Immaculate Conception Seminary – Senior High School

Tabe, Guiguinto, Bulacan

First Semester, S.Y. 2021-2022

MODULE
3
THE EARTH SUBSYSTEMS (CONT.)
You learned from the previous module the first two systems of the Earth: the
atmosphere where we can find the air we breathe; and the hydrosphere that supplies the
water that we need.
I have a question before we start a new module. Have you tried cutting a multi-
layered cake before? If you were to cut the Earth, how would you compare it to the layers of
a cake? Just like a cake, the layers would also be made of different materials.
This module presents the different layers of the Earth. You will learn how these
layers are formed and its composition, and the interactions these layers have with each
other.
MODULE OBJECTIVES
Describe the movement of the plate affecting the lithosphere.
Identify and differentiate the layers of the Earth.
Explain how the continents drift.
Cite evidence that support the continental drift.
Describe soil and soil horizon.

Watch the movie trailer of Journey to the Center of the Earth

ENERGIZER (https://www.youtube.com/watch?v=rQx2wLyagk4) . Identify the
characteristics that you think are true and those which you think are
not true. Explain your thoughts on the space provided below.
STATEMENTS THAT ARE TRUE EXPLANATION
 Fossils found on the Earth  Fossils are the remains of dead creatures.
 Complex cave systems  There are cave systems but not as close
 Aquifiers / underground water to the core.
source.  Volcanic activities came from the cycle
 Volcanic activities of lava flowing under the Earth.
 Higher temperature as we go down.  The farther we go down, the hotter it gets
 Some living creatures. because of molten rocks.
 There are some living creatures inside
the cave system.
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First Semester, S.Y. 2021-2022

STATEMENTS THAT ARE FALSE EXPLANATION

 Hollow Earth Theory
 Living dinosaur’s
 Indoor weather system
 LIVE oceanic creatures / living fossils.
 Train physics, I guess plot armour
that’s why they survived that.
 Earth is composed of layers that are
compressed due to gravity.
 If dinosours doesn’t exixt in the surface,
how come they can even survive below.
 Weather can’t form below underground
without atmosphere.
 Do not ride old and unmaintained mining
equipment.

I. PHYSICAL STRUCTURE OF THE EARTH

 Lithosphere
 rigid outer layer (crust)
 is the "solid" part of Earth. It has two parts, the crust and the upper
mantle
 “sits on the” asthenosphere.
 The Earths Plates are the lithosphere.
 Rocky, solid portion of the crust. Remember that it is made up of
mostly Silicon (Si) and Oxygen (O).
 Asthenosphere
 solid rock that flows slowly (like hot asphalt)
 The layer below the lithosphere. This layer is “plastic –like”.
 somewhat solid/liquid.
 malleable.
 Very important in terms of plate tectonics.

II. THE EARTH INTERNAL STRUCTURE

The Earth is divided into four main layers.
 Crust
 It is like the skin of an apple. It is very thin
compared to the other three layers.
 Makes up 1% of the Earth.
 Is broken into many pieces called plates.
 Only about 3-5 miles (8 kilometers) thick
under the oceans (oceanic crust) and about
25 miles (32 kilometers) thick under the
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continents (continental crust).

 Outer layer
 5-100 km thick
 2 types of crust
1. Oceanic (very dense, made of basalt)
2. Continental (less dense, made of granite)

 Mantle
 The layer below the crust.
 The largest layer of the Earth.
 Divided into two regions: the upper and lower sections.

 Outer Core
 Like a ball of very hot metals.
 Liquid in form
 Made up of iron and is very dense.

 Inner Core
 Has temperatures and pressures so great that the metals are
squeezed together and are not able to move.
 Solid.
SELF-CHECK
How do the layers of the earth affect one another?
III. CONTINENTAL DRIFT
 Formation of the Theory
 Francis Bacon-In the mid-
1600s Bacon noticed that
there’s an odd puzzle piece
fit between Africa and
South America
 Antonio Snider-Pellegrini -
In 1858, Antonio enhanced
Bacon’s discovery by
comparing the coastlines of
Africa and South America
but it was still rejected by
most people
 Alfred Wegener • In 1915
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First Semester, S.Y. 2021-2022

he suggested that the fit between Africa and South America was due
to Continental Drift.
 Continental Drift - proposed that continents were once joined together in a
single land mass called Pangaea
Figure 1. Movement of Pangea from a single land mass
or the supercontinent to individual continents (Image from:
a. Evidences https://cdn.mos.cms.futurecdn.net/MukkwnPZe2zTtY5NS
vyC8X-320-80.jpg)
1. Fit of the continents
 Shelf Break-
edge of each continent
 Coastlines of South America and Africa and North America
and Europe
 Suggested that the continents were once joined together

2. Similarity of fossils in continents

 Fossils- traces and remains of organisms that lived in
prehistoric times
3. Similarity of rock type and age along the matching coastlines
 Close match between rocks in northwestern coast of Africa
and Eastern Brazil, South America
 The age of rocks is also similar 500m-year-old to 2b-year-
old
4. The continuity of geologic features from continent to continent
 Mountain ranges line up along the matching coastlines.
Appalachian Mountains trend northeast along the east
coast of the U.S and Scandinavia
5. Presence of coal seams in Antarctica
 Coal- formed from organic matter such as dead plants and
animals. Antarctica was once inhabited by a lot of
organisms. Antarctica was once closer to the equator.
6. Tillites
 deposits of rock debris left by glaciers
 Tillites of the same age were found in Africa, South America,
India, and Australia
 Theory was Rejected
 Wegener could not present/ explain the mechanism of continental drift.
SELF-CHECK
1. In your own words, explain what the Continental Drift Theory states.
2. How did Alfred Wegener try to prove that the continents of Africa and South
America were once connected?
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First Semester, S.Y. 2021-2022

1. In your own words, explain what the Continental Drift Theory states.

It is stated that the continents of the world once was connected as one whole
Super Continent called, “Pangea.” This was first proposed by Francis Bacon,
supported by Antonio Snider and Alfred Wegener. However it isn’t proven until after
world war 2. The continent drift’s apart, converging or sliding creating new land
masses.

2. How did Alfred Wegener try to prove that the continents of Africa and South
America were once connected?

Alfred Wegner that says that the continent of South America and Africa fits
together like a puzzle. There are fossils on Antarctica because it was once a livable
environment. Same fossil records of pre-historic animals despite of the distance of
each continent today. Sediments of rocks that are only found In the ocean are found
in the land. Layers of rocks, such as in grand canyon shows the history of the earth.

How do the layers of the earth affect one another?

Thanks to the hot temperature of our core and also its composition. It help the Earth
create its own electro- magnetic field protecting us from solar flares and other dangerous
charge particles. The mass that is accumulated in the core is the center of gravity of our
planet. It holds us together. The continental drift gives new form of land and water for
different species to live in or die in.
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First Semester, S.Y. 2021-2022

IV. SOIL
Soil is like a skin over the earth’s crust, and is essential in enhancing life on earth.
A. Main Contributors to Soil:
a) Parent rocks and sediments
 Gradually rocks break down into smaller pieces under the effects
of rainfall, snow, freeze and thaw cycles.
 The parent rock or sediment is the main factor responsible for the
texture of the soil and is also important in determining the pH of the
soil and how rich it is in nutrients.
 For example, from Shale to clay and Sandstone to sand
b) Climate
 There are two main climatic influences:
i. Temperatures increase the rate at which the breakdown of
the underlying rock takes place and also the release of
nutrients into the soil.
ii. Rainfall and snowmelt break down rock to form soil and
distribute soil nutrients.
 In hot, wet climates such as the tropics soils tend to be deep.
 In cold, artic areas the soils tend to be thin and poorly developed.
c) Landscape
 Landscapes generally affect the depth or thickness of soils.
 Steep slopes often have shallow soils because soil is easily
washed down the hillsides into the valleys below.
 Flat land such as that in valley bottoms, flood plains, or low-lying
plains have deeper soils.
d) Vegetation and living creatures
 Vegetation aids in creating soils as acids released by the roots of
some plants act to breakdown the rock on which soil is forming.
 Once the rocks have been broken down into smaller materials, the
vegetation is able to supply its dying remains as a source of
nutrients to help enhance the soil while adding organic matter.
 Organisms begin to set up their homes in the soil from the moment
it begins to form.
 The main role of organisms in soil is to recycle the organic matter
and release nutrients in what is called “castes.”
 Organisms also create pores within the soil to allow air circulation
and add architecture to the soil.
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e) Time
 It takes a long time for soils to develop from rock and existing
sediments.
 The oldest soils are currently located in South Africa. Elsewhere,
soil is relatively young due to periods of geologic disturbance.
f) Man
 Farmers have cultivated the land for centuries and in most cases the
soil has been managed well.
 In some parts of the world however; soils have been damaged. For
example:
 Cutting down parts of the tropical rainforest, decreasing organic
material
 Cultivation of crops on steep slopes creating erosion
 Deterioration of natural nutrient content, as the focus is largely on
fertilizers in commercial agriculture

B. SOIL HORIZON
 A soil horizon is approximately parallel to the surface, having distinct
characteristics produced by soil forming processes.
 Soil horizons are used to classify the soil and make interpretations
about its quality and stability.
1. O-HORIZON (HUMUS OR ORGANIC HORIZON)
 Organic layers of decaying plant and animal tissues.
 Typically, within a woodland area there are three distinct
organic layers:
 Leaves, needles and twigs (Oi)
 Partially decomposed layer (Oe)
 Dark layer of decomposed humus (Oa)
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First Semester, S.Y. 2021-2022

2. A-HORIZON (TOPSOIL)
 A mineral horizon at or near
the surface in which an
accumulation of humified
organic matter is mixed with
mineral material.
 This horizon exhibits
obliteration of all or much of
the original rock structure.
3. E-HORIZON (ELUVIATED
HORIZON)
 A horizon in the upper part of
the soil. It is light colored and
leached.
 The light color is due to the
natural color of the dominant
quartz and sand grains.
 The main feature is the loss
of silicate clay, iron, or
aluminum, leaving a
concentration of sand and silt
particles.
4. B-HORIZON (SUBSOIL)
 Horizons which are
dominated by the obliteration
of all or much of the original
rock structure.
 Contain illuvial concentrations
of clay, iron, aluminum,
humus, gypsum, silica, and other minerals.
 Well drained soils have the brightest color development
within the B-Horizons.
 Usually 2-3 feet below the surface.
5. C-HORIZON (PARENT MATERIAL)
 A horizon which excludes hard bedrock.
 Hardly affected by the soil forming processes and have
changed very little since the time they were deposited.
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First Semester, S.Y. 2021-2022

 This layer lacks color, however, geologic layering or

strata is often present.
6. R-HORIZON (BEDROCK)
 Horizons containing hard bedrock.
 Typically requires large machinery to break through.
 Common R-Horizon materials consist of granite, basalt,
quartzite, limestone and sandstone

SELF-CHECK
What is soil? Why are soils important?

INTERESTING FACTS
Diamonds form at the base of the lithosphere, beneath old
continental crust that undergoes thinning (this allows for
decompression melting of the upper asthenosphere). The kimberlite
eruptions that bring diamonds to the surface are thought to occur
relatively quickly with the magma travelling all the way through the
lithosphere without stopping (it might not move fast until near surface,
but it doesn't stop moving once it starts). These 'deep' volcanic
sources can bring xenoliths of the lithosphere to the surface, allowing
us to study it.

REFERENCES
Angeles, D. & Gicaraya, C. (2017). Exploring natural science: Earth and life science. Don
Bosco Press Inc.
Baltazar, R., Cuarto, C.R., & Leonor J. (2016). Conceptual science and beyond: Earth and
life science. Brilliant Creations Publishing Inc.
Estacio, R. (2018). Earth and life science for senior high school: An inquiry-based worktext
for the 21st century learners. TLS Publishing House
Papa, R.D., Briones, J., Papa, D.M., & Tordesillas, D. (2016). Earth & life science: Knowing
and understanding nature. Abiva Publishing House Inc.
Refran, J.C., Tolentino, P.L., & Guzman, R.M. (2016) Earth and life Science. Vibal Group
Inc.
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First Semester, S.Y. 2021-2022

What is soil? Why are soils important?

Soil is the skin of the Earth, it helps to give life on the Earth. Soil came from the
grounded particles of a stone. It’s process took so long that it makes me appreciate a piece
of rock. Hey, that probably is rock is older than any of us. Pick up a rock, take a good look
of it then throw it off a river. You’re probably the first and the last person that would see that
rock for eons to come.

It’s importance is crucial to any living things. The soil gives nutrients to the plants, to
support living organisms, especially for us humans. This is the ground we tilt for food. Here
we build the foundations of our home, and at some point, we will be buried and will return to
dust.
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First Semester, S.Y. 2021-2022

PRESCRIBED TEXTBOOK:
Dunayen, J. & Ortiz-Andaya, M. (2016). Earth and life sciences for senior high school. C &
E Publishing, Inc.

Cut this area Cut this area

CN: Name: Samuel L. Crisolo Date: 9/22/21

Shade the circle that corresponds to your section: Summary of Scores:

Exit Ticket: /
O 11 St. Basil the Great O 11 St. Gregory the Great Assessment: /
O 11 St. St. Nicholas the Great O 11- Ezequiel Moreno

LAYERS OF THE EARTH EXIT TICKET – Examine, Claim, Support

1. Do you think it is possible to dig your way through the ground to the other side of the Earth? Explain
why or why not?
2. Analyze your data in your chart and use the information to organize your claim and evidence. Fill in
the chart below before you write your statement.
3. Write your response using a claim with evidence sentence frame.
“I claim that . The evidence I have to support my claim is.”

CLAIM
I claim that it is impossible to dig your way
through the ground to the center of the Earth.
Sited source:
https://youtu.be/jN-FfJKgis8
https://www.uu.edu/dept/physics/scienceguys/20
03Apr.cfm#:~:text=The%20deepest%20hole%20
by%20far,7km%20(about%2023%2C000ft).
https://headsup.scoutlife.org/is-it-possible-to-dig-
a-hole-through-the-
earth/#:~:text=The%20only%20way%20to%20m
ake,hole%20straight%20through%20Earth's%20
poles.&text=But%2C%20as%20you%20approac
hed%20the,until%20you%20reach%20the%20ce
nter.
EVIDENCE
 The deepest hole on Earth so far is in Kola
Peninsula, Russia. “The Kola well” reached 7
km (23,000ft). The digging stops because the
drills can’t withstand the hot temperature below.
 The Earth’s interior is liquid lava. Our body
cannot sustain.
 Even if possible, the “Coriolis Effect” will
occur. The faster we fall, the faster we spin than
the Earth. Colliding with the side of the hole.
We can be crushed by the force of impact.
 As of now, we do not have yet the suited
technology to do the job.
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First Semester, S.Y. 2021-2022

RESPONSE:
Even though that the idea of digging down to the center of the Earth seems
Fun. It is still impossible for us to accomplish. We’re not that advance enough to
Accomplish such task. Plus, our planet us huge and we’re going to take into
consideration the engineering, money, man power, and the time.

ASSSESMENT TASK

Make an Earth's Layer's Foldable

NOTE: Please follow the directions carefully!

1. Color the four layers using this guide:

Inner Core – red, Outer Core - red-orange, Lower Mantle – orange, Middle Mantle -
light orange, Upper Mantle – yellow, Oceanic Crust - dark brown, Continental Crust -
light brown Ocean – blue
2. Fill out the small squares with the information for each of the main layers of the Earth.
3. Now you may cut out the layers! Also cut out the four squares and the 12 labels.
Remember to cut out The Earth's Layers title.
4. Set a piece of 8 by 11 blue paper in front of you. Closely trim the title. Paste the Earth's
Layers title in the top left corner of the paper.
5. Paste the Crust on the top of the first blue paper, to the left of center on the page.
6. Set a second piece of 8 by 11 blue paper on top of the first, close to the bottom of the
crust.
7. Paste the Mantle on the second piece of paper. Part of the blue will show near the
brackets. That's okay! You can clip it out later.
8. Carefully lining up the bottom of the top blue paper, and holding tightly, fold up the
bottom of paper to about 1/4 inch below the bottom of the Mantle. Then fold up the
bottom blue paper up to about 1/4 inch from the bottom of the blank blue paper.
9. Staple the fold with two staples very close to the edge.
10. Paste the Outer Core on the third flap down.
11. Paste the Inner Core on the bottom flap. Paste the Inner Core Information Square to the
left of the Inner Core.
12. Paste the three other squares inside the flaps, on the corresponding Layers.
13. Cut out any of the blue flaps.
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First Semester, S.Y. 2021-2022

14. Using a black pen or marker, add the part of the Lithospheric bracket that was cut off.
15. Add two holes and write your name.

You can also watch this video

(https://www.youtube.com/watch?v=Gh8rIaIGwJ4) for a tutorial on how to do
this activity.
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First Semester, S.Y. 2021-2022

STUDENT EVALUATION/FEEDBACK

Comment:
I understood the topic. This is basic, however due to my skills in arts and crafts. I had a hard time doing it.
But it isn’t a big deal because I had finished it. Arts and crafts isn’t my domain pero nagawa padin po heheheh.

TEACHER’S NOTES/ FEED FORWARD

Comment:

Thank you!