2

EARTH & LIFE SCIENCE

Activity Sheets

Name: LJAE B. NATINO

Section: ABM
Date: October 18, 2020

General Direction: Use this activity sheet to answer the activities in your module.

QUARTER 1 MODULE 1: Origin and Structure of the Earth-Earth System

WHAT I KNOW
1) D
2) C
3) C
4) A
5) C
6) B
7) A
8) D
9) C
10) B
11) C
12) D
13) B
14) C
15) B

ACTIVITY 1.1
Concept Map
It describes the formation of
our solar system from
a nebula cloud made from a
collection of dust and gas.
SOLAR
NEBULA
A collision happened and huge HYPOTHESIS
amounts of gas from the sun
explode out of it but more in the
same directions around the sun

ENCOUNTER SOLAR NEBULAR

HYPOTHESIS
SYSTEM HYPOTHESIS

Our star system was formed 4.568

billion years ago when a small
part of a giant molecular cloud
experienced a gravitational
PROTOPLANET collapse.
HYPOTHESIS
It states that solar system begins by
forming out of the collapsing of either
cloud or a nebula, from here gravity play
its role by pulling material from the
cloud closer together to create a hot
dense core.

EARTH SCIENCE SLM ACTIVITY SHEET | BY: MARYLOU J. MALUYO

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WHAT’S MORE/ Activity 1.2

1) Name the bodies involved in Encounter Hypothesis.
a) Sun
b) rogue star
2) Who are the scientists behind Nebular Hypothesis?
a) Immanuel Kant
b) Pierre Simon Laplace
3) Enumerate the four terrestrial planets.
a) Mercury
b) Venus
c) Earth
d) Mars
4) Differentiate Nebular Hypothesis and Solar Nebula Theory
-The difference between Nebular Hypothesis and Solar Nebula Theory is that
Nebular Hypothesis, it suggests that the Solar System formed from gas and dust
orbiting the Sun, while Solar Nebula Theory describes the formation of our solar
system from a nebula cloud made from a collection of dust and gas.

WHAT HAVE I LEARNED?

1) Name the theories/hypothesis that explain the origin of the solar system.
a) Encounter Hypothesis
b) Protoplanet Hypothesis
c) Nebular Hypothesis
d) Solar Nebula Theory
2) Describe each theory you answered in item # 1.
a) Encounter Hypothesis- is anchored to the concept that the Sun had come
across with a rogue star.
b) Protoplanet Hypothesis- is the hypothesis that suggests that a cloud of gas
and dust, about 10 million km in diameter rotated slowly
c) Nebular Hypothesis- theory proposed that the solar system formed from a
slowly rotating nebula that collapsed and flattened.
d) Solar Nebula Theory- this theory combined the idea of a flattening solar
nebula with that of a condensing interstellar dust as the nebula cooled, which served
as a condensation nuclei where matter is accumulated.

3) Why do you think it is called solar system?

- It is called the Solar System because it is composed of 8 planets
surrounding the Milky Way.

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ACTIVITY 2.1
1) TRUE
2) FALSE – Earth is a terrestrial planet, it is small and rocky, Earth is located at
“goldilocks zone” it refers to habitable zone means it can support life.
3) TRUE
4) TRUE
5) FALSE – Ashes coming from volcanoes aren’t safe to be inhaled by humans
because it can lead us to respiratory diseases.
6) TRUE
7) TRUE
8) FALSE - Earth is located at Goldilocks zone which is the amount of heat and
solar energy it received is enough, not too hot nor too cold.
9) TRUE
10) FALSE – Mercury and Venus have the most extreme temperature planets in our
solar system which is very impossible to support life.

WHAT’S MORE/Activity 2.2

1) Name three characteristics of the Earth making it the only livable planet in
the solar system.
a) Earth is placed in the “Goldilocks Zone”.
b) It has the right chemical ingredients for life, including water and carbon.
c) Earth is just at the right distance from the Sun. It receives enough energy to
allow water to exist as a liquid on its surface.
2) What made Mercury and Venus unfit to nurture life?
Mercury – it is the first planet in the solar system and it is the nearest planet in
the sun. Earth is just at a right distance, unlike Mercury, it is very near that had
hot temperature. Also, Mercury doesn’t have thick atmosphere that will protect
living organisms from temperature extremes and excessive UV radiation.
Venus – its atmosphere is very hot and thick. It is the hottest planet even
though it isn’t the nearest one.
3) Enumerate the four gas planets.
a) Jupiter
b) Saturn
c) Uranus
d) Neptune
4) What is so called ‘goldilocks zone’?
- The Goldilocks Zone refers to the habitable zone around a star where the
temperature is just right - not too hot and not too cold - for liquid water to exist on
a planet.
5) What is the role of the Sun in making a planet suitable for life?
- It makes life possible to exist on Earth because it emits solar energy. Living
things like us, humans need enough light and heat in order to gain energy as well
as plants, in order for them to grow. Moreover, Earth would be in its lowest
temperature without Sun.

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WHAT HAVE I LEARNED?

1) Why do you think life do not exist in planets such as Saturn, Uranus and
Neptune?
- They are called the “Jovian Planets”, where life is impossible to exist there because
they are mainly composed of gases, that is why they are also called gas giants. In
short, there is no gravity and oxygen in these planets.

2) How the amount of heat received by the Earth from the Sun able it to
support life?
- Earth is found to be located in such region where due to its distance from the sun,
the amount of heat and solar energy it receives is just enough to keep it Earth neither
too hot nor too cold.

3) Is the location of the Earth from the Sun can be a reason that it can
nurture life? Why?
-Yes, because in its distance, Earth can receive proper and appropriate
temperature and heat from the sun that lets us exist in it.

4) List at least three characteristics of the Earth and discuss each of their
importance in the existence of life.
a) It has gaseous atmosphere that contains 21% oxygen, which is necessary for
us to breathe, 78% nitrogen, and, 9% argon.
b) Earth is composed of 70% water. Without water, we cannot live, for water is
life. Living things need water in order to survive.
c) Earth orbits in the so-called Goldilocks zone, where the planet receives
enough energy to allow water to exist as a liquid on its surface.

WHAT I CAN DO
Skip this task.

ASSESSMENT/Post Test
1) C
2) A
3) A
4) B
5) C
6) A
7) D
8) C
9) A
10) D
11) C
12) D
13) B
14) A
15) B

QUARTER 1 – MODULE 2: Earth and Earth System

EARTH SCIENCE SLM ACTIVITY SHEET | BY: MARYLOU J. MALUYO

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PRETEST
1) A
2) D
3) A
4) C
5) D
6) C
7) B
8) D
9) A
10) A
11) D
12) C
13) C
14) B
15) D
16) B
17) C
18) B
19) A
20) C

WHAT IS IT: Think Globally, Act Locally

Observation System
1) Humans are planting flowers Biosphere
and trees.
2) Plants giving off oxygen inhaled Atmosphere
by humans.
3) Burning of dry leaves. Atmosphere
4) Water flowing form the water Hydrosphere
pump.
5) Raining Connection between hydrosphere and
atmosphere

WHAT’S MORE
Name something from each spheres of the Earth system (lithosphere,
hydrosphere, biosphere, atmosphere) that you interact with every day.

Lithosphere = Using garden soil for planting plants in our yard

Hydrosphere = Filling our pails with water from the water pump
Biosphere = Planting flowers and trees
Atmosphere = Inhaling oxygen, and exhaling Carbon dioxide

EARTH SCIENCE SLM ACTIVITY SHEET | BY: MARYLOU J. MALUYO

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EXPLAIN
How do those things impact your life?
- All of the Earth’s systems create a big impact in our lives. They enable us
to survive in this planet we are in. We can get the essential elements of
life, we have buildings like our home to live, water to drink, and shield
against environmental problems.

After seeing many examples, what conclusions about Earth’s systems can you
make?
- I will conclude that the four Earth’s systems are consist of the land, oceans, and
atmosphere. They include the planet’s natural cycles- the carbon, water, nitrogen,
phosphorous, sulfur, and deep Earth processes. When human population in your
study site increases, how would this affect the rest of the system?

When human population in your study site increases, how would this affect the
rest of the system?
- For me, global warming will take place due to the overpopulation. And
when it comes to overpopulation, carbon dioxide will also increase in
many ways.

WHAT I CAN DO
Evaluate
Match these words inside the box that correspond to the system below.
water, earth materials, air, living things

Hydrosphere = Water
Biosphere = Living things
Atmosphere = Air
Lithosphere = Earth material

ASSESSMENT

EARTH SCIENCE SLM ACTIVITY SHEET | BY: MARYLOU J. MALUYO

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1) A
2) D
3) C
4) B
5) B
6) D
7) C
8) B
9) A
10) D
11) B
12) D
13) D
14) C
15) A
16) C
17) A
18) C
19) A
20) C

PERFORMANCE TASK
Create a poster/illustration that represents your environment showing the
interactions among the four spheres.

QUARTER 1 – MODULE 3: Minerals and Rocks

EARTH SCIENCE SLM ACTIVITY SHEET | BY: MARYLOU J. MALUYO

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WHAT I KNOW/Pre-Assessment
1) B
2) C
3) D
4) C
5) A
6) A
7) D
8) B
9) D
10) B
11) C

WHAT’S NEW
a) Observe the crystals that had form. Draw how it looks like and write a brief
description of it.
- The crystal is shiny.
b) How would you know that the crystals are already forming? How do crystals
form?
- Crystals often form in nature when liquids cool and start to harden. Certain
molecules in the liquid gather together as they attempt to become stable.

c) Why do more crystals dissolve when the water is heated?

- When the temperature of the solution is increased, hot water can dissolve more solid
substance than cold water. This is because heated water molecules move farther
apart, making room for more solid substance to dissolve. Crystals begin to form and
build on one another as the water lets go of the excess solute.

d) Do you think that the identifying properties of the crystal or water change
when they are mixed?
- Yes, because crystal will be dissolved and become part of the water.

WHAT’S MORE
In what ways do you think the minerals are helpful to your life?
- They help us to develop new technologies and are used
in our everyday lives. Our use of rocks and minerals includes as building
material, cosmetics, cars, roads, and appliances.

WHAT HAVE I LEARNED?

EARTH SCIENCE SLM ACTIVITY SHEET | BY: MARYLOU J. MALUYO

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I.
1) √
2)
3)
4) √
5)
6)
7) √
8)

II. What other minerals are known to have important uses like silicates?
- These include minerals such as quartz, feldspar, mica, amphibole,
pyroxene, olivine, and a great variety of clay minerals.

WHAT I CAN DO
1) HARDNESS
2) HARDNESS
3) LUSTER
4) CLEAVAGE
5) DENSITY
6) CRYSTAL HABIT
7) SOLUBILITY
8) SPECIFIC GRAVITY
9) MELTING POINT
10) FRACTURE

ASSESSMENT
1) A
2) A
3) D
4) B
5) D
6) B
7) D
8) A
9) C
10) B
11) C

ADDITIONAL ACTIVITIES

EARTH SCIENCE SLM ACTIVITY SHEET | BY: MARYLOU J. MALUYO

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Choose one task to do:

 Poem

EARTH SCIENCE SLM ACTIVITY SHEET | BY: MARYLOU J. MALUYO

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QUARTER 1 – MODULE 4: Rocks: Its Three Main Categories

WHAT I NEED TO KNOW
1) B
2) D
3) A
4) D
5) C
6) A
7) C
8) B
9) A
10) B

ACTIVITY 1. Reaping Rocks

Rock Chart
Rock Sketch
Shape CIRCULAR CIRCULAR
Size SMALL SMALL
Observation Colors BROWNISH BEIGE WITH DARK
SPOTS
Texture ROUGH ROUGH
Collection Site NEAR A RIVER BACKYARD
Classification SEDIMENTARY SEDIMENTARY
Origin SEDIMENTS SEDIMENTS
Interpretation
COMPACTED COMPACTED
TOGETHER TOGETHER

WHAT I HAVE LEARNED

- Rocks are mostly found in oceanic crust and on continental crust in
which humans can directly access. There are three main types of rocks:
sedimentary, igneous, and metamorphic. Each of these rocks are formed
by physical changes—such as melting, cooling, eroding, compacting, or
deforming—that are part of the rock cycle. Sedimentary rocks are formed
from pieces of other existing rock or organic material. Metamorphic rocks
are rocks that have been changed from their original form by immense
heat or pressure. Igneous rocks (derived from the Latin word for fire) are
formed when molten hot material cools and solidifies.

EARTH SCIENCE SLM ACTIVITY SHEET | BY: MARYLOU J. MALUYO

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WHAT I CAN DO
1) IGNEOUS
2) SEDIMENTARY
3) METAMORPHIC
4) SEDIMENTARY
5) SEDIMENTARY
6) IGNEOUS
7) SEDIMENTARY
8) METAMORPHIC
9) SEDIMENTARY
10) IGNEOUS

ASSESSMENT
1) B
2) D
3) A
4) D
5) C
6) A
7) C
8) B
9) A
10) B

EARTH SCIENCE SLM ACTIVITY SHEET | BY: MARYLOU J. MALUYO

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QUARTER 1 – MODULE 5: Rocks: Magma Formation

WHAT I KNOW
1. B
2. F
3. J
4. D
5. A
6. G
7. H
8. I
9. C
10. K

WHAT’S NEW
ACTIVITY 2: MAGMA VISCOUS

1. What is the representation of flour in this experiment?

- This experiment shows the varying viscosity of magma upon cooling.

2. Why does the flour become polymerized after cooling the mixture?
- Polymerization occurs due to sudden change of temperature as well as
the increase in amount of flour in the mixture.

3. How do this experiment related to magma formation?

- This experiment is related to magma formation. Magmas have variable
contents of silica (flour) and therefore have widely varying viscosities
(“thicknesses”) during cooling. This formation usually happens when the
hot molten magma from the mantle is slowly moving upward to crust
which has a lower temperature.

WHAT I HAVE LEARNED

A.

First, I know that magma is composed of mixture of molten or semi molten rock
that is found beneath the surface of the Earth.
Second, there are four types of magma, these are primary magma, primitive
magma, parental magma, and derivative magma.
Third, the overall composition of magma is changed as crystallization happens.
Fourth, Silicate is mostly composed of silicon, oxygen, aluminum, alkalis (sodium,
potassium, calcium), magnesium and iron.
Finally, there ate two processes which the magma ceases to exist, these are
through volcanic eruption or crystallization.

EARTH SCIENCE SLM ACTIVITY SHEET | BY: MARYLOU J. MALUYO

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WHAT I CAN DO

1. A
2. C
3. C
4. B
5. C
6. D
7. A
8. D
9. A
10. B

EARTH SCIENCE SLM ACTIVITY SHEET | BY: MARYLOU J. MALUYO

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QUARTER 1 – MODULE 6: Earth Materials and Resources- Energy Resources

LESSON 1
WHAT I KNOW

1.B
2.B
3.B
4.C
5.C
6.B
7.A
8.B
9.B
10.A
11.D
12.C
13.C
14.A
15.D
16.C
17.A
18.B
19.D
20.C

WHAT’S MORE

ACTIVITY 1.2
1. Arrange these words below in proper sequence based on geothermal energy
diagram.
(cooling water, hot water, generator, turbine, injection well, steam)
Rewrite: hot water, steam, turbine, generator, cooling water, injection well

2. Enumerate the types of Geothermal power plant

a. low power geothermal
b. medium power geothermal
c. high power geothermal

3. Differentiate geothermal power plant from geothermal heat pump.

- The difference between Geothermal power plants and Geothermal heat pump is that
geothermal power plant generates electricity by forcing hot steam or hot steam from
the earth's interior through a turbine. This electricity can be used to power, heat,

EARTH SCIENCE SLM ACTIVITY SHEET | BY: MARYLOU J. MALUYO

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and cool homes, among other uses. While, geothermal heat pumps circulate fluid

through underground pipes, where they absorb heat.

4. List down at least 5 geothermal power plants in the Philippines.

a. Nasulo Geothermal Power Plant
b. Tiwi Geothermal Power Plant
c. Maibarara Geothermal Power Plant
d. Makiling-Banahaw (Mak-Ban) Geothermal Power Plant
e. Montelago Power Plant

WHAT I CAN DO

3) Make a brochure highlighting the different geothermal power plants in the

Philippines.

EARTH SCIENCE SLM ACTIVITY SHEET | BY: MARYLOU J. MALUYO

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LESSON 2

WHAT’S MORE
Activity 2.2. It’s time to be Refresh with Hydropower.

1) Name 3 types of hydropower plant.

a) Run-of-river plants
b) Off-stream plants
c) Pumped storage power plants

2) Enumerate the 3 main components of hydroelectric power plant.

a) dam
b) penstock
c) powerhouse

3) Describe Maria Cristina Falls.

- The waterfall is located about 9.3 km Southwest of Illigan City and is ringed by
Ditucalan, Buru-an and Barangay Maria Cristina. It’s fed by the River Agus and the
water falls 98 meters before supplying the Agus VI hydroelectric plant. Besides
supplying power in Illigan City, it helps in the production of 70 % of Mindanao’s
electricity.

4) Give at least two (2) advantages of hydropower plant.

It is extremely efficient, and operation and maintenance costs are low.

WHAT I CAN DO

3) Make a brochure highlighting the different hydroelectric power plants in the

Philippines.

EARTH SCIENCE SLM ACTIVITY SHEET | BY: MARYLOU J. MALUYO

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ASSESSMENT

1.A
2.D
3.C

EARTH SCIENCE SLM ACTIVITY SHEET | BY: MARYLOU J. MALUYO

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4.C
5.A
6.D
7.C
8.A
9.B
10.D
11.B
12.B
13.B
14.C
15.C
16.B
17.A
18.B
19.B
20.A

QUARTER 1 – MODULE 7: History of the Earth: Relative vs. Absolute Dating

WHAT I KNOW

1. D

EARTH SCIENCE SLM ACTIVITY SHEET | BY: MARYLOU J. MALUYO

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2. D
3. C
4. D
5. D
6. D
7. D
8. A
9. A
10. C

WHAT’S NEW
Activity 1: Dating a rock!

Set Up A.
What material is at the bottom? What material is on
topmost layer?
- The material at the bottom is the sand and the material at the topmost is
the stone.
Imagine the bottle as an ocean basin, and the materials
became the rocks after millions of years. Which do you
think is the oldest? youngest? Why?
- The oldest is the sand and the youngest is the rock that is on top. There
are two methods of telling how old rock is. When one sample is compared
by simply describing as older or younger than the other, it is called as
relative dating. The bottom part is older than the one above it, it is called
as Law of Superposition.
Set Up B
How old is the oldest layer? youngest layer?
- The oldest layer is 30 years old while the youngest layer is 10 years old.
Compare the two set ups. Which set up describes the age
relative to its position? Which tells the exact or absolute
age?
- The Setup B tells the exact or absolute age.
What do shells represent in set up B?
- Pebbles represent shells.

WHAT I CAN DO
Activity 1: Back in Time!

LOCATION: ISULAN, SULTAN KUDARAT

1. FORMS OF LIFE

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RELATIVE: Iguanas and different fishes on our river such as hito and tilapia.
ABSOLUTE:
1997: Clean water
2000: Different species dominated the area.
2011: Decrease of fish and animal species in river because of the garbage.
2020: Total decrease of land and marine life near the river.

2. TOPOGRAPHY
RELATIVE: Mountains and unoccupied space of plains.
ABSOLUTE:
1988- Peaceful mountain and unoccupied space of plains.
1997- People start to build resort near the mountain.
2011- Almost all of the plains are occupied.
2020- Unpeaceful Mountain but helpful occupied space of plains because of grains.

3. BODIES OF WATER
RELATIVE: River
ABSOLUTE:
1988-2002- Clean and clear river
2006- Little garbage have been spotted
2014- Many garbage such as diapers and plastics found in the river.
2020- Uncontrolled throwing of garbage causing Marine and Land life decrease.

4. BARANGAYS AND/OR NATIONAL ROAD

RELATIVE: Almost all road or district in our barangay has not been done cemented.
ABSOLUTE:
1999- Non-cemented road on all district on our barangay
2016- Government started to notice it.
2019-2020- Almost all of the road on all district on our barangay has been done
cemented.

5. HUMAN INHABITANTS
RELATIVE: Unoccupied space of land on our district.
ABSOLUTE:
1999- Unoccupied spaces around the district has been spotted.
2007- People start to build house on the unoccupied spaces of lane in our district.
2018- All spaces of land had been occupied causing rapid increase on human
inhabitant.

6. FOUNDATION OF THE AREA

RELATIVE: Court, covered court and Road cementing has not been done.
ABSOLUTE:
1956- No road has been cemented yet.
1989- Almost all of the road has been cemented and created gyms has been done.

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2001- Created gyms brought smile to people as also the cemented road for smooth
ride.
2014- Gyms and cemented roads are found on all areas.

GUIDE QUESTIONS

1. What caused the changes in;

a. Forms of life- Garbage
b. Topography- Building, resorts, and grains
c. Bodies of water- Garbage
d. Roads- Non-cemented roads
e. Human inhabitants- Increase on human inhabitant
f. Foundation- Covered courts and cemented roads

2. How do you see your local area twenty years from now? Support your answer
based on the changes it underwent.
- Human population will increase, and that will cause pollution in all forms, as well as
traffic.

3. Which information was more difficult to get, relative or absolute dating?

Why?
- The absolute dating since it already happened years ago and it is really hard to
remember.

4. How does a record of events help in gathering information?

- It helps in a way that it gives accurate information.

ASSESSMENT

1. C
2. C
3. A
4. A
5. D
6. A
7. B
8. B
9. B
10. D
11. D
12. A
13. C
14. D
15. B
QUARTER 1 – MODULE 8: Mitigation of the Impacts of Land Development,
Waste Disposal and Construction on Coast

WHAT I KNOW

EARTH SCIENCE SLM ACTIVITY SHEET | BY: MARYLOU J. MALUYO

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1. C
2. B
3. B
4. B
5. D

WHAT’S NEW
ACTIVITY 1

WHAT’S MORE

EARTH SCIENCE SLM ACTIVITY SHEET | BY: MARYLOU J. MALUYO

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ASSESSMENT

1. TRUE
2. FALSE, reduce
3. FALSE, Lousy
4. TRUE
5. FALSE, beneficial

EARTH SCIENCE SLM ACTIVITY SHEET | BY: MARYLOU J. MALUYO