1.Lp_ Earth and Life Science 11.Finaldocx

MARGOSATUBIG FRIENDSHIP SCHOOL OF ARTS AND TRADE
MAFSAT LUMBOG, MARGOSATUBIG ZAMBOANGA DEL SUR, 7035
LEARNING PLAN IN EARTH AND LIFE SCIENCE 11
QUARTER NO.1 Time Frame: 6 hours
Lesson Designer: Mary Grace B. Dayama
Content Standard: The learners demonstrate an understanding of:
1. the formation of the universe and the solar system

2. the subsystems (geosphere, hydrosphere, atmosphere, and biosphere) that make up the
Earth the Earth’s internal structure
Performance Standard: The learners shall be able to conduct a survey to assess the possible
geologic hazards that your community may experience.
 Learning Competency
After going through this lesson, you are expected to;
1. State the different hypotheses explaining the origin of the universe.

2. Describe the different hypotheses explaining the origin of the solar system.
3. Recognize the uniqueness of Earth, being the only planet in the solar system with
properties necessary to support life.
4. Explain the current advancements/information on the solar system
 Learning Targets:
At the end of the day, you can

1. state and the three (3) theories behind the origin of the universe,
2. create an illustration of the three (3) theories behind the origin of the universe; and,
3. value the uniqueness of Earth, being the only planet in the solar system with properties
necessary to support life through essay writing.
Lesson Topic: THE UNIVERSE AND THE SOLAR SYSTEM
I.INTRODUCTION
Present to the students the Activity 1. Jumbled Words. Allow students to answer the
activity within 3 minutes and answer the following questions afterwards. Ask 2-3 volunteers to
share their answer in the class.
Direction: Form the correct word of the jumbled letters on the left to identify the important terms
used to describe the universe. You may use the hints provided in the visual clue. Comparison or
description that pertains to the jumbled word will be given through pictures.
Activity 1.JUMBLED WORD

Our UNIVERSE is the following:
Jumbled Word Visual Clue Your Answer
1. AGR ____________________
2. ASG _____________________
3. ARSTS ______________________
4. SPLTANE ______________________
5. LXGAAY ______________________
Process Questions:
1. How will you define Universe?

2. Do you think Universe is the same with Solar System? Why and Why not?
End of activity the by posting and asking 2 students to share their answer on the guided questions
below:
Guide Questions:
1. What can you say about the activity?

2. Do you think there are theories behind the origin of the universe and Solar System? State
and at least 1and explain.
II. INTERACTION
A. Interactive Discussion
 Start the interactive discussion by asking: How does the universe formed?
 Expect different answers from the class.
B. PPT
 Show and discuss to the class the different theories behind the Origin of the Universe and
the Solar System.
Activity2. ILLUSTRATE ME!
The students will be divided into three (3) and each group will be assigned in different learning
area. Each group will choose one representative to present their work.
Direction: Draw an illustration of the assigned theory and explained it in the class.
Learning Area No.1: Big Bang Theory
Learning Area No.2: Steady State Theory
Learning Area No.3: Pulsating Universe
III. INTEGRATION
Activity 3. LOOK AT ME!
The Solar System consists of different and unique planets. Compare each planet to our
own planet Earth by researching its specific traits such as size, atmosphere, composition, space
objects revolving on it, length of days /years and many more. Illustration of each picture is given
below. After listing the traits of each planet, answer the question below the picture.
ESSAY
Guide questions:
 What is Earth?
 What makes Earth a living planet? Extent your answer.
ACTIVITY 4: EARTH: A HABITABLE PLANET
Direction: 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 Just Right Too Much of the Situation in the Solar
Planet Habitable Factor Factor System
Temperature Low temperatures Life seems to be At about 125oC, Surface: only the
influences how cause chemicals to limited to a protein and Earth’s surface is in
quickly atoms and react slowly, which temperature range of carbohydrate this temperature
molecules move interferes with the -15oC to 115oC. In molecules, and the range. Sub-surface:
reactions necessary this range, liquid genetic material the interior of the
for life. It can also water can still exist (e.g., DNA and solid planets and
cause the freezing of under certain RNA) start to break moons may be in
water, making liquid conditions. apart. Also, high this temperature
water unavailable. temperatures cause range.
the quick
evaporation of
water.
Atmosphere Small planets and Earth and Venus are Venus’s atmosphere Of the solid planets
moons have the right size to hold is 100 times thicker and moons, only
insufficient gravity a sufficient than Earth’s. It is Earth, Venus, and
to hold an atmosphere. Earth’s made almost entirely Titan have
atmosphere. The gas atmosphere is about of greenhouse significant
molecules escape to 100 miles thick. It gasses, making the atmospheres. Mars’
space, leaving the keeps the surface surface too hot for atmosphere is about
planet or moon warm and protects it life. The four giant 1/100th that of
without an insulating from radiation and planets are Earth’s, too small for
blanket or a small- to completely made of significant insulation
protective shield. mediumsized gas. or shielding.
meteorites.
Energy When there is too With a steady input Light energy is a Surface: The inner
little sunlight or too of either light or problem if it makes planets get too much
few of the chemicals chemical energy, a planet too hot or if sunlight for life. The
that provide energy cells can run the there are too many outer planets get too
to cells, such as iron chemical reactions harmful rays, such little. Sub-surface:
or sulfur, organisms necessary for life. as ultraviolet. Too Most solid planets
die. many energy-rich and moons have
chemicals is not a energy-rich
problem chemicals.
Nutrients used to Without chemicals All solid planets and Too many nutrients Surface: Earth has a
build and maintain to make proteins and moons have the are not a problem. water cycle, an
an organism’s body. carbohydrates, same general However, too active atmosphere, and
organisms cannot chemical makeup, so a circulation system, volcanoes to
grow. Planets nutrients are present. such as the constant circulate nutrients.
without systems to Those with a water volcanism on Venus, Titan, Io, and
deliver nutrients to cycle or volcanic Jupiter’s moon, Io, Mars have nutrients
its organisms (e.g., a activity can transport or the churning and ways to circulate
water cycle or and replenish the atmospheres of the them to organisms.
volcanic activity) chemicals required gas planets, Sub-surface: Any
cannot support life. by living organisms interferes with an planet or moon with
Also, when nutrients organism’s ability to sub-surface water or
are spread so thin get enough nutrients. molten rock can
that they are hard to circulate and
obtain, such as on a replenish nutrients
gas planet, life for organisms
cannot exist.
Question:
1. What are the factors that make the planet habitable?
2. What are the characteristics of planet Earth that makes it habitable?
POST TEST
Test I. MULTIPLE CHOICE. Choose the best answer.
1. Which statement describes the atmosphere of the planet correctly?

a) Venus is mostly carbon dioxide
b) Mercury is mostly nitrogen
c) Earth is mostly oxygen
d) Saturn is mostly helium
2. Why Earth is called “the living planet?
a) It sustains life.
b) It has atmosphere
c) It has water at the surface
d) All of the above
3. What makes the planet Earth habitable compared to other planets?
a) It has soil
b) It has trees
c) It has people
d) It has liquid water.
4. Heavenly bodies which revolved around the sun.

a) Orbits
b) Planets
c) Stars
d) Galaxies
5. Which among the planets is not a gas giant?
a) Venus
b) Neptune
c) Saturn
d) Uranus
TEST II. FILL IN THE BLANKS
1. The leading explanation about how the universe began is called________.

2. Earth is the only planet that has ___________.
3. _________ is the natural satellite of planet.
4. A system which is made up of the sun and the heavenly bodies that move around is
known as__________.
5. The term “Big Bang” refers to ____________.
Ask volunteers from the class to answer the 3-2-1 Summary below.
3-2-1 Summary
1. Give 3 things you have learned from the lesson today.

2. Give 2 things that you are not clear to you from the lesson today.
3. Give 1 thing that you want to learn next meeting.
Checked by: ARMEE TORMIS COLUMNAS

Academic Head
1. the formation of the universe and the solar system

2. the subsystems (geosphere, hydrosphere, atmosphere, and biosphere) that make up the Earth
the Earth’s internal structure
 Learning Competency
1. Identify the layers of the Earth (crust, mantle, and core).

2. The contributions of personalities/people on the understanding of the earth systems.

a. identify and explain the layers of the Earth,
b. describe the subsystem of the Earth; and,
c. illustrate the layers of the Earth using Recyclable Materials.
Lesson Topic: THE EARTH SYSTEM AND SUBSYSTEM
I.INTRODUCTION
Present to the students the Pre-assessment and allow students to answer the activity
within 3 minutes and check it afterwards. Ask 2-3 volunteers to share their realization after
answering the assessment in the class.
ACTIVITY 1: PICTURE IT OUT !
Direction: 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.
below:
Guide Questions:

2. How do you define Earth?
II. INTERACTION
 Start the interactive discussion by asking: How can you describe each system of the
Earth?
B. PPT
• Show and discuss to the class the Earth System and Subsystem.
ACTIVITY 2: YOUR FACE LOOKS FAMILIAR!
The class will be divided into three (3) groups and allow to perform the activity below.
Materials: Any clean recyclable materials, Colouring materials/Art materials, Adhesive

Procedures:
1. Using the recyclable materials, conceptualize your own model of the Layers of the
Earth .
2. Construct your Earth’s layer model. Make sure that the difference between each layer
will be clear in your model.
3. Present your model in the class.
III. INTEGRATION
ACTIVITY 3: 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?
ACTIVITY 4: MEETING THE EXPERTS
From a group and visit the Philippine Mines and Geosciences Bureau. Interview some
experts/ professional about the nature of their work on how they survey the land, land-forms,
their status and condition. By conduction dialogues with the experts, carry out a survey or design
a study to assess the possible hazards that your community may experience. After which, share
what you have learned and experienced in the class by citing the most interesting concepts and
ideas you gathered.
POST TEST
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a separate sheet
of paper.
1. Earth includes beach grasses, forms of life in the sea, on land, and even in the air. Which term
best describes the statement?
A. atmosphere C. geosphere
B. biosphere D. hydrosphere
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
7. Which among the choices is an example of a connection between atmosphere and

hydrosphere?
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. Among the choices, which 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. When nitrogen is returned to the soil when dead plants decompose is an interaction that
occurs in what system?
A. biosphere and atmosphere C. biosphere and geosphere
B. geosphere and atmosphere D. atmosphere and geosphere
12. Carbon dioxide dissolving from the air into the ocean is an interaction that occurs in which
system?
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. A thin layer of solid rock that makes up the outermost part of the Earth is visible to which
part of geosphere?
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?
16. The layer that makes up most of the Earth’s mass and volume is
A. mantle C. crust
B. magma D. core
17. The largest portion of the Earth’s volume is

A. the crust C. the inner core
B. the mantle D. the outer core
18. The thinnest layer of the Earth is the

A. Mantle C. outer core
B. inner core D. crust
19. What is a lithosphere?

A. the bottom of the mantle
B. the middle of the mantle
C. the crust and the top of the mantle
D. just the top of the crust
20. What is the correct order of the layers of the Earth?

A. mantle, core, crust
B. atmosphere, mantle, equator
C. crust, mantle, core
D. nucleus, continent, core
3-2-1 Summary


Academic Head
1) the three main categories of rocks,

2) geologic processes that occur on the surface of the Earth such as weathering, erosion, mass
wasting, and sedimentation (include the role of ocean basins in the formation of
sedimentary rocks),
3) geologic processes that occur within the Earth,
4) plate tectonics; and
5) how the planet Earth evolved in the last 4.6 billion years (including the age of the Earth,
major geologic time subdivisions, and marker fossils)
Learning Competency
1. identify common rock-forming minerals using their physical and chemical properties; and,
2. classify rocks into igneous, sedimentary, and metamorphic.

1. described the three main categories of rocks,
2. explain the characteristics of rock-forming minerals; and,
3. recognized the value of minerals in our daily life.
Lesson Topic: THE THREE MAIN CATEGORIES OF ROCKS
PRE-TEST
Direction: Choose the letter of the best answer. Write the chosen letter on a separate sheet of
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 very large.

B. Crystals are phaneritic.
C. Crystals are fine grained.
D. Crystals are coarse grained.
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. Which type of rock is formed when heated and compressed over time?
A. Igneous C. Sedimentary
B. Metamorphic 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. Which rock type is formed from hardened magma beneath the Earth’s surface?
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. Coal B. Granite C. Limestone D.Sandstone
11. Which of the following represents the correct order of the processes responsible for the
formation of sedimentary rocks?
A. Compaction, cementation, deposition, weathering, erosion
B. Deposition, cementation, compaction, erosion, weathering
C. Erosion, weathering, compaction, cementation, deposition
D. Weathering, erosion, deposition, compaction, cementation
12. A student obtained a cup of quartz sand from a beach. A saltwater solution ispoured into the
sand and is allowed to evaporate. Afterwards, the mineral residue from salt water solution
cemented the sand grains together. Which of the following is most likely formed?
A. extrusive igneous rock
B. intrusive igneous rock
C. metamorphic rock
D. sedimentary rock
13. Which of the following is true about rocks?

A. Coal is not considered a rock.
B. Rocks do not contain minerals.
C. Most rocks are a mixture of minerals.
D.Rocks are composed of only one mineral.
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. Metamorphic rock
D. Sedimentary rock
15. In which type of rock can fossils be found?

A. Extrusive igneous rock C. Metamorphic rock
B. Intrusive igneous rock D. Sedimentary rock
I.INTRODUCTION
Present to the students the Activity 2: Word Cryptogram. Allow students to answer the
activity within 3 minutes and check it afterwards.
ACTIVITY 1: WORD CRYPTOGRAM
Direction: 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.
Riddle: The layers of sediments that accumulated and carry the records of the Earth’s history.
below:
Guide Questions:

2. Do you think there are variations of rocks?
II. INTERACTION
 Start the interactive discussion by asking: What makes rocks different from each other?
B. PPT
• Show and discuss to the class the Earth Materials and Processes of Rocks and Minerals
using PPT or PowerPoint Presentation
ACTIVITY 2: MY COLLECTION!
Direction: 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, color, and
layers (or bands). Then classify them as to igneous, sedimentary, or metamorphic rock.
ACTIVITY 3: ORAL RECITATION
Guide Questions:
1. 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.
2. Based on our discussion of the different types or rocks (igneous, sedimentary, and
metamorphic), give me at least one type of rock and state their respective economic and
medical significance in our present society.
III. INTEGRATION
3-2-1 Summary
POST TEST
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
4. 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?
C. Crystals are very large.
D Crystals are phaneritic.
C. Crystals. are fine grained.
D. Crystals are coarse grained.
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. Which type of rock is formed when heated and compressed over time?
A. Igneous C. Sedimentary
B. Metamorphic 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.Which rock type is formed from hardened magma beneath the Earth’s surface?
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. Coal B. Granite C. Limestone D.Sandstone
11. Which of the following represents the correct order of the processes responsible for the
formation of sedimentary rocks?
A. Compaction, cementation, deposition, weathering, erosion
B. Deposition, cementation, compaction, erosion, weathering
C. Erosion, weathering, compaction, cementation, deposition
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
from salt water solution cemented the sand grains together. Which of the following is most likely
formed?
A. extrusive igneous rock
B. intrusive igneous rock
C. metamorphic rock
D. sedimentary rock
13. Which of the following is true about rocks?
A. Coal is not considered a rock.
B. Rocks do not contain minerals.
C. Most rocks are a mixture of minerals.

D.Rocks are composed of only one mineral.
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. Metamorphic rock
D. Sedimentary rock
15. In which type of rock can fossils be found?
A. Extrusive igneous rock C. Metamorphic rock
B. Intrusive igneous rock D. Sedimentary rock

Academic Head
1. the three main categories of rocks,

2. geologic processes that occur on the surface of the Earth such as weathering, erosion, mass
sedimentary rocks),
3. geologic processes that occur within the Earth,
4. plate tectonics; and
5. how the planet Earth evolved in the last 4.6 billion years (including the age of the Earth,
Performance Standard: The learners shall be able to conduct a survey to assess the possible geologic
hazards that your community may experience.
Learning Competency
1. describe how rocks undergo weathering,

2. explain how the products of weathering are carried away by erosion and deposited elsewhere ;
and,
3. make a report on how rocks and soil move downslope due to the direct action of gravity

1. identify the cause and effects of erosion; and,
2. explain the factors of weathering.
Lesson Topic: EXOGENIC PROCESSES
I.INTRODUCTION
Present to the students the Activity 1. EXPERIMENT TIME. Divide the class into 3 groups and
allow them to perform the experiment with their group mates within 3 minutes and answer the
following questions afterwards. Let each representative in each group to present their work.
ACTIVITY 1: EXPERIMENT TIME!
Materials: Two (2) pieces of paper and match

Procedures:
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.
TEARING OF PAPER BURNING OF PAPER
BEFORE BEFORE
AFTER AFTER
End the activity by showing two (2) different pictures in the class. Allow them to observed and
ask 2-3 student to answer the questions below.
Guide Questions:
1. What can you say about the picture?
2. Do you see any difference between the two?
II. INTERACTION
A. Start the discussion by letting asking a question: Do you think that rocks would last forever?
 Expect different answer from the class.

B. PPT
Through Powerpoint presentation, discuss to the class the concept of Exogenic processes.
In the same groups, allow the students to work their respective task within 5 minutes and ask each
representative of the group to present their work in the class.
Group 1: Identify the factors of physical weathering shown in each picture.

GROUP 2: Analyze each picture. Identify the chemical reaction that causes chemical weathering.
GROUP 3: Answer the following questions:
1. How do animals cause erosion?

2. How do human activities affect the rate of erosion?
ACTIVITY 2: ORAL RECITAION
1. Describe how rocks undergo weathering.

2. Explain how products of weathering are carried away by erosion and deposited
elsewhere.
3. Describe each process that can cause Physical Weathering.
4. Describe each process that can cause Chemical Weathering.
III. INTEGRATION
ACTIVITY 3: MAP ME OUT !
Direction: Complete the concept map using the words inside the box after the map.
Water Organic Activity Chemical Frost wedging
Hydrolysis Deposition Wind Exogenic Process
Burrowing Dissolution Abrasion Pressure
Physical Weathering Erosion Oxidation
Glacier Human Activities ZTemperature
POST TEST
A. Fill in the blanks
Direction: 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.
B. Multiple Choice.
paper.
1. Which of the following process does NOT alter the composition of material?
A. chemical weathering
B. dissolution
C. hydrolysis
D. mechanical weathering
2. What type of weathering is exhibited when the rocks are fractured, cracked, and broken down
into small pieces?
A. chemical weathering
B. oxidation
C. physical weathering
D. pressure change
3. Which of the following is an example of oxidation?
A. rusting of iron
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. loss of plant cover
C. planting
D. steepening of slope
5. Which diagram exhibits the most ideal arrangement for exogenic processes?
A. erosion – sediments – weathering – transport- deposition

B. sediments – erosion – weathering – transport
C. sediments – transport – erosion – weathering
D. weathering – erosion – transport-deposition
6. What term refers to the removal and transport of weathered material from one place to
another?
A. deposition
B. erosion
C. sublimation
D. weathering
7. Which of the following is NOT an agent of erosion?
A. glacier
B. rocks
C. water
D. wind
8. Which of the following cannot be considered as 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 term refers to the process wherein rocks break down into pieces?
A. deposition
B. erosion
C. mass wasting
D. weathering
10. What process of chemical weathering is involved when water reacts with one mineral to form
a new mineral like feldspar into clay?
A. dissolution
B. hydrolysis
C. oxidation
D. pressure
11. What type of mechanical weathering occurs when freezing of water and repeated thawing in
cracks of rocks?
A. abrasion
B. frost wedging
C. oxidation
D. solution
12. Which of the following does NOT cause chemical changes in the composition of rocks?
A. abrasion
B. dissolution
C. hydrolysis
D. oxidation
13. What chemical reaction takes place during rusting of iron?
A. abrasion
B. dissolution
C. hydrolysis
D. oxidation
14.Which of the following processes cannot be considered as exogenic?
A. deposition
B. erosion
C. eruption
D. weathering
15.What is the process by which sediments settle down in a particular area?
A. deformation
B. deposition
C. transport
D. weathering

Academic Head

2. geologic processes that occur on the surface of the Earth such as weathering, erosion, mass
sedimentary rocks),
4. plate tectonics; and
Learning Competency
1. describe where the Earth’s internal heat comes from,

2. describe how magma is formed (magmatism).
3. describe what happens after the magma is formed (plutonism and volcanism),
4. describe the changes in mineral components and texture of rocks due to changes in
pressure and temperature (metamorphism),
5. compare and contrast the formation of the different types of igneous rocks; and,
6. describe how rocks behave under different types of stress such as compression,
pulling apart, and shearing.
Learning Targets:

a. explain the origin of the Earth’s internal Heat,
b. illustrate how magma developed and what will happen after it is formed; and,
c. explain how pressure and temperature drives mineral components and texture of rocks.
Lesson Topic: ENDOGENIC PROCESSES
PRE-TEST
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. Spontaneous nuclear disintegration of radioactive elements produced thermal energy.
B. Radioactive element can be found anywhere in the planet.
C. When radioactive element decays, it produces heat.
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 does not come in contact with the warmer surface of the land and ocean resulting to the
increase of its thermal energy.
B. Air molecules do not come in contact with the cooler surface of the land and ocean resulting to the
C. Air molecules come in contact with the warmer surface of the land and ocean resulting to the increase
of its thermal energy.
D. Air molecules come in contact with the cooler surface of the land and ocean resulting to the decrease
of its thermal energy.
3. How does convection in Earth’s mantle affects the formation of landmass like volcano and mountain?
A. 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.
B. Collision and separation of tectonic plates happens due to the slow motion of convection cells.
C. Heat tries to escape in the interior of the earth.
D. All of the above
4. What is produced by the radioactive decay of isotopes in the mantle and crust?
A. heat from the sun
B. primordial heat
C. radiogenic heat
D. superheating
5. This refers to the heat left over from the formation of the Earth?
B. primordial heat
C. radiogenic heat
D. superheating
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. inner core
C. mantle
D. outer core
9. What heat transfer of fluid in the Earth’s interior results to the movement of
rocky mantle up to the surface?
A. conduction
B. convection current
C. insolation
D. radiation
10.Which of the following are boundaries between the three major layers of the Earth?
A. arches
B. discontinuities
C. plates
D. poles
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. hurricane
C. storm surge
D. volcanic eruption
12. How does the mantle behave as a viscous fluid on a geological time scale?
A. existence of high temperature
B. presence of high radiation
C. absence of high pressure
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. Movement of plates and radiation from the Earth’s core.
C. Heat from the Earth's core and radiation from the Sun.
D. Stored magma and volcanic eruption.
I.INTRODUCTION
Present to the students the Activity 1. Find me. Allow the students to answer the activity within 3
minutes and answer and ask 2-3 students to share their answer in the class.
ACTIVITY 1: FIND ME!
Directions: Encircle the 10 words listed below. Words may appear straight across, back-word
straight across, up, and down.
End the activity by posting questions. Allow 2-3 students to answer the questions below.
Guide Questions:

2. What can you tell about the internal structure of the Earth?
II. INTERACTION
 Start the discussion by letting asking a question: Where do you think does the Earth’s internal
heat came from ?
 Expect different answer from the class.

B. PPT
 Through PowerPoint presentation, discuss to the class the concept of Endogenic processes.
The class will be divided into three (3) groups. Allow the students to answer the activity within 5
minutes and ask each representative of the group to present their work in the class.
ACTIVITY 2: WHAT IS IN ME?

Directions: Read and analyze figures A and B. Answer the questions stated below.
GROUP 1:
1. 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)?
2. How the convection current affects the movement of tectonic plates?\
GROUP 2:
1. How convection in earth’s interior and conduction in the surface affect the temperature in
our atmosphere?
2. How subduction cause the formation of land mass like mountains and volcano?
GROUP 3:
1. Why does earthquake occur in subduction zone? (The area where subduction occur).
2. Based from figure A and B, how convection and conduction is interrelated?
III. INTEGRATION
ACTIVITY 3: ILLUSTRATE AND EXPLAIN !
Direction: 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.
CONDUCTION: Chocolate candy in your hand will eventually melt as the heat from your body
is released and makes it melted.
CONVECTION: A heater in the hot air balloon heats the air. The air inside is trapped causing
the balloon to rise.
POST TEST
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
2. Why radioactive decay plays a significant role in Earth’s internal heat?

A. Spontaneous nuclear disintegration of radioactive elements produced thermal energy.
B. Radioactive element can be found anywhere in the planet.
C. When radioactive element decays, it produces heat.
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?
B. primordial heat
C. radiogenic heat
D. superheating
5. How the conduction in the surface of the earth affect the temperature of our atmosphere?
A. Air molecules do not come in contact with the warmer surface of the land and ocean resulting
to the increase of its thermal energy.
B. Air molecules do not come in contact with the cooler surface of the land and ocean resulting
to the increase of its thermal energy.
C. Air molecules come in contact with the warmer surface of the land and ocean resulting to the
D. Air molecules come in contact with the cooler surface of the land and ocean resulting to the
decrease 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. movement of plates and radiation from the Earth’s core
C. heat from the Earth's core and radiation from the Sun
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
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. altitude
B. pressure
C. radiation
D. temperature
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. hurricane
C. storm surge
D. volcanic eruption
11.Which of the following are boundaries between the three major layers of the earth?
A. arches
B. discontinuities
C. plates
D. poles
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. conduction
B. convection current
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. inner core
C. mantle
D. outer core
14.Which of the following is the outermost layer of the Earth?

A. core
B. crust
C. discontinuity
D. mantle
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
Academic Head

2. geologic processes that occur on the surface of the Earth such as weathering, erosion,
mass wasting, and sedimentation (include the role of ocean basins in the formation of
sedimentary rocks),
4. plate tectonics; and,
Learning Competency
1. explain how the continents drift,

2. cite evidence that support continental drift,
3. explain how the movement of plates leads to the formation of folds and faults,
4. explain how the seafloor spreads; and,
5. describe the structure and evolution of ocean basins.
Learning Targets:

a . define continental drift,
b. enumerate and explain each evidences that support continental drift; and
c. recognize the different features of crustal deformation.
Lesson Topic: DEFORMATION OF THE CRUST
I.INTRODUCTION
Present to the students the Activity 1. “WHAT CAN YOU SAY?’’. Allow students to
observe and answer the guide questions within 3 minutes and answer the following questions
afterwards. Ask 2-3 volunteers to share their answer in the class.
ACTIVITY 1: WHAT CAN SAY?

Guide Questions:
1. What do you see in the illustration?

2. Can you spot the difference between the two illustrations?
3. What makes this illustration distinct from each other?
4. Do you think that Earth’s continental crust was ones fixed and connected?
End the activity by asking questions.
Guide Questions:

2. Do you believe that tectonic plates are in constant motion? Defend your answer.
II. INTERACTION
• Start the interactive discussion by asking: How can you describe the Earth’s
continents?
Expect different answers from the class.
B. PPT
• Show and discuss to the class the concept of crust deformation and the evidences that
supports continental drift.
ACTIVITY 2: WHAT’S THE CODE? IT PUZZLES ME!

Divide the class into 3 groups. Allow the students to work their respective task within 5 minutes
and ask each representative of the group to present their work in the class.
Objective: To verify the evidence presented by Wegener.
Materials: World Map, Cut-outs of Continents and Glue or paste.
What to do ?
1. Have students work in group with at least 5 members.

2. Label the cut-out continents with their names using the world map.
3. Fit the cut-outs to reconstruct the super continents, glue them together.
4. Compare the reconstructed supercontinent against a world map.
What happened?
1. Which landmasses fit together?

2. What places in the world map are they now positioned? ( Identify the exact latitude and
longitude of the present position.)
What now?
1. What evidence did you consider on determining which continental boundaries should be
joined?
2. What do you think are the features of the drifting of continents?
III. INTEGRATION
3-2-1 Summary
POST TEST
Multiple Choice
Direction: Choose the letter of the correct answer.
1. Which of the following is the portion of the world’s longest mountain range?
A. Caledonides
B. Himalayas
C. Marianas Trench
D. Mid-Oceanic Ridge
2. I saw as bumper sticker that said “ Reunite Gondwanaland”. Which of the following
would not be part of the reconstruction?
A. Antarctica
B. Australia
C. India,South of Himalaya
D. North America
3. Where is the ocean floor deepest?
A. In rift valley
B. In the abyssal plains
C. In submarine canyons
D. In oceanic trenches
4. What is the name of Mesozoic supercontinent that consisted all the present continents?
A. Eurasia
B. Gondwanaland
C. Laurasia
D. Pangea
5. Which ocean floor feature corresponds to F?
A. Mid-Oceanic Ridge
B. Rift Valley
C. Seamount
D. Submarine Canyon
6. How do oceanographers able to map the sea floor?
A. By sending out scuba divers
B. By studying seismic waves
C. By using sonars
D. By using telescopes
7. Which is the section of continents that lies off the shoreline and extends beneath the
ocean?
A. Basin
B. Plain
C. Ridge
D. Shelf
8. Which of the following is not used by Wegener as evidence of continental drift?
A. Evidence of glacial scratches
B. Fit of the continents
C. Magnetic reversal on the sea floor
D. Fossil that were found on different continents
9. Which of the following shows that the Mesosaurusfossil support the Continental Drift
Theory?
A. Mesosaurus lived million years ago.
B. It’s likely that the Mesosaurusfossil exist on both continents.
C. It’s unlikely that the Mesosaurusfossil could have swam between continents.
D. The Mesosaurusfossil fossil evidence proved that continental drift theory is
wrong.
10. Which of the following continents does NOT show evidence of glaciation during the
Carboniferous because it was part of Laurasia in northern Pangea and so was near to the
equator?
A. North America
B. Africa
C. India
D. Australia

Academic Head

2. geologic processes that occur on the surface of the Earth such as weathering, erosion,
mass wasting, and sedimentation (include the role of ocean basins in the formation of
sedimentary rocks),
4. plate tectonics; and,
Learning Competency
• describe how layers of rocks (stratified rocks) are formed,
• describe the different methods (relative and absolute dating) to determine the age of stratified
rocks,
• describe how the Earth’s history can be interpreted from the geologic time scale; and,
• explain how relative and absolute dating were used to determine the subdivisions of geologic
time.
Learning Targets:

a. describe the layers of rocks; and
b. explain how rocks keep record in Geologic Events.
Lesson Topic NO.1 : ROCK LAYER
I.INTRODUCTION
Present to the students the Activity 1. “HOW DO I LOOK?’’. Allow students to observe
and answer the guide questions within 3 minutes and answer the following questions
afterwards. Ask 2-3 volunteers to share their answer in the class.
ACTIVITY 1: HOW DO I LOOK LIKE?

Guide Question:
1. What do you observed in the picture?

2. What happen when you apply pressure to the cake?
below:
Guide Questions:

2. Do you think that rocks are arranged in layer?
II. INTERACTION
• Start the interactive discussion by asking: How do rocks keep record in Geologic Events?
B. PPT
• Show and discuss to the class the History of the Earth and the descriptions, characteristics, and
behaviour of rock layers.
ACTIVITY 2: WHO’S OLDER, WHO’S YOUNGER?

Direction: 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? ________
III. INTEGRATION
ACTIVITY 3: BRAIN POP

Direction: Study the rock strata in the right and try to answer the questions in the left.
Lesson Topic NO.2 : CORRELATION OF ROCK LAYERS
Learning Targets:
a. describe the layers of rocks,
b. identify the ways of correlating rock layer,
c. Arrange rocks from oldest to youngest; and
d. Recognize the human activities that can affect the layers of rocks.
I.INTRODUCTION
Present to the students the Activity 1. Identify me !. Allow students to answer the activity
within 3 minutes. Ask 2-3 volunteers to share their answer in the class afterwards.
ACTIVITY 1: IDENTIFY ME!
Direction: Identify the pictures which are best explained by the Laws of Stratigraphy in the box below.
Choose the letter of the correct answer.
End of activity the by posting and asking 2 students to share their answer on the guided questions below:
Guide Questions:
2. Is it possible to correlate the rock layer?
II. INTERACTION
• Start the interactive discussion by asking: What do you think are the ways of correlating rock
layers?
B. PPT
• Show and discuss to the class the Ways of Correlating and matching Rock layers.
ACTIVITY 2: MIND TICKLE
Divide the class into three groups and allow students to answer the activity with teams.
Direction: 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? _________
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)
III. INTEGRATION
ACTIVITY 3: LIST ME OUT!
Direction: 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 these 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
LESSON TOPIC NO. 3: ABSOLUTE AND RELATIVE DATING
Learning Targets:
a. define relative and absolute dating; and
b. spot the difference between relative and absolute dating using concept map.
I-INTRODUCTION
Present to the students the Activity 1: Solving the Earth’s Puzzle. Allow students to answer the
activity within 3 minutes. Ask 2-3 volunteers to share their answer in the class afterwards.
ACTIVITY 1: SOLVING THE EARTH’S PUZZLE

Directions: Find and encircle relevant words from the puzzle. Then, do the given tasks.
List of Words:
1. Rock
2. Relative
3. Absolute
4. Earth
5. Age
Tasks:
1. Using a dictionary or any reference, find the meaning of identified words.
___________________________________________________________________________
2. Write sentences out of the identified words from the puzzle.

________________________________________________________________________
___
3. Differentiate absolute age from relative age.
___________________________________________________________________________
below:
Guide Questions:
2. Do you think we can determine the age and traces of history?
II. INTERACTION
• Start the interactive discussion by asking: How does Geologist determine the age and traces of
history from the large number of artifacts and monuments bestowed upon us by older
civilization?
B. PPT
• Show and discuss to the class the Absolute and Relative Dating.
ACTIVITY 2: RELATIVE VS. ABSOLUTE

Directions: Complete the concept map to show the differences between the two methods of
dating.
III. INTEGRATION
ACTIVITY 3: READ AND FILL!

Directions: Place the missing letters that best complete the term being described by each
statement.
__b__ __l u__ e D __ __i__g 1. It is used to determine the age of a material
by using numeric values.
C__o__s C__t__i __g 2. It states that the geologic feature which cuts
another is younger of the two features.
R__la__ i __ e __a__i__g 3. It is used to determine the relative age of
rock layers.
__up__r__o__i__i__n 4. This law states that the younger
layer is at the top and older layer of rocks are
at the bottom.
Se__im__nt__ry __ o__ks 4. This law states that the younger
layer is at the top and older layer of rocks are
at the bottom.
ACTIVITY 4: WORD POOL

Direction:
Relative Absolute Superposition Original Horizontality
Radiometric Crosscutting Stratigraphy Lateral Continuity
Doubling Half-life Isotopes Faunal Succession
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.
LESON TOPIC NO.4: GEOLOGIC TIMELINE
Learning Targets:

a. describe how the Earth’s history can be interpreted from the geologic time scale,
b. track the Earth’s history using the geologic time scale; and,
c. determine the guide fossils that are used to define and identify subdivision of the geologic
time scale.
I-INTRODUCTION
Present to the students the Activity 1: Fill it out.. Allow students to answer the activity within 3
minutes. Ask 2-3 volunteers to share their answer in the class afterwards.
ACTIVITY 1: FILL IT OUT

Direction: 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).
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.
below:
Guide Questions:
2. Do you think that Jay’s experienced is related to what palaeontologist have done to trace the
origin of life on Earth? Why and Why not ?
II. INTERACTION
• Start the interactive discussion by asking: Have you ever wondered of how life exist on Earth?
B. PPT
• Show and discuss to the class the concept of Geologic Timeline especially on how to track the
Earth’s history using the geologic time scale.
The class will be divided into 3 groups. Allow students to work in teams and answer the
following questions in the activity. After
ACTIVITY 2: LET’S TRACE!

Direction: Look and analyze at the illustration below and answer the question listed below.
Group 1: 1. For how long has there been life on Earth?

2. For what percentage of time has life existed on Earth (round to the nearest whole
number)?
Group 2: 1. For about how many years of geological time have humans existed on Earth?
2. For about how many years of geological time have the dinosaurs existed on Earth?
Group 3: 1. Did dinosaurs exist at the same time as humans?

2. How do scientists determine when an era begins and when it ends?
3. What is the purpose of making a geological timeline?
III.INTEGRATION
In the same group, the students will conduct a survey about the possible geologic hazards
that their community may experience. The students output will be rated based on the rubric
below.
ACTIVITY 3: MY RESEARCH
Direction: Make a survey research about the possible Geologic hazards that your
community may experience. After conducting the study, you will present it in the whole class.
Please be guided by the rubrics below.
COMMENTS:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___________________.
POST TEST
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. Deposition
B. Foliation
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 crosscutting on rock layers?
A. Igneous Rock
B. Metamorphic Rock
C. Sedimentary Rock
D. Stratified Rock
5. Why is there a need for correlation of rock layers?
A. It gives the relative age of the rocks.

B. Fossils embedded in the rock layers serve as a proof of their correlation.
C. It provides information that the rock layers are connected to each other long ago.
D. All of the above
6. Which principles states 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. similarity of rock types

B. presence of index fossil
C. sequence of mineral content on rock
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. Disconformity
C. Nonconformity
D. Uniformity
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. Fauna Succession
C. Original Horizontality
D. Superposition
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 alters a rock layer quickly?
A. earthquakes
B. rain
C. rivers
D. snow
13. What makes index fossils 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 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
16. Why do most of the eons and eras end in “zoic”?
A. because these time periods were recognized by the animal life present at that time
B. because these time periods were recognized by the plants present at that time
C. A and B
D. none of the above
17. Which of the following marine animals are bivalves with two symmetrical shells – the shells
are mirror images of each other?
A. crinoids
B. fossil clam
C. gastropods
D. trilobites
18. 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.
19. What do you call the marine arthropods that were made of chitin, like some insects and other
organisms like lobsters.
A. crinoids
B. fossil clam
C. gastropods
D. trilobites
20. 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
21. In what phylum do crinoids belong?
A. arthropods
B. echinoderms
C. gastropods
D. mollusks
22. What do you call the person who studies fossils and ancient life?
A. anthropologist
B. archeologist
C. biologist
D. palaeontologist
23. Which of the following marine animals lived inside their shells, taking up the whole inside of
the long shell?
A. echinoderms
B. gastropods
C. mollusks
D. sea arthropods
24. In what type of rocks are fossils made of?
A. igneous rock
B. metamorphic rock
C. sedimentary rock
D. all of the above
25.In Paleozoic Era, in what period did the first vascular land planet exist?
A. Cambrian
B. Devonian
C. Ordovician
D. Silurian
26.In what period the first mammals and dinosaurs existed?
A. Cretaceous
B. Jurassic
C. Permian
D. Triassic
27.What do you call the remains or evidence used as markers when building up the geologic time
scale?
A. fossil
B. minerals
C. piles of rock
D. sandstone
28.In what era did the first skeletal elements, soft-bodies metazoans and animal traces exist?
A. Cenozoic Era
B. Late Proterozoic
C. Mesozoic Era
D. Paleozoic Era
29.Which of the following does NOT belong to Paleozoic Era?
A. Cambrian
B. Devonian
C. Jurassic
D. Silurian
30.In what era did the rocks with fossils of animals and plants such as dinosaurs, mammals and
trees form?
A. Cenozoic Era
B. Mesozoic Era
C. Paleozoic Era
D. Phanerozoic Era

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MARGOSATUBIG FRIENDSHIP SCHOOL OF ARTS AND TRADE

MAFSAT LUMBOG, MARGOSATUBIG ZAMBOANGA DEL SUR, 7035

LEARNING PLAN IN EARTH AND LIFE SCIENCE 11

QUARTER NO.1 Time Frame: 6 hours

Lesson Designer: Mary Grace B. Dayama

Content Standard: The learners demonstrate an understanding of:

1. the formation of the universe and the solar system

After going through this lesson, you are expected to;

1. State the different hypotheses explaining the origin of the universe.

At the end of the day, you can

Lesson Topic: THE UNIVERSE AND THE SOLAR SYSTEM

Activity 1.JUMBLED WORD

1. How will you define Universe?

1. What can you say about the activity?

Learning Area No.1: Big Bang Theory

Learning Area No.2: Steady State Theory

Learning Area No.3: Pulsating Universe

Activity 3. LOOK AT ME!

ACTIVITY 4: EARTH: A HABITABLE PLANET

Table 1. Factors that make a planet habitable

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

2. What are the characteristics of planet Earth that makes it habitable?

1. Which statement describes the atmosphere of the planet correctly?

4. Heavenly bodies which revolved around the sun.

TEST II. FILL IN THE BLANKS

1. The leading explanation about how the universe began is called________.

1. Give 3 things you have learned from the lesson today.

Checked by: ARMEE TORMIS COLUMNAS

MAFSAT LUMBOG, MARGOSATUBIG ZAMBOANGA DEL SUR, 7035

LEARNING PLAN IN EARTH AND LIFE SCIENCE 11

QUARTER NO.1 Time Frame: 5 hours

Lesson Designer: Mary Grace B. Dayama

Content Standard: The learners demonstrate an understanding of:

1. the formation of the universe and the solar system

After going through this lesson, you are expected to;

1. Identify the layers of the Earth (crust, mantle, and core).

At the end of the day, you can

Lesson Topic: THE EARTH SYSTEM AND SUBSYSTEM

ACTIVITY 1: PICTURE IT OUT !

1. What can you say about the activity?

ACTIVITY 2: YOUR FACE LOOKS FAMILIAR!

Materials: Any clean recyclable materials, Colouring materials/Art materials, Adhesive

ACTIVITY 3: WE ARE CONNECTED!

6. What is an example of a connection between atmosphere and geosphere?

7. Which among the choices is an example of a connection between atmosphere and

17. The largest portion of the Earth’s volume is

18. The thinnest layer of the Earth is the

19. What is a lithosphere?

20. What is the correct order of the layers of the Earth?

1. Give 3 things you have learned from the lesson today.

Checked by: ARMEE TORMIS COLUMNAS

MAFSAT LUMBOG, MARGOSATUBIG ZAMBOANGA DEL SUR, 7035

LEARNING PLAN IN EARTH AND LIFE SCIENCE 11

QUARTER NO.1 Time Frame: 4 hours

Lesson Designer: Mary Grace B. Dayama

Content Standard: The learners demonstrate an understanding of:

1) the three main categories of rocks,

After going through this lesson, you are expected to;

2. classify rocks into igneous, sedimentary, and metamorphic.