance, the
interdependence of structure and function, the diversity of life brought by evolution,
unity of living systems as explained by evolutionary conservations, and emergent
properties that arise from the organization of life.
Directions: Describe each unifying theme illustrated below. Give details on how these
themes serve as the foundation in the study of biology.
1.
Growth and development
Continuity of life
11
2.
Organization of Life
Acquire and process energy
Directions: Using the illustration below, explain briefly the interconnections of living
things and their environment. State how human being may value life.
Activity 7: Picture It Out
Directions: Create a visual representation of each theme. Write a sentence that will
explain how your picture is connected to the theme.
Unifying Themes Illustration/Explanation
1. Biological System
2. Cellular Basis of Life
3. Interaction with its

environment
12
4. Energy and Life
5. Form and Function
6. Reproduction and
Inheritance
7. Regulation
8. Adaptation
9. Evolution
10. Biology and Society
Activity 8: Complete Me
Directions: The two additional unifying themes of Biology are: “science benefits from
a cooperative approach and diverse viewpoints” and “scientists make observations
and then form and test hypotheses”. Using the template below, share your ideas
about the mentioned themes as you relate it to science, technology and society.
Subject Theme: _________

My chosen word is ______.
First, I know that ____.
In addition, I know that ____.
Finally, I know that ___.
Now, you know something that I know ____.
What I Have Learned
Understanding how life came about is a deep scientific undertaking. Organisms’

function, structures, growth and origin are indeed one of many diverse topics that
should be explored to grasp the complexities of life. Generally, the following
statements provide key concepts on the unifying themes in the study of life.
1. Biology is about the study of life.

2. The unifying themes connect the different subdisciplines that make up
biology as a science.
3. The unifying themes of biology comprise the cell theory as a description of
living systems, continuity of life, interdependence of function and structure,
13
evolution, unity of living systems and the properties that arise from the
organization of life.
4. The living organisms are composed of cells as what was discussed in the cell
theory. The cell theory is the foundation of our understanding of reproduction
and growth of organisms.
5. The continuity of life is best explained by the molecular basis of inheritance.
Heredity, which is the continuity of life from one generation to the next, is
dependent on correct copying of cell’s DNA into daughter cells.
6. The function and structure are interdependent.
7. The evolutionary change give rise to the diversity of life.
8. Living organisms (biotic factors) are dependent on its environment which
consists of nonliving organisms (abiotic factors). Living organisms also
interact with other living organisms.
9. Biotic factors (living things) are defined by set of characteristics including the
ability to reproduce, grow, move and ability to adapt to its environment. They
need food, water and other abiotic factors for their growth and development.
10. Abiotic factors are inanimate objects which include rocks, water, weather and
other living things present in the environment.
11. Biological systems are organized.

12. The study of Biology is important. It enables us to make appropriate decisions
in life. Failure to grasp biological concepts lead into an inappropriate
decisions.
13. One must value life by taking good care of all beings, humans, plants and
animals.
What I Can Do
“Covid-19 is one of the current problems that the world is experiencing. It is an

infectious disease caused by severe acute respiratory syndrome which affects
different people in different ways. How do you think Biology can be used to solve this
problem? (Include also on your discussion on how life may be valued.)
Make a creative presentation for your discussion.
14
Assessment
Directions: Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.
1. Genes are passed from one generation to the next generation through
______________.
A. evolution
B. regulation
C. form and function
2. Which among the given examples describes the unifying form and structure?
A. cellular basis of life
B. light as source of energy
C. bats have wings specialized for flying
D. living things arise from pre-existing cells
3. Makahiya plant closes its leaflets when touched. This is an example of

______________
A. energy and life
B. response to stimuli
C. form and structure
4. Describe the image illustrated.
A. It shows how organisms respond to its
environment.
B. Organisms are growing and developing.
C. There is a transfer of energy among living
organisms.
5. Which statement does not describe the image on
the right side?
A. Plants acquire energy for them to perform its
task, the food making.
B. Plants need the abiotic factors in order to
grow.
C. There is a transfer of energy from the sun to the plants.
Which is TRUE among the given statements
that tell something about the illustration?
A. Early organisms lack cell.
B. Cell is the basic unit of life.
C. Cell is present among eukaryotic only.
D. Cell is present on fossils.
15
7. Living organisms cannot live alone, they are interacting with the abiotic factors
for sustainability of life. Which among the organisms is considered as the
abiotic?
a. bacteria
b. plant
c. light
d. man
8. Chameleons shift colors wherever they go. They are able to turn any colors or
combine colors depending on where the environment is. What trait is being
described?
a. adaptation
b. interaction
c. inheritance
d. reproduction
9. The diversity of life arises by change leading to the present biodiversity that
we see. This is what we call as ______________.
A. evolution
B. adaptation
C. inheritance
D. reproduction
10. The field of science is changing the lives of all organisms through technology
and research. This is explained by ______________.
A. adaptation
B. biology and society
C. energy and life
D. inheritance
11. All organisms alive today have descended from simple cellular creatures
billions of years ago. Biologists were able to identify and preserved some of
the characteristics of that earliest organisms. This is associated in what
theme?
A. Function and structure are interdependent
B. Cell theory as a description of living systems.
C. Emergent properties arise from the organization of life.
D. Unity of living systems is explained by evolutionary conservation.
12. Research plays significant role for the improvement of lives in a given society.
With these, more scientists agree that all scientific knowledge comes from
______________.
A. experimentation
B. observation
C. textbooks
D. both experimentation and observation
13. The orchard sprayed with the chemical yields an average of 60 kilos of mango
per tree, the other orchard yields an average of 40 kilos of mangoes per tree.
Based on the data, in order to have a better yield trees must ______________.
I. receive the same amount of sunlight
II. receive the same amount of water
16
III. increase the orchard spray
a. I only
b. II only
c. I, II
d. I, II, III
14. Many threatened or endangered species can be saved by a large ______________.
A. coal mine
B. food chain
C. wildlife hunting
D. reforestation project
15. Living organisms can be protected through fighting deforestation. Which
statement/s describe/s this?
A. Plant more trees.
B. Reduce the use of products made from wood fiber.
C. Demand forest products from sustainable sources and deforestation
fee supply chains.
D. The choices are all correct.
1. Explain the quotation “Your body isn’t just a body, it’s an ecosystem” by Steve
Mills. You may present your work through an essay or illustration.
2. Explain how Biology can be studied from a microscopic approach to global

approach. (Indicate the unifying themes where the study of Biology is being
anchored).
17
18
What is It What I Know
Activity 4: What a Beautiful 1. A
Life? 2. B
1. A 3. C
2. E 4. C
3. B 5. D
4. D 6. A
5. F 7. C
6. G 8. B
7. I 9. C
8. H 10. A
9. J 11. D
10. C 12. D
13. C
What’s More 14. D
Students’ answer may vary 15. D
What I Can Do What’s In
Students’ answer may vary Activity 1: DAD
1. ecology
Assessment 2. cell
3. evolution
1. D
4. adaptation
2. C
5. growth
3. B
4. C
What’s New
5. D
6. A Activity 2: Name It
7. C 1. cell
8. A 2. evolution
9. A 3. interaction with the
10. B environment
11. D 4. form and function
12. D 5. energy and life
13. C Activity 3: Match It
14. D 1. A
15. D 2. E
3. B
4. D
5. F
6. G
7. I
8. H
9. J
10. C
Answer Key
References
Books
Moncada, Maria Noemi M,, Rolly B. Bayo-ang, Maria Lourdes G. Coronacion,

Annamae T. Jorda and Anna Jamille Restubog. Earth and Life Science.
Quezon City: Educational Resources Corporation, 2016.
Ramos, J.D.A. and A.C.M. Ramos. Exploring Life Through Science BIOLOGY.
Quezon City: Phoenix Publishing House, Inc., 2006.
Rea, M.A.D and N.H.A Dagamac. General Biology 2 Manila: Rex Book Store Inc.,
2017.
Seeley, Rod A, Trent D. Stephens and Philip Tate. Essentials of Anatomy and
Physiology. Singapore: Mc Graw Hill, 2007.
Sia, S.R.D. and L.A.S. Cortez. Earth and Life Science. Quezon City. Sibs Publishing
House, Inc., 2016.
Website
“Biological system”. Biology Online. Accessed May 28, 2020,
https://www.biology-online.org/dictionary/Biological_system
19

Telefax: (632) 8634-1072; 8634-1054; 8631-4985
20
Perpetuation of Life
Quarter 2 – Module 23: Perpetuation of Life
First Edition, 2020
over them.


Writers: Nerissa E. Manila
Jocelyn M. Manset
Job S. Zape Jr.
Job S. Zape Jr.
Elaine T. Balaogan
Merthel M. Evardome
Nadine C. Celindro
Nicolas M. Burgos
Mario B. Maramot
Fe M. Ong-ongowan

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
Perpetuation of Life
Welcome to the Earth and Life Science Grade 11 Alternative Delivery Mode (ADM)
Module on Perpetuation of Life!
the module:

ii
For the learner:
Welcome to the Mathematics 7 Alternative Delivery Mode (ADM) Module on

(Perpetuation of Life) !
module.

module.





iii

competency.

learned concepts.

module.

this module.
not alone.
iv
What I Need to Know
the nature of Biology. The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the course.
But the order in which you read them can be changed to correspond with the
textbook you are now using.
The module covers:

 Lesson 1 – Perpetuation of Life

1. identify the type of asexual and sexual reproduction in animals;
2. describe the different ways of how representative animals reproduce;
3. realize the importance of reproduction to maintain the continuity of life.
What I Know
paper.
1. A term used to describe morphologically and genetically similar individuals
A. clone
B. identical
C. similar
D. vegetative
2. A certain organism was cut and divides into two, leaving one piece headless
and the other tailless. After some time, each piece grows the missing body
parts. What does it show?
A. binary fission
B. binary fusion
C. transverse fission
D. transverse fusion
3. Reproduction in animals that involves production of new living organism by
combining two gametes from different organism, one male producing motile
gamete that must fused with the egg cell from female organism
A. asexual
B. sexual
C. both and b
1
D. none of a and b
4. The largest cell in the female body waiting for a motile gamete to be fused with
A. egg
B. morula
C. sperm
D. zygote
5. Live bearing are animals which give birth to live offspring
A. oviparous
B. viviparous
C. both and b
D. none of a and b
6. Which of the following is/are involved in sexual reproduction?
A. egg cell
B. sperm cell
C. both and b
D. both A and B
7. It is characterized as having two reproductive system in one organism.
A. hermaphroditism
B. sequential hermaphroditism
C. bisexual
D. none of the choices is correct
8. Which is TRUE about sexual reproduction
A. Gametes has diploid cells.
B. Occur with only one parent involve.
C. Produce genetically different offspring as compared to parents.
D. Involves less time as compared to asexual preproduction process.
9. It is the term called for organism that shifts from male to female like clown
fish.
A. protandrous
B. protogynous
C. both and b
D. none of a and b
10. Monkeys and other four-legged animals are classified as
A. oviparous
B. viviparous
C. both and b
D. none of a and b
11. The Philippine eagle is an example of
A. oviparous
B. viviparous
C. both and b
D. none of a and b
12. A new organism develops from an outgrowth or bud due to cell division at
one particular site is called
A. budding
B. fragmentation
2
D. parthenogenesis
13. Process in which an organism divides into two and grow into a new
organism
A. binary fission
B. budding
D. parthenogenesis
For numbers 14-15, refer to the following choices below.
A. Statement I is correct
B. Statement II is correct.
C. Statement I and II are both correct.
D. Statement I and II are both incorrect.
_________14.
I. Aphids can reproduce sexually when condition are stable and
favorable during springs
II. Aphids can reproduce asexually when condition are stable and
favorable during springs
_________15. I. Sexual reproduction involves the union of gametes and it does
not change the number of chromosomes present.
II. Asexual reproduction involves the union of gametes and it does
3
Lesson
1 Perpetuation of Life
There are varieties of organism in animal kingdom possessing different modes of

reproduction depending on the complexity of their morphology and physiology.
Simple organisms reproduce through asexual reproduction – offspring come from a
single parent and has the exact copy of the genes hence referred as “clone”. Sexual
reproduction in animals is the production of new living organism by combining two
gametes from different organism, one male producing motile gamete that must fused
with the egg cell from female organism. Through this process similarity is preserve
with respect to the transfer of genes from the parts to offspring and individuality that
explains the individual characteristics possessed by an organism different from their
parents nor siblings.
What’s In
Activity 1 It’s a Review!

Directions. Write TRUE on the space provided if the statement supports the unifying
themes in the study of life and FALSE if it doesn’t.
_______________ 1. Biological system can be applied to all levels of life starting to the
molecules of our cells all the way up to the whole biosphere.
_______________ 2. All organisms are made up of similar and one kind of cell.
_______________ 3. The coordination of the form and function of parts (form-fit-
function theme) strengthens the structure of life.
_______________ 4. An organism can be completely isolated from its surrounding.
_______________ 5. Energy can be obtained in chemical form in all the food we are
taking in the body.
_______________ 6. The three main structure of plants are flowers, seeds, and
fruits.
_______________ 7. The mature ovule of the flower is called fruit.
_______________ 8. The seed is the matured ovary of the flower after fertilization.
_______________ 9. Seeds pf plants can be dispersed through water, wind and
animals.
_______________ 10. The brightly coloured part of the flower that attract pollinator
are the petals.
4
animal reproduction. All parts are consist of activities. Be guided
with the instruction on how you will answer each. Expectedly you
will meet the target at the end of the module.
What’s New
Activity 2 Spot the difference

Directions. Observe the two pictures below and answer the following question
carefully.
Guide questions.
1. Do you see any similarities and differences in the pictures?

_________________________________________________________________________________
_________________________________________________________________________________
2. If yes, can you describe how the first picture is similar to the other
picture?
_________________________________________________________________________________
_________________________________________________________________________________
3. If no, can you describe how the first picture differs from the second
picture?
_________________________________________________________________________________
_________________________________________________________________________________
5
What is It
Asexual Reproduction
Asexual reproduction is defined as the formation of new individuals from the cells of
a single parent. This is very common in plants less common in animals. Asexual
reproduction does not involve the union of gametes (sperm cell and egg cell) and it
does not change the number of chromosomes present. The resulting offspring is
similar or identical to the parent and without the need for a mate, they are able to
reproduce. There are different types of asexual reproduction in animals.
Activity 3 Reveal me!

Directions. Reveal the terms in grid by replacing the number with the vowels.
A(1) E(2) I(3) O(4) U(5)
1. 1 S 2 X 5 1 L
 Single individual produces offspring
2. F R 1 G M 2 N T 1 T 3 4 N
 Pieces of the parent breaks off and develops into a new animal
B 3 N 1 R Y
3.
 Process in which an organism divides into two and grow into a
new organism
4. B 5 D D 3 N G
 Process outgrowth or callus projecting from the parent and

eventually buds off
6
P 1 R T H 2 N 4 G 2 N 2 S 3 S
5.
 Mechanism of asexual reproduction in which female offspring
develops from unfertilized eggs
6. T R 1 N S V 3 R S 3
 Fission that involves direct reproduction in which each portion

regenerates missing parts to become a complete new animal
depending on the axis of separation
Sexual Reproduction
Sexual reproduction is the perpetuation of a new organism from two organism with
the use gametes. In this process male gametes which is the sperm cell fuses with a
female gamete known as the egg cell to form a diploid cell called zygote containing
two sets of chromosomes. During sexual reproduction the genetic material contained
in their chromosomes combine to produce genetically diverse offspring that is
different from both parents. Humans, frogs, fish, cats and dogs all reproduce through
the method of sexual reproduction.
Activity 4 Fill In
Directions. Complete the description of the illustration in the left column by
choosing the terms in the grid. Write your answer in the spaces.
INSIDE EGG PARENT YOUNG
OVIPAROUS ANIMALS that lay

their ______, with little or no other
embryonic development within the
_________.
VIVIPAROUS ANIMALS bringing

forth live _______ that have
developed _______ the body of the
parent.
7
What’s More
Types and Examples of Asexual Reproduction in Animals

Activity 5 Asexual Reproduction in Animals
Directions. Match animals to the type of asexual reproduction and their descriptions.
Write the type of asexual reproduction and the letter of the description in each
column.
Type of asexual reproduction:
PARTHENOGENESIS BINARY FISSION FRAGMENTATION

TRANSVERSE FISSION BUDDING
Descriptions:
A. The organism split into two separate organism.

B. A new individual grows on the body of its parent.
C. Multiple pieces of the parent breaks off and develops into a new organism.
D. The organism divides into two, leaving one piece headless and the other
tailless each piece grows the missing body parts.
E. Females egg develop into a new organism without being fertilized by a
sperm cell.
ANIMALS DESCRIPTION TYPES

1. honey bee (Apis mellifera)
2. hydra (Hydra oligactis)
3. amoeba (Amoeba proteus)
4. star fish (Asteroidea)
5. flat worms ((plathelminthes)
6. aphids (Myzus persicae)
7. bluegreen algae (cyanobacterium)
8. black worm (Lumbriculus variegatus)
9. yeast (Saccharomyces cerevisiae)
10. paramecium (Pamecium caudatum)
8
Activity 6 Fit me
Directions. Complete each statement by choosing the terms in the grid below. Write
your answers in the box.
PARTHENOGENESIS BUDDING CLONE

FRAGMENTATION TRANSVERSE FISSION BINARY FISSION
1. is a term used to described morphologically and genetically similar

individuals through asexual reproduction.
2. An asexual reproduction in which a new organism develops from an outgrowth or

bud due to cell division at one particular site is called
3. In multicellular organisms it is a form of asexual reproduction in which an

organism is split into fragments where each of these fragments develop into matured,
fully grown individuals that are identical to their parents
4. Fission that involves direct reproduction in which each portion regenerates

missing parts to become a complete new animal depending on the axis of separation.
5. a reproductive strategy that involves development of a female (rarely

a male) gamete (sex cell) without fertilization.
Activity 7 Aphids Reproduction

Directions. Using the diagram, complete the statement below by choosing from the
choices. Write your answer in the blank.
Condition A
Aphids can reproduce asexually when

condition are stable and favorable
during early springs, they can produce
clones through ________________.
(parthenogenesis; budding)
With source of food
Condition B
In autumn, plants prepare for

dormancy, food becomes scarce then
aphids switch to reproductive modes to
produce by _______________ means.
Scarcity of food (sexual, asexual)
9
Examples of Sexual Reproduction in Animals
Activity 8 Sexual Reproduction in Animals
Directions. Classify the following animals as viviparous or oviparous. Write your
answer in the space given.
ANIMALS CLASSIFICATION
1. turtle (Eretmochelys imbricate)

2. eagle (Pithecophaga jefferyi)
3. giraffe (Giraffa camelopardis)
4. salmon (Salmo salar)
5. monkeys (Macaca fascicularis)
6. human (Homo sapiens)
7. frogs (Ran pipens)
8. banobo (Pan paniscus)
9. clownfish (Amphiprion ephippium)
10. cattle (Bos taurus)
Activity 9 Guess Me!

Directions. Complete the statements below by naming the figure/drawing given.
Write your answer on each blank opposite the number.
During sexual reproduction, a haploid 1. unites with a haploid
2. cell to form a diploid. In human the chromosomes of the sperm cell

has n=23 and the egg cell n= 23. After fertilization the combine egg cell and sperm
cell known as 3. contain two set of chromosomes 2n=46. It later grows
and develops to be 4.
1. _________________ 2. ____________________
3. _________________ 4. ____________________
10
Activity 10 Sexual Reproduction
Directions. Using the diagram below, classify if the statement is correct or not as
related to the descriptions of sexual reproduction in animals. Write True if it is
correct and False if incorrect on the space given.
__________1. Offsprings are different from the parent organism.

__________2. This process, as shown by the image above, creates a variety of
genetic make-up which is the driving force behind evolution.
__________3. Sexual reproduction requires three parents.
__________4. Asexual reproduction produces a greater chance of variation
within a species than sexual reproduction would.
__________5. This variation improves the chances that a species will adapt to
his environment and survive.
__________6. Only one sperm can fertilize an egg cell.
__________7. Egg cell in human has 46 chromosomes.
__________8. Sperm cell in human has 23 chromosomes.
__________9. In sexual reproduction, not only do you need two gametes for
fertilization, one has to be male, the other female.
__________10. Genetic “errors” happen more frequently because meiosis is more
complex than mitosis and diploid organisms have more
chromosomes to double.
11
Activity 11
Directions. Arrange the jumbled words and complete the description in the next
column. Use the words in the box.
HERMAPHRODITISM TWO ; MONOECIOUS
SEQUENTIAL HERMAPHRODITISM FEMALE; MALE
1. ____________ are
A. individuals possess
M S I T I D O R H P A M R E H 2. ____________
reproductive system and
referred to as 3.
____________.
May self-fertilize or may
mate with another specie
fertilizing each other to
produce offspring.
(earthworms, slugs,
tapeworms and snails
B. 4. ____________ occurs
S Q E L I A T N U E when an organism change
its sex.
Types
M S I T I D O R H P A M R E H Protogynous
(5. ____________ converting
to male) (Wrasse or reef
fish)
Protandrous
(6____________converting to
female) (Clown fish)
What I Have Learned
1. Animals can reproduce through asexual and sexual means.

2. Asexual reproduction in animals have different types such as : Binary fission
where organism split into two separate organism; Budding is when new
individual grows on the body of its parent; Fragmentation happens when
multiple pieces of the parent breaks off and develops into a new organism;
Transverse fission occur when an organism divides into two, leaving one piece
headless and the other tailless each piece grows the missing body parts and
parthenogenesis when females egg develop into a new organism without being
fertilized by a sperm cell.
12
3. Sexual reproduction in animals/ organism is when two organism reproduce
using their gametes the sperm and egg cell both have a haploid number of
chromosomes.
4. Oviparous animals that lay their eggs, with little or no other embryonic
development within the parent.
5. Viviparous animals bringing forth live young that have developed inside the
body of the parent.
6. Asexual reproduction requires only one parent while sexual reproduction
requires two parents.
Activity 12
Directions. Fill up the conceptual diagram about animal reproduction.
ANIMAL
REPRODUCTION
13
What I Can Do
Activity 13 The life cycle of a clown fish
Direction. Using the diagram arrange the events occurring in the life of a clown fish.
Write your answer on the space before the number. (Use letter a-g)
________1. Adult clown fish either remains male or become female.

________2. Fertilized eggs are laid on a piece of coral near the anemone where
they live.
________3. Mating dance occur where clown fish chase each other to where the
eggs will be laid and repeat the process.
________4. The newly hatched clown fish started its life as male and is called
fry.
________5. The biggest clownfish will always become female.
________6. The fry catch their own food and become darker in shade as they
age.
________7. The male clown fish attract the female clown fish through courting
as pulling and biting of fins.
14
Assessment
1. The organism split into two separate organism like in bacteria?

A. binary fission
B. budding
C. fragmentation
D. parthenogenesis
2. Flat worms (planarians) divides into two, leaving one piece headless and the
other tailless each piece grows the missing body parts .
A. binary fission
B. budding
C. fragmentation
D. parthenogenesis
3. A new individual grows on the body of its parent like hydra and yeast.
A. binary fission
B. budding
C. fragmentation
D. parthenogenesis
4. Reproduction in animals that involves production of new living organism by
combining two gametes from different organism, one male producing motile
gamete that must fused with the egg cell from female organism.
A. asexual
B. sexual
C. both and b
D. none of a and b
5. Individuals that possess two reproductive systems are referred to as
monoecoius.
A. budding
B. hermaphroditism
C. transverse fusion
D. transverse fission
6. Sperm cell and egg cell are used in sexual reproduction among animals. What
is the collective term for them?
A. body cells
B. gametes
C. both a and b
D. none of a and b
15
7. Hermaphroditism is also termed as _____________.
A. dioecious
B. monoecious
C. both and b
D. none of a and b
8. Which is TRUE about asexual reproduction in animals.
A. Involves more amount of time in the process.
B. Produce identical offspring like the parents.
C. Utilize gametes of the body.
D. Variety of genetic make-up is produced.
9. It is the term called for organism that shifts from female to male like reel fish.
A. protandrous
B. protogynous
C. both a and b
D. none of a and b
10. Giraffe and lion are examples of
A. oviparous
B. viviparous
C. both and b
D. none of a and b
11. Salmon and other bony fish are examples of
A. oviparous
B. viviparous
C. both and b
D. none of a and b
12. Mechanism of asexual reproduction in which female offspring develops from
unfertilized eggs
A. budding
B. fragmentation
D. parthenogenesis
13. It involves direct reproduction in which each portion regenerates missing
parts to become a complete new animal depending on the axis of separation
A. budding
B. fragmentation
D. parthenogenesis
16
_________14. I. The male clown fish attract the female clown fish through
courting as pulling and biting of fins.
II. The biggest clownfish will always become female.
_________15. I. Sexual reproduction involves the union of gametes and it does
II. Asexual reproduction involves the union of gametes and it does
Make a 300 word essay answering one of the questions below. Upload the essay using
your name as saved file in the class shared drive (for the blended learner) or submit
your answer sheets to your teacher (modular learners). Accomplished using legal size
paper, single spaces, normal margin and Century Gothic 11.
1. How will the offspring be affected if one of the gametes or one of the parents
carry an impaired number of haploid chromosomes? Cite an example to justify
your answer. Answer in 10 maximum sentences only.
2. How would you explain the relationship of life perpetuation with the evolution
of life?
17
18
What's More What's More What I Know
Activity 10 Activity 5 1.A
1. true 1. E, Parthenogenesis 2.C
2. true 2. B, Budding 3.B
3. A, Binary Fission
3. false 4.A
4. C, Fragmentation
4. false 5. D. Fragmentation 5.B
5. true 6. E. Parthenogenesis 6.C
6. true 7. A. Binary Fission 7.A
7. true 8. C. Fragmentation 8.C
8. true 9. B. Budding 9.A
9. true 10. A. Binary Fission
10.B
10. true 11.A
Activity 6
Activity 11 1. clone 12.A
1. hermaphroditism 2. budding 13.A
2. sperm cell 3. fragmentation 14.B
3. fertilization 4. transverse fission 15.A
4. sequential 5. parthenogenesis What's in
hermaphroditism Activity 1
5. oviparous Activity 7
1. TRUE
1. parthenogenesis
What can I do 2. FALSE
2. sexual
Activity 13 3. TRUE
1. d What's More 4. FALSE
2. a Activity 8 5. TRUE
3. g 1. oviparous 6. TRUE
4. b 2. oviparous 7. FALSE
3. viviparous
5. e 8. FALSE
4. oviparous
6. c 5. viviparous 9. TRUE
7. f 6. viviparous 10. TRUE
Assessment 7. oviparous What's New
1.A 8. viviparous Activity 2
2.A 9. viviparous Answer may vary among
3.B 10. viviparous students’ perceptions.
4.B What's It
Activity 9
5.B 1. sperm Activity 3
6.B 2. egg 1. asexual
7.B 3. zygote 2. fragmentation
8.B 4. offspring/child 3. binary fission
9.B 4. budding
10.B 5. parthenogenesis
11.A 6. transverse
12.D Activity 4
13.C 1. egg; parent
14.C 2. young, inside
15.B
Answer Key
References
Basco-Tiamzon, M.E. Z, Avissar, Y.,Choi J.,Desaix, J., Jurukovski V., Wise, R., Rye,
C. “General Biology 2 Senior High School Textbook” Published 2016 Vibal
Group, Inc.
Bayo-ang, R.B., Coronacion, M.L.G., Jorda, A.T., Restubog, A.J. “Earth and Life
Science for Senior High School” Published 2016 Educational Resources
Corporation
Commission on Higher Educvation. Earth and Life Science for Senior High School.
Education, 2016
19

Telefax: (632) 8634-1072; 8634-1054; 8631-4985
20
Genetic Engineering
Quarter 2 – Module 24: Genetic Engineering
First Edition, 2020
over them.


Writers: Nerissa E, Manila
Jocelyn M. Manset
Job S. Zape Jr.
Job S. Zape Jr.
Elaine T. Balaogan
Merthel M. Evardome
Nadine C. Celindro
Nicolas M. Burgos
Mario B. Maramot
Fe M. Ong-ongowan

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
Genetic Engineering
Welcome to the (Earth and Life Science Grade 11) Alternative Delivery Mode
(ADM) Module on (Genetic Engineering) !
the module:

ii
For the learner:
Welcome to the Mathematics 7 Alternative Delivery Mode (ADM) Module on (Lesson

1: Genetic Engineering)!
module.

module.





iii

competency.

learned concepts.

module.

this module.
not alone.
iv
What I Need to Know

 Lesson 1 – Genetic Engineering

1. define genetic engineering;
2. describe the techniques in genetic engineering as based on the situation
given;
3. appreciate the role of genetic engineering to human life.
What I Know
paper.
1. Organisms that have transferred DNA from other organisms are called
A. genetically modified organisms C. both a and b
B. transgenic organisms D. none of a and b
2. It is a process in which animals with desired characteristics are mated to
produce offspring with those desired traits is called
A. cloning C. inbreeding
B. hybridization D. selective breeding
3. It is a process of creating an organism that has an exact genetic copy of
another.
A. artificial selection C. gene splicing
B. cloning D. selective breeding
4. A technique in artificial selection that involves propagation of organisms with
desired traits
B. hybridization D. selective breeding
5. It is a process where a DNA is cut out from one organism and put into
another organism.
A. cloning C. gene splicing
B. gel electrophoresis D. selective breeding
6. A recent technology used in genetic engineering is called
A. DNA Recombinant technology C. both a and b
B. Recombinant DNA technology D. none of a and b
7. A tool in genetic engineering where it cut and bind DNA nucleotides from two
sources.
A. bacteriophage C. plasmid
B. enzymes D. vector
8. It is a tool that helps in carrying and integrating the desired gene.
A. bacteriophage C. plasmid
B. enzymes D. vector
9. It is produced when two different nucleotides had been fused as one.
A. DNA C. restricted DNA
B. recombinant DNA D. vector DNA
10. All are tools in recombinant DNA technology except
A. enzymes C. restriction enzymes
B. host organisms D. vectors
11. All are ancient practices of genetic engineering except
A. hybridization C. recombinant technology
B. inbreeding D. selective breeding
12. Two individuals with unlike characteristics are crossed to produce the best in
both organisms.
B. Hybridization D. selective breeding
12. It is a process where a DNA is cut out from one organism and put into
another organism.
A. cloning C. gene splicing
B. gel electrophoresis D. selective breeding
13. Most used host organism in recombinant DNA technology
A. bacteria C. plasmids
B. cells D. vectors
_________14. I - Since ancient time the practice of genetic engineering had begun.
II - Artificial selection is done to indirectly manipulate genes focusing
on the physical traits among organisms.
_________15. I – Vectors help in Recombinant DNA technology by carrying and
integrating the desired gene usually plasmids and
bacteriophages.
II - Host organism is used to propagate the recombinant DNA.
Lesson
1 Genetic Engineering
Genetic engineering is the direct manipulation of an organisms’ genes using

biotechnology. It covers different kinds of technologies used to alter the genomes that
includes the insertion of genes from other individual either the same or from different
species that aims to produce or improve products.
What’s In
Activity 1 DNA, Genes, Proteins, Individual Trait

Using the diagram below and the grid to answer the question below.
DNA
GENES
PROTEINS
TRAIT
BENT FINGER
1. What are the roles of the DNA, genes and proteins in each trait?
2. How would you relate the individual trait or characteristics to proteins,
genes and DNA?
3. Would the manifestation of a trait be affected once the DNA nor the genes
are altered?
This module will help you to understand the concepts about the process of
genetic engineering. All parts are consist of activities. Be guided with the
instruction on how you will answer each. Expectedly you will meet the
target at the end of the module.
What’s New
“Genetics become my all consuming passion. I wanted to create the perfect species.
One that does not just live on our planet but one that makes it better for future
generations.” – Yasmina Haque_
Activity 2. Students are asked to answer the questions.

1. What do you think are the objectives of scientists in genetic engineering?
2. How are scientists able to realize their objectives in genetic engineering?
3. Can you cite the techniques in genetic engineering scientists utilize in creating
outcomes?
What is It
Since ancient times the practice of genetic engineering had begun. Artificial selection
is done to indirectly manipulate genes focusing on the physical traits among
organisms. Breeders choose which organism to mate and produce offspring with
desirable traits. They maintain this procedure without control of what genes can be
passed. Selective breeding is a process when animals with desired characteristics are
mated to produce offspring with those desired traits such as Angus cows are bred to
increase more meat. Hybridizations are when two individuals with unlike
characteristics are crossed to produce the best in both organisms like the disease
resistant potato called the Burbank potato. Inbreeding is a technique of breeding
organisms that are genetically similar to maintain desired traits found in the pure
dog breeds. As defined genetic engineering is the process of changing the DNA in
living organisms to create something new. It involves artificial manipulation,
modification, and recombination of DNA or other nucleic acid molecules to modify an
organism or population of organisms.
Recombinant DNA Technology
Recombinant DNA is made by mixing DNA from two different sources. Restriction
enzymes was discovered in 1968 by Swiss microbiologist Werner Arbe. This was used
to splice, connect (or ligate), and remove or add nucleotides to sequences of the DNA.
This is process is used in recombinant DNA technology to remove and insert genetic
sequences from and into other sequences of another organism. Inserting the desired
gene into the genome of the host involves the selection of the desired gene for
administration into the host followed by a selection of the perfect vector (either
plasmid or bacteriophage) with which the gene has to be integrated, thus
recombinant DNA is formed. The recombinant DNA has to be introduced into the
host, maintained and carried forward to the offspring. Biotechnology and
pharmaceutical companies practice this technique in working with medical and
research purposes.
What’s More
Activity 3 Match me!

Using the terms in the box, match the genetic techniques in their descriptions.
Write your answer in the space given.
GEL ELECTROPHORESIS; GENE SPLICING

CLONING; INBREEDING
HYBRIDIZATION; SELECTIVE BREEDING
ARTIFICIAL SELECTION; GENETIC ENGINEERING
________________1. A science of changing the DNA in living organisms to create

something new
________________2. Breeders choose which organism to mate to produce offspring
with desired traits.
________________3. Animals with desired characteristics are mated to produce
offspring with those desired traits.
________________4. Two individuals with unlike characteristics are crossed to
produce the best in both organisms.
________________5. Breeding of organism that genetically similar to maintain
desired traits.
________________6. Creating an organism that is an exact genetic copy of another
________________7. DNA is cut out of one organism and put into another organism
________________8. A technique used to compare DNA from two or more
organisms.
What I Have Learned
1. Genetic engineering is the processes of changing the DNA in living organisms

to create something new.
2. Artificial selection is practiced to indirectly manipulate genes focusing on the
physical traits among organisms. This include selective breeding,
hybridization and inbreeding.
3. Genetic engineering is referred to various techniques used for the
modification or manipulation of organisms through the processes
of heredity and reproduction.
4. This includes cloning, gene splicing, gel electrophoresis and DNA
recombinant technology.
5. Recombinant DNA technology use to remove and insert genetic sequences
from and into other sequences of other organism.
6. The tools used in Recombinant DNA technology are restriction enzymes,
vectors and host organisms.
What I Can Do
Activity 4 Genetic Engineering Techniques

Directions. Distinguish the techniques in genetic engineering as based on the
situation and examples given. Write the letter of the choices.
A. Artificial selection B. Selective breeding C. Hybridization D. Inbreeding

E. Cloning F. Gene splicing G. Gel electrophoresis: analyzing DNA
____1. When animals with desired characteristics are mated to produce offspring
with those desired traits. Dachshund were once bred to hunt badgers and
other burrowing animals.
____ 2. Creating an organism that is an exact genetic copy of another. They will
have the same exact DNA as the parent.
____3. DNA is cut out of one organism and put into another organism. A trait will
be transferred from one organism to another.
____4. Luther Burbank created a disease resistant potato called the Burbank
potato. He crossed a disease resistant plant with one that had a large food
producing capacity.
____5. A technique used to compare DNA from two or more organisms.
____6. Breeding of organism that genetically similar to maintain desired traits. It
keeps each breed unique from others.
Activity 5 Genetic Engineering Techniques

Directions. Express your idea, whether you agree or disagree in the following
statements about the current technology in genetic engineering. Write your answers
in your journal notebook. Choose two from the three techniques.
1. Monkeys have been Cloned, Paving the way for Human Cloning
__________________________________________________________________________________
__________________________________________________________________________________
2. Bacteria as Living Microrobots to Fight Cancer

__________________________________________________________________________________
__________________________________________________________________________________
3. Two genetic regions (variants in both ABO blood group locus and cluster of genes
in chromosome 3) Linked with Severe COVID-19
__________________________________________________________________________________
__________________________________________________________________________________
Assessment
1. It is the process of manipulating genes in order to have the desired trait.

2. It is the process of breeding an organism that are genetically similar to
maintain desired traits. It keeps each breed unique from others.
A. artificial selection C. inbreeding
3. It is a technique where the DNA is cut out of one organism and put into another
organism. A trait will be transferred from one organism to another.
A. artificial selection C. genesplicing
B. cloning D. gel electrophoresis
4. It is a technique of creating an organism that is an exact genetic copy of the
other organism.
B. cloning D. gel electrophoresis
5. An applied science of manipulating the genetic material of an organism through
artificial selection and biomedical techniques
A. artificial selection C. genetic engineering
6. It is referred to the joining of almost any nucleotide sequences to create a new
gene product or to introduce a new gene sequence.
A. DNA Recombinant technology C. both a and b
B. Recombinant DNA technology D. none of a and b
7. It is produced chiefly by certain bacteria and has the property of cleaving DNA
molecules at or near a specific sequence of bases.
A. bacteriophage enzymes C. restriction enzymes
B. plasmid enzymes D. vector enzymes
8. Most common vector used in genetic engineering techniques
A. bacteriophage and plasmid C. plasmid and DNA
B. enzymes and plasmid D. restriction enzymes and DNA
9. Which is not performed to produce recombinant DNA?
A. Insertion of the genetic sequences into other sequences of another
organism.
B. Removal of the genetic sequences of an organism.
C. Selection of the perfect vector with which the gene must be integrated
D. Selection of the perfect enzymes with which the gene must be
integrated.
10. Which is not a tool in recombinant DNA technology?
A. enzymes C. restriction enzymes
B. host organisms D. vectors
11. Which is not an ancient practice of genetic engineering?
A. hybridization C. recombinant technology
B. inbreeding D. selective breeding
12. Two individuals with unlike characteristics are crossed to produce the best in
both organisms.
B. cloning D. hybridization
13. In recombinant DNA technology which is most used as a host organism?
A. bacteria C. plasmid
B. cells D. vectors
_________14. I - Since ancient time the practice of genetic engineering had begun.
II - Artificial selection is done to directly manipulate genes focusing
on the physical traits among organisms.
_________15. I – Enzymes help in Recombinant DNA technology by carrying and
integrating the desired gene usually plasmids and bacteriophages.
II - Host organism are used to propagate the recombinant DNA.
Activity 6 PROS and CONS

A. Directions. Conduct a short interview with one or two of your family members.
Ask them about how they think the positive and negative effects of genetic
engineering. List all their responses.
QUESTIONS RESPONSES
B. Make a list of pros and cons of genetic engineering summarizing the interview done.
Fill up the table below.
PROS CONS
 
 
 
 
 
What’s More
Assessment Activity 3 What I Know
1. genetic engineering 1.C
1.C 2. artificial selection
2.C 2.D
3. selective breeding 3.B
3.C 4. hybridization
4.B 4.D
5. inbreeding 5.C
5.C 6. cloning
6.B 6.B
7. gene splicing 7.B
7.C 8. gel electrophoresis
8.A 8.D
What can I do 9.B
9.D
10.C 1. B 10.C
11.C 2. E 11.C
12.D 3. F 12.B
13.A 4. C. 13.A
14.A 5. G 14.C
15.B 6. D 15.C
Answer Key
References
Group, Inc.
Corporation
Education, 2016

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Benefits of Genetically Modified
Organisms
Quarter 2 – Module 25: Benefits of Genetically Modified Organisms
First Edition, 2020
over them.


Writers: Nerissa E, Manila
Jocelyn M. Manset
Job S. Zape Jr.
Layout Artist: Anselma M. Ebero, Jocelyn M. Manset, Julie Anne V. Vertudes

Job S. Zape Jr.
Elaine T. Balaogan
Merthel M. Evardome
Nadine C. Celindro
Nicolas M. Burgos
Mario B. Maramot
Fe M. Ong-ongowan

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
Benefits of Genetically Modified
Organisms
Welcome to the (Earth and Life Science Grade 11) Alternative Delivery Mode
(ADM) Module on Benefits of Genetically Modified Organisms) !
the module:

ii
For the learner:
Welcome to the Mathematics 7 Alternative Delivery Mode (ADM) Module on (Lesson

1: Genetic Engineering)!
module.

module.






iii
competency.

learned concepts.

module.

this module.
not alone.
iv
What I Need to Know

 Lesson 1 – Benefits of Genetic Engineering

1. classify the situation given as a benefit or risk in using GMO
2. express one’s perception in the use of GMO
What I Know
paper.
1. What do you call the technique wherein there is the transfer of genes from one
organism to another?
B. genetic engineering D. selective breeding
2. What is the other term for genetically modified organism?
A. genetically spliced organism C. both a and b
B. transgenic organism D. none of a and b
3. What do you call the process of genetic engineering that is aimed for improving
health conditions in producing vaccines?
A. cloning C. recombinant DNA technology
B. gene splicing D. selective breeding
4. What is the term used for the ethical implications and applications of genetic
engineering?
A. bioethics C. biogenesis
B. biogenetics D. biosynthesis
5. What do you call the hybrid of tiger and lion?
A. gerlion C. lioner
B. liger D. tilion
6. What do you call the transgenic organism that is injected with scorpion venom
aimed to kill caterpillars?
A. venomous cabbage C. venomous cotton
B. venomous corn D. venomous soy
7. What do you call the transgenic organism that contained human protein per
liter of milk and found to be more nutritionally balance?
A. transgenic cow C. transgenic spider
B. transgenic goat D. transgenic scorpion
8. What transgenic organism can produce a fluorescent protein in its fur?
A. luminous cat C. luminous goat
B. luminous cow D. luminous spider
For numbers 9-15, refer to the following choices.
B. Statement II is correct
C. Statement I and II are correct
D. Statement I and II are incorrect
______9. I. Genetically modified plants have created resistance to harmful
agents, enhanced product yield, and shown increased adaptability
for better survival
II. Recombinant DNA technology has applications in various area
like medicine focusing on the discoveries of medicine to cure and
improve human health and nutrition
_____10. I. Genetically modified organisms (GMO) are products of
recombinant DNA technology
II. Translated organisms are other term for genetically modified
organisms
______11. I. Corn Resistance to insect pests, specifically the European corn
borer, through expression of the insecticidal protein Cry1Ab
from Bacillus thuringiensis
II. Vaccines in Maize Hepatitis B virus surface antigen (HBsAg)
produced in transgenic maize induces immune response when
injected into mice.
______12. I. Synthesis of synthetic human hemoglobin and erythropoietin by
genetically modified bacteria
II. Human growth hormone which cure blood clotting among
arteries
______13. I. Human clotting factors have also been produced in the milk of
transgenic cows
II. “Pharm” animals were produced to synthesize pharmaceutical
products
______14. I. Crops like potato, tomato, soybean and rice are currently being
genetically engineered to obtain new strains with better nutritional
qualities and increased yield.
II. Angus cows give enhanced milk that can produce silk stronger
than steel
______15. I. Eherichia coli has injected human gene to produce hormone
insulin.
II. Liger is hybrid of tiger and lion.
Lesson
Benefits of Genetic
1 Engineering
As defined Genetic engineering is the processes of changing the DNA in living
organisms to create something new. It involves artificial manipulation, modification,
and recombination of DNA or other nucleic acid molecules in order to modify an
organism or population of organisms.
Recombinant DNA technology has applications various area like medicine focusing
on the discoveries of medicine to cure and improve human health and nutrition
aimed to produce good quality and high quantity crops.
What’s In
Activity 1. Guess Me!

Directions. Answer the puzzle by writing your answers in the grid.
1 2 3
2
3
4
4
DOWN ACROSS
1. Enzymes that help cut and 1. Technology used to remove and insert
synthesize DNA nucleotide genetic sequences from and into other
sequences.
2. Process to produce identical 2. Organisms where the recombinant

organism without using gametes DNA is introduced usually bacteria.
3. Practiced to indirectly manipulate 3. Breeding of organism that are

genes focusing on the physical traits genetically similar to maintain desired
among organisms. traits.
4. DNA is cut out of one organism and 4. Technique used to compare DNA from
put into another organism two or more organisms.
This module will help you to understand the concepts about the process of
benefits of genetic engineering. All parts are consist of activities. Be guided
with the instruction on how you will answer each. Expectedly you will meet
the target at the end of the module.
What’s New
Activity 2 Transgenic (GM) Organisms

Directions. Name the transgenic organism based from the description given by
filling up the missing letters.
1. __ __ A __ __ __ E taste of grapes but looks like apple
contained human protein per litre of

2. __ __ A __ __ __E __I __ __O__ milk and found to be more nutritionally
balance
3. __E __O__OU___ injected with scorpion venom aimed to

__A__ __ AG ___ kill caterpillars
4. B__N__N__ V__CC___N___ can produce virus proteins against

hepatitis and cholera
5. E___ ___ ___E__I __ __IA insulin gene is injected to bacteria to

___O___I produce hormone insulin
6. SP__D__R G___ ___T spider enhanced milk that can produce

silk stronger than steel
7. L__M__N__ __S C___T produce a fluorescent protein in its fur
8. L__G___R hybrid of tiger and lion

What is It
The aim of planting genetically modified organism and its commercial use is to help
improve farming methods efficiently and productively. Some of the most common
crops are soybean, maize, cotton, canola, alfalfa, papaya, eggplant, potato, apple,
safflower, pineapple, and sugarcane.
Genetically modified plants have created resistance to harmful agents, enhanced
product yield, and shown increased adaptability for better survival. Recombinant
technology has been widely used in improving crop varieties. Several transgenic or
genetically modified organisms (GMO) have been produced. Genetically Modified
organism are also called transgenic organism, since genes are transferred from one
organism to another. Recombinant DNA technology is playing a vital role in
improving health conditions by developing new vaccines and pharmaceuticals. The
treatment strategies are also improved by developing diagnostic kits, monitoring
devices, and new therapeutic approaches. Synthesis of synthetic human insulin and
erythropoietin by genetically modified bacteria; human growth which cure stunted
growth; tissues plasminogen activator which dissolves blood clots among patients
who had heart attack; transgenic pigs used to produced human hemoglobin; human
clotting factors have also been produced in the milk of transgenic goats; production
of “pharm” animals to synthesize such as pharmaceutical products and production
of new types of experimental mutant mice for research purposes.
Production of human insulin in bacteria

The transfer of human gene to bacteria Escherichia coli aims to have a mass
production of human insulin to cure diabetes mellitus. Insulin gene is extracted from
a human cell and spliced into a plasmid vector before inserted into a bacterial cell.
The transgenic bacteria are selected and cultured to be able to increase its number
carrying human insulin gene. The bacteria are harvested, purified and packed for
human use.
List of genetically modified organisms
Purpose Plant Descriptions
Herbicide Soybean Glyphosate herbicide (Roundup) tolerance conferred by

tolerance expression of a glyphosate-tolerant form of the
plant enzyme 5-enolpyruvylshikimate-3-phosphate
synthase (EPSPS) isolated from the soil
bacterium Agrobacterium tumefaciens, strain CP4
Insect Corn Resistance to insect pests, specifically the European
resistance corn borer, through expression of the
insecticidal protein Cry1Ab from Bacillus thuringiensis
Altered fatty Canola High laurate levels achieved by inserting the gene for
acid ACP thioesterase from the California bay
composition tree Umbellularia californica
Virus resistance Plum Resistance to plum pox virus conferred by insertion of a
coat protein (CP) gene from the virus
Vitamin Rice Three genes for the manufacture of beta-carotene, a

enrichment precursor to vitamin A, in the endosperm of the rice
prevent its removal (from husks) during milling
Vaccines Tobacco Hepatitis B virus surface antigen (HBsAg) produced in
transgenic tobacco induces immune response when
injected into mice
Oral vaccines Maize Fusion protein (F) from Newcastle disease virus (NDV)
expressed in corn seeds induces an immune response
when fed to chickens
https://www.nature.com/scitable/topicpage/genetically-modified-organisms-gmos-transgenic-
crops-and-732/
Activity 3 Uses of Transgenic (GM) Organisms

Direction. Match the following genetically modified organism to its application by
writing on the space given. Write the letter that corresponds to your answer on the
space before the number
______1. Cotton A. Medicine/ Health Proposes
______2. Soy oil B. Energy sources
______3. Corn for livestock feeds C. Manufacturing products
______4. Large quantities of tomatoes D. Good yield/ Food supply
______5. Biodiesel and ethanol from corn E. High Quality Crops
______6. Drugs and genes
What’s More
Bioethics is the study of controversial ethics brought about by advances in biology

and medicine. Bioethics is multidisciplinary. It blends philosophy, theology, history,
and law with medicine, nursing, health policy, and the medical humanities .
It is concerned with all the ethical questions that arise in the relationships among
life sciences and the cited fields. Bioethics is commonly understood that refers to the
ethical implications and application of the health-related life sciences including
biotechnology, such as cloning, gene therapy, life extension, human genetic
engineering. It promotes critic reflection about ethical conflicts, which are caused by
progressing in life science and medicine.
Activity 4 Benefit and Risk of GMO

Direction. Write the letter B if the statement given is a benefit while the letter R if it
is a risk from the use of genetically modified organism.
________1. Crops like potato, tomato, soybean and rice are currently being genetically
engineered to obtain new strains with better nutritional qualities and increased yield.
________2. Genetic engineering in food can be used to produce totally the same or
identical substances such as proteins and other food nutrients.
________3. Positive genetic engineering deals with enhancing the positive traits in an
individual like increasing longevity or human capacity while negative genetic
engineering deals with the suppression of negative traits in human beings like certain
genetic diseases.
________4. Genetic engineering in food involves the alteration of genes in crops.
________5. While increasing the immunity to diseases in plants, the resistance genes
may get transferred to the harmful pathogens.
________6. Genetic engineering can hamper the diversity in organisms.
________7. The genetic modification of foods can be used to increase their medicinal
value, thus making edible vaccines available.
What I Have Learned
1. Genetic Engineering is the process of changing the DNA in living organisms

to create something new.
2. Genetically modified organism is also called transgenic organism because
there was a transfer of genes from one organism to another.
3. Planting GMO and its commercial use improve farming methods efficiently
and effectively.
4. Recombinant DNA technology is playing a vital role in improving health
conditions by developing new vaccines and pharmaceuticals.
5. Bioethics is the ethical implication and application of the health-related life
sciences biotechnology such as cloning, gene therapy, life extension, human
genetic engineering.
What I Can Do
Activity 6. What is your stand?

Directions. Below are some of the arguments about the use of transgenic organism.
In your own perspective, explain your answer in not more than 5 sentences.
1. Among the cited examples of GMO, which do you think is the most
beneficial?
2. If you are a farmer would you take the chance of growing crops that are
pest resistant? Why or why not?
3. Considering the knowledge gained in genetic engineering, would you try to
patronize GMO fruits and vegetables? Why or why not?
4. Is creating or altering genes of an organism a form of Blasphemy to the
creator (God)? Why?
5. Is genetic engineering morally permissible or not?
Assessment
1. What do you call the process of manipulating genes in order to have the desired
trait?
2. Which among the choices is the other term for genetically modified organism?
A. artificially selected organism C. selected organism
B. cloned organism D. transgenic organism
3. Which among the choices below is used for improving health condition by
producing vaccines and pharmaceuticals?
A. cloning C. recombinant DNA technology
B. gene splicing D. selective breeding
4. Which is referred to as the ethical implications and applications of the
process of genetic engineering?
A. bioethics C. biogenesis
B. biosystematics D. biogenetics
5. What do you call the transgenic organism that taste of grapes but looks like
apple?
A. Aplgrapes C. grapple
B. Aplres D. legrapes
6. What is the transgenic organism that insulin gene is injected to produce

hormone insulin?
A. Amoeba proteus C. both and b
B. Escherichia coli D. none of a and b
7. What plant is used to produce virus proteins against hepatitis B?
A. alfalfa C. soy beans
B. corn D. tobacco
8. What animal is used to enhance milk to produce silk stronger than steel?
A. cow C. scorpion
B. lion D. spider
For numbers 9-15, refer to the following choices.
B. Statement II is correct
C. Statement I and II are correct
D. Statement I and II are incorrect
______9. I. Genetically modified plants have created resistance to harmful
agents, enhanced product yield, and shown increased adaptability
for better survival
II. Recombinant DNA technology has applications in various area
like medicine focusing in the discoveries of medicine to cure and
improve human health and nutrition
_____10. I. Genetically modified organisms (GMO) are products of
recombinant DNA technology
II. Translated organisms are other term for genetically modified
organisms
______11. I. Corn Resistance to insect pests, specifically the European corn
borer, through expression of the insecticidal protein Cry1Ab
from Bacillus thuringiensis
II. Vaccines in Maize Hepatitis B virus surface antigen (HBsAg)
produced in transgenic maize induces immune response when
injected into mice.
______12. I. Synthesis of synthetic human haemoglobin and erythropoietin
by genetically modified bacteria
II. Human growth hormone which cure blood clotting among
arteries
______13. I. Human clotting factors have also been produced in the milk of
transgenic cows
II. “Pharm” animals were produced to synthesize pharmaceutical
products
______14. I. Crops like potato, tomato, soybean and rice are currently being
genetically engineered to obtain new strains with better nutritional
qualities and increased yield.
III. Angus cow give enhanced milk that can produce silk stronger than
steel
______15. I. Eherichia coli has injected human gene to produce hormone
insulin.
II. Liger is hybrid of tiger and lion.
1. Watch the video in the website:

https://www.youtube.com/watch?v=KonUXpTv0SI
2. Show your learnings in the module by choosing from any of the platforms
suggested below to be uploaded in our Google Drive folder named as ELS1stQ
 an info graphics
 a one- page essay with maximum 300 words
What’s More What’s New What I Know
Activity 4
1. B 5. R Activity 2 1.B 9. C
2. B 6. R 1. grapple 2.B 10. A
3. B 7. B 2. venomous cabbage 3.C 11. A
4. R 3. Spider goat 4.A 12. D
Assessment 4. liger 5.B 13. B
1.C 9. C 5. luminous cat 6.A 14. A
2.D 10. A 6. Escherichia coli 7.A 15. C
3.C 11. A 7. transgenic cow 8.A
4.A 12. D 8. Banana vaccine What’s In
5.C 13. B Down
6.B 14. A Activity 3 1. restriction
7.D 15. C 1. C 2. cloning
8.C 2. C 3. artificial
3. C 4. gene
4. D Across
5. B 1. recombinant DNA
6. A 2. host
3. inbreeding
4. gel electrophoresis
Answer Key
References
Group, Inc.
Corporation
Education, 2016
Phillips, T. “Genetically modified organisms (GMOs): Transgenic crops and

recombinant DNA technology. Nature Education 1(1):213” Published 2008
Accessed June 6, 2020
https://www.nature.com/scitable/topicpage/genetically- modified-
organisms-gmos-transgenic-crops-and-732/
What is Bioethics? Accessed June 4, 2020 https://www.bioethics.msu.edu/what-is-

bioethics

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Organ Systems of
Representative Animals
Quarter 2 – Module 26: Organ Systems of Representative Animals
First Edition, 2020
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Every effort has been exerted to locate and seek permission to use these materials from
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Writers: Lillet L. Rosales
Reviewers: Franz Kevin Manalo, Dominic Almirez, Princess Paolah L. De Guzman, Marissa C. Betchaida, Louie L.
Alvarez, Gregorio M. De Chavez Jr., Jocelyn M. Manset, Mario B. Maramot, Elaine T. Balaogan, Job S. Zape Jr.
Illustrator: Cherry Amor R. Laroza, Lovely Joy La Rosa, Charles Erick A. Jusay, Sandro Carlo B. Tablizo
Layout Artist: Elizalde L. Piol, Anselma M. Ebero, Julie Anne V. Vertudes
Job S. Zape Jr.
Elaine T. Balaogan
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Nicolas M. Burgos
Mario B. Maramot
Fe M. Ong-ongowan

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
Organ Systems of
Welcome to the Earth and Life Science Grade 11 Alternative Delivery Mode
(ADM) Module on Organ Systems of Representative Animals.
This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.
the module:
This contains helpful tips or strategies that will help you in guiding the learners
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.
ii
For the learner:
Welcome to Earth and Life Science Grade 11 Alternative Delivery Mode (ADM)
Module on Organ Systems of Representative Animals.
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!
This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.
competencies you are expected to learn in
the module.

module.


What is It This section provides a brief discussion of

the lesson. This aims to help you discover


sentence/paragraph to be filled in to
process what you learned from the lesson.

help you transfer your new knowledge or
iii

competency.

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

module.
References This is a list of all sources used in

developing this module.
1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
not alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
iv
What I Need to Know
the nature of Animal Organ Systems. The scope of this module permits it to be used in
vocabulary level of students. The lessons are arranged to follow the standard sequence
of the course. But the order in which you read them can be changed to correspond
with the textbook you are now using.
The module is divided into three lessons, namely:

 Lesson 1 – Characteristics of Different Organ System of representative animals.

1. identify the different organ systems of representative animals;
2. describe the characteristics of different organ systems of representative
animals.
1
What I Know
Directions. Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.
1. The lungs, nose, and trachea are part of which organ system?
A. Circulatory
B. Digestive
C. Muscular
D. Respiratory
2. Which system supports and protects the body while giving it shape and form?
A. Circulatory
B. Integumentary
C. Muscular
D. Respiratory
3. Most of the nutrient absorption that takes place during digestion occurs in
the __________.
A. Esophagus
B. Liver
C. Large intestine
D. Small intestine
4. What transport nutrients, gases, hormone, and wastes through the body?
A. Circulatory system
B. Digestive system
C. Muscular system
D. Respiratory system
5. What system filters out wastes toxins and excess water out nutrients from of
the circulatory system?
A. Digestive system
B. Excretory system
C. Integumentary system
6. Which body system is responsible for taking in oxygen and getting rid of carbon
dioxide?
A. Digestive system
B. Excretory system
2
7. Which of the following is in the correct order from smallest to largest?
A. cell- organ- tissue- system
B. cell- tissue-organ- system
C. system- tissue- cell- organ
D. tissue- organ- system- cell
8. What system allows motion in the body?

B. Digestive system
C. Muscular system
9. What system breaks food down into energy for the body?
B. Digestive system
C. Muscular system
10. What system controls voluntary and involuntary life functions?

B. Digestive system
C. Nervous system
D. Muscular system
11. What two organs make up the central nervous system?

A. somatic nerves and autonomic nerves
B. cerebrum and cerebellum
C. neurons and receptors
D. brain and spinal cord
12. The wall of the alveoli is what kind of tissue

A. muscle tissue
B. nervous tissue
C. epithelial tissue
D. connective tissue
13. What is the relationship between tissues and organs?

A. organs are made up of tissues
B. organs are endorsed by tissues
C. tissues contain one or more organ
D. organ develop into tissues
14. Which of the following pairs of organs includes only the endocrine
glands?
A. Adrenal and ovary
B. Parathyroid and adrenal
C. Pancreas and parathyroid
D. Thymus and testes
15. Which of the following are proteins that fight off diseases?
A. antibodies
B. B- cells
C. antigens
D. memory cells
3
Lesson Describe the General and Unique
26 Characteristics of the Different Organ

Systems in Representative Animals.
What happens when organisms become more complex? How do organisms

made up of billions, or even trillions of cells get the raw materials needed to each and
every cell? The answer is body systems. Large, complex organisms need many levels of
organization to ensure all cells get what they need to perform life functions.
The body of an animal is like a well-organized machine capable of performing
different tasks. The ability of the body to do all the things it can do is due to the
special internal and external structures both inside and outside that work together in
an orderly manner.
What’s In
Animals are arguably the most complex organism on this planet. The body is
made up of many, many millions of cells which you cannot see unless you use a
microscope. Special cells come together to make an organ.
Table 1
Cellular Organization
An organ is a complex structure with in the body. It has a special job or jobs to
do. The body system is a group of parts that work together to serve a common
purpose. Each individual body system works in conjunction with other body system. It
4
relies on the other systems to work well to maintain internal stability and balance,
otherwise known as homeostasis.

This module introduces you to the different structures that make
up an organism. These structures are formed from the grouping
together of parts whose functions are related. You will also
discover in this module that anything happens to these small parts
will affect the functioning of the organs, organ systems and the
whole organism. Be guided with the instruction on how you
answer the activities.
What’s New
We are the most amazing organism of all living things who carries out some
functions. The Organ Systems are interdependent, interconnected, and packaged
together in a relatively small space. Animals are complex organisms with systems and
processes that allow them to carry out activities to remain in the living condition.
Activity 1
Name what kind of organ system is in the picture. Choose your answer in the box
below.
Muscular system Respiratory system Digestive system

Skeletal system Nervous system Circulatory system
Endocrine system Immune system Urinary system
5
1. __________________________ 2.___________________________
3. __________________________ 4.___________________________
5. __________________________ 6.___________________________
6
7. __________________________ 8.___________________________
9. _________________________________
What do you think is the most important organ system in body? Why?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Do all animals have the same organ systems?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
7
What is It
The human body and even the simplest animal is made up of several organ
systems that work as one unit. The major organ systems of the body work together,
either directly or indirectly, to keep the body functioning normally. The body is a
chemical and physical machine. As such, it is subject to certain laws. These are
sometimes called natural laws. Each part of the body is engineered to do a particular
function necessary for everyday living.
The Animal Organ Systems

1. Digestive System
Animal nutrition is the process of taking in, taking apart and taking up the
nutrients from the food source. Food processing has four main stages: Ingestion,
Digestion, Absorption, and Elimination or Egestion.
In animals with complete digestive system, where the entrance and exit of food
and waste are different, they have different kind of mechanisms of ingestion
depending on their evolutionary adaptation to their food.
In other animals, such as in cnidarians (jellyfish, anemone, coral) where the

entrance and exit of food and waste is the same, the region where this occurs is called
the gastrovascular cavity.
2. Respiratory System
Gas exchange is very important among animals, as they require oxygen in the
production of higher amount of energy compared to process of energy production
without oxygen.
Air as a respiratory medium. Hence, as air is lighter and has more oxygen
content compared to the same volume of water, ventilation is not much of a problem
of terrestrial organisms.
The tracheal system of insects- The tracheal system of insects has a branched
network of tracheal tube which responds to the problem of decreased surface area in
the respiratory structure. The tracheal system opens externally through the side of the
insect through a structure called a spiracle. Air enters and exit through the spiracles.
As the respiratory system of insects are independent from their circulatory system,
gases is directly exchanged through tracheoles which have extensions that are directly
connected to the cells. Air sacs act like aspirator which takes in and push out air out
of the body of the insects.
The mammalian respiratory system- Compared to insects, mammals and other
organisms have respiratory system that work together with their circulatory system.
Gases are transported via the bloodstream and are exchanged via diffusion.
8
Terrestrial ventilation - The alternating process of inhalation and exhalation.
There are two mechanisms of breathing, one is positive breathing and the other is
negative breathing. In positive breathing air is pushed into the lungs, such as in frogs.
3. Circulatory System
There are different ways in which animals transport substances across their
body. In animals with closed circulatory system, the circulatory fluid does not go out
of the vessel. Exchange occurs through diffusion via thinner vessels called capillaries
across the interstitial fluid.
Different animals, have adapted different mechanisms for transport such as in
fishes where a single circulation is enough. Compared to cnidarians, the
gastrovascular cavity of flatworms have extensions in order to reach areas of the body
far from the axis. Without these extensions of the gastrovascular cavity, diffusion
might not be enough in the transport of substances.
Amphibian double circulation differs from mammalian, crocodilian and avian
as blood is mixed. The presence of one ventricle does not prevent the mixing of blood,
unlike in the four-chambered heart of a mammal, crocodilian and an avian where the
ventricle is divided into two. Mixing of blood does not have major implication on
amphibians as:
1) they have low metabolic rate, thus, less need for energy;
2) they have the ability to respire through their skin, thus not needing to fully
oxygenate the blood through the lungs.
4. Urinary System
In order to remove wastes, animals have the excretory system, which enables it
to remove excess salt or water in the body. Waste removal follows the following
processes, 1.) filtration, 2.) reabsorption, 3.) secretion, and 4.) excretion
Organisms have different wastes in the form of nitrogenous wastes which they
need to excrete. Different organisms have different excretory system, such as the
protonephridia of flatworms, metanephridia of annelids, malpighian tubules of insects
and the nephrons of humans and mammals.
5. Immune System
Defends the internal environment from invading microorganisms and viruses,

as well as cancerous cell growth. The immune system provides cells that aid in
protection of the body from disease via the antigen/antibody response. A variety of
general responses are also part of this system.
9
6. Endocrine System
Hormones are substances which can cause a reaction to a cell, in Greek it

literally means to excite. It is secreted into extracellular fluid such in blood or lymph
and transported to target cells to elicit a specific response, which can be rapid or slow.
The growth and development of the body are examples of slow and long term effect of
a hormone while circadian rhythm which is responsible for the sleep and-wake cycles
respond to a more rapid response to a hormone. In an endocrine pathway, the
reaction involves an endocrine cell, which releases the hormone to the bloodstream or
the lymphatic system, which is able to attach to receptors of a target cell.
7. Nervous System
The central nervous system is composed of the brain and spinal cord, while, the
peripheral nervous system is composed of corresponding structures outside of this
two organs of the nervous system. The central nervous system is responsible for
data/information processing which is gathered by the peripheral nervous system.
Upon processing, the CNS transmit the message again to the PNS, which then convey
the message for the appropriate response.
The nervous system has evolved in increasing complexity throughout the
different groups of animals. Connections among the neurons has increased, as seen in
the development of the nervous system from a simple nerve net to a system with
ganglia (group of neuron) to encephalize organisms where concentration of neurons
are centered in a head. Below shows the changes in the nervous system of organisms:
10
8. Muscular System
The skeletal muscle is organized from its largest structure (the muscle tissue
itself) to its functional unit (the sarcomere) as a repeating longitudinal structure that
is bound together. Contraction is possible because of the structural organization of
protein molecules that makes up the sarcomere. When contraction occurs, the
sarcomere shortens and this is reflected in the contraction of a muscle (you can ask
the students to flex their biceps, and ask them if their muscle shortened). In terms of
the molecular and physiological process of contraction, nerve impulse transmission is
needed to depolarize the cell membrane of the muscle to stimulate contraction.
9. Skeletal System
It provides support and protection, and attachment points for muscles. The
skeletal system provides rigid framework for movement. It supports and protects the
body and body parts, produces blood cells, and stores minerals.
A clam’s shell is an example of an exoskeleton and the bones and cartilage in a
human is an example of an endoskeleton. An endoskeleton should not be
misconceived to be only made up of bones, as even in humans, our skeletons are
made up of cartilage and bones, while, shark’s endoskeleton is made up of cartilage.
We have different bones which our muscles can pull to create movement, and the
different types of joints are responsible for different movement that our body can
create.
11
What’s More
Activity 1.1
Organ System of an Animal Body
Across
2. creates red blood cell

4. removes carbon dioxide from the body
Down
1. breaks down food chemically and mechanically

3. collects and transport a clear fluid
5. provides movement inside and outside our body
6. moves blood around the body
12
Activity 1.2
Tissues, Organs, & Systems

Multi-cellular organisms have many cells that work together in speciﬁc ways,
each group performing certain functions. When each group does its part, the organism
gets everything that it needs. A Tissue is a large group of cells that all have the same
purpose or function. Each kind of cell has unique characteristics such as shape, size,
flexibility, color and texture. Nerve cell combined with other nerve cell to make nerve
tissue. Muscle cell combined with other muscle cell to make muscle tissue. Bone cell
combine with other bone cell to make bone tissue.
An Organ is a group of tissues that work together to do a certain job for the body.
Some of the human body’s organs include the stomach, lungs, heart, kidneys, brain
and liver. Some of a plant’s organs include roots, stems, fruit and leaves. When
several different organs join to meet the organism’s needs, they are working together
in an organ system.
There are several different organ systems constantly working in most multi-
cellular organisms. You are probably familiar with some of the human body systems.
The respiratory system includes the lungs and all the body parts that allow us to
breathe in oxygen and exhale carbon dioxide. The circulatory system includes the
heart and all the body parts that help move blood around the body. The blood, in
turn, carries nutrients and oxygen to all the cells of the body. The respiratory and
circulatory systems work very closely together. The digestive system helps to get
nutrients from the food that we have eaten and stored energy for future use. The
excretory system helps remove waste product that would otherwise harm the body.
Each of the body’s systems is necessary for the overall health of the body. As the
body’s building blocks, cells join to make tissues. Tissues join to make organs.
Organs join to make systems. It’s all arranged to ensure the organism’s survival.
Answer the following questions based on the reading passage. Don’t forget to go
back to the passage whenever necessary to ﬁnd or confirm your answers.
1) Which statement supports the fact that bone cells are smaller than bone tissue?
______________________________________________ _____________________________________
____________________________________________________________________________________
_____________________________________________________________________________
2) What is an organ? Give an example of an organ.
_________________________________________ _________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
3) Which among the nine organ systems do you think is the most interesting? Why?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
13
Activity 2
2.1 Match the body system (Column A) with the body function (Column B)
Body System Function
_____ 1. Circulatory System A. Takes food into the body
_____ 2. Digestive System B. Makes body move
_____ 3. Endocrine System C. Control some chemical body

function
_____ 4. Urinary System
D. Removes wastes
_____ 5. Immune System
E. Supports body
_____ 6. Muscular system
F. Carries blood through the body
_____ 7. Nervous System
G. Fights diseases
_____8. Respiratory System
H. Controls most body function
_____9. Skeletal System
I. Bring oxygen, eliminate carbon
dioxide
2.2 Group the words where they belong
Joints Spinal cord Pharynx Tendons Stomach Testes

Trachaea Cartilage Pituitary gland Thymus Heart Bone marrow
Vessels Bladder Brain Muscles Large intestine Bones Ovaries
Lymph nodes Blood Ureter Kidneys Blood Lungs
Skeletal Muscular Nervous Respiratory Digestive
Endocrine Urinary Immune Circulatory
14
Questions:
1. What will happen to the body if one organ system malfunctions?
____________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. What do you think are the functions of the organ systems that are necessary for
life?
____________________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________________________
Activity 3
Match column A with column B. Write the letter of the correct match on the
blank. Use CAPITAL letter
______1. Skeletal System A. Gas exchange occurs via the movement of air
From the external environment and is exchanged
via a dead-end of clusters of thin epithelium of the
walls of air sacs called alveoli.
______2. Muscular System B. Removes excess salt and water in the body.
______3. Nervous System C. Formation of antibodies
______4. Respiratory System D. The growth and development of the body
______5. Digestive System E. Responsible for data/ information processing

which is gathered by the peripheral nervous system
______6. Endocrine System F. Movement is the reaction of the contraction of

muscle.
______7. Urinary System G. Framework of the body
______8. Immune System H. Heart is the main organ for this system
_____9. Circulatory System I. Allows the animal to acquire the necessary

Energy, organic molecules and essential
nutrients from the digested foods.
15
What I Have Learned
Body Systems Work Together
You know that your body is made of cells. When groups of cells do the same
kind of work, they are called tissues. The word tissue comes from a Latin word
meaning to "weave." Cells that make up tissues are sometimes "woven" together.
You have four main types of tissues: epithelial, nervous, muscle, and
connective tissue. Epithelial tissue covers the outside of the body. It also lines organs
and cavities. Nervous tissue sends electrical signals. Muscle tissue helps you move.
Connective tissue joins bones and cushions organs.
When groups of tissues work together, they are called organs. Some examples
of organs are the heart, lungs, skin, and stomach. When organs work together, they
are called systems. For example, your heart, lungs, blood, and blood vessels work
together. They make up the circulatory system.
We have various systems in our body: muscular system, respiratory system,

digestive system, skeletal system, circulatory system, immune system, endocrine
system, nervous system and urinary system. Each system has a special job
I. Indicate which organ system will be primarily used in the following situation.
Write the beginning letter of correct organ system on the blank.
M muscular system D digestive system C circulatory system
S skeletal system R respiratory system N nervous system
U urinary system I immune system E endocrine
_____1. Prepare for a 5km run and eat lots of carbohydrates like rice to give you more
energy.
_____2. You lift your feet and move your legs as fast as you can.
_____3. But you have to go to the bathroom because you drank too much water before
the run.
_____4. Your breathing is getting faster and faster.
_____5. The heart is pumping fast as you sprint for the final 1km.
_____6. You enjoy attending the zumba activities
16
_____7. Your body temperature increase because of the virus
_____8. The class play “pass the message.”
_____9. You can move your arms in a full range of motion.
_____10. Female tends to have a mood swing during the period.
II In the space provided, explain how the terms in each pair differ in function.
1. Gastrovascular cavity, Digestive tract

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
2. Gills, Lungs
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
3. Open circulatory system, Closed circulatory system

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
4. Exoskeleton, Endoskeleton
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
5. Urination, Digestion
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
III. Directions: Fill in chart with purpose of the given Human Body System
Animal Body System: Purpose of Animal Body System:
Respiratory System
Immune System
Circulatory System
Nervous System
Digestive System
17
Skeletal System
Endocrine System
Muscular System
Urinary System
How do they all function together?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Which two organ systems bear major responsibility for ensuring homeostasis of the
internal environment?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
What I Can Do
You have probably heard the saying “no man is an island,” This saying means
that each person depends on others for many reasons. Inside the human body, this is
also true. When you look at an object, what organ systems are making your action
possible? Make a list of the organ systems involved when you eat, sleep and run.
____________________________________________________________________________________
____________________________________________________________________________________
________________________________________________________________________________
18
Assessment
Directions. Choose the letter of the correct answer. Write the chosen letter on a
1. The urinary system gets rid of;

A. Cartilage
B. Nutrients
C. Oxygen
D. Waste
2. Which system delivers oxygen and nutrients to every cell in the body?
A. Circulatory
B. Integumentary
C. Muscular
D. Respiratory
3. What can you infer about carbon dioxide from the function of the respiratory
system?
A. It helps you breathe
B. It is more common the oxygen
C. It is harmful to your body
D. It is not found in the body
4. The circulatory system and the nervous system both:

A. Deliver blood to vital organs
B. Extend throughout the body
C. Sends electrical signals to the brain
D. Guard the body against infections
5. What is the main function of your stomach?

A. To hold food
B. To mix food with digestive juices
C. To absorb food into the blood stream
D. To hold waste materials
dioxide?
A. Digestive system
B. Excretory system
7. Which system of the body uses veins, blood, and arteries?

B. Digestive system
C. Muscular system
19
8. Includes brain, spinal cord, and neurons.
B. Digestive system
C. Nervous system
9. What body parts are made of tissues that can contract and then relax
back to normal size?
A. Bones
B. Cartilage
C. Muscles
D. Tendons
10. What body system does a turtle’s shell belong to?

A. Circulatory
B. Digestive
C. Muscular
D. Skeletal
11. Blood is pump separately to pulmonary and systemic circuits; true for
amphibians, reptiles, birds, and mammals.
A. Double circulatory system
B. Open circulatory system
C. Systemic circuit
D. Pulmonary circuit
12. Which of the following are proteins that fight off diseases?
A. antibodies
B. B- cells
C. antigens
D. memory cells
13. Amphibian breath

A. with gills as larvae and with lungs as adults
B. with lungs as larvae and with gills as adults
C. both lungs and gills as adults
D. only through skin
14. Which of the following pairs of organs includes only the endocrine
glands?
A. Adrenal and ovary
B. Parathyroid and adrenal
C. Pancreas and parathyroid
D. Thymus and testes
15. The wall of the alveoli is what kind of tissue

A. muscle tissue
B. nervous tissue
C. epithelial tissue
D. connective tissue
20
Reflection: What are your thoughts about your place in the environment?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
21
Answer Key
What's More
Activity 1.1
Down What I Know
1. Digestive
3. Lymphatic 1. D
5. Muscular 2. C
6. Circulatory 3. D
Across 4. A
2. Skeletal 5. B
4. Respiratory 6. D
7. B
Activity 1.2 8. C
1. Bone cells combine with other bone cells to make bone tissue 9. B
2. An organ is a group of tissue that work together to do the job in 10. C
the body 11. D
3. Students choice 12. C
13. A
Skeletal Muscular Nervous Respiratory Digestive 14. D
15. A
joints tendons Spinal pharynx pharynx
cord
bones muscles brain lungs stomach
cartilage trachea Large Assessment
intestine
Endocrine Urinary Immune Circulatory
1. D
testes bladder thymus heart 2. D
3. C
Pituitary ureter Bone Blood vessels
4. B
gland marrow
5. B
ovaries kidneys Lymph blood
nodes 6. D
7. A
Activity 2.1 8. C
9. C
1. F 10. D
2. A 11. B
3. H 12. A
4. D 13. A
5. G 14. D
6. B
7. H
8. I
9. E
Activity 3
1. G
2. F
3. E
4. A
5. I
6. D
7. B
8. C
9. H
22
References
https://opentextbc.ca/anatomyandphysiology/chapter/1-3-functions-of-human-life-
2/
https://link.springer.com/content/pdf/10.1007%2F978-0-387-77251-6_27.pdf
https://cpb-us-
e1.wpmucdn.com/cobblearning.net/dist/9/1335/files/2014/01/Human-Body-
Systems-Exam-20kdl6d.pdf
https://quizizz.com/admin/quiz/572b58956f6f9f11113f102b/body-system-test-
review
https://study.com/academy/exam/topic/human-body-systems.html
https://www.proprofs.com/quiz-school/story.php?title=body-systems-test
https://www.researchgate.net/figure/A-schematic-overview-of-the-basic-components-
of-the-immune-system-abbreviations_fig3_259588386/download
https://studylib.net/doc/8425862/dr-27-2-animal-body-systems
https://www.thoughtco.com/organ-systems-of-the-body-quiz-4101216
https://www.proprofs.com/quiz-school/quizshow.php?title=human-organ-
systems&q=1
23

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Organ Systems of
Quarter 2 – Module 27: Organ Systems of Representative Animals
First Edition, 2020
royalties.


Writers: Lillet L. Rosales
Job S. Zape Jr.
Elaine T. Balaogan
Merthel M. Evardome
Nadine C. Celindro
Nicolas M. Burgos
Mario B. Maramot
Fe M. Ong-ongowan

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: region4a@deped.gov
Organ Systems of
Welcome to the Earth and Life Science Grade 11 Alternative Delivery Mode
(ADM) Module on Organ Systems of Representative Animals. This module was
collaboratively designed, developed and reviewed by educators both from public
and private institutions to assist you, the teacher or facilitator in helping the
learners meet the standards set by the K to 12 Curriculum while overcoming their
personal, social, and economic constraints in schooling.
the module:
This contains helpful tips or strategies that will help you in guiding the learners
ii
For the learner:
Welcome to Earth and Life Science Grade 11 Alternative Delivery Mode (ADM)
Module on Organ Systems of Representative Animals. The hand is one of the most
symbolized part of the human body. It is often used to depict skill, action and
purpose. Through our hands we may learn, create and accomplish. Hence, the
hand in this learning resource signifies that you as a learner is capable and
empowered to successfully achieve the relevant competencies and skills at your
own pace and time. Your academic success lies in your own hands!
learner.
the module.

module.





sentence/paragraph to be filled in to
process what you learned from the lesson.

iii

competency.

the lesson learned. This also tends
retention of learned concepts.

module.

answers.
not alone.
iv
What I Need to Know
master the nature of Organ Systems. The scope of this module permits it to be used
The module is divided into three lessons, namely:

 Lesson 2 – Functional Relationships of the Different Organ Systems in
Ensuring Animal Survival

1. identify the different function organ system of the representative animal; and
2. explain the functional relationships of the different function organ system in
ensuring animal survival.
1
What I Know
1. Your body needs to send urine out of the body. Which systems are involved?
A. Endocrine and excretory systems
B. Excretory and muscular systems
C. Muscular and digestive systems
D. Nervous and endocrine systems
2. What two body systems are most useful in getting nutrients from the food that
you eat?
A. Muscular and endocrine systems
B. Nervous and digestive systems
C. Nervous and circulatory systems
D. Circulatory and digestive systems
3. A student is outside on a very hot day. How does perspiration help maintain his
body heat?
A. It prevents heat from entering his body.
B. It causes evaporation and carries away body heat
C. It washes off bacteria off his skin.
D. It causes evaporation and saves body heat
4. Feedback mechanisms that regulate sugar levels in the blood belong to which
system?
A. Nervous system
B. Immune system
C. Digestive system
D. Endocrine system
5. The function of the cardiovascular or circulatory system is to transport blood

though out the body. What organ provides the force needed to transport or
move to move the blood?
A. Arteries
B. Brain
C. Heart
D. Capillaries
6. The digestive system is to absorbing nutrients as the circulatory system is to

A. Removing nutrients
B. Attracting nutrients
C. Distributing nutrients
D. Fighting infections
2
7. The immune system is to antibodies as the endocrine system is to
A. White blood cells
B. Nerve cells
C. Marrow
D. Hormones
8. Hormones increase the heart rate of an animal in danger?

A. Skeletal and circulatory
B. Immune and endocrine
C. Circulatory and endocrine
D. Endocrine and respiratory
9. How does the feedback mechanism maintains your body temperature when
your surroundings are very hot?
A. The brain sends a message to the skin. The muscles in the skin contract, or
shiver, to cool the body.
B. The muscles in the skin contract, which sends a message to the brain that
you feel hot. The brain sends a message to the skin’s heat receptors.
C. Heat receptors in the skin send a message to the brain. The brain sends a
response to start sweating, which cools the body.
D. The skin starts sweating. The sweat sends a message to the brain, which
sends a response to stop sweating.
10. What two organs make up the central nervous system?

A. somatic nerves and autonomic nerves
B. cerebrum and cerebellum
C. neurons and receptors
D. brain and spinal cord
dioxide?
A. cardiovascular system
B. lymphatic system
C. lung system
D. respiratory system
12. Which of the following statements describes the role of the nervous system in
catching a baseball?
A. It provides structure for arm muscles.
B. It tells arm muscles to contract.
C. It releases adrenaline and prepares the student to run.
D. It provides energy to arm muscles.
13. What role does the endocrine system play in the body?
A. It controls voluntary actions.
B. It controls activities such as speaking, reading, and writing.
C. It controls bodily functions by means of chemical messengers.
D. It sends electrical messages along the spinal cord to muscles and glands.
3
14. Riding a bicycle requires additional energy from leg muscles. Which of the
following conditions may result from this activity, and which response helps
restore the body to its normal condition?
A. increased carbon dioxide in the blood can be removed by breathing faster
B. decreased oxygen can be replaced by digesting an apple
C. increased sugars in the blood stream can be diluted by drinking water
D. increased salt wastes can be removed by the heart
15. What is the major role of red blood cells in the circulatory system?
A. carry nutrients and oxygen to body cells
B. prevent disease and fight infection
C. carry digestive juices to the stomach
D. send chemical messages to the nervous system.
Lesson Functional Relationships of the
2 different Organ Systems in ensuring

Animal Survival
Every day, you use your body to do a lot of things. Because of your body,
you can think, move, play and generally go about your daily activities. There are lot
of things happening inside your body that make life possible. You are alive because
of the many wonderful systems of organs that work together perfectly through very
complex processes. These organ systems keep in touch with one another,
exchanging information and working together to keep you alive.
What’s In
The body of an animal consist of various organ systems. Each of which

contains several specific organs. An organ is a unique anatomic structure
consisting of groups of tissues that work in concert to perform specific function.
System of Major Organ Function of the Organ System

the Body
Digestive Esophagus, stomach, Process foods and absorb nutrients,
System small intestine, large minerals, vitamins, and water.
intestine, rectum
Respiratory Nose, trachea, bronchi, Deliver air to sites where gas exchange
System lungs can occur.
4
Circulatory Heart, blood vessels Transport oxygen, nutrients and other
System substances to the cells and transport
wastes, carbon dioxide and other
substances away from the cells; help to
stabilize body temperature and pH.
Urinary Kidneys, urinary Removes excess water, salts, and waste
System bladder, ureter products from the blood and body and
controls pH
Immune Bone marrow, thymus Defends against microbial pathogens and
System other diseases
Nervous Brain, spinal cord Collects, transfers and process
System information and directs short term
change in other organ systems.
Endocrine Glands produce Provides communication within the body
System hormones via hormone and direct long term change
in other organ systems to maintain
homeostasis
Muscular Muscles, tendons Provides movement, support and heat
System production
Skeletal Bones, cartilages, Supports and protects soft tissues of the
System ligaments body; provide movement at joints;
produces blood cells

This module introduces you to the relationships of different organ
system. You will also discover in this module that anything
happens to these small parts will affect the functioning of the
organs, organ systems and the whole organism. Be guided with
the instruction on how you answer the activities.
5
What’s New
There are various systems in the animal’s body: muscular system,

respiratory system, digestive system, skeletal system, circulatory (or
cardiovascular) system, excretory (or urinary) system, reproductive system, nervous
system, immune system, and endocrine system. Each system has a special job. All
of the body systems have to work together to keep them healthy. The bones and
muscles work together to support and move the body. The respiratory system takes
in oxygen from the air. It also gets rid of carbon dioxide. The digestive system
absorbs water and nutrients from the food we eat. The circulatory system carries
oxygen, water, and nutrients to cells throughout the body. Wastes from the cells
are eliminated by the respiratory system, the excretory system, and the skin. The
nervous system controls all these activities with electrical impulses. If any system
in the animal’s isn't working properly, other systems are affected.
ACTIVITY 1
Match Column A and B. Write the letter in the blank that match to the given systems
A.
_____1. Digestive system and Muscular System
_____2. Muscular System and Respiratory System
_____3. Urinary System and Circulatory System
_____4. Endocrine System and Nervous System
_____5. Respiratory system and Circulatory system
_____6. Endocrine System and Skeletal System
_____7. Digestive System and Circulatory System
_____8. Immune System and Skeletal System
_____9. Respiratory System and Circulatory System
_____10. Endocrine System and Circulatory System
B.
A. These systems interact when food is pushed down the esophagus to the
stomach.
B. These systems interact when the kidneys filter materials out of the body.
C. These systems interact to allow the inhalation and exhalation of gases.
D. These systems interact when glands of the brain control functions of the
body.
E. Takes oxygen for the delivery to cells and remove carbon dioxide brought
from the cell
F. Hormone increase the heart rate of an animal in danger
G. Oxygen is delivered from the lungs directly to your blood stream
H. Bone marrow produces red blood cell
I. Protein and sugar travels from the intestines directly to blood
J. The hormone testosterone increase the bone density of a growing male
6
What is It
Each Body System Works with the Others
Each individual body system works in conjunction with other body systems. The
circulatory system is a good example of how body systems interact with each other.
The heart pumps blood through a complex network of blood vessels. When the
blood circulates through the digestive system, for example, it picks up nutrients
the body absorbed from the last meal. The blood also carries oxygen inhaled by the
lungs. The circulatory system delivers oxygen and nutrients to the other cells of the
body then picks up any waste products created by these cells, including carbon
dioxide, and delivers these waste products to the kidneys and lungs for disposal.
Meanwhile, the circulatory system carries hormones from the endocrine system,
and the immune system’s white blood cells that fight off infection.
Each of the body systems relies on the others to

work well. The respiratory system relies on the
circulatory system to deliver the oxygen it
gathers, while the muscles of the heart cannot
function without the oxygen they receive from
the lungs. The bones of the skull and spine
protect the brain and spinal cord, but the brain
regulates the position of the bones by controlling
the muscles. The circulatory system provides the
brain with a constant supply of oxygen-rich
blood while the brain regulates the heart rate
and blood pressure.
Even seemingly unrelated body systems are
connected. The skeletal system relies on the
urinary system to remove waste produced by
bone cells; in return, the bones of the skeleton
create structure that protects the bladder and other urinary system organs. The
circulatory system delivers oxygen-rich blood to the bones. Meanwhile, the bones
are busy making new blood cells. Working together, these systems maintain
internal stability and balance, otherwise known as homeostasis.
7
What’s More
Each organ system interacts with at least one other organ system. Organ systems
do not work independently; organ systems interact with each other to keep the
organism functioning. The systems of the body are interdependent. The job that
one system carries out depends on and influence jobs carried out by other systems.
Activity 1
Complete the table below by listing the body systems that interact together for each
scenario described.
SYSTEMS INTERACTION
1 Lungs supply oxygen carried by the blood to cells of
the body
2 Nutrients pass into the circulatory system to be
carried to body cells
3 Kidneys remove wastes from blood
4 Movement of the diaphragm in breathing
5 Production of blood cells in bone marrow
6 Daily movement and coordination
7 Pumping of the heart & blood
8 Chewing, swallowing and movement of food through
the digestive tract
9 Pulmonary vein brings blood from the lugs back to
the heart
10 Muscles in the leg cause the tibia and fibula bones
to move upward
Question:
How do they all function together?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
8
Activity 2
The human body systems interact to perform several functions for the whole
organism. Give the functions of the body when two systems work together.
1.
2.
3.
4.
9
5.
Activity 3
Complete the table by writing the relationship of the given organ to the different
organ of the body.
System of the Body Interactions- Working with other Systems
Digestive System a. with circulatory system:
b. with muscular system:
c. with nervous system:
Respiratory System a. with circulatory system:
d. with urinary system:
Circulatory System a. with respiratory system:
b. with digestive system:
d. with urinary system:
Urinary System a. with circulatory system:
b. with respiratory system:
Immune System a. with circulatory system:
b. with skeletal system:
Nervous System Controls all other systems:
Endocrine System a. with circulatory system:
Muscular System a. with circulatory system:
d. with digestive system:
e. with respiratory system:
Skeletal System a. with circulatory system:
c. with immune system:
10
What I Have Learned
Fill in the blanks with the missing word to complete the sentence.
1. The digestive system relies on the ___________system to deliver the nutrients to

the entire body of the organism.
2. The respiratory system provides oxygen to the _______________system.
3. Carbon dioxide from cells is delivered from the circulatory system back to
the____________________ system so it can exit the body.
4. The circulat6ry system carries the waste from throughout the organism to the
_____________________ system, which takes care of excreting the waste from the
organism;
5. The circulatory system and the _____________system interact to deliver oxygen to
and to remove carbon dioxide from cells.
What I Can Do
1. How will you protect your body from pathogens?

__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________
2. Write a paragraph on how your body system is working together?

While I am (verb) ______________________________ here is how my body systems are
working together.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
11
Assessment
1. Which of the following is an example of the endocrine system directly interacting

with the nervous system?
A. Hormones provide feedback that affects neutral processing
B. The vertebrae protect the spinal cord from injury
C. Sensory receptors in bones send signals about body position to the brain
D. The brain sends signals that control the speed at which food moves through
the intestines.
2. During the final stages of human gestation, receptors for the hormone oxytocin
increase on the smooth muscle cells of the uterus. The release of the oxytocin
during labor stimulates the smooth muscle tissue in the wall of the uterus. The
vigorous contraction of the uterine smooth muscle helps push the baby through
the birth canal so that delivery can occur. This process involves the interaction
of which organ system?
A. Endocrine and reproductive only
B. Endocrine and muscular only
C. Endocrine, muscular and reproductive
D. Endocrine, reproductive, and excretory
3. Kidneys are part of the excretory system. They purify the blood and send it back
to the rest of the body. Which system is mainly responsible for the transport of
plasma to the kidneys?
A. Circulatory systems
B. Respiratory systems
C. Nervous systems
D. Muscular systems
4. What two body systems are most useful in getting nutrients from the food that
you eat?
A. Muscular and endocrine systems
B. Nervous and digestive system
D. Circulatory and digestive systems
5. What two systems work together to provide body cells with a constant supply of
oxygen while removing carbon dioxide waste?
A. Circulatory and respiratory systems
B. Muscular and circulatory systems
D. Nervous and immune systems
6. Which of the following describes an interaction that occurs between two body
systems of a rabbit that helps the rabbit outrun a pursuing coyote?
12
A. The endocrine system releases hormones that prepare the immune system to
deal with the possible injuries.
B. The digestive system increases the rate of digestion, and the excretory system
ceases to provide tissues with more nutrients
C. The respiratory system increases the breathing rate, and the circulatory
system increases blood pressure to provide tissues with more oxygen
D. The skeletal system releases additional calcium, and the circulatory system
retains more sodium in the blood to provide muscles with ions for contraction
7. The human digestive system id approximately 900 cm long. Food is moved

through the digestive tract primarily by:
A. Bile produce by the pancreas
B. Hydrochloric acid by the stomach
C. Muscular contractions
D. The enzyme amylase and pepsin
8. The digestive system is to absorbing nutrients as the circulatory system is to

A. removing nutrients
B. attracting nutrients
C. disturbing nutrients
D. fighting infections
9. How do circulatory system and immune system work together to respond to an

injury?
A. Increase blood flow carries white blood cells to the site of the injury
B. Increase blood flow kills healthy cells which prevents infection at the site of
the injury
C. Increase blood flow allows for an increase in the exchange of carbon dioxide
and oxygen at the site of the injury
D. Increase blood flow removes infected cells from the body at the site of the
injury
10. Which body systems must directly interact for vertebrate organism to exchange
gasses?
A. Circulatory and respiratory
B. Endocrine and respiratory
C. Immune and endocrine
D. Skeletal and circulatory
11. A deer hears a predator approaching and begins to run for safety. The deer has
primarily engaged what body system to escape?
A. Muscular, reproductive and circulatory system
B. Muscular, digestive, and immune system
C. Nervous, respiratory, and muscular system
D. Respiratory, endocrine and excretory system
12. Which two systems alert the young bird to the danger and help produce the
vomit it uses as a defense?
A. Excretory and immune
B. Muscular and digestive
C. Nervous and digestive
D. Urinary and muscular
13. Which of the following is an example of the endocrine system directly

interacting with the nervous system?
13
A. Hormones provide feedback that affect neuron processing
B. The brain sends signal that control the speed at which food moves through
the intestines
C. The vertebrae protect the spinal cord from injury
D. Sensory receptors in bones send signals about body position to the brain.
14. Which body systems work together to protect the body from pathogens?
A. Circulatory and immune
B. Digestive and excretory.
C. Endocrine and reproductive.
D. Muscular and vascular
15. How does the digestive system work with all other systems?
A. The digestive system transport blood to all the other systems
B. The digestive system puts oxygen into the body
C. The digestive system gives the body energy and nutrients
D. The digestive system allows the body to move
Reflection:
“You can’t have one without the other”
How can you relate this to your body systems?
14
15
What I Know What's More
1. B Activity 1
2. D 1. respiratory and circulatory
3. B 2. digestive and circulatory
4. D 3.urinary and circulatory
5. C 4. respiratory and muscular
6. C 5. immune and skeletal
7. D 6. muscular and nervous
8. C 7. Muscular and circulatory
9. C 8. Digestive and muscular
10. D 9. Respiratory and muscular
11. D 10. Skeletal and muscular
12. C
13. C Activity 2
14. A 1. The circulatory system carries nutrient to different
15. A part of the body from the digestive system
2. The excretory system filters waste out of the blood
Assessment 3. The muscular system allows movement of the
1. A bones
2. C 4. The circulatory system takes the oxygen for
3. A delivery to cells and removes carbon dioxide brough
4. D from cells
5. A 5. The circulatory transport the antibodies to fight
6. C invaders.
7. C
8. C
9. A
10. A
11. C
12. C
13. A
14. A
15. C
Answer Key
References
www.courses.lumenlearning.com
https://www.cpb-us-e1.wpmucdn.com
www.reverehealth.com
www.scrib.com
https://www.nationalgeographic.org/activity/interconnected-systems-human-body/.
https://opentextbc.ca/anatomyandphysiology/chapter/1-3-functions-of-human-life-2/
https://link.springer.com/content/pdf/10.1007%2F978-0-387-77251-6_27.pdf
https://cpb-us-e1.wpmucdn.com/cobblearning.net/dist/9/1335/files/2014/01/Human-Body-
Systems-Exam-20kdl6d.pdf
https://quizizz.com/admin/quiz/572b58956f6f9f11113f102b/body-system-test-review
https://study.com/academy/exam/topic/human-body-systems.html
https://www.proprofs.com/quiz-school/story.php?title=body-systems-test
16

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

The Process of Evolution
Quarter 2 – Module 28:The Process of Evolution
First Edition, 2020
over them.


Writers: Wilma A. Aguspina
Job S. Zape Jr.
Elaine T. Balaogan
Merthel M. Evardome
Nadine C. Celindro
Nicolas M. Burgos
Mario B. Maramot
Fe M. Ong-ongowan

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
Module on Module 28: The Process of Evolution!
the module:

This contains helpful tips or strategies that will
help you in guiding the learners.
ii
For the learner:
Welcome to the Earth and Life Science Alternative Delivery Mode (ADM) Module on
The Process of Evolution!
module.

module.






iii
competency.

learned concepts.

module.

this module.
not alone.
iv
What I Need to Know
the process of evolution. The scope of this module permits it to be used in many
The module covers:

 Lesson 1 – The Process of Evolution

1. Explain the process of evolution;
2. Identify some scientists who contributed to the historical developments of
evolutionary thoughts;
3. Compare Lamarckian and Darwinian Evolution;
What I Know
1. What refers to the change in the gene pool of population due to chance?
A. bottleneck effect
B. founder effect
C. gene flow
D. genetic drift
2. Which of the following happens when a small population of organisms

separates from the larger group to invade a new area?
B. founder effect
C. gene flow
D. genetic drift
1
3. What refers to any movement of genes from one population to another?
A. gene flow
B. genetic shuffling
C. genetic variation
D. mutation
4. Who is the Father of evolution?

A. Alfred Russel Wallace
B. Carolus Linnaeus
C. Charles Darwin
D. Jean Baptiste de Lamarck
5. He proposed the theory of use and disuse.

A. ALFRED Russel Wallace
B. Carolus Linnaeus
C. Charles Darwin
6. He believed that populations grow geometrically while resources slowly

increase leading to competition.
B. Carolus Linnaeus
C. Jean Baptiste de Lamarck
D. Thomas Malthus
7. Who is the Father of taxonomy?

B. Carolus Linnaeus
D. Thomas Malthus
8. According to his theory of evolution, organisms change during their lifetime to

survive then pass these changes to their offspring.
A. Carolus Linnaeus
B. Charles Darwin
D. Thomas Malthus
9. Who proposed the theory that involves natural selection?

A. Carolus Linnaeus
B. Charles Darwin
D. Thomas Malthus
2
10. This is also called migration
A. gene flow
D. mutation
11. Differences among individuals of a species are referred to as __________.

A. adaptation
B. fitness
C. natural selection
D.natural variation
12. Refers to a change over time

A. evolution
B. gradualism
C. migration
D. mutation
13. Each living species has descended, with changes, from other species over time
and as a result species today look different from their ancestors.
A. Theory of Descent with Modification
B. Theory of Modification
C. Theory of Natural Selection
D. Theory of Survival
14. Explains the difference in survival of individual and reproduce in a particular

environment
A. evolution
B. gene flow
C. gradualism
D. natural selection
15. Occurs when there is a change in genetic makeup of organism

A. gene flow
B. genetic drift
C. mutation
3
Lesson
28 The Process of Evolution
Charles Darwin formulated the theory of evolution by natural selection in

his book “On the Origin of Species” in 1859. It refers to a change over time and the
process by which modern organisms have descended from ancient organisms
What’s In
Activity 1
Inside the clouds write your own thoughts about evolution.
What’s New
There were scientists who contributed to the historical developments of

evolutionary thoughts.
Activity 2 The Who?

Identify the scientists who contributed to the historical developments of
evolutionary thoughts by arranging the letters inside the box.
A H M U T L S
1._____________________________________Believed that populations grow geometrically
while resources slowly increase or not at all, leading to competition
A N D W R I
2. _____________________________________Thought the idea of descent modification
4
N I L E N A S U
3. _____________________________________ Father of taxonomy
W L E L C A A
4. _____________________________________ Realized that species evolved because fittest
individuals survived and reproduced passing their advantageous characters
A A C R L K M
5. _____________________________________ Proposed the theory of inheritance of
acquired traits and theory of use and disuse
What is It
Mechanisms of Evolutionary Changes

Mechanisms of evolutionary changes include genetic drift, migration or gene
flow, mutation, natural selection and nonrandom mating.
Genetic drift is a change in the gene pool of a population due to chance.
Examples of genetic drift are bottleneck effect and founder effect. Bottleneck effect
takes place when population decreases due to various environmental factors such
as fires, earthquakes and floods. The founder effect happens when a small
population of organisms separates from the larger group to invade a new area.
Gene flow is described as the movement of genes from one population to
another. When this happens, there is a tendency to increase the gene diversity in
the populations.
Mutation occurs when there is a change in the genetic makeup caused by
environmental stressors. This process expands diversity of organisms.
Natural selection explains the difference in survival of individual and
reproduce in a particular environment.
Nonrandom mating increases the frequency of animal with desirable traits.
It causes evolution because it intrudes the natural pool of gene variations.
Activity 3
Complete the concept map
MECHANISMS
OF
EVOLUTIONARY
CHANGES
5
What’s More
Lamarckian vs. Darwinian Evolution

According to Lamarck’s theory of evolution, organisms change during their
lifetime to survive then pass these changes to their offspring. While Darwin’s theory
involves natural selection and struggle for existence. When an organism is fit and
can adapt to its environment, it survives and more chance to reproduce.
Activity 4
Compare Lamarckian vs. Darwinian Evolution through illustration. You may
use different animals of your interest.
What I Have Learned
Activity 5
IDENTIFICATION.
1. ______________________ refers to a change over time.

2. ______________________ is the father of evolution.
3. ______________________ is considered as father of taxonomy.
4. Thomas Malthus believed that populations grow geometrically while
resources slowly increase leading to __________________.
5. _________________________ proposed the theory of use and disuse.
6. _________________________ explains the difference in survival of individual
and reproduce in a particular environment.
7. Gene flow is the movement of ____________ from one population to another.
8. _________________ occurs when there is a change in the genetic makeup
caused by environmental stressors.
9. The _________________________ happens when a small population of
organisms separates from the larger group to invade a new area.
10. __________________ takes place when population decreases due to various
environmental factors such as fires, earthquakes and floods.
6
What I Can Do
Activity 6
Look at the pictures below. This illustrates the evolution of phone. Describe
each stage and tell the changes occur in every phase.
Original graphic by Karen Hancock, LC student graphic artist – “The Evolution of the Phone”.
____________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Activity 7
Arrange the following pictures from ancient to modern based on your

understanding about theory of evolution. (Use numbers 1 to 5)
__________ __________ __________ __________ __________
7
Assessment
1. Refers to a change over time
A. evolution
B. gradualism
C. migration
D. mutation
2. Each living species has descended, with changes, from other species over time
and as a result species today look different from their ancestors
A. Theory of Descent with Modification
B. Theory of Modification
C. Theory of Natural Selection
D. Theory of Survival
3. Explains the difference in survival of individual and reproduce in a particular

environment
A. evolution
B. gene flow
C. gradualism
4. Takes place when population decreases due to various environmental factors

such as fires, earthquakes and floods
B. founder effect
C. genetic flow
5. The process the movement of genes from one population to another

A. evolution
B. gene flow
C. gradualism
6. Which of the following is considered as mechanisms of change?

A. genetic drift
B. migration
8
D. a, b and c
7. Changes in the DNA
A. gene flow
D. mutation
8. This is also called migration

A. gene flow
D. mutation
9. Differences among individuals of a s species are referred to as __________.

A. adaptation
B. fitness
D. natural variation
10. Father of evolution

B. Carolus Linnaeus
C. Charles Darwin
11. Proposed the theory of use and disuse.

B. Carolus Linnaeus
C. Charles Darwin
12. Believed that populations grow geometrically while resources slowly

increase leading to competition
B. Carolus Linnaeus
D. Thomas Malthus
13. Father of taxonomy

B. Carolus Linnaeus
D. Thomas Malthus
14. According to his theory of evolution, organisms change during their

lifetime to survive then pass these changes to their offspring
9
A. Carolus Linnaeus
B. Charles Darwin
D. Thomas Malthus
15. His theory involves natural selection

A. Carolus Linnaeus
B. Charles Darwin
D. Thomas Malthus
Activity 8
Match column A with the label in column B. Draw a line from column A with
the corresponding answer in column B.
A B
A. There was a variety of

1. neck lengths of giraffes.
B. Small-necked and
medium-necked giraffes
2. cannot reach the food so
they die.
3. C. Small-necked
giraffe cannot reach
the food so it dies.
D. Long-necked giraffe
4. survived and pass the
traits to its offspring.
10
11
Additional What can I do What can I do
Activity Activity 6 Activity 5
Activity 8 First stage – Human 1. evolution
used cans with strings 2. Charles Darwin
1. C to pass the message. 3. taxonomy
2. D Second stage – Human 4. competition
3. A developed wired 5. Jean Baptiste de Lamarck
4. B telephone. 6. natural selection
Third stage – Human 7. gene
used wireless 8. mutation
telephone.
What can I do 9. founder effect
Fourth stage – People
10. bottleneck effect
Activity 7 able to see the caller’s
image using
1. 2 smartphones
2. 4
3. 5
4. 3
5. 1 What's It What's New
What's More 1. MALTHUS
genetic drift
mutation 2. DARWIN
Activity 4 3. LINNAEUS
gene flow
4. WALLACE
Sample illustration of natural selection 5. LAMARCK
Lamarck and Darwin’s nonrandom mating
theory of evolution
1. A 9. D
.
1. D 9. B Activity 1
2. B 10. A 2. A 10. C
3. A 11. D 1. fossil records 3. D 11. D
4. C 12. A 2. comparative anatomy 4. A 12. D
5. D 13. A 3.comparative 5. B 13. B
6. D 14. D embryology 6. D 14. C
7. B 15. C 4.comparative 7. D 15. B
8. C biochemistry 8. A
5. molecular biology
Answer Key
References
Miller, K. R.. & Levine, J. (2004). Prentice Hall: Biology. New Jersey, Pearson
Education Inc.
Salandanan, G.G., Faltado, R.E., & Lopez, M.B. (2016). Earth and Life
Sciences for Senior High School. Quezon City, Lorimar Publishing,
Inc.
Sia, S. & Cortez, L. (2016). Science in Today’s World for Senior High School
Hancock, K. (2015, March 24). The Evolution of the Phone. Retrieved from
http://thelcbridge.com/the-evolution-of-the-phone/
https://evolution.berkeley.edu/evolibrary
12

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Quarter 2 – Module 29:The Process of Evolution
First Edition, 2020
over them.


Writers: Wilma A. Aguspina
Job S. Zape Jr.
Elaine T. Balaogan
Merthel M. Evardome
Nadine C. Celindro
Nicolas M. Burgos
Mario B. Maramot
Fe M. Ong-ongowan

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
Module on Module 29: The Process of Evolution!
the module:

ii
For the learner:
The Process of Evolution!
module.

module.






iii
competency.

learned concepts.

module.

this module.
not alone.
iv
What I Need to Know
the process of evolution. The scope of this module permits it to be used in many
The module covers:

 Lesson 2 – The Process of Evolution

1. Describe how the present system of classification of organisms is based on
evolutionary relationships;
2. Interpret and explain the phylogenetic tree;
3. Explain the importance of phylogenetic tree to evolutionary relationship of
organisms.
What I Know
1. Greek word phylon from the word phylogeny means _______________________.
A. ancestor
B. branch
C. origin
D. tribe
2. Greek word genesis from the word phylogeny means ____________________.
A. ancestor
B. branch
C. origin
D. tribe
3. Diagram that trace evolutionary relationships and connections among
organisms
A. evolution
B. family tree
C. lineages tree
D. phylogenetic tree
1
4. Lineages that evolved early from the root and remain unbranched
A. basal taxon
B. branch point
C. root
D. sister taxa
5. The point where split takes place
A. basal taxon
B. branch point
C. polytomy
D. sister taxa
6. Branch with more than two lineages
A. basal taxon
B. branch point
C. polytomy
D. sister taxa
7. Point of two lineages stem from the same branch
A. basal taxon
B. branch point
C. root
D. sister taxa
8. Indicates that an ancestral lineage gave rise to all organisms on the tree
A. basal taxon
B. branch point
C. root
D. sister taxa
9. Monophyletic group is also called _________________.
A. clade
B. domain
C. genus
D. taxa
10. Group which shows common ancestor
A. monophyletic
B. paraphyletic
C. polyphyletic
D. polytomy
11. Indicates more than two immediate descendants
A. monophyletic
B. paraphyletic
C. polyphyletic
D. polytomy
12. Includes recent common ancestors are not included only distant relative
A. monophyletic
B. paraphyletic
C. polyphyletic
D. polytomy
13. Refers to recent common ancestor but not all descendants are included
2
A. monophyletic
B. paraphyletic
C. polyphyletic
D. polytomy
For numbers 14 -15. Analyze the structure of phylogenetic tree.
14. What letter represents the root?

A. A
B. I
C. J
D. K
15. B and C are _________________.

A. branch point
B. node
C. sister taxa
D. polytomy
Lesson
29 The Process of Evolution
In 1835, when Darwin visited the Galapagos Islands, evidence has been found
to indicate that living things have changed gradually during their natural history.
The study of fossils as well as biogeography, embryology, molecular evidence, and
comparative anatomy such as homologous structure, analogous structure and
vestigial structure provide evidence for evolution.
What’s In
Activity 1
Match the picture with each type of evidence. Choose your answer from the
word bank below. Write your answer inside the box.
3
1. 2.
3. 4.
5. 6.
analogous structure molecular evidence fossil

embryology vestigial structure homologous structure
What’s New
The evolutionary history of a group of organisms is called phylogeny from the

Greek word phylon which means “tribe” and genesis which means “origin”. Biologist
traditionally represent the genealogy or organism’s line of evolutionary development
of organisms as phylogenetic trees, which are diagrams that trace evolutionary
relationships and connections among organisms.
A phylogenetic tree can be read like a map of evolutionary history. Rooted
phylogenetic trees have single lineage at the base representing a common ancestor.
4
Activity 2
Label the parts of rooted phylogenetic tree based on the given description.
1.
2.
3.
5. 4.
Structure of Rooted Phylogenetic tree

branch point the point where split occurs
basal taxon lineage that evolved early from the root
and remains unbranched
sister taxa point of two lineages stem from the same
branch
polytomy branch with more than two lineages
Root Indicates that an ancestral lineage gave
rise to all organisms on the tree
5
What is It
There are four groups of evolutionary tree namely monophyletic, paraphyletic,

polyphyletic and soft polytomy. Monophyletic group is also called clade which shows
common ancestor. Paraphyletic group refers to recent common ancestor but not all
descendants are included. Polyphyletic group includes recent common ancestors are
not included only distant relative. Soft polytomy indicates more than two immediate
descendants.
Activity 3
Identify what group of evolutionary tree is illustrated below.
1. 2.
_____________________________ _________________________________
3.
____________________________ __________________________________
What’s More
Activity 4
Analyze the phylogenetic tree. Fill the blank with the correct answer. Please
be guided by the Structure of Rooted Phylogenetic tree discussed.
6
1. The root of the tree is represented by letter ______________.
2. ____________ shows common ancestor of B and C.
3. A to E represents the ________________________.
4. B and C are ____________________.
5. Which is more likely close related? A and C or C and D?
What I Have Learned
Activity 5
Complete the sentences.
(1)__________________ were grouped and used as evidence and basis for further
classification of living things. The evolutionary history of a group of organisms is
called (2)__________________ from the Greek word phylon which means “tribe” and
genesis which means “origin”.
A (3) ____________________ can be read like a map of evolutionary history.
Rooted phylogenetic trees have single lineage at the base representing a common
ancestor. Structures of phylogenetic tree are tip or terminal node, basal taxon, sister
taxa, polytomy and root. (4)___________________ is the point where split occurs.
Lineage that evolved early from the root and remains unbranched is called
(5)__________________________. A branch with more lineages is polytomy while
(6)____________________ shows that ancestral lineage gave rise to all organisms on the
tree.
The four groups of evolutionary tree are monophyletic, paraphyletic,
polyphyletic and soft polytomy. (7)______________ group is also called clade which
shows common ancestor and all their descendent. (8)_______________ group refers to
recent common ancestor but not all descendent are included. (9) ______________
group includes recent common ancestors are not included only distant relative.
(10)__________________ indicates that branching is unknown.
7
What I Can Do
Activity 6
Complete the phylogenetic tree. Choose the corresponding organism from the
word bank.
Alligator Beavers Dolphin Tuna

Frog Gorilla Tyrannosaurus
Assessment
1. Lineages that evolved early from the root and remain unbranched
a. basal taxon
b. branch point
c. root
d. sister taxa
8
2. The point where split takes place
a. basal taxon
b. branch point
c. polytomy
d. sister taxa
3. Indicates that an ancestral lineage gave rise to all organisms on the tree
a. basal taxon
b. branch point
c. root
d. sister taxa
4. Monophyletic group is also called _________________.

a. clade
b. domain
c. genus
d. taxa
5. Branch with more than two lineages

a. basal taxon
b. branch point
c. polytomy
d. sister taxa
6. Point of two lineages stem from the same branch

a. basal taxon
b. branch point
c. root
d. sister taxa
7. Greek word phylon from the word phylogeny means ______________________.

a. ancestor
b. branch
c. origin
d. tribe
8. Greek word genesis from the word phylogeny means ____________________.

a. ancestor
b. branch
c. origin
d. tribe
9. Diagram that trace evolutionary relationships and connections among

organisms
a. evolution
b. family tree
c. lineages tree
d. phylogenetic tree
9
For numbers 10 -11. Analyze the structure of phylogenetic tree.
10. Letter K represents _______________?

a. branch point
b. node
c. sister taxa
d. root
11. D and E are _________________.

a. branch point
b. node
c. sister taxa
d. root
12. Common ancestor shows in group _____________.
a. monophyletic
b. paraphyletic
c. polyphyletic
d. polytomy
13. Indicates more than two immediate descendants
a. monophyletic
b. paraphyletic
c. polyphyletic
d. polytomy
14. Includes recent common ancestors are not included only distant
relative
a. monophyletic
b. paraphyletic
c. polyphyletic
d. polytomy
15. Indicates recent common ancestor but not all descendants are included
a. monophyletic
b. paraphyletic
c. polyphyletic
d. polytomy
10
Activity 7
Study the phylogenetic tree then answer the questions below.
Questions:
1. What do you call the place where two branches split apart? ________________
2. What does the branch point that connect chimpanzee, bonobo and human
represent? _____________________________________________________________________
3. What is that single branch point from which all branches originate?
_________________________________
4. What does the node closest to the root represent? _____________________________
5. How important is phylogenetic tree? ______________________________
11
12
Additional Activity What can I do What I Have
Activity 7 Activity 6 Learned
1. branch point 1. Activity 5
dolphin
2. most recent common
ancestor of all the species
2. tuna
1. fossil
on those branches 3. frog
2. phylogeny
3. root 4. gorilla
3. phylogenetic tree
4. represents most recent 5. beaver
4. branch point
common ancestor for all 6. alligator
5. basal taxon
organisms in the tree 7. tyrannosaurus
5. used to help represent
6. root
evolutionary relationship 7. monophyletic
between organisms that 8. paraphyletic
are believed to have some 9. polyphyletic
common ancestry. 10. soft polytomy
What's More What's It What's New
Activity 4 Activity 3 Activity 2
1. K 1. Paraphyletic 1. Sister Taxa
2. G 2. Polyphyletic 2. Polytomy .
3. tip or terminal node 3. Monophyletic 3. Basal Taxon
4. sister taxa 4. Soft 4. Branch point
5. A and C Polytomy/Polytomy 5. Root
1. D 9. A Activity 1 1. A 9. D
2. C 10. A 2. B 10. D
3. D 11. D 1.analogous structure 3. C 11. C
4. A 12. C 2.homologous structure 4. A 12. A
5. B 13. B 3. embryology 5. C 13. D
6. C 14. D 4. vestigial structure 6. D 14. C
7. D 15. C 5. fossil record 7. D 15. B
8. C 6. molecular evidence 8. C
7. biogeography
Answer Key
References
Miller, K. R.. & Levine, J. (2004). Prentice Hall: Biology. New Jersey, Pearson
Education Inc.
Sia, S. & Cortez, L. (2016). Science in Today’s World for Senior High Schoo
https://media.hhmi.org/biointeractive/click/Phylogenetic_Trees/02.html
https://evolution.berkeley.edu/evolibrary
https://www.youtube.com/watch?v=RVW8iIEfiZI
13

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Interaction and Interdependence
Quarter 2 – Module 30: Interaction and Interdependence
First Edition, 2020
royalties.


Writers: Rhodora G. Bautista
Reviewers: Jason Ricaforte, Elizabeth A. Soriano, Princess Paolah L. De Guzman,
Marissa C. Betchaida, Louie L. Alvarez, Gregorio M. De Chavez, Jr,
Jocelyn M. Manset, Mario B. Maramot, Elaine T. Balaogan,
Job S. Zape Jr.
Illustrator: Cherry Amor Laroza
Layout Artist: Elizalde L. Piol, Julie Anne V. Vertudes
Job S. Zape Jr.
Elaine T. Balaogan
Merthel M. Evardome
Nadine C. Celindro
Nicolas M. Burgos
Mario B. Maramot
Fe M. Ong-ongowan

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
Interaction and Interdependence
Module on Interaction and Interdependence!
This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.
the module:

This contains helpful tips or strategies
that will help you in guiding the learners.
ii
For the learner:
Interaction and Interdependence!
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!
learner.
the module.

module.






iii

competency.

the lesson learned. This also tends retention
of learned concepts.

module.

answers.
not alone.
iv
What I Need to Know
master interaction and interdependence in the ecosystem. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to
follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.
The module covers:

 Lesson 1 – Interaction and Interdependence

1. Identify biotic factors and abiotic factors; and
2. Categorize biotic potential and environmental resistance that affect
population growth.
What I Know
1. What refers to the rate at which life forms reproduce when they have perfect
conditions that would advance fruitful reproduction?
A. limiting factor
B. biotic potential
C. carrying capacity
D. environmental resistance
2. These factors that can restrain the expansion of a population, for example,
predators, competitors, lack of food and water, diseases and reasonable living
space are called _____________________.
A. limiting factor
B. biotic potential
1
3. What is the maximum number of organisms that an ecosystem can support?
A. limiting factor
B. biotic potential
4. Which of the following is an example of environmental resistance?

A. Predators struggle for a similar prey.
B. Adequate food and water supply for the people
C. The health condition of the organisms is stable
D. Suitable habitat increases the growth of producers.
5. Which of the following is NOT an environmental resistance?

A. diseases
B. predators
C. competitors
D. reproduction
6. Which of the following constitute an ecosystem?

A. Living things
B. Non-living things
C. Living things and non-living things
D. Producers, consumers and predators
7. What would happen if living organism failed to reproduce?

A. The population confines its growth.
B. There will be increase in population.
C. There will be decrease in population growth.
D. It has no effect on the population of living organism.
8. Biotic and abiotic factors that prevent the persistent development of a

population like food, water and space is called _____________________.
A. limiting factor
B. biotic potential
9. Living organisms have the ability to reproduce? In which of the following

condition will NOT lead to reproduction?
A. Disease
B. Adequate food
C. Suitable habitat
D. No competitors
2
10. Which of the following examples refers to an abiotic factor for environmental
resistance?
A. Fishes eat algae in ponds.
B. A certain prey has various predators
C. Trees are dependent on sunlight and water in an ecosystem
D. Corona virus disease killed many people around the world
11. What do you call a group of organisms that are of similar species that live in a
similar zone?
A. Habitat
B. Population
C. Ecosystem
D. Community
12. What BEST portray an ecosystem?

A. It refers to an interacting group of organisms.
B. It is the integration of plants, animals and microorganisms.
C. Different species of living organisms that interact with each other.
D. The area in which living things interact with one another and with their
environment.
13. Which of the following is NOT a biotic factor?

A. goat
B. temperature
C. Coronavirus
D. Coconut trees
14. Elmo was bitten by a mosquito. Mosquitoes, tapeworms, hookworms and

leeches are examples of _____________________.
A. Prey
B. Parasites
C. Predators
D. Producers
15. Which of the following is an essential factor that determine biotic potential?
A. Diseases
B. Predators
C. Competition
D. Number of offspring
3
Lesson
Interaction and
30 Interdependence
Every living thing rely upon one another and their environment. No living
creature could make due all alone without relying upon different living beings and
its environment. Interaction and interdependence are two important relationships
in nature. According to Bayo-ang, Coronacion, Jorda, Restubog & Moncada (2016),
ecology is the branch of biology that deals with study of these relationships of
interaction and interdependence between living things and their environment. The
area wherein living things associate with each other and with their environment is
known as the ecosystem (Ramos & Ramos, 2016). Association among species help
shape ecosystem.
What’s In
Activity 1
Look around. What do you see in your environment? List 10 living things
and 10 non-living things in the table. Answer the questions below.
Living things Non–living things
1. What is the interaction between living things and non-living things?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. How dependent are we on other organisms and the environment?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4
Activity 2
Encircle the words in the grid and fill in the blanks with the correct term.
Niche Parasitism
Competition Commensalism
Predation Mutualism
Symbiosis Habitat
Population Community
G L E I P T R K C E S H A D
I F C O M M U N I T Y E S E
V P O P U L A T I O N S Y L
E H M U T U A L I S M D M E
R D P A R A S I T I S M B Y
P R E D A T O R N S R N I S
L D T E C O L O G Y G C O A
A V I H A B I T A T R H S H
N U T C O N S U M E R S I N
T X I A N I M A L S E T S N
S C O M M E N S A L I S M O
A L N I C H E F R O G A L R
D E C O M P P O S E R D Y M
1. Different types of organisms that interact with one another in a given area form
a _____________________.
2. A group of organisms of similar species that live in a characterized territory area
form a _____________________.
3. The place or type of environment in which an organism or population lives is

called _____________________.
4. The capacity of a life form or the role it plays in the habitat is known as
ecological _____________________.
5. Interaction between two organisms of various species in which at any rate
benefits is called _____________________.
6. _____________________ is a harmonious relationship wherein two life forms’
benefit.
7. The symbiotic relationship in which one organism benefits and the other is
unaffected is called _____________________.
8. _____________________ is a symbiotic relationship in which one organism
benefits, while the other is harmed.
9. The feeding of one organism on another is called _____________________. Life
forms that feed on the other living creature are called predator, while prey refers
to life forms eaten by a predator.
10. An environment can't fulfill all the requirements of its individuals so creatures
must battle with each other to survive. This sort of interaction when two species
utilize a similar limited resource is called _____________________.
5
interaction and interdependence in the ecosystem. All parts are
consist of activities. Be guided with the instruction on how you
will answer each. Expectedly you will meet the target at the end of
the module.
6
What’s New
The ecosystem comprises of all living and non-living things that interact with
each other in a given territory. Every living piece of an ecosystem, for example,
animals, plants, and other living being are called biotic factors. Living organisms
interact in the ecosystem to obtain food in order to survive. Their interaction can
be used to classify them as to producers, consumers and decomposers. The non-
living pieces of an ecosystem are called abiotic factors. Living creatures in a
biological system can't be separated independently from the abiotic or non-living
components in their natural surroundings (Ramos & Ramos, 2016).
Activity 3
Read the words in the word box. Sort the biotic and abiotic factors into their
proper column.
tree cow farmer

dog wind oxygen
temperature grass fish
water CO2 sunlight
bacteria salinity of water chicken
pH of soil flower
Biotic Factors Abiotic Factors

____________________________________ ___________________________________
____________________________________ ___________________________________
____________________________________ ___________________________________
____________________________________ ___________________________________
____________________________________ ___________________________________
____________________________________ ___________________________________
____________________________________ ___________________________________
Refer to the column of biotic factors and classify each as to:
Producers Consumers Decomposers
7
What is It
Biotic Potential and Environmental Resistance

Biotic potential and environmental resistance are the factors that influence
the population growth. Biotic potential is the rate at which life forms reproduce
when they have perfect conditions that would advance effective generation
(Salandanan, Faltado & Lopez, 2016). It is likewise characterized as capacity of a
populace of a species to propagate under perfect conditions, for example, adequate
food and water supply, no diseases, suitable habitat and no predators. The biotic
potential among creatures’ changes from species to species. The following factors
determine biotic potential:
1. numbers of offspring per reproduction

2. chances of survival age of reproduction
3. age at which propagation starts
4. how frequently every individual replicates
Activity 4
Look at the pictures. Write something about each picture.
A. _____________________________
________________________________
________________________________
________________________________
________________________________
________________________________
B. _____________________________
________________________________
________________________________
________________________________
________________________________
________________________________
8
C. _____________________________
________________________________
________________________________
________________________________
________________________________
Activity 5
Refer to pictures shown in Activity 4. Answer the following questions.
1. How many offspring does each organism have?

A. _____________________________________
B. _____________________________________
C. _____________________________________
2. At what age each organism reproduce?

A. _____________________________________
B. _____________________________________
C. _____________________________________
3. What will happen if living organisms fail to reproduce?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. How can a population grow?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. How can predators affect the population’s growth?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
6. How does disease affect population growth?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
7. What factors control the increase of population?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
9
What’s More
Environmental resistance refers to the factors that can limit the growth of a
populace. It includes predators, competitors, disease, lack of food and water and
unsuitable habitat.
The biotic potential and environmental resistance influence the carrying
capacity which is defined as the maximum number of individuals that an
ecosystem can support.
Biotic and abiotic factors that prevent the persistent development of a
population like food, water and space are called limiting factors.
Activity 6
Analyze each picture. Categorize as either biotic potential or environmental
resistance. Explain your answer.
1. ___________________________________
Explanation:
_____________________________________________
_____________________________________________
_____________________________________________
2. ___________________________________
Explanation:
_____________________________________________
_____________________________________________
_____________________________________________
3. ___________________________________
Explanation:
_____________________________________________
_____________________________________________
_____________________________________________
4. ___________________________________
Explanation:
_____________________________________________
_____________________________________________
_____________________________________________
5. ___________________________________
Explanation:
_____________________________________________
_____________________________________________
_____________________________________________
10
What I Have Learned
Activity 7
Refer to this illustration in answering questions A, B and C.
A. What are the abiotic factors in the illustration?

1. _________________________________________
2. _________________________________________
3. _________________________________________
4. _________________________________________
B. What are the biotic factors in the illustration?

1. _________________________________________
2. _________________________________________
3. _________________________________________
4. _________________________________________
5. _________________________________________
6. _________________________________________
C. Identify the environmental resistance that may affect the population in the
ecosystem.
1. _________________________________________
2. _________________________________________
3. _________________________________________
4. _________________________________________
5. _________________________________________
D. What is the effect environmental resistance on a population?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_________________________________________________________________________
11
What I Can Do
Activity 8
The year 2020 had been a tough and difficult time for many countries
around the world. What environmental resistance affect the Philippines? What
measures will you do to protect the community?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Assessment
1. What biotic relationship occurs in organism where one species is benefited while
the other is harmed?
A. predation
B. mutualism
C. parasitism
D. commensalism
2. Which of the following is an example of environmental resistance?

A. various predators may compete for a similar prey
B. suitable habitat restrains the growth of producers
C. change in seasons can influence conduct of living beings
D. desert biological systems have restricted life forms because of outrageous
parched conditions
12
3. What are the two important relationships in an ecosystem?
A. symbiosis and predation
B. mutualism and parasitism
C. interaction and interdependence
D. biotic potential and environmental resistance
4. Which of the following condition does NOT show abiotic factors in an

ecosystem?
A. cactus growing in hot, dry regions
B. earthworm burrowing for habitation
C. polar bears living in a very cold environment
D. A young woman gave birth to a healthy baby boy
5. The carrying capacity is the maximum number of organisms that an ecosystem

can support. What influence the carrying capacity?
1. limiting factor 2. biotic potential 3. biotic factor 4. Abiotic factor
5. environmental resistance 6. predation 7. competition
A. 1 and 2 C. 2 and 5
B. 3 and 4 D. 6 and 7
6. What factors control the increase in population growth?

1. disease 2. unsuitable habitat 3. adequate food 4. competitors
5. predation 6. water 7. sunlight 8. temperature
A. 2,4,5,7 C. 1,3,4,5
B. 1,3,5,8 D. 1,2,4,5,
7. The biotic and abiotic factors that prevent the growth of a population like food,
water and space is called _____________________.
A. limiting factor
B. biotic potential
8. The symbiotic relationship in which both organisms are benefited?

A. predation
B. parasitism
C. mutualism
D. commensalism
9. Which of the following essential factors determine biotic potential?

A. diseases
B. lack of food
C. number of offspring
D. lack of suitable habitat
13
10. What do you call the area in which the living things interact with one another
and with their environment?
A. habitat
B. population
C. ecosystem
D. community
11. What is the connection between biotic potential and environmental resistance?
A. Biotic potential increases the population whereas environmental resistance
confines its growth.
B. Biotic potential increases the population while environmental resistance
decreases its growth.
C. Biotic potential and environmental resistance are the two factors that
increase the population growth.
D. Biotic potential and environmental resistance are the two factors that limit
the population explosion.
12. Which of the accompanying reasons does explain why various life forms have
diverse biotic potentials?
A. Offspring have distinctive survival rates.
B. Life forms have diverse multiplication rates.
C. Different life forms will have diverse reproductive life expectancies.
D. Organisms that abide in a similar situation will have similar potentials.
13. What is the symbiotic relationship in an ecosystem when one organism

benefits and the other are unaffected?
A. Predation
B. Parasitism
C. Mutualism
D. Commensalism
14. What is the type of interaction when the two species use the same limited
resources and struggle with one another to survive?
A. Predation
B. Symbiosis
C. Mutualism
D. Competition
15. What is the role of predator in the ecosystem?

A. Remove vulnerable prey
B. Increase the number of prey
C. Have no effect in the ecosystem
D. Decrease the number of predator
14
Cut and paste/ copy and paste or draw pictures of an ecosystem showing
environmental resistance and biotic potential.
Biotic Potential
Environmental Resistance
15
16
Assessment What I Know What's in
1. C 1. B Activity 1
2. A 2. D Answer may vary among
3. D 3. C students’ perceptions.
4. D 4. A
5. C 5. D Activity 2
6. D 6. C
7. A 7. C
8. C 8. A
9. C 9. A
10. C 10. C
11. B 11. B
12. D 12. D
1. Community
13. D 13. B
2. Population
14. D 14. B
3. Habitat
15. A 15. D
4. Niche
5. Symbiosis
6. Mutualism
What I Can Do
7. Commensalism
Activity 8
8. Parasitism
Answer may vary among
9. Predation
10.Competition
What's More What I Have Learned
What's New Activity 6 Activity 7
Activity 3 1. Biotic potential A. 1. Air/ atmospheric gas
Biotic Abiotic Factor 2. Environmental resistance (O2/ CO2)
Factor 3. Environmental resistance 2. light
trees temperature 4. Environmental resistance 3. soil
dogs water 5. Biotic potential 4.temperature
bacteria light B. 1. snake
fish Oxygen Explanation- Answer may vary 2. frog
cow CO2 among student 3. deer
grass pH of soil 4. tiger
farmer salinity of water What is It 5. tree
chicken Activity 4 6. grass
Answer may vary among C. 1. predator
Producers Consumers Decomposers students’ perceptions. 2. competitor
trees dogs bacteria 3. disease
grass fish Activity 5 4. lack of food and water
cow 1. A – 1 5. unsuitable habitat
farmer B–8 D. Answer may vary among
chicken C–2 student
*Answers can be interchanged 1. A – 12 y.o.
B – 5 mos. *Answers can be interchanged
C – 4 mos.
3-7. Answer may vary among
student
Answer Key
References
Bayo-ang, R.B. et al. 2016. Earth and Life Science for Senior High School.
Quezon City: Education Resources Corporation
Ramos, J.D. and Anna Cherylle Morales-Ramos. 2006. Exploring life

Through Science BIOLOGY. Quezon City: Phoenix Publishing House,
Inc.
Salandanan, G.G., Faltado, R.E., & Merle B. Lopez. 2016. Earth and Life
Sciences for Senior High School. Quezon City: Lorimar Publishing,
Inc.
17

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

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Earth and

Published by the Department of Education

Development Team of the Module

Writers: Rochelle M. Mercado

Layout Artist: Elizalde L. Piol, Anselma M. Ebero, Jocelyn M. Manset

Management Team: Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan,

Department of Education – Region IV-A CALABARZON

Office Address: Gate 2 Karangalan Village, Barangay San Isidro

For the learner:

This module has the following parts and corresponding icons:

References This is the list of all sources in developing this module.

The module focuses on the lesson:

After going through this module, you are expected to:

Earth: A Habitable Planet

Table 1. Factors that make a planet habitable

Factors that make a planet habitable. National Science Foundation, n,d.http://www.lpi.usara.edu/education/explore/our_place/hab_ref_table.pdf

1. Planet Earth is considered habitable because of the following reasons: (1) it

RECYCLE REDUCE REUSE

Astronomy, accessed May 29,2020, https://www.astronomy.com:solarsys

Lunar and Planetary Institute, accessed May 29,2020,

Published by the Department of Education

Development Team of the Module

Writers: Rochelle M. Mercado

Layout Artist: Elizalde L. Piol, Anselma M. Ebero, Jocelyn M. Manset

Department of Education – Region IV-A CALABARZON

Office Address: Gate 2 Karangalan Village, Barangay San Isidro

What I Need to Know 1

The module is composed of:

After going through this module, you are expected to:

Air Water Land With Life

Subsystems of the Earth

(A) (B) (C) (D)

The four subsystems of the Earth are:

1. Atmosphere – the gaseous layer above the Earth’s surface primarily

Subsystems of the Earth

The four subsystems of the Earth are:

1. Atmosphere – it is the gaseous layer above the Earth’s surface, primarily

MY ENVIRONMENTAL “TO DO” LIST

2. Which system of the Earth is considered as the largest component of the

4. Relationship between the complex communities of individual organism is

8. From the given choices, which is an example of a connection between

9. Which among the choices clearly gives an example of connection between

A. boats transporting goods C. water evaporating to make clouds

15. Ozone plays an important function in every single organism on Earth. To

1. What sphere caused the event?

Earth System, Science Learning Hub, accessed May 30, 2020,

Major Geological Subsystem of Earth, Study.Com, accessed May 30, 2020,

Published by the Department of Education

Development Team of the Module

Writers: Josephine P. Jacinto

Layout Artist: Elizalde L. Piol, Anselma M. Ebero, Jocelyn M. Manset

Department of Education – Region IV-A CALABARZON

Office Address: Gate 2 Karangalan Village, Barangay San Isidro

1 What I Need to Know

The module is divided into two lessons, namely:

After going through this module, you are expected to:

4. Which property refers to the resistance of mineral to scratching?

4. In its powdered form, the mineral hematite is reddish. Which mineral

7. Which is not a property that can be used to identify a mineral?

1. L T __ R - a manner by which mineral reflects light.

2. S R __ K - color of mineral in powdered form.

3. L V G __ - tendency of mineral to break along flat surfaces

5. H R S__ - resistance of mineral to scratching and it is the

Name: __ Name:

Characteristics: ____ Characteristics: _

Name: __ Name:

Significance: ___ Significance:

Characteristics: ____ Characteristics: _

Significance: ___ Significance: