Earth and Life Science AS - Revised PDF

EARTH AND LIFE SCIENCE
Senior High School

ACTIVITY SHEETS
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Table of Contents

Week Activities
1 Day 1
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1. Orientation on the description, outline, policies, requirements and
grading system of the subject.
2. Leveling of expectations from the teachers and the students.
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Day 2 1. Present the cosmological question, “Where did we come from?”
2. Simple Debate: Divide the class into two groups with one group
representing the Theory of Creation, and the other representing the
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Theory of Evolution. Each group chooses a speaker, and present their
narrative in class. Each group is given 5 minutes to present their ideas
and rebut.
3. Proceed to discussion of The Big Bang.
Suggested reference: https://science.nasa.gov/astrophysics/focus‐
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areas/what‐powered‐the‐big‐bang
Day 3 Perform Lab. Activity # 1: Elastic Band Model ‐ A One Dimensional Model
Day 4 Perform Lab Activity # 2: Galaxy Fields‐ Two Dimensional Model
2 Day 1 1. Present the Solar Nebula Hypothesis.
2. Perform Activity # 3: Accretion and Planetary Formation.
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Day 2 1. Present the Earth Science System.
and Suggested Reference:
Day 3 http://serc.carleton.edu/introgeo/earthsystem/nutshell/index.html
2. Perform Lab. Activity # 4: Earth Systems Picture Analysis.
3. Assignment: Bring a Periodic Table of Elements on the next meeting.
Day 4 1. Discussion on current advancement/ information in the solar system.
Suggested reference: https://solarsystem.nasa.gov/news
2. Student Report: Important People in the understanding of the Earth
systems.
3 Day 1 1. Discussion: Layers of the Earth.
Day 2 1. Do Activity # 5: Minerals, Elements and the Earth’s Crust.
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Day 3 1. Present the rock cycle video.
Suggested reference: http://video.mit.edu/watch/rock‐cycle‐13017/
2. Discussion: Types of Rocks
Day 4 1. Discussion: Identifying Minerals that are Important to the Society.
2. Assignment: Bring the materials for Activity No. 6: Homemade
Toothpaste.
4 Day 1 1. Do Activity No. 6 ‐Homemade Toothpaste
2. Agreement: Provide the file for home reading: Mineral Extraction
Reference: http://atlas.aaas.org/pdf/83‐86.pdf
Day 2 1. Discussion: Mineral Extraction and Processing.
2. Distribution of Reader on Environmental and Social Impact of Mining.
http://pdf.wri.org/mining_background_literature_review.pdf
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Assignment: Bring ¼ size illustration board, coloring materials (crayons, pastel,
water color, etc.), marker pens
Day 3 1. Poster Making Activity:
Theme: Responsible Mining: The Balance Between Progress and Care for
Environment
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Rubric for Grading student’s poster is provided in the attached sheet.
1. Let the students watch the film clip of Bill Nye the Science Guy, an
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American science educator.
http://www.teachertube.com/video/fossil‐fuels‐with‐bill‐nye‐
77641?utm_source=video‐google&utm_medium=video‐
view&utm_term=video&utm_content=video‐
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page&utm_campaign=video‐view‐page
2. Discussion: How fossil fuels are formed.
Suggested Reference:
http://www.fe.doe.gov/education/energylessons/coal/gen_howformed
.html
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Day 4 1. Perform Activity # 7: Weathering and Erosion Station 1 and Station 2
5 Day 1 1. Perform Activity # 7: Weathering and Erosion Station 3 and Station 4
Day 2 1. Perform Activity # 7: Weathering and Erosion Station 5
2. Summarize weathering, erosion and mass movement.
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Day 3 1. Discussion on Earth’s Internal Heat
Day 4 1. Discussion: How magma is formed
2. Ask the students to watch the video.
Suggested reference:
http://nationalgeographic.org/encyclopedia/magma/

LEARNING ACTIVITIES FOR EARTH AND LIFE SCIENCE

Lesson 1:

Content Standard: The learners demonstrate an understanding of the formation of
the universe and the solar system

Learning Competency: The learners describe the historical development of theories that
explain the origin of the universe (S11ES‐Ia‐1)

Objective: To visualize a universe expanding in all directions

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Time Frame: 2 meetings

Introduction:
Before 1917, many scientists thought that the universe always existed. But Einstein’s
revolutionary theory of gravity changed all the rules. It opened up the mind‐boggling possibility
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that space itself – the permanence of which had never been questioned – might actually be
expanding. If space is expanding, the universe that we inhabit today could have been infinitely
smaller.
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In 1929, astronomer Edwin Hubble made the amazing discovery that distant galaxies are
speeding away from us. This means that the galaxies we see today are much closer together –
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originating from a tiny region of space.

The origin of the universe remains one of the greatest questions in science. Current
scientific evidence supports the Big Bang model, which states that about 13.8 billion years ago,
the entire universe began expanding from a very hot and very dense state. This sudden
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expansion is known as the Big Bang.

What does it mean when we say that the universe is expanding? The Big Bang was an
expansion of space itself. Every part of space participated in it. Space is not simply emptiness;
it’s a real stretchable, flexible thing. Galaxies are moving away from us because space is
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expanding. Galaxies are moving with space, not through space.

In the 1920s, Edwin Hubble measured the motion of galaxies. By measuring a galaxy’s
distance from us and how fast that galaxy is receding (its recession velocity), he found a simple
relationship: double the distance, double the velocity; triple the distance, triple the velocity.
This is Hubble’s Law. In equation form, it is written:
V = H d
With v as recession velocity
H as Hubble’s constant
d as distance from us
Recession velocity = Hubble’s constant x distance from us
The slope of the graph of distance versus velocity represents the Hubble Constant for the
universe.

The Hubble constant describes how fast the universe is expanding. By measuring the
rate of expansion, the size and age of the universe can be calculated. Interpreting recent
observational results from space‐borne and ground‐based telescopes, scientists have
determined different values of Hubble constant. Determining the precise value of the Hubble
constant is key to understanding the origin of the universe, and there are several factors that
affect this determination. For example, the universe may not have been expanding at the same
rate throughout time; that is, the expansion itself may be accelerating. Questions like these
make the age of the universe a hot issue – one of the most controversial topic in the study of
cosmology. The age of the universe is currently estimated to be between 12 and 15 billion
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years.

Concepts:
Expanding universe
Doppler Shift/ Red shift

Big Ideas:
Patterns of Change
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Models and Simulations

Pre‐Activity:
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Gather students’ ideas and questions about the Big Bang. What caused the Big Bang?
Was there anything before the Big Bang? What evidence do we have for the Big Bang? When
we say the universe is expanding, what exactly is expanding? Let the students discuss the Big
Bang and Steady State models and the inherent flaw of any model.
In this activity, students will be using rulers to measure distances between hypothetical
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galaxies and will use these distances to calculate the velocities of the galaxies. Astronomers do
not have rulers in space, but the relationship between distance and velocity means that they
can calculate distances by measuring velocities. Astronomers measure the recession velocities
by looking at the spectra of galaxies.

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Source: The Universe Forum at NASA’s Office of Space Science, along with their Structure
and Evolution of the Universe Education partners. Accessed from
https://www.astrosociety.org/wp‐content/uploads/2014/01/H9‐
Modeling_Expanding_Universe.pdf

Activity # 1: Elastic Band Model – A One Dimensional Model
Materials:
Six‐foot length of one inch (or greater) wide elastic ribbon or bungee cord
1/2 –inch round stickers
Stapler
Tape measure
White board/ chalk board

Procedure:
1. Prepare the model of the universe by making stickers represent galaxies in space and
elastic band representing space.
2. Start from the center and place the stickers evenly along the elastic ribbon at
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approximately one‐inch intervals. Staple the stickers to keep them from slipping. Refer
to the illustration below.

3. Ask two students to each take an end of the elastic ribbon and hold it taut without
4. Label one sticker “Galaxy A.” O
stretching against the board. On the board, mark the points of the stickers.
5. To model the universe expanding, hold “Galaxy A” still and gradually pull on both ends
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of the elastic ribbon.
6. Observe what happens to the distance between the galaxies.
7. Measure the distance between galaxies.
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8. Choose a new sticker and label it as “Galaxy B.” Repeat the process with Galaxy B.

Questions:
1. Are the galaxies moving nearer or away from each other?
2. Is there a center to the expanding universe?
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3. Are the galaxies themselves expanding? Is there any pattern as to how far apart the
galaxies appear to be?

Discussion Notes:
This model shows how galaxies farther away from us appear to be moving faster. That
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is, the galaxies farthest from the reference galaxy move a greater distance in the same amount
of time. Because velocity equals distance divided by time, a larger distance over a constant
time corresponds to a higher velocity.

Activity # 2: Galaxy Fields – Two Dimensional Model
Materials:
Worksheet Galaxy Field A on transparency film
Worksheet Galaxy Field B on transparency film
Overhead Projector
Transparency markers
Ruler

Procedure:
1. Project the Worksheet Galaxy Field A Transparency on the screen for everyone to
observe. This is a picture of an imaginary field of galaxies taken at one moment in
time.
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2. Lay Worksheet Galaxy Field B Transparency over A. Imagine this represents the same
galaxy field one second later. Choose one galaxy (It is easier to choose a large dot).
Align Worksheets A and B together, with the chosen galaxy as point of reference ,
without rotating the worksheets.

Questions:
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a. How do the other galaxies appear to have moved?
b. Choose a different galaxy in worksheet B to align with Worksheet A. Observe the
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pattern again.

Discussion Notes:
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Are we at the center of the universe? Is there a center? Is there an edge? In the universe, every
galaxy is moving away from every other galaxy. There is no center. From the point of view of
any galaxy, that galaxy appears to be the center of expansion. This observation is similar to
observations made by a person in a moving car. Objects outside the car may appear to be
moving away, but the person inside the car does not experience the sensation of movement.
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Worksheet Galaxy Field A

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Worksheet Galaxy Field B

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Lesson 2
Content Standard: The learners demonstrate an understanding of the formation of
the universe and the solar system

Learning Competency: The learners compare the different hypotheses on the origin of
the Solar System (S11ES‐Ia‐2)

Time Frame: 1 meeting

Objectives: To demonstrate the process of accretion in planetary building
To explain why planets and asteroids vary in sizes

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Activity # 3: Accretion and Planetary Formation

Introduction:
Scientists think that the Solar System was a huge cloud of gas and dust in the beginning
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of its formation. Some even made it begin to spin, and it eventually spun down into a disk of
matter swirling around a massive, glowing center, the protosun.

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As material moved around the protosun, dust grains in the disk collided with each other
and started sticking together to form large rocks. These rocks in turn collided with other rocks
and either gravity held them together or they broke into smaller pieces, depending on the kind
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of collision and the relative gravity of the individual rocks. Over the next few million years,
these rocks combined into larger and larger bodies and eventually formed the planets and
other large bodies we have today. Evidence of these collisions is seen on the surface of the
planetary bodies, including asteroids, in the form of craters left by the impacts.

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

Setting: a large open area such as a gym or a playground, where students can run. The
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students should also be dressed comfortably for walking and jogging.

Materials:
Dust cards (one for each student participant), about 1/8 bond paper in size
Chondrule cards (half the number students), about 1/3 bond paper in size
Meteroroid cards (a quarter of the number of students), about 1/4 bond paper in size
Asteroid cards (one eighth of the number of students), about 1/2 bond paper in size

Procedure:
1. Distribute the dust cards to each student. All the students will represent dust at the
start of the activity.
2. Have one student (or the teacher) be the sun. Have that person stand in the middle of a
circle of students.
3. The students position themselves at random distance from the center. They will jog (not
run) around the center in a single circular direction (like clockwise) keeping their arms to
their sides until they come close to another student, in which case they will tag.
4. If one student tags another student, they form a pair and can now extend their arms in
order to tag another dust particle.
5. Allow this to continue for several minutes and then let them stop jogging.
6. The teacher will explain that the students who are paired up are now called chondrules.
7. Exchange the Dust cards for a chondrule card, one for each pair of student.
8. Have the students do another round. Let the chondrules tag other dust particles and
chondrules (one or more). As they link with other dust or chondrules, the group should
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stay together and try to tag others.
9. After a few more minutes, let them stop. At this point, there are groups of various sizes,
some groups with more than 3 students.
10. Replace the cards of those with the following:
2 students (pair)‐ chondrule

3 to 5 students ‐ meteroids
6 and above ‐ asteroids O
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Questions:
a. What happened to the student dust particles at the beginning of the game?
b. How did the student chondrules interact with the student dust particles? Was the
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movement of the two students the same or different?
c. What force causes these small dust particles to come together?
d. Why is it that planets and asteroids vary in size?

Discussion:
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Chondrules (spherical drops of once molten or partially molten minerals):
 considered the building blocks of the planets
 provide very good information on the earliest history of the solar system

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Meteoroids:
 solid objects traveling around the sun in a variety of orbits and at various velocities,
ranging in size from small pebbles to large boulders
 some cluster in streams called meteor showers that are associated with a parent comet
 have various compositions and densities, ranging from fragile snowball‐like objects to
nickel‐iron dense rocks
 most burn up when they enter the Earth’s atmosphere

Small Asteroids:
 4.5 billion years old, as old as the solar system
 some are made up of chondrules and other material that holds them together
 have many variations, due partly to differences in the number, size, shape, and varying
mineral content of the chondrules, and where they were formed in the solar system

How could dust become a rock? Over thousands and thousands of years, billions of dust
particles eventually form into tiny grains like sand, then into little pebbles, and so forth. The
current Condensation Theory of Solar System Formation was the brainchild of French
philosopher Rene Descartes, who lived in the 17th century. In the 18th century, Pierre Simon de
Laplace revised this theory. Both of these early astronomers based their theories on a disk‐
shaped solar nebula that formed when a large cloud of interstellar gas contracted and flattened
under the influence of its own gravity. In the modern theory, interstellar dust is composed of
microscopic grain particles that are thin, flat flakes or needles about 10‐5m across; are
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composed of silicates, carbon, aluminum, magnesium, iron, oxygen, and ices; have a density of
10‐6 interstellar dust particles/m3.
In Active Accretion, these interstellar dust grains are simply referred to as ‘dust.’ There
is some evidence that interstellar dust forms from interstellar gas. Interstellar gas, the matter
ejected from the cool outer layers of old stars, is 90 percent molecular hydrogen (H2) and 9
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percent helium (He). The remaining 1 percent is a mixture of heavier elements, including
carbon, oxygen, silicon, magnesium and iron. The interstellar dust from which the planets and
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asteroids formed was that mixture of heavier elements. The hydrogen and helium from the
nebula were involved in the formation of our infant Sun and are its major components today.

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Source: Active Accretion: An Active Learning Game on Solar System Origins by Discovery
and New Frontiers Programs by NASA accessed from:
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https://discovery.nasa.gov/education/pdfs/Active%20Accretion_Discovery_508.
pdf

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Sample Sheets at the next page (For printing prior to the activity)

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Chondrule cards

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Meteoroid Cards

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Asteroid Card

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Reference: Active Accretion: NASA’s Discovery Program
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https://discovery.msfc.nasa.gov/education/pdfs/Active%20Accretion_Discovery_508.pdf

Lesson 3 and 4
Content Standard: The learners demonstrate an understanding of the subsystems
(geosphere, hydrosphere, atmosphere, and biosphere) that make up the
Earth

Learning Competency: The learners
a. describe the characteristics of Earth that are necessary to support life
(S11ES‐Ia‐b‐3)
b. explain that the Earth consists of four subsystems, across whose
boundaries matter and energy flow (S11ES‐Ia‐4)

Objectives: The learners:
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a. become familiar with the relationship among the different Earth systems
b. identify and associate visible features of the different Earth systems
c. become familiar with remote sensing terminology associates with
studying imagery from space

Time Frame:

Introduction:
2‐4 meetings
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Our home planet, Earth, is the launch pad for learning and understanding other bodies
in our Solar System. Our Earth System is made up of 4 major components. Those are the
atmosphere, hydrosphere, biosphere and litho/geosphere. Most school textbooks likely use
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lithosphere as the term used for studying the “rocks” and geologic processes. Since the 1960’s
however, and the study of plate tectonics, the term “geosphere” has been becoming more
widely used in the scientific community to refer to what has traditionally been referred to as
the lithosphere. Keep in mind that there is no one correct way to divide the Earth’s systems. For
example, you may find that some scientists make reference to the cryosphere when they refer
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to water in the Earth’s surface where water is in solid (ice) form. Others may include other
spheres such as the magnetosphere, for example. For the purposes of this activity, we will
divide up the components of Earth’s systems as the atmosphere, hydrosphere, biosphere and
geosphere.
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By using an Earth System Science approach, scientists are able to understand that our
Earth is made up of a set of systems that all interrelate. It is similar to the human body system.
All human body systems work together to maintain a healthy body that functions properly. In
terms of Earth System Science, each of those systems allows Earth to keep itself in balance. A
change in one system will affect other systems. Changes may be subtle, but with careful
observation and critical thinking skills, students will be able to understand an introductory
connection between the systems.

Background Information

Features listed and associated with a system in this activity are not all‐inclusive.
Additionally, there are certain features that may be considered a feature related to more than
one system. For example, clouds are listed within the atmosphere system of Earth. They could
however, be listed under the hydrosphere system of Earth as it relates to water in a gaseous
state. Likewise, let’s think about glaciers. Thinking of glaciers as merely masses of ice and
studying that ice might lead you to identify the hydrosphere as the main system related to
glaciers. Looking at glaciers as a geologic feature or focusing on glacial processes and how they
shape the surface would be more related to the geosphere.
The following information provides a breakdown of the four major systems or spheres
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of Earth, and features associated with those systems that can be studied using astronaut
photography. Again, this is not an all‐inclusive list of features, but does provide a good list to
use to help students understand the different systems and features. Key words related to each
system are in bold italics to help reinforce important information.
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1. Atmosphere: This sphere relates to meteorological features and phenomena such as
weather, clouds, or aerosols (particles in the air). It includes an ever‐changing mixture of
gas and small particles located above and surrounding the Earth’s surface. Features
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include: clouds, hurricanes and cyclones, aurora, air pollution/aerosols, dust and sand
storms.

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2. Biosphere: This sphere is associated with living systems such as biomes or ecosystems.
This includes life on land, in the oceans and rivers, and even life that we cannot see with
the naked eye. Features visible in astronaut photographs include: coastal biomes,
forests, desert, grasslands, urban/agricultural ecosystems.

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3. Hydrosphere: This sphere is associated with water in solid (ice) and liquid states. Water
in a gas state (water vapor) is probably best considered as a feature of the atmosphere.
Features include oceans, icebergs, lakes and rivers, glaciers, snow.

4. Geosphere: This sphere is associated with solid portions of the Earth. It includes rocks,
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sediments, soils, and surface landforms. Features associated with this system can be
broken down into a variety of different processes. These are:

o Fluvial and Alluvial Processes: Deltas, river channels/canyons, alluvial fans
o Aeolian Processes: Sand dunes, yardangs, wind streaks
o Tectonic Processes: Folds, faults, mountains
o Volcanic Processes: Volcanoes, central vents, volcanic deposits
o Impact Processes: Impact craters
o Other Processes: Mass wasting processes, erosional processes

Most images will include features that can be associated with more than one Earth
system. This reinforces the idea that together these systems make up our Earth today and
changes to any system or feature will also have an effect on what our Earth will be like in the
future.

Activity # 4: Earth Systems Picture Analysis

Materials:
Printed Spheres of Earth Images
Projector

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Other Useful Materials:
World Map, or Google Earth, if available, to increase students’ knowledge of the
geography of the Earth

Procedure:
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1. Form groups of 2‐4 students. Each group will discuss and fill out the table below.
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System Key Word List down three system features
Atmosphere Air
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Geosphere Land
Hydrosphere Water
Biosphere Life

2. Each group will be given 4 astronaut photographs with the corresponding background
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information. The group will then list at least 3 visible features, associated earth system
and observation. The column for miscellaneous observations, sketch or questions is an
area where students can log any information about the image that is beyond other
information they have logged. This can include a sketch of a feature or some simple
observations, thoughts or questions about the image.
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Visible Features, Earth Systems and Miscellaneous observations, Sketch or
Observations Questions
Feature: _______________
Earth System: ___________
Observations of feature: _____________

3. Assign a reporter for each of the picture. The reporter will present the image and
explain what you have discovered. Use the table below as guide for the presentation.

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

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What are the
proofs that life
forms are existing
in the pictures?

Describe how you
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one feature/system
may affect others.

How are the Earth
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spheres shown in
the picture
interconnected?

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4. Extensions: Each group will investigate other planetary bodies in our solar system to find
out if other worlds have the same systems as Earth. Internet sources specially NASA
sites can be used to gather data. Present your findings to the class on the next meeting.

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Source /Reference: Paige Valderrama Graff, Spheres of the Earth (An Introduction to Making
Observations of Earth Using an Earth Systems Science Approach,
Astromaterials Research and Exploration Science (ARES) Directorate,
NASA Johnson Space Center

ASTRONAUT PHOTOGRAPHY IMAGE

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https://eol.jsc.nasa.gov/Collections/EarthFromSpace/lores.pl?PHOTO=ISS005‐E‐10097

The symmetrical cone of Kanaga volcano stands out on the northern corner of Kanaga Island,
located in the central part of Alaska’s Aleutian archipelago. Kanaga last erupted in 1994 and is
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well known for its active fumaroles and hot springs (located, in this image, by fine steam
plumes on the northeast flank of the volcano). A small lake to the southeast of the cone is
situated on the floor of a larger more ancient volcanic caldera. The crew of the international
space station acquired this image late in the day of August 13, 2002. Note how the late summer
sun accentuates the terrain features like the volcanic flows that radiate down from the
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volcano’s peak, and the steep cliffs along the western coastline.
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https://eol.jsc.nasa.gov/Collections/EarthFromSpace/lores.pl?PHOTO=ISS043-E-93251
Rivers and snow in the Himalayas
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This oblique image was taken from the International Space Station as astronauts flew over the
Himalaya range in China near the Indian border. The view shows one of the main ranges of the
Himalaya Mountains across the bottom of the image, where peaks cast strong evening shadows
against the snow. The peaks reach great altitudes (5200 m, 17,000 feet), with those just outside
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the lower margin reaching high enough (6500 m, 21,325 feet) to host glaciers.

Rivers have eroded rock from these high mountains and deposited the sediment as broad
alluvial fan surfaces (across the middle of the image). The snow cover shows these strikingly
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smooth surfaces. A trellis‐work of gullies cuts into these surfaces casting sinuous shadows. The
largest river in the view has cut a 500 m‐deep (1650 foot) canyon through the fans (image left).

Although the rivers in the view drain northward from the Himalayas, they ultimately flow back
south through the mountain ranges as the Sutlej River (outside the image)—in one of the
largest canyons in the world—before entering the lowlands of Pakistan and finally reaching the
Arabian Sea.

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Wake Island, Pacific Ocean
The atoll of Wake Island is located in the central Pacific Ocean approximately 4000 kilometers
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to the west‐southwest of Hawaii and 2400 kilometers to the northwest of Guam. In addition to
Wake Island, the atoll includes the smaller Peale and Wilkes Island for a total land surface area
of 6.5 square kilometers. Like many atolls in the Pacific, the islands and associated reefs formed
around a submerged volcano. The lagoon (image center) in the center of the islands—
characterized by shallow, light blue water in contrast to the surrounding darker, deeper Pacific
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Ocean waters—marks the approximate location of the summit crater of the volcano.
Wake Island was annexed by the United States of America (USA) in 1899, and it became an
important military and commercial airfield by 1935. Following the bombing of Pearl Harbor and
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the mutual declaration of war between the USA and the Empire of Japan in 1941, the atoll was
occupied by Japanese forces until the end of the war in the Pacific (1945). Today, the civil
administration of the atoll is the responsibility of the US Department of the Interior, while the
US Air Force and US Army maintain military facilities and operations (including an airfield and
large ship anchorages). With the exception of direct support to missions—and potentially,
emergency airplane landings—there are no commercial or civilian flights to Wake Island.

During 2006, Wake Island was in the path of Super Typhoon Ioke. Given the danger, the entire
civilian and military population of the atoll was evacuated. While some damage to buildings and
facilities occurred as a result of the storm, a US Air Force repair team subsequently restored full
capabilities for strategic use of the atoll.
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Cumulonimbus Cloud over Africa
Perhaps the most impressive of cloud formations, cumulonimbus (from the Latin for “pile” and “rain cloud”)
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clouds form due to vigorous convection (rising and overturning) of warm, moist, and unstable air. Surface air
is warmed by the Sun‐heated ground surface and rises; if sufficient atmospheric moisture is present, water
droplets will condense as the air mass encounters cooler air at higher altitudes. The air mass itself also
expands and cools as it rises due to decreasing atmospheric pressure, a process known as adiabatic cooling.
This type of convection is common in tropical latitudes year‐round and during the summer season at higher
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latitudes.

As water in the rising air mass condenses and changes from a gas to a liquid state, it releases energy to its
surroundings, further heating the surrounding air and leading to more convection and rising of the cloud
mass to higher altitudes. This leads to the characteristic vertical “towers” associated with cumulonimbus
clouds, an excellent example of which is visible in this astronaut photograph. If enough moisture is present to
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condense and heat the cloud mass through several convective cycles, a tower can rise to altitudes of
approximately 10 kilometers at high latitudes and to 20 kilometers in the tropics before encountering a
region of the atmosphere known as the tropopause—the boundary between the troposphere and the
stratosphere.
The tropopause is characterized by a strong temperature inversion. Beyond the tropopause, the air no longer
gets colder as altitude increases. The tropopause halts further upward motion of the cloud mass. The cloud
tops flatten and spread into an anvil shape, as illustrated by this astronaut photograph. The photo was taken
from a viewpoint that was at an angle from the vertical, rather than looking straight down towards the
Earth’s surface. The image, taken while the International Space Station was located over western Africa near
the Senegal‐Mali border, shows a fully formed anvil cloud with numerous smaller cumulonimbus towers
rising near it. The high energy levels of these storm systems typically make them hazardous due to associated
heavy precipitation, lightning, high wind speeds and possible tornadoes.
Lesson 5

Content Standard: The learners demonstrate an understanding of the origin and
environment of formation of common minerals and rocks

Learning Competency:
The learners identify common rock‐forming minerals using their physical
and chemical properties (S11ES‐Ic‐5)
Objectives:
a. identify the common elements in the earth’s crust
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b. identify the elements that compose a given mineral


Activity # 5: Minerals, Elements and the Earth’s Crust

Introduction
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Minerals are substances formed naturally in the Earth. They have a definite chemical
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composition and structure. There are over 3000 minerals known. Some are rare and precious such as
gold and diamond, while others are more ordinary, such as quartz. Do you know of any more examples
of minerals from the Earth? Like all substances, minerals are composed of elements. There are only
about a hundred elements, and they are the basic building blocks of everything around us. They can be
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found either in their pure form or chemically combined with other elements to make compounds. A
compound is two or more elements chemically joined together.

Materials:
A copy of the Periodic Table
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Almost 99% of the minerals making up the Earth’s crust are made up of just eight elements.
Most of these elements are found combined with other elements as compounds. Minerals are elements
or compounds that occur naturally in the Earth’s crust. Rocks are mixtures formed of minerals. Just as
elements are the building blocks of minerals, so minerals form the building blocks of rocks. Table 1 gives
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some information about the most common elements in the Earth’s crust in order of abundance.

Element Name Symbol Percentage by Weight of the
Earth’s Crust
Oxygen O 47
Silicon Si 28
Aluminum Al 8
Iron Fe 5
Calcium Ca 3.5
Sodium Na 3
Potassium K 2.5
Magnesium Mg 2
All Other Elements 1
Table 1 The elements in the Earth’s crust
The ‘other’ elements include copper, uranium, gold and silver. Although they are comparatively rare,
these are very important to mankind.

Questions:
1. Table 1 shows the relative amounts of the elements making up the Earth’s crust. Draw a bar chart
to show this information.
2. Which is the commonest element in the Earth’s crust?
3. Which is the rarest single element in the Earth’s crust of those named in Table 1?
4. The most common elements in the Earth’s crust are rarely found on their own. They are usually
found combined. Explain why.
5. What do we call two or more elements chemically combined together?
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6. Suggest which element in Table 1 might be the most expensive. Give a reason why you cannot be
certain about your prediction.

Mineral names and chemical composition
Table 2 gives the names of some minerals and their chemical formulae. The chemical formula of a
Mineral
Name
Chemical
Formula
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mineral tells us what elements it contains and in what proportions.
How many atoms of
each element are
Useful
Element
Use of this element
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present in the formula
Galena PbS Lead x 1 Lead Use in the production of
Sulfur x 1 lead plates in lead‐acid
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battery
Pyrite FeS2
Chalcopyrite CuFeS2
Chalcocite Cu2S
Bauxite Al2O3
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Magnetite Fe3O4
Hematite Fe2O3
Rutile TiO2

Questions
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7. The mineral galena contains the elements lead and sulfur combined in a 1:1 ratio. Half the atoms in
the mineral are lead. Pyrite has iron and sulfur combined in a 1:2 ratio; only one third of the atoms
are iron. Fill in the columns headed ‘How many atoms of each element are present in the formula’
and ‘Useful element’ in Table 2 (above). Use your Periodic Table to help you.
8. Which of the minerals chalcopyrite and chalcocite contains the highest proportion of copper
atoms? (Hint. Add up the number of different atoms in each mineral and work out how many of
them are copper atoms).
9. Suggest which copper mineral would be most profitable to mine for copper? Give a reason why you
cannot be certain about your prediction.
10. Use your research skills to find out about the uses of the elements in the ‘Useful element’ column of
Table 2 and put them in the ‘Uses’ column of this table

Reference: Minerals, Elements and the Earth’s Crust, The Royal Society of Chemistry
http://www.rsc.org/education/teachers/resources/jesei/minerals/students.pdf
Lesson 6
Content Standard: The learners demonstrate an understanding of the origin and
environment of formation of common minerals and rocks

Learning Competency: The learners identify the minerals important to society (S11ES‐Ic‐7)

Activity # 6: Homemade Toothpaste

Objectives:
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a. to produce a “marketable” toothpaste made from minerals
b. to identify the mineral properties that makes a mineral suitable as toothpaste
ingredient


Introduction O
Products used daily by people are manufactured from minerals directly or use materials
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made out of minerals. In this activity, the students will investigate one such product.

Materials
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Calcium carbonate (CaCO3), food grade
Sodium bicarbonate (NaHCO3) (baking soda)
Water
Small plastic cups
Plastic spoons
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Sticks for stirring
Assorted food colors and flavorings
Eye droppers
Optional items: hydrogen peroxide (H2O2) (3%), fluoride, sugar or other sweetener
Samples of commercial toothpaste
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Procedure:

1. Basic recipe for toothpaste is 1/2 teaspoon calcium carbonate and 1/4 teaspoon sodium
bicarbonate. Mix the ingredients together in a small plastic cup.
2. Add just enough water (with an eye dropper) to make a paste.
3. Within your group, discuss ways that may improve the physical appearance and taste of the
toothpaste. Remember, the purpose is to produce the most “marketable” toothpaste.
4. Each group may only prepare one recipe. As the samples are quite small, only small
amounts of color and flavoring are needed.
5. Each group will keep a record of their recipe and submit it with the sample for judging.
6. Follow the Worksheet given (on the next page).
7. Judging will be done by the science teachers.
TOOTHPASTE WORKSHEET

Group No. _______________ Product Name _________________________
Basic Recipe: 1/2 tsp. calcium carbonate, 1/4 tsp. sodium bicarbonate, water to
form paste.
Added: ___________________ ________________
ingredient amount
___________________ ________________
Ingredient amount
___________________ ________________
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ingredient amount
Flavoring: ___________________ Color(s) ___________________

Questions:
1. Compare homemade toothpaste with commercial products?

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2. What mineral is added to toothpaste to fight cavities?
3. How many of the commercial toothpaste have minerals in them?
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Reference: Toothpaste with a Twist, Women in Mining Education Foundation, 2007

Grading Rubric for Poster
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5 4 3 2 1
Content Content is Content is Content is accurate Content is Content is
(40%) accurate and all accurate but but some required questionable. inaccurate.
required some required information is Information is Information is
information is information is missing and/or not not presented not presented
presented in a missing and/or presented in a in a logical in a logical
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logical order. not presented in a logical order, order, making it order, making

logical order, but making it difficult difficult to it difficult to
is still generally to follow. follow. follow.
easy to follow.
Presentation Presentation Presentation Presentation flows Presentation is Presentation
flows well and flows well. Tools well. Some tools unorganized. has no flow.
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(20%)
logically. are used correctly are used to show Tools are not Insufficient
Presentation Each member’s acceptable used in a information
reflects extensive information is understanding. relevant and lacking
use of tools in a represented and Each member’s manner. some of the
creative way. identified with information is Lacking some of member’s
Each member’s their name. represented and the members’ information.
information is Overall identified with information/
represented and presentation is their name. and or
identified with interesting. information is
their name. not identified
Images and Images are Images are Most images are Images are No images
Figures appropriate. appropriate. appropriate inappropriate
Layout is pleasing Layout is or layout is
to the eye. cluttered. messy.
Reference: www.wuhsd.org/.../filedownload.ashx?...Grading%20Rubric%...
Lesson 7: Weathering and Erosion

Content Standard: The learners demonstrate an understanding of the geologic processes
that occur on the surface of the Earth such as weathering, erosion, mass
wasting, and sedimentation

Learning Competency: The learners describe how rocks undergo weathering (S11ES‐IIa‐22)

Objectives: a. describe what happens to a rock as it undergoes weathering
b. differentiate physical from chemical weathering
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Time Frame: 3‐4 meetings

Introduction
Earth’s surface is in a constant process of shaping and reshaping. Rocks are
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disintegrated and decomposed, moved to lower elevation and the fragments are carried away
by wind, water, or ice. Weathering, mass wasting and erosion are external processes that helps
shape the Earth’s surface. They occur at or near the Earth surface and are powered by the
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energy from the sun.
In this series of activity, you are going to conduct and observe several activities that
simulates weathering and erosion.
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Activity # 7: What happens to rocks when water in the cracks freezes?

At this lab station you will investigate how freezing and thawing water in the cracks of
rocks can alter them over time. You will explore properties of water and ice in a plastic cup as a
model for water and ice in rock.
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Materials:
One clear plastic cup
A marker to label and mark the cups

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Procedure:
Day 1
1. Fill a cup halfway full with water.
2. Using the marker, carefully mark the water level on the cup.
3. Write your names on the cup and give it to your teacher to freeze overnight.
Day 2
1. Using your marker, carefully mark the new water level on the cup.
2. In your lab notebook, record how the initial water level compares to this new water
level.
3. In your activity worksheet, write down your thoughts about how water freezing in the
cracks of rocks might affect them.
4. Record whether you think this exploration demonstrated chemical weathering,
mechanical weathering, or erosion.
Activity # 8: How does acid rain affect copper‐bearing rocks?

At this lab station you will investigate how acid rain affects copper‐bearing rocks. To
model acid rain, you will use vinegar with a little salt added. To model copper‐bearing rocks,
you will use copper wires.

Materials:
10 strips of 2 cm copper wires (gauge 24)
2 beakers
1 tsp. of salt
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40 mL Vinegar
Water
Pair of tweezers to remove the copper wires for observation
A marker to label the beakers

Procedure:
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1. In your lab notebook, record your observations of the copper wires.
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2. Place 5 strips of copper wires in each of two beakers.
3. Using the tape and a marker, write your names on each beaker.
4. On one beaker, write “Acid Rain” on the label.
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5. On the other beaker, write “Pure Rain” on the label.
6. In the beaker labeled “Acid Rain,” sprinkle 1 tsp. of salt over the copper wires and then
add enough vinegar to cover the wires.
7. In the beaker labeled “Pure Rain,” add enough water to cover the wires.
8. Set these beakers aside for 10 minutes and then take another look. Record your
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observations in your lab notebook. Does the “acid rain” copper wires look different from
the “pure rain” copper wires? How? Describe what the copper wires look like in your
activity worksheet.
9. Set them aside again and observe any changes the next day.

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Day 2
1. Look at the copper wires in both setups and record your observations. Use the tweezers
to take the copper wires out of the beaker to get a closer look.
2. Write down your thoughts about how acid rain might alter copper‐bearing rocks.


Activity # 9: How does water affect carbonate rocks?

At this lab station you will investigate how water affects carbonate rocks. To model this,
you will use antacid tablets that contain carbonates.

Materials:
2 antacid tablets
100 mL beaker
Water
Pair of tweezers to remove the tablet for observation
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Timer or clock
Procedure:
1. Look at the antacid tablet and record your observations.
2. Place one tablet in a small beaker and cover it with water.
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3. After 3 minutes, use the tweezers to remove the tablet and then record your
observations of the surface of the tablet in your worksheet.
4. Compare the tablet to an unused one to make sure your observations are accurate.
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5. Write down your thoughts about how water might alter carbonate rocks.
6. In your lab notebook, record whether you think this exploration demonstrated chemical
weathering, mechanical weathering, or erosion.
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Activity # 10: How does water affect limestone rocks?
How does acid rain affect limestone rocks?

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At this lab station you will investigate how water and acid rain affect limestone. To
model limestone, you will use chalk which is a type of limestone. To model acid rain, you will
use vinegar.

Materials:
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2 pieces of chalk
mortar and pestle
Water
40 mL Vinegar
2 pcs 100 mL beakers
Pair of tweezers to remove the chalk for observation
Tape and a marker to` label the beakers

Procedure:
1. You need to have pebble‐sized pieces of chalk for this experiment. If you need to, use a
mortar and pestle to break the chalk into smaller pieces.
2. In your lab worksheet, record your observations of the chalk. How does it feel? What
does its surface look like?
3. Place half of the chalk pieces in one beaker and label it “Acid Rain”.
4. Place the other half of the chalk pieces in the other beaker and label it “Water”.
5. In the beaker labeled “Acid rain”, pour vinegar just enough to completely cover the
chalk.
6. In the beaker labeled “Water”, pour water just enough to cover the chalk.
7. Record your observations in your lab worksheet. After waiting about 3‐5 minutes, you
can try to take the chalk pieces out of the beakers if you want to make additional
observations. Otherwise, record your final observations in your lab worksheet.
8. Write down your thoughts about how water and acid rain might affect limestone rocks.
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Activity # 11: How do raindrops, dripping water, and waterfalls impact rock?

At this lab station you will investigate how dripping or falling water affects rocks. To
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model waterfalls, raindrops, and dripping water from rock faces or cave ceilings, you will pour
water from a jar held at different heights above the rock. To model the rocks, you will use a pan
full of packed sand.
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Materials:
Water
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A beaker with a pouring lip
Shallow pan
Dry sand

Procedure:
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1. Pack the pan full of dry sand so that it fills the pan about halfway up the side.
2. Make observations of the sand surface and record in your lab worksheet.
3. Fill the beaker with water and slowly pour it onto one part of the pan. Also try sprinkling
the water onto the sand and pouring more or less water each time. You can also adjust
the speed at which you pour. Try adjusting the height at which your pour the water, too.
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Explore all the ways that waterfalls, rain, or dripping water can affect surfaces like this.
Record your observations.
4. As the sand gets wetter, you can always repack it, smooth it down, and continue to
experiment. What differences do you see between how the water affects dry sand
versus wet sand?
5. In your lab notebook, write down your thoughts about how raindrops, dripping water,
and waterfalls impact rock.
6. In your lab notebook, record whether you think this exploration demonstrated chemical
weathering, mechanical weathering, or erosion.

Reference: Weathering Activities
http://undsci.berkeley.edu/lessons/pdfs/lab_station_instructions.pdf (accessed
October 10, 2016)
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