YS 8 Science

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K to 12

Prepared by: Reviewed by: Endorsed by: Approved by:

________________ _________________ __________________ _________________

Mrs. Melody Dalag Ms. Daisy Mangahas Mrs. Ma. Urduja Galang Dr. Rosanni
Del Mundo 0
Learning Facilitator Subject Coordinator Team-Principal Academic
Director
 Lesson 1: The Earth’s Atmosphere
Hi, Learners! Let’s continue our journey in discovering the wonders of Science.

You have learned facts about the Earth’s lithosphere and hydrosphere before.
This lesson presents knowledge about the gaseous envelope – the atmosphere. Viewed
from outer space, the earth’s color is not only a shade of blue but also a distinct shade
of silver due to the clouds in the atmosphere.

All of us greatly benefit from the knowledge about the atmosphere. But what
really is the atmosphere? What is it made of? How is the atmosphere divided into
regions?

After going through the lesson, you are expected to understand that the Earth is
surrounded by a blanket of air which is composed of a mixture of gases, water vapor,
and dust. These gases are used by the different life forms on Earth, and it also filters
the sun’s rays thus protecting the living things on Earth from harmful radiation.

Let us assess first your previous knowledge about the atmosphere before we
start our journey in discovering the wonders of Science. Please take the pretest below:
Pretest:

A. Direction: Choose and circle the correct answer.

1. Upon burning wood, which of the following gasses is produced?

a. hydrogen
b. oxygen
c. sulfur oxide
d. carbon dioxide

2. What part of the atmosphere has no weather disturbance?

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 a. ozone layer
b. stratosphere
c. troposphere
d. mesosphere
3. Which part of the atmosphere protects us from harmful ultraviolet rays?

a. ozone layer
b. stratosphere
c. troposphere
d. mesosphere

4. Which of the following is NOT a component of the atmosphere?

a. carbon dioxide
b. nitrogen
c. oxygen
d. aluminum

5. Which of the following is necessary for a substance to burn?

a. hydrogen
b. oxygen
c. gasoline
d. light

B. Match Column A with Column B. Write the letter of your answer on the box before
each item.

Column A Column B
1) layer of the atmosphere that is characterized by an
increase in temperature due to the concentration of a) atmosphere
ozone
2) lowermost layer of the atmosphere that is characterized
b) troposphere
by a decrease in temperature with height
3) layer of the atmosphere that is immediately above the
c) stratosphere
stratosphere
4) it is called “the blanket of air” d) ozone layer

5) layer that is immediately above the troposhere e) mesosphere

6) it is the warming of the Earth’s surface f) air pollution

7) it involves the release into the atmosphere of gases,
g) global warming
finely divided solids, or finely dispersed liquid aerosols
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 Are you done? Ask for the answer key from your facilitator.

Now, what’s the result of your test? Did you fare well? Let’s see what your score
suggests.

10 Excellent job!

8-9 Very good! You need to review the area where you encountered difficulty and do
the enrichment activities.

6-7 Good! But you need to study the lesson where you commit most of your errors.

0-5 Fair, but it is fine. You need to work on the whole module and do your best in
answering the pre-mastery activities especially the posttest.

Welcome back, dear learners! Before our lesson proper, let us first have the
following activity:
Be hooked! It’s getting hot in here:

Analyze the picture below.

What does the picture show? What does

the umbrella symbolize? ______________
________________________________________
________________________________________
________________________________________
Yes, indeed! It symbolizes our planet Earth
with the umbrella representing the atmosphere
that serves as our protection from harmful
radiation. But how does this umbrella affect our lives as human beings? ____________
______________________________________________________________________
_____________________________________________________________________
Do you think you can live without it? _________________________________________
______________________________________________________________________

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 Surely, this will affect our lives as human beings. It is the protective envelope of
Earth. It shields our planet from the showers of meteors from outer space. Without the
atmosphere, the surface of the Earth will look like the moon’s surface, which is full of
craters caused by falling meteors. The atmosphere also protects life on Earth from
radiation as it filters the harmful ultraviolet rays of the sun.

The Earth’s Atmosphere

The Earth is a terrestrial body whose solid surface, abundant waters, and
oxygen-rich atmosphere have combined to create conditions suitable for life.
The Earth is surrounded by a blanket of air that we call atmosphere. The
atmosphere is considered in terms of layers, or regions, arranged like spherical shells
above the surface of the Earth. It reaches over 560 kilometers (348 miles) from the
surface of the Earth, so we are only able to see what occurs fairly close to the ground.
Early attempts at studying the nature of the atmosphere used clues from the weather,
the beautiful multi-colored sunsets and sunrises, and the twinkling of stars. With the use
of sensitive instruments from space, we are able to get a better view of our atmosphere.

Composition of the Atmosphere

Gas Percent by Volume

Nitrogen,N2 78.084
Oxygen, O2 20.946
Argon, Ar 0.934
Carbon dioxide,CO2 0.033
Neon, Ne 0.001818
Water Vapor, H2O 0.000524
Methane, CH4 0.002
Krypton, Kr 0.000114
Hydrogen, H2 0.00005
Nitrogen Monoxide, N2O 0.00005
Xenon, Xe 0.0000087
(physicalgeography.net)

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 The atmosphere is primarily composed of nitrogen (N2, 78%), oxygen (O2, 21%),
and argon (Ar, 1%). A myriad of other very influential components is also present which
include the "greenhouse" gases or ozone (0 - 0.01%), carbon dioxide (CO2, 0.033%).
(Refer to the Composition of the Atmosphere table above).
The atmosphere extends from the surface of the Earth to heights of thousands of
kilometers, where it gradually merges with the solar wind. The composition of the
atmosphere as measured by its mean density (the average mass per unit volume) is
more or less constant with height to altitudes of about 100 kilometers. This state of
approximate uniformity arises as a result of motion and as a consequence of the high
frequency with which molecules of a particular species are involved in collisions with
their neighbors. A representative oxygen molecule, O2, for example, encounters a
nitrogen molecule, N2, on average once every 10.9 seconds at the surface. Even at
heights of 100 kilometers, where the density of air molecules is much lower, the
encounter time is still comparatively brief, about 10.3 seconds. A force imparted to one
molecule is rapidly transferred to all. The atmosphere tends to behave as though it were
composed of a single molecular species with an effective molecular mass set by its
mean composition. The bulk of the lower atmosphere is composed of N2 and O2, with
relative abundances of, respectively, 0.78 and 0.21. The region above 100 kilometers is
referred to as the heterosphere, a name intended to emphasize the importance of the
change in composition as a function of altitude. In the same vein, the region lower than
100 kilometers was given the name homosphere.

Did you understand everything? Let’s see.

Activity 1

Arrange the letters to form the word/s described by the following

sentences.

gonar parethomse genortin therospheree smehporeoh

__________ 1. The place on earth that is vital to life.

__________ 2. The gas which consists 78% of the Earth’s atmosphere.

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__________ 3. The upper region of the atmosphere; above 100 kilometers, in which
there is great variation in its composition.
__________ 4. The region in the atmosphere lower than 100 km.
__________ 5. What gas makes up almost 1% of the atmosphere?

 Let’s find out if you did well. Get the answer key and check your answers.

I’m sure you did great. Let’s proceed to some environmental issues concerning
the condition of our atmosphere.

Greenhouse effect is the warming of the earth's surface and lower atmosphere
that tends to intensify with an increase in atmospheric carbon dioxide. The atmosphere
allows a large percentage of the rays of visible light from the sun to reach the earth's
surface and heat it. A part of this energy is reradiated by the earth's surface in the form
of long-wave infrared radiation, much of which is absorbed by molecules of carbon
dioxide and water vapor in the atmosphere and which is reflected back to the surface as
heat. This is roughly analogous to the effect produced by the glass panes of a
greenhouse, which transmit sunlight in the visible range but hold in heat. The trapping of
this infrared radiation causes the earth's surface and lower atmospheric layers to warm
to a higher temperature than would otherwise be the case. Without this greenhouse
heating, the earth's average temperature would be only about -73° C (-100° F); even the
oceans would be frozen under such conditions. Owing to the rise in atmospheric carbon
dioxide caused by modern industrial societies' widespread combustion of fossil fuels
(coal, oil, and natural gas), the greenhouse effect on earth may be intensified and long-
term climatic changes may result.
An increase in atmospheric concentrations of other trace gases such as
chlorofluorocarbons (Freons), nitrous oxide, and methane, due again largely to human
activity, may also aggravate greenhouse conditions. A growing number of scientists
have predicted that significant alterations in climate patterns will be seen by the turn of
the century. They estimate that global average temperatures could increase by as much

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as 5°C (9°F) by the middle of the 21st century. Such global warming would cause the
polar ice caps and mountain glaciers to melt rapidly and result in appreciably higher
coastal waters. The rise in global temperature would also produce new patterns and
extremes of drought and rainfall, seriously disrupting food production in certain regions.

Global warming is a potential increase in average global atmospheric

temperatures resulting from the greenhouse effect.

The Ozone Hole

The ozone layer is not of the same thickness all around the Earth. The ozone
hole refers to areas of the ozone layer that are so thin that cannot block as much
radiation as thicker parts. When the ozone layer thins to 50 percent of its normal
thickness, that area is called an ozone hole.

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 The ozone hole is caused by the breakdown of certain chlorine and/or bromine
compounds called chlorofluorocarbons (CFCs) or halons. These compounds are
commonly used as a coolant in refrigerators and air conditioners, in foam manufacturing
and as fire extinguishing agents.
Ground-level ozone, often called smog, is a harmful air pollutant that irritates the
lungs and damages the leaves of plants. The difference between the ozone in the
ozone layer and harmful ground-level ozone is the location of the ozone in relation to
people, plants and animals. Ozone in the ozone layer is so high above ground that it
cannot reach people, plants and animals and cannot harm them. However, ozone at
ground level is close enough to breathe.

OZONE HOLE

Air Pollution
Air pollution involves the release into the atmosphere of gases, finely divided
solids, or finely dispersed liquid aerosols at rates that exceed the capacity of the
atmosphere to dissipate them or to dispose of them through incorporation into solid or
liquid layers of the biosphere. Air pollution results from a variety of causes, not all of
which are within human control. .Air pollution may affect humans directly, causing a
smarting of the eyes or coughing. Pollution continued to increase as a result of the
increased number of motor vehicles. Exhaust fumes from the engines of automobiles
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contain a number of polluting substances, including carbon monoxide and a variety of
complex hydrocarbons, nitrogen oxides, and other compounds. When acted upon by
sunlight, these substances undergo a change in composition producing the brown,
photochemical smog. Efforts to reduce pollution from automobile engines and to
develop pollution-free engines may eventually eliminate the more serious air pollution
problems. Air pollution has a serious effect and has caused respiratory distress,
particularly in children, elderly people, and those suffering from respiratory diseases.

Sources of Air Pollutants

The two main sources of pollutants in
urban areas are transportation (predominantly
automobiles) and fuel combustion in stationary
sources, including residential, commercial, and
industrial heating and cooling and coal-burning
power plants. Motor vehicles produce high levels
of carbon monoxides (CO) and a major source of
hydrocarbons (HC) and nitrogen oxides (NOx).
Whereas, fuel combustion in stationary sources
is the dominant source of sulfur dioxide (SO2).

Carbon Dioxide
Carbon dioxide (CO2) is one of the major pollutants in the atmosphere. Major
sources of CO2 are fossil fuels burning and deforestation. CO2 is a good transmitter of
sunlight, but partially restricts infrared radiation going back from the earth into space.
This produces the so-called greenhouse effect that prevents a drastic cooling of the
Earth during the night. Increasing the amount of CO2 in the atmosphere reinforces this
effect and is expected to result in a warming of the Earth's surface. Currently carbon
dioxide is responsible for 57% of the global warming trend. Nitrogen oxides contribute
most of the atmospheric contaminants.

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N0X - Nitric Oxide (N0) and Nitrogen Dioxide (N02)

 Natural component of the Earth's atmosphere.

 Important in the formation of both acid precipitation and photochemical smog
(ozone), and causes nitrogen loading.
 Comes from the burning of biomass and fossil fuels.
 30 to 50 million tons per year from human activities, and 10 to 20 million tons per
year from natural sources.
 Average residence time in the atmosphere is 2-7days.
 Has a role in reducing stratospheric ozone.

N20 - Nitrous Oxide

 Natural component of the Earth's atmosphere.

 Important in the greenhouse effect and causes nitrogen loading.
 Human inputs 6 million tons per year, and 19 million tons per year by nature.
 Residence time in the atmosphere is about 170 years.
 1700 (285 parts per billion), 1990 (310 parts per billion), 2030 (340 parts per
billion).
 Comes from nitrogen based fertilizers, deforestation, and biomass burning.

Sulfur and Chlorofluorocarbons (CFCs)

Sulfur dioxide is produced by combustion of sulfur-containing fuels, such as coal
and fuel oils. Also, in the process of producing sulfuric acid and in metallurgical process
involving ores that contain sulfur. Sulfur oxides can injure man, plants and materials. At
sufficiently high concentrations, sulfur dioxide irritates the upper respiratory tract of
human beings because the potential effect of sulfur dioxide is to make breathing more
difficult by causing the finer air tubes of the lung to constrict. Almost 60% of the SO2
emissions are released by tall smoke stakes, enabling the emissions to travel long
distances. As emissions of sulfur dioxide and nitric oxide from stationary sources are
transported long distances by winds, they form secondary pollutants such as nitrogen

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dioxide, nitric acid vapor, and droplets containing solutions of sulfuric acid, sulfate, and
nitrate salts. These chemicals descend to the earth's surface in wet form as rain or
snow and in dry form as gases fog, dew, or solid particles. This is known as acid
deposition or acid rain.

Chlorofluorocarbons (CFCs)
CFCs are lowering the average concentration of ozone in the stratosphere.
Chlorofluorocarbons move up to the stratosphere gradually over several decades.
Under high energy ultra violet (UV) radiation, they break down and release chlorine
atoms, which speed up the breakdown of ozone (O3) into oxygen gas (O2).

Chlorofluorocarbons, also known as Freons, are greenhouse gases that

contribute to global warming. Photochemical air pollution is commonly referred to as
"smog". Smog, a contraction of the words smoke and fog, has been caused throughout
recorded history by water condensing on smoke particles, usually from burning coal.
With the introduction of petroleum to replace coal economies in countries,
photochemical smog has become predominant in many cities, which are located in
sunny, warm, and dry climates with many motor vehicles. The worst episodes of
photochemical smog tend to occur in summer.

Smog
Photochemical smog is created by burning coal and heavy oil that contain
sulfur impurities in power plants, industrial plants, etc. The smog consists mostly of a
mixture of sulfur dioxide and fog. Suspended droplets of sulfuric acid are formed from
some of the sulfur dioxide, and a variety of suspended solid particles. Smog's
unpleasant properties result from the irradiation by sunlight of hydrocarbons caused
primarily by unburned gasoline emitted by automobiles and other combustion sources.
The products of photochemical reactions includes organic particles, ozone, aldehydes,
ketones, peroxyacetyl nitrate, organic acids, and other oxidants. Ozone is a gas created
by nitrogen dioxide or nitric oxide when exposed to sunlight. Ozone causes eye irritation,

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impaired lung function, and damage to trees and crops. Another form of smog is called
industrial smog.

Is everything clear to you? Let’s find out.

Activity 2

Matching Type. Match Column A with Column B. Write the letter of the
correct answer on the space before each number.

Column A Column B

1. It is the warming of the Earth’s surface a. ozone hole

2. Produced by combustion of sulfur-containing
b. air pollution
fuels such as coal and fuel oils
3. Caused by breakdown of certain chlorine and/or
c. sulfur dioxide
bromine compounds
4. Consists mostly of a mixture of sulfur dioxide
d. ozone layer
and fog
5. It involves the release into the atmosphere of e. smog
gases, finely divided solids, or finely dispersed
liquid aerosols f. global warming

 Kindly get the answer key and check your answers.

Now that you are aware of the problems of the condition of our atmosphere, it’s
about time to familiarize yourself with the layers of the atmosphere.

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 frobinett.edublogs.org
Layers of the Atmosphere
The envelope of gas surrounding the Earth changes from the ground up. Four
distinct layers have been identified using temperature changes, chemical composition,
movement, and density. However, there are no distinct lines or boundaries where one
layer ends and the other begins.

The thermosphere which is above the mesosphere extends up to 500 km. This
layer contains little amount of air. The air absorbs enough solar radiation which brings a
tremendous increase in the temperature.

The mesosphere is the "middle sphere" and is the coldest layer of the
atmosphere. There are very few gases available in this layer to absorb the heat from the
sun. The mesopause is the upper boundary for this layer.

The stratosphere extends from the top of the tropopause to about 50 km (31
miles). The temperature begins to increase in this layer because it contains the highest
concentration of ozone. Ozone absorbs the sun's heat and also protects us from the
harmful ultraviolet rays of the sun. The stratosphere is ideal for jets to travel in because
they are above the weather and the air is so "thin" that it offers little resistance to the
aircraft. There is no weather in this layer because there is no water vapor. The
stratopause is the upper boundary for this layer.

Although the greenhouse effect and the ozone layer both protect life on earth,
they are very different. While the greenhouse effect lets sunshine in and prevents the

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heat from escaping, the ozone layer prevents harmful ultraviolet radiation from entering
the atmosphere. Ultraviolet radiation from the sun is what causes sunburns and skin
cancer. The layer of gaseous ozone in the upper atmosphere that blocks radiation is
what we call the ozone layer.

In the stratosphere, ozone is distributed all over the globe. It exists at

concentrations that would be deadly in the troposphere, which extends from the Earth’s
surface to about 7 miles up. The ozone layer is not a thin band of concentrated gas. The
ozone layer in the stratosphere extends from about 7 miles up to about 30 miles.
The troposphere is the lowest layer of the atmosphere where all weather occurs.
It is the only layer that has both the moisture and instability necessary to produce clouds.
The troposphere extends upward about 6 km (3.7 miles) at the poles, and as much as
16 km (10 miles) at the equator. The temperature decreases as one goes higher up.
The tropopause, a transition zone between the troposphere and the stratosphere, is
where the jet streams are found.

The thermosphere, which is above the mesosphere, extends up to 500

kilometers. This layer contains little amount of air. The air absorbs enough solar
radiation to bring about a tremendous increase in temperature.

Let’s see if you fully understood what you have read.

Activity 3

Identify the following: Write your answer on the space provided before the number.

_______________ 1. The “blanket of air” that envelope the earth.

_______________ 2. The lowermost layer of the atmosphere that is characterized by a

decrease in temperature with height.

_______________ 3. The layer of the atmosphere that is characterized by an increase

in temperature due to the concentration of ozone.

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_______________ 4. The layer of the atmosphere that is immediately above the
stratosphere.

_______________ 5. The two factors that are considered in determining the layers of
the atmosphere.

 How did you find the activity? Let us see as we check your answer.

BASIC SCIENCE CONCEPTS

Now, let’s summarize what you have learned.

Composition of the Atmosphere

The atmosphere is primarily composed of:

 nitrogen (N2, 78%)

 oxygen (O2, 21%)
 argon (Ar, 1%)

A myriad of other very influential components is also present which include:

 water (H2O, 0 – 0.0005%)

 "greenhouse" gases or ozone (0 - 0.01%)
 carbon dioxide (CO2, 0.033%)

Layers of the Earth’s Atmosphere

 The mesosphere is the "Middle Sphere" and is the coldest layer of the
atmosphere.
 The stratosphere extends from the top of the tropopause to about 50 km (31
miles). The temperature begins to increase in this layer because it contains the
highest concentration of ozone.

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  The ozone layer protects life on earth. The layer of gaseous ozone in the upper
atmosphere blocks radiation.
 The troposphere is the lowest layer of the atmosphere where all weather occurs.

Is everything clear to you now? Well, that’s good. I’m sure that you are now ready to
take the post test.

Post test:

Directions: Supply the appropriate answers to the following numbers.

1. The Earth is covered by a blanket of air called the __________.

2.-5.: Enumerate the layers of the Earth’s atmosphere according to decreasing

temperature.

6. Which of the following statement a. A–B–C-D

describes the temperature in the b. B–C–D-A
troposphere and stratosphere? c. C–D–A-B
d. C–A-B–D
a. The troposphere is hotter than the
stratosphere
b. The stratosphere is hotter than the 8. What part of the atmosphere has no
troposphere. weather disturbance?
c. Low temperature exists in the
troposphere and stratosphere. a. ozone layer
d. The temperature in the b. stratosphere
troposphere is equal to the c. troposphere
temperature of the stratosphere. d. mesosphere

7. Arrange the following layers of the 9. Which part of the atmosphere protects
atmosphere from the lowest to the us from harmful ultraviolet rays?
highest.
a. ozone layer
A - ozone layer b. stratosphere
B - stratosphere c. troposhere
C - troposhere d. mesosphere
D - mesophere

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10. There are _____ seasons on Earth.

a. one (1)
b. two (2)
c. three (3)
d. four (4)

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 Are you done? Now, get your pen and together, let’s evaluate your score.

- Wow! You really worked hard to accomplish this lesson. Great

9 – 10
job! Now, you may go to the next lesson.

Good. But you need to do the reinforcement activities or more

-
6–8 exercises. Then, go back to those items you failed to answer
correctly.

Fair. But don’t feel sorry because you can do it again. Read the
- module once again and ask help from your facilitator. More
0–5
exercises are waiting for you in this module. Double your effort
this time and you can make it!

Supplementary Activity

Answer the following questions briefly:

1. What do you think would happen to Earth if the amount of oxygen in the
atmosphere is greater than the amount of nitrogen?

2. Why do the different layers of the atmosphere have different temperatures?

 Please refer to the answer key in checking your answers.

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 Lesson 2-A: Seasons in the Philippines

Hello there! What’s one of the very first things you want to know every morning
when you get up? You probably ask, “What’s the weather going to be like today?” You
depend on information about the weather for a variety of reasons. You need to decide
what to wear to school, and you need to plan after school activities if they’re outdoors.

Although you probably use the words weather every day, can you really explain
what it is? What are the properties of the atmosphere that change constantly and bring
about weather? How does a meteorologist describe weather? How about climate? How
does it differ from weather?

You know that weather affects you every day. But weather does constantly
change. This lesson will help you understand how these changes affect the environment
particularly our way of living.

Pretest:
I’m sure you’re very eager to start our lesson. But wait! Let us first have an
assessment of what you already know about this lesson.
Direction: Multiple Choice. Choose and circle the letter of the best answer.

1. Weather depends on __________

a. air temperature.
b. amount of moisture.
c. air pressure.
d. all of the above

2. Cool air can hold _____ water vapor as an identical amount of warm air.

a. the same
b. more
c. less
d. almost the same

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3. Air condenses at its __________

a. dew point.
b. station model.
c. front.
d. temperature zone.

4. _____ forms when water vapor changes directly into solid.

a. Rain
b. Hail
c. Sleet
d. Snow

5. _____ clouds are low, layered clouds that may produce precipitation.

a. Cirrus
b. Stratus
c. Cumulus
d. Nimbus

6. A(n) _____ front forms when two cool air masses merge.

a. warm
b. cold
c. stationary
d. occluded

7. Tornadoes are destructive because they _____.

a. have high winds

b. have low pressure
c. cause updrafts
d. all of these

8. A _____ is issued when severe weather conditions exist and immediate action shall
be taken.

a. front
b. watch
c. station model
d. warning

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9. There are _____ seasons in the Philippines?

a. 1
b. 2
c. 3
d. 4

10. The agency responsible for making weather forecasts in the Philippines is

a. PHILVOLCS.
b. PAGASA.
c. WMO.
d. DENR.

 How did you find the test? Let’s assess your performance.

 10 Excellent job! You may ask you facilitator for an enrichment activity and
you may take the mastery activities right away.

8-9 Very good! You need to review the area where you encountered difficulty
and do the enrichment activities. If you are done, get the mastery activities.

 6-7 Good! But you need to study the lesson where you commit most of your
errors.

0-5 Fair, but it is fine. You need to work on the whole module and do your best
in answering the pre-mastery activities especially the posttest.

Be hooked!

You just call out my name, and you know wherever I am

I’ll come running to see you again.
Winter, spring, summer or fall,
All you have to do is call,
And I’ll be there, yeah, yeah,
You’ve got a friend, you’ve got a friend . . .

Lyrics from “ You’ve Got a Friend” by James Taylor

Are you familiar with the song? What is it all about? ____________________________
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______________________________________________________________________
Did you notice the different seasons in the lyrics? Can you please name them?
______________________________________________________________________
______________________________________________________________________

What do you think is the message of the song? ________________________________

______________________________________________________________________

We all know that there are four seasons: summer, winter, spring and
autumn or fall. In countries like the Philippines, however, the four seasons
are not recognized as such. As you know, here in the Philippines, we only
have two seasons. Seasons vary depending on what location on the globe a country is
in. The Philippines and other tropical countries near the equator experience only two
seasons: the wet and dry seasons.

This is because the Philippines is a tropical country. The dry season or summer
(tag-araw) usually starts sometime around March and ends at the beginning of June.
Temperatures usually soar as high as 37O Celsius, and it is really difficult and
inconvenient not to have any form of good ventilation.

Right after summer, by the start of June, or it could even be in the middle of June,
the wet or rainy season (tag-ulan) starts to take over. At this time of the year, we start to
experience a flurry of storms and typhoons until the end of the year.

Activity 4: My Favorite Season

Between the two seasons in the Philippines, which do you like better?
Why? Discuss your answer in not less than two (2) paragraphs.

 You’ll be needing the help of your facilitator in evaluating your work.

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 Lesson 2-B: The Changing Condition of the Atmosphere

Be hooked!

WORD WONDER: “FICKLE AS A WEATHER”

Where did this expression come from?

______________________________________________________________________

I bet you’re right! This expression is often used to describe a person who cannot
make up his or her mind or who easily changes his or her mind. But how is it attributed
to weather?
______________________________________________________________________

Exactly! Weather describes the conditions of the atmosphere in a particular place

at a particular time. For instance, we may ask, “What is the weather today in Batanes?”
The answer may be “bright and sunny” or “cloudy” or “cool and dry” or “warm and
humid” or “rainy” or “stormy”.

Sounds confusing? Don’t worry. We’ll go through this journey together as we

further study this lesson.

Climate is the condition of the atmosphere at a particular location over a long

period of time; it is the long-term summation of the atmospheric elements (and their
variations) that, over short time periods, constitute weather. These elements are solar
radiation, temperature, humidity, precipitation (type, frequency, and amount),
atmospheric pressure, and wind (speed and direction). To the general public the word
retains the meaning of expected or habitual weather, which is heavily dependent on

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place and time of year. Climate is now perceived as part of a larger system that includes
the atmosphere but also the hydrosphere (all liquid and frozen surface waters), the
lithosphere (all solid land surfaces, including the ocean floors), the biosphere (all living
things), and such extraterrestrial factors as the Sun.

Weather is the state of the atmosphere at a particular place during a short period
of time. It involves such atmospheric phenomena as temperature, humidity, precipitation
(type and amount), air pressure, wind, and cloud cover.

Elements of Weather

 AIR PRESSURE and TEMPERATURE

What part of a weather report interests you the most? __________________________.

Like many people, you are probably interested in how hot or cold it will be
tomorrow and whether or not it will rain. Few people wonder about air pressure. Yet air
pressure plays a very important role in the weather you experience each day.

AIR PRESSURE is the weight of air on a unit area. Air presses on the ground. Air
pressure is greater near the surface than at higher altitude. It is also affected by
TEMPERATURE which refers to the degree of hotness or coldness of air. Warm air is
less dense than cold air. The denser the air molecules, the greater the air pressure.
Less dense air molecules exert less pressure. Pressure differences cause air
movement. Air moves from an area of higher pressure to an area of lower pressure.

Do you want to understand more about air pressure? Why don’t you try this one?

Materials: Juice in a tetra pack or similar carton packaging, straw

Procedures: 1. Insert the straw into the juice carton and sip all of the juice.

25
 2. When the juice carton is empty, continue sucking the air out of it.

3. Observe what happens to the carton.

Why did the empty carton start to collapse inward? _____________________________

So, next time you sip your tetra pack juices, remember what you’ve learned
about air pressure.

 HUMIDITY

You know that the sun causes water to evaporate into the atmosphere. How can
air hold water? ___________________________________________________
Precisely! Air is somewhat like a sponge. A sponge has holes in it that allow it to hold
water. Air molecules in the atmosphere have spaces between them, too. Like a sponge
holds water, the atmosphere holds water vapor molecules. The amount of water vapor
in the air is called HUMIDITY.

Suppose the humidity of the air is high. When are fog form? When the air
becomes warmer or when it becomes cooler? _________________________________

If the humidity is high, fog will form when the air becomes cooler. Cooling can
increase the relative humidity to 100%. If the temperature drops even just a little below
the dew point, condensation takes place.

 CLOUDS

26
 Are you familiar with this poem?
Have you ever wondered what clouds are made of? Would you believe that
clouds are made of tiny drops of water? _____________________________________
_____________________________________________________________________
_____________________________________________________________________
Clouds are made of small droplets of water or bits of ice that are spread out from
each other.

Different Kinds of Clouds

Can you see the "halo" in this picture?

The person taking the picture blocked out the
sun with his fist so that he could get the
picture. The halo is caused by cirrus clouds.
The bright spot on the left is a "sun dog."

Cirrus (meaning "curl") clouds are

very high, wispy clouds made of ice. Even
In the summer, cirrus clouds are made of
ice because it is cold high above Earth.

Cumulus (meaning "heap") clouds

are the large clouds that sometimes look like
huge puffs of cotton. Sometimes, these
clouds look like animals or familiar
things. It is fun to use your imagination to
make up stories about the clouds.
(wallpapersonview.net)
Sometimes, cumulus clouds get dark
gray and rain or hail falls from them.
They are called cumulonimbus
clouds. These clouds often produce
27
lightning and thunder. Nimbus clouds
always signal upcoming rain.

Stratus (meaning "stretched out")

clouds are made up of low layers of
clouds that usually cover the whole sky
and blot out the sun. These clouds bring
gray days. When rain falls from them,
they are called nimbostratus clouds.
(wallpapersonview.net)

 PRECIPITATION

Have you heard this song?

Raindrops keep fallin’ on my head

And just like the guy whose feet
are too big for his bed
nothin’ seems to fit
Those raindrops are fallin’ on my head
they keep fallin’ . . .

by: B.J. Thomas

Have you experienced taking a shower under the rain? How does it feel?
___________________________________________________________________

Rain falls when the drops of water get too heavy and big to stay in the cloud.

Do you ever wonder why we don’t have snow here in our country? Why is
precipitation in the Philippines usually in the form of rain or dew?
______________________________________________________________________

Have you witnessed a change in the weather from one day to the next? Well, it’s
due to the movement of air mass. But what is air mass?
______________________________________________________________________

28
  AIR MASSES

When is an air mass described as warm or cold? _________________________

Does cold air and warm air mix easily? _________________________________

Air masses are always moving and bumping into each other. Cold air and warm
air do not mix easily because they have different densities. Instead, a boundary forms
between these air masses. The boundary separating the air masses is called a front.

What are the different types of fronts? _______________________________

The boundary of an advancing warm air mass over a colder surface is known as
a warm front. Similarly, the boundary of an advancing cold air mass over a warmer
surface is known as a cold front. Along such boundaries, weather disturbances occur.

(physicalgeography.net)
warm front cold front

Suppose you heard a weather forecaster say a strong cold front will be moving into
your area tonight. What does this mean, and what kind of weather will you likely have
tonight? _______________________________________________________________

Have you ever wondered why it is so cold during the months of November to
February? And why there’s abundant rain during the months of June to September?

This phenomenon is brought about by what we call the monsoons. Monsoon refers
to the wind that may blow by season toward either continents or oceans because of
differences in air pressure and air temperature. Here in the Philippines, there are two
29
types of monsoons. The first monsoon blows from the northeast from November to
February or what is known as Hanging AMIHAN in Filipino. The northeast monsoon
usually brings cold winds from Siberia and Mongolia. The second monsoon, which is
called Hanging HABAGAT, blows from the southwest from June to September. The
southwest monsoon customarily produces abundant rain, having absorbed much
moisture from the adjoining seas before reaching the Philippines.

How are human activities affected by the monsoons? ______________________

______________________________________________________________________

At the onset of monsoon rains, farmers start planting rice so they can use the
rainwater to irrigate their rice fields. Harvest is done during the amihan when there is
less rain. Heavy rain prevents fisher folks from going far out into the sea because of the
very rough and dangerous waters. During monsoon rains, the rough ocean waves also
make traveling by ship uncomfortable.

The wind systems you’ve just read about determine weather patterns for the
entire globe. But there are much smaller systems that determine local weather.
I’m sure you’ve already visited a place near a large body of water like resorts and
island beaches. Haven’t you noticed that land is too hot during daytime? Too hot that
you can’t even step on the sand or soil? On the other hand, the body of water is colder
during daytime. This is because water and land have different heating abilities; water
takes a bit more time to warm up and is able to retain the heat longer than land does,
and this explains why bodies of water are warmer at night.

30
 Sure you’ve noticed that! In that case, you’re familiar with two wind systems –
land breeze and sea breeze. But how do these two wind systems differ?
Sea Breeze
Land Breeze
http://www.brisbanehotairballooning.com.au/sea-land-breezes/

Sea breeze is created during the day because solar radiation warms the land
more than the water. Air over land is heated by conduction. This heated air becomes
less dense and is forced upward by cooler denser air moving inland from the ocean. At
night, the land cools much more rapidly than the ocean water. Air over the land
becomes cooler than the air over the ocean. The cool, dense air from the land moves
out over the water, pushing the warm air over the water upward. Movements of air
toward the water are called land breeze.

Were you able to grasp everything?

Good to hear that! Now we can go further. What information can you get from a
weather forecast?

Find out through this activity!

Activity 5

Collect and analyze weather reports (from a broadsheet newspaper of

your choice) for one week. Find out what information the weather
reports give you. Find out what they say about the following weather
information in the region or city where you live:
 temperature
 clouds
 rainshowers / thunderstorms
 wind
 time of sunrise and sunset

31
  high tide and low tide
Find out also what symbols are used to represent:

 sunny weather
 rainwater
 typhoon

 Were you able to accomplish your task? I hope so. Now, let’s check your work.

At this moment, somehow you already have an idea about weather forecasting.

A weather forecast is a scientific estimate of what the weather will be like within
the next 24 hours. A weatherman or meteorologist makes such forecasts through data
gathered from satellites, computers, and radars. Forecasters use the following weather
tools:

Pictures of Weather
Uses of Weather Tools Tools/ Instruments

Rain Gauge - a tool used to measure the amount of

precipitation that falls. The precipitation is collected in a
container with a ruler to show the amount.

Thermometer - an instrument used to measure

temperatures. The Mercury inside the thermometer rises
or falls as it expands or contracts from changes in
temperature.

Wind Vane - a tool used to measure the direction the

wind is blowing.

32
 Barometer – a tool used to measure the atmospheric
(air) pressure which is then used to forecast the
weather. Low pressure is associated with bad weather
(Low = Lousy) and high pressure is associated with
good weather (High = Heavenly)

Anemometer – a tool used to measure wind speed.

Hygrometer – a tool used to measure the amount of

humidity or moisture in the air. The higher the humidity,
the more moisture is in the air.

It is very important in countries like the Philippines which is located near the
typhoon belt to have accurate weather forecasting.

A weather forecast is most useful to warn people of an approaching weather

disturbance. The Philippine Atmospheric, Geophysical and Astronomical Services
Agency (PAGASA) periodically releases a weather bulletin indicating the path of the
typhoon through the Philippine Area of Responsibility (PAR) and its wind speed.

Everyone should be aware of weather disturbances. What usually happens when

there is a weather disturbance? ___________________________________________

Heavy rains are accompanied by strong winds. A tropical depression may

develop into a storm or even into a typhoon. The torrential rains can cause flooding in
low-lying areas. Rivers and clogged drainage systems may also overflow. Such cases

33
can be worsened by denuded mountain forests that are unable to absorb the water
brought by the rains.

Do you remember when heavy rain was forecasted but it did not happen? When
classes were suspended yet it seems that the weather is clear?

There is always a chance that a weather forecast could prove wrong. Forecasts
are not always accurate because of the ever-changing weather conditions. As more
modern instruments and methods are developed, weather forecasting significantly
improves.

Activity 6

Now that I know you’re equipped with lots of information about weather and climate,
I would like you to do this research:

a. One issue affecting global weather is the so-called “ozone hole”. Where is it
located? How big is it? And how did it change our current weather and climate?
b. Our weather and climate are different from what they were ten years ago. Cite
reasons why this is so.

 Are you done? Ask the help of your facilitator in evaluating your work.

Hope you did great!

I’m sure you amazingly surpassed the challenge!

Are you now ready to take the posttest? I bet you are. But wait! Before anything
else, let us summarize what we’ve discussed!

34
 WORD BANK

 Weather refers to the conditions of the atmosphere at a particular place and time.
 Climate refers to the average weather in a region over many years.
 The interaction of the following elements: air pressure, humidity, cloudiness,
precipitation, air pressure, and wind determine the condition of the atmosphere.
 An air mass takes on the humidity and temperature characteristics of the region
over which it forms.
 Land breeze is the movement of air from land to water, while sea breeze is the
movement of air from water to land.
 Weather forecast is a scientific estimate of what the weather will be like within the
next twenty-four hours.
 Cold and warm fronts can develop between air masses having different
properties.
 Monsoon refers to the wind that may blow by season toward either continents or
oceans because of differences in air pressure and air temperature.
 Forecasters use the following weather tools: rain gauge, thermometer, wind vane,
barometer, hygrometer, and anemometer.

With all of the things you’ve read, I’m sure you’re now prepared to take your
posttest. So what are you waiting for? Get a pen and start.

35
Posttest:

Direction: Match Column A with Column B. Write the letter of your answer on the box
before each item.

A B
1. It is the state of the atmosphere at a particular place
a. air mass
during a short period of time.
2. It is the condition of the atmosphere at a particular
b. weather
location over a long period of time.
3. It is formed through the process of precipitation. c. climate
4. It is a tool used to measure the amount of precipitation
d. rain gauge
that falls.
5. It is an instrument used to measure temperature. e. hygrometer

6. It is a tool used to measure the direction of the wind. f. front

7. It is a tool used to measure air pressure. g. barometer

8. It is a tool used to measure the amount of moisture in
h. anemometer
the air.
9. It is a tool used to tell wind speed. i. thermometer
j. weather
10.These clouds tell us it will rain.
forecast
11.These are large clouds that look like huge puffs of
k. wind vane
cotton.
12.These are very high, wispy clouds made of ice. l. rain
13.These clouds are made up of low layers of clouds that
m. cirrus clouds
usually cover the whole sky.
14.Giant body of air that has similar temperature and n. cumulus
moisture throughout. clouds
15.Scientific estimate of what the weather will be like o. nimbus clouds
within the next 24 hours. p. stratus clouds

 Were you able to answer all the questions? Find out the correct answers by
asking for the answer key from your facilitator.

36
 15 - Wow! You really worked hard to accomplish this lesson.
Great job! Now, you may take the mastery test.

Very good! Just review the lessons where you

12 - 14 - encountered difficulties, and take the mastery test if you
are ready.

Good. But you need to do the reinforcement activities.

10 – 11 - Then, go back to those items you failed to answer
correctly.

Fair. But don’t feel sorry because you can do it again.

Read the module once again. Ask for further help from
0-9 - your facilitator. More exercises are waiting for you in this
module. Double your effort this time. I’m sure you can
make it!

Supplementary Activity:

Look for news items about one typhoon in the Philippines, and answer these questions:

a. When did it happen?

b. Trace its path in our country by citing what provinces were hit.
c. What was the wind speed near the center?
d. What damages did it incur on its path?

 Since the answers may vary, you may ask the help of your facilitator in
evaluating your work.

37
 Lesson 3: Eclipses

Welcome back, dear learners! We are about to start another learning journey!

Imagine yourself as one of your ancient ancestors, living 50,000 years ago.
You’re out foraging for nuts and other fruits in the bright afternoon sun. Gradually, the
sun disappears from the sky, as if being swallowed by a giant sky creature. You can see
stars coming out, crickets begin to chirp to signal the nightfall, and birds return to the
trees to settle down for the night. But the darkness lasts only a short time, and as
quickly as the sun disappears, it returns to full brightness. You realize something
unusual has happened, but you don’t know what caused it. It will be almost 48,000
years before anyone can explain the event you just experienced.

How do solar and lunar eclipses occur? How do these events affect the beliefs
and practices of a community? These are just some of the things that we will learn
together.

I bet you’re very eager to start your learning journey.

Pretest:

Direction: Multiple Choice. Choose and circle the letter of the best answer.

1. What will likely occur when the moon passes between the sun and the Earth?

a. solar eclipse
b. lunar eclipse
c. first quarter moon
d. last quarter moon

2. What kind of eclipse happens if the moon passes within the umbra of the Earth’s
shadow?

a. total lunar eclipse

b. total solar eclipse
c. partial lunar eclipse
d. partial solar eclipse

38
3. On March 9, 2016, the moon passed directly between the Earth and the sun.
What phenomenon occurred?

a. full moon
b. new moon
c. solar eclipse
d. lunar eclipse

4. When does the shadow of the Earth falls on the moon?

a. full moon
b. new moon
c. solar eclipse
d. lunar eclipse

5. Which of the following occurs when the sun, moon, and Earth are aligned?

a. solar eclipse
b. lunar eclipse
c. full moon
d. new moon

6. What effect would an eclipse of the sun have on the level of the tides?
The tide level would . . .

a. become unusually higher.

b. become very much lower.
c. keep on changing.
d. remain stationary.

7. When does a lunar eclipse occur?

During

a. full moon when the Earth moves into the moon’s shadow.
b. full moon when the moon moves into the Earth’s shadow.
c. new moon when the Earth moves into the moon’s shadow.
d. new moon when the moon moves into the Earth’s shadow.

8. Why is a lunar eclipse not seen every month?

a. The plane of the earth’s orbit is inclined to the ecliptic.

b. Due to précised movement.
c. Earth moves faster in its orbit when closest to the sun.
d. Earth’s axis is tilted with respect to the sun.

39
9. When can a total solar eclipse occur?

a. full moon
b. new moon
c. first quarter
d. last quarter

10. When can a lunar eclipse occur?

a. full moon
b. new moon
c. first quarter
d. last quarter

 How did you find the test? Ask you facilitator for the answer key.

10 Excellent job!

8-9 Very good! You need to review the area where you encountered difficulty and do
the enrichment activities.

6-7 Good! But you need to study the lesson where you commit most of your errors.

0-5 Fair, but it is fine. You need to work on the whole module and do your best in
answering the pre-mastery activities especially the posttest.

Activity 7

Pre-viewing Activity: Answer the following questions.

1. What is an eclipse?
2. How does a solar eclipse occur? A lunar eclipse?

Viewing Activity: “Eclipse and Length of Day and Night”

Post-viewing Activity:

Your answer will be checked as your facilitator gives a post-viewing discussion.

You will be paired with other learners and asked to compare your answers.

With the sun as the main source of light on Earth,

40
any object that blocks its light will cast a shadow behind it. In the same manner the
members of the solar system cast their own shadows opposite the sun. And when the
shadow of one heavenly body falls on another, an eclipse occurs which is the shading
or darkening of one heavenly body by another.

In the diagram below, the Sun, the Moon, and the Earth form a straight line with
one another. The Moon is somewhere between the Sun and the Earth. The shadow of
the moon falls on Earth, thereby covering the Sun. The Sun cannot be seen from the
Earth. It is an eclipse of the Sun or solar eclipse.

(www.crystalinks.com)

In the diagram below, the Earth is somewhere between the Sun and the Moon.
The Moon cannot be seen from the Earth. It is an eclipse of the Moon, or lunar eclipse.

(www.crystalinks.com)

Let’s pause for a while as you work with your groupmates.

41
 Let’s Volt In!

Activity 8: How Does a Solar Eclipse Occur?

Materials Needed:

Pingpong / Tennis Ball

Flashlight

Globe

Arrange the flashlight, ball and globe about ½ meter apart, and in a straight line.
Darken the room. Switch on the flashlight as in the picture below. (AC Science Investigatory Activity)

Answer the following questions:

1. What kind of eclipse occurs?

2. When does it likely occur? Why?
3. Why does such an event occur?

 Have you worked cooperatively with your groupmates? Let’s see how well your
group answered the activity. Kindly ask for the answer key from your facilitator.

Let’s Volt In!

Activity 9

How Does a Lunar Eclipse Occur?

The same materials as in activity 2 are needed.

42
 The same procedure will be followed as in Activity 2, but this time, the globe
should be placed between the ball and the flashlight. (AC Science Investigatory Activity)

Answer the following questions:

1. What do you call this kind of eclipse?

2. When does it likely occur? Why?
3. Why does such a phenomenon occur?

 How did you find working with your groupmates? Did you have fun? Now, let’s

evaluate the output of your group. Ask for the answer key from your facilitator.

Observing an Eclipse
We are advised not to watch a solar eclipse directly with our naked eyes. Here
are some of the things you can do to protect your eyes:

 You can put water in a basin and observe the sun indirectly by watching its
reflection in the water.

 You can hold a sheet of glass (with smooth edges) over a candle flame to coat
the middle area with soot, and watch the eclipse through this darkened glass.

 You can cover your eyes with used camera film while watching the eclipse.

 You can also frame the film with a piece of cardboard to make it easier to handle.

43
 BASIC SCIENCE CONCEPTS

It will be helpful if you will keep in mind important concepts about this lesson.

 A solar eclipse may occur during new moon, and a lunar eclipse may occur
during full moon.

 When a shadow of a heavenly body is cast on another heavenly body, an eclipse

occurs. An eclipse can be a solar eclipse or a lunar eclipse.

 An eclipse refers to the blocking of light by a heavenly body so that the source of
light seems to disappear.

 An eclipse of the moon (lunar eclipse) occurs when the Earth passes directly
between the sun and the moon so that the Earth’s shadow falls on the moon.

 An eclipse of the sun (solar eclipse) occurs when the moon passes directly
between the sun and the Earth.

Ooppss! I know you’re eager to take the mastery test but let us first
evaluate how prepared you are in taking it. Get a pen and answer the
posttest below.

1. Why does an eclipse of the moon take place only at night and during a full moon?

2. Illustrate the conditions of a solar eclipse and a lunar eclipse.

3. Differentiate a solar eclipse from a lunar eclipse; a partial solar eclipse from a
total solar eclipse.

4. How do solar eclipses occur?

44
 5. Apply: Suppose the moon’s diameter were one-half of what it is now. Describe
how a solar eclipse would differ from the solar eclipses that actually occur. Make
a sketch of what would be observed.

6. Explain why a lunar eclipse is not observed once a month.

7. Why doesn’t an eclipse of the sun occur at each new moon when the moon is
between the Earth and the sun?

8. What is an annular eclipse? Which is more common, an annular eclipse or a total

solar eclipse? Why?

9. Does an eclipse of the sun occur during any particular moon phase? Explain.

10. Explain why everyone on the dark side of Earth can see a lunar eclipse, but only
a limited few ever see a solar eclipse on the lighted side?

 Let’s see how well you fared. Please ask the help of your facilitator in evaluating
your work.

Wow! You really worked hard to accomplish this module. Great job!
18 – 20 -
Now, you may take the mastery test.

Very good! Just review the lessons where you encountered

14 – 17 -
difficulties and take the mastery test if you are ready.

Good. But you need to do the reinforcement activities. Then, go

10 – 13 -
back to those items you failed to answer correctly.

Fair. But don’t feel sorry because you can do it again. Read the
module once again. Ask for further help from your facilitator. More
0–9 -
exercises are waiting for you in this module. Double your effort this
time. I’m sure you can make it!

References
45
Coble, C.R., et al. (1991). Earth Science. New Jersey, U.S.A.: Prentice – Hall.

Delos Santos, G., et. al. (2009). Science and life series: General Science. Quezon City,
Philippines: Sunshine Interlink Publishing House, Inc.

Felicerta, P., et al. (2006). Breaking through integrated science. Quezon City,
Philippines: C & E Publishing, Inc.

Rabago, L., et al. (2003). Dynamic science: Modular approach. Quezon City,
Philippines: Vibal Publishing House.

Santos, N., et al. (2006). i-Science (Investigatory Science). Quezon City, Philippines:
Rex Printing Company, Inc.

Tarbuck, E.J. & Lutgens, F.K. (1995). Earth Science. Englewood Cliffs, New Jersey,
U.S.A.: Prentice Hall.

46