11

EARTH SCIENCE
SECOND QUARTER

LEARNING ACTIVITY SHEET

 Republic of the Philippines

Department of Education
REGION II – CAGAYAN VALLEY

COPYRIGHT PAGE
Learning Activity Sheet in EARTH SCIENCE
(Grade 11)

Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500
“No copy of this material shall subsist in any work of the Government of the Philippines. However,
prior approval of the government agency or office wherein the work is created shall be necessary
for exploitation of such work for profit.”

This material has been developed for the implementation of K to 12 Curriculum through the
Curriculum and Learning Management Division (CLMD). It can be reproduced for educational
purposes and the source must be acknowledged. Derivatives of the work including creating an
edited version, an enhancement of supplementary work are permitted provided all original works
are acknowledged and the copyright is attributed. No work may be derived from this material for
commercial purposes and profit.
Consultants:
Regional Director : ESTELA L. CARIÑO, EdD., CESO IV
Assistant Regional Director : RHODA T. RAZON, EdD., CESO V
Schools Division Superintendent : MADELYN L. MACALLING, PhD, CESO VI
Asst. Schools Division Superintendent(s): EDNA A. ABUAN, PhD
DANTE J. MARCELO, PhD, CESO VI
Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG, PhD
Chief Education Supervisor, CID : RODRIGO V. PASCUA, EdD
Development Team
Writers : Cherides P. Mariano, Jonnabelle A. Gamino, Judith E. Delos Santos,
Melanie E. Ricardo, Jeniffer D. Telan, Melody P. Cabuyadao, Mildred P.
Lagmay, Roleza M. Magno, Crystal Joy B. Torres, Sheryll Gumpal Reyes
Content Editor : Junar P. Santiago, Melanie E. Ricardo, Cherides P. Mariano,
Martina Daquioag-MT1, CNHS, SDO Tuguegarao City
Meloween B. Salvado-T2, HINHS, SDO Cagayan
Focal Persons : Ma. Lourdes B. Bueno, PhD, EPS-Science, SDO Isabela
Ma Cristina A. Acosta, PhD, EPS, LRMS, SDO Isabela
Ester T. Gramaje, PhD, EPS-Science, CLMD
Rizalino G. Caronan-EPS-LRMS, CLMD

Printed by: DepEd Regional Office No. 02

Regional Center, Carig Sur, Tuguegarao City

i
Note: Practice Personal Hygiene Protocols at all times
 EARTH SCIENCE
NAME: GRADE LEVEL:
SECTION: DATE:

LEARNING ACTIVITY SHEET

Weathering of Rocks

Background Information for Learners:

There are two main types of weathering of rocks:

1. Physical weathering (or mechanical weathering) is the disintegration of rocks,
breaking them into smaller pieces due to any force (natural or anthropogenic) without
altering its composition (Guzman, et al., 2016). The processes include:
a. Frost wedging – repeated freezing and thawing of water found in the cracks of
rocks called joints pushes the rock to the breaking point
b. Salt crystal growth – enough build-up of salt crystals left behind in pore spaces
or cracks of rocks as water evaporates can cause the rock to expand, and
eventually break apart
c. Abrasion – wearing a way of rocks by colliding particles
d. Exfoliation – reduced pressure on igneous rock causes it to expand and allows
slabs of outer rock to break off in layers (Tarbuck, Lutgens & Tasa, 2014)
e. Biological activity – animals, microbes and plants as agents of mechanical
weathering, such as application of pressure on rocks, burrowing animals
2. Chemical weathering is the decomposition of rocks involving chemical reactions
causing change in their chemical makeup as influenced by low pressure, low
temperature, and the water and oxygen-rich nature of the Earth’s surface (Guzman, et
al., 2016). The processes include:
a. Dissolution / carbonation – dissociation of molecules into ions; example is the
dissolution of calcite and salt; removal of rock by acidic rainwater in solution
especially dissolved CO2-containing rainwater weathers the rock
b. Oxidation – rock breakdown by oxygen and water, often giving a rusty-colored
weathered surface to iron-rich rocks
c. Hydrolysis – acidic water breakdown of rock producing clay and soluble salts
d. Biological activity – biological processes of plants, animals and microbes such
as the production of organic acids by plant roots that help dissolve minerals in
rocks or microorganisms that consume minerals on rocks
There are factors that affect the type, extent and rate at which weathering takes place:
a. Climate – warm climates affect by chemical weathering while cold climates affect
by physical weathering (particularly frost action); chemical weathering is more
pronounced with more moisture content, higher temperature, and water
(Shambhavi, 2020).
b. Mineral composition – mineral in a rock may readily react with acids, water or
oxygen, for example limestone can be severely acted upon by mild acidic rainwater
while granite which contains silica remains unaffected by such agents (Shambhavi,
2020). The susceptibility of minerals (from high to low) roughly follows the inverse

1
Note: Practice Personal Hygiene Protocols at all times
 of the order of crystallization of minerals in the Bowen’s reaction series. Thus,
olivine which crystallizes first is the least resistant whereas quartz which
crystallizes last is the most resistant. Limestone is made from calcium carbonate
and is therefore prone to carbonation while some sandstones contain iron minerals
and are prone to oxidation (Guzman, et al., 2016).
c. Rock structure - Soft (amorphous) and those highly fractured/jointed rocks easily
undergo weathering than solid crystalline rocks that are quite compact and very
resistive to weathering (Guzman, et al., 2016).
d. Topography – physical weathering occurs more quickly on a steep slope than on a
gentle one. On the other hand, chemical weathering is enhanced on a gentle slope,
water may stay longer in contact with the rocks (Guzman, et al., 2016).
e. Time – duration of time for which a rock is exposed to weather determines the
extent of weathering (Shambhavi, 2020). According to Guzman et al. (2016) the
length of exposure to agents of weather determines the degree of weathering of a
rock.

Learning Competency with Code:

Describe how rocks undergo weathering (S11ES-IIa-22)

Directions/Instructions:

Are you a keen observer? In activity 1, help Francine and her friend Elaine in unveiling
the mystery behind the pictures they got in their journey.
Last summer of 2019, Francine, together with her family went for a vacation and visited
beaches and the beautiful spots in the Ilocos Region also the scenic spots in Isabela Province.
Being a STEM student and nature lover, she took pictures of the things that captured her
attention most especially on rocks of different formations. On the other hand, her friend Elaine
who lives abroad sent her unusual pictures of the things occurring around them most especially
on rocks.
Do you want to see the pictures they got? How will you describe what are seen in the
pictures? Let us find out. In activity 2, help them describe what is happening on those rocks,
and in activity 3, try to connect what you have learned in the first two activities in our daily life
experiences.

Activity 1. Picture Speaks a Thousand Words

Given below are pictures of rocks undergoing weathering taken by Francine and Elaine
in their journey. Identify the specific type of physical or chemical weathering involved, the
factors that might affect the weathering of rocks, and describe how the rocks undergo
weathering. Write your answers in each column found in the table below.

2
Note: Practice Personal Hygiene Protocols at all times
 Pictures Specific Factors How the rocks
Type of Affecting the undergo
Weathering Rate of weathering
Weathering
1.

2.

3.

4.

5.
Photo Credit: C. Mariano

3
Note: Practice Personal Hygiene Protocols at all times
 Activity 2. Break Me Down

Objectives:
At the end of the activity, you should be able to determine the influence of the types of
weathering on each other and the factors that influence the rate of weathering.

Materials Needed:
3 antacid tablets or sodium bicarbonate tablets or chalk sticks (with equal volume)
3 250ml beakers/ glasses
Timer/watch/clock

Procedure
1. Perform the activity with caution. Take pictures of the steps followed in the activity
and arranged them in an A4-sized bond paper.
2. Prepare the materials needed. Label the 3 beakers/glasses according to the particle size
of the antacid you will be dissolving: whole, broken, and crushed. If antacid is not
available, you may use sodium bicarbonate tablet or chalk sticks as alternative.
3. Crush one of the tablets using mortar and pestle, if not available you may use a glass
or bottle by rolling its side on the tablet placed in plate or wrapper (optional). Then,
break the other tablet into 2 while leaving one of the tablets whole.
4. Put equal volume (100ml) of room temperature water to the beakers/glasses.
5. Drop the tablet (whole, broken, crushed) into the appropriate beakers/glasses and record
the time from when the tablet is added to the liquid until when the tablet has completely
dissolved and no traces of the tablet is visible. When working in group, assign members
to drop the tablet into the beaker/glass and one to record the time. If working
individually and at home, you may ask assistance from your family members.
6. Fill the table below with dissolution times (in seconds).
7. Wash the beakers/glasses with soap and water. Ready for use in the next set up.
8. Repeat steps 2-7 using hot water and room temperature vinegar, respectively instead of
room temperature water. Caution: Use cloth pad/gloves when handling hot water.

Data Table
1.
Dissolution times (s)
Room temperature Hot water Room temperature
water vinegar
Whole tablet
Broken tablet
Crushed tablet

2. Plot the dissolution times in a bar graph where y axis is the dissolution time (s) and x
axis is the particle size (whole, broken, crushed). Use different colors to represent the
different liquids used in the activity. Write your answer in a graphing paper.

4
Note: Practice Personal Hygiene Protocols at all times
 Guide Questions:

1. Which tablet size and liquid combination resulted in fastest dissolution times?

2. What is the relationship between particle size and time it takes for the tablet to dissolve?
How does this relationship apply to weathering in nature?

3. Using the activity as a model, explain how mechanical weathering (breaking or crushing)
contribute to chemical weathering (dissolution)?

4. Compare dissolution times in room temperature water and hot water. Using this as a model,
what can you deduce about the relationship between temperature and weathering rate?

5. Is there marked difference in the dissolution rate in water and vinegar both at room
temperature? What caused the difference? What does dissolution in vinegar simulate in nature?

6. In what environment would weathering rate be fastest? Slowest? Explain your reasons based
on the observations from this activity.

5
Note: Practice Personal Hygiene Protocols at all times
 Activity 3. Making Connections

Read

Read and analyze the article below on granite vs. gabbro.

Granite is a medium-to coarse-grained acid igneous rock with essential quartz (>20%)
and feldspar, where alkali feldspar constitutes between 100 and 35% of the feldspars, and minor
mafic minerals. Gabbro is a dark, medium- to coarse-grained intrusive igneous rock composed
of calcium-rich plagioclase, pyroxene, and minor olivine, but no quartz.
Granite has several uses. It may contain valuable minerals. These may be either
gemstones or industrial minerals. Granite is an important construction material. It is hard and
durable which makes it a very good material for aggregate. It is one of the most important
dimension stones because of beautiful textures and colors. It is also massive and durable – ideal
material for countertops. Gabbro often contains valuable amounts of chromium, nickel,
cobalt, gold, silver, platinum, and copper sulfides. Ocellar (orbicular) varieties of gabbro can
be used as ornamental facing stones, paving stones and it is also known by the trade name of
'black granite', which is a popular type of graveyard headstone used in funerary rites. It is also
used in kitchens and their countertops, also under the misnomer of 'black granite'
(GeologyIn.com, 2018).

Figure 1. Gabbro
Figure 2. Granite
Source: https://geologyscience.com/rocks/igneous-
Source: https://geologyscience.com/rocks/granite/
rocks/intrusive-igneous-rocks/gabbro/#jp-carousel-2388

1. Based on the article above, what inference can you make on which rock is more susceptible
to chemical weathering in humid environment, granite or gabbro? Explain.

2. Nowadays, most houses are tiled using different kinds of rocks. If you will have your own
dream house in the future, which of the two rocks will you prefer to use in your house tiling?
Why? Relate your answer to weathering.

6
Note: Practice Personal Hygiene Protocols at all times
3. Looking beyond our planet, does weathering also occur in the moon? If so, has the moon
surface been weathered mechanically and/or chemically? Cite instances.

4. In our daily experiences here on Earth, cite at least 3 examples each of mechanical and
chemical weathering of rocks. Do not include anymore the examples cited above.

5. What is weathering?

Rubrics for Scoring:

Break Me Down Lab Activity (Holistic Rubric)

Criteria Below Average Above Excellent
Average (1) (2) Average (3) (4)
1. Followed procedure throughout
the activity and successfully
completed tasks as shown from
results and pictures presented.
2. Data and observations are
recorded accurately.
3. Graphs are drawn accurately and
clearly labelled.
4. Answers to discussion questions
are complete and written
correctly and accurately.

Reflection:

Directions: Accomplish this part honestly.

1. I learned that

2. I enjoyed most on

3. I want to learn more on

7
Note: Practice Personal Hygiene Protocols at all times
 References for Learners:
GeologyIn.com (2018). Granite vs. Gabbro: Similarities and Differences. Retrieved from
http://www.geologyin.com/2018/04/granite-vs-gabbro-similarities-and.html

Geology Science (2020). Gabbro. Retrieved from https://geologyscience.com/rocks/igneous-

rocks/intrusive-igneous-rocks/gabbro/#jp-carousel-2388

Geology Science (2020). Granite. Retrieved from https://geologyscience.com/rocks/granite/

Guzman, A.A. et al. (2016). Teaching Guide for Senior High School Earth Science Core
Subject. The Commission on Higher Education in collaboration with the Philippine
Normal University. K to 12 Transition Program Management Unit, Commission on
Higher Education, Quezon City. Licensed under a Creative Commons Attribution-
NonCommercial-ShareAlike 4.0 International License

Schulte, K. (2015). Frost Wedging: Definition and Example. Retrieved from

https://study.com/academy/lesson/frost-wedging-definition-example.html.

Shambhavi, S. (2020). Weathering of Rocks: Factors/Geology. Retrieved from

https://www.yourarticlelibrary.com/geology/weathering-of-rocks-5-factors-
geology/91154#:~:text=Climate%3A,factor%20affecting%20weathering%20of%20rocks.&te
xt=Warm%20climates%20affect%20by%20chemical,pronounced%20with%20more%20mois
ture%20content.

Tarbuck, E.J., Lutgens, F.K. & Tasa, D. (2014). Earth: An Introduction to Physical Geology. Eleventh
Edition. Prentice Hall

8
Note: Practice Personal Hygiene Protocols at all times
 Answer Key:

Activity 1. Picture Speaks a Thousand Words

(Answers may vary)
Pictures Specific Type Factors How the rocks
of Weathering Affecting the undergo weathering
Rate of
Weathering
1. Biological Climate, mineral Growing plant roots
activity composition, exert stress or pressure
(Physical & rock structure, on rocks (Physical).
Chemical) topography, time Roots produce organic
acids which help to
dissolve minerals in
rocks (chemical).

2. Dissolution Climate, mineral Soluble salts are

/Carbonation composition, dissolved by acidic
(Chemical) rock structure, water (CO2-containing
topography, time water) leaving out pores
in rocks and changes
color.

3. Biological Climate, mineral Explanations may vary

activity composition, depending on the types
(physical & rock structure, identified.
chemical), topography, time
carbonation,
hydrolysis
(chemical)

Abrasion Climate, mineral Wind and water rush

(physical) composition, over rocks. Rocks
rock structure, become smoother as
topography, time rough and jagged edges
break off.

4.
Biological Climate, mineral Growing plant roots
activity composition, exert stress or pressure
(physical & rock structure, on rocks (Physical).
chemical); topography, time Roots produce organic
Oxidation acids which help to
(chemical) dissolve minerals in
rocks (chemical).
-Oxidation – iron-rich
5. rock breakdown by
oxygen and water, often
giving a rusty-colored
weathered surface

9
Note: Practice Personal Hygiene Protocols at all times
Activity 2: Break Me Down
Data Table – answers may vary
Graph – answers may vary
Pictures – answers may vary
Guide questions
1. Crushed tablet in vinegar exhibited the fastest dissolution rate.
2. The larger the surface area the faster the reaction will proceed. In nature, smaller rocks
weather faster than large rocks. Cracked and pitted surfaces will weather faster than
smooth surfaces.
3. Breaking and crushing the tablet exposes more surface area. As mechanical weathering
breaks rocks into smaller pieces, more surface area is exposed which renders the rock
more susceptible to attack by agents of chemical weathering. Chemical weathering can
speed up physical disintegration by weakening the bonds between grains, loosening
them to fall out physically. Placing a few drops of water on the tablet would soften it
making breaking/ crushing a lot easier.
4. Faster dissolution times in hot water. Chemical weathering proceeds more rapidly in
higher temperature.
5. Crushed tablet in vinegar exhibited the fastest dissolution rate. Chemical reactions tend
to occur faster in vinegar than in room temperature water. Dissolving antacid in vinegar
represents the effect of chemical weathering by acid rain. This can be shown in the
equation: CH3COOH + NaHCO3 → CH3COONa + H2CO3. Carbonic acid breaks down
further into. Similarly, acid rain is produced when water in the atmosphere combines
with sulfur and nitrogen compounds to form acids which cause accelerated weathering.
6. From the results of this activity, it can be concluded that weathering is fastest in a
combination of hot, wet environment and fractured rocks.

Activity 3: Making Connections

1. Gabbro. It has an abundance of high-temperature minerals like olivine and pyroxene
which break down rapidly in moist environments.
2. Answers may vary.
3. Mechanical weathering on the surface of the moon occurs through meteorite
bombardment which breaks down rocks into smaller pieces over time. Chemical
weathering is absent on the moon due to the fact that the moon has no atmosphere or
flowing water on it.
4. Answers may vary
5. Weathering is the breaking down or dissolving of rocks and minerals. Water, ice, acids,
salts, plants, animals, and changes in temperature are all agents of weathering.

Prepared by:

CHERIDES P. MARIANO

10
Note: Practice Personal Hygiene Protocols at all times
 11
EARTH SCIENCE
Second Quarter-Week 1
WHAT MAKES EARTH’S INTERIOR HOT?

LEARNING ACTIVITY SHEET

11
Note: Practice Personal Hygiene Protocols at all times
 EARTH SCIENCE
NAME: GRADE LEVEL:
SECTION: DATE:

LEARNING ACTIVITY SHEET:

WHAT MAKES EARTH’S INTERIOR HOT?

BACKGROUND INFORMATION FOR LEARNERS

Welcome back! Today you will be enjoying your journey into the center of the earth.
You will be discovering the amazing things that is happening inside the earth.
Have you seen a volcano erupting in televisions or the internet? Have you seen those
hot materials coming out of the volcano? With this, we can say that hot materials compose the
inside of the earth. Upon seeing them have you ever wondered what makes the Earth’s interior
hot?
The Earth's interior is composed of four layers, three solid and one liquid—not magma
but molten metal, nearly as hot as the surface of the sun. In this activity, you will learn the
reasons why the Earth’s interior is hot.

What heats the Earth Inside?

Primordial Heat

Earth was hot when it formed. A lot of Earth’s heat is left over from when our planet
formed, four-and-a-half billion years ago. Earth is thought to have arisen from a cloud of gas
and dust in space. Solid particles, called “planetesimals” condensed out of the cloud. They’re
thought to have stuck together and created the early Earth. Bombarding planetesimals heated
Earth to a molten state.
So, Earth started out with a lot of heat.
The Earth was formed by the process of accretion. After the creation of our solar system,
meteorites gravitationally attracted each other and formed bigger objects, which attracted
bigger masses, until our planets reach their current size. This process accumulated a lot of heat;
when two objects collide, heat is generated. That is why a nail gets very hot when you hammer
it for a long time. This heat has not dissipated totally and represents about 10% of the total heat
inside the Earth.

Radioactive Heat

Earth makes some of its own heat. Earth is cooling now – but very, very slowly. Earth is
close to a steady temperature state. Over the past several billion years, it might have cooled a
couple of hundred degrees. Earth keeps a nearly steady temperature, because it makes heat in
its interior.
At the end of the nineteenth century, the British physicist Lord Kelvin had calculated
from the flux of heat emerging from the ground that the age of the Earth could not exceed 100

12
Note: Practice Personal Hygiene Protocols at all times
million years. But Lord Kelvin was unaware of the disintegration of radioactive elements.
Scientists have found out another source of heat of the Earth’s interior keeping it to become
still very hot.

"Geoneutrinos" are electron

antineutrinos produced by beta-decays of the
nuclei in the decay chains of 238U and 232Th.
KamLAND is the first detector to conduct an
investigation on geoneutrinos.

The Earth's conductive heat flow has

been evaluated to be 44.2TW, or 31TW (with
an assumption of lower hydrothermal heat
flow near mid-ocean ridges). These
evaluations use borehole temperature gradient
and conductivity measurements. These
borehole measurements are concentrated in
the US, Europe, and Japan. The deepest
©ucl.ac.uk
borehole is ~12km, 1/500 of the Earth's radius.

The radioactive isotopes inside the Earth generate heat. In particular, decays of the
daughter nuclei in the decay chains of 238U and 232Th, and 40K generate most of the radiogenic
heat produced. According to the estimated concentrations of these isotopes, the radiogenic heat
production rates are 8.0, 8.3, and 3TW for 238U series, 232Th series, and 40K decays,
respectively. The sum of the estimated radiogenic heat production rate, ~19TW is only about
the half of the total heat flow measured using the borehole measurements. According to some
of the mantle convection models, these two numbers, 44TW (or 31TW) for the total heat
dissipation rate from the Earth, and 19TW for radiogenic heat production rate should be similar.
Geoneutrinos, electron antineutrinos from natural radioactive decays inside the Earth,
bring to the surface unique information about our planet. As radioactive isotopes’ beta-decay,
they produce antineutrinos. So, measuring these antineutrinos may serve as a crosscheck of the
radiogenic heat production-rate.

13
Note: Practice Personal Hygiene Protocols at all times
 LEARNING COMPETENCY

Explain why the Earth’s interior is hot S11/12ES-IIb-c23

Specifically, you will
▪ explain how Earth’s formation account with the temperature in the
Earth’s interior; and
▪ explain how radioactive decay makes the interior of the Earth hot.

DIRECTIONS/INSTRUCTIONS

Perform the following activities. If you are at home you can have the activity together
with your family. Take note of each step. If you have questions, you can contact your teacher
for clarifications and assistance. Enjoy learning!

EXERCISES

ACTIVITY 1: TRAVEL BACK IN TIME

A. Review your knowledge on the formation of the earth through the crossword puzzle
below.

Clues
ACROSS
1. It refers to the heat from
accretion and bombardment
of the Earth's early stages of
formation.
2. It is the hypothesis on the
formation of the solar system
which states that it started as
a large cloud of gas that
contracted due to self-gravity
4. the third planet from the sun
which is known to support
life.

Down
1. According to the Protoplanet Hypothesis, these are solid particles that condensed out of
the cloud of dusts and gas
3. It is the force that drew smaller particles together to form larger particles that eventually
formed the planets.

14
Note: Practice Personal Hygiene Protocols at all times
B. Read the following analogies to explain about the primordial heat of the Earth.

1. Clap your hands for 20 times. How does your palms feel? Similarly, the Earth was formed
from heavy elements colliding and binding together. How would you relate the handclap
analogy with the early temperature of the Earth?

c. Ana baked a potato, she cooled it down first before eating because its hot. After sometime,
she notices that the surface of the potato is already cold, so she started eating it. However,
she felt that the inside of the potato is still very hot. Similarly, during the early stages of the
formation of the earth, it is made up of hot materials and slowly cools down in time. How
would you explain the hot temperature inside the Earth with the potato analogy?

ACTIVITY 2: RADIOACTIVITY AND THE EARTH’S INTERIOR

Directions: Study the given radioactive decay reaction of U-238, Th-232 and K-40. Answer
the given questions. Write your answer on the space provided for each item.

Today, a part of the Earth’s radiogenic heat is produced along with the radioactive
decays in the chains of 2332Th (τ1/2 = 14.0 x 109 year), 238U (τ1/2 = 4.47 x 109 year), 235U
(τ1/2=0.70 x 109 year), and those of the 40K isotope (τ1/2 = 1.28 x 109 year).
The overall decay schemes and the heat released in each of these decays are summarized
in the following equations:

1. Compute for the heat energy contributions of the decay of each isotope above in terms of
TWh. Given that 1 MeV is approximately equal to 4.45E-29 TWh.

15
Note: Practice Personal Hygiene Protocols at all times
2. Based from your computations above and the given half life of the isotopes. How would
you explain the contribution of radioactive decay to the Earth’s internal budget?

ACTITIVITY 3: DEEPEN YOUR UNDERSTANDING

A. Based from your previous readings, answer the following questions. Write your answer on
the space provided for each item.
1. What are the two main reasons why the earth’s interior is hot.

2. In your own words how would you explain the formation of the earth to the hot temperature
on the Earth’s interior?

3. In your own words, how would you explain radioactive decay to the hot temperature inside
the Earth?

REFLECTION

Directions: Accomplish this part honestly.

4. I learned that

5. I enjoyed most on

6. I want to learn more on

REFERENCES FOR LEARNERS

Cabria, H., Olivar, J. & Rodolfo, R. (2016). Exploring life through science series: Earth
science. Phoenix Publishing House, Inc. 927 Quezon Avenue, Quezon City.
Choi (2011). Radioactive Decay Fuels Earth's Inner Fires. Live Science. Retrieved from:
https://www.livescience.com/15084-radioactive-decay-increases-earths-
heat.html#:~:text=A%20main%20source%20of%20the,geoneutrinos%20released%20d
uring%20radioactive%20decay.
Erathsky (2010). What heats the earth’s inside? Retrieved from
https://earthsky.org/earth/what-is-the-source-of-the-heat-in-the-earths-interior
http://kamland.stanford.edu/GeoNeutrinos/geoNeutrinos.html

16
Note: Practice Personal Hygiene Protocols at all times
 EARTH SCIENCE
NAME: GRADE LEVEL:
SECTION: DATE:

LEARNING ACTIVITY SHEET:

FORMATION OF MAGMA

BACKGROUND INFORMATION FOR LEARNERS

Earth’s internal heat is essential in sustaining life on earth as it drives most geological
processes including volcanism and plate tectonics. In your past lesson, you have learned about
the sources of this heat. In this activity, you will unleash amazing mechanisms in the Earth’s
interior, specifically on the world of magma. If you are ready, fasten your seatbelt for another
wonderful learning journey.

Magma
Rocks commonly found on the surface of the Earth are in solid state. However, rocks
also exist in liquid state at certain locations deep inside Earth. The molten rocks that are found
beneath Earth’s surface are called magma. They are less dense than the surrounding solid rock,
and therefore capable of rising the surface. When magma emerges at the surface, it is called
lava.
Magma is usually composed of the abundant elements including silicon, aluminum,
iron, calcium, magnesium, sodium, potassium, hydrogen and oxygen. The compositional
variation of magma is expressed in terms of oxides such as SiO 2, Al2O3, CaO, MgO, FeO and
H2O (Cabria, H., Olivar, J. & Rodolfo, R.,2016).

Formation of Magma
Magmas are formed under certain circumstances in special locations deep in the crust
or in the upper mantle. They are formed when conditions are right to cause preexisting solid
rocks to melt.

Magma can be generated in several ways (National Geographic, 2014)

1. Decompression Melting.
Decompression melting involves the upward movement of Earth's mostly-solid mantle.
This hot material rises to an area of lower pressure through the process of convection. Areas of
lower pressure always have a lower melting point than areas of high pressure. This reduction
in overlying pressure, or decompression, enables the mantle rock to melt and form magma.
Decompression melting often occurs at divergent boundaries, where tectonic plates
separate. The rifting movement causes the buoyant magma below to rise and fill the space of
lower pressure. The rock then cools into new crust.
Decompression melting also occurs at mantle plumes, columns of hot rock that rise
from Earth’s high-pressure core to its lower-pressure crust. When located beneath the ocean,
these plumes, also known as hot spots, push magma onto the seafloor. These volcanic mounds
can grow into volcanic islands over millions of years of activity.

17
Note: Practice Personal Hygiene Protocols at all times
2. Heat Transfer Melting
Magma can also be created when hot, liquid rock intrudes into Earth’s cold crust. As
the liquid rock solidifies, it loses its heat to the surrounding crust. Much like hot fudge being
poured over cold ice cream, this transfer of heat is able to melt the surrounding rock (the “ice
cream”) into magma.
Transfer of heat often happens at convergent boundaries, where tectonic plates are
crashing together. As the denser tectonic plate subducts, or sinks below, or the less-dense
tectonic plate, hot rock from below can intrude into the cooler plate above. This process
transfers heat and creates magma. Over millions of years, the magma in this subduction zone
can create a series of active volcanoes known as a volcanic arc.

3. Flux Melting
Flux melting occurs when water or carbon dioxide are added to rock. These compounds
cause the rock to melt at lower temperatures. This creates magma in places where it originally
maintained a solid structure.
Much like heat transfer, flux melting also occurs around subduction zones. In this case,
water overlying the subducting seafloor would lower the melting temperature of the mantle,
generating magma that rises to the surface. Over millions of years, the magma in this
subduction zone can create a series of active volcanoes known as a volcanic arc.

Formation of Magma © BC Open Textbooks

Rocks are composed of different minerals, which cause it to melt over a range of
temperatures. The melting temperature of the rock is called Eutectic temperature, is lower than
the melting temperature of its constituent minerals. When a rock begins to melt, only certain
minerals are melted. This process is called partial melting. The rock will eventually be melted
completely when the temperature is high enough.

LEARNING COMPETENCY

Describe how magma is formed (S11ES-IIc-25).

18
Note: Practice Personal Hygiene Protocols at all times
 DIRECTIONS/INSTRUCTIONS

Perform the following activities. If you are at home you can have the activity together
with your family. Take note of each step. If you have questions, you can contact your teacher
for clarifications and assistance. Enjoy learning!

EXERCISES

ACTIVITY 1: Formation of Magma

Directions: Illustrate the different ways on the formation of magma. Label your illustration
and give a short description on its mechanism.

Decompression Melting

Heat Transfer Melting

Flux Melting

19
Note: Practice Personal Hygiene Protocols at all times
ACTIVITY 2. Formation of magma and the Philippines
Directions. Study the given image of the Philippine plate below and answer the guide
questions

Philippine Plate © The Geologic Society

1. What mechanism of magma formation can likely occur in the Philippine plate? Justify your
answer.

2. How does the magma formation mechanism relate with the plate boundary present in the
Philippines and with volcanism?

20
Note: Practice Personal Hygiene Protocols at all times
ACTITIVITY 3. Formation of Magma in Action

Directions: Perform the following activity and answer the guide questions. Write your answer
on the space provided for each item.

Procedure
1. Create your own flour rock by mixing 2 tablespoons of flour/cornstarch to a ½ cup of
water. Stir until it thickens and solidified.
2. Create your own magma. Place about a cup of water in a saucepan over medium heat. Mix
in your flour rock and stir until it becomes smooth and thin.

Guide Questions

1. How would you explain the role of water in the formation of magma? Relate your answer
with the experiment you just did.

2. What mechanism of formation of magma is represented by the experiment. Justify your

answer.

REFLECTION

Directions: Accomplish this part honestly.

1. I learned that

2. I enjoyed most on

3. I want to learn more on

REFERENCES FOR LEARNERS

Cabria, H., Olivar, J. & Rodolfo, R. (2016). Exploring life through science series: Earth
science. Phoenix Publishing House, Inc. 927 Quezon Avenue, Quezon City.
National Geographic (2014). Magma’s Role in the Rock Cycle. Retrieved from:
https://www.nationalgeographic.org/article/magma-role-rock-cycle/

21
Note: Practice Personal Hygiene Protocols at all times
 ANSWER KEY

Learning Activity Sheet: What makes Earth’s Interior Hot?

Activity 1.
A. Across Down
1. Primordial 1. planetesimals
2. Nebular 3. gravity
4. Earth

B.
1. The early temperature of the Earth is hot since it was formed from the collision and
bombardment of heavy elements just like how your hands feel (hot) after a colliding your
palms together for a long time. (sample only)
2. The primordial heat slowly dissipates that is why the surface of the earth may seem cold just
like the potato but the interior is still hot. (sample only)

Activity 2
1. 238U= 230.065E-29 TWh 235
U= 206.480E-29 TWh
232 40
Th= 190.015E-29 TWh K= 5.820E-29 TWh
40
K= 6.697E-29 TWh
2. Based from the computation above about the heat energy produced by the decay of
radioactive isotopes and their long half-lives, it can be inferred that radioactive decay
makes the Earth’s internal temperature hot. (sample only)

Activity 3.
1. Earth’s formation and Radioactive decay
2. The Earth was formed by the process of accretion. After the creation of our solar system,
meteorites gravitationally attracted each other and formed bigger objects, which attracted
bigger masses, until our planets reach their current size. This process accumulated a lot of
heat; when two objects collide, heat is generated. (sample only)
3. The disintegration of radioactive elements in the earth’s interior produces energy (heat) as
a by- product.

Learning Activity Sheet: Formation of Magma

Activity 1. Sample only
HEAT TRANSFER MELTING

22
Note: Practice Personal Hygiene Protocols at all times
Activity 2
1. Flux Melting and heat transfer melting since the Philippine plate is composed of subduction
zones.
2. Much like heat transfer, flux melting also occurs around subduction zones. In this case, water
overlying the subducting seafloor would lower the melting temperature of the mantle,
generating magma that rises to the surface. Over millions of years, the magma in this
subduction zone can create a series of active volcanoes known as a volcanic arc.

Activity 3
1. Water lowers the melting point of rocks in the subducting plate in the upper mantle,
causing partial melting. Just like in the experiment, the addition of water made the flour
rock thinner and smoother.

2. Flux melting and Heat transfer melting since water was added at the same time the heat from
the saucepan transferred heat to the flour rock causing it to melt.

Prepared by

JONNABELLE A. GAMINO

23
Note: Practice Personal Hygiene Protocols at all times
 11
EARTH SCIENCE
Quarter 2- Week 2
METAMORPHISM

LEARNING ACTIVITY SHEET

24
Note: Practice Personal Hygiene Protocols at all times
 EARTH AND LIFE SCIENCE
Name: ____________________________ Grade Level: ______________________
Section: ___________________________ Date: ____________________________

LEARNING ACTIVITY SHEET

METAMORPHISM
BACKGROUND INFORMATION FOR LEARNERS

Metamorphic rocks are rocks that have undergone metamorphism, or change. It will
form when rocks are subjected to intense temperature and pressure or chemically active fluids.
Rocks subjected to these conditions will undergo physical and chemical change which results
in the formation of new metamorphic rocks which are commonly formed underneath the earth
through metamorphism.

There are different types of metamorphism like burial, contact and regional. Burial
metamorphism exists when surface rocks are buried beneath layers of sediments or lavas where
it sinks deeper in the earth’s crust. These rocks are subjected to high pressure and temperature
which causes their minerals to change chemically that leads to the formation of metamorphic
rocks. Contact metamorphism is a type of metamorphism which is a consequence of an increase
in temperature usually because of a heat source such as an intrusive magma body or a lava
flow. There are two types of contact metamorphism – thermal and hydrothermal. Thermal
metamorphism occurs when rocks gets in contact with a heat source like magma. Hydrothermal
metamorphism occurs when rocks comes in contact with hot chemically reactive fluids and
then crystallizes. This also occurs in the presence of water at high temperature and pressure,
which affect the resulting mineralogy and rate of reaction. Regional metamorphism occurs
when there is high temperature and pressure that may extend over large areas. Regional
metamorphism results in intense alteration of the mineralogy and texture of rocks, usually to
the point where original sedimentary structures are destroyed. Regional metamorphism is
primarily due to tectonic forces associated with the interaction between lithospheric plates.
This occurs in areas of active subduction and mountain building. (Source:
https://tinyurl.com/yb9sfeyz)

In metamorphism, when pressure increase, there is also an increase in density. Any

minerals that have a long or flat axis will align themselves to equalize the pressure, a process
called foliation. Increase in the temperature can actually make crystals grow larger. When rocks
are heated, there will be an increase in the energy of atoms which will enable it to vibrate at
greater speeds and move across the solid without melting. They can react with atoms in nearby
minerals and create new minerals that are more stable at the new temperatures and pressures.
As a result, mineral grains in the rocks are rearranged and crystals are enlarged. The presence
of chemically active fluids can bring in new atoms and make those available during the process.
If the new minerals that form are stable under narrow temperatures and pressures, they become
valuable clues to the story of the rock. (Sources: https://www.ccsf.edu/earthrocks
https://www.youtube.com/watch?v=N7SiZSa5csA)

Metamorphic rocks are classified based on their texture and composition. The textures
can be foliated or non-foliated. In foliated metamorphic rocks, the mineral constituents are

25
Note: Practice Personal Hygiene Protocols at all times
oriented in a parallel or sub parallel arrangement while in a non - foliated metamorphic rocks,
it appears massive or grainy, and there is no visible orientation of mineral grains. There are
four kinds of foliated textures in order of increasing metamorphic grade. These are the
following: slaty, phyllitic, schistose and gneissic.

Source: 2.bp.blogspot.com/-
K5WWnSwIFd0/VquIU8_PM2I/AAAAAAAAHrY/0Lui_DqxK5A/s1600/The%2Bformatio
n%2Bof%2BFoliated%2BMetamorphic%2BRock-geology%2Bin.jpg

The picture (above) shows the increase in metamorphic grade of shale (original rock) from
slate to gneiss. The metamorphic grade increases as temperature and pressure increases.

Learning Competency
▪ Describe the changes in mineral components and texture of rocks due to
changes in pressure and temperature (metamorphism) S11/12ES -Ic-17.

Activity 1
What is Metamorphism?

Part A: DEFINITION OF TERMS

Directions: Answer the following questions briefly but substantially.

1. What is metamorphism?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

2. What type of rock is a product of metamorphism?

__________________________________________________________________
__________________________________________________________________

26
Note: Practice Personal Hygiene Protocols at all times
Part B. MATCHING TYPE
Directions: Match the types of metamorphism with its corresponding description. Write the
letter of your answer in the line provided before each number.

A B
________ 1. Regional metamorphism a. It occurs when rocks comes in contact with
hot chemically reactive fluids and then
crystallizes.
________ 2. Burial metamorphism b. It occurs in a large area that have
undergone tectonic plate movement.
________ 3. Hydrothermal metamorphism c. It occurs when rocks are buried and sinks
deep in the earth’s crust and subjected to
high pressure and temperature.
________ 4. Thermal metamorphism d. It occurs when rocks gets in contact with a
heat source like magma.

Part C. IDENTIFICATION
Directions: Below are changes that happens to rocks during metamorphism. Identify whether
each description is physical change or chemical change. Write PC if it describes physical
change and CC if it describes chemical change.
________ 1. Atoms increase their energy and reacts with other atoms.
________ 2. Crystals grow larger.
________ 3. There is expansion of rocks.
________ 4. Formation of mineral at higher temperature and pressure
________ 5. Rock minerals undergo foliation.

Activity 2: Find my Type!

Direction: Fill out the table by writing the type of metamorphism of the given examples of
metamorphic rock.

Hint: Contact Metamorphism- the rock minerals and textures are changed, mainly by heat,
due to contact with magma. It creates a foliated metamorphic rock.

Regional Metamorphism- it occurs due to changes in pressure and temperature over

a large region of the crust. It may happen when rock is buried deep below the surface
or where pieces of the Earth’s crust collide. It creates a nonfoliated metamorphic rock.

Metamorphic Type of Metamorphism (Regional or

Rock Contact)
Marble
Quartzite
Gneiss
Schist
Slate
Hornfels
Phyllite
Anthracite

27
Note: Practice Personal Hygiene Protocols at all times
Activity 3: Let Us Match the Rocks!

MATCHING TYPE
Directions: Match the type of rock (Column A) with its corresponding pictures (Column B)
and descriptions (Column C).

A B C

1. This texture is caused by the

1. Phyllitic parallel orientation of microscopic
A grains.
Your answer:_______

2. This is a coarsely foliated texture in

B which the minerals have been
2. Quartzite segregated into discontinuous bands
(light and dark), each of which is
Your answer:_______ dominated by one or two minerals.

3. This texture is formed by the parallel

arrangement of platy minerals, usually
3. Slaty C micas that are barely visible to the
naked eye.
Your answer:_______

4. This is a foliated texture resulting

from the subparallel to parallel
orientation of platy minerals such as
4. Gneissic D chlorite or micas.

Your answer:_______

5. This can be distinguished from

their sedimentary equivalents by
E the fact that they break across the
5. Schistose
quartz grains, not around them.
Your answer:_______

28
Note: Practice Personal Hygiene Protocols at all times
Activity 4: True or False
Direction: Read each statement below carefully. Write T before the number if the statement is
TRUE. Write F before the number if the statement is FALSE. Underline the word/s that make/s
it incorrect and write the correct answer after the statement.

________ 1. Metamorphism is any change in rock, either physical or chemical, when subjected
to temperature, pressures, or chemically active fluids.
_________2. Sedimentary rock is a product of metamorphism.
_________3. A hydrothermal metamorphism occurs in the presence of water at high
temperature and pressure.
_________4. In burial metamorphism, the sedimentary rocks are recrystallized due to pressure
and geothermal heat.
_________5. Foliation of rock minerals is a form of physical change.
_________6. Transformation of a mineral into another is a chemical change.
_________7. Schist is a low-grade metamorphism of shale.
_________8. A metamorphic grade is a scale denoting the level of pressure and temperature
involved in forming a particular metamorphic rock.
_________9. A marble is a metamorphism of quartz and sandstone.
_________10. A quartzite is a metamorphism of limestone and dolostone.

Congratulations for completing the tasks!

Reflection:

Complete the statement.

1. I have learned that
___________________________________________________________________________
___________________________________________________________________________
2. I enjoyed most
___________________________________________________________________________
___________________________________________________________________________
3. I want to learn more on
___________________________________________________________________________
___________________________________________________________________________

References:

Albarico, Joni. 2016. Grade 11 Earth and Life Science. Scolaire Publishing.
Olivar, Jose II Tolentino and Ramos, Anna Cherylle Morales. 2016. Exploring Life through Science
Series. Earth and Life Science. Phoenix Publishing House, Inc.
Teaching Guide for Senior High School. EARTH SCIENCE. Published by Commision on Higher
Education.
Wiese, Katryn. (No date). Metamorphism. Retrieved May 20, 2020 from
https://www.youtube.com/watch?v=N7SiZSa5csA
(No author). (No date). Metamorphic Rock Text. Retrieved May 21, 2020 from
http://faculty.chemeketa.edu/afrank1/rocks/metamorphic/mtexture.htm
No author. No date. Rock Geology. Retrieved May 21, 2020 from
https://en.wikipedia.org/wiki/Rock_(geology)

29
Note: Practice Personal Hygiene Protocols at all times
 Answer Key

Activity 1: What is Metamorphism?

Part A
1. Metamorphism is any change in rock, either physical or chemical, when subjected to
temperature, pressures, or chemically active fluids.
2. Metamorphic rock
Part B
1. B
2. C
3. A
4. D

Part C
1. CC
2. PC
3. PC
4. CC
5. PC
Activity 2. Find my Type.

Metamorphic Type of Metamorphism (Regional or

Rock Contact)
Marble Regional or contact
Quartzite Regional or contact
Gneiss Regional
Schist Regional
Slate Regional
Hornfels Contact
Phyllite Regional
Anthracite Regional

Activity 3: Metamorphic Rock Texture

Matching Type
1. D3
2. A5
3. B1
4. C2
5. E4
* List of figure
Figure 1- Slate
Figure 2- Quartzite
Figure 3- Phyllite
Figure 4- Schist
Figure 5- Gneiss

30
Note: Practice Personal Hygiene Protocols at all times
 Activity 4. True or False
1. True
2. False- Sedimentary (Metamorphic rock)
3. True
4. True
5. True
6. True
7. False – Schist (Slate)
8. True
9. False- marble (Quartzite)
10. False- quartzite (Marble)

Developed by:

JUDITH E. DELOS SANTOS

31
Note: Practice Personal Hygiene Protocols at all times
 11
EARTH SCIENCE
Second Quarter-Week 3
HOW ROCKS BEHAVE UNDER DIFFERENT
TYPES OF STRESS

LEARNING ACTIVITY SHEET

32
Note: Practice Personal Hygiene Protocols at all times
 EARTH SCIENCE
NAME: GRADE LEVEL:
SECTION: DATE:

LEARNING ACTIVITY SHEET

HOW ROCKS BEHAVE UNDER DIFFERENT TYPES OF STRESS

Background Information for Learners:

Stress is the force applied to an object. In geology, stress is the force per unit area
that is placed on a rock. There are four types of stresses that act on materials.

• A deeply buried rock is pushed down by the weight of all the material above it.
Since the rock is trapped in a single spot, it is as if the rock is being pushed in from
all sides. This pushing causes the rock to become compressed, but it cannot
deform because there is no place for it to move. This is called confining stress.
• COMPRESSION is the stress that squeezes rocks together. Compression causes
rocks to fold or fracture (break) (Figure 1.1). When cars driving around a parking
lot collide, compression causes the cars to crumple. Compression is the most
common stress at convergent plate boundaries.

Figure 1.1. Stress cause these rocks to fracture

• Rocks that are being pulled apart are under TENSION (also called extension).
Tension causes rocks to lengthen or break apart. Tension is the major type of
stress found at divergent plate boundaries.
• When forces act parallel to each other but in opposite directions, the stress is
called SHEAR (Figure 2.2). Shear stress causes two planes of material to slide
past each other. This is the most common stress found at transform plate
boundaries.

33
Note: Practice Personal Hygiene Protocols at all times
 Figure 2...2: Rocks showing dextral shear. Note how the white quartz vein has been elongated by shear

If the amount of stress on a rock is greater than the rock's internal strength, the
rock bends elastically. This type of change is called elastic because when the stress
is eliminated the rock goes back to its original shape, like a squeezed rubber ball. If
more stress is applied to the rock, it will eventually bend plastically. In this instance,
the rock bends, but does not return to its original shape when the stress is removed.
If the stress continues, the rock will fracture; that is, it breaks. When a material
changes shape, it has undergone deformation. Deformed rocks are common in
geologically active areas.

Learning Competency with Code:

Describe how rocks behave under stress such as compression, pulling apart and
shearing (S11/12 ES-Ic-19)

Specifically, you will

• Identify and distinguish between the three types of stress.

LEARNING ACTIVITY 1: Soapy Stress Activity

YOU CAN DO IT
1. Get one bar of soap.
2. Break the soap.
3. Pull a bar of soap with your hands (do not twist or bend, just pull). Record
your observations.
4. Squeeze it into smaller pieces, using either one or two hands. Record your
observations.
5. Break a piece of soap by pushing one way with your left hand and the other
way with your right hand. Record your observations.
Bonus Problem (optional)
You might show combination stresses using a piece of soap. (Clue: Try
bending a bar of soap to cause both compressional and tensional stresses.

ANSWER THE FOLLOWING

1. Tensional Stress. Draw a picture of the soap and how it was broken. Draw arrows
for the forces acting on the soap to show that you know it was tensional stress.

34
Note: Practice Personal Hygiene Protocols at all times
 Observe and describe the area where the soap broke.
_________________________________________________________________
_________________________________________________________________

Give a real life example of tensional stress.

_________________________________________________________________
_________________________________________________________________

2. Compressional Stress. Draw a picture of the soap and how it was broken. Draw
arrows for the forces acting on the soap to show that you know it was compressional
stress.

Observe and describe the area where the soap broke.

_________________________________________________________________
_________________________________________________________________

Give a real life example of compressional stress.

_________________________________________________________________
_________________________________________________________________

3. Shear Stress. Draw a picture of the soap and how it was broken. Draw arrows for
the forces acting on the soap to show that you know it was shear stress.

Observe and describe the area where the soap broke.

_________________________________________________________________
_________________________________________________________________

Give a real life example of shear stress.

_________________________________________________________________
_________________________________________________________________

4. Force Analysis. Try to break a rock in the same types of ways you broke the soap.

Why is it harder to do? Use the word “force” in your answer.

_________________________________________________________________
_________________________________________________________________

True or False: Geotechnical engineers measure the amount of force it takes to break
a rock using specialized and expensive equipment.

BONUS PROBLEM. Combination stresses. Draw a picture of the soap and how it was
broken when you bent it, using both compressional and tensional stresses. Include
force arrows and label with a C the arrows that show compression and with a T the
arrows that show tension.

35
Note: Practice Personal Hygiene Protocols at all times
 Observe and describe the area where the soap broke.
_________________________________________________________________
_________________________________________________________________

Reflection:

Directions: Accomplish this part honestly.

7. I learned that

8. I enjoyed most on

9. I want to learn more on

36
Note: Practice Personal Hygiene Protocols at all times
 11
Earth Science
Second Quarter Week 4
Seafloor Spreading

LEARNING ACTIVTIY SHEET

EARTH SCIENCE

37
Note: Practice Personal Hygiene Protocols at all times
NAME: _________________________ GRADE LEVEL: ______________
SECTION: _________________________ DATE: ____________________

LEARNING ACTIVITY SHEET

SEAFLOOR SPREADING

BACKGROUND INFORMATION FOR LEARNERS

Did you know that the longest chain of mountains in the world is the system of mid-
ocean ridges found at the bottom of the ocean? It is the starting point of seafloor spreading.
Seafloor spreading is a geologic process in which tectonic plates—large slabs of Earth's
lithosphere—split apart from each other.
Seafloor spreading and other tectonic activity processes are the result of mantle
convection. Mantle convection is the slow, churning motion of Earth’s mantle. Convection
currents carry heat from the lower mantle and core to the lithosphere. Convection currents also
“recycle” lithospheric materials back to the mantle.
Seafloor spreading occurs at divergent plate boundaries. As tectonic plates slowly move
away from each other, heat from the mantle’s convection currents makes the crust more plastic
and less dense. The less-dense material rises, often forming a mountain or elevated area of the
seafloor. Eventually, the crust cracks. Hot magma fueled by mantle convection bubbles up to
fill these fractures and spills onto the crust. This bubbled-up magma is cooled by frigid seawater
to form igneous rock. This rock (basalt) becomes a new part of Earth’s crust
(https://www.nationalgeographic.org/encyclopedia/seafloor-spreading/). If the seafloor is
spreading, does that mean that the Earth is expanding? To answer this question, just read along
and unravel the evidences behind the seafloor spreading theory.

LEARNING COMPETENCY

Explain how the seafloor spreads. S11/12ES -Id-23

DIRECTIONS/INSTRUCTIONS
1. Read every parts of the material comprehensively and answer the guide
questions based on your own understanding.
2. Use the suggested references or other related references to answer the activities.
3. You may also improvise materials if the tools given are not available in your
area.
4. Take photos in every step of your activity and record your observations.
5. If you have good internet connection, you may visit the recommended websites
for enhancement and supplementary purposes.

38
Note: Practice Personal Hygiene Protocols at all times
 LEARNING ACTIVITY 1
Seafloor Creation and Destruction

▪ Explain that the formation and destruction of the seafloor is a cyclical

process.

READ

Harry H. Hess was a geologist and a Navy submarine

commander during World War II. Part of his mission has been to study
the deepest part of the ocean floor. In 1960, Hess carefully examined
maps of the mid-ocean ridge system. Then he began to think about the
ocean floor in relation to the problem of continental drift. Finally, he
reached a startling conclusion: perhaps the continents do move because
of seafloor spreading!
New crust forms
Figure 1. Harry H. Hess
when molten
material from the asthenosphere erupts onto
the ocean floor through a crack in Earth's
crust. The magma solidifies in the valley
formed by the crack in the crust and forms a
strip of solid rock. This is called the mid-
ocean ridge. The process repeats as more
magma cracks through the newly formed
ridge. As this newer ridge forms from
cooling molten material, the older mid-ocean
ridge material moves away from the crack in
the crust. Figure 2. Mid-Oceanic Ridge
If you look at all the ridges lining the
mid-ocean ridge, the oldest ridges have moved the farthest from the mid-ocean ridge.
Convection currents under the lithosphere push new crust that forms away from the mid-
ocean ridge and toward a deep-ocean trench. This means that the oldest oceanic crust lies the
farthest from the mid-ocean ridge. The newest oceanic crust is the mid-ocean ridge.
Deep-Ocean Trench
At some points, the oceanic
crust bends downward and forms a
deep-ocean trench. Then the
oceanic crust sinks back into the
mantle through a process called
subduction. New oceanic crust is
hot. But as it moves away from the
mid-ocean ridge, it cools and
becomes more dense. Where
oceanic crust and continental crust Figure 3. Deep-Ocean Trench
meet and form a trench, the oceanic
crust bends and sinks beneath the continent and into the mantle. This occurs because oceanic
crust is denser than continental crust. Subduction allows part of the ocean floor to sink back
39
Note: Practice Personal Hygiene Protocols at all times
into the mantle over tens of millions of years. Sea-floor spreading and subduction always work
together.

Figure 4. Earth’s Mid-Ocean Ridges and Deep-Ocean Trenches

Subduction and Earth’s Oceans

The processes of subduction and sea-floor spreading can change the size and shape of the
oceans. Because of these processes, the ocean floor is renewed every 200 million years. That
is the time it takes for new rock to form at the mid-ocean ridge, move across the ocean, and
sink into a trench. The vast Pacific Ocean covers
almost one third of the planet. And yet it is shrinking.
How can that be? Sometimes a deep ocean trench
swallows more oceanic crust than a mid-ocean ridge
can produce. Then, if the ridge does not add new crust
fast enough, the width of the ocean will shrink. In the
Pacific Ocean, subduction through the many trenches
that ring the ocean is occurring faster than new crust
can be added.
On the other hand, the Atlantic Ocean is
Figure 5: Expanding Atlantic expanding. Unlike the Pacific Ocean, the Atlantic
Ocean Ocean has only a few short trenches. As a result, the
spreading ocean floor has virtually nowhere to go. In
most places, the oceanic crust of the Atlantic Ocean floor is attached to the continental crust of
the continents around the ocean. So as the Atlantic’s ocean floor spreads, the continents along
its edges also move. Over time, the whole ocean gets wider.

40
Note: Practice Personal Hygiene Protocols at all times
 DID YOU KNOW?
Here’s how SONAR (SOund NAvigation and Ranging) works.
Multibeam sonar signals are sent out from the ship. With about 1500
sonar soundings sent out per second, multibeam “paints” the seafloor in
a fanlike pattern. This creates a detailed “sound map” that shows ocean
depth, bottom type, and topographic features.Researchers also want to
get a sense of what fish live in the habitats they are mapping, so they use
a second device called a split beam sonar that specializes in finding fish
in the water column.
The last step: remotely operated vehicles are deployed to record
video at different sites in the area being mapped. These video samples
serve to visually verify what the scientists are seeing with the sonar. Once
this complex process is completed for one region of the ocean, scientists
can then create a finely-detailed ecosystem map.
https://oceanservice.noaa.gov/facts/sonar.html Figure 6: SONAR

• A basic description of sea floor spreading with

animations: https://www.youtube.com/watch?v=Z1b3yNgIfKw
• The history of the seafloor spreading hypothesis and the evidence that was
collected: https://www.youtube.com/watch?v=ZzvDlP6xd9o

Check Your Understanding

Based from the readings above, answer the questions that follow.

FIGURE 7: Seafloor Spreading Process

1. Name and describe the feature of the ocean floor shown at A.

___________________________________________________________________
2. Describe the process shown occurring at B, and explain what results
from this.
___________________________________________________________________
___________________________________________________________________
3. What happens to old oceanic crust as new molten material rises from the mantle?
___________________________________________________________________
4. What process is shown occurring at C, and why does it occur?
___________________________________________________________________
___________________________________________________________________

41
Note: Practice Personal Hygiene Protocols at all times
 5. What happens to oceanic crust at a deep-ocean trench?
_____________________________________________________________________
_____________________________________________________________________
6. What is sonar used for?
_____________________________________________________________________
_____________________________________________________________________
7. The Pacific ocean is shrinking because
_____________________________________________________________________
_____________________________________________________________________
8. The Atlantic Ocean is expanding because
_____________________________________________________________________
_____________________________________________________________________
9. What effect do seafloor spreading and subduction have on the Earth’s surface?
_____________________________________________________________________
_____________________________________________________________________

10. Make a simple flowchart showing the steps in the process of sea-floor spreading.

11. Starting with the mid-ocean ridge, explain that the formation and destruction of the
seafloor is a cyclical process.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___

12. What would have to happen if oceanic crust was not destroyed at oceanic trenches,
but new crust was still created at mid-ocean ridges?
___________________________________________________________________
Fill in the blank to complete each statement.
13. The feature on the ocean floor at C is called a(n) _______________________.
14. The process that continually adds new material to the ocean floor is
called ________________________.
15. The process by which the ocean floor sinks into the mantle is called
_______________.
16. A chain of underwater mountains along which sea-floor spreading
occurs is a _________________.

42
Note: Practice Personal Hygiene Protocols at all times
 PROCEDURE

1. Prepare the following materials: dishpan, dry washcloth, and water.

2. Partially fill a sink or dishpan with water.
3. Open up a dry washcloth in your hand. Does the washcloth feel light or heavy?
4. Moisten one edge of the washcloth in the water. Then gently place the washcloth so
that it floats on the water’s surface. Observe the washcloth carefully (especially at its
edges) as it starts to sink.
5. Remove the washcloth from the water and open it up in your hand.

6. GUIDE QUESTIONS

1. Is the mass of the washcloth the same as, less than, or greater than when it was dry?
_____________________________________________________________________
2. How did the washcloth’s density change? What effect did this change in density have
on the washcloth?
_____________________________________________________________________
_____________________________________________________________________

3. Relate the washcloth activity to the behavior of oceanic crust in seafloor spreading
particularly in the subduction process.
_____________________________________________________________________
_____________________________________________________________________

LEARNING ACTIVITY 2
EVIDENCES FOR SEAFLOOR SPREADING

▪ Give evidences that supports Hess’ Seafloor Spreading Theory

READ

Evidence From Molten Material

In the 1960s, scientists found evidence that new material is indeed erupting along mid-ocean
ridges. The scientists dived to the ocean floor in Alvin, a small submarine built to withstand the
crushing pressures four kilometers down in the ocean. In a ridge’s central valley, Alvin’s crew
found strange rocks shaped like pillows or like toothpaste squeezed from a tube. Pillow lava
forms by the quenching of lava by sea water to cool it immediately. The rind of pillow lava
often is glassy, because it cooled so quickly that it did not create minerals. Such rocks form
only when molten material hardens quickly after erupting under water. These rocks showed
that molten material has erupted again and again along the mid-ocean ridge.

43
Note: Practice Personal Hygiene Protocols at all times
Evidence From Magnetic Stripes
When scientists studied patterns in the rocks of the ocean floor, they found more support for
sea-floor spreading. You read earlier that Earth behaves like a giant magnet, with a north pole
and a south pole. Normal polarity happens when a magnetic field is aligned in the same
direction as the Earth’s present-day
magnetic field. Surprisingly, Earth’s
magnetic poles have reversed
themselves many times during Earth’s
history. The last reversal happened
780,000 years ago. If the magnetic
poles suddenly reversed themselves
today, you would find that your
compass needle points south.
Scientists discovered that basaltic rock
that makes up the ocean floor lies in a
Figure 8: Magnetic Stripes in the Rock of the
pattern of magnetized “stripes.” These
Ocean Floor
stripes hold a record of reversals in
Earth’s magnetic field. The rock of the
ocean floor contains iron. The rock began as molten material that cooled and hardened. As the
rock cooled, the iron bits inside lined up in the direction of Earth’s magnetic poles. This locked
the iron bits in place, giving the rocks a permanent “magnetic memory.”
Using sensitive instruments, scientists recorded the magnetic memory of rocks on both sides
of a mid-ocean ridge. They found that stripes of rock that formed when Earth’s magnetic field
pointed north alternate with stripes of rock that formed when the magnetic field pointed south.
This is called “geomagnetic reversal or polarity reversal”.

Evidence From Drilling Samples

The final proof of sea-floor
spreading came from rock
samples obtained by drilling
into the ocean floor.
The Glomar Challenger, a
drilling ship built in 1968,
gathered the samples.
The Glomar Challenger was
the first research ship designed
to drill samples of rock from
the deep-ocean floor.
Figure 9. The Glomar Challenger The Glomar Challenger sent
drilling pipes through water six
kilometers deep to drill holes in the ocean floor. This feat has been compared to using a sharp-
ended wire to dig a hole into a sidewalk from the top of the Empire State Building.
Samples from the sea floor were brought up through the pipes. Then the scientists determined
the age of the rocks in the samples. They found that the farther away from a ridge the samples
were taken, the older the rocks were. The youngest rocks were always in the center of the
ridges. This showed that sea-floor spreading really has taken place.

44
Note: Practice Personal Hygiene Protocols at all times
 Check Your Understanding

1. What three types of evidence provided support for the theory of sea-floor spreading?
_____________________________________________________________________
_____________________________________________________________________
2. How do rocks along the central valley of the mid-ocean ridge provide evidence of sea-
floor spreading?
_____________________________________________________________________
_____________________________________________________________________
3. Is Earth's current polarity normal or reversed? What does normal polarity mean?
_____________________________________________________________________
_____________________________________________________________________
4. What is the PATTERN seen in the magnetic stripes on the seafloor?
_____________________________________________________________________
_____________________________________________________________________
5. What causes the rock of the ocean floor to have a pattern of magnetic stripes?
_____________________________________________________________________
_____________________________________________________________________
6. What is the PATTERN seen in the ages of the seafloor? Within the pattern, where is
the seafloor OLDEST and where is it YOUNGEST?
_____________________________________________________________________
_____________________________________________________________________
7. How did drilling samples show that sea-floor spreading really has taken place?
_____________________________________________________________________
_____________________________________________________________________
8. Imagine that Earth’s magnetic field was fixed in place and the polarity didn’t reverse.
What effect would this have on our observations of seafloor basalts?
_____________________________________________________________________
_____________________________________________________________________

PROCEDURE

You will need: at least three different colors of markers/pens/pencils/crayons; a ruler;

some scrap paper.
1. Along the time scale at the top of the figure, locate 25, 50, and 75 million years. With
a ruler, draw a line from those three dates straight down to the patterns for the South
Atlantic. Then using the slanted lines already drawn as guides, draw straight but
similarly slanted lines to match the South Atlantic pattern to those for the North
Pacific and Pacific Antarctic.
2. Using any color, shade in the portion of each pattern between 0 and 25 million years.
With a different color, shade in the portion between 25 and 50 million years on
each pattern. Repeat with a different color for the portion between 50 and 75
million years.
3. Lay the edge of a sheet of scrap paper on the South Atlantic reversal pattern beside
the interval you have just colored for 0 to 25 million years. Mark off the distance
on the edge of the scrap paper. Transfer the marked distance to the appropriate bar
below the reversal patterns for the South Atlantic in Figure 13.2. Repeat for each
of the intervals on each of the other patterns.

45
Note: Practice Personal Hygiene Protocols at all times
 4. Draw a straight line across the top of each bar at the distance you have marked. Using
the same colors you used on the magnetic reversal patterns, shade in each column
to the height of your line.

Figure 10: Magnetic anomalies (the peaked curves) recorded perpendicular to spreading
centers (i.e., mid-ocean ridges) in the major ocean basins reveal a similar sequence
of magnetized rocks

GUIDE QUESTIONS

1. Using the distance scale in the figure above, which ocean basin has undergone the greatest
amount of spreading in the last 50 million years, the Pacific or the Atlantic?
______________
2. How far in kilometers has the left side of the South Atlantic Ocean basin spread in 50
million years? __________
3. How far in kilometers has the left side of the North Pacific Ocean basin spread in 50
million years? __________

Note: The distances in the questions above are for only one side of the ocean basin (in this
case to the left of the ridge). Assuming that the ridge spreads equally on both sides, the
actual distance each ocean basin has opened would be twice this amount. With this in
mind, answering the following:
4. How far in total has each ocean basin opened in the past 50 million years?
a. Atlantic Ocean basin – ____________
b. Pacific Ocean basin - ____________
Note: By knowing both the distance that each ocean basin has opened and the time it took
to open that distance, the rate of sea-floor spreading can be calculated. (Useful conversion
factors: 1 km = 1000 meters and 1 m = 100 cm)
5. Determine the spreading rate in centimeters per year for the two areas shown in Figure 10.
(show formulas for calculations, with units)

a. North Pacific (3900 km/50,000,000 yr) x (1000m/km)x(100 cm/m) = _________

b. South Atlantic 1900 km/50,000,000 yr = ____________

46
Note: Practice Personal Hygiene Protocols at all times
 Note: The rate you calculated above for the South Atlantic Ocean can be used to determine
the age of both the South Atlantic Ocean and North Atlantic Ocean basins. Essentially,
you will estimate how many millions of years ago the North Atlantic and South
Atlantic Ocean basins began to form.
6. Which ocean basin has the overall spreading rate been the slowest? ___________

Which basin has had the fastest spreading? _______________

LEARNING ACTIVITY 3
MODELLING SEAFLOOR SPREADING

▪ Demonstrate that movement of the seafloor causes it to

continually change

PROCEDURE

The materials for this activity are the following: scissors, colored marker, metric ruler and 2
sheets of unlined paper. See attached rubric for grading purposes.
1. Draw stripes across one sheet of
paper, parallel to the short sides
of the paper. The stripes should
vary in spacing and thickness.
2. Fold the paper in half lengthwise
and write the word “Start” at the
top of both halves of the paper.
Using the scissors, carefully cut
the paper in half along the fold
line to form two strips.
3. Lightly fold the second sheet of
paper into eighths. Then unfold
it, leaving creases in the paper.
Fold this sheet in half lengthwise.
4. Starting at the fold, draw lines
5.5 cm long on the middle crease
and the two creases closest to the
ends of the paper.
5. Now carefully cut along the lines
you drew. Unfold the paper. There should be three slits in the center of the paper.

47
Note: Practice Personal Hygiene Protocols at all times
 6. Put the two striped strips of
paper together so their Start
labels touch one another.
Insert the Start ends of the
strips up through the center
slit and then pull them
toward the side slits.
7. Insert the ends of the strips
into the side slits. Pull the
ends of the strips and watch
what happens at the center
slit.
8. Practice pulling the strips until you can make the two strips come up through the
center and go down through the sides at the same time.
9. Pass the output to your teacher for grading purposes.

GUIDE QUESTIONS

1. What feature of the ocean floor does the center slit stand for? What prominent
feature of the ocean floor is missing from the model at this point?
___________________________________________________________________
___________________________________________________________________
2. What do the side slits stand for? What does the space under the paper stand for?
___________________________________________________________________
___________________________________________________________________
3. As shown by your model, how does the ocean floor close to the center slit differ
from the ocean floor near a side slit? How does this difference affect the depth of
the ocean?
___________________________________________________________________
___________________________________________________________________
4. What do the stripes on the strips stand for? Why is it important that your model
have an identical pattern of stripes on both sides of the center slit?
___________________________________________________________________
___________________________________________________________________
5. Explain how differences in density and temperature provide some of the force
needed to cause sea-floor spreading and subduction.
___________________________________________________________________
___________________________________________________________________
6. Use your own words to describe the process of sea-floor spreading. What parts of
the process were not shown by your model?
___________________________________________________________________
___________________________________________________________________

48
Note: Practice Personal Hygiene Protocols at all times
 RUBRICS FOR SCORING

RUBRIC FOR THE SEAFLOOR SPREADING MODEL WITH EXPLANATION

Criteria 4 3 2 1 Score
It is clear that Somewhat More time and
Overall Needs to be
time was taken neat and effort could
Appearan neatly
to make the slightly have been put
ce improved and
structure neat resembles the into
lacks
and really concept but improving
resemblance to
resembles the needs some the structure’s
the concept
concept work appearance

Model Model shows all Model shows Model has

Model shows all the needed parts all the needed more than 5
the needed parts but it has 1-2 parts but it errors
errors. has 3-4 errors
Model is
Creativity Model shows
that student poorly made.
and Model shows
researched Little thought
Explanation student used
examples and was put into
used creative standard Very little the model or
ideas and materials and imagination it was
materials. student can was put into the completed at
Explanation explain the model. the last
on the concept concepts. Explanation is minute.
about the Some basic. Student is
model is clear creativity
unable to
and easy to evident.
explain the
understand.
concept.

Total Score

Rubric for the Written Report

Criteria Exemplary Accomplished Developing Beginning Score
4 3 2 1
Organization Good Organized; Some Poorly
organization, points are organization organized; no
points are somewhat points are logical
logically jumpy; unclear progression,
ordered beginning and
ending are
vague

49
Note: Practice Personal Hygiene Protocols at all times
 Quality of Supporting Some details are Details are Unable to find
Information details specific non-supporting somewhat specific details
to the subject to the subject incomplete;
do not support
topic
Relevance Directly Somewhat Remotely Totally
relevant relevant related unrelated
Total Score

REFLECTION

Time to Reflect
1. I learned that
______________________________________________________________
__________________________________________________________________
__________________________________________________________
2. I enjoyed most on
______________________________________________________________
__________________________________________________________________
__________________________________________________________
3. I want to learn more on
______________________________________________________________
__________________________________________________________________
__________________________________________________________

REFERENCES FOR LEARNERS

Books:
Rabago, L.M.(2003). Dynamic Science: An Integration of Physical and Biological
Sciences Modular Approach. Vibal Publishing House, Inc., Quezon City,
Philippines.

Moncada, M.N et.al. (2016). Earth and Life Science for Senior High School.
Educational Resources Corporation, Quezon City, Philippines
Websites:
https://www.nationalgeographic.org/encyclopedia/seafloor-spreading/

https://ucmp.berkeley.edu/fosrec/Metzger3.html

http://www.phschool.com/itext/sci_exp/iText/products/0-13-181243-
2/ch1/ch1_s4_3.html

https://oceanexplorer.noaa.gov/edu/learning/2_midocean_ridges/activities/seafloor_s
preading.html#none

50
Note: Practice Personal Hygiene Protocols at all times
 https://www.legendsoflearning.com/wp-content/uploads/2017/01/Seafloor-
Spreading-and-Subduction.pdf

https://earthref.org/SCC/lessons/2011/seafloorspreading/

http://www.phschool.com/itext/sci_exp/iText/products/0-13-181243-
2/ch1/ch1_s4_0.html

https://msu.edu/~tuckeys1/highschool/earth_science/magnetic_reversals.pdf

https://people.wou.edu

https://courses.lumenlearning.com/sanjac-earthscience/chapter/seafloor-spreading/
For the pictures/diagrams/illustrations used:
Figure 1 –
https://www.google.com/url?sa=i&url=https%3A%2F%2Fwoodssciencenter.we
ebly.com%2Fseafloor-spreading.html&psig
Figure 2 –
https://www.google.com/url?sa=i&url=http%3A%2F%2Fwww.phschool.com%
2Fatschool%2Fphsciexp%2Finternet_activity%2Fcfd-
1014_midocean.html&psig
Figure 3 –
https://www.google.com/url?sa=i&url=http%3A%2F%2Fwww.phschool.com%
2Fitext%2Fsci_exp%2FiText%2Fproducts%2F0-13-181243-
2%2Fch1%2Fch1_s4_4.html&psig
Figure 4 –
https://www.google.com/url?sa=i&url=http%3A%2F%2Fwww.phschool.com%
2Fitext%2Fsci_exp%2FiText%2Fproducts%2F0-13-181243-
2%2Fch1%2Fch1_s4_1.html&psig
Figure 5 –
https://www.google.com/url?sa=i&url=http%3A%2F%2Fwww.phschool.com%
2Fitext%2Fsci_exp%2FiText%2Fproducts%2F0-13-181243-
2%2Fch1%2Fch1_s4_4.html&psig
Figure 6 –
https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.researchgate.ne
t%2Ffigure%2FFigure-Application-of-SONAR-in-ships_fig1
Figure 7 –
https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.pinterest.com%
2Fpin%2F729794314593316487%2F&psig
Figure 8 –
https://www.google.com/url?sa=i&url=http%3A%2F%2Fwww.phschool.com%
2Fitext%2Fsci_exp%2FiText%2Fproducts%2F0-13-181243-
2%2Fch1%2Fch1_s4_3.html&psig
Figure 9 –
https://www.google.com/url?sa=i&url=http%3A%2F%2Fwww.phschool.com%
2Fitext%2Fsci_exp%2FiText%2Fproducts%2F0-13-181243-
2%2Fch1%2Fch1_s4_3.html&psig
Figure 10 – https://people.wou.edu

51
Note: Practice Personal Hygiene Protocols at all times
 ANSWER KEYS
LEARNING ACTIVITY 1

Check Your Understanding

Based from the readings above, answer the questions that follow.

1. Name and describe the feature of the ocean floor shown at A.

Mid-Ocean Ridge
2. Describe the process shown occurring at B, and explain what results
from this.
A ridge forms along a crack in the oceanic crust. At a mid-ocean ridge, molten
material rises from the mantle and erupts. The molten material then spreads out,
pushing older rock to both sides of the ridge. As the molten material cools, it
forms a strip of solid rock in the center of the ridge. Then more molten material
splits apart the strip of solid rock that formed before, pushing it aside. This
process, called sea-floor spreading, continually adds new material to the ocean
floor.
3. What happens to old oceanic crust as new molten material rises from the mantle?
Old oceanic crust sinks beneath a deep-ocean trench and back into the mantle.
At deep-ocean trenches, subduction allows part of the ocean floor to sink back
into the mantle, over tens of millions of years.
4. What process is shown occurring at C, and why does it occur?
Subduction occurs at C. The spreading molten rock from the ridge will carry the
seafloor away from the ridge. Eventually, the molten material will lose heat. As it
cools, the material becomes denser and starts to sink. This happens at the trenches,
where the seafloor descends into the earth, dragged down by the sinking rock
materials.
5. What happens to oceanic crust at a deep-ocean trench?
Oceanic crust sinks beneath a deep-ocean trench and back into the mantle.
6. What is sonar used for?

It is used in determining ocean depth, bottom type, and topographic features.

52
Note: Practice Personal Hygiene Protocols at all times
 Researchers also want to get a sense of what fish live in the habitats they are
mapping, so they use a second device called a split beam sonar that specializes in
finding fish in the water column.

7. The Pacific ocean is shrinking because

A deep ocean trench swallows more oceanic crust than a mid-ocean ridge can
produce. Then, if the ridge does not add new crust fast enough, the width of the
ocean will shrink. In the Pacific Ocean, subduction through the many trenches
that ring the ocean is occurring faster than new crust can be added.
8. The Atlantic Ocean is expanding because
The Atlantic Ocean has only a few short trenches. As a result, the spreading ocean
floor has virtually nowhere to go. In most places, the oceanic crust of the Atlantic
Ocean floor is attached to the continental crust of the continents around the ocean.
So as the Atlantic’s ocean floor spreads, the continents along its edges also move.
9. What effect do seafloor spreading and subduction have on the Earth’s surface?
New oceanic crust are formed at the mid-oceanic ridge and old dense oceanic
crust are destroyed at the ridges going back to the mantle. So oceanic crust is just
recycled as shown by the cyclical process. It keeps the Earth in shape. Seafloor
spreading creates new crust. Subduction destroys old crust. The two forces
roughly balance each other, so the shape and diameter of the Earth remain
constant.

10. Make a simple flowchart showing the steps in the process of sea-floor spreading.

At a mid-ocean ridge, molten material rises from the

mantle and erupts along the mid-ocean ridge

Magma cools to form new sea floor.

Seafloor moves away from the ridge.

Dense oceanic crust subsides in the trench.

Dense oceanic crust that had subsided in the mantle

turns into magma to rise again in the mid-oceanic
ridge forming new seafloor.

11. Starting with the mid-ocean ridge, explain how the formation and destruction of the
seafloor is a cyclical process.
When the seafloor is torn apart in the mid-oceanic ridge, molten rock from the
mantle comes out through it. The outpouring of molten rock forms new oceanic
crust and builds up the oceanic ridge. This is why the oceanic ridge are made of
volcanic rocks, and why they are giving off heat. Moreover, as the seafloor keep

53
Note: Practice Personal Hygiene Protocols at all times
 on spreading, rocks sink or subside into the widening gap, forming a central
valley. The spreading mantle material will carry the seafloor away from the
ridge. Eventually, the mantle material will lose heat. As it cools, the material
becomes denser and starts to sink. This happens at the trenches, where the
seafloor descends into the earth, dragged down by the sinking mantle material.
In other words, new oceanic crust is formed at the ridges. It is slowly carried
away toward the trenches, where it goes back inside the earth. The seafloor,
therefore, is being recycled. That is why it is so young. And the cycle continues.

12. What would have to happen if oceanic crust was not destroyed at oceanic trenches,
but new crust was still created at mid-ocean ridges?
The ocean floor will continually expand.
Fill in the blank to complete each statement.
13. The feature on the ocean floor at C is called a(n) trench.
14. The process that continually adds new material to the ocean floor is
called seafloor spreading.
15. The process by which the ocean floor sinks into the mantle is called
subduction.
16. A chain of underwater mountains along which sea-floor spreading
occurs is a mid-ocean ridge.
LEARNING ACTIVITY 2

Check Your Understanding

1. What three types of evidence provided support for the theory of sea-floor spreading?
Evidences from molten materials, magnetic stripes on basaltic rocks, and rock
samples obtained from drilling the ocean floor.
2. How do rocks along the central valley of the mid-ocean ridge provide evidence of sea-
floor spreading?
In a ridge’s central valley, Alvin’s crew found strange rocks shaped like pillows or
like toothpaste squeezed from a tube. Such rocks form only when molten material
hardens quickly after erupting under water. These rocks showed that molten
material has erupted again and again along the mid-ocean ridge.
3. Is Earth's current polarity normal or reversed? What does normal polarity mean?
Earth’s current polarity is normal. Normal polarity happens when a magnetic
field is aligned in the same direction as the Earth’s present-day magnetic field.
4. What is the PATTERN seen in the magnetic stripes on the seafloor?
Surprisingly, Earth’s magnetic poles have reversed themselves many times during
Earth’s history. The last reversal happened 780,000 years ago. Scientists
discovered that basaltic rock that makes up the ocean floor lies in a pattern of
magnetized “stripes.” These stripes hold a record of reversals in Earth’s magnetic
field. The rock of the ocean floor contains iron. The rock began as molten material
that cooled and hardened. As the rock cooled, the iron bits inside lined up in the
direction of Earth’s magnetic poles. This locked the iron bits in place, giving the
rocks a permanent “magnetic memory.”

54
Note: Practice Personal Hygiene Protocols at all times
 Using sensitive instruments, scientists recorded the magnetic memory of rocks on
both sides of a mid-ocean ridge. They found that stripes of rock that formed when
Earth’s magnetic field pointed north alternate with stripes of rock that formed
when the magnetic field pointed south.

5. What causes the rock of the ocean floor to have a pattern of magnetic stripes?
These stripes is caused by the reversals in Earth’s magnetic field. It had been
discovered that the magnetic poles of the Earth sometimes change places: the
north magnetic pole becomes the south magnetic pole, and vice versa.
6. What is the PATTERN seen in the ages of the seafloor? Within the pattern, where is
the seafloor OLDEST and where is it YOUNGEST?
Rocks near the mid-ocean ridge is the youngest compared to the farthest oceanic
crust (near the trench) which is considered the oldest.
7. How did drilling samples show that sea-floor spreading really has taken place?
Samples from the sea floor were brought up through the pipes. Then the scientists
determined the age of the rocks in the samples. They found that the farther away
from a ridge the samples were taken, the older the rocks were. The youngest rocks
were always in the center of the ridges. This showed that sea-floor spreading really
has taken place.
8. Imagine that Earth’s magnetic field was fixed in place and the polarity didn’t reverse.
What effect would this have on our observations of seafloor basalt rocks?
Magnetic stripes in all the cooled basalt rocks coming from the mid ocean ridge
would have the same magnetic orientation.

GUIDE QUESTIONS

1. Using the distance scale in the figure above, which ocean basin has undergone the
greatest amount of spreading in the last 50 million years, the Pacific or the Atlantic?
PACIFIC
2. How far in kilometers has the left side of the South Atlantic Ocean basin spread in 50
million years? 920 km
3. How far in kilometers has the left side of the North Pacific Ocean basin spread in 50
million years? 1940 km

Note: The distances in the questions above are for only one side of the ocean basin (in this
case to the left of the ridge). Assuming that the ridge spreads equally on both sides,
the actual distance each ocean basin has opened would be twice this amount. With
this in mind, answering the following:
4. How far in total has each ocean basin opened in the past 50 million years?
a. Atlantic Ocean basin – 1840 km
b. Pacific Ocean basin - 3880 km
Note: By knowing both the distance that each ocean basin has opened and the time it took
to open that distance, the rate of sea-floor spreading can be calculated. (Useful
conversion factors: 1 km = 1000 meters and 1 m = 100 cm)

7. Determine the spreading rate in centimeters per year for the two areas shown in Figure
2. (show formulas for calculations, with units)
a. North Pacific (3900 km/50,000,000 yr) x (1000m/km)x(100 cm/m) = 7.8 cm/yr
b. South Atlantic 1900 km/50,000,000 yr = 3.8 cm/yr

55
Note: Practice Personal Hygiene Protocols at all times
 Note: The rate you calculated above for the South Atlantic Ocean can be used to determine
the age of both the South Atlantic Ocean and North Atlantic Ocean basins. Essentially,
you will estimate how many millions of years ago the North Atlantic and South
Atlantic Ocean basins began to form.
8. Which ocean basin has the overall spreading rate been the slowest?
South Atlantic
Which basin has had the fastest spreading? North Pacific

LEARNING ACTIVITY 3

GUIDE QUESTIONS

1. What feature of the ocean floor does the center slit stand for? What prominent feature of
the ocean floor is missing from the model at this point?
The center slit stands for the passage where the molten material will emerge (the
mid-ocean ridge). What is currently missing from the model is the mantle and other
layers of the Earth.
2. What do the side slits stand for? What does the space under the paper stand for?
The side slits stand for where subduction has occurred and the ocean floor has sunk
in (deep ocean trenches).The space under the paper stands for the oceanic crust of
the Earth and also the asthenosphere/mantle where the dense oceanic crust in the
trench subsides.

3. As shown by your model, how does the ocean floor close to the center slit differ from
the ocean floor near a side slit in terms of elevation? How does this difference affect the
depth of the ocean?
Near the slit, the elevation of the ocean floor is much higher than the elevation near
the side slit. This difference affects the depth of the ocean because where the
elevation and pressure is higher, the water depth will be higher as well. At some
points, the water would be deeper than other spots.
4. What do the stripes on the strips stand for? Why is it important that your model have an
identical pattern of stripes on both sides of the center slit?
The stripes on the strip stand for the magnetic stripes found on rock of the ocean
floor. It is important for the stripes to be identical on each side because in all rocks
of the ocean floor, the stripes are parallel showing when the magnetic poles of the
Earth were north and south.
5. Explain how differences in density and temperature provide some of the force needed to
cause sea-floor spreading and subduction.
The cooler denser mantle sinks causing subduction and the hotter mantle rises to
the surface causing sea floor spreading.
Density due to the water can push the oceanic crust can push it downward towards
the mantle, and this force from subduction can cause the seafloor spreading and
the creation of new oceanic crust to occur.
6. Use your own words to describe the process of sea-floor spreading. What parts of the
process were not shown by your model?

56
Note: Practice Personal Hygiene Protocols at all times
 Ocean floor spreading is a process in which plates cause the seafloor to spread or
move apart and new oceanic crust is continually formed in the process. The part of
the process that is not shown is the molten material seeping into the mid-ocean
ridge, and process of subduction is not shown as well.

Prepared by:

MELANIE E. RICARDO

57
Note: Practice Personal Hygiene Protocols at all times
 11
EARTH SCIENCE
Quarter 2-Weeks 4

Structure and Evolution of Ocean

Basins

LEARNING ACTIVTIY SHEET

EARTH SCIENCE

58
Note: Practice Personal Hygiene Protocols at all times
 EARTH SCIENCE
Name of Learner: _______________________________ Grade Level: ___________
Section: ___________________________________ Date: _________________

LEARNING ACTIVITY SHEET

S T R U C T U R E A N D E V OL U T I ON OF OC E A N B A S IN S

BACKGROUND INFORMATION FOR LEARNERS

While the ocean basins lie much lower than sea level, the continents stand high—about 1 km (0.6 mile)
above sea level. The physical explanation for this condition is that the continental crust is light and thick
while the oceanic crust is dense and thin. Both the continental and oceanic crusts lie over a more uniform
layer called the mantle.
As an analogy, one can think of a thick piece of Styrofoam and a thin piece of wood floating in a tub of
water. The Styrofoam rises higher out of the water than the wood.

The ocean basins are transient features over geologic time, changing shape and depth while the process
of plate tectonics occurs. The surface layer of Earth, the lithosphere, consists of a number of rigid plates
that are in continual motion.
The boundaries between the lithospheric plates form the principal relief features of the ocean basins:
the crests of oceanic ridges are spreading center where two plates move apart from each other at a rate
of several centimeters per year.
Molten rock material wells up from the underlying mantle into the gap between the diverging plates
and solidifies into oceanic crust, thereby creating new ocean floor. At the deep-sea trenches, two plates
converge, with one plate sliding down under the other into the mantle where it is melted.

Thus, for each segment of new ocean floor created at the ridges, an equal amount of old oceanic crust
is destroyed at the trenches, or so-called subduction zones. It is for this reason that the oldest segment
of ocean floor, found in the far western Pacific, is apparently only about 200 million years old, even
though the age of Earth is estimated to be at least 4.6 billion years.

LEARNING COMPETENCY

▪ describe the structure and evolution of ocean basins. S11ESII-33

DIRECTIONS/INSTRUCTIONS

HOW TO USE THIS MATERIAL?

1. Read every part of the material very well. Use the suggested references or other
related references as guides in answering the activities.

59
Note: Practice Personal Hygiene Protocols at all times
 2. Follow the instructions carefully. Ask the help or assistance of your parents or
siblings as much as possible.
3. There are three (2) learning activities in this material. Strictly follow what is/are
asked in every activity and accomplish the activity within the given timeline.
4. In case the materials in the activity are not available in your place, you may
improvise or use related materials.
5. If you have good internet connection, you may use the digital version of this
material. Ask your subject teacher how.

LEARNING ACTIVITY 1
STRUCTURE OF OCEAN BASINS AND CONTINENTS

WHAT SHALL YOU LEARN FROM THE ACTIVITY?

▪ compare and contrast the feature of ocean basins and continents

▪ describe the timeline that shows description of ocean basin feature.

GUIDE QUESTION/S

1. What are the features of ocean basins?

2. What is the largest ocean basin on earth?
3. How have ocean basins change over time?

STOPOVER

Directions: Inside the circle below each title, write the description of its feature. In the
intertwined part (middle), write their similarities.

A.
OCEAN BASINS CONTINENTS

60
Note: Practice Personal Hygiene Protocols at all times
 B. Fill-out with correct information the timeline activity below that shows description of ocean
basin feature. Answer the question in each box.

What happens with ocean basin

during plate tectonics
occurrence?
_____________________________
_____________________________

What is lithosphere?
_____________________________

Describe rigid plate’s motion

_____________________________

Which form the principal relief

features of the ocean basin?
_____________________________

Where do two plates move apart

from each other?
_____________________________

Describe the movement rate.

_____________________________

61
Note: Practice Personal Hygiene Protocols at all times
 How does new ocean floor form?
_____________________________
_____________________________
_____________________________
_____________________________
________

Describe the plate convergence.

_____________________________
_____________________________
_____________________________
_____________________________
________

What happens with the old

oceanic crust? Explain.
_____________________________
_____________________________
_____________________________
_____________________________
________

LEARNING ACTIVITY 2
EVOLUTION OF OCEAN BASINS

WHAT TO LEARN FROM THE ACTIVITY?

▪ Discuss the evolution of ocean basins

READ

Through most of geologic time, probably extending back 2 billion years, the ocean
basins have both grown and been consumed as plate tectonics continued on Earth. The latest
phase of ocean basin growth began just less than 200 million years ago with the breakup of the
supercontinent Pangea, the enormous landmass composed of nearly all the present-day
continents. Since that time, the major developments have included a shrinking of the Pacific
basin at the expense of the growing Atlantic and Arctic basins, the opening of the Tethys
seaway circling the globe in tropical latitudes and its subsequent closing, and the opening of
the Southern Ocean as the southern continents moved north away from Antarctica.

62
Note: Practice Personal Hygiene Protocols at all times
 GUIDE QUESTION/S

1. How ocean basins formed?

STOPOVER

Directions: Essay
Answer the following questions concisely.

1.In your own words, how will you describe the evolution of ocean basins?

2.Based on the image of the Age of Earth’s Oceanic Crust, what do you think would happen
if the size of the ocean basins on age 0-2 remained the same? Explain your answer.

3.Based on the same image, what do you think will happen in the future as the ocean basins
continue to develop? Explain your answer.

63
Note: Practice Personal Hygiene Protocols at all times
 RUBRICS FOR SCORING

Descriptive Essay Rubric

Category 4 3 2 1
Word Choice Writers uses Writers uses Writers uses Writers uses a
vivid words and vivid words and words that limited
phrases that phrases that communicate vocabulary that
linger or draw linger or draw clearly, but the does not
pictures in the pictures in the writing lacks communicate
reader’s mind, reader’s mind, variety and strongly or
and the choice but occasionally punch. capture the
and placement of the words are reader’s interest.
the words seems used inaccurately Jargon or clichés
accurate, natural or seem may be present
and not forced. overdone. and detract from
the meaning
Focus on Topic There is one Main idea is Main idea is The main idea
clear, well clear, but the somewhat clear is not clear.
focused topic. supporting but there is a There is a
Main idea information is need for more seemingly
stands out and general. supporting random
is supported by information. collection od
detailed information.
information.
Sequencing Details are Details are Some details Many details
(Organization) placed in a placed in a are not in a are not in a
logical order logical order logical or logical or
and the way but the way in expected order, expected order.
they are which they are and this There is little
presented presented distracts the sense that the
effectively introduced reader. writing is
keeps the sometimes organized.
interest of the makes the
reader. writing less
interesting.
Conclusion The conclusion is The conclusion is The conclusion is There is no clear
strong and leaves recognizable and recognizable but conclusion, the
the reader with a ties up almost all does not tie up paper just ends.
feeling that they the loose ends. several loose
understand what ends.
the writer is
“getting at”
Grammar & Writer makes Writer makes 1- Writer makes 3- Writer makes
Spelling no errors in 2 errors in 4 errors in more than 4
grammar or grammar or grammar or errors in
spelling that spelling that spelling that grammar or
distract the distract the distract the spelling that
reader from the reader from the reader from the distract the
content. content. content. reader from the
content.
64
Note: Practice Personal Hygiene Protocols at all times
 REFLECTION

Congratulations our dear learner! Another great accomplishment! To highlight what

you have learned, COMPLETE the concept map below:

Directions: Accomplish this part honestly.

4. I learned that
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

5. I enjoyed most on
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

6. I want to learn more on

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

CLOSURE

About 70% of the planet’s surface is made up of ocean basins, which are the regions
that are below sea level. These areas hold the majority of the planet’s water. In fact, it will help
you to recall this term if you remember that a “basin” is a large bowl, much like your kitchen
sink. So an ocean basin can be thought of as a large bowl that holds ocean water. The floor of
our world’s ocean contain features that you might recognize as being similar to some structures
on land.

The ocean basins are the result of tectonic forces and processes. All of the ocean basins
were formed from volcanic rock that was released from fissures located at the mid-oceanic
ridges.
The oldest rocks found in this ocean basin are approximately 200 million years old. This is a
lot younger than the oldest continental rocks which aged greater than 4 billion years.
The reason for this difference is simple. Tectonic processes destroy old oceanic rocks. Oceanic
rock is returned to the Earth’s mantle when oceanic crust is subducted. Many of these
subduction zones occur at the continental margins where the oceanic crust meets continental
crust. Subduction also creates the ocean’s deep trenches.

65
Note: Practice Personal Hygiene Protocols at all times
 REFERENCES FOR LEARNERS

1. Ang, RB. Coronacion, MLG, Jorda, AT. & Restubog AJ Earth and Life Science
Quezon City: Educational Resources Corporation

2.https://www.britannica.com/science/0cean-basin/Evolution-of-the-ocean-basins-
through-plate-movements
“Deep Ocean”.COAST Resource Guide.http://www.coast-nopp.org/visualization-
modules/physical_chemical basins.html (accessed on August 4, 2003)

3.https://www.britannica.com/science/ocean-basin/Evolution-of-the-ocean-basins-
through-plate-movements

66
Note: Practice Personal Hygiene Protocols at all times
 ANSWER KEY

Learning Activity 1. (A)

Venn Diagram
Differences
( Ocean Basins)
• Oceanic
• Basaltic
• Younger
• Can sink
• More dense
• Thinner
• Can be renewed and destroyed

(Continents)
• Are granitic
• Older
• cannot be renewed nor destroyed
• less dense
• thicker

(Similarities)
Both part of same Thermal system
Both part of the Lithosphere

Learning Activity 1 ( B)

Timeline Description

1. The seafloor spreads and new crust is created by magma pushing up from the mantle.
Creation of new seafloor and widening ocean basin.
2. The rigid outer most layer of the Earth composed of rocks and minerals. The solid crust
on the hard-top layer of the Earth. Consists of crust and the upper portion of the mantle.
3. Plate motions cause mountains to rise where plates push together or converge, and
continents to fracture, and oceans to form where plates pull apart or diverge.
4. It created by the movements of plates on the surface of the Earth. Like mountainous
ocean ridges, deep- sea trenches.
5. Divergent Plate Boundary
6. Plates are moving apart, and new crust is created by magma pushing up from the mantle.
This occurs above rising convection currents.

67
Note: Practice Personal Hygiene Protocols at all times
 7. During divergent plate boundary. When plates are pulled away from each other molten
magma from the Earth’s mantle flows upward between the plates, it solidifies as it cools
creating or forming new layer of ocean floor crust.
8. It is where lithospheric plates are moving toward one another. The plate collisions that
occur in these areas can produce earthquakes, volcanic activity and crustal
deformation.
9. When two oceanic crust meet at a trench, the denser plate sinks under the other plate.
It undergoes subduction process, as the plate that is more dense sinks beneath the less
dense plate. Earthquakes can happen since the two plates are grinding against each
other. Also, trenches will form, volcanoes and tsunami.

Guide Questions

1. A number of major features of the basins depart from this average—for example, the
mountainous ocean ridges, deep-sea trenches, and jagged, linear fracture zones. Other
significant features of the ocean floor include aseismic ridges, abyssal hills, and
seamounts.
2. The Pacific Ocean is the largest and deepest of the world ocean basins. Covering
approximately 63 million square miles and containing more than half of the free water
on Earth, the Pacific is by far the largest of the world's ocean basins. All of the world's
continents could fit into the Pacific basin.
3. Active ocean basins undergo change mainly due to plate tectonics. Plate tectonics is the
theory used to explain the dynamics of the earth's surface resulting from the interaction
of the overlying rigid plates with the underlying mantle. ... These plates move very
slowly and meet at their boundaries

Learning Activity 2

1. (Answer may vary)

2. (Answer may vary)
3. (Answer may vary)

Guide Question/s
1. An ocean basin is formed when water has covered a large portion of the Earth's
crust. In the distant past, this may have happened when there was an increase in
available water, or a fall of landmass.

Prepared by

JENIFFER D. TELAN

68
Note: Practice Personal Hygiene Protocols at all times
 11
EARTH SCIENCE 1
Second Quarter Week 4
DEFORMATION OF ROCKS

LEARNING ACTIVITY SHEET

69
Note: Practice Personal Hygiene Protocols at all times
 EARTH SCIENCE
NAME: ___________________________GRADE LEVEL: ________________________
SECTION: _________________________DATE: _______________________________
LEARNING ACTIVITY SHEET
Deformation of Rocks

BACKGROUND INFORMATION FOR LEARNERS

Hey, cheer up! Why look so stressful? When people have too much stress, they tend
to break. Rocks experience stress, too, leading to the formation of panoramic mountain
ranges, canyons, valleys, ridges and other natural wonders. So conquer your stress and be like
rocks. Rock on!!!
In the past lesson, you have identified the different classification of rocks as well as
the rock cycle. In this lesson, you will gain a more comprehensive understanding on the
behavior of rocks when confined under stresses. Stress is the amount of force applied to a
rock layer. Rock deformation in response to stress is called strain.
Stresses on rocks have significantly changed the topography of the Earth from the
highest mountain ranges to the deepest oceanic ridges. The Earth is dynamic. Investigating
these processes helps Earth scientists not only to understand how ancient continents moved
and collided to build mountains in the past, but also to predict where earthquakes may be
about to happen in areas where mountains are forming today. So long as there is heat inside
the Earth and this heat remains unevenly distributed, the plates will go on moving and the
face of the Earth will keep on changing. Many of these changes, however, takes place so
slowly that they can hardly be observed within the span of human lifetime.
Rocks are initially stressed in their natural state. Every body of rock, no matter how
strong, has a point at which it will bend or break. Stress can cause a rock to change shape or
to break. When a rock bends without breaking, it folds. When the rock breaks, it fractures.
Understanding rocks’ behavior under stress is important in structural geology. We can
understand the topographical evolution of a particular area due to plate tectonics (e.g.
mountain building, rifting). Mountain building and earthquakes are some of the responses
rocks have to stress. The world’s largest mountains grow at convergent plate boundaries,
primarily by thrust faulting and folding. Deformation histories help us also to remodel the
nature of the forces which are related to the formation. Furthermore, an essential importance
of structural geology is to know areas that contain folds and faults because they can form
traps in which the accumulation and concentration of fluids such as oil and natural gas occur.
LEARNING COMPETENCY

Describe how rocks behave under different types of stress such as

compression, pulling apart, and shearing. S11ES -IId-27

DIRECTIONS/INSTRUCTIONS

1. Read every parts of the material comprehensively and answer the guide
questions based on your own understanding.
2. Use the suggested references or other related references to answer the activities.
3. You may also improvise materials if the tools given are not available in your
area.

70
Note: Practice Personal Hygiene Protocols at all times
 4. Take photos in every step of your activity and record your observations.
5. If you have good internet connection, you may visit the recommended websites
for enhancement and supplementary purposes.

LEARNING ACTIVITY 1: Bend, Buckle and Break!

▪ Differentiate between the types of stress: tension, compression,

and shear.
▪ Distinguish among elastic, plastic and brittle strain in rocks

READ

Stress is defined as a force applied over an area. In other words, it is the amount of
pressure applied on rocks.
The following are the three (3) kinds of stress experienced by rocks.
Tension stresses act in opposite directions, pulling rock
apart or breaking it. This happens at the divergent plate
boundaries (where tectonic plates move apart). A ridge
like the Mid-Atlantic Ridge is formed when two
tectonic plates pull apart from each other.

Compression stresses act toward each other, pushing

or squeezing rock together causing them to fold or
fracture (break). This happens at the convergent plate
boundaries (where tectonic plates collide). A mountain
range, like the Rocky Mountains, is formed when two
tectonic plates are pressed together.

Shear stresses may act toward or away from each other,

but they do so along different lines of action, causing rock
to twist and tear. This happens at the transform plate
boundaries. The San Andreas Fault is an example,
because one tectonic plate is pulling one way, and the other
is pulling the other way.
Pictures retrieved from https://www.google.com/imgres?imgurl=https%3A%2F%2Fi.pinimg.com

Rock deformation in response to stress is called strain. The different types of strain are as
follows:

1. Elastic strain: the rock returns to its original shape when the stress is removed.

2. Plastic/ductile strain: the rock does not return to its original shape when the stress is
removed. At the Earth’s surface, rocks usually break quite quickly, but deeper in the crust,
where temperatures and pressures are higher, rocks are more likely to deform plastically.
Stress applied over time often leads to plastic deformation.

71
Note: Practice Personal Hygiene Protocols at all times
 When rocks deform in a ductile manner, instead of fracturing to form faults or joints,
they may bend or fold and the resulting structures are called folds. Folds are promoted
by high temperature and pressure at great depth.
There are several kinds of folds:
a. A monocline is a simple bend in the rock layers so that they are no longer
horizontal.

https://www.google.com/imgres?imgurl=https%3
A%2F%2Fwww.naturepl.com
https://www.google.com/url?sa=i&url=https%3A%
2F%2Fwww.tulane.edukCFQAAAAAdAAAAABAS

b. An anticline is a fold that arches upward. The rocks dip away from the center of the
fold. The oldest rocks are at the center of an anticline and the youngest are draped
over them.

http://allgeo.org/highlyallochthonous/capetownuc/ https://www.google.com/imgres?imgurl=https%3A%2F%2F
upload.wikimedia.org
c. A syncline is a fold that bends downward. The rocks curve down to a center. In a
syncline, the youngest rocks are at the center and the oldest at the outside.

https://www.google.com/url?sa=i&url=https%3A
%2F%2Fbio4esobil2010.wordpress.com https://www.google.com/imgres?imgurl=http%3A%2F%2Fpir
ate.shu.edu

72
Note: Practice Personal Hygiene Protocols at all times
3. Fracture/brittle deformation: the rock breaks.
Brittle rocks tend to fracture when rock is subjected to compressional or
tensional stresses. The breaking of rock is due to low pressure and temperature that are
experienced near the earth’s surface. Such irregular cracks can produce fractures such
as joints and faults.

A rock under enough stress will fracture. If there is no movement on either side
of a fracture, the fracture is called a joint. If the blocks of rock on one or both sides of
a fracture move, the fracture is called a fault. Faults are extremely long and deep break
or large crack in a rock. This fault is a result of continuous pulling and pushing. Sudden
motions along faults cause rocks to break and move suddenly. The energy released is
an earthquake.

https://www.google.com/imgres?imgurl=https%3 https://www.google.com/imgres?imgurl=https%3
A%2F%2Fopenpress.usask.ca A%2F%2Fdr282zn36sxxg.cloudfront.net
a. Joint b. Fault
Earth scientists use the angle of the fault with respect to the surface (known as
the dip) and the direction of slip along the fault to classify faults. Following are the
types of fault:
a. Dip-slip faults occur when brittle rocks are stretched (tensional forces are involved)
and the movement of blocks of rock is mainly in the vertical direction (sinking and
rising). For dip slip faults, the block lying on top of the fault surface is referred to
as the hanging wall while the one below is referred to as the footwall.
Types of Dip Slip Fault:
Normal Fault.-Where the crust is being pulled apart in which the overlying
(hanging-wall) block moves down with respect to the lower (foot wall)
block.
Reverse (Thrust) Fault - Where the crust is being compressed in which the
hanging-wall block moves up and over the footwall block.
b. Strike-slip faults occur when the brittle rocks are sheared (the opposing tectonic
forces are at right angles to compression and tension directions) and the movement
of blocks of rocks is chiefly in the horizontal direction. If the block on the far side
of the fault moves to the left, the fault is called left-lateral. If the block on the far
side moves to the right, the fault is called right-lateral.

73
Note: Practice Personal Hygiene Protocols at all times
 The following correlations can be made between types of stress in the earth, and the
type of fault that is likely to result:
• Tension leads to normal faults.
• Compression leads to reverse or thrust faults.
• Horizontal shear leads to strike-slip faults.

A rock’s response to stress depends on the following factors:

• Composition/Rock Type—Some minerals, such as quartz, tend to be brittle
and are thus more likely to break under stress. Other minerals, such as calcite,
clay, and mica, tend to be ductile and can undergo much plastic deformation.
In addition, the presence of water in rock tends to make it more ductile and
less brittle.
• Temperature—Rocks become softer (more ductile) at higher temperature.
Rocks at mantle and core temperatures are ductile and will not fracture under
the stresses that occur deep within the earth. The crust, and to some extent the
lithosphere, are cold enough to fracture if the stress is high enough.
• Lithostatic pressure—The deeper in the earth a rock is, the higher the
lithostatic pressure it is subjected to. High lithostatic pressure reduces the
possibility of fracture because the high pressure closes fractures before they
can form or spread. The high lithostatic pressures of the earth’s sub-
lithospheric mantle and solid inner core, along with the high temperatures, are
why there are no earthquakes deep in the earth.
• Strain rate/length of time—The faster a rock is being strained, the greater its
chance of fracturing. Even brittle rocks and minerals, such as quartz, or a layer
of cold basalt at the earth’s surface, can undergo ductile deformation if the
strain rate is slow enough.
https://courses.lumenlearning.com/wmopen-geology/chapter/outcome-stress-
and-strain/
For enhancement purposes, you may watch the following Youtube videos for
supplementary information:
• https://www.youtube.com/watch?v=JT9b2VCzCe0
• https://www.youtube.com/watch?v=6uf8SSJajyM

74
Note: Practice Personal Hygiene Protocols at all times
 DID YOU KNOW?
The Philippines has many faults. One of these is the Marikina Valley Fault System that
contains two major segments: the West Valley Fault and the East Valley Fault. The West Valley
Fault which is believed to impact the BIG ONE is a dominantly right lateral strike slip fault that
extends from Dingalan, Aurora in the North and runs through the provinces of Nueva Ecija,
Bulacan, (Dona Rosario Trinidad, Norzagaray, San Jose Del Monte), Rodriguez, Rizal and the
cities of Metro Manila which include Quezon City, Marikina, Pasig, Makati, Paranaque, Taguig
and Muntinlupa and the provinces of Laguna (San Pedro, Binan, Cabuyao, Calamba) and Cavite
( Carmona, Gen. Mariano Alvarez, Silang) that ends in Tagaytay.

Check Your Understanding

1. Based from the readings above, differentiate the types of stress.

___________________________________________________________________________
___________________________________________________________________________

2. Describe the behavior of rocks confined from the different stresses.

___________________________________________________________________________
___________________________________________________________________________

3. Differentiate between the types of strain: elastic, ductile and brittle.

___________________________________________________________________________
___________________________________________________________________________

4. Under what conditions is a rock more likely to deform plastically than to break?
___________________________________________________________________________
___________________________________________________________________________

5. What are the factors to consider for rocks to undergo folding? Faulting?
___________________________________________________________________________
___________________________________________________________________________

6. What happens when rocks undergo stresses? Expound your answer.

___________________________________________________________________________
___________________________________________________________________________

75
Note: Practice Personal Hygiene Protocols at all times
 PROCEDURE

ACTIVITY 1A. Identify the following pictures based on the given choices below:
Strike slip fault Anticline Reverse fault Syncline
Strain Joint Monocline Normal Fault

__________________________________ ____________________________________

___________________________________ ___________________________________

___________________________________ __________________________________

Which among the preceding

pictures demonstrate tension
stress?

_____________________________________________ ___________________________________________

76
Note: Practice Personal Hygiene Protocols at all times
 Which among the preceding Which among the
pictures demonstrate preceding pictures
compression stress? demonstrate shear stress?

____________________________ _____________________________

ACTIVITY 1B On the second activity, you will need to prepare the following: rubber band,
clay or coat hanger, pencil. Refer to the guide questions below:
a. Pull the rubber band 3 inches from its original length. Then, remove the tension
you exerted.
b. Take a block of clay 5 cm long, 5 cm wide and 2 cm thick. Compress the clay by
slowly pushing on opposite ends of the short side of the block. Remove the stress
you exerted.
c. Break a pencil into two. Did it return to its original shape after it is deformed?
d.
GUIDE QUESTIONS
1. Did the rubber band return to its original length? _____
What kind of strain is this? _____________
2. Did the clay return to its original shape or length? ______
What kind of strain is this? _____________
3. Did the pencil return to its original shape after it is deformed? _______
What kind of strain is this? _________________
4. Relate the activity to the deformation of rocks.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

LEARNING ACTIVITY 2: Make your Own Folds

and Faults

▪ Compare the different types of folds and faults and the conditions
under which they form
▪ Describe why engineers must understand the properties of rock
materials

PROCEDURE

ACTIVITY 2A There would be two (2) activities for this topic For the first
activity, you will need the following materials: dry fine sand, flour, a
transparent plastic box and a piece of wood that fits into the box. The aim of
this experiment is to find out how squashing (compressing) the Earth’s crust can
lead to faulting and folding of rock layers

77
Note: Practice Personal Hygiene Protocols at all times
 First you need to carefully build up a series of layers of sand and flour in
the box as described below:

a. Place the wooden board vertically inside one end of the box.
b. Build up several thin layers of flour and sand. Do not fill the box more than
half-full.
c. Very carefully, push the vertical wooden board across the box so that it begins
to compress the layers. Stop pushing the board when you notice the layers
beginning to bend.
d. Hold the board upright and draw a scaled diagram (DIAGRAM A) of the
result.
e. Continue pushing the layers with the board until the sand is about to overflow
from the box. Hold the board upright again and draw a scaled diagram
(DIAGRAM B) of the result.
f. Add arrows to your diagram to show the directions of the forces acting whilst
you compressed the layers with the board.
g. Always take snapshots of your step-by-step experimental set-up and send it to
your teacher via internet (if capable).

GUIDE QUESTIONS
1. What happened when the layers of sand and flour were pushed using the
vertical wooden board?
______________________________________________________________
______________________________________________________________
2. Are the layers still horizontal? Describe the layers.
_______________________________________________________________
_______________________________________________________________

3. Did a set of layers slide over the others?

_______________________________________________________________
_______________________________________________________________

4. Are there layers which have been pushed by the other layers?
_______________________________________________________________
_______________________________________________________________

5. What is the role of the wooden board in this setup?

_______________________________________________________________
_______________________________________________________________

78
Note: Practice Personal Hygiene Protocols at all times
 6. What do the layers of sand and flour represent?
_______________________________________________________________
_______________________________________________________________

7. How will you explain the stress and strain that rock undergoes by the use of
this simulation?
______________________________________________________________
______________________________________________________________
______________________________________________________________

8. What type of fold(s) have you produced?

______________________________________________________________
______________________________________________________________

9. What type of fault(s) have you produced?

______________________________________________________________
______________________________________________________________

10. Why do geotechnical engineers need to understand stress in rocks?

______________________________________________________________
______________________________________________________________
______________________________________________________________

Draw what the layers look like below:

1.DIAGRAM A 2.DIAGRAM B

Label clearly on DIAGRAM B at least one FOLD and/or one FAULT

ACTIVITY 2B For the second activity, you will need the following materials:
• A package of processed cheese food, as homogenous as possible. Real
cheese isn't homogenous. Half-slices fractured more readily than whole
ones.
• A knife or razor blade to make simple cuts
• A hole-making device: a drinking straw works well
• A couple of surfaces to place the cheese to cheese on and to apply
shearing forces to. Applying force to the cheese directly may not result in
simple shear. The best surface turned out to be a pair of pieces of the
plastic wrapper.

79
Note: Practice Personal Hygiene Protocols at all times
 • Two small pieces of cardboard or index cards should work to induce
vertical (mode 3) shear.

Procedures (Note: In each step, draw the picture of the cheese and how it is broken).
1. Make a simple, small cut in the cheese food,
perpendicular to the direction of tension. Then apply
tension and watch the crack grow.
Does the pulling get easier as the crack lengthens?
___________________________________________
Does the crack accelerate if you try to apply a constant
tensional force? _____________________________
What can you infer about the relationship between crack
length and the magnitude of the stress concentration at the crack tip?
________________________________________________________________________
________________________________________________________________________

2. Make a simple cut, about a cm long and then use

a hole-making device to install a small, circular hole at
one tip of the cut. Then apply tension and see what
happens. What can you infer about the radius of
curvature at the crack tip and the magnitude of stress
concentration at the crack tip?
_______________________________________________________________________
_______________________________________________________________________

3. Do a series of experiments in which you alter the initial orientation of the cut. How
important is the initial orientation of the cut?
________________________________________________________________________
________________________________________________________________
Try an experiment where you start out with two cuts of equal length where one is
perpendicular to the tension direction and the other is at a 45° angle. What did you observe?
________________________________________________________________________
________________________________________________________________________
4. Make two cuts that do not intersect, where one is perpendicular to the tension direction and
the other is parallel. Apply tension and record what happens when the cuts grow and
interact with each other. Is it possible to get two intersecting joints?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. Here, we're interested in the interaction between two parallel but offset cuts, both of which
are perpendicular to the tension direction. Apply tension and record what happens to the
paths of crack growth. Try varying the offset distance between the cracks to see if their
interaction is a function of offset distance.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

80
Note: Practice Personal Hygiene Protocols at all times
 6. Try to make a Mode II shear
fracture propagate. Make an initial cut
parallel to the shear direction, then apply
a shear and record what happens. This
should simulate the formation of faults.
How does it work out?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
7. Now try a Mode III fracture — this is tougher with a thin
slice of cheese food. You basically have to apply the right
kind of shear and then examine the surface of the fracture very
carefully in 3-D. (You might even need a hand lens).

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
8. Relate the activity to the deformation of rocks.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

81
Note: Practice Personal Hygiene Protocols at all times
 DRAW THE PICTURE OF THE CHEESE FRACTURE (PER PROCEDURE) HERE:

1 2

3 4

5 6

82
Note: Practice Personal Hygiene Protocols at all times
 LEARNING ACTIVITY 3: GEOLOGIC STRUCTURES
AS RESULTS OF ROCK DEFORMATION

▪ Describe the processes and associated stresses that

have led to the formation of different landscapes on the
Earth’s surface

READ

The rocks that make up mountains have a great variety of lines and swirls that make
them unique and beautiful. Have you ever wondered how hard rocks get their patterns? In the
previous activities, you have learned about the three (3) basic types of rock deformation (stress)
and its behavior when subjected to that stress (strain). In this activity, you will determine how
rock deformation changes the topography or landscape of the Earth’s surface.
Strain/Deformation is any process that affects the shape, size, or volume of an area of the
Earth's crust. The type of deformation that occurs depends on the type of stress and the type of
rock present in the area of the Earth's crust that you are observing.
When plates are pushed or pulled, the rock is subjected to stress. Stress can cause a rock
to change shape or to break. When a rock bends without breaking, it folds. When the rock
breaks, it fractures. Mountain building and earthquakes are some of the responses rocks have
to stress. Some geologic structures associated with rock deformations are fault block
mountains, fold (thrust) mountains, rift valleys, ridge zone trenches, sea floor spreading,
subduction zones and the three (3) plate boundaries namely, convergent, divergent and
transform.

PROCEDURE

a. The following geologic structures are some results of rock deformation (strain):
Fault block mountains Folded Mountains
Rift Valley Trenches
Transform Plate Boundary Convergent Plate Boundary
Divergent Plate Boundary Sea floor Spreading
Subduction Zones
You are going to determine the formation mechanisms of the geologic structures
above. You have two (2) options: either to make a drawing or construct a model of
your choice. Follow the format in the succeeding guide questions. Students should
research their output either through books or by surfing the internet. The following
YouTube Video URLs may be used as supplementary materials for your research:
https://www.youtube.com/watch?v=zZyw14e88q8 Fault block mountain
https://www.youtube.com/watch?v=lXjPFZl4bWI Folded mountain
https://www.youtube.com/watch?v=1_mHLEPFVNY Rift valley
https://www.youtube.com/watch?v=WQZfDfuis-M Trenches
https://www.youtube.com/watch?v=tuKNtQ7Hupg Transform boundary
https://www.youtube.com/watch?v=75di2vdSg5U Convergent boundary
https://www.youtube.com/watch?v=g4DdNw-Zd2Y Divergent boundary
https://www.youtube.com/watch?v=WQZfDfuis-M&t=51s Subduction zone
https://www.youtube.com/watch?v=ZzvDlP6xd9o&pbjreload=10 Sea floor spreading

83
Note: Practice Personal Hygiene Protocols at all times
 GUIDE QUESTIONS

A. The following are the result of rock deformation on the Earth surface.
Classify them whether they are products of tension, compression or shear
stress. Write T if its tension, C for compression and S if it is shear tension.
Write your answer on the space provided.
1. Fault Block 7.Divergent
4. Rift Valleys
Mountains Boundary
2. Fold and
5. Sea Floor 8. Transform
Thrust
Spreading boundary
Mountains
3. Subduction 6. Trenches due 9. Convergent
Zones to subduction Boundary

B. Among the selections in item number 1, choose two (2) geologic structures
and explain the process behind its formation. The following format will serve
as your guide:
i. Process of formation
ii. Give real world examples
iii. Sketch a drawing or construct a model showing the
formation processes

C. Research areas in the Philippines where faulting and/or folding is present.

Submit a short written report identifying the kind of deformation and
describing how the deformation has contributed to the topography of the
area.

84
Note: Practice Personal Hygiene Protocols at all times
 RUBRICS FOR SCORING

Rubric for Experimental Activities:

Criteria 4 3 2 1 Score
Broadly stated States only a
Results States some of States very
the observation. little of what
what was little of what
Written in an was observed
observed in a was observed
easy to but not in a
manner that in a manner
understand manner that
ties that ties
manner that ties ties
observation to observation to
observations to a observation to
a conclusion a conclusion
a conclusion
conclusion
Analys Uses
is observations,
data, vocabulary Uses some Lacks evidence
Uses little
and other evidence to evidence to to create a
evidence to create a create a well-supported
create a well- statement statement statement
supported showing showing showing
statement knowledge knowledge knowledge
showing the gained. gained gained
knowledge
gained
Work is clearly
Organizati organized and Work
Disorganized Lacks
onal includes a demonstrates
some approach to the organizational
Thought diagram or step- thought
organization problem
by-step analysis

Total
Score

85
Note: Practice Personal Hygiene Protocols at all times
Rubric for the Written Report:
Criteria Exemplary Accomplished Developing Beginning Score
4 3 2 1
Organization Good Organized; Some Poorly
organization, points are organization organized; no
points are somewhat points are logical
logically jumpy; unclear progression,
ordered beginning and
ending are
vague
Quality of Supporting Some details are Details are Unable to find
Information details specific non-supporting somewhat specific details
to the subject to the subject incomplete;
do not support
topic
Relevance Directly Somewhat Remotely Totally
relevant relevant related unrelated
Total Score

Rubric for the Drawing/Model:

CRITERIA POINTS SCORE
Drawing/Model looks similar to what
15
was observed and/or taught
Drawing/Model includes many details
20
when possible
Drawing/Model is accurately labeled 20
Drawing/Model has a title that helps
10
explain the content
Drawing/Model is legible and large
20
enough to see the details
Drawing/Model is neat and organized 15

Total Score 100%

Adapted from: https://www.teacherspayteachers.com/Product/Scientific-Drawing-Rubric-433

86
Note: Practice Personal Hygiene Protocols at all times
 REFLECTION

Complete the Concept Map below:

Amount of pressure applied

on rocks is called Its effect or amount of deformation on
rocks is called
Three types

Depends on
Three types

Occurs at what plate boundary

Results to Results to

Folds Joints

Three types Two categories Amount of

stress

Classified into: Classified into:

Caused by Caused by
what type what type
of stress of stress

87
Note: Practice Personal Hygiene Protocols at all times
 Time to Reflect
1. I learned that
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. I enjoyed most on
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. I want to learn more on
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

REFERENCES FOR LEARNERS

Books:
Rabago, L.M.(2003). Dynamic Science: An Integration of Physical and Biological
Sciences Modular Approach. Vibal Publishing House, Inc., Quezon City,
Philippines.
Moncada, M.N et.al. (2016). Earth and Life Science for Senior High School.
Educational Resources Corporation, Quezon City, Philippines

Websites:
www.teachetogether.chedk12.com
https://kermitthechemicalfrog.blogspot.com/
https://courses.lumenlearning.com/geophysical/chapter/geologic-structures/

https://www.ck12.org/earth-science/Geological-Stresses/lesson/Geological-Stresses-
HS-ES/
https://courses.lumenlearning.com/sanjac-earthscience/chapter/stress-in-earths-crust/
https://www.geolsoc.org.uk/ks3/webdav/site/GSL/shared/pdfs/education%20and%2
0careers/RockCycle/Sand%20Box%20experiment.pdf
https://en.wikibooks.org/wiki/High_School_Earth_Science/Stress_in_the_Earth%27
s_Crust
https://en.wikibooks.org/wiki/High_School_Earth_Science/Stress_in_the_Earth%27
s_Crust

For the pictures used in the First Learning Activity:

https://www.google.com/imgres?imgurl=https%3A%2F%2Fwiki.seg.org
https://www.google.com/imgres?imgurl=https%3A%2F%2Fupload.wikimedia.org
https://www.google.com/imgres?imgurl=https%3A%2F%2Feducatorclips.com%2Fs
cience_images%2
https://www.google.com/imgres?imgurl=https%3A%2F%2F3.bp.blogspot.com
https://www.google.com/url?sa=i&url=https3A%2F%2Fwww.sciencephoto.com
https://www.google.com/imgres?imgurl=https%3A%2F%2Fstatic.wixstatic.com
https://www.google.com/imgres?imgurl=https%3A%2F%2Fi.pinimg.com

88
Note: Practice Personal Hygiene Protocols at all times
 ANSWER KEY

Check Your Understanding

1. Based from the readings above, differentiate the types of stress.

Tension is a stress that pulls rock apart. It is the major type of stress at divergent plate
boundaries. Compression is stress that squeezes rocks together. Compression is the major
type of stress in convergent plate boundaries.Shear is stress that occurs when forces are
parallel but applied in opposite directions. It is the major type of stress at transform plate
boundaries.
2. Describe the behavior of rocks confined from the different stresses.
Under tension, the rocks lengthen or break apart. In compressional stress, the rocks
deform either through folding or fracture. Shear stress makes rocks slide past each other.
3. Differentiate between the types of strain: elastic, ductile and brittle.
Elastic deformation occurs when rock return to its original shape after stress is removed.
Plastic/Ductile deformation occurs when rock does not return to its original shape after
stress is removed. Lastly, in brittle deformation, the rock breaks.
4. Under what conditions is a rock more likely to deform plastically than to break?
Presence of water in rocks, high temperature, high pressure and low strain rate
5. What are the factors to consider for rocks to undergo folding? Faulting?
Folds are promoted by high temperature and pressure at great depth. Brittle rocks tend
to fracture when rock is subjected to compressional or tensional stresses. The breaking
of rock (faults) is due to low pressure and temperature that are experienced near the
earth’s surface.
6. What happens when rocks undergo stresses? Expound your answer.
There will be emergence of earthquakes, seafloor spreading, movement of tectonic
plates, mountain building, landslide, volcanoes, rockslides, rock falls etc.
ACTIVITY 1A.
1. Normal Faul 6. Syncline
2. Joint 7. Reverse Fault
3. Strike Slip Fault 8. 1st Picture
4. Monocline 9. 4th, 5th, 6th pictures
5. Anticline 10. 3rd picture
LEARNING ACTIVITY 1B

1. Pull the rubber band 3 inches from its original length. Then, remove the tension you
exerted. Did it return to its original length? Yes, what kind of strain is this? Elastic
strain
2. Take a block of clay 5 cm long, 5 cm wide and 2 cm thick. Compress the clay by slowly
pushing on opposite ends of the short side of the block. Remove the stress you exerted.

89
Note: Practice Personal Hygiene Protocols at all times
 Did it return to its original shape or length? No What kind of strain is this? Ductile
stain
3. Break a pencil into two. Did it return to its original shape after it is deformed? No What
kind of strain is this? Brittle strain
4. Relate the activity to the deformation of rocks.
At the Earth’s surface, rocks usually break quite quickly, but deeper in
the crust, where temperatures and pressures are higher, rocks are more likely to deform
plastically. Stress applied over time often leads to plastic deformation. When rocks
deform in a ductile manner, instead of fracturing to form faults or joints, they may bend
or fold and the resulting structures are called folds. Folds are promoted by high
temperature and pressure at great depth.
Brittle rocks tend to fracture when rock is subjected to compressional or
tensional stresses. The breaking of rock is due to low pressure and temperature that are
experienced near the earth’s surface. Such irregular cracks can produce fractures such
as joints and faults.
LEARNING ACTIVITY 2A
1. What happened when the layers of sand and flour were pushed using the vertical
wooden board? It is being compressed.
2. Are the layers still horizontal? Describe the layers. No. The layers became wavy or
bent.
3. Did a set of layers slide over the others? Yes
4. Are there layers which have been pushed by the other layers? Yes
5. What is the role of the wooden board in this set-up?
The wooden board serves as a tectonic force that compresses the flour and
sand.
6. What do the layers of sand and flour represent? Different layers of rocks
7. How will you explain the stress and strain that rock undergoes by the use of this
simulation?
The simulation in this activity is designed to investigate pushing (compressional
forces). The activity described uses layers of fine sand and flour which behave like
layers of rock. The near-horizontal faults produced by compressional pressures are
called thrust faults. Large-scale pressures acting within the lithosphere are caused by
tectonic movements. Where plates are converging, the compressional stresses produce
near horizontal thrust faulting. Where plates diverge, the tensional stresses produce
seeper faults, called normal faults.
8. What type of fold(s) have you produced? Anticline, zig-zag folds.
9. What type of faults have you produced? Reverse or thrust faults
10. Why do geotechnical engineers need to understand stress in rocks?
(Possible answers: To predict many types of natural hazards. To take steps to save
structures and lives from natural disasters. To figure out the best way to excavate or dig
into the earth and rocks, so we can construct deep foundations, retaining walls or
basements for large structures such as bridges, dams, skyscrapers, stadiums and parking
garages. To protect people from tunnel and mine cave-ins. Because we live on the earth
and build structures on and in the earth.)

LEARNING ACTIVITY 2B
Answers may vary.

90
Note: Practice Personal Hygiene Protocols at all times
 LEARNING ACTIVITY 3
Answers vary since the essay questions are open to multiple interpretations.
REFLECTION

Amount of pressure applied

on rocks is called Its effect on rocks by changing its
shape/volume is called
Three types

Depends on
Three types

Occurs at what plate boundary

Results to Results to

Folds Joints

Three types Two categories Strain

Rate/Length
of Time

Classified into: Classified into:

Caused by Caused by
what type what type
of stress of stress

Developed by :

MELANIE E. RICARDO

91
Note: Practice Personal Hygiene Protocols at all times
 11
EARTH SCIENCE
Second Quarter Week 5
How Layers of Stratified Rocks are
formed

LEARNING ACTIVTIY SHEET

92
Note: Practice Personal Hygiene Protocols at all times
 EARTH SCIENCE
NAME: GRADE LEVEL:
SECTION: DATE:

LEARNING ACTIVITY SHEET

How stratified rocks are formed

Background information for learners

Have you ever wondered why some rocks are artistically layered and look so good? I’m
sure you did. Let’s take a look at the wonders of nature and investigate how stratified rocks are
formed.
You have learned that Sedimentary rocks are formed by accumulation and hardening
of sediments such as mud, sand, silt and disintegrated rocks over a period of time which are
arranged in layers. Today, you are going to learn how these layers are formed.
The most important feature of sedimentary rock is stratification. Stratification or
Bedding is the horizontal layering in sedimentary rocks.

Sediments are deposited when transporting agents, such as running water, glacial ice,
or wind, lose energy and can no longer transport the sediment load. Sorting is a process through
which sediment grains are selected and separated according to grain size, and in some cases
grain shape or density .Sediments are deposited in layers on top of one another, which packs
loose sediment grains tightly together (compaction). Compacted sediment can be hardened
even further by the precipitation of cement (ions dissolved in circulating groundwater) in the
pore space between the grains.
The youngest layers are at the top and the oldest are at the bottom. This sequence of
stratification is the basis for the stratigraphic time scale. These observations were first made by
a Danish physician, Nicolaus Steno, who in 1669 formulated the principles of horizontality,
superposition (younger layers on top of older ones) and original continuity (sedimentary layers
represent former continuous sheets).
Learning competency
Describe how layers of rocks (stratified rocks) are formed S11ES-IIh-35

93
Note: Practice Personal Hygiene Protocols at all times
Direction and Instruction
1. Read every part of the material
2. Be guided with every procedure.
3 .In case, the materials in the activity are not available in your place, you may improvise or
use related materials.
4. If you have questions, you can contact your teacher for clarifications and assistance. Enjoy
learning!
LEARNING ACTIVITY 1
Stratify Me!

WHAT SHALL YOU LEARN FROM THE ACTIVITY

• Illustrate how stratified rocks are formed
Procedure
1. Prepare the following materials.
• Recycled clear plastic bottle with a cap – small or large (16 – 24 oz)
• Water
• Pebbles small and medium size
• Gravel
• Sand
• Organic Material : parts of flowers and leaves
2. Fill the bottle almost to the top with water, leave enough room to add the sediments
(approximately 3-4 inches) .
3. Add gravel to the bottle of water creating a sand layer about 1.5-2.0 inches thick.
4. Add sand to the bottle of water and gravel, approximately three handfuls of sand.
5. Add organic material to the bottle of water, gravel, sand, dirt and fine sand, add two or
three pieces.
6. Place the cap on the bottle.
7. Shake and twist the bottle to simulate a rain storm.
8. Place the bottle back on the table observe.
9. Leave the bottle alone for at least ten minutes.
10. Observe the layers within the sediment jar.
Source:
http://media.wfyi.org/IndianaExpeditions/IDEXSeason2_2009/IDEX202/IDEX202Sedime
ntJarLesson.pdf

94
Note: Practice Personal Hygiene Protocols at all times
Stop Over

You can make your sediment jar more creative, instead of using plastic bottle,
you can also use glass jar as a table display in your room. Turn your empty
bottles as sediment jar and Make different sizes of Jars with varying
sediments inside.
Share this activity with your family. You can also put inspirational notes
outside the jar as a daily reminder. Turn your trash into craft. Be creative.

Guide Questions
1. In your activity, what serves as a transport agents of the sediment?

2. How does the layers of sediment look like when it settled down?

3. Describe how the sediments are being held together.

4. Draw the sediment jar that you did. Name the sediment in each layer. Place your answer
inside the box.

95
Note: Practice Personal Hygiene Protocols at all times
 LEARNING ACTIVITY 2
Rocking Beds

WHAT SHALL YOU LEARN FROM THE ACTIVITY?

• Identify the bedding structure of stratified rocks
READ
Sediments accumulate in depositional environments such as alluvial fans, river
channels, floodplains,deltas, lakes, desert valleys, beaches, shallow marine, and the deep
seafloor.
Study the table below
Bedding Feature Diagrams
Structure/Deposition al
environment
Cross- bedding The inclination of the cross-
beds indicates the transport
● River direction and the current flow from left
● Delta to right

Graded bedding The grain size within a bed

decreases upwards. This type of
● Beach bedding is commonly associated with
● Lagoon so called turbidity currents.
Turbidity currents originate on
the slope between
continental shelves and deep sea
basins.
Ripple marks Produced by flowing water
or wave action,
● Beach analogous to cross-bedding, only on a
● Delta smaller scale (individual layers are at
most a few cm
thick).Currents were flowing from right
to left.

Mud cracks Form when a water rich mud

dries out on the air.
● Shallow
marine
● Tidal
Flat

Table 1. Bedding structures and their corresponding diagram

96
Note: Practice Personal Hygiene Protocols at all times
Procedure
Identify the bedding structure of stratified rocks

1. Read the given text above

2. Visithttps://geol105.sitehost.iu.edu/images/gaia_chapter_5/sedimentary_structur
es.htm for additional readings
3. Watch https://www.youtube.com/watch?v=TOUptgtxFhk for enrichment
4. Answer the guide questions

Guide Questions
1. What are the four common bedding structures of stratified rocks?

2. What is the difference between cross-bedding and ripple marks?

3. How does turbidity current work in graded bedding.

4. What did you observe in the deposition environment in each of the bedding structures? Justify your
answer

97
Note: Practice Personal Hygiene Protocols at all times
Enrich your understand

98
Note: Practice Personal Hygiene Protocols at all times
 LEARNING ACTIVITY 3
We Rock, We Care

WHAT SHALL YOU LEARN FROM THE ACTIVITY

• Make an environmental campaign on the impacts of
sedimentation

READ
Sediment and Sedimentation
Environmental Impacts of Sedimentation
By: Clay Harris, Science Encyclopedia

Erosion, weathering, and sedimentation constantly work together to reshape the Earth's
surface. These are natural processes that sometimes require us to adapt and adjust to changes
in our environment. However, too many people and too much disturbance of the land surface
can drastically increase sedimentation rates, leading to significant increases in the frequency
and severity of certain natural disasters. For example, disturbance by construction and related
land development is sometimes a contributing factor in the mudflows and landslides that occur
in certain areas of California. The resulting damage can be costly both in terms of money and
lives.
It is reported that the world's rivers carry as much as 24 million tons of sediment to the
ocean each year. About two-thirds of this may be directly related to human activity, which
greatly accelerates the natural rate of erosion. This causes rapid loss of fertile topsoil, which
leads to decreased crop productivity.
Increased sedimentation also causes increased size and frequency of flooding. As
stream channels are filled in, the capacity of the channel decreases. As a result, streams flood
more rapidly during a rainstorm, as well as more often, and they drain less quickly after
flooding. Likewise, sedimentation can become a major problem on dammed rivers. Sediment
accumulates in the lake created by the dam rather than moving farther downstream and
accumulating in a delta.
Over time, trapped sediment reduces the size of the lake and the useful life of the dam.
In areas that are forested, lakes formed by dams are not as susceptible to this problem.
Sedimentation is not as great due to interception of rainfall by the trees and underbrush.
Vegetative cover also prevents soil from washing into streams by holding the soil in
place. Without vegetation, erosion rates can increase significantly. Human activity that disturbs
the natural landscape and increases sediment loads to streams also disturbs aquatic ecosystems.
Many state and local governments are now developing regulations concerning erosion
and sedimentation resulting from private and commercial development. Only by implementing
such measures can we hope to curb these and other destructive side effects, thereby preserving
the environment as well as our quality of life.
Every time it rains sediments are washed into our streams, rivers and lakes. The faster
the water moves the larger the sediments are that are pulled down into the water stream. This
process is the result of gravity. Gravity moves the water and the water mixes with soil and
sediments.
The sediment is composed of both living and non-living material: soil, sand, gravel, dirt
and organic material.

99
Note: Practice Personal Hygiene Protocols at all times
 As the speed of the water decreases the heaviest sediments drop out first. This process
causes erosion of riverbanks and creates deposits of sediment called sandbars and deltas. It is
a continual process of eroding and depositing, riverbanks are cut and sandbars are deposited.
Sediment jars are models of this process. Sediments are suspended in a solution and as the
water slows they are deposited. As the solution spins more energy is added and as it slows the
materials drop out in layers, causing the definition of the sedimentary layers.
https://science.jrank.org/pages/6046/Sediment-Sedimentation-Environmental-impacts-
sedimentation.html

Procedure
Make an environmental campaign on the impacts of sedimentation

1. Choose one among the forms of campaign for your performance based output.
Type of Campaign Mechanics
A .Poster Make your poster in 1 whole short bond paper 8.5"
(inches) x 11" (inches) or Drawing Paper material
that is available in your house

B.Jingle Your jingle must consist of a minimum of 3 stanza

lyrical song

C.Spoken Poetry Your poem must consist a minimum of 3 stanza

2.Follow the mechanics in each given type of campaign

3.For submission you can submit in any available format of your own choice contact your
teacher for the timeline

Guide Questions
Make a reflection on the campaign form that you did. Use the following template.
Type of Campaign Title of campaign Explanation
Ex. A. Poster Ex. Let’s Rock and Save the Minimum of 1 paragraph
Earth

Closure
One of the important features of sedimentary rocks is stratification. This is the process
in which rock are being layered horizontally. These rocks are transported through different
transport agent and formed by successive deposition of sediments, sorted according to grain
size and hardened.

100
Note: Practice Personal Hygiene Protocols at all times
Rubric in Scoring
Rubric for Learning Activity 1 –No.4 Illustration
Below Above
Average Excellent (9-10
Average Average
(4-6 points) points)
(1-3 points) (7-8 points)
Few required items Some required items Most required items All required items
Diagram are are are are
components represented in the represented on represented on represented on
diagram diagram diagram diagram
Few labels are Some labels are Most labels are
Text and labels All labels are present
present present present
Diagram Diagram
Creativity and appearance appearance Highly creative,
Creative diagram
appearance shows least meets lesson exceptional diagram
effort required requirements
Score

Rubric for Learning Activity 3

Below Average Average Above Average Excellent

(1-3) (4-6) (7-8) (9-10)
Relevance to Relevance of the Topic is Relevance of the Relevance of the Topic Relevance of the
the topic not seen Topic is less evident is evident Topic is highly evident
Creativity A. The poster is A. The poster is A. The poster is A. The poster is
distractingly messy or very acceptably attractive attractive in terms of exceptionally attractive
poorly designed. It is not though it may be a design, layout and in terms of design,
attractive. bit messy neatness. layout, and neatness.

B. The Jingle is B. The Jingle is

B. The Jingle was correctly B. The Jingle is thoughtfully
composed composed, though it thoughtfully composed, with a
carelessly and the notes includes composed, with variety of
and many repetitive good arrangement of notes and rhythms
rhythms are not accurate notes and rhythms notes and rhythms

C. Utilizes a poetic C. Utilizes numerous

device and figurative C. Utilizes more than effective poetic
language. Uses one effective poetic devices or figurative
C. Utilizes either a poetic some images. devices or figurative language. Uses vivid,
device or figurative Language is language. detailed images and
language. Uses everyday mundane. Uses images and rich, imaginative
language with no images. imaginative language. language.
Oral A. Conclusions are vague A. Presentation A. Presentation A. Presentation
Presentation or unrelated. does not include includes sufficient includes
enough results to results to draw thorough description of
draw conclusions. conclusions. empirical results and
explains the
B. The presenters are B. The presenters importance
obviously are mostly B. The presenters are of the results.
not prepared for the prepared. The prepared. The
performance. The performance of performance of B. The presenters are
performance the jingle mostly the jingle matches the obviously
of the jingle does not matches the written notation. well prepared. The
match written notation. Sometimes you cant performance
the written notation. You Most of the clearly hear and

101
Note: Practice Personal Hygiene Protocols at all times
 cannot clearly hear and time, you can clearly understand the of the jingle clearly
understand the performers. hear and performers matches the
understand the written notation. You
performers can clearly
hear and understand
the
performers.
C. Voice is too quiet to be C. Voice is C. Voice is mostly
heard. sometimes clear and clear and audible. C. Voice is loud and
audible. clear.
Fluent and coherent
delivery.
Score

Reflection
Directions: Accomplish this part honestly
1. I learned that ______________________________________________________________
___________________________________________________________________________

2. I enjoyed most on __________________________________________________________

___________________________________________________________________________

3. I want to learn more on _____________________________________________________

___________________________________________________________________________

REFERENCES FOR LEARNERS

1. https://geol105.sitehost.iu.edu/images/gaia_chapter_5/sedimentary_structures.ht m

2. https://www.britannica.com/science/stratification-geology#info-article-history

3. Garry Nichols. 2nd Edition. Sedimentology and Stratigraphy.

4. https://www.siyavula.com/read/science/grade-9/the-lithosphere/images/gr9eb02-gd-
0058.png

5. http://media.wfyi.org/IndianaExpeditions/IDEXSeason2_2009/IDEX202/IDEX202Se
dime ntJarLesson.pdf

6. https://australianmuseum.net.au/learn/minerals/shaping-earth/sedimentary-processes/

7. https://www.britannica.com/science/stratification-geology#info-article-history

8. http://www.pollutionissues.com/Re-Sy/Sedimentation.html#ixzz6NEeFXE00

9. https://science.jrank.org/pages/6046/Sediment-Sedimentation-Environmental-
impacts-sedimentation.html

102
Note: Practice Personal Hygiene Protocols at all times
Answer Key
Learning Activity 1
1. Water serves as the transport agents of the sediment
2. The layers of sediment were piled up horizontally
3. Heaviest materials stay at the button and finer sediments stays at top
4. Illustration may vary

Learning Activity 2
1. The four primary bedding structure of striated rocks are Cross-bedding, Graded
bedding, ripple marks, mud cracks
2. The inclination of the cross-beds indicates the transport direction and the current
flow from left to right while Ripple Marks Currents were flowing from right to left.
3. The turbidity current makes the grain size decrease upwards.
4. The deposition environment in each of the bedding structure depends on the transport
mechanisms of sediment. Generally continental environment such as beach, river,
lagoon and coastal baseline are the deposition environment of the bedding structures.

Crossword puzzle.

T
U R
C R O S S - B E D D I N G
B P
I P
MU D C R A C K S L
I E
T
Y M
A
R
K
S
Learning Activity 3
Answers May Vary

Prepared by:

MELODY P. CABUYADAO

103
Note: Practice Personal Hygiene Protocols at all times
 11
EARTH SCIENCE
Second Quarter – Week 5

Relative and Absolute Dating

104
Note: Practice Personal Hygiene Protocols at all times
 EARTH AND LIFE SCIENCE
Name of Learner: _______________________________ Grade Level: ___________
Section: _______________________________________ Date: _________________

LEARNING ACTIVITY SHEET

RELATIVE AND ABSOLUTE DATING

BACKGROUND INFORMATION FOR LEARNERS

Earth has changed over time. These were all determined from fossils of extinct creatures
now used as clues to understand the conditions of life from the past.

Concepts in a Box (Olivar, Rodolfo, & Cabria, 2016)

History of Earth

determined through

absolute dating fossils geologic time

relative dating
scale
based on done through
subdivided
into

law of stratigraphy unconformity potassium argon

eon
such as
such as
uranium-lead divided into
superposition angular
conformity era
rubidium-strontium
original
horizontality nonconformity divided into

rubidium-strontium
period
disconformity
cross-cutting
relationships
divided into

epoch

All of the processes mentioned require long periods of time to create noticeable change
on Earth’s surface. You can just imagine how long it would take to create an ocean as vast as
the Pacific Ocean if the ocean floor moves only at about 10cm/year. It is then important to

105
Note: Practice Personal Hygiene Protocols at all times
know the history of earth to learn the complexities of its past and be able to use it to understand
the present.
One of the most important contributions of geologists to mankind is the geologic time scale,
which holds a history that is exceedingly long. The geologic time scale divides the history of
earth into different blocks of time by using relative dating. Since geologists use rocks to
understand earth’s history, relative dating places these rocks in their proper sequence of
formation. Relative dating does not give accurate numerical dates, it only tells that an event
preceded the other. This method is still widely used today alongside a more accurate method
called absolute dating, which uses radioactive elements. With relative and absolute dating,
geologists are able to trace the history of earth. (Olivar et al., 2016)

Relative Dating
Relative dating requires one to know the basic concepts such as the law of
superposition, and the principles of original horizontally, principle of cross-cutting
relationships, and unconformities.

Law of Superposition
The law of superposition is the most
basic principle in relative dating. It states
that in an undeformed sequence of
sedimentary rock, the layers found on the
top are the youngest rocks and the layers at
the bottom are the oldest. It may seem too
obvious, but this principle has only been
clearly stated in 1669 by the Danish
anatomist, geologist, and priest, Nicolaus
Steno.
Fig. 1. The youngest layer of rocks in a mountain is always situated
at the top with the oldest at the bottom. Retrieved from
https://images.app.goo.gl/Q69j648RvJK54WQH9

Principle of Original Horizontality

Along with the law of
superposition, Steno stated that an
undeformed sequence is the one where the
layers are still in a horizontal position. This
follows the principle of original
horizontality, which states that sediments
are deposited in a horizontal position.

Fig. 2. The rock layers of Grand Canyon are in the horizontal position and have
not been deformed. Retrieved from
https://images.app.goo.gl/VEPoytkmvCauMQ7E9

106
Note: Practice Personal Hygiene Protocols at all times
Principle of Cross-Cutting Relationships
The principle of cross-cutting relationships determines which events happened first
depending on which rocks are affected. The geologic layer that cuts another is younger than
the layer it cuts through.

Fig. 3. Fault A is older than the unaffected conglomerate, but younger than the sandstone which it has cuts across the
sandstone. Retrieved from https://images.app.goo.gl/S2Vwg6qjcNm1XqKJ6

Unconformities
Rock layers that have not been interrupted are
considered conformable. These sites represent spans
of geologic time. But there is no such place on Earth
that has a complete conformable strata since external
and internal processes have always interrupted the
deposition of the sediments. These breaks in the
record of the rock strata are called unconformities
and with this, long periods of missing geologic record
are determined.
There are three basic types of unconformities:
angular unconformity, disconformity, and
nonconformity. Angular unconformity is
characterized by having tilted or folded sedimentary
rocks below younger, horizontal layers of rocks.
Disconformity is determined where there are missing
parallel rocks layers. Erosion takes place and
removes the younger top layers and the top layers
would deposit sediments and then deposition would
once again happen. Nonconformity is characterized by
an igneous or metamorphic rock found below a
sedimentary rock.
Using all these principles for relative dating,
one can determine the order of events but remember
that it does not give a time element as to when they Fig. 4. Three basic types of unconformities. Retrieved from
https://images.app.goo.gl/Txq9GVNHGSbAaSbA6
happened.

107
Note: Practice Personal Hygiene Protocols at all times
Absolute Dating
Absolute dating is a method of measuring the age of an event or object in years. To
determine the absolute ages of fossils and rocks, scientists analyze isotopes of radioactive
elements. Isotopes are atoms of the same element that have the same number of protons but
different number of neutrons. Most isotopes are stable and will stay in their original form.
However, there are unstable isotopes that decay into other forms in order to achieve stability.
Scientists call them radioactive isotopes. These isotopes tend to break down into stable
isotopes of the same or other elements at a steady rate as seen in the following figure:

Fig. 5. When radioactive isotopes break down into stable ones, thermal energy is released. Retrieved from
https://images.app.goo.gl/F5P94xWL3B1uGmGe6

In radioactive decay, an unstable radioactive isotope of one element breaks down into
a stable isotope. The unstable radioactive isotope is called parent isotope while the stable
isotope produced by the radioactive decay of the parent isotope is called daughter isotope. The
time it takes for one-half of the nuclei in the radioactive sample to decay is called half-life. This
amount of time is fixed for each kind of radioactive isotope no matter what physical conditions
it is subjected to. The ratio of parent-daughter isotope determines how many half-lives have
passed. If it is 1:1, then one half-life has passed; if it is 1:3, then two half-lives have passed;
and if 1:7, then three half-lives have passed and so on. For example, the half-life of iodine-131
131
is 8.021 days. If today you have 1.000 g of 53 I, then 8.021 days from now you will have only
131
50% of that amount (0.500 g) because one half of the sample will have decayed into 54 Xe
daughter isotope. After 8.021 more days (16.063 days total), you will have only 25% (0.250 g)
131
of your original 53 I sample; after another 8.021 days (24.084 days total), you will have only
12.5% (0.125 g); and so on. Each passage of a half-life causes the decay of one-half of whatever
daughter isotope remains. Because the radioactive decay or half-life occurs at a steady rate,
scientists use and compare the relative amount of parent isotope with the amount of daughter
material to date an object. Hence, the more daughter material there is, the older the rock is.

108
Note: Practice Personal Hygiene Protocols at all times
 Fig. 5. Graphs of radioactive decay showing the decay of parent atoms and the growth of daughter atoms. The number
of parent atoms decreases by half at a specific amount of time which are converted into daughter atoms. Retrieved from
https://images.app.goo.gl/hjPitEjUh2mPgUcj6

1. Potassium-argon method uses Potassium-40, which has a half-life of 1.3 billion years and
as it decays, it leaves a daughter material, argon. This method is used mainly to ate rocks
older than 100 000 years.
2. Uranium-lead methods uses Uranium-238, which has a half-life of 4.5 billion years.
Uranium-238 decays in a series of steps, and ultimately becomes lead-206. The uranium-
lead method can be used to date rocks more than 10 million years old.
3. Rubidium-strontium method uses Rubidium-87, which forms a stable daughter isotope,
Strontium-87. The half-life of Rubidium-87 is 49 billion years. This method is used for
rocks older than 10 million years.
4. Carbon-14 method uses in three forms of carbon: Carbon-12 and Carbon-13, and the
radioactive isotope Carbon-14. Living plants and animals contain a constant ratio of
Carbon-14 to Carbon-12. Once a plant or animal dies, no new carbon is taken in. The
amount of Carbon-14 begins to decrease as the plant or animal decays. The half-life of
Carbon-14 is 5,730 years. The Carbon-14 method of radiometric dating is used mainly for
dating things that lived within the last 50 000 years.

This technique is called radiometric dating. There are four radiometric-dating methods
based on the estimated age of an object. For dating events that are more recent, radiocarbon
dating is used. This method uses Carbon-14. This Carbon-14 has a half-life of 5,730 years and
can be used to date back events up to 75,000 years. All organisms contain a small amount of
Carbon-14, which is proportional with the Carbon-12. When an organism dies, the Carbon-14
decays and is no longer replaced. The amount of carbon-14 left in the sample is then compared
to the amounts of Cabon-12 present and radiocarbon dates can now be determined. This method
has been particularly useful for anthropologists, archeologists, historians, and geologists
dealing with much more recent events.

109
Note: Practice Personal Hygiene Protocols at all times
 Fig. 6. Radiocarbon dating is a method used to count the number of carbon-14 left from a small piece of a fossil.
Retrieved from https://images.app.goo.gl/yXQLSUsXC1Rpb7XFA

LEARNING COMPETENCY WITH CODE

Describe the different methods (relative and absolute dating) to determine the age of
stratified rocks. S11/12ES-Ie-26

ACTIVITY 1:
CRITICAL THINKING: GETTING CHARGED!

Directions:

Answer the following questions concisely.

1. Define relative dating and absolute dating in your own words.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

110
Note: Practice Personal Hygiene Protocols at all times
2. Using a Venn diagram, enumerate the similarities and differences between relative dating
and absolute dating.

Relative dating Absolute dating

3. Which form of dating is more accurate? Why?

___________________________________________________________________________
___________________________________________________________________________

ACTIVITY 2:
IT’S DATING TIME!

Directions:

A. Relative Dating Activity. Study the diagram below and answer the following
questions on item 1 & 2.

Hypothetical cross-section of sedimentary strata.

111
Note: Practice Personal Hygiene Protocols at all times
 1. Following the principles in stratigraphy, arrange the series of events from the
oldest to the most recent. Write 1 for the oldest to 9 for the most recent event.
_______________ a. Formation of limestone
_______________ b. Deposition of volcanic ash
_______________ c. Intrusion of the pegmatite dike
_______________ d. Formation of Slate
_______________ e. Erosion (unconformity)
_______________ f. Intrusion of basaltic dike
_______________ g. Formation of sandstone
_______________ h. Intrusion of granite
_______________ i. Deposition of shale and siltstone

2. How accurate is relative dating?

_____________________________________________________________________
_____________________________________________________________________

Directions:

B. Absolute Dating Activity.

A rock or fossil may be dated by measuring the relative amount of a stable element with
its radioactive parent element. As the rock ages, the amount of radioactive element
becomes less and the amount of stable element increases.
Procedures:
1. For this activity, you need 50 pieces of 25-centavo coins (you may also use a bottle
cap or any other small and flat material with two distinct sides), cardboard box with
lid (you may also use small container). Each 25-centavo coin represents an atom in
the radioactive element Carbon-14.
2. Place all the 25-centavo coins face up in the cardboard box and replace the lid. The
25-centavo coins facing up represent the atoms that are still radioactive. (Carbon-
14)
3. Shake the coins in the box for 10 seconds. (Note: Each trial/shake represents 5,730
years that have passed.)
4. Take off the lid and take out all coins that are facing down. Count these and record
the number in the data table.
5. Subtract the number of 25-centavo coins removed from the total number of 25-
centavo coins to find the number of coins remaining. Record that number in the data
table. The 25-centavo coins removed represents atoms that have “decayed” and are
no longer radioactive. (Nitrogen-14)
6. Repeat steps 3 through 5 until all coins have been removed.

112
Note: Practice Personal Hygiene Protocols at all times
Data Table:

Total 25-centavo coins: 50

Shake # of 25-centavo # of 25-centavo Shake # of 25-centavo # of 25-
number coins removed coins remaining number coins removed centavo coins
remaining
1 6
2 7
3 8
4 9
5 10

Analysis:
Graph the number of 25-centavo coins remaining (vertical axis) vs. the number of
shakes (horizontal axis). Give the graph a title and label both axes. Draw a smooth line that
best fits the points.
Title: Graph it on!

Questions:

1. What is the half-life of the 50 atoms (represented by the 25-centavo coins) of Carbon-
14 in this activity? (How many number of shakes did it take for half of your Carbon-14
to decay?)
_____________________________________________________________________
_____________________________________________________________________

2. If each trial represents 5730 years, how many years would it have taken for all of your
Carbon-14 25-centavo coins to become Nitrogen-14 25-centavo coins?
_____________________________________________________________________
_____________________________________________________________________

113
Note: Practice Personal Hygiene Protocols at all times
 3. Keeping in mind that scientists continue to gather information about rocks using
radiometric dating, why do you think scientists are interested in studying rocks from
asteroids, the moon, and the other planets?
_____________________________________________________________________
_____________________________________________________________________

ACTIVITY 3:
TICKET OUT THE DOOR!

PROCEDURE

Relative and absolute dating clearly give us a picture about the events that have happened on
earth. Come up with a presentation that shows how humans are directly or indirectly benefited
from the knowledge provided by these methods. You may create a song, poem, brochure,
Criteria Excellent Good Fair Needs to improve
4 points 3 points 2 points 1 point
Information included The information The information The information The information
about the topic included about the included about the included about the included about the
topic is relevant topic is, generally topic is not always topic is not relevant
and clear. speaking, relevant relevant and and confusing.
and clear. sometimes not clear.
Comprehension The learner shows Generally speaking, There are some The comprehension
a good the learner shows a sections that the of the final topic is
comprehension of good comprehension learner has not had a not very good.
the topic they have of the topic they good comprehension
worked on. have worked on. of the topic they have
worked on.
Creativity The learner has The learner has The learner has The learner has not
introduced his/her introduced some introduced his/her introduced any
own relevant and relevant and original own elements but relevant and original
original elements. elements. he/she has not always element.
been relevant.
collage or etc. (Note: If your presentation includes a video, send it to your subject teacher.)

RUBRIC FOR SCORING

Rubric for Differentiated Learning Activity

2
5 4 3 1
Needs
Excellent Very Good Average Unacceptable
Improvement
The idea is The idea
The idea is The idea has
clear and has some The idea is
Ideas basic or no sense at
focused to good not clear.
general. all.
the topic. details.

114
Note: Practice Personal Hygiene Protocols at all times
Simple Essay

Graphing Activity

Criteria 4 3 2 1
Graph Graph includes all 7 required Graph is Graph is Graph is
elements (title, axes labeled, units on
missing one or missing 3 or missing or has
axes, numbers spaced at equal
intervals along axes, data points two elements. 4 elements. incorrect 5 or
plotted correctly, line starts with first more elements.
point and ends with last point, graph
fills the space available and extends
more than half-way along each axis).
Activity Number given in the answer Number given Number given Number given
Questions matches the data collected in the answer in the answer in the answer
(# 1-2) and answered questions matches the data matches some did not match on
completely. collected but of the data the data
collected and
only one part of collected and
some parts of
the question is the question is
the question
answered are answered answered
completely and correctly. incompletely.
correctly.
Activity Answer connects back to Answer Answer is well- Answer is
Question radiometric dating and gives at least explained, but
connects back to feasible.
one clear reason why information does not
(# 3)
from a non-Earth source would help radiometric connect to
describe Earth events. dating and is radiometric
well-explained. dating.

REFLECTION

1. I learned that …
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. I enjoyed most on …
_____________________________________________________________________
_____________________________________________________________________

3. I want to learn more on …

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

115
Note: Practice Personal Hygiene Protocols at all times
 ANSWER KEY

Activity 1.
1. Relative Dating – is the science of determining the relative order of past events without
necessarily determining their absolute age. In earth science, there are different methods
and principles that are used to determine the relative ages of rocks which include the
Law of Superposition, Principle of Original Horizontality, Principle of Cross-Cutting
Relationships, and Unconformities.

Absolute Dating - allows scientists to assign numbers to the breaks in the geologic time
scale and get an absolute age of a rock. One of the most widely used and well-known
absolute dating techniques is carbon-14 (or radiocarbon) dating, which is used to date
organic remains. This is a radiometric technique since it is based on radioactive decay.

Note: Students’ answer may vary since the question itself implies students’ own idea.

2.

3. The absolute dating of rocks is more accurate than relative dating because it tells the
exact age of the rocks.

116
Note: Practice Personal Hygiene Protocols at all times
Activity 2A.
1. Following the principles in stratigraphy, arrange the series of events from the oldest to the
most recent. Write 1 for the oldest to 9 for the most recent event.
________4_______ a. Formation of limestone
________7_______ b. Deposition of volcanic ash
________9_______ c. Intrusion of the pegmatite dike; however, the pegmatite dike
may also have occurred after together with the intrusion of the basaltic dike or together
with the deposition of the limestone. Absolute dating of these rocks will solve the
problem.
________1______ d. Formation of Slate
________6_______ e. Erosion (unconformity)
________5_______ f. Intrusion of basaltic dike
________2_______ g. Formation of sandstone
________3_______ h. Intrusion of granite
________8_______ i. Deposition of shale and siltstone

2. Relative methods do not always reflect the true sequence of events in time. There are
potential problems with relative dating. Relative dating methods also do not result in an
absolute age - only an indication of whether items are younger or older than each other.

Activity 2B.
1. The half-life of the 50 atoms (represented by the 25-centavo coin) of Carbon-14 in this
activity will basically depends on how many trials will be done until there is only half of
the total number of 25-centavo coin left. Say for instance, you have a total number of 5
trials until there is only half of the total number of 25-centavo coin left, then the half-life
of 50 atoms of Carbon-14 in this activity would be 5. However, bear in mind that in this
activity, it is mentioned that each trial represents 5,730 years. Therefore, the half-life would
be: the total number of trial/shake (until there is only half of the total number of 25-centavo
coin left) x 5,730 yrs.

2. Each trial/shake represents 5,730 years as mentioned. In this activity the 50 pcs of 25-
centavo coin represent an atom in the radioactive element Carbon-14. Answer may depend
on the number of shakes being done. Say for instance, after 3 consecutive trials/shakes,
there is no 25-centavo coin being left, hence, the year it would have taken for all your
carbon-14 25-centavo coin to become Nitrogen-14 25-centavo coin is 17,190 yrs.
1st Shake 2nd Shake
represents 5,730 yrs. represents 5,730 yrs.

50 atoms 40 atoms 25 atoms

(total no. of 25- (total no. of 25- (total no. of 25-

centavo coin centavo coin centavo coin
used remained after remained after
1st Shake) 2nd Shake)

117
Note: Practice Personal Hygiene Protocols at all times
3. In order to understand what came before us -- before life on Earth and before Earth itself -
- scientists need to hunt for clues to that mysterious distant past. Those clues come in the
form of asteroids, comets and other small objects. Like detectives sifting through forensic
evidence, scientists carefully examine these small bodies for insights about our origins.
Activity 3. Rubric-based assessment. Students’ presentation may vary.

118
Note: Practice Personal Hygiene Protocols at all times
 REFERENCES FOR LEARNERS

Textbooks

Olivar, J.T., II., Rodolfo, R.S., & Cabria, H.B. (2016). Exploring Life Though Science Series
Earth Science (pp 210-216). Phoenix Publishing House, Inc.

Sia, S.D., & Cortez, L. S. (2016). Science in Today’s World Earth and Life Science (pp 58-
61). Sibs Publishing House, Inc.

Websites

Geiger, B. (2014). Kids Discover: Geologic Age Dating Explained. Retrieved from
http://www.kidsdiscover.com/teacherresources/geologic-age-dating-explained/

FlexBooks 2.0: Principles of Relative Dating. (2019, November 21). Retrieved from
https://flexbooks.ck12.org/cbook/ck-12-middle-school-earth-science-flexbook-
2.0/section/15.4/primary/lesson/principles-of-relative-dating-ms-es

Johnson, C., Affolter, M. D., Inkenbrandt, P., & Mocher, C. (2020). Geosciences: Absolute
Dating. Retrieved from
https://geo.libretexts.org/Bookshelves/Geology/Book%3A_An_Introduction_to_Geology_(Jo
hnson%2C_Affolter%2C_Inkenbrandt%2C_and_Mosher)/07%3A_Geologic_Time/7.02%3A
_Absolute_Dating

Craven.instructure.com. (2020). Retrieved 23 July 2020, from

https://craven.instructure.com/courses/12394/files/151483/download?download_frd=1

Prepared by:

MILDRED P. LAGMAY
Writer

119
Note: Practice Personal Hygiene Protocols at all times
 11
Earth Science
Second Quarter Week 6
Determining Geologic Time Using
Relative and Absolute Dating

LEARNING ACTIVTIY SHEET

EARTH AND LIFE SCIENCE

Name of Learner: _______________________________ Grade Level: ___________
120
Note: Practice Personal Hygiene Protocols at all times
Section: ___________________________________ Date: _________________

LEARNING ACTIVITY SHEET

D E T E R M IN IN G T HE GE OL O G IC T IM E U S IN G R E L A T IV E
A N D A B S OL U T E D A T IN G

BACKGROUND INFORMATION FOR LEARNERS

The geologic time scale (GTS) is a system of chronological dating that relates
geological strata (stratigraphy) to time. It is used by geologists, paleontologists, and other
earth scientists to describe the timing and relationships of events that once occurred, also
allowing them to accurately file the times when different creatures were fossilized, after
carbon-dating.
Geologic time is usually divided into two forms:
Relative time - is the physical subdivision of the rocks found in the earth's geology and the time
and order of events they represent. Most of these subdivisions are recognized globally on the
basis of their relative position in the earth's stratigraphy and their fossil content.
Absolute time – refers to numerical ages, often expressed in "millions of years before present".
These are most commonly obtained by radiometric dating methods performed on appropriate
rock types. It is the measurement taken from the same rocks to determine the amount of time
that has expired and therefore be used to calibrate the relative time scale, producing an
integrated geologic or "geochronologic" time scale.
These two types of geologic time are analogous to the difference between "lunchtime"
("relative time") and the numerical time on a clock, like 12:00pm to 1:00pm ("absolute time").
"Lunchtime" occurs after "morning" and before "suppertime", but its position in time and its
duration can also be measured in hours and minutes, just like the Jurassic Period that occurred
after the Triassic Period, and before the Cretaceous Period, and covered spanned the time from
about 205 million years ago to about 142 million years ago. This geologic time scale is based
upon the data from Harland et al., (1990) and Gradstein & Ogg, (2012).
Geologic time is the extensive interval of time occupied by the geologic history of
Earth. These are the units of geologic time scale based from the segment of Earth history that
is represented by and recorded in the planet’s rock strata.
EONS are the longest portions of geologic time. Three eons are recognized: the Phanerozoic
Eon (dating from the present back to the beginning of the Cambrian Period), the Proterozoic
Eon, and the Archean Eon. Less formally, eon often refers to a span of one billion years.
ERAS are the second longest portions of geological time. An era is composed of one or more
geological periods. The stratigraphic, or rock, term that corresponds to “era” is “erathem.”.
Because of the difficulties involved in establishing accurate chronologies, the eras contained

121
Note: Practice Personal Hygiene Protocols at all times
within Precambrian time (approximately 4.6 billion to 541 million years ago) are classified
independently.
Ten eras are recognized by the International Union of Geological Sciences:
1. Eoarchean Era (4.0 billion to 3.6 billion years ago)
2. Paleoarchean Era (3.6 billion to 3.2 billion years ago)
3. Mesoarchean Era (3.2 billion to 2.8 billion years ago)
4. Neoarchean Era (2.8 billion to 2.5 billion years ago)
5. Paleoproterozoic Era (2.5 billion to 1.6 billion years ago)
6. Mesoproterozoic Era (1.6 billion to 1.0 billion years ago)
7. Neoproterozoic Era (1.0 billion to 541 million years ago)
8. Paleozoic Era (541 million to about 252 million years ago)
9. Mesozoic Era (roughly 252 million to 66 million years ago)
10. Cenozoic Era (66 million years ago to the present)

PERIODS, in geology are the basic unit of the geologic time scale. During these spans of time,
specific systems of rocks were formed. With the advent of radiometric dating methods, absolute
ages for various periods can be determined.
EPOCHS refer to the unit of geological time during which a rock series is deposited. It is a
subdivision of a geological period, and the word is capitalized when employed in a formal
sense (e.g., Pleistocene Epoch). The use of epoch is usually restricted to divisions of the
Paleogene, Neogene, and Quaternary periods.
AGES are divisions of geologic time that are usually shorter than an epoch. Like ice age, age
of reptiles etc.

STOPOVER: Link to Social Studies

Did you know?

Researchers digging in the Philippines's Callao Cave found
teeth and bones that they say belong to a distinct species of
ancient human, which they have named Homo luzonensis.
Source:https://www.nationalgeographic.com/science/2019/0
4/new-species-ancient-human-discovered-luzon-philippines-
homo-luzonensis/

How Can the Absolute Age of Rock be Determined?

1. Determining the actual age of an event or object in years is called absolute dating.

122
Note: Practice Personal Hygiene Protocols at all times
2. Using radioactive Isotopes
a) Isotopes are atoms of the same element with a different number of neutrons
b) Radioactive isotopes are isotopes that are unstable and break down into other
isotopes by a process called radioactive decay.
c) The radioactive isotope is called the parent isotope, and the stable isotope
formed by its breakdown is called the daughter isotope.
d) Half-life is the time needed for half of a sample of a radioactive element to
undergo radioactive decay and form daughter isotopes.
 After one half-life has passed, one-half of the parent isotope has changed into daughter
isotopes.
3. Radiometric Dating
e) Scientists study the amounts of parent and daughter isotopes to date samples.
f) Finding the absolute age of a sample by determining the relative percentages of a
radioactive parent isotope and a stable daughter isotope is called radiometric dating.

Vocabulary:

• Absolute Dating: any method of measuring the age of an object or event in years
• Radiometric Dating: a method of determining the absolute age of an object by
comparing the relative percentages of a radioactive (parent) isotope and a stable
(daughter) isotope
• Radioactive Decay: the process in which a radioactive isotope tends to break down
into a stable isotope of the same element or another element
• Half-Life: the time required for half of a sample of a radioactive isotope to break
down by radioactive decay to form a daughter isotope

123
Note: Practice Personal Hygiene Protocols at all times
 Absolute Dating

After 3 half-lives
Parent isotope = ____
Daughter isotope = ____
12.5%. or 1/8, of the sample is
parent isotope

Source:https://www.wahpeton.k12.nd.us/ourpages/auto/2015/8/20/53494933/U2%20L3%20Notes.pdf

STOPOVER: LINK TO MATHEMATICS

A crystal contains a radioactive isotope that has a half-life of 10,000 years. One –fourth or
25% of the parent isotope remains in the sample. How old is the sample?

Identify the given:

A. What do you know? Half-life = 10,000 years; parent isotope = 25%

B. What do you want to find out? How old the sample is. So, you need to know how many
half-lives have gone by since the crystal formed.

Plan:
C. Draw the parent-daughter- isotopes ratios for each half life.

Solve:

124
Note: Practice Personal Hygiene Protocols at all times
D. The third drawing above from right shows a sample that contains 25% parent isotope. This
amount is present after 2 half-lives have passed.
E. Find the age of the sample. Because the half-life of the radioactive isotope is 10, 000 years
and 2 half-lives have passed, the age of the sample is:

2 x 10, 000 years = 20,000 years

TRIVIA DID YOU KNOW

✓ Evidence from radiometric dating indicates that planet Earth is
about 4.54 billion years old.
✓ The first geologic time scale that included absolute dates was published
in 1913 by the British geologist Arthur Holmes.
(source: http://www.geologyin.com/2016/12/10-interesting-facts-about-
geological.html )

For additional information about absolute dating you may watch videos
using these links:
https://www.youtube.com/watch?v=WTQvfvoOF3g
https://www.youtube.com/watch?v=I4AZbX_cZl0
https://www.youtube.com/watch?v=M2Ex5DIjtfU&t=12s
You may download e-book of this whole lesson using this link:
https://drive.google.com/file/d/1MWa9XQoFagUpZMCV2D9cB4
d4ZOdSsdxA/view?usp=sharing

LEARNING COMPETENCY WITH CODE:

✓ Explain how relative and absolute dating were used to determine the subdivisions of
geologic time (S11ES-IIi-37)

ACTIVITY 1: UNITS OF GEOLOGIC TIME SCALE

DIRECTIONS:

Find 10 significant terms related to geologic time scale. Locate these words by using
two directions: horizontally (up-down), vertically (left-right). Encircle the words using a
colored pen.

125
Note: Practice Personal Hygiene Protocols at all times
 R R A B C E T H Y I N S C C D E F G H I
E W B S E E U F T K A D W E R B A B L M
L E M E S O A R C H E A N E R A R I M C
A R N D D N S L D L P F E R F F C U E V
T H M D F S D M H N O G R D F G H T S H
I F K K L P F N L O C H F F G H E T O J
V J L L M Y G O N G H T G C C J A P Z K
E K J H S U H A G E S G H G E K N O O L
D L H S T O I G O C T L T H A L E U I M
A M G E O M E T R I C T I M E R O I C N
T N F K U C J F F T F M H R S F N Y E P
I O D L I D K C G W G N G C D S A H R Q
N P S A C E N O Z O I C E R A E V G A R
G Q G Z I L L E H H H O H H F X B D F S
H R S X D M M A I I I P I F D S D F B T
T U F C G N A B S O L U T E D A T I N G
L I H V R O N I T J J Q T G F C B T N U

ACTIVITY 2: EVENT ANALYSIS

DIRECTIONS:

Complete the table by supplying the necessary data needed. Read and analyze each
event in identifying relative and absolute dating as in the first example. Write your answer in
the space in each column. Then answer the questions that follow.
EVENT RELATIVE DATING ABSOLUTE DATING
1. Best known for ushering Paleozoic Era 542 million years ago to 251
in an explosion of life on million years ago
earth
2. The point at
which earth began to form.
3. The modern configuration
and geographic positions
and during which earth’s
flora and fauna evolved.
4. Middle Life" Era, life
diversified rapidly and giant
reptiles, dinosaurs and other
monstrous beasts roamed the
earth
5. The major super-
continental reconfigurations,
climatically its deepest ever
glacial freeze, and
geochemically some of the
most anomalous
perturbations on record

126
Note: Practice Personal Hygiene Protocols at all times
 GUIDE QUESTIONS

1. Is a living thing important in the development of geologic time scale? Why?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2. Which point of event do we consider part of the present? Why?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. If you were given a chance to change or to add units in the geologic time scale, how would
you name it? Explain how you determine the new subdivision of your own geologic time
scale.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

ACTIVITY 3: GEOLOGICAL TIMELINE CHALLENGE

DIRECTIONS:

For this activity, follow the procedures carefully and use the rubrics for scoring as your
guide in getting the highest possible score. Good luck and enjoy learning!

PROCEDURES:

2. Make your own “creative” geologic time scale about the history of the Earth
depending on the materials available in your place.
3. Choose the kind of geologic time scale you would like to make from the options
below:
a. Earth history was the span of your arm.
b. Earth history was in 24 hours.
c. Earth history was in 1 hour.
d. You can come up with your own choice.

127
Note: Practice Personal Hygiene Protocols at all times
 4. Then, prepare the following materials:
▪ measuring tape/ruler
▪ masking tape
▪ 5-meter long string or yarn
▪ EVENT copy (detach page 10)
▪ compass or circular pattern in case you choose b or c
▪ coloring materials
▪ pencil
▪ drawing paper
▪ camera
▪ scissors/ cutter

Be careful in handling pointed, sharp and bladed equipment.

5. Use the “EVENT” page attached in this activity to complete your timeline of events.
You may cut and paste the events in your timeline, or label by writing, it’s up to you.
Make sure to create a clear layout by considering the length of each period per event.
Take photos while doing the activity (before, during and after). Send these photos to
your teacher using Facebook messenger or e-mail. Verify from your teacher about the
mode of submission.
5. Attach your output on page 11.
6. Do not forget to write your own personal reflection about the activity.

✓ Always keep your work area(s) tidy and clean.

✓ Prepare only the needed materials. Avoid unnecessary things in your
work area.
✓ Always wash your hands with soap and water before and after the
activity.

128
Note: Practice Personal Hygiene Protocols at all times
 EVENTS:
1. Oceans and continents start to form - 4400 million years ago - 4.4 meters
from present day (end of timeline)
2. First evidence of life – 3500 million years ago- 3.5 meter from present
day
3. Initial of atmospheric oxygen – 2400 million years ago - 2.4 meter from
present day
4. Evolution of eukaryotic (non-bacterial) life – 1800 million years ago –
1.8 meters from present day
5. Cambrian Radiation of Animals – 542 million years ago – 45 centimeters
from present day
6. Plants move on to Land – 450 million years ago – 45 centimeters from
present day
7. Animals move on to Land – 430 million years ago – 43 centimeters from
present day
8. Permo- Triassic Mass Extinction – largest known! – 251 million years
ago – 25.1 centimeters from present day
9. Evolution of Mammals – 195 million years ago – 19.5 centimeters from
present day
10. Opening of the Atlantic Ocean – 160 million years ago – 16 centimeters
from present day
11. Extinction of the Dinosaurs – 65 million years ago – 6.5 centimeters
from present day
12. Rise of the Himalayan Mountains – 20 million years ago – 2
centimeters from present day
13. Evolution of our species, Homo sapiens – 200, 000 million year ago-
0.2 million years ago – 0.02 centimeters from present day (0.2 mm)
14. Extinction of the Wooly Mammoth – 10,000 years ago – 0.01 million
years ago – 0.001 centimeters from present day (0.01 mm)
Source: https://www.paleosoc.org/wp-content/uploads/2015/08/Geological-Timeline-
Activity_reduced.pdf

129
Note: Practice Personal Hygiene Protocols at all times
 My Creative Geologic Time Scale

Use this page to insert your output.

130
Note: Practice Personal Hygiene Protocols at all times
Write your personal reflection and experience about the activity.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

ACTIVITY 4: ABSOLUTE DATING

DIRECTIONS:

Read the word problem carefully then complete the given. Solve the problem and
underline or box your final answer.
Problem:
A crystal contains a radioactive isotope that has a half-life of 20,000 years. You analyze the
sample and find that one-eighth (12.5%) of the parent isotope remains. How old is the sample?

Identify the given:

A. What do you know?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

B. What do you want to find out?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Plan:
C. Draw inside the box the parent-daughter- isotopes ratios for each half life.

131
Note: Practice Personal Hygiene Protocols at all times
Solve:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Final Answer: __________________________

RUBRICS FOR SCORING

Word Hunt: Point System (10 words-10 points)

Event Analysis and Guide Questions:
4 3 2 1 0
Complete and Mostly Somewhat Incomplete Incomplete or
on time complete incomplete and late
At least 75% At least 65% At least 50% At least 25% Less than
correct correct correct correct 25% correct

Organized & Mostly neat Somewhat neat Mostly Hard to Hard to

easy to understand understand
understand

132
Note: Practice Personal Hygiene Protocols at all times
Creative Geologic Timeline Challenge

Source: file:///C:/Users/ROLEZA/Pictures/Creative_Project_Rubric.pdf

Note: Disregard criterion no.2 because it applies to group activity only. The total perfect
score must be 24 points only.

133
Note: Practice Personal Hygiene Protocols at all times
 ANSWER KEY

Activity 1: Units of Geologic Time Scale

R R A B C E T H Y I N S C C D E F G H I
E W B S E E U F T K A D W E R B A B L M
L E M E S O A R C H E A N E R A R I M C
A R N D D N S L D L P F E R F F C U E V
T H M D F S D M H N O G R D F G H T S H
I F K K L P F N L O C H F F G H E T O J
V J L L M Y G O N G H T G C C J A P Z K
E K J H S U H A G E S G H G E K N O O L
D L H S T O I G O C T L T H A L E U I M
A M G E O M E T R I C T I M E R O I C N
T N F K U C J F F T F M H R S F N Y E P
I O D L I D K C G W G N G C D S A H R Q
N P S A C E N O Z O I C E R A E V G A R
G Q G Z I L L E H H H O H H F X B D F S
H R S X D M M A I I I P I F D S D F B T
T U F C G N A B S O L U T E D A T I N G
L I H V R O N I T J J Q T G F C B T N U

Activity 2: Event Analysis

EVENT RELATIVE DATING ABSOLUTE DATING
1. Best known for ushering in an Paleozoic Era 542 million years ago to 251
explosion of life on earth million years ago
2. The point at which earth began Archean Eon about 4.6 billion to 541
to form. (Eoarchean Era- million years ago
Neoproterozoic Era)
3. The modern configuration and
geographic positions and during
which earth’s flora and fauna Cenozoic Era 66 million years ago and
evolved extending to the present
4. Middle Life" Era, life
diversified rapidly and giant Mesozoic Era 252 million years ago to
reptiles, dinosaurs and other about 66 million years ago
monstrous beasts roamed the
earth
5. The major super-continental
reconfigurations, climatically its
deepest ever glacial freeze, and
geochemically some of the most
anomalous perturbations on Neoproterozoic Era 1 billion to 541 million
record years ago

134
Note: Practice Personal Hygiene Protocols at all times
Guide Questions:
1. Yes, because living things play critical roles in the development of geologic time scales, for
the reason that they have undergone evolutionary changes over geologic time. Moreover,
particular kinds of organisms are characteristic of particular parts of the geologic record. By
correlating the strata in which certain types of fossils are found, the geologic history of various
regions—and of earth as a whole—can be reconstructed.
2. Cenozoic Era, simply stated in the absolute dating 66 million years ago and extending to
the present.
3. Answer of the students may vary.
Activity 3: Geological Timeline Challenge
My Creative Geologic Time Scale
Sample outputs may look like this:
a. What if Geologic Time was the span of your arm?

Source: https://clarkscience8.weebly.com/geologic-time.html
b. What if the history of the Earth was in 24 hours?

Source: https://clarkscience8.weebly.com/geologic-time.html

135
Note: Practice Personal Hygiene Protocols at all times
c. What if Geologic Time was the span of 1 Hour?

Source: https://clarkscience8.weebly.com/geologic-time.htm

Activity 4: Absolute Dating

Given:

A. Half-life = 20,000 years; parent isotope = 12.5%

B. How old the sample is. So, you need to know how many half-lives have gone by since the
crystal formed.

Plan:

Solve:
D. The forth drawing above from right shows a sample that contains 12.5% parent isotope.
This amount is present after 3 half-lives have passed.
E. Because the half-life of the radioactive isotope is 20, 000 years and 3 half-lives have passed,
the age of the sample is:

3 x 20, 000 years = 60,000 years

136
Note: Practice Personal Hygiene Protocols at all times
 REFERENCES FOR LEARNERS

Harland, W. B., Armstrong, R. L., Cox, A. V., Craig, L. E., Smith, A. G., & Smith, D. G.
(1990). A geologic time scale 1989. Cambridge University Press.
Gradstein, F. M., Ogg, J. G., Schmitz, M., & Ogg, G. (Eds.). (2012). The geologic time scale
2012. elsevier.
https://www2.humboldt.edu/natmus/lifeThroughTime/Timeline/TimeScale.html
https://clarkscience8.weebly.com/geologic-time.html
https://www.paleosoc.org/wp-content/uploads/2015/08/Geological-Timeline-
Activity_reduced.pdf
https://www.britannica.com/science/geologic-time
Source of definition: https://www.britannica.com/science
Pappas, S., 2013 https://www.livescience.com/37584-paleozoic-era.html
Windley, B.F. https://www.britannica.com/science/Precambrian

Berggren, W.A https://www.britannica.com/science/Cenozoic-Era

Ghose, T., 2015 https://www.livescience.com/38596-mesozoic-era.html
https://www.wahpeton.k12.nd.us/ourpages/auto/2015/8/20/53494933/U2%20L3%20Notes.pdf

For additional reading and trivia you can visit:

http://www.geologyin.com/2020/05/first-animal-buckyballs-discovered-in.html
https://www.quora.com/Why-is-Geologic-Time-Scale-important
https://www.quora.com/How-is-geological-time-measured

Prepared by:

ROLEZA M. MAGNO
roleza.magno@deped.gov.ph

137
Note: Practice Personal Hygiene Protocols at all times
 11
EARTH SCIENCE
Second Quarter-Week 6
INDEX FOSSILS AS GUIDE IN DEFINING &
IDENTIFYING THE SUBDIVISIONS OF THE
GEOLOGIC TIME SCALE

LEARNING ACTIVITY SHEET

EARTH SCIENCE

138
Note: Practice Personal Hygiene Protocols at all times
Name of Learner: ______________________________ Grade Level: __________
Section: ______________________________________ Date: ________________

LEARNING ACTIVITY SHEET

INDEX FOSSILS AS GUIDE IN DEFINING & IDENTIFYING THE SUBDIVISIONS
OF THE GEOLOGIC TIME SCALE

BACKGROUND INFORMATION FOR LEARNERS

Many changes have occurred on Earth over millions of years. Earth’s landscape has
been subjected to processes of building and breaking down. Many organisms have come and
gone. Some have left traces in rock records. Scientists study Earth’s history in places like the
Grand Canyon. Where do you find evidence of the changes earth has undergone?
Geologists use many tools to try to unravel Earth’s history. They study Earth processes
that are occurring today, and then determine if and how these processes occurred in the past.
Geologists also study fossils to learn about ancient life forms. Unraveling Earth’s complex
history involves research in many fields of earth science.
I am glad that you are already finished with the different engaging activities of your
previous lesson about how relative and absolute dating were used to determine the subdivisions
of geologic time.
So I guess you are now ready to learn a new lesson about how index fossils or also
known as guide fossils are used to define and identify subdivisions of the geologic time scale.
Fasten your seatbelt and enjoy learning!

LEARNING COMPETENCY

✓ How index fossils or also known as guide fossils are used to define and
identify subdivisions of the geologic time scale (S11ES-Ii-38).

DIRECTIONS/INSTRUCTIONS

HOW TO USE THIS MATERIAL?

1. Read every part of the material very well. Use the suggested references or other
related references as guides in answering the activities.
2. Follow the instructions carefully. Ask the help or assistance of your parents or
siblings as much as possible.
3. There are three (3) learning activities in this material. Strictly follow what is/are
asked in every activity and accomplish the activity within the given timeline.

139
Note: Practice Personal Hygiene Protocols at all times
 4. In case the materials in the activity are not available in your place, you may
improvise or use related materials.
5. If you have good internet connection, you may use the digital version of this
material. Ask your subject teacher how.

LEARNING ACTIVITY 1
FOSSIL MAKING

WHAT SHALL YOU LEARN FROM THE ACTIVITY

▪ define fossil;
▪ give the different types of fossil;
▪ describe the characteristics of an index fossil; and
▪ make a creative DIY fossil cast

READ

Paleontologists (pay lee ahn TAHL uh justs) study fossils. Fossils form when the hard
parts of an organism are rapidly covered by sediment. Organic remains are most often
preserved in marine sediments, in floodplain materials, or in lake deposits where prompt burial
were most likely. Occasionally, plants, soft-bodied animals, and animal tracks are preserved in
soft sand or mud (Hesser, D. & Leach, S., 1999)
There are six main types of fossils:
1.) Mold fossil – a full imprint of an animal.
2.) Preserved fossil – preserved in amber, tar or ice.
3.) Trace fossil – preserved evidence on the activities of deceased organisms (footprints,
burrows, nests etc.)
4.) Cast fossil – forms when a mold is filled in with sediments.
5.) Carbonized fossil – thin layer of carbon shows delicate parts of insects or plants.
6.) Petrified fossil – minerals replaced all or part of an organism.
In connection with the different types of fossils, we also have an index fossil or also
known as the guide fossil. By its definition, an index fossil are fossils that are wide spread but
only existed for a short period of time. Index fossils help scientists to find the relative age of a
rock layer and match it up with other layers. In addition, an index fossil is any animal or plant
preserved in the rock record of the Earth that is characteristic of a particular span of geologic
time or environment. A useful index fossil must be distinctive or easily recognizable,
abundant, and have a wide geographic distribution and a short range through time. Index fossils
are the basis for defining boundaries in the geologic time scale and for the correlation of strata.
Here are the four characteristics of an index fossil:
1.) The fossils are easily recognizable.
2.) The fossils are abundant.
3.) The fossils are widespread in occurrence.

140
Note: Practice Personal Hygiene Protocols at all times
 4.) The fossils occur only in a few rock layers because the organisms only existed for a
brief time period.

PROCEDURE

1.) Prepare the following materials:

▪ Clean tuna can or styrofoam bowl (this will serve as the molder)
▪ Plaster of Paris
▪ Clay
▪ Water
▪ Mixing bowl
▪ Objects like plastic animals, rocks and etc.
▪ Camera
▪ Paint brush (optional)
▪ Acrylic paint (optional)

2.) Start with a clean tuna can or styrofoam bowl and fill it to a depth of about half
inch with modeling clay. Then press a plastic animal, rock, or other object
halfway into the clay. Remove the object, leaving a clean imprint in the clay.

3.) Then mix ¼ cup plaster of paris with water until the consistency is similar to
pancake batter into a mixing bowl.

4.) Pour the plaster into the can over the clay, filling the imprint and covering the
bottom of the can.

5.) Let the plaster dry for at least 5-7minutes before removing it from the can.

6.) Separate any remaining clay from the plaster and you have already a ‘fossil’ of
the object. It’s up to you if you will paint your cast fossil to make it more
appealing and attractive.

7.) Take photos while doing the activity (before, during and after). Paste these
photos inside the box (question no.3).

8.) Attach the picture of your finished product in this LAS (Learning Activity
Sheets). Do not forget to review the rubrics for scoring for you to get the highest
score.

✓ Always keep your work area(s) tidy and clean.

✓ Prepare only the needed materials. Avoid unnecessary things in your work
area.
✓ Always wash your hands with soap and water before and after the activity.

141
Note: Practice Personal Hygiene Protocols at all times
 GUIDE QUESTIONS

1. What is a fossil? Give the different types of fossil. (Don’t copy different definition,
construct your own definition based from your understanding)
___________________________________________________________________________
___________________________________________________________________________
2. Complete the table below based from your prior reading about index fossil.

INDEX FOSSIL
DEFINITION
CHARACTERISTICS

3. Paste the picture of your own creative DIY fossil cast inside the box and give a short
description of your output. (You may insert the photos you took while doing the activity.)

Be creative in your photos. See to it that all your photos fit here.

LEARNING ACTIVITY 2

142
Note: Practice Personal Hygiene Protocols at all times
 HUMAN ACTIVITIES THAT AFFECT THE QUALITY AND
QUANTITY OF SOIL

WHAT TO LEARN FROM THE ACTIVITY?

▪ Identify the human activities that affect the quality and quantity of soil.

LEARNING ACTIVITY 2
IDENTIFYING THE SUBDIVISIONS OF GEOLOGIC TIME SCALE USING INDEX
FOSSILS

WHAT TO LEARN FROM THE ACTIVITY?

▪ Recognize different examples of index fossils;

▪ Analyze and identify what specific period and era does the different
index fossils are being classified in the geologic time scale.

READ

Index fossils or also known as guide fossils are widely used to help find the relative age
of a rock layer.
Here are some common index fossils over geologic time:
▪ Gastropod, Trilobite, Crinoid, Coral, Fern, Ammonite and etc.

Figure 1. Some Common Index Fossils over Geologic Time

Source: https://clarkscience8.weebly.com/law-of-superposition--index-fossils.html

143
Note: Practice Personal Hygiene Protocols at all times
 PROCEDURE

1. In the first column there are different examples of index fossil.

2. In the second column arrange the jumbled letters and put it in the third column.

3. In the fourth column, give some salient features of that specific index fossil based on
the picture.

4. In the fifth and last column, identify its period and era in relation with the geologic time
scale.

INDEX FOSSIL JUMBLED ARRANGED SALIENT PERIOD ERA

LETTERS WORD FEATURES (1pt) (1pt)
(1pt) (1pt)
1.)

EECNPT

2.)

AEEINNR

3.)

OEUPTDSL

144
Note: Practice Personal Hygiene Protocols at all times
 4.)

ACCCOTSUNIR

5.)

AUUHTBYSR

6.)

OOISNTM

7.)

AAOIEPRDXD
S

8.)

IOUCDLCYTSST

145
Note: Practice Personal Hygiene Protocols at all times
 9.)

EEAAIVNRCRDI

10.)

AEISTHPCS

GUIDE QUESTIONS

1. Which of the following index fossils above belongs to Paleozoic Era?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. What is the importance of index fossils in the geologic time scale?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Why is it important to know the period and era of a specific index fossil?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

146
Note: Practice Personal Hygiene Protocols at all times
 LEARNING ACTIVITY 3
WHICH FOSSIL IS THE BEST INDEX?

WHAT TO LEARN FROM THE ACTIVITY?

▪ Identify the best index fossil based on its characteristics.

READ

We know that when an organism dies their bodies become fossilized if they have hard
parts and they are deposited and buried quickly but not every fossil is an index fossil. To be an
index fossil there are two requirements to be met. First, the fossil of an organism should live
over a wide geographic area and secondly, it should only live for a short period of time.
Let’s try to consider the figure below. Which fossil can be the only one that we can call
as an index fossil?

Figure 2. Sample layers of fossils with different outcrops.

Considering these three outcrops which of the following is considered as the best index
fossil? If we are going to analyze the three outcrops, in outcrop I, II, and III, which of the
following fossilized organisms lived over a wide geographical area? So we can say that in
outcrop I we have bathyurus and it also appeared in out crop II and III. In addition, it lived
for a short period of time. Since it has met these two requirements so we can say that this
bathyurus is the best index fossil.

147
Note: Practice Personal Hygiene Protocols at all times
 Figure 3. Identifying the best index fossil.
We have figured out that bathyurus is the best index fossil in these three outcrops.
Based from the previous activity we can conclude then that it belongs to Ordovician period
during the Paleozoic Era.

PROCEDURE

1.) Analyze the given figures below.

2.) Identify which of the following fossils is considered as the best index?

3.) Tell also your basis in choosing your answer or why did you consider it as the best
index fossil.

4.) Determine what specific period and era it was being classified.

148
Note: Practice Personal Hygiene Protocols at all times
 Figure 4. Identifying the best index fossil.

(bathyurus) (billingsella) (perisphinctes)

(nerinea)

1.) What is your best index fossil? (1pt)

Answer: ________________________

2.) What is/are your basis in choosing that fossil to be the best index? (2pts.)
Answer:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
What period and era it was being classified? (2pts.)
Answers:
Period: _____________________________
Era: ________________________________

149
Note: Practice Personal Hygiene Protocols at all times
 Figure 5. Identifying the best index fossil.

(trophites) (paradoxides) (billingsella) (unidentified)

1.) What is your best index fossil? (1 pt.)

Answer: ________________________

2.) What is/are your basis in choosing that fossil to be the best index? (2pts.)
Answer:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
What period and era it was being classified? (2pts.)
Answers:
Period: _____________________________
Era: ________________________________

150
Note: Practice Personal Hygiene Protocols at all times
 RUBRICS FOR SCORING

Rubric in Fossil Making

Score
Criteria
5 4 3 2
Accurately and Fossil is poorly
Fossil is relatively Fossil is not an
neatly made. made. It does not
well made. It accurate
Over-all Finished product is resemble the actual
resembles the representation and
appearance an excellent thing and shows that
actual fossil but is is not very well
representation of little effort was put
not a perfect match. made.
the actual thing. into its creation.
Content indicates
Content indicates Shows some
synthesis of ideas, Content indicates
thinking and thinking and
Explanation of in depth analysis original thinking
reasoning applied reasoning but most
the output/ and evidences and develops ideas
with original ideas are
Content original thought with sufficient and
thought on a few underdeveloped and
and support for the firm evidence.
ideas. unoriginal.
topic.
The fossil output is The fossil output The fossil output is
The fossil output is
exceptionally is acceptably distractingly messy
attractive in terms
Attractiveness attractive in terms attractive though it or very poorly
of design and
of design and may be a bit designed. It is not
neatness.
neatness. messy. attractive

Rubric in Table Completion

4 3 2 1 0
Complete on Complete complete Somewhat Incomplete or
time Mostly complete late

At least 75% At least 65% At least 50% At least 25% Less than
correct correct correct correct 25% correct

Organized & Neat Mostly neat Somewhat neat Hard to

easy to understand
understand

Rubric in Guide Questions

4 3 2 1 0
Complete on time Complete Mostly complete Somewhat Incomplete or
complete late

Shows solid Shows Shows Shows some Lack of

understanding understanding understanding understanding connections or
using evidence using evidence evidence
Organized & Neat Mostly neat Somewhat neat Hard to
easy to understand
understand

151
Note: Practice Personal Hygiene Protocols at all times
 REFLECTION

Index fossils are used to define geological periods. These fossils can be defined as
“commonly found”, widely distributed fossils that are limited in time span. Using index fossils,
the geological periods are defined. These are interval of times that are believed lasted for tens
of millions of years, in most cases.
The geological periods are define using index fossils, and the index fossils are chosen
so that the resulting geological periods occur in order.
In this LAS (Learning Activity Sheet), learners experienced to think critically and be
creative in making their own fossil/artifact. They were engaged to various activities that will
better enhance their skills. With the advent of technology, learners may also visit offline and
online resources for additional information.

Directions: Accomplish this part honestly.

4. I learned that
__________________________________________________________________
__________________________________________________________________
5. I enjoyed most on
__________________________________________________________________
__________________________________________________________________
6. I want to learn more on
__________________________________________________________________
__________________________________________________________________

REFERENCES FOR LEARNERS

1. Cortez, Leah Amor S. & Sia, Shila Rose D. (2016). Science in Today’s World Earth
and Life Science. SIBS Publishing House Inc. Quezon City.
2. Hesser, Dale T. & Leach, Susan S. (1999). Focus on Earth Science. Merill Publishing
Company, United States of America.
3. https://www.britannica.com/science/index-fossil
4. https://www.google.com/search?q=characteristics+of+an+index+fossil&rlz=1C1SQJ
L_enPH887PH887&sxsrf=ALeKk03ht4O8LGkLHrVuRBVte2W9rPHqQ:159374199
2181&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjcw7rK_6_qAhUVfd4KHbnx
CHIQ_AUoAXoECAwQAw&biw=1536&bih=722#imgrc=eHNCadathTZogM
5. https://learning-center.homesciencetools.com/article/how-to-make-a-fossil-cast-
science-project/
For additional reading and trivia you can visit the following links:
https://www.youtube.com/watch?v=TUYaE0IZYjc
https://www.youtube.com/watch?v=1JEyNFlJBIw

152
Note: Practice Personal Hygiene Protocols at all times
 ANSWER KEY

Learning Activity 1.
1. Fossils are remnant of plants and animals that was buried in different parts of the world in
short it was the preserved remains or traces of living things. The main types of fossils are mold
fossil, preserved fossil, trace fossil, cast fossil, carbonized fossil, and petrified fossil.

2. In the table completion, answers may vary.

INDEX FOSSIL
DEFINITION CHARACTERISTICS

Index fossils are also know as -The fossils are easily

guide fossils and it is used in recognizable.
identifying and determining the
-The fossils are abundant.
subdivisions of the geologic time
scale. -The fossils are widespread in
occurrence.
-The fossils occur only in a few
rock layers because the organisms
only existed for a brief time
period.

3. Students’ output and explanation may vary.

Learning Activity 2.

INDEX FOSSIL JUMBLED ARRANGED SALIENT PERIOD ERA

LETTERS WORD FEATURES (1pt) (1pt)
(1pt) (1pt)
1.) C
E
N
O
Z
Quarternar O
EECNPT PECTEN Answers I
y
may vary C

153
Note: Practice Personal Hygiene Protocols at all times
 2.) M
E
Answers S
may vary Jurassic O
Z
AEEINNR NERINEA O
I
C

3.)
P
Answers A
may vary Permian L
E
OEUPTDSL LEPTODUS
O
Z
O
I
C
4.)
Answers P
may vary Mississipian A
CACTOCRINUS L
ACCCOTSUNI E
R O
Z
O
I
C
5.)
P
Answers A
AUUHTBYSR BATHYURUS may vary Ordovicia L
n E
O
Z
O
I
C
6.) M
Answers E
may vary S
OOISNTM MONOTIS Triassic O
Z
O
I
C

154
Note: Practice Personal Hygiene Protocols at all times
 7.)
Answers P
may vary Cambrian A
PARADOXIDES L
E
AAOIEPRDXD O
S Z
O
I
C

8.)
Answers Pennsylvanian P
may vary A
DICTYOCLOSTUS
L
IOUCDLCYTSST E
O
Z
O
I
C
9.)
Answers C
VENERICARDIA may vary Tertiary E
N
EEAAIVNRCRDI O
Z
O
I
C

10.)
Answers M
may vary Cretaceou E
s S
O
SCAPHITES Z
AEISTHPCS
O
I
C

Guide Questions (Answer Key)

1.) Leptodus, Cactocrinus, Bathyurus, Paradoxides & Dictyoclostus
2.) Index fossils are important in knowing the different subdivisions of the geologic time
scale and knowing the history of the past.
3.) It is important to know the period and era of a specific index fossil for us to determine
how long it exist before.
Learning Activity 3.

Exercise #1:
1.) Answer: Bathyurus

155
Note: Practice Personal Hygiene Protocols at all times
 2.) Answers:
-It only lived for a short period of time.
-It lived for a wide geographical area.

3.) Answers:
Period: Ordovician
Era: Paleozoic

Exercise #2:
1.) Answer: Trophites
2.) Answers:
-It only lived for a short period of time or it only appeared once in each outcrop.
-It lived for a wide geographical area or it is found in all outcrops.
3.) Answers:
Period: Triassic
Era: Mesozoic

Prepared by:

CRYSTAL JOY B. TORRES

156
Note: Practice Personal Hygiene Protocols at all times
 11
EARTH SCIENCE
Second Quarter-Week 7
EARTH’S HISTORY INTERPRETED FROM THE
GEOLOGIC TIME SCALE

LEARNING ACTIVITY SHEET

EARTH SCIENCE

157
Note: Practice Personal Hygiene Protocols at all times
 Name of Learner: ___________________________ Grade Level: ___________
Section: __________________________________ Date: _________________

LEARNING ACTIVITY SHEET

EARTH’S HISTORY INTERPRETED FROM THE GEOLOGIC TIME SCALE

BACKGROUND INFORMATION FOR LEARNERS

Hi guys! I prepared a time machine that will bring you back to the time that the Earth
is still a molten magma and inhabitable. Come and join me! Let’s travel and unravel the
mystery of the past and discover the age of the Earth through geologic time scale. So fasten
your seatbelt and let’s begin!

What is geologic time?

Geologic time is the chronology of the Earth’s formation, changes, development
and existence. These events are
measured on a geological time scale.
Geological time
scale is a system of chronological
measurement that relates
stratigraphy to time. It is used by
geologists and paleontologists to
describe the timing and
relationships between events that
have occurred throughout Earth’s
history.
Geologists have divided
Earth’s history into a series of time
intervals. These time intervals are not
equal in length like hours in a day.
Instead, the time intervals vary in
length. This is because geologic time
is divided using significant events in
Source: http://www.slideshare.net “The Geologic Time Scale February 15, 2013 the history of the Earth.
What is geologic time scale?
The history of the earth is broken into a hierarchical set of divisions for describing
geologic time. The geology of deep time of Earth’s past has been organized into various units
according to events which took place in each period. Different spans of time on the GTS are
usually delimited by changes in the composition of strata which correspond to them,
indicating major geological or paleontological event.

158
Note: Practice Personal Hygiene Protocols at all times
What do the divisions of the geologic time scale signify?
The history of the Earth is broken up into a hierarchical set of divisions for describing
geologic time. As increasingly smaller units of time, the generally accepted divisions are eon,
era, period, epoch. In the time scale shown below, only the two highest levels of this hierarchy
are represented.
The real adventure will start now. Are you excited? Surely you do, right? So take a
deep breath and together let’s explore!

Source: http://www.slideshare.net “The Geologic Time Scale February 15, 2013

http://www.slideshare.net
Geologic time is the history of the earth from its formation to the present.
It is broken up into:
➢ Eons
➢ Eras
➢ Periods
➢ Epochs
Each of them represents a time of major sediment deposition and plate movement.
Eons
➢ Largest, most general division of time.
➢ The eons are: Precambian eon and Phanerozoic eon
➢ Both of the eons consists of three eras as shown in the figure.

159
Note: Practice Personal Hygiene Protocols at all times
 Eras
➢ Each eon is broken up into eras
Major Eras in Earth’s history
➢ Proterozoic
➢ Mesozoic
➢ Cenozoic
Periods
➢ Each era is divided into even more specific blocks of time called periods.
➢ Various geologic events are associated with each period
➢ Each period is again classified into different epochs
Epoch - Subdivisions of a periods

LET’S DIG DEEPER

PRECAMBRIAN EON
▪ Lasted from 540 million years ago to 4600 million years ago.
▪ Oldest and longest (covers almost 90% of Earth’s history)
▪ Simple organisms- bacteria, algae, protozoa were born
▪ Oldest rocks that we know were found in this eon which
▪ dates to about 3.5 billion years
▪ Divided into 3 eras: Hadean, Archean and Proterozoic era
Hadean Era
▪ The time of the fiery formation of the Earth. It is an event in
the history when the molten planet was bombarded by
meteors.
Archean Era
▪ Lasted from 2500 million years ago to 4600 million years ago.
▪ Earliest plants (marine algae) developed.
▪ The first life bacteria came into existence called
Cyanobacteria
▪ The oldest rocks (3500 million years ago) were formed in
this era.
Proterozoic Era
▪ Lasted from 540 million years ago to 2500 million year ago
▪ Marine invertebrates were probably common, few with shells
▪ Glaciations took place in this era, probably worldwide

160
Note: Practice Personal Hygiene Protocols at all times
 LET’S DIG DEEPER

PALEOZOIC ERA

▪ Began 570 million years ago and ended 250 million

years ago.
▪ Divided into 6 periods
1. Permian
2. Carboniferous
3. Devonian
4. Silurian
5. Ordovician
6. Cambrian
▪ For the first time on Earth, organisms had hard parts
(shells, exoskeletons)
▪ Evolution and development of pteridophytes,
amphibians, reptiles, fishes, wing bearing insects,
trilobites etc.
Source: http://www.slideshare.net “Geologic Time Scale” October 7,
2016

MESOZOIC ERA

▪ Lasted from 250 million years ago to 65 million years

ago
▪ Popularly known as time of Reptiles
▪ Divided into three periods
1. Triassic
2. Jurassic
3. Cretaceous
▪ Dinosaurs, mammals and gymnosperms appeared.
▪ Most significant event: the rise of the dinosaurs
▪ Major event: Breakup of Pangea
▪ End of era: dinosaurs and reptiles were completely
wiped out

Source: http://www.slideshare.net “Geologic Time Scale” October 7,

2016

161
Note: Practice Personal Hygiene Protocols at all times
 CENOZOIC ERA
▪ From 65 million years ago to present days
▪ Divided into two periods
1. Tertiary
2. Quarternary
▪ Development of modern mammals, angiosperms and human beings
▪ Known as the “age of mammals”
▪ Also sometimes called “age of flowering plants”
▪ Lower sea level resulted in “Land bridges”

Source: http://www.slideshare.net “Geologic Time Scale” October 7,

2016

Source: http://www.slideshare.net “Geologic Time Scale” October 7, 2016

162
Note: Practice Personal Hygiene Protocols at all times
 LEARNING COMPETENCY

▪ Describe the history of the Earth through geologic time S11ES-IIj-39

Specifically, students will be able to:
➢ Explain how Earth’s geological history is divided in the geologic time scale
➢ Name the different event in Earth’s geological time scale
➢ Explain why geologic time scale is important in Earth’s history

DIRECTIONS/INSTRUCTIONS

HOW TO USE THIS MATERIAL?

6. Read every part of the material very well. Use the suggested references or other
related references as guides in answering the activities.
7. Follow the instructions carefully. Ask the help or assistance of your parents or
siblings as much as possible.
8. There are three (3) learning activities in this material. Strictly follow what is/are
asked in every activity and accomplish the activity within the given timeline.
9. In case the materials in the activity are not available in your place, you may
improvise or use related materials.
10. If you have good internet connection, you may use the digital version of this
material. Ask your subject teacher how.

LEARNING ACTIVITY 1
“THE TIME OF MY LIFE”

DIRECTIONS/INSTRUCTIONS

In this activity you will going to create a timeline of your life story then relate
it to Earth’s geological history. Follow the procedures given, after which, answer the
guide questions below.

PROCEDURE

▪ Prepare cartolina, pentel pen, coloring materials.

▪ Choose a partner (can be a member of your family) to help you make your timeline
diagram.
▪ Use your arm span from fingertip of one hand to the finger tip of another hand.
▪ Lie down with your arm stretched out to both sides.
▪ Have your partner carefully trace the outline of your hands and arms. You may
include your head too.
▪ Use this layout as the diagram where you will plot your personal timeline.
▪ Choose the longest fingertip of one hand and label it your BIRTHDAY. Then, label
the finger tip of the other hand (on the other side) TODAY.

163
Note: Practice Personal Hygiene Protocols at all times
 ▪ Divide your diagram into equal pieces just like a ruler that is divided equally into
inches.
▪ Subtract the year you were born from the year today. This provides the scale of your
timeline which is expressed in years.
▪ Go back as far as you can remember in your life.
▪ Identify the important events that have occurred in your lifetime and list them in your
diagram.

GUIDE QUESTIONS

1. Do you see any similarity of your personal timeline to the geologic time scale of the
Earth’s history?
___________________________________________________________________________
___________________________________________________________________________
2. How will you describe the technique used in creating your timeline?
___________________________________________________________________________
___________________________________________________________________________
3. What are your realizations while creating your personal timeline? Relate it in the situation
of our Government from past to present.
___________________________________________________________________________
___________________________________________________________________________

NOTE: The process we used to create our personal timeline is similar to the one
scientists use to establish a sequence of events on earth.

LEARNING ACTIVITY 2
“It’s a Matter of Time”

DIRECTIONS/INSTRUCTIONS

Now let us see if you remember what we have encountered in our journey. Read each
question carefully. You have four choices to choose from. Encircle the letter that corresponds
to your answer.

1. The geologic time scale is subdivided into 4 groups. Arrange them from past to the
present.
A. Eons, eras, periods, epochs B. Eras, eons, periods, epochs
C. Epochs, periods, eras, eons D. Eons, periods, epochs, eras

164
Note: Practice Personal Hygiene Protocols at all times
 2. In what era was there an abundance of large reptiles?
A. Cenozoic B. Mesozoic C. Paleozoic D. Precambrian
3. An event in the history of the earth when the molten planet was bombarded by
meteors.
A. Hadean B. Archean C. Proterozoic D. Paleozoic
4. Relative to the percent of time dominating the surface of Earth identify which
organisms have the longest reign?
A. Dinosaurs B. Prokaryotes C. Plants D. Eukaryotes
5. Movie makers can sometimes base their story on the things happened in the past.
They tend to bring out events that will make the viewer’s curious on its implication in
the present time and in the future. One of those movies is the “Jurassic Park”. The
movie “Jurassic Park” got its title from which era?
A. Paleozoic B. Mesozoic C. Cenozoic D. Holozoic
6. Examining the geologic time is significant because it helps us to _____
A. Understand humans’ impact on our environment
B. Understand the evolution of organisms over time
C. Understand the possibility for life on other planets
D. Understand the process of evolution
7. What does the term “Paleozoic “means?
A. Ancient life B. Future life C. Middle life D. Recent life
8. Reptiles became abundant in the Mesozoic era. Predict which division of reptiles gave
rise to the next era, the Cenozoic era or the age of mammals?
A. Diapsids B. Dinosaurs C. Synapsids D. Synergists
Reading 1: No discussion of evolution of plant and animal life can be undertaken without a
brief review of the geological time scale. The geological time scale is a record of the life
forms and geological events in Earth’s history. Scientists developed the time scale by
studying rock layers and fossils worldwide. Radioactive dating was used to determine the
absolute divisions in the time scale.
9. Based on Reading 1, formulate a correct statement?
A. By studying the Earth’s geological timeline, we will no longer need to discuss the
evolution of plant and animal life
B. By studying the Earth’s geological timeline, we can conclude that God created all
life forms
C. By studying the Earth’s geological timeline, we will be able to trace the processes
by which fossils and living organisms have evolved
D. By studying the Earth’s geological timeline, we can say that from the beginning
we already have divisions and that division is still present up to this time
10. The geological time scale is a record of the life forms and geological events in Earth’s
history. This is explained as:
A. It is a system by which chemicals are used to determine the chronological events
in time
B. Radioactive dating is used to dig the mystery of Earth’s history
C. Studying the rock layers and by the help of the chemical agents, it unravels the
history of the Earth
D. It is a system of chronological dating that relates geological strata in time

165
Note: Practice Personal Hygiene Protocols at all times
 LEARNING ACTIVITY 3
“My Journey from Past to Present”

READ

After going back to the previous era, let us try to understand the essence of our time
travel. You might be wondering why it is so important to really “understand” geological time
right?
Well, time is very important variable in understanding the beginning of Earth. The exact
timing of spatially separated events allows us to reconstruct the surface and surface conditions
of the ancient earth.
The geologic time scale is gives us a best understanding of the various periods and
timelines of the earth’s long history. The numerical ages associated with the time scale are
determined by a number of methods including some that are based on radioactive decay. These
have become extremely accurate and precise over the years. These highly accurate
measurements have been associated with fossils of all types and kinds of life from spores to
bones. These life forms have developed and evolved over the millions of years of the earth’s
history.
The rocks of ocean floor, terrestrial rocks and marker fossils were used in defining ages,
epochs, periods and eras in geologic time scale. The forms of life which existed during limited
periods of geologic time were used as a guide to the age of rocks in which they are preserved.

Note: You may also watch Putting timeline in perspective:

https://www.youtube.com/watch?v=0yBzxC9eoog

DIRECTIONS/INSTRUCTIONS

▪ In 300-500 words, make a reaction paper that will persuade the reader on your side.
Make sure you have an introduction, body and conclusion. (Application of English for
Academic Purposes: Core Subject)
▪ TOPIC: “Geologic time scale is important in understanding the history of the earth.”
▪ Use the following formats for the paper you will submit: computerized, A4 bond
paper, double space, font size 12, font style Times new roman. (See attached rubric)

PROCEDURE

1. Your activity 3 will be graded based on the given rubric.

2. Include in your output the essence of promoting environmental awareness as you
realize the importance of understanding the Earth’s history.
3. Use the rubric as a guide when working on your activity.

166
Note: Practice Personal Hygiene Protocols at all times
 4. Prepare two copies of your reaction paper. (One for you and the other to your
subject teacher).
5. Check it again before submitting
6. You will present your reaction paper. (Online or via phone conference)

RUBRICS FOR SCORING

Activity 1. The following criteria should be followed in the presentation:

Criteria Meaning Very Evident Less Not

evident evident evident
Content Student should include 10 8 6 4
the important details
about the topic
Creativity The output must be 10 8 6 4
engaging and interesting

Concise The output/ presentation 5 3 2 1

must be brief and
focused
Total score

Activity 3. Persuasion Rubric

Traits 4 3 2 1
Organization The introduction is The introduction The introduction There is no clear
inviting, states the goal includes the goal includes the main introduction,
and provides an and provides an goal. Most structure, or
overview of the topic. overview of the information is conclusion.
Information is presented topic. Information presented in a
in a logical order and is presented in a logical order. A
maintain the interest of logical order but conclusion is
the audience. The does not always included, but does
conclusion strongly maintain the not clearly state a
states a personal opinion. interest of the personal opinion.
audience. A
conclusion states a
personal opinion.
Goal There is one goal that There is one goal A personal opinion The personal
strongly and clearly that states a is not clearly opinion is not
states a personal opinion personal opinion stated. There is easily
and identifies issue. and identifies little reference to understood.
issue. the issue. There is little or
no reference to
the issue.
Reason and Three or more Three or more Two reasons are Arguments are
support excellent reasons are reasons are made but with weak or
states with good stated., but the weak argument. missing. Less
support. It is evident argument are than two
that a lot of thought somewhat weak reasons are
and research was put in places. made.
into this activity.

167
Note: Practice Personal Hygiene Protocols at all times
 Attention to Argument Argument Argument Argument
audience demonstrates a clear demonstrates a demonstrates a does not
understanding of the clear some seem to
potential audience understanding understanding target any
and anticipates of the potential of the potential particular
counterarguments. audience. audience. audience.
Word choice Word choice is Word choice There is Word choice
creative and enhances the evidence of is limited
enhances the argument. attention to
argument. word choice
Delivery Delivery is fluent, Delivery is Delivery lacks Delivery is
with an engaging fluent. some fluency. not fluent.
flow of speech.
Grammar, There are no errors There are few, There are There are
mechanics in grammar, errors in several errors in numerous
and spelling mechanics and/or grammar, grammar, errors in
spelling mechanics mechanics, grammar,
and/or spelling and/or spelling. mechanics
but they do not and/or
interfere with spelling.
understanding
Comments:
Adopted from ReadWriteThink international reading association NCTE copy write 2013

REFERENCES FOR LEARNERS

6. Harland,W.B.,Armstrong, R.L.,A.V., Craig,L.E.,Smith,A.G., & Smith,D.G. (1999). A

geologic time scale 1989. Cambridge University Press.
7. Grandstein, F.M.,Ogg,J.G., Schmitz,M.,&Ogg,G. (Eds). (2012). The geologic time
scale 2012. elsevier
8. Commission on Higher Education (2016). Teaching Guide for Senior High School in
Earth Science. CHED, Diliman Quezon City.
9. Bayo-ang, R. Coronacion, M, Jordan, A. & Restubog, A (2016). Earth and Life
Science for Senior High School. Educational Resources Corporation, Cubao, Quezon
City
10. Desonie, D., 2015. CK-12 Earth Science High School . http://www.ck12.org/earth-
science/
11. The Geologic Time Scale February 15, 2013 http://www.slideshare.net
12. Geologic Time Scale October 7, 2016 http://www.slideshare.net
13. https://ucmp.berkeley.edu
14. https://www.fossils-facts-and-finds.com
15. http://www.quora.com
16. http://www.svsd410.org

168
Note: Practice Personal Hygiene Protocols at all times
 ANSWER KEY

Activity 1. Answers may vary. Please refer to the rubric for activity 1.
Activity 2.
1. A
2. B
3. A
4. B
5. B
6. B
7. A
8. C
9. D
10. D
Activity 3. Answers may vary. Please refer to the rubric for activity 3.

Prepared by

SHERYLL GUMPAL REYES

sheryll.reyes@deped.gov.ph

169
Note: Practice Personal Hygiene Protocols at all times