11

GRADE

CORE 020:

EARTH SCIENCE
First Quarter
Week 1-8
S.Y. 2021-2022

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 LEARNER’S PACKET (LeaP)
Student’s Name: Subject Teacher:
Grade Level & Section: Adviser:
Contact Number: E-mail:
Week 1 Learning Earth Science Grade Level 11
Area
Quarter First Quarter Date
I. LESSON TITLE EARTH'S SYSTEM

II.MOST ESSENTIAL EARNING  Describe the characteristics of Earth that are necessary to support life
COMPETENCIES (MELCs)  Explain that the Earth consists of four subsystems, across whose boundaries
matter and energy flow
III. CONTENT/CORE CONTENT  The formation of the universe and the solar system
 The subsystems (geosphere, hydrosphere, atmosphere, and
biosphere) that make up the Earth

IV. LEARNING PHASES Suggested Learning Activities

Timeframe
A. Introduction Day 1 Earth, being the only planet to support life, depends on its four major spheres
containing different elements that interact to give off the suitable environment for
every living organism to exist. These four major spheres are the hydrosphere,
atmosphere, geosphere, and biosphere. These four major spheres got their names
from the Greek words that symbolize what they are made of.
Planet Earth is divided into different spheres that interact with each other to
achieve a common goal, that is, to support life on the planet. This relationship that
connects the whole of the Earth is known as the Earth system.

Click the link below for the full content of this topic:

https://drive.google.com/drive/mobile/folders/0AKMsTrJSeMzBUk9PVA?
tab=ko&sort=13&direction=a
B. Development Day 1 FOUR SUBSYSTEMS OF THE EARTH

ATMOSPHERE- the invisible layer of gases that surround the planet. It plays a
crucial role in hydrologic cycle, weather and temperature regulation and in
protecting the Earth from harmful meteoroids, ultra violet rays, and solar flares.

HYDROSPHERE- the water sphere of the earth. It includes all water in land, oceans
and the atmosphere including the solidified water in the arctic regions and the
evaporated water in the atmosphere.

BIOSPHERE- the life sphere of the Earth. It refers to the sphere where all the living

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 organisms including bacteria, protozoans, fungi, plants and animals are found. It is
the totality of life in this planet from the microorganisms to the higher forms of
organisms.

GEOSPHERE- from the Greek word ground, is composed of all rocks, minerals, and
soil on Earth. This includes not only the mountains, continents, ocean floor, sand in
the deserts, and bedrocks but it also includes Earth’s interior layers .

 Lithosphere – refers to the solid and rigid outer layer that includes the crust
and the upper most part of the mantle.
 Asthenosphere – below lithosphere. It consists of the solid but mobile part
of the mantle that can flow depending on the heat deep within the Earth.

LAYERS OF THE EARTH

 Crust
o Thinnest and outermost layer of Earth
o Oceanic Crust
o Continental Crust
 Mantle
o Outer core of the Earth
 Core
o Liquid Outer Core
o Solid Inner Core

Learning Task: In a separate sheet of paper, differentiate each Subsystems

according to their function using a Venn diagram or a table.

C. Engagement Day 2 Learning Task 1: Give at least 2 examples of each subsystems. Use a separate sheet
of paper for your answer.

D. Assimilation Day 2 Learning Task 2: In a separate sheet of paper, elaborate and explain the given
question below:

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 Learning Task 3: What are the things that we consider if the planet is capable to
support life?
___________________________________________________________________
___________________________________________________________________

V. ASSESSMENT Day 3 Quiz 1: On the second column of the table, write TRUE if the statement is correct
and if FALSE write the correct answer to make the statement correct.

Statements Answer
1. Mantle is the outer core of the Earth
2. Hydrosphere is the water sphere of
the earth. It includes all water in
land, oceans and the atmosphere
including the solidified water in the
arctic regions and the evaporated
water in the atmosphere
3. Atmosphere includes Earth’s interior
layers
4. The outermost layer of the Earth is
called crust
5. Liquid outer Core is composed of
nickel and iron but this is not in liquid
form and has a lower temperature
6. Lithosphere refers to the solid and
rigid outer layer that includes the
crust and the upper most part of the
mantle
7. The invisible layer of gases that
surround the planet is called
biosphere.
8. There are three subsystems of the
Earth.
9. There are three primary layers of the
Earth.
10. Earth is not the only planet that
supports life.

VI REFLECTION Day 3 In a separate sheet of paper, elaborate and explain the given question below:

What would be the impact if there were only three Subsystems of the Earth?
___________________________________________________________________
___________________________________________________________________

References

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 (2016). In R. D. Papa, J. C. Briones, D. M. Papa, & D. T. Tordesillas, Earth and Life Science: Knowing and
Understanding Nature (pp. 83-96). Quezon City: Abiva Publishing House, Inc(2017). In M. Y. Acledan, A. A. Cabras,
A. S. Espra, Mi, t. N. Medina, Rene, & e. M. Subsuban, Earth and Life Science for Senior High School (pp. 82-88).
Malabon: Mutya Publishing House, Inc.

LEARNER’S PACKET (LeaP)

Student’s Name: Subject Teacher:

Grade Level & Section: Adviser:

Contact Number: E-mail:

Week 2 Learning Earth Science Grade Level 11

Area

Quarter First Quarter Date

I. LESSON TITLE TYPES OF ROCKS

II.MOST ESSENTIAL EARNING  Classify rocks into igneous, sedimentary, and metamorphic
COMPETENCIES (MELCs)  Identify the minerals important to society

III. CONTENT/CORE CONTENT  The three main categories of rocks

 The origin and environment of formation of common minerals and rocks

IV. LEARNING PHASES Suggested Learning Activities

Timeframe

A. Introduction Day 1 Rocks are formed from an aggregation of one or more minerals and other
substances that are cohered into a solid structure and is occurring naturally.
They are classified into three main groups based on how they were formed. They
can either be igneous, sedimentary, or metamorphic.
For example, rock can contain organic remains and mineraloids apart from
regular mineral formation. Moreover, other rocks can be defined by proportions
of quartz, alkali feldspar, and plagioclase feldspar. The other mineral in the rock
are termed accessory, and do not greatly affect the bulk composition of rock.
Moreover, rocks can also be composed of organically derived carbon. Some
mineral species and groups that are much more abundant than others; are

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 termed the rock-forming minerals.

Click the link below for the full content of this topic:
https://drive.google.com/drive/mobile/folders/0AKMsTrJSeMzBUk9PVA?
tab=ko&sort=13&direction=a
B. Development Day 1 Types of Rocks

o Igneous Rocks – Forms when magma or lava that are so hot cools and
hardens and when molten rocks are harden.
o Sedimentary Rocks – Forms when the sediments become hard and
cemented
 Clastic Sedimentary Rocks
 Chemical Sedimentary Rocks
 Organic Sedimentary Rocks
o Metamorphic Rocks – Formed when a rock is exposed to extreme
pressure which causes the minerals in the rock to change into different
minerals.

Rock Cycle

The external and internal forces on earth result in a process by which rocks are
continuously formed and destroyed.

Mineral Formation

Factors such as temperature, time, pressure, and the concentration and

availability of ions in a solution influence the formation of minerals.

Learning Task: In a separate sheet of paper, list down at least 5 importance of

minerals in the society.

C. Engagement Day 2 Learning Task 1: Complete the table through listing down the unique
characteristics of each rocks. Use a separate sheet of paper for your answer.

Igneous Rocks Sedimentary Rocks Metamorphic Rocks

D. Assimilation Day 2 Learning Task 2: In a separate sheet of paper, elaborate and explain the given
question below:
Learning task 3: Differentiate rocks from minerals according to their

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 characteristics.
__________________________________________________________________
__________________________________________________________________

V. ASSESSMENT Day 3 Quiz 2: On the second column of the table, write your answer in the given
statement. Choose your answer inside the box below. Use a separate sheet of
paper for your answer.

Statements Answer
1. Formed when a rock is exposed to extreme
pressure which causes the minerals in the
rock to change into different minerals
2. These rocks are formed from the breakdown
material of other rocks that are eroded.
3. A rock that heat from the sun causes the
mineral rich water to evaporate and leaves
material behind
4. The external and internal forces on earth
result in a process by which rocks
5. Forms when magma or lava that are so hot
cools and hardens and when molten rocks
are harden
6. A process that chemical deposits then fill the
spaces between the particles, precipitate,
and hold the particles together
7. A property of mineral defined as the
mineral’s resistance to scratching.
8. Formed when the sediments become hard
and cemented
9. This property refers to scratch resistance of
various minerals is based on the qualitative
ordinal scale
10. Formed from fossils-remains of dead
organisms such as bones and shells

Hardness Chemical Sedimentary Rocks Cementation

Clastic Sedimentary Igneous Rocks Organic
Rocks Sedimentary Rocks
Rock Formation Metamorphic Rocks Sedimentary Rocks

VI REFLECTION Day 3 In a separate sheet of paper, elaborate and explain the given question below:
What are the importance of rocks and minerals to the environment?
__________________________________________________________________
__________________________________________________________________

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 References
(2016). In R. D. Papa, J. C. Briones, D. M. Papa, & D. T. Tordesillas, Earth and Life Science: Knowing and
Understanding Nature (pp. 83-96). Quezon City: Abiva Publishing House, Inc.

(2017). In M. Y. Acledan, A. A. Cabras, A. S. Espra, Mi, t. N. Medina, Rene, & e. M. Subsuban, Earth and Life Science
for Senior High School (pp. 82-88). Malabon: Mutya Publishing House, Inc.

Student’s Name: Subject Teacher:

Grade Level & Section: Adviser:

Contact Number: E-mail:

Week 3 Learning Earth Science Grade Level 11

Area

Quarter First Quarter Date

I. LESSON TITLE MINERAL RESOURCES

II.MOST ESSENTIAL EARNING  Describe how ore minerals are found, mined, and processed for human use
COMPETENCIES (MELCs)  Describe how fossil fuels are formed

III. CONTENT/CORE CONTENT  The various sources of energy (fossil fuels, geothermal, hydroelectric)

IV. LEARNING PHASES Suggested Learning Activities

Timeframe

A. Introduction Day 1 With the advent of industrialization, humans became increasingly dependent on
technology. Lifestyles are now tied to the use of other kinds of resources. The
demand for modern technology has increased in terms of energy use. Some
examples of the different sources of energy are now being used to produce food,
to build structures, and to travel. Big spaces of land are necessary to grow food.
Increased amount of water is needed for irrigation aside from other water needs
in industries, homes, and malls. Mineral resources are explored to serve as
material for structures in buildings, roads, and bridges.

Click the link below for the full content of this topic:
https://drive.google.com/drive/mobile/folders/0AKMsTrJSeMzBUk9PVA?
tab=ko&sort=13&direction=a
B. Development Day 1 Minerals – These are valuable natural resources being limited and non-

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 renewable.

Types of Mineral Resources

Metallic Mineral Resources

o Gold
o Copper
o Iron
o Chromites
o Nickel
o Cobalt
o Platinum

Non-metallic Mineral Resources

o Sand and Gravel

o Limestone
o Marble
o Clay
o Cement

Mining – Process that involves the mechanical removal of rock in the Earth’s
interior to extract valuable resource.

o Prospecting
o Exploration
o Development
o Exploitation

Fossil fuels – As the trees and plants died, they sank to the bottom of the
swamps of the water. They formed layers of a spongy materials, which
eventually formed a sedimentary rocks.

o Coal
o Petroleum
o Natural Gas

Learning Task 1: In a separate sheet of paper, create a graphic organizer that

describes the process of fossil fuels .
C. Engagement Day 2 Learning Task 2: Complete the table below. Describe how ore minerals are
found, mined, and processed for human use. You can choose one of each types
of mineral resources. Use a separate sheet of paper.

Metallic Mineral Describe how this ore minerals are found,

Resources mined, and processed for human use

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 Non-Metallic Mineral Describe how this ore minerals are found, mined,
Resources and processed for human use

D. Assimilation Day 2 Learning Task 3: In a separate sheet of paper, elaborate and explain the given
question below:
Which mineral is the most common and usually found in the environment?
__________________________________________________________________
__________________________________________________________________

V. ASSESSMENT Day 3 Quiz 3: Arrange the jumbled word below by getting an idea of its given
definition. Write your answer on the second column of the table. Use a separate
sheet for your answer.

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 Jumbled Words Answer Definition
ecmnte Used for building materials,
stucco, and mortar
acol It is a rigid, dark-colored, rock-like
substance
ycal Used in floor and wall tile as
absorbent, in sanitation, mud
drilling
vdeelpmnoet This the work of preparing access
to the deposit so that the minerals
can be extracted from it.
inmgin Process that involves the
mechanical removal of rock in the
Earth’s interior to extract valuable
and useful metallic resources
oprsecptign Done by searching and identifying
areas that are potential reservoir
of mineral deposits.
rion Use to manufacture steels of
various types
eplxittaoion It refers to the work of extracting
the minerals.
osre Minerals that contain high
concentrations of one or more
metals that have economic
importance.
coarobifuners Fossil fuels are formed in this
period.

VI REFLECTION Day 3 In a separate sheet of paper, elaborate and explain the given question below:
How minerals contribute in the economy?
__________________________________________________________________
__________________________________________________________________

References:

(2016). In M. D. Oliva, Earth Science (STEM Track) (pp. 70-87). Makati City, Philippines: DIWA Learning Systems INC.

(2017). In M. Y. Acledan, A. A. Cabras, A. S. Espra, M. N. Medina, & R. M. Subsuban, Earth and Life for Senior High
School (pp. 45-54). Potrero, Malabon City: MUTYA Publishing House, INC.

Student’s Name: Subject Teacher:

Grade Level & Section: Adviser:

LEARNER’S PACKET (LeaP) 11

Contact Number: E-mail:

Week 4 Learning Earth Science Grade Level 11

Area

Quarter First Quarter Date

I. LESSON TITLE ENERGY AND WATER RESOURCES

II.MOST ESSENTIAL EARNING  Explain how heat from inside the Earth (geothermal) and from flowing water
COMPETENCIES (MELCs) (hydroelectric) is tapped as a source of energy for human use
 Identify the various water resources on Earth

III. CONTENT/CORE CONTENT  The amount of usable water resources on Earth

 The distribution of arable land on Earth

IV. LEARNING PHASES Suggested Learning Activities

Timeframe

A. Introduction Day 1 The internal heat fueled by radioactivity is the ultimate source of the energy that
drives geological activity on any planet. If you think of volcano, you know Earth
must be hot inside. The heat inside the Earth moves continents, builds
mountains, and causes earthquakes. Earth runs on massive amounts of heat,
enough to melt iron in the core and create our magnetic field, enough to power
the constant movement of plate tectonics.

Click the link below for the full content of this topic:
https://drive.google.com/drive/mobile/folders/0AKMsTrJSeMzBUk9PVA?
tab=ko&sort=13&direction=a
B. Development Day 1 Energy Resources

o Geothermal Energy
It is the energy harnessed from the heat coming from the Earth. The
resources of the heat range from the shallow ground to hot water and
hot rocks a few miles beneath the Earth’s surface and down to the
extremely high temperatures of molten rock or magma.

o Hydroelectric Power
Hydroelectric power is any kind of power that takes advantage of the
energy output from the physical flow of water. This category of energy
includes hydroelectric dams and reservoirs, run-of-the-river turbine set-
ups, pumped storage projects, tidal plants, and underground waterways.

Water Resources

o Properties of Water

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 Water is one of a kind substance because it can exist in all three physical
states: solid, liquid, and gas. When it becomes a solid, it becomes less
dense and will float on its liquid form. With a high specific heat index,
water can store a lot of heat energy.

o Bodies of Water
Waters are areas of salty or fresh, large or small water, which are diverse
from one another in many ways. The largest are oceans, while the
smallest are streams.

 Oceans
 Seas
 Lakes
 Rivers
 Groundwater

Learning Task 1: In a separate sheet of paper, explain how geothermal energy

tapped as a source of energy for human cause.

C. Engagement Day 2 Learning Task 2: Construct a scenario or concept map of the following. Use a
separate sheet of paper for your output.

Geothermal Energy as a Source of Energy for Human Cause:

Hydroelectric Power as a Source of Energy for Human Cause:

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 D. Assimilation Day 2 Learning Task 3: In a separate sheet of paper, elaborate and explain the given
question below:
How geothermal energy tapped as a source of energy for human cause?
__________________________________________________________________
__________________________________________________________________

V. ASSESSMENT Day 3 Quiz 4: Multiple Choice. Write the letter that correctly corresponds to your
answer. Use a separate sheet of paper for your answer.

1. These are made up of salt water and are very large in size
A B C D
Oceans Lakes Rivers Groundwater
2. It captures the energy of falling water to generate electricity
A B C D
Hydropower Hydropower plant Hydropower soil Hydropower
energy water
3. It is the largest source of water readily accessible to humans. It is also an
importat source of water for small-scale use.
A B C D
Oceans Lakes Rivers Groundwater
4. These are smaller bodies of water than oceans. They are partly enclosed by
land and are linked to an ocean
A B C D
Lakes Seas Rivers Groundwater
5. It is one of a kind substance because it can exist in all three physical states:
solid, liquid, and gas.
A B C D
Land Air Water Soil
6. It is the energy harnessed from the heat coming from the Earth-
A B C D
Geothermal Hydroelectric Power Energy Source Water Source
Energy
7. These are bodies of water completely surrounded by land. Lakes are larger

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 than ponds and they formed a long time ago by glaciers
A B C D
Lakes Seas Rivers Groundwater
8. It refers to the ratio of the space taken up by the pores in a soil. rock, or
other material to its volume.
A B C D
Permeability Porosity Aquitard Acquicludes
9. These are large flowing water bodies that drain into a sea or an ocean
A B C D
Lakes Seas Rivers Groundwater
10. Hydroelectric power is any kind of power that takes advantage of the
energy output from the physical flow of water
A B C D
Geothermal Hydroelectric Power Energy Source Water Source
Energy
VI REFLECTION Day 3 In a separate sheet of paper, elaborate and explain the given question below:
Generalize the common purpose of Energy Source to human.
__________________________________________________________________
__________________________________________________________________

References:

(2016). In M. D. Oliva, Earth Science (STEM Track) (pp. 70-87). Makati City, Philippines: DIWA Learning Systems INC.

(2017). In M. Y. Acledan, A. A. Cabras, A. S. Espra, M. N. Medina, & R. M. Subsuban, Earth and Life for Senior High
School (pp. 45-54). Potrero, Malabon City: MUTYA Publishing House, INC.

Student’s Name: Subject

Teacher:

Grade Level & Section: Adviser:

Contact Number:
LEARNER’S PACKET (LeaP) E-mail:

Week 5 Learning Earth Science Grade Level 11

Area

Quarter First Quarter Date

I. LESSON TITLE WATER QUALITY

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II.MOST ESSENTIAL EARNING  Explain how different activities affect the quality and availability of water for human use
COMPETENCIES (MELCs)  Identify human activities, such as farming, construction of structures, and waste disposal,
that affect the quality and quantity of soil

III. CONTENT/CORE CONTENT  The distribution of arable land on Earth

IV. LEARNING PHASES Suggested Learning Activities

Timeframe

A. Introduction Day 1 The Water Cycle or Hydrologic Cycle is the movement of water from Earth to the
atmosphere and back again. This cycle goes on and on and it never stops.
Evaporation takes place when heat energy changes liquid water to water vapor.
Plants and animals also release water vapor into the atmosphere as they
breathe. Condensation occurs when water vapor in the upper atmosphere cools
and changes back to liquid water. Water needs to cling to dust particles in order
to form clouds. When clouds become saturated with water, they fall back down
to the Earth as a rain, snow, sleet or hail, it called precipitation.

Click the link below for the full content of this topic:
https://drive.google.com/drive/mobile/folders/0AKMsTrJSeMzBUk9PVA?
tab=ko&sort=13&direction=a

B. Development Day 1 How Human Activities Affect Water Quality:

 Agriculture
Water quality can be greatly affected when farmers treat their crops
with chemical pesticides and chemicals.

 Littering
Wastes like plastic bags, paper, bottles and cans which are thrown on
the ground or in the rivers and other bodies of water can cause
pollution.

 Chemical by-products
Dripping oil from vehicles or cooking oil into the drain can cause serious
problems in the rivers and eventually at the water purification sites.

 Industry
Some industries have been given permission to discharge their wastes
into nearby rivers or streams. There are some industries which do not
follow the rules or which have not acquired permission to release their
wastes into the river.

Soil Resources

Soil is semi renewable resource because it forms very slowly and under, ideal
conditions, can be continually replenished, given enough time. But when soil
erosion out spaces soil formation, as often occurs, soil becomes a nonrenewable

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 resource.

Major Problem related to Soil Erosion:

 Water Erosion
Water erosion occurs in various forms, depending on the type and
gradient of sloping land, the soil material, and the amount and intensity
of rainfall.
 Wind Erosion
Wind erosion depends mainly on the nature of the soil, wind velocities
at different time of the year, soil moisture conditions and land relief
 Non-agricultural Use of Prime Agricultural Land
Mining of fertile topsoil for brick casting, construction of flood
protection embankments and earth fill, reducing the agricultural
potential of affected land.
 Soil Nutrient Degradation
A significant portion of cultivated soils are low in certain important plant
nutrients.

Learning Task 1: In a separate sheet of paper, explain how different activities

affect the quality and availability of water for human use.
C. Engagement Day 2 Learning Task 2: Identify human activities, such as farming, construction of
structures, and waste disposal, that affect the quality and quantity of soil. List
down your answers in table below, use a separate sheet of paper.

Human Activities Affect the Soil

D. Assimilation Day 2 Learning Task 3: In a separate sheet of paper, elaborate and explain the given
question below:
Do soil and water resources play an important role in society?
_________________________________________________________________
_
__________________________________________________________________

V. ASSESSMENT Day 3 Quiz 5: Identification. Identify the given statement below and write your answer
on the second column of the table below. Choose your answer inside the box.
Use a separate sheet of paper for your answer.

Statement Answer
1. It is the rolling movement of coarser
sand-sized grains and aggregates over the
surface
2. It is a prominent feature of the sandy arid
areas
3. It is the removal of a thin layer of soil
from the surface and is caused by

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 overland flow moving uniformly across
the surface.
4. It occurs in various forms, depending on
the type and gradient of sloping land, the
soil material, and the amount and
intensity of rainfal
5. It semirenewable resource because it
forms very slowly and under, ideal
conditions, can be continually
replenished, given enough time

6. Tends to be uniformly distributed over

the field and are defined as being small
enough to be smoothed over by
cultivation practices.
7. It is the movement of fine particles high
into the air and over long distance.
8. A human activity that affects the water
quality and it can be greatly affected
when farmers treat their crops with
chemical pesticides and chemicals
9. Occurs primarily with the medium-sized
grains bouncing along the surface.

10. Occurs when larger quantities of runoff

concentrate and create large channels in
the landscape.

Industrial Soil Creep Erosion Suspension

Rill Erosion Sheet Erosion Wind Erosion Saltation
VI REFLECTION Day 3 In a separate sheet of paper, elaborate and explain the given question below:
What would be your ways on how to protect the environment?
__________________________________________________________________
__________________________________________________________________

References:

(2016). In M. D. Oliva, Earth Science (STEM Track) (pp. 70-87). Makati City, Philippines: DIWA Learning Systems INC.

(2017). In M. Y. Acledan, A. A. Cabras, A. S. Espra, M. N. Medina, & R. M. Subsuban, Earth and Life for Senior High
School (pp. 45-54). Potrero, Malabon City: MUTYA Publishing House, INC.

18
Student’s Name: Subject
LEARNER’S PACKET (LeaP)
Teacher:

Grade Level & Adviser:

Section:

Contact Number: E-mail:

Week 6 Learning Earth Science Grade Level 11

Area

Quarter First Quarter Date

I. LESSON TITLE STRATEGIES TO CONTROL EROSION

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II.MOST ESSENTIAL  Give ways of conserving and protecting the soil for future generations
EARNING COMPETENCIES
(MELCs)

III. CONTENT/CORE  Waste generation and management

CONTENT

IV. LEARNING PHASES Suggested Learning Activities

Timeframe

A. Introduction Day 1 Soil erosion is the physical movement of sil particles from one location to
another, primariy due to forces of water or wind. The three main phases of soil
erosion are detachment, transport and deposition. The severity of erosion
depends upon the quantity of soil detached and the capacity of the wind or water
force to transport it (Morgan, 1995). As both detachment and transport require
energy (deposition occurs when energy is no longer available), the ability of soils
to erode is based on ‘erosivity’, the enrgy of the eroding agent, and ‘erodibility’,
the soil’s susceptibility to erosion.

Click the link below for the full content of this topic:

https://drive.google.com/drive/mobile/folders/0AKMsTrJSeMzBUk9PVA?
tab=ko&sort=13&direction=a
B. Development Day 1 Strategies for the Control of Water Erosion
 Mountain Areas
Protection of existing natural vegetation from excessive browsing, illegal
cutting, uprooting and burning, etc., through active supervision by
concerned organizations like the Forest Department.

Strategies for the Control of Wind Erosion

 Desert Areas
Effective control of grazing, and a check on the uprooting, cutting and
burning of natural vegetation.

 River Plains
Persuading farmers to avoid dry tillage of their fields, especially during
dry and windy periods such as early summer.

Strategies for the Control of Soil Nutrient Degradation

Changing the cropping patterns to include crops which add organic matter and
nutrients to the soil i.e., leguminous crops; the stubble of these crops should be
ploughed-in for green manuring.

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 Strategies for the Control of Non-agricultural Use of Agricultural Lands
Legal restrictions on the mining of soil material, for urban purposes, from good or
very good agricultural land, as identified on potential agricultural maps.

Soil Conversion Practices

 Enhance organic matter content of soils

 Avoid excessive tillage
 Apply proper pest management
 Prevent soil compaction
 Maintain a ground cover

Learning Task 1: In a separate sheet of paper, explain the impacts of erosion to

the next generation.

C. Engagement Day 2 Learning Task 2: In a separate sheet of paper, create your own table. . List your
own ways of conserving and protecting the soil for future generations.

D. Assimilation Day 2 Learning Task 3: In a separate sheet of paper, elaborate and explain the given
question below:
How these ways of conserving and protecting the soil you gave would help the
future generation?
__________________________________________________________________
__________________________________________________________________

V. ASSESSMENT Day 3 Quiz 6: Group the following statements. Below are random statements that are
connected to or topic in this module. Group each statement and list them down
in what column they belong. Use a separate sheet of paper for your answer.
Do not maintain a ground cover Popularizing Training the farmer in the
the use of technique of light irrigation
imbalanced
fertilizers
Maintain excessive tillage Discouraging the removal of vegetative cover
from sandy ridges
Reseeding and replanting with Protection of potentially productive agricultural
suitable plant species land from city refuse
Persuading farmers to not avoid Apply Prevent Soil Compaction
dry tillage of their fields improper pest
management

To Conserve Does not Conserve

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VI REFLECTION Day 3 In a separate sheet of paper, elaborate and explain the given question below:
What are your realization to our topics in this module?
__________________________________________________________________
__________________________________________________________________

References:

(2016). In M. D. Oliva, Earth Science (STEM Track) (pp. 70-87). Makati City, Philippines: DIWA Learning Systems INC.

(2017). In M. Y. Acledan, A. A. Cabras, A. S. Espra, M. N. Medina, & R. M. Subsuban, Earth and Life for Senior High
School (pp. 45-54). Potrero, Malabon City: MUTYA Publishing House, INC.

Student’s Name: Subject

Teacher:

Grade Level & Adviser:

Section:

Contact Number:
LEARNER’S PACKET (LeaP)E-mail:

Week 7 Learning Earth Science Grade Level 11

Area

Quarter First Quarter Date

I. LESSON TITLE PROPER WASTES DISPOSAL MANAGEMENT

22
II.MOST ESSENTIAL  Describe how people generate different types of waste (solid, liquid, and gaseous) as they
EARNING make use of various materials and resources in everyday life
COMPETENCIES (MELCs)

III. CONTENT/CORE  Waste generation and management

CONTENT

IV. LEARNING PHASES Suggested Learning Activities

Timeframe

A. Introduction Day 1 Impacts from human activity on the land and in the water can influence
ecosystems profoundly. Climate change, ocean acidification, permafrost
melting, habitat loss, eutrophication, storm water runoff, air pollution,
contaminants, and invasive species are among many problems facing
ecosystems. The cumulative effects of these problems, as well as numerous
other pressures, can have serious impacts on ecosystem functions and the
provision of the ecosystem’s goods and services.

Click the link below for the full content of this topic:

https://drive.google.com/drive/mobile/folders/0AKMsTrJSeMzBUk9PVA?
tab=ko&sort=13&direction=a

B. Development Day 1 Different Forms of Waste Materials

Solid Wastes – These are generally made up of objects or particles that

accumulate on the site.

Segregation – Solid wastes can be grouped based on their ability to

decompose.
 Biodegradable
 Non - biodegradable

3Rs
 Recycling
 Reuse
 Reduction

Compost – It is a mixture of organic wastes that is combined with soil.

Sanitary Landfill – It is the final disposal site of all the wastes that were not
removed from segregation and sorting. It is not just a place for dumping
wastes.

Liquid Wastes

For industrial and commercial waste water, a custom-fit wastewater facility

should be designed and used to ensure that their liquid wastes are free from

23
 contaminants before discharging to their final outfall. In cities and other
larger communities where liquid wastes come from toilets and kitchens, a
simple wastewater treatment facility is recommended .

STP Treatment Process

 Primary Sewage Treatment
 Secondary Sewage Treatment
 Gaseous Wastes

Better Ways To Reduce Or Avoid Obvious Emissions Like Dark Smoke:

 Conserve Energy
 Use Catalytic Converter in Cars
 Engage in Carpooling, using Public transportation or Bike, or Walk
 Avoid Burning
 Use Water-based Sprays or Solvent-free Pain

Learning Task 1: In a separate sheet of paper, explain how human affects

the environment?

C. Engagement Day 2 Learning Task 2: Given the table below. Generate each types of waste as
make used of various materials and resources in everyday life. Use a
separate sheet of paper for your answer.
Solid Wastes

Liquid Wastes

Gaseous Wastes

D. Assimilation Day 2 Learning Task 3: In a separate sheet of paper, elaborate and explain the
given question below:
If you are to decide what you want to do to help the environment on waste
disposal, what would it be?
______________________________________________________________
______________________________________________________________

V. ASSESSMENT Day 3 Quiz 7: Multiple Choice. Write the letter that correctly corresponds to your
answer. Use a separate sheet of paper for your answer.
1. It is a mixture of organic wastes that is combined with soil.
A B C D
STP Treatment Sanitary Landfill Segregation Compost
2. The use of an object again for a different purpose
A B C D
Reduce Reuse Recycle Redo
3. It is a simple wastewater treatment.

24
 A B C D
STP Treatment Sanitary Landfill Segregation Compost

4. The use of materials or objects for the same purpose

A B C D
Reduce Reuse Recycle Redo
5. Human activities that involve machines and other technology emit gaseous
pollutants

A B C D
Liquid Waste Solid Waste Gaseous Waste Terminal Waste
6. Solid wastes can be grouped based on their ability to decompose
A B C D
STP Treatment Sanitary Landfill Segregation Compost
7. This is usually a physical treatment that separates solid particles from the
liquid through large screens
A B C D
Tertiary Sewage Secondary Sewage Final Sewage Primary Sewage
Treatment Treatment Treatment Treatment
8. These are generally made up of objects or particles that accumulate on the
site
A B C D
Liquid Waste Solid Waste Gaseous Waste Terminal Waste
9. A way to reduce emission that reduces the need to produce energy because
the consumption is lessened.
A B C D
Conserve Energy Use Catalytic Avoid Burning Use Water-based
Converter Sprays
10. It is the final disposal site of all the wastes that were not removed from
segregation and sorting
A B C D
STP Treatment Sanitary Landfill Segregation Compost
VI REFLECTION Day 3 In a separate sheet of paper, elaborate and explain the given question
below:
Create your own principle about environment.
______________________________________________________________
______________________________________________________________

References:

(2016). In M. D. Oliva, Earth Science (STEM Track) (pp. 70-87). Makati City, Philippines: DIWA Learning Systems INC.

(2017). In M. Y. Acledan, A. A. Cabras, A. S. Espra, M. N. Medina, & R. M. Subsuban, Earth and Life for Senior High
School (pp. 45-54). Potrero, Malabon City: MUTYA Publishing House, INC.

25
Student’s Name: Subject
Teacher:

Grade Level & LEARNER’S PACKET (LeaP)

Adviser:
Section:

Contact Number: E-mail:

Week 8 Learning Earth Science Grade Level 11

Area

Quarter First Quarter Date

I. LESSON TITLE WASTES EFFECT

26
II.MOST ESSENTIAL  Explain how different types of waste affect people’s health and the environment
EARNING
COMPETENCIES
(MELCs)

III. CONTENT/CORE  Waste generation and management

CONTENT

IV. LEARNING PHASES Suggested Learning Activities

Timeframe

A. Introduction Day 1 Climate change, ocean acidification, permafrost melting, habitat loss,
eutrophication, storm water runoff, air pollution, contaminants, and invasive
species are among many problems facing ecosystems.
Caring for the environment is easier said than done. Most of our material needs
can be obtained from the environment, but the activities involved in obtaining
these material needs result in polluting the environment. Human activity
damages the biosphere. Over-population, destruction of habitats for agriculture
and mining, pollution from industry and transportation, and many other
activities all contribute to the damage of the environment. In this module, we
are to understand and learned the impacts of wastes on our health and
environment.

Click the link below for the full content of this topic:
https://drive.google.com/drive/mobile/folders/0AKMsTrJSeMzBUk9PVA?
tab=ko&sort=13&direction=a
B. Development Day 1 Human Activity and the Environment

Destructive Consequences of Human Activity

Air Pollution (Gaseous)

 Supended Particles
 Nitrogen Dioxide
 Sulfur Dioxide

Water Pollution (Liquid)

Point source occur when harmful substances are emitted directly into a body of
water.

Land Pollution (Solid)

Soil pollution is mainly due to chemicals in herbicides (weed killers) and

pesticides (poisons which kill insects and other invertebrate pests)

Agricultural Revolution → Settled Agriculture

27
 Settled agriculture has increased food supply that led to support more people,
but decreases the environment quality

 City Development and Urbanization

 Industrial Revolution
 Information and Globalization Revolution

Positive Effects of Information and Globalization Revolution

Allows us to respond to environmental problems more effectively and rapidly.
Allows us to use remote sensing satellites to survey resources and monitor
changes in the world’s forests, grassland, oceans, rivers, polar regins, cities
and other system.
Reduces pollution and environmental degradaton by substituting data for
materials and energy and communication for transportation.
Allows environmental researchers and activists to exchange data and
information rapidly.

Negative Effects of Information and Globalization Revolution

Information technology could cause confusion, distraction and sense of
hopelessness as rapid growing environmental information are used by most
household communication.
Increases environmental degradation and decreases cultural diversity as a
globalized economy spreads over most of the earth and homogenizes the
world’s cultures including disease.
Creates and introduces new technologies much faster than we can evaluate
their impacts.

Infectious Disease
Spread by air, water, food, body fluids, some isects, and other nonhuman
carrier. (vector)
Human activities such as International travelling can rapidly spread diiseases
such as flu, measles, chlorella, TB, smallpox and AIDS.
Migration to uninhabited rural areas and deforestation in tropical country can
expose to disease spread by vectors such as malaria.

Learning Task 1: If you are to observe, what stands out the most, the good
effects or the bad effectd of human activities in our environment? Explain your
answer in a separate sheet of paper.

C. Engagement Day 2 Learning Task 2: Using a Venn diagram below, explain how different types of
waste affect people’s health and the environment. Use a separate sheet of paper
for your answer.

A. People’s health:

28
 B. Environment:

D. Assimilation Day 2 Learning Task 3: In a separate sheet of paper, elaborate and explain the given
question below:
What are the things you can do to have a healthy environment?
_________________________________________________________________
_
__________________________________________________________________

V. ASSESSMENT Day 3 Quiz 8: Identification: Identify each of the following statement, write your
answer on a separate sheet of paper. Choose your answer in the box provided
below.
1. The formation of villages, town, and cities
2. This era represented by the use of handmade goods in small scale
production to large scale machine-made goods in industries and cities
3. Produced by the combustion of fossil fuels, with motor vehicles and
small and varied sources
4. Occurs when harmful substances are emitted directly into a body of
water.
5. Delivers pollutants indirectly through environmental changes
6. Waste material dumped in public places such as streets, parks, picnic
ares, at bus stops and near shops.
7. Made up of soot, smoke, dust, and liquid droplets.
8. Caused by fuel combustion, aerobic decomposition and nitrogenous
fertilizers.
9. Accumulation of waste that threatens the health of people in residential
areas.
10. Encourages household pests and turn urban arreas into unsightly, dirty
and unhealthy places to live in.
Urbanization Waste decays nonpoint source

29
 Sulfur Dioxide Point source Industrial Air pollution
Revolution
Waste disposal Litter Nitrogen Dioxide

VI REFLECTION Day 3 In a separate sheet of paper, elaborate and explain the given question below:
If you are to observe, what stands out the most, the good effects or the bad
effected of human activities in our environment?
__________________________________________________________________
__________________________________________________________________

References:

(2016). In M. D. Oliva, Earth Science (STEM Track) (pp. 70-87). Makati City, Philippines: DIWA Learning Systems INC.

(2017). In M. Y. Acledan, A. A. Cabras, A. S. Espra, M. N. Medina, & R. M. Subsuban, Earth and Life for Senior High
School (pp. 45-54). Potrero, Malabon City: MUTYA Publishing House, INC.

30