St.

Mary’s College of Catbalogan

(formerly Sacred Heart College)
Corner Mabini & Del Rosario St., Catbalogan City, 6700
PAASCU Accredited (Grade School & High School Department)

(UNIT 1)
MODULE IN
EARTH
SCIENCE
Prepared by:
MR. JOSHUA R. GABIN
Unit Topic: ORIGIN AND STRUCTURE OF THE EARTH
List of topics:
Lesson 1: Formation of the Universe and the Solar System
Lesson 2: Earth Sub-systems
Lesson 3: The Three Main Categories of Rocks
Lesson 4: The Origin and Environment of Formation of Common
Minerals and Rocks
Lesson 5: The Various Sources of Energy (fossil fuels, geothermal,
hydroelectric)
Lesson 6: The Amount of Usable Water Resources on Earth
Lesson 7: Arable Land Distribution on Earth
Lesson 8: Waste Generation & Management
Quarter:First
Week/s: 6
Duration: 13
Instruction to students:
Please read all the texts of this module from the instructions and
directions to the content of the learning module. Much better if you
will take down some important notes for your own good. You are also
expected to answer all the essential questions, activities, assessments,
sel-reflections and other important questions for it will be the basis for
the computation of your grades. Please accomplish the module within
the expected time for you to finish it. God bless!

I. Opening Prayer
My dearest Lord,
Be a bright flame before me,
Be my guiding star above me
Be my smooth path beneath me
Today and forever. Amen.
II. Introduction
Objectives:
Day 1: Formation of the Universe and the Solar System
 Describe the characteristics of Earth that are necessary to support life.
 Day 2: Earth Sub-systems
 Explain that the Earth consists of four subsystems, across whose
boundaries matter and energy flow.

Day 3: The Three Main Categories of Rocks

 Classify rocks into igneous, sedimentary, and metamorphic.
 Identify common rock-forming minerals using their physical and chemical
properties.

Day 4: The Origin and Environment of Formation of Common Minerals and

Rocks
 Identify the minerals important to society.
 Describe how ore minerals are found, mined, and processed for human
use.
Day 5: The Various Sources of Energy (fossil fuels, geothermal, hydroelectric)
 Describe how fossil fuels are formed.
 Explain how heat from inside the Earth (geothermal) and from flowing
water (hydroelectric) is tapped as a source of energy for human use.

Day 6 & 7: The Amount of Usable Water Resources on Earth

 Identify the various water resources on Earth.
 Explain how different activities affect the quality and availability of water
for human use.

Day 8 & 9: Arable Land Distribution on Earth

 Identify human activities, such as farming, construction of structures, and
waste disposal, that affect the quality and quantity of soil.
 Give ways of conserving and protecting the soil for future generations.

Day 10 & 11: Waste Generation & Management

 Describe how people generate different types of waste (solid, liquid, and
gaseous) as they make use of various materials and resources in everyday
life.
 Explain how different types of waste affect people’s health and the
environment.

PCSS Defining
characteristics:
Distinguished by a
Culture of
Excellence
III. Preliminaries:
Pre-test:
I. SUPPLLY TEST
Direction: Give the missing word or phrases in each statement. Choose your
answer in the box.

Cosmology Earth Science Geology Focus

Atmosphere Mesosphere Thermosphere Epicenter
Luster Luminous Diamond Hypocenter
Talc Asthenosphere Mohorovicic discontinuity
Igneous Sedimentary Metamorphic
Erosion Deposition Earthquake
Convergent Divergent Tectonic plate

1. The study of the Earth is _____________________.

2. The _________________ is the thin gaseous layer that envelopes the
lithosphere.
3. ________________ is the hottest part of the atmosphere.
4. _____________ is the quality and intensity of reflected light exhibited by the
mineral.
5. The hardest mineral on Earth is _______________.
6. ______________ is the thinnest layer of the Earth.
7. _____________ rocks that are derived from the cooling and solidification of
magma and lava.
8. _____________ rocks formed at or near the surface of the earth.
9. _____________ rocks are formed below the surface of the earth through the
process of recrystallization of minerals in rocks due to changes in pressure and
temperature conditions.
10.______________ is the transport of one material to another through place
through water.
11.______________ is the result of the movement of Earth’s crust.
12._______________ zone is an area where two crustal plates are separating.
13._____________________ is a massive, irregularly shaped slab of solid roc,
generally composed of both continental and oceanic lithospheres.
14._____________ is the location on Earth’s surface directly above the
earthquake.
15.______________ is the location within the Earth where the earthquake
occurred.
IV: Lesson Proper

Day
The Formation of the Universe and the Solar System
1

Objective/s:
 Describe the characteristics of Earth that are necessary to support life.
Try it!
Are you familiar with the game 4 pics 1 Word? You guess the picture
below using the concept of the game.

Before we start the discussion on our first topic of this unit, let me first discuss
briefly our subject, Earth Science. Earth science generally, is the study of the Earth
(chemical and physical composition) and its neighboring celestial bodies (planets,
moons, stars, asteroids, and comets) in space. Now, for us to better understand how
did our beloved planet was formed let us first discover how and when the universe in
which our planet belongs was formed.
There are several theories that discusses the origin and formation of the universe.
But in this subject we will discuss only a few, those with significance only. There are
two general categories in studying the origin of the universe namely:
ORIGIN OF THE UNIVERSE

NON-SCIENTIFIC SCIENTIFIC
 Religious beliefs Big Bang
Mythology Steady state model

The illustration above explains the origin of the universe with the current and
available theories that we have. But since, science is evolving there is still a possibility
that we could have more in the future. Let us first discus the non-scientific thought
about the origin of the universe.

Non-scientific Thought
• Ancient Egyptians believed in many gods and myths which narrate that the world
arose from an infinite sea at the first rising of the sun.
• The Kuba people of Central Africa tell the story of a creator god Mbombo (or Bumba)
who, alone in a dark and water-covered Earth, felt an intense stomach pain and then
vomited the stars, sun, and moon.
• In India, there is the narrative that gods sacrificed Purusha, the primal man whose
head, feet, eyes, and mind became the sky, earth, sun, and moon respectively.
• The monotheistic religions of Judaism, Christianity, and Islam claim that a supreme
being created the universe, including man and other living organisms.
The main idea in the non-scientific view of the origin of the universe is that there
is a supreme being who created the universe and everything in it regardless of the
ways how He made it. Moreover, in scientific view, it focusses on evidences and facts
that can support the theory.
Scientific Thought
Steady State Model
• The now discredited steady state model of the universe was proposed in 1948 by
Bondi and Gould and by Hoyle. It maintains that new matter is created as the universe
expands thereby maintaining its density.
• Its predictions led to tests and its eventual rejection with the discovery of the cosmic
microwave background.
Big Bang Theory
• As the currently accepted theory of the origin and evolution of the universe, the Big
Bang Theory postulates that 13.8 billion years ago, the universe expanded from a tiny,
dense and hot mass to its present size and much cooler state.
• The Big Bang Theory has withstood the tests for expansion: 1) the redshift 2)
abundance of hydrogen, helium, and lithium, and 3) the uniformly pervasive cosmic
microwave background radiation-the remnant heat from the bang.Focus your attention
on the Big Bang Theory, we were taught in elementary and maybe even in junior high school
that there is an explosion when we speak of big bang theory, but there is none. Instead, the
“bang” means a rapid expansion from time “0” (the start of the big bang) and up to now. Here’s
an illustration of the big bang, it starts from what we call a singularity then it expanded. Again,
no explosion, instead there’s a rapid expansion thereby creating time, space and matter
(first elements such as hydrogen, helium and lithium). The next one to be discussed is the pieces
of evidence of the big bang theory.
There are three main supporting evidence of the big bang theory:

1. Red Shift
2. Cosmic Microwave Background (CMB)
3. Abundance of hydrogen, helium and lithium

Red Shift

 In 1929, Edwin Hubble announced his significant discovery of the “redshift” and
its interpretation that galaxies are moving away from each other, hence as
evidence for an expanding universe, just as predicted by Einstein’s Theory of
General Relativity.
 He observed that spectral lines of starlight made to pass through a prism are
shifted toward the red part of the electromagnetic spectrum, i.e., toward the
band of lower frequency; thus, the inference that the star or galaxy must be
moving away from us.

Cosmic Microwave Background

 There is a pervasive cosmic microwave background (CMB) radiation in the

universe. Its accidental discovery in 1964 by Arno Penzias and Robert Woodrow
Wilson earned them the physics Nobel Prize in 1978.
 It can be observed as a strikingly uniform faint glow in the microwave band
coming from all directions-blackbody radiation with an average temperature of
about 2.7 degrees above.
 In simpler term, Cosmic Microwave Background is a remnant heat coming from
the big bang. Or it can be thought that there is a CMB because the expansion of the
universe till now is happening and that’s what made Big Bang universally accepted.
The last one is the abundance of hydrogen, helium and lithium. It is one of the
supporting evidence because these are the first elements that were formed during
the big bang. Our sun itself is using hydrogen to produce light energy through the
process of nuclear fusion. To generalize, the strong evidence of Big Bang is the red
shift because it describes a universe that is expanding and in sync with the theory
that there is no explosion, instead a rapid expansion.

Origin of the Solar System

Nebular Theory
The nebular theory explains
that the solar system originated from
a nebula – a gas cloud made up of
hydrogen particles. Before the nebula
is stable, it is believed that a nearby
supernova resulted in the disruption
of a nebula. This disruption created
areas of high density, and as these
areas were formed, gravity acted,
pulling other materials to it. The
denser the nebula became, the more
heat it produced that resulted in the
formation of the Sun.

At first, the Sun looked like a

disc (imagine a CD), and as it rotates,
most of its mass fused in the center.
As the Sun forms, the remaining particles that were not sucked up by the Sun
formed as rings. These rings of particles rotated and combined to form
planets. As it forms, the denser materials, such as iron and nickel, sank and
the less dense materials, such as gases, floated to the atmosphere of the
formed planets.

Terrestrial and Jovian Planets

Terrestrial planets, including Mercury, Venus, Earth, and Mars, were
formed because only the materials with higher densities and melting points
were able to form near the very high temperature of the Sun. On the other
hand, the Jovian planets composed of Jupiter, Saturn, Uranus, and Neptune,
are huge planets made up of gases without land surfaces. These planets were
formed farther from the Sun because the temperature away from the Sun was
cool enough for gases to condense, forming these less dense planets.

The origins of the Nebula Theory can be credited to Emmanuel

Swedenborg, Immanuel Kant, and Pierre – Simon Laplace.

Encounter Theory
The Encounter Theory proposed
by Georges Leclerc and Comte de
Buffon explains that the solar system
formed as a result of a near collision
between a passing star and the Sun. As the
star passes near the Sun, the materials of
both the Sun and the star were drawn out.
The interaction from the gravity of the
passing star and the Sun led to the
formation of the planets in the solar system.

Protoplanet Theory
The Protoplanet Theory is a
modified version of the nebular
hypothesis. Just like the nebular theory,
protoplanetary theorists Carl von
Weizsäcker and Gerard Kuiper believed
that the solar system started from a
nebula.

An unidentified instability resulted

in the pulling of dust particles toward
each other. This led to the formation of
the “planetesimals” – objects made up of
dust and rock particles, which is
believed to be the origin of planets.
Planetesimals combined with other
planetesimals and
formed protoplanets – larger
planetesimals. As the protoplanets
formed, like the Sun, they became larger as other materials condensed with
them until the fusion of hydrogen and helium happened. This fusion led to the
production of the heat of the Sun and resulted to the blasting off of the
protoplanets made up of gases. The smaller protoplanets were attracted by the
gravity of the larger protoplanets and made them larger until they became the
planets as we know it.
  Overview

• The solar system is located in the Milky Way galaxy a huge disc- and spiral-
shaped aggregation of about at least 100 billion stars and other bodies (fig. 2);
• Its spiral arms rotate around a globular cluster or bulge of many, many
stars, at the center of which lies a supermassive black hole;
• This galaxy is about 100 million light years across (1 light year = 9.4607 ×
1012 km;
• The solar system revolves around the galactic center once in about 240
million years;
• The Milky Way is part of the so-called Local Group of galaxies, which in turn
is part of the Virgo supercluster of galaxies;
• Based on the assumption that they are remnants of the materials from
which they were formed, radioactive dating of meteorites, suggests that the
Earth and solar system are 4.6 billion years old. On the assumption that they
are remnants of the materials from which they were formed.

 Large Scale Features of the Solar System

• Much of the mass of the Solar System is concentrated at the center (Sun)
while angular momentum is held by the outer planets.
• Orbits of the planets elliptical and are on the same plane.
• All planets revolve around the sun.
• The periods of revolution of the planets increase with increasing distance
from the Sun; the innermost planet moves fastest, the outermost, the slowest;
• All planets are located at regular intervals from the Sun.
 Small scale features of the Solar System
• Most planets rotate prograde
• Inner terrestrial planets are made of materials with high melting points such
as silicates, iron, and nickel. They rotate slower, have thin or no atmosphere,
higher densities, and lower contents of volatiles - hydrogen, helium, and noble
gases.
• The outer four planets - Jupiter, Saturn, Uranus and Neptune are called
"gas giants" because of the dominance of gases and their larger size. They
rotate faster, have thick atmosphere, lower densities, and fluid interiors rich
in hydrogen, helium and ices (water, ammonia, methane).
The next discussion would be about the terrestrial planet with focus on
our planet (Earth) as the only living planet in the solar system.

Terrestrial Planets

Mercury
Mercury is the smallest terrestrial planet in the solar system, about a third
the size of Earth. It has a thin atmosphere, which causes it to swing between
burning and freezing temperatures. Mercury is also a dense planet, composed
mostly of iron and nickel with an iron core. Its magnetic field is only about 1
percent that of Earth's, and the planet has no known moons. The surface of
Mercury has many deep craters
and is covered by a thin layer of
tiny particle silicates. In 2012,
scientists found extensive
evidence of organics — the
building blocks of life — as well
as water ice in craters shaded
from the sun. Mercury's thin
atmosphere and close proximity
to the sun mean it's impossible
for the planet to host life as we
know it.

Venus
Venus, which is about the same size as Earth, has a thick, toxic carbon-
monoxide-dominated atmosphere that traps heat, making it the hottest planet
in the solar system. Venus has no known moons. Much of the planet's surface
is marked with volcanoes and deep canyons. The biggest canyon on Venus
stretches across the surface for 4,000 miles (nearly 6,500 kilometers). And it's
possible that at least some
of the planet's volcanoes are
still active. Few spacecraft
have ever penetrated Venus'
thick atmosphere and
survived. And it's not just
spacecraft that have trouble
getting through the
atmosphere — there are
fewer crater impacts on
Venus than other planets because only the largest meteors can make it. The
planet is hostile to life as we know it.

Mars
Mars has the largest mountain in the solar system, rising 78,000 feet (nearly
24 km) above the surface. Much of the surface is very old and filled with
craters, but there are geologically newer areas of the planet as well. At the
Martian poles are polar ice caps that shrink in size during the Martian spring
and summer. Mars is less dense than
Earth and has a smaller magnetic field,
which is indicative of a solid core, rather
than a liquid one. While scientists have
found no evidence of life yet, Mars is
known to have water ice and organics —
some of the ingredients for living things.
Evidence of methane has also been found
in some parts of the surface. Methane is
produced from both living and non-living
processes. Mars has two small moons,
Phobos and Deimos. The Red Planet is also
a popular destination for spacecraft, given
that the planet may have been habitable in the ancient past.

Earth’s Atmosphere

The atmosphere consists of 78.1% nitrogen, 20.9% oxygen, 0.9% argon,

350 ppm carbon dioxide, and other components.
The table below shows the major components in the atmosphere and their
relative concentrations
(Source: http://www.ucar.edu/communications/gcip/m7sssystem/m7pdfc3.
pdf).

The
presence of
oxygen and
carbon dioxide
permits life on Earth. Carbon dioxide is used by photosynthetic organisms,
such as plants and algae, to convert the energy from the sun to usable energy
through the process of photosynthesis. The oxygen makes it livable for living
organisms including humans for respiration and for our cells to function.

Earth’s atmosphere also protects us from the sun’s radiation. Thirty

percent of the radiation is reflected away by the atmosphere, clouds, and the
earth's surface. Another 25% is absorbed by the atmosphere and clouds, and
the remaining 45% is absorbed by the earth’s surface. Ozone or O3 is
composed of three oxygen atoms. In the stratosphere, O3 is abundant in the
form of the ozone layer. This layer absorbs the ultraviolet wavelengths, and
the absorption of this radiation heats up the air.
Soil and Vegetation
The soil is a mixture of minerals, water, air, organic matter, and
organisms. It is a living medium—a medium for growth of all kinds of
vegetation. The soil promotes growth for plants by providing nutrients, water,
and as a substrate for anchorage of roots. In return, vegetation produces trees
and forests cover, ensures the water and nutrient cycle, and prevents soil and
wind erosion. This mutual relationship of the soil and vegetation makes our
planet livable.

Earth’s Hydrosphere
The hydrosphere contains all the water on our planet including ice and
vapor. Nearly three-quarters of the earth’s surface is the sea and the ocean.
The ocean houses many species of marine life and diverse mineral resources.
Other forms of water include river, streams, and lakes. Other than being a
water reservoir, these forms of water are all sources of fish and shellfish that
we consume. They also serve as thermostat and heat reservoir, especially the
ocean. They also serve as ways for transportation.

To sum it all, the widely accepted theory on the origin of the universe is
the Big Bang for it has two concrete evidence. While the only living planet in
our solar system is the Earth. Earth contains all materials such as water and
oxygen necessary for survival. Now, there are proposal in which to terraform
Mars. Terraforming is the process of altering or changing the planet’s current
condition to make it liveable for humans.

Activity # 1
How can we terraform Mars? Write it in essay form that’s composed of at least 200
word.

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Essential Question # 1
What is the fate of the universe? Will the universe continue to expand or will it
eventually contract because of gravity? Explain your answer.
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Quiz # 1
What is the humanity’s failure to protect the environment and life here on Earth?
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 Day

2 Earth Sub-systems

Prayer:
Almighty Father,
You have led us to know the life of your begotten Son, Jesus Christ, so we could follow
His example of obedience, fortitude and humility.
We ask that we may have the same love for simplicity of life and humility of heart in
spite of the lure of satisfying our wants in life.
May we be simple, selfless and open to your inspiration as we fulfill our duties and
strive to be His reflection in the world.
All these we ask through your Son Jesus Christ, in union with the Holy Spirit and
through the intercession of the Blessed Virgin Mary and the prayers of Mother Ignacia
del Espiritu Santo. Amen
Objective/s:
 Explain that the Earth consists of four subsystems, across whose boundaries
matter and energy flow

Looking back!
 What are the similarities and differences of terrestrial planets?
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Learn about it!

Atmosphere
The word atmosphere comes from the Greek roots atmos which means
gas, and sphaira which means globe or ball. The atmosphere makes up of all
the gases on Earth. It extends outward about 10 000 km from the surface of
the Earth. It is composed of 78.1% nitrogen, 20.9% oxygen, 0.9% argon, 350
ppm carbon dioxide, and other components.
The atmosphere has different layers – troposphere, stratosphere,
mesosphere, thermosphere, and exosphere.

 The troposphere extends to about 14.5 km above the Earth's surface. It

is the lowest layer where the weather forms.
 The stratosphere is found 14.5 to 50 km above the Earth's surface. The
ozone layer that protects the Earth from the Sun's harmful UV radiation
is found in this layer.
 The mesosphere extends from 50 to 85 km above the Earth's surface. It
protects the Earth from the impact of space debris.
 The thermosphere is found 85 to 600 km above the Earth's surface. It
has charged particles that are affected by the Earth's magnetic field. The
particles create the Auroras or Northern and Southern lights.
 The exosphere is the farthest layer. It extends to about 10 000 km above
the Earth's surface.

Geosphere
 Geo is a Greek root which means ground. Geosphere includes all the
soil, rocks, and minerals present in the crust to the core of the Earth. It is
divided into three layers namely crust, mantle, and core.
The crust is the outermost layer of the geosphere. It is made mostly of
silicate materials. There are two different types of crust, the oceanic and
continental crusts. The thin oceanic crust that lies beneath the oceanic floors
is about 5 to 10 km thick. On the other hand, the thicker continental
crust that makes up the continents is about 15 to 70 km thick.
The mantle, which lies just below the crust, is made mostly of silicate
rocks rich in magnesium and iron. It is about 2900 km thick. It has increasing
temperatures at increasing depths. For instance, the layer with the lowest
temperature is the one right beneath the crust. This layer, which is soft
enough to flow, causes the plates of the crust to move. On the other hand, the
layer with the highest temperature is found in contact with the heat-producing
core.
The core, which has a radius of 3400 km, is the innermost layer of the
Earth. It is made up of iron and nickel. It is the source of internal heat
because it contains radioactive materials that release energy as they decay
into more stable substances.

Hydrosphere
Hydro is a Greek root which means water. Hydrosphere is composed of
all the water on Earth in any form: water vapor, liquid water, and ice. It is
comprised of 97.5% saltwater and 2.5% freshwater. It includes all bodies of
water such as oceans, lakes, rivers, and marshes. Clouds and rain are also
part of the hydrosphere.
The water on Earth is constantly moving. It moves through the oceans in
currents. Warm waters in the tropics move toward the poles while cold water
from the polar regions move toward the tropics. Water also flows into streams
and rivers and through the rocks underground. It can also move from the
Earth’s surface to the air by evaporation and then fall back to Earth as
precipitation. It even moves into and out of the bodies of organisms.

Biosphere
Bio is a Greek root that means life. The biosphere is comprised of all
living things. It includes all microbes, plants, and animals. It extends to the
upper areas of the atmosphere where insects and birds can be found. It also
reaches the deep parts of the oceans where marine organisms can still
survive.
Organisms interact with the other spheres to survive. Many organisms
need oxygen and carbon dioxide from the atmosphere to carry out life
processes. Water, which comprises the hydrosphere, is also important to
organisms. Finally, the rocks, soil, and minerals constitute the geosphere also
support life.

How the Earth’s Subsystems Interact?

 Matter and energy move and cycle between the four different
subsystems. These cycles make life on Earth possible. An example of these
cycles is the water cycle. Water moves between the different spheres. It
absorbs, releases, and transports energy around the world in its different
forms.
What will happen if matter or energy does not change from one form to
another?
For example, what if water vapor does not fall back to the Earth as rain? Then
the bodies of water will be drained, and no life on Earth will exist.

The
illustration above shows the interaction of the four sub systems. As you can see the
energy flowing in the earth comes from the sun. As solar energy enters the earth it is
being processed by producers (plants) and transformed into chemical energy. Abiding
the law of conservation of energy that states “energy cannot be created nor destroyed,
it can only be transformed from one form to another”, As primary consumer eats the
plants only 10 % of the total energy is being passed on to that organism because some
of the energy is being consumed by the plants for its activities such as photosynthesis
and pollination. The 10% Rule means that when energy is passed in
an ecosystem from one trophic level to the next, only ten percent of the energy will be
passed on. An energy pyramid shows the feeding levels of organisms in
an ecosystem and gives a visual representation of energy loss at each level.
 Activity # 2
Make a simple concept map about the interaction of the four subsystems.
 Essential Question # 2
How man altered the subsystems of the world?
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Quiz # 2
How can you help in caring the four subsystems of the earth?
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