EARTHANDLIFESCIENCE

SeniorHighSchool

ACTIVITYSHEETS

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TableofContents

Week Activities
1 Day1
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1. Orientationonthedescription,outline,policies,requirementsand
gradingsystemofthesubject.
2. Levelingofexpectationsfromtheteachersandthestudents.
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Day2 1. Presentthecosmologicalquestion,Wheredidwecomefrom?
2. SimpleDebate:Dividetheclassintotwogroupswithonegroup
representingtheTheoryofCreation,andtheotherrepresentingthe
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TheoryofEvolution.Eachgroupchoosesaspeaker,andpresenttheir
narrativeinclass.Eachgroupisgiven5minutestopresenttheirideas
andrebut.
3. ProceedtodiscussionofTheBigBang.
Suggestedreference:https://science.nasa.gov/astrophysics/focus
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areas/whatpoweredthebigbang
Day3 PerformLab.Activity#1:ElasticBandModelAOneDimensionalModel
Day4 PerformLabActivity#2:GalaxyFieldsTwoDimensionalModel
2 Day1 1. PresenttheSolarNebulaHypothesis.
2. PerformActivity#3:AccretionandPlanetaryFormation.
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Day2 1. PresenttheEarthScienceSystem.
and SuggestedReference:
Day3 http://serc.carleton.edu/introgeo/earthsystem/nutshell/index.html
2. PerformLab.Activity#4:EarthSystemsPictureAnalysis.
3. Assignment:BringaPeriodicTableofElementsonthenextmeeting.
Day4 1. Discussiononcurrentadvancement/informationinthesolarsystem.
Suggestedreference:https://solarsystem.nasa.gov/news
2. StudentReport:ImportantPeopleintheunderstandingoftheEarth
systems.
3 Day1 1. Discussion:LayersoftheEarth.
Day2 1. DoActivity#5:Minerals,ElementsandtheEarthsCrust.

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 Day3 1. Presenttherockcyclevideo.
Suggestedreference:http://video.mit.edu/watch/rockcycle13017/
2. Discussion:TypesofRocks
Day4 1. Discussion:IdentifyingMineralsthatareImportanttotheSociety.
2. Assignment:BringthematerialsforActivityNo.6:Homemade
Toothpaste.
4 Day1 1. DoActivityNo.6HomemadeToothpaste
2. Agreement:Providethefileforhomereading:MineralExtraction
Reference:http://atlas.aaas.org/pdf/8386.pdf
Day2 1. Discussion:MineralExtractionandProcessing.
2. DistributionofReaderonEnvironmentalandSocialImpactofMining.
http://pdf.wri.org/mining_background_literature_review.pdf

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Assignment:Bringsizeillustrationboard,coloringmaterials(crayons,pastel,
watercolor,etc.),markerpens
Day3 1. PosterMakingActivity:
Theme:ResponsibleMining:TheBalanceBetweenProgressandCarefor
Environment

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RubricforGradingstudentsposterisprovidedintheattachedsheet.
1. LetthestudentswatchthefilmclipofBillNyetheScienceGuy,an
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Americanscienceeducator.
http://www.teachertube.com/video/fossilfuelswithbillnye
77641?utm_source=videogoogle&utm_medium=video
view&utm_term=video&utm_content=video
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page&utm_campaign=videoviewpage
2. Discussion:Howfossilfuelsareformed.
SuggestedReference:
http://www.fe.doe.gov/education/energylessons/coal/gen_howformed
.html
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Day4 1. PerformActivity#7:WeatheringandErosionStation1andStation2
5 Day1 1. PerformActivity#7:WeatheringandErosionStation3andStation4
Day2 1. PerformActivity#7: WeatheringandErosionStation5
2. Summarizeweathering,erosionandmassmovement.
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Day3 1. DiscussiononEarthsInternalHeat
Day4 1. Discussion:Howmagmaisformed
2. Askthestudentstowatchthevideo.
Suggestedreference:
http://nationalgeographic.org/encyclopedia/magma/

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LEARNINGACTIVITIESFOREARTHANDLIFESCIENCE

Lesson1:

ContentStandard: Thelearnersdemonstrateanunderstandingoftheformationof
theuniverseandthesolarsystem

LearningCompetency: Thelearnersdescribethehistoricaldevelopmentoftheoriesthat
explaintheoriginoftheuniverse(S11ESIa1)

Objective: Tovisualizeauniverseexpandinginalldirections

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TimeFrame: 2meetings

Introduction:
Before 1917, many scientists thought that the universe always existed. But Einsteins
revolutionarytheoryofgravitychangedalltherules.Itopenedupthemindbogglingpossibility

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that space itself the permanence of which had never been questioned might actually be
expanding.Ifspaceisexpanding,theuniversethatweinhabittodaycouldhavebeeninfinitely
smaller.
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In1929,astronomerEdwinHubblemadetheamazingdiscoverythatdistantgalaxiesare
speedingawayfromus.Thismeansthatthegalaxiesweseetodayaremuchclosertogether
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originatingfromatinyregionofspace.

The origin of the universe remains one of the greatest questions in science. Current
scientificevidencesupportstheBigBangmodel,whichstatesthatabout13.8billionyearsago,
the entire universe began expanding from a very hot and very dense state. This sudden
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expansionisknownastheBigBang.

Whatdoesitmeanwhenwesaythattheuniverseisexpanding?TheBigBangwasan
expansionofspaceitself.Everypartofspaceparticipatedinit.Spaceisnotsimplyemptiness;
its a real stretchable, flexible thing. Galaxies are moving away from us because space is
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expanding.Galaxiesaremovingwithspace,notthroughspace.

Inthe1920s,EdwinHubblemeasuredthemotionofgalaxies.By measuringagalaxys
distancefromusandhowfastthatgalaxyisreceding(itsrecessionvelocity),hefoundasimple
relationship: double the distance, double the velocity; triple the distance, triple the velocity.
ThisisHubblesLaw.Inequationform,itiswritten:
V=Hd
With vasrecessionvelocity
HasHubblesconstant
dasdistancefromus
Recessionvelocity=Hubblesconstantxdistancefromus

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The slope of the graph of distance versus velocity represents the Hubble Constant for the
universe.

The Hubble constant describes how fast the universe is expanding. By measuring the
rate of expansion, the size and age of the universe can be calculated. Interpreting recent
observational results from spaceborne and groundbased telescopes, scientists have
determineddifferent values ofHubbleconstant.Determiningtheprecisevalueofthe Hubble
constantiskeytounderstandingtheoriginoftheuniverse,andthereareseveralfactorsthat
affectthisdetermination.Forexample,theuniversemaynothavebeenexpandingatthesame
rate throughout time; that is, the expansion itself may be accelerating. Questions like these
maketheageoftheuniverseahotissueoneofthemostcontroversialtopicinthestudyof
cosmology. The age of the universe is currently estimated to be between 12 and 15 billion

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years.

Concepts:
Expandinguniverse
DopplerShift/Redshift

BigIdeas:
PatternsofChange
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ModelsandSimulations

PreActivity:
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Gather students ideas and questions about the Big Bang. What caused the Big Bang?
WasthereanythingbeforetheBigBang?WhatevidencedowehavefortheBigBang?When
wesaytheuniverseisexpanding,whatexactlyisexpanding?LetthestudentsdiscusstheBig
BangandSteadyStatemodelsandtheinherentflawofanymodel.
Inthisactivity,studentswillbeusingrulerstomeasuredistancesbetweenhypothetical
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galaxiesandwillusethesedistancestocalculatethevelocitiesofthegalaxies.Astronomersdo
nothaverulersinspace,buttherelationshipbetweendistanceandvelocitymeansthatthey
cancalculatedistancesbymeasuringvelocities.Astronomersmeasuretherecessionvelocities
bylookingatthespectraofgalaxies.

Source: TheUniverseForumatNASAsOfficeofSpaceScience,alongwiththeirStructure
andEvolutionoftheUniverseEducationpartners.Accessedfrom
https://www.astrosociety.org/wpcontent/uploads/2014/01/H9
Modeling_Expanding_Universe.pdf

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 Activity#1:ElasticBandModelAOneDimensionalModel
Materials:
Sixfootlengthofoneinch(orgreater)wideelasticribbonorbungeecord
1/2inchroundstickers
Stapler
Tapemeasure
Whiteboard/chalkboard

Procedure:
1. Preparethemodeloftheuniversebymakingstickersrepresentgalaxiesinspaceand
elasticbandrepresentingspace.
2. Startfromthecenterandplacethestickersevenlyalongtheelasticribbonat

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approximatelyoneinchintervals.Staplethestickerstokeepthemfromslipping.Refer
totheillustrationbelow.

3. Ask two students to each take an end of the elastic ribbon and hold it taut without

4. LabelonestickerGalaxyA. O
stretchingagainsttheboard.Ontheboard,markthepointsofthestickers.

5. Tomodeltheuniverseexpanding,holdGalaxyAstillandgraduallypullonbothends
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oftheelasticribbon.
6. Observewhathappenstothedistancebetweenthegalaxies.
7. Measurethedistancebetweengalaxies.
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8. ChooseanewstickerandlabelitasGalaxyB.RepeattheprocesswithGalaxyB.

Questions:
1. Arethegalaxiesmovingnearerorawayfromeachother?
2. Isthereacentertotheexpandinguniverse?
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3. Arethegalaxiesthemselvesexpanding?Isthereanypatternastohowfarapartthe
galaxiesappeartobe?

DiscussionNotes:
Thismodelshowshowgalaxiesfartherawayfromusappeartobemovingfaster.That
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is,thegalaxiesfarthestfromthereferencegalaxymoveagreaterdistanceinthesameamount
oftime.Becausevelocityequalsdistancedividedbytime,alargerdistanceoveraconstant
timecorrespondstoahighervelocity.

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 Activity#2:GalaxyFieldsTwoDimensionalModel
Materials:
WorksheetGalaxyFieldAontransparencyfilm
WorksheetGalaxyFieldBontransparencyfilm
OverheadProjector
Transparencymarkers
Ruler

Procedure:
1. ProjecttheWorksheetGalaxyFieldATransparencyonthescreenforeveryoneto
observe.Thisisapictureofanimaginaryfieldofgalaxiestakenatonemomentin
time.

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2. LayWorksheetGalaxyFieldBTransparencyoverA.Imaginethisrepresentsthesame
galaxyfieldonesecondlater.Chooseonegalaxy(Itiseasiertochoosealargedot).
AlignWorksheetsAandBtogether,withthechosengalaxyaspointofreference,
withoutrotatingtheworksheets.

Questions:
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a. Howdotheothergalaxiesappeartohavemoved?
b. ChooseadifferentgalaxyinworksheetBtoalignwithWorksheetA.Observethe
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patternagain.

DiscussionNotes:
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Areweatthecenteroftheuniverse?Isthereacenter?Isthereanedge?Intheuniverse,every
galaxyismovingawayfromeveryothergalaxy.Thereisnocenter.Fromthepointofviewof
anygalaxy,thatgalaxyappearstobethecenterofexpansion.Thisobservationissimilarto
observationsmadebyapersoninamovingcar.Objectsoutsidethecarmayappeartobe
movingaway,butthepersoninsidethecardoesnotexperiencethesensationofmovement.
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WorksheetGalaxyFieldA

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WorksheetGalaxyFieldB

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Lesson2
ContentStandard: Thelearnersdemonstrateanunderstandingoftheformationof
theuniverseandthesolarsystem

LearningCompetency: Thelearnerscomparethedifferenthypothesesontheoriginof
theSolarSystem(S11ESIa2)

TimeFrame: 1meeting

Objectives: Todemonstratetheprocessofaccretioninplanetarybuilding
Toexplainwhyplanetsandasteroidsvaryinsizes

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Activity#3:AccretionandPlanetaryFormation

Introduction:
ScientiststhinkthattheSolarSystemwasahugecloudofgasanddustinthebeginning

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ofitsformation.Someevenmadeitbegintospin,anditeventuallyspundownintoadiskof
matterswirlingaroundamassive,glowingcenter,theprotosun.

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Asmaterialmovedaroundtheprotosun,dustgrainsinthediskcollidedwitheachother
andstartedstickingtogethertoformlargerocks.Theserocksinturncollidedwithotherrocks
andeithergravityheldthemtogetherortheybrokeintosmallerpieces,dependingonthekind
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of collision and the relative gravity of the individual rocks. Over the next few million years,
these rocks combined into larger and larger bodies and eventually formed the planets and
other large bodies we have today. Evidence of these collisions is seen on the surface of the
planetarybodies,includingasteroids,intheformofcratersleftbytheimpacts.

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In this activity, the students will model one theory that describes how scientists think
asteroids and planets formed. Let them watch the Video Clip Asteroids from Space School
Musical(http://discovery.nasa.gov/musical/)asapreactivity.

Setting: alargeopenareasuchasagymoraplayground,wherestudentscanrun.The
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studentsshouldalsobedressedcomfortablyforwalkingandjogging.

Materials:
Dustcards(oneforeachstudentparticipant),about1/8bondpaperinsize
Chondrulecards(halfthenumberstudents),about1/3bondpaperinsize
Meteroroidcards(aquarterofthenumberofstudents),about1/4bondpaperinsize
Asteroidcards(oneeighthofthenumberofstudents),about1/2bondpaperinsize

Procedure:
1. Distributethedustcardstoeachstudent.Allthestudentswillrepresentdustatthe
startoftheactivity.

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 2. Haveonestudent(ortheteacher)bethesun.Havethatpersonstandinthemiddleofa
circleofstudents.
3. Thestudentspositionthemselvesatrandomdistancefromthecenter.Theywilljog(not
run)aroundthecenterinasinglecirculardirection(likeclockwise)keepingtheirarmsto
theirsidesuntiltheycomeclosetoanotherstudent,inwhichcasetheywilltag.
4. Ifonestudenttagsanotherstudent,theyformapairandcannowextendtheirarmsin
ordertotaganotherdustparticle.
5. Allowthistocontinueforseveralminutesandthenletthemstopjogging.
6. Theteacherwillexplainthatthestudentswhoarepaireduparenowcalledchondrules.
7. ExchangetheDustcardsforachondrulecard,oneforeachpairofstudent.
8. Havethestudentsdoanotherround.Letthechondrulestagotherdustparticlesand
chondrules(oneormore).Astheylinkwithotherdustorchondrules,thegroupshould

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staytogetherandtrytotagothers.
9. Afterafewmoreminutes,letthemstop.Atthispoint,therearegroupsofvarioussizes,
somegroupswithmorethan3students.
10. Replacethecardsofthosewiththefollowing:
2students(pair)chondrule

3to5studentsmeteroids
6andaboveasteroids O
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Questions:
a. Whathappenedtothestudentdustparticlesatthebeginningofthegame?
b. Howdidthestudentchondrulesinteractwiththestudentdustparticles?Wasthe
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movementofthetwostudentsthesameordifferent?
c. Whatforcecausesthesesmalldustparticlestocometogether?
d. Whyisitthatplanetsandasteroidsvaryinsize?

Discussion:
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Chondrules(sphericaldropsofoncemoltenorpartiallymoltenminerals):
consideredthebuildingblocksoftheplanets
provideverygoodinformationontheearliesthistoryofthesolarsystem

Meteoroids:
solidobjectstravelingaroundthesuninavarietyoforbitsandatvariousvelocities,
ranginginsizefromsmallpebblestolargeboulders
someclusterinstreamscalledmeteorshowersthatareassociatedwithaparentcomet
havevariouscompositionsanddensities,rangingfromfragilesnowballlikeobjectsto
nickelirondenserocks
mostburnupwhentheyentertheEarthsatmosphere

SmallAsteroids:
4.5billionyearsold,asoldasthesolarsystem

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 somearemadeupofchondrulesandothermaterialthatholdsthemtogether
havemanyvariations,duepartlytodifferencesinthenumber,size,shape,andvarying
mineralcontentofthechondrules,andwheretheywereformedinthesolarsystem

How could dust become a rock? Over thousands and thousands of years, billions of dust
particles eventually form into tiny grains like sand, then into little pebbles, and so forth. The
current Condensation Theory of Solar System Formation was the brainchild of French
philosopherReneDescartes,wholivedinthe17thcentury.Inthe18thcentury,PierreSimonde
Laplace revised this theory. Both of these early astronomers based their theories on a disk
shapedsolarnebulathatformedwhenalargecloudofinterstellargascontractedandflattened
undertheinfluenceofitsowngravity.Inthemoderntheory,interstellardustiscomposedof
microscopic grain particles that are thin, flat flakes or needles about 105m across; are

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composedofsilicates,carbon,aluminum,magnesium,iron,oxygen,andices;haveadensityof
106interstellardustparticles/m3.
InActiveAccretion,theseinterstellardustgrainsaresimplyreferredtoasdust.There
issomeevidencethatinterstellardustformsfrominterstellargas.Interstellargas,thematter
ejected from the cool outer layers of old stars, is 90 percent molecular hydrogen (H2) and 9

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percent helium (He). The remaining 1 percent is a mixture of heavier elements, including
carbon,oxygen,silicon,magnesiumandiron.Theinterstellardustfromwhichtheplanetsand
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asteroids formed was that mixture of heavier elements. The hydrogen and helium from the
nebulawereinvolvedintheformationofourinfantSunandareitsmajorcomponentstoday.

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Source: ActiveAccretion:AnActiveLearningGameonSolarSystemOriginsbyDiscovery
and New Frontiers Programs by NASA accessed from:
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https://discovery.nasa.gov/education/pdfs/Active%20Accretion_Discovery_508.
pdf

SampleSheetsatthenextpage(Forprintingpriortotheactivity)

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electronic or mechanical including photocopying without written permission from the DepEd Central Office.
Chondrulecards

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MeteoroidCards

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electronic or mechanical including photocopying without written permission from the DepEd Central Office.
AsteroidCard

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Reference:ActiveAccretion:NASAsDiscoveryProgram
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https://discovery.msfc.nasa.gov/education/pdfs/Active%20Accretion_Discovery_508.pdf

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Lesson3and4
ContentStandard: Thelearnersdemonstrateanunderstandingofthesubsystems
(geosphere,hydrosphere,atmosphere,andbiosphere)thatmakeupthe
Earth

LearningCompetency:Thelearners
a. describethecharacteristicsofEarththatarenecessarytosupportlife
(S11ESIab3)
b. explainthattheEarthconsistsoffoursubsystems,acrosswhose
boundariesmatterandenergyflow(S11ESIa4)

Objectives: Thelearners:

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a. becomefamiliarwiththerelationshipamongthedifferentEarthsystems
b. identifyandassociatevisiblefeaturesofthedifferentEarthsystems
c. becomefamiliarwithremotesensingterminologyassociateswith
studyingimageryfromspace

TimeFrame:

Introduction:
24meetings
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Ourhomeplanet,Earth,isthelaunchpadforlearningandunderstandingotherbodies
in our Solar System. Our Earth System is made up of 4 major components. Those are the
atmosphere, hydrosphere, biosphere and litho/geosphere. Most school textbooks likely use
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lithosphereasthetermusedforstudyingtherocksandgeologicprocesses.Sincethe1960s
however, and the study of plate tectonics, the term geosphere has been becoming more
widely usedinthescientific communitytoreferto whathastraditionallybeenreferredtoas
thelithosphere.KeepinmindthatthereisnoonecorrectwaytodividetheEarthssystems.For
example,youmayfindthatsomescientistsmakereferencetothecryospherewhentheyrefer
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to water in the Earths surface where water is in solid (ice) form. Others may include other
spheres such as the magnetosphere, for example. For the purposes of this activity, we will
divideupthecomponentsofEarthssystemsastheatmosphere,hydrosphere,biosphereand
geosphere.
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ByusinganEarthSystemScienceapproach,scientistsareabletounderstandthatour
Earthismadeupofasetofsystemsthatallinterrelate.Itissimilartothehumanbodysystem.
Allhumanbodysystemsworktogethertomaintainahealthybodythatfunctionsproperly.In
termsofEarthSystemScience,eachofthosesystemsallowsEarthtokeepitselfinbalance.A
change in one system will affect other systems. Changes may be subtle, but with careful
observation and critical thinking skills, students will be able to understand an introductory
connectionbetweenthesystems.

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BackgroundInformation

Features listed and associated with a system in this activity are not allinclusive.
Additionally,therearecertainfeaturesthatmaybeconsideredafeaturerelatedtomorethan
onesystem.Forexample,cloudsarelistedwithintheatmospheresystemofEarth.Theycould
however,belistedunderthe hydrospheresystemof Earthasitrelatestowaterinagaseous
state. Likewise, lets think about glaciers. Thinking of glaciers as merely masses of ice and
studying that ice might lead you to identify the hydrosphere as the main system related to
glaciers.Lookingatglaciersasageologicfeatureorfocusingonglacialprocessesandhowthey
shapethesurfacewouldbemorerelatedtothegeosphere.

Thefollowinginformationprovidesabreakdownofthefourmajorsystemsorspheres

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of Earth, and features associated with those systems that can be studied using astronaut
photography.Again,thisisnotanallinclusivelistoffeatures,butdoesprovideagoodlistto
usetohelpstudentsunderstandthedifferentsystemsandfeatures.Keywordsrelatedtoeach
systemareinbolditalicstohelpreinforceimportantinformation.

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1. Atmosphere:Thissphererelatestometeorologicalfeaturesandphenomenasuchas
weather,clouds,oraerosols(particlesintheair).Itincludesaneverchangingmixtureof
gasandsmallparticleslocatedaboveandsurroundingtheEarthssurface.Features
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include:clouds,hurricanesandcyclones,aurora,airpollution/aerosols,dustandsand
storms.

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2. Biosphere:Thissphereisassociatedwithlivingsystemssuchasbiomesorecosystems.
Thisincludeslifeonland,intheoceansandrivers,andevenlifethatwecannotseewith
the naked eye. Features visible in astronaut photographs include: coastal biomes,
forests,desert,grasslands,urban/agriculturalecosystems.

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3. Hydrosphere:Thissphereisassociatedwithwaterinsolid(ice)andliquidstates.Water
inagasstate(watervapor)isprobablybestconsideredasafeatureoftheatmosphere.
Featuresincludeoceans,icebergs,lakesandrivers,glaciers,snow.

4. Geosphere:ThissphereisassociatedwithsolidportionsoftheEarth.Itincludesrocks,
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sediments, soils, and surface landforms. Features associated with this system can be
brokendownintoavarietyofdifferentprocesses.Theseare:

o FluvialandAlluvialProcesses:Deltas,riverchannels/canyons,alluvialfans
o AeolianProcesses:Sanddunes,yardangs,windstreaks
o TectonicProcesses:Folds,faults,mountains
o VolcanicProcesses:Volcanoes,centralvents,volcanicdeposits
o ImpactProcesses:Impactcraters
o OtherProcesses:Masswastingprocesses,erosionalprocesses

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 Most images will include features that can be associated with more than one Earth
system. This reinforces the idea that together these systems make up our Earth today and
changestoanysystemorfeaturewillalsohaveaneffectonwhatourEarthwillbelikeinthe
future.

Activity#4:EarthSystemsPictureAnalysis

Materials:
PrintedSpheresofEarthImages
Projector

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OtherUsefulMaterials:
World Map, or Google Earth, if available, to increase students knowledge of the
geographyoftheEarth

Procedure:
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1. Formgroupsof24students.Eachgroupwilldiscussandfilloutthetablebelow.
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System KeyWord Listdownthreesystemfeatures
Atmosphere Air
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Geosphere Land
Hydrosphere Water
Biosphere Life

2. Each groupwill begiven 4 astronaut photographs with the corresponding background
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information.Thegroupwillthenlistatleast3visiblefeatures,associatedearthsystem
andobservation.Thecolumnformiscellaneousobservations,sketchorquestionsisan
area where students can log any information about the image that is beyond other
information they have logged. This can include a sketch of a feature or some simple
observations,thoughtsorquestionsabouttheimage.
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VisibleFeatures,EarthSystemsand Miscellaneousobservations,Sketchor
Observations Questions
Feature:_______________
EarthSystem:___________
Observationsoffeature:_____________

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 3. Assign a reporter for each of the picture. The reporter will present the image and
explainwhatyouhavediscovered.Usethetablebelowasguideforthepresentation.

Observations of 3 Feature: Feature: Feature:
features and ___________ ___________ ___________
associated Earth System: System: System:
Systems ___________ ___________ ___________
Observations: Observations: Observations:
_______ _______ _______

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What are the
proofs that life
forms are existing
inthepictures?

Describe how you
think changes to O
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onefeature/system
mayaffectothers.

HowaretheEarth
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spheresshownin
thepicture
interconnected?

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4. Extensions:Eachgroupwillinvestigateotherplanetarybodiesinoursolarsystemtofind
out if other worlds have the same systems as Earth. Internet sources specially NASA
sitescanbeusedtogatherdata.Presentyourfindingstotheclassonthenextmeeting.

Source/Reference: PaigeValderramaGraff,SpheresoftheEarth(AnIntroductiontoMaking
ObservationsofEarthUsinganEarthSystemsScienceApproach,
AstromaterialsResearchandExplorationScience(ARES)Directorate,
NASAJohnsonSpaceCenter

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ASTRONAUTPHOTOGRAPHYIMAGE

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https://eol.jsc.nasa.gov/Collections/EarthFromSpace/lores.pl?PHOTO=ISS005E10097

ThesymmetricalconeofKanagavolcanostandsoutonthenortherncornerofKanagaIsland,
locatedinthecentralpartofAlaskasAleutianarchipelago.Kanagalasteruptedin1994andis
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well known for its active fumaroles and hot springs (located, in this image, by fine steam
plumes on the northeast flank of the volcano). A small lake to the southeast of the cone is
situated on the floor of a larger more ancient volcanic caldera. The crew of the international
spacestationacquiredthisimagelateinthedayofAugust13,2002.Notehowthelatesummer
sun accentuates the terrain features like the volcanic flows that radiate down from the
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volcanospeak,andthesteepcliffsalongthewesterncoastline.

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https://eol.jsc.nasa.gov/Collections/EarthFromSpace/lores.pl?PHOTO=ISS043-E-93251

RiversandsnowintheHimalayas
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ThisobliqueimagewastakenfromtheInternationalSpaceStationasastronautsflewoverthe
HimalayarangeinChinaneartheIndianborder.Theviewshowsoneofthemainrangesofthe
HimalayaMountainsacrossthebottomoftheimage,wherepeakscaststrongeveningshadows
againstthesnow.Thepeaksreachgreataltitudes(5200m,17,000feet),withthosejustoutside
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thelowermarginreachinghighenough(6500m,21,325feet)tohostglaciers.

Rivers have eroded rock from these high mountains and deposited the sediment as broad
alluvial fan surfaces (across the middle of the image). The snow cover shows these strikingly
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smoothsurfaces.Atrellisworkofgulliescutsintothesesurfacescastingsinuousshadows.The
largestriverintheviewhascuta500mdeep(1650foot)canyonthroughthefans(imageleft).

AlthoughtheriversintheviewdrainnorthwardfromtheHimalayas,theyultimatelyflowback
south through the mountain ranges as the Sutlej River (outside the image)in one of the
largestcanyonsintheworldbeforeenteringthelowlandsofPakistanandfinallyreachingthe
ArabianSea.

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WakeIsland,PacificOcean
TheatollofWakeIslandislocatedinthecentralPacificOceanapproximately4000kilometers
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tothewestsouthwestofHawaiiand2400kilometerstothenorthwestofGuam.Inadditionto
WakeIsland,theatollincludesthesmallerPealeandWilkesIslandforatotallandsurfacearea
of6.5squarekilometers.LikemanyatollsinthePacific,theislandsandassociatedreefsformed
around a submerged volcano. The lagoon (image center) in the center of the islands
characterizedbyshallow,lightbluewaterincontrasttothesurroundingdarker,deeperPacific
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Oceanwatersmarkstheapproximatelocationofthesummitcraterofthevolcano.

Wake Island was annexed by the United States of America (USA) in 1899, and it became an
importantmilitaryandcommercialairfieldby1935.FollowingthebombingofPearlHarborand
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themutualdeclarationofwarbetweentheUSAandtheEmpireofJapanin1941,theatollwas
occupied by Japanese forces until the end of the war in the Pacific (1945). Today, the civil
administrationoftheatollistheresponsibilityoftheUSDepartmentoftheInterior,whilethe
USAirForceandUSArmymaintainmilitaryfacilitiesandoperations(includinganairfieldand
large ship anchorages). With the exception of direct support to missionsand potentially,
emergencyairplanelandingstherearenocommercialorcivilianflightstoWakeIsland.

During2006,WakeIslandwasinthepathofSuperTyphoonIoke.Giventhedanger,theentire
civilianandmilitarypopulationoftheatollwasevacuated.Whilesomedamagetobuildingsand
facilitiesoccurredasaresultofthestorm,aUSAirForcerepairteamsubsequentlyrestoredfull
capabilitiesforstrategicuseoftheatoll.

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 PY
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https://eol.jsc.nasa.gov/Collections/EarthFromSpace/lores.pl?PHOTO=ISS016E27426

CumulonimbusCloudoverAfrica
Perhapsthemostimpressiveofcloudformations,cumulonimbus(fromtheLatinforpileandraincloud)
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cloudsformduetovigorousconvection(risingandoverturning)ofwarm,moist,andunstableair.Surfaceair
iswarmedbytheSunheatedgroundsurfaceandrises;ifsufficientatmosphericmoistureispresent,water
droplets will condense as the air mass encounters cooler air at higher altitudes. The air mass itself also
expandsandcoolsasitrisesduetodecreasingatmosphericpressure,aprocessknownasadiabaticcooling.
Thistypeofconvectioniscommonintropicallatitudesyearroundandduringthesummerseasonathigher
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latitudes.

Aswaterintherisingairmasscondensesandchangesfromagastoaliquidstate,itreleasesenergytoits
surroundings, further heating the surrounding air and leading to more convection and rising of the cloud
mass to higher altitudes. This leads to the characteristic vertical towers associated with cumulonimbus
clouds,anexcellentexampleofwhichisvisibleinthisastronautphotograph.Ifenoughmoistureispresentto
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condense and heat the cloud mass through several convective cycles, a tower can rise to altitudes of
approximately 10 kilometers at high latitudes and to 20 kilometers in the tropics before encountering a
region of the atmosphere known as the tropopausethe boundary between the troposphere and the
stratosphere.

Thetropopauseischaracterizedbyastrongtemperatureinversion.Beyondthetropopause,theairnolonger
getscolderasaltitudeincreases.Thetropopausehaltsfurtherupwardmotionofthecloudmass.Thecloud
topsflattenandspreadintoananvilshape,asillustratedbythisastronautphotograph.Thephotowastaken
from a viewpoint that was at an angle from the vertical, rather than looking straight down towards the
Earthssurface.Theimage,takenwhiletheInternationalSpaceStationwaslocatedoverwesternAfricanear
the SenegalMali border, shows a fully formed anvil cloud with numerous smaller cumulonimbus towers

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electronic or mechanical including photocopying without written permission from the DepEd Central Office.
risingnearit.Thehighenergylevelsofthesestormsystemstypicallymakethemhazardousduetoassociated
heavyprecipitation,lightning,highwindspeedsandpossibletornadoes.
Lesson5

ContentStandard: Thelearnersdemonstrateanunderstandingoftheoriginand
environmentofformationofcommonmineralsandrocks

LearningCompetency:
Thelearnersidentifycommonrockformingmineralsusingtheirphysical
andchemicalproperties(S11ESIc5)
Objectives:
a. identifythecommonelementsintheearthscrust

PY
b. identifytheelementsthatcomposeagivenmineral

TimeFrame:1meeting

Activity#5: Minerals,ElementsandtheEarthsCrust

Introduction
O
Minerals are substances formed naturally in the Earth. They have a definite chemical
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compositionand structure.Thereareover3000mineralsknown. Some are rare andprecioussuchas
goldanddiamond,whileothersaremoreordinary,suchasquartz.Doyouknowofanymoreexamples
of minerals from the Earth? Like all substances, minerals are composed of elements. There are only
aboutahundredelements,andtheyarethebasicbuildingblocksofeverythingaroundus.Theycanbe
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found either in their pure form or chemically combined with other elements to make compounds. A
compoundistwoormoreelementschemicallyjoinedtogether.

Materials:
AcopyofthePeriodicTable
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Almost 99% of the minerals making up the Earths crust are made up of just eight elements.
Mostoftheseelementsarefoundcombinedwithotherelementsascompounds.Mineralsareelements
orcompoundsthatoccurnaturallyintheEarthscrust.Rocksaremixturesformedofminerals.Justas
elementsarethebuildingblocksofminerals,somineralsformthebuildingblocksofrocks.Table1gives
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someinformationaboutthemostcommonelementsintheEarthscrustinorderofabundance.

ElementName Symbol PercentagebyWeightofthe
EarthsCrust
Oxygen O 47
Silicon Si 28
Aluminum Al 8
Iron Fe 5
Calcium Ca 3.5
Sodium Na 3
Potassium K 2.5
Magnesium Mg 2

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electronic or mechanical including photocopying without written permission from the DepEd Central Office.
 AllOtherElements 1
Table1TheelementsintheEarthscrust
Theotherelementsincludecopper,uranium,goldandsilver.Althoughtheyarecomparativelyrare,
theseareveryimportanttomankind.

Questions:
1. Table1showstherelativeamountsoftheelementsmakinguptheEarthscrust.Drawabarchart
toshowthisinformation.
2. WhichisthecommonestelementintheEarthscrust?
3. WhichistherarestsingleelementintheEarthscrustofthosenamedinTable1?
4. ThemostcommonelementsintheEarthscrustarerarelyfoundontheirown.Theyareusually
foundcombined.Explainwhy.
5. Whatdowecalltwoormoreelementschemicallycombinedtogether?

PY
6. SuggestwhichelementinTable1mightbethemostexpensive.Giveareasonwhyyoucannotbe
certainaboutyourprediction.

Mineralnamesandchemicalcomposition
Table2givesthenamesofsomemineralsandtheirchemicalformulae.Thechemicalformulaofa

Mineral
Name
Chemical
Formula
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mineraltellsuswhatelementsitcontainsandinwhatproportions.
Howmanyatomsof
eachelementare
Useful
Element
Useofthiselement
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presentintheformula
Galena PbS Leadx1 Lead Useintheproductionof
Sulfurx1 leadplatesinleadacid
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battery
Pyrite FeS2
Chalcopyrite CuFeS2
Chalcocite Cu2S
Bauxite Al2O3
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Magnetite Fe3O4
Hematite Fe2O3
Rutile TiO2

Questions
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7. Themineralgalenacontainstheelementsleadandsulfurcombinedina1:1ratio.Halftheatomsin
themineralarelead.Pyritehasironandsulfurcombinedina1:2ratio;onlyonethirdoftheatoms
areiron.FillinthecolumnsheadedHowmanyatomsofeachelementarepresentintheformula
andUsefulelementinTable2(above).UseyourPeriodicTabletohelpyou.
8. Whichofthemineralschalcopyriteandchalcocitecontainsthehighestproportionofcopper
atoms?(Hint.Addupthenumberofdifferentatomsineachmineralandworkouthowmanyof
themarecopperatoms).
9. Suggestwhichcoppermineralwouldbemostprofitabletomineforcopper?Giveareasonwhyyou
cannotbecertainaboutyourprediction.
10. UseyourresearchskillstofindoutabouttheusesoftheelementsintheUsefulelementcolumnof
Table2andputthemintheUsescolumnofthistable

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Reference: Minerals,ElementsandtheEarthsCrust,TheRoyalSocietyofChemistry
http://www.rsc.org/education/teachers/resources/jesei/minerals/students.pdf
Lesson6
ContentStandard: Thelearnersdemonstrateanunderstandingoftheoriginand
environmentofformationofcommonmineralsandrocks

LearningCompetency:Thelearnersidentifythemineralsimportanttosociety(S11ESIc7)


Activity#6:HomemadeToothpaste

Objectives:

PY
a.toproduceamarketabletoothpastemadefromminerals
b.toidentifythemineralpropertiesthatmakesamineralsuitableastoothpaste
ingredient

TimeFrame:1meeting

Introduction O
Productsuseddailybypeoplearemanufacturedfrommineralsdirectlyorusematerials
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madeoutofminerals.Inthisactivity,thestudentswillinvestigateonesuchproduct.

Materials
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Calciumcarbonate(CaCO3),foodgrade
Sodiumbicarbonate(NaHCO3)(bakingsoda)
Water
Smallplasticcups
Plasticspoons
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Sticksforstirring
Assortedfoodcolorsandflavorings
Eyedroppers
Optionalitems:hydrogenperoxide(H2O2)(3%),fluoride,sugarorothersweetener
Samplesofcommercialtoothpaste
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Procedure:

1. Basicrecipefortoothpasteis1/2teaspooncalciumcarbonateand1/4teaspoonsodium
bicarbonate.Mixtheingredientstogetherinasmallplasticcup.
2. Addjustenoughwater(withaneyedropper)tomakeapaste.
3. Withinyourgroup,discusswaysthatmayimprovethephysicalappearanceandtasteofthe
toothpaste.Remember,thepurposeistoproducethemostmarketabletoothpaste.
4. Eachgroupmayonlyprepareonerecipe.Asthesamplesarequitesmall,onlysmall
amountsofcolorandflavoringareneeded.
5. Eachgroupwillkeeparecordoftheirrecipeandsubmititwiththesampleforjudging.

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electronic or mechanical including photocopying without written permission from the DepEd Central Office.
6. FollowtheWorksheetgiven(onthenextpage).
7. Judgingwillbedonebythescienceteachers.
TOOTHPASTEWORKSHEET

GroupNo._______________ProductName_________________________
BasicRecipe:1/2tsp.calciumcarbonate,1/4tsp.sodiumbicarbonate,waterto
formpaste.
Added:___________________________________
ingredientamount
___________________________________
Ingredientamount
___________________________________

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ingredientamount
Flavoring:___________________Color(s)___________________

Questions:
1. Comparehomemadetoothpastewithcommercialproducts?

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2. Whatmineralisaddedtotoothpastetofightcavities?
3. Howmanyofthecommercialtoothpastehavemineralsinthem?
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Reference: ToothpastewithaTwist,WomeninMiningEducationFoundation,2007

GradingRubricforPoster
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5 4 3 2 1
Content Contentis Contentis Contentisaccurate Contentis Contentis
(40%) accurateandall accuratebut butsomerequired questionable. inaccurate.
required somerequired informationis Informationis Informationis
informationis informationis missingand/ornot notpresented notpresented
presentedina missingand/or presentedina inalogical inalogical
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logicalorder. notpresentedina logicalorder, order,makingit order,making

logicalorder,but makingitdifficult difficultto itdifficultto
isstillgenerally tofollow. follow. follow.
easytofollow.
Presentation Presentation Presentation Presentationflows Presentationis Presentation
flowswelland flowswell.Tools well.Sometools unorganized. hasnoflow.
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(20%)
logically. areusedcorrectly areusedtoshow Toolsarenot Insufficient
Presentation Eachmembers acceptable usedina information
reflectsextensive informationis understanding. relevant andlacking
useoftoolsina representedand Eachmembers manner. someofthe
creativeway. identifiedwith informationis Lackingsomeof members
Eachmembers theirname. representedand themembers information.
informationis Overall identifiedwith information/
representedand presentationis theirname. andor
identifiedwith interesting. informationis
theirname. notidentified
Imagesand Imagesare Imagesare Mostimagesare Imagesare Noimages
Figures appropriate. appropriate. appropriate inappropriate
Layoutispleasing Layoutis orlayoutis

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electronic or mechanical including photocopying without written permission from the DepEd Central Office.
 totheeye. cluttered. messy.
Reference:www.wuhsd.org/.../filedownload.ashx?...Grading%20Rubric%...
Lesson7:WeatheringandErosion

ContentStandard: Thelearnersdemonstrateanunderstandingofthegeologicprocesses
thatoccuronthesurfaceoftheEarthsuchasweathering,erosion,mass
wasting,andsedimentation

LearningCompetency:Thelearnersdescribehowrocksundergoweathering(S11ESIIa22)

Objectives: a.describewhathappenstoarockasitundergoesweathering
b.differentiatephysicalfromchemicalweathering

PY

TimeFrame: 34meetings

Introduction
Earths surface is in a constant process of shaping and reshaping. Rocks are

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disintegratedanddecomposed,movedtolowerelevationandthefragmentsarecarriedaway
bywind,water,orice.Weathering,masswastinganderosionareexternalprocessesthathelps
shape the Earths surface. They occur at or near the Earth surface and are powered by the
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energyfromthesun.
In this series of activity, you are going to conduct and observe several activities that
simulatesweatheringanderosion.
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Activity#7:Whathappenstorockswhenwaterinthecracksfreezes?

Atthislabstationyouwillinvestigatehowfreezingandthawingwaterinthecracksof
rockscanalterthemovertime.Youwillexplorepropertiesofwaterandiceinaplasticcupasa
modelforwaterandiceinrock.
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Materials:
Oneclearplasticcup
Amarkertolabelandmarkthecups

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Procedure:
Day1
1. Fillacuphalfwayfullwithwater.
2. Usingthemarker,carefullymarkthewaterlevelonthecup.
3. Writeyournamesonthecupandgiveittoyourteachertofreezeovernight.
Day2
1. Usingyourmarker,carefullymarkthenewwaterlevelonthecup.
2. Inyourlabnotebook,recordhowtheinitialwaterlevelcomparestothisnewwater
level.
3. Inyouractivityworksheet,writedownyourthoughtsabouthowwaterfreezinginthe
cracksofrocksmightaffectthem.

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electronic or mechanical including photocopying without written permission from the DepEd Central Office.
 4. Recordwhetheryouthinkthisexplorationdemonstratedchemicalweathering,
mechanicalweathering,orerosion.
Activity#8:Howdoesacidrainaffectcopperbearingrocks?

Atthislabstationyouwillinvestigatehowacidrainaffectscopperbearingrocks.To
modelacidrain,youwillusevinegarwithalittlesaltadded.Tomodelcopperbearingrocks,
youwillusecopperwires.

Materials:
10stripsof2cmcopperwires(gauge24)
2beakers
1tsp.ofsalt

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40mLVinegar
Water
Pairoftweezerstoremovethecopperwiresforobservation
Amarkertolabelthebeakers

Procedure:
Day1 O
1. Inyourlabnotebook,recordyourobservationsofthecopperwires.
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2. Place5stripsofcopperwiresineachoftwobeakers.
3. Usingthetapeandamarker,writeyournamesoneachbeaker.
4. Ononebeaker,writeAcidRainonthelabel.
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5. Ontheotherbeaker,writePureRainonthelabel.
6. InthebeakerlabeledAcidRain,sprinkle1tsp.ofsaltoverthecopperwiresandthen
addenoughvinegartocoverthewires.
7. InthebeakerlabeledPureRain,addenoughwatertocoverthewires.
8. Setthesebeakersasidefor10minutesandthentakeanotherlook.Recordyour
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observationsinyourlabnotebook.Doestheacidraincopperwireslookdifferentfrom
thepureraincopperwires?How?Describewhatthecopperwireslooklikeinyour
activityworksheet.
9. Setthemasideagainandobserveanychangesthenextday.

Day2
1. Lookatthecopperwiresinbothsetupsandrecordyourobservations.Usethetweezers
totakethecopperwiresoutofthebeakertogetacloserlook.
2. Writedownyourthoughtsabouthowacidrainmightaltercopperbearingrocks.
3. Recordwhetheryouthinkthisexplorationdemonstratedchemicalweathering,
mechanicalweathering,orerosion.

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electronic or mechanical including photocopying without written permission from the DepEd Central Office.


Activity#9:Howdoeswateraffectcarbonaterocks?

Atthislabstationyouwillinvestigatehowwateraffectscarbonaterocks.Tomodelthis,
youwilluseantacidtabletsthatcontaincarbonates.

Materials:
2antacidtablets
100mLbeaker
Water
Pairoftweezerstoremovethetabletforobservation

PY
Timerorclock

Procedure:
1. Lookattheantacidtabletandrecordyourobservations.
2. Placeonetabletinasmallbeakerandcoveritwithwater.

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3. After3minutes,usethetweezerstoremovethetabletandthenrecordyour
observationsofthesurfaceofthetabletinyourworksheet.
4. Comparethetablettoanunusedonetomakesureyourobservationsareaccurate.
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5. Writedownyourthoughtsabouthowwatermightaltercarbonaterocks.
6. Inyourlabnotebook,recordwhetheryouthinkthisexplorationdemonstratedchemical
weathering,mechanicalweathering,orerosion.
ED

Activity#10:Howdoeswateraffectlimestonerocks?
Howdoesacidrainaffectlimestonerocks?

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Atthislabstationyouwillinvestigatehowwaterandacidrainaffectlimestone.To
modellimestone,youwillusechalkwhichisatypeoflimestone.Tomodelacidrain,youwill
usevinegar.

Materials:
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2piecesofchalk
mortarandpestle
Water
40mLVinegar
2pcs100mLbeakers
Pairoftweezerstoremovethechalkforobservation
Tapeandamarkerto`labelthebeakers

Procedure:
1. Youneedtohavepebblesizedpiecesofchalkforthisexperiment.Ifyouneedto,usea
mortarandpestletobreakthechalkintosmallerpieces.

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electronic or mechanical including photocopying without written permission from the DepEd Central Office.
 2. Inyourlabworksheet,recordyourobservationsofthechalk.Howdoesitfeel?What
doesitssurfacelooklike?
3. PlacehalfofthechalkpiecesinonebeakerandlabelitAcidRain.
4. PlacetheotherhalfofthechalkpiecesintheotherbeakerandlabelitWater.
5. InthebeakerlabeledAcidrain,pourvinegarjustenoughtocompletelycoverthe
chalk.
6. InthebeakerlabeledWater,pourwaterjustenoughtocoverthechalk.
7. Recordyourobservationsinyourlabworksheet.Afterwaitingabout35minutes,you
cantrytotakethechalkpiecesoutofthebeakersifyouwanttomakeadditional
observations.Otherwise,recordyourfinalobservationsinyourlabworksheet.
8. Writedownyourthoughtsabouthowwaterandacidrainmightaffectlimestonerocks.
9. Recordwhetheryouthinkthisexplorationdemonstratedchemicalweathering,

PY
mechanicalweathering,orerosion.

Activity#11:Howdoraindrops,drippingwater,andwaterfallsimpactrock?

At this lab station you will investigate how dripping or falling water affects rocks. To

O
modelwaterfalls,raindrops,anddrippingwaterfromrockfacesorcaveceilings,youwillpour
waterfromajarheldatdifferentheightsabovetherock.Tomodeltherocks,youwilluseapan
fullofpackedsand.
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Materials:
Water
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Abeakerwithapouringlip
Shallowpan
Drysand

Procedure:
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1. Packthepanfullofdrysandsothatitfillsthepanabouthalfwayuptheside.
2. Makeobservationsofthesandsurfaceandrecordinyourlabworksheet.
3. Fillthebeakerwithwaterandslowlypouritontoonepartofthepan.Alsotrysprinkling
thewaterontothesandandpouringmoreorlesswatereachtime.Youcanalsoadjust
thespeedatwhichyoupour.Tryadjustingtheheightatwhichyourpourthewater,too.
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Exploreallthewaysthatwaterfalls,rain,ordrippingwatercanaffectsurfaceslikethis.
Recordyourobservations.
4. Asthesandgetswetter,youcanalwaysrepackit,smoothitdown,andcontinueto
experiment.Whatdifferencesdoyouseebetweenhowthewateraffectsdrysand
versuswetsand?
5. Inyourlabnotebook,writedownyourthoughtsabouthowraindrops,drippingwater,
andwaterfallsimpactrock.
6. Inyourlabnotebook,recordwhetheryouthinkthisexplorationdemonstratedchemical
weathering,mechanicalweathering,orerosion.

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electronic or mechanical including photocopying without written permission from the DepEd Central Office.
Reference: WeatheringActivities
http://undsci.berkeley.edu/lessons/pdfs/lab_station_instructions.pdf(accessed
October10,2016)

PY
O
C
ED
EP
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electronic or mechanical including photocopying without written permission from the DepEd Central Office.