Name:

Grade & Section:

Activity 1
Time Line Up

A. Arrange the following geologic events by putting number on the space provided. Try to find out which one came first
and last.
____________ _________
First Dinosaurs Solar Nebula Forms

________ ________
Earliest Evidence Indicating Life Valles Marineris begins forming on Mars

______
Extinction of Dinosaurs

Guide Questions:
1. What is your observation about the order and timing of events?
_____________________________________________________________________________________________
2. How it is related on the formation of the universe?
______________________________________________________________________________________________
Name
Garde & Section
Activity 2
History of Universe

I. You are going to answer the following questions: How old is the universe? And when did a number of important
eventsin the universe take place?

1. What is a year?
a How many months are there in a year? _____________months
b In which month is your birthday? ____________
c What do you think is old?__________________________________________________________

2. Timeline of the universe

You are going to make a timeline of the universe. First of all you need to calculate the units of time that make up a year
on Earth.

a. Write your answer in the space provided.

A year has ___________________ months.
A year has___________________ weeks.
A year has___________________ days.
A day has____________________ hours.
An hour has _____________________ minutes.
A minute has _________________seconds.

b. Fill in column 2 Column 2 Column 3

Complete column 3. Remember: 1 year on the timeline is 15 billion years in reality. Calculate the time in reality by
dividing the figure in column 3 by the figure you wrote in column 2. The sums in column 3 are to help you calculate.

d. Your teacher will give you an important event in the history of the universe for you to investigate.
How long after the beginning of the universe did your event take place?

e. Write down the answersfor your event.

15 billion— billion = billion years after the beginning of the universe.

f. One month on the timeline represents 1.25 billion years.

On the timeline, howmany months afterthe beginning ofthe universe did your event take place?
_____________billion years : 1.25 billion years = ____________ months after the beginning of the timeline.

g. In which month of the timeline was this?

Remember: February is 1 month after January, July is 6 months after the beginning.
Month:_________________

3. How old is old?

a. How old is the universe? __________________________________________________
b. How long ago did the Earth come into being? _____________________________________
c. How long ago did the first people appear on Earth? ________________________________
d. Do you think people have been on the Earth for a long time, or not? ___________________________
e. Why do you think that?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
_________________________________________________________________________________________________
Name:
Grade & Section:
Activity 3

I. Arrange the jumbled letters to produce the correct word.

a. N I S O S I F O H T E R Y
______________________________
b. L R E B N U A T O R H E Y
______________________________
c. C R E C A I N O T Y E H O T R
______________________________
d. L A N T R Y P E A L I S C O L N O I O H T E R Y
_______________________________________
e. C P T A R U E T O R H Y E
_______________________________________
d. S L L E T A R I O N L O C S I L T Y E R H O
________________________________________

Guide Questions:

1. What concept do you depicted upon arranging the jumbled letters?

__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

2. What do you mean by theory?

__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

3. In your own opinion, how did our solar system formed?

__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

4. How did you arrived on that conclusion?

__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Name:
Grade & Section
Activity 4
Formation of the Solar System

Objectives:
At the end of the activity, the students will be able to:
a. Enumerate the different hypotheses explaining the origin of the solar system.
b. Compare the different hypotheses explaining the origin of the solar system.

Questions:

1. Enumerate the different hypotheses that explains on how solar system formed.
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

2. Explain briefly the differences of each hypothesis.

________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

3. On your answer in question number 1, what hypothesis do you believed on how solar system formed? Defend your
answer.
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Name:
Grade & Section:
Assignment 1
(Activity 5)

I. Interview atleast 5 persons on your community about the formation of the solar system.
Ask those people on how did the solar system formed and why did they arrived on their answers? Write your data below.

Person 1
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

Person 2
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

Person 3
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

Person 4
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

Person 5
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Name:
Grade & Section:
Activity 6
Characteristic of Earth that can support life

Have the students imagine the following scenario: “Imagine that you live in rural Indiana. The nearest
house is at least a mile away in any direction. The last several days school has been canceled because it has
been unusualy cold. The night before the temperature dipped below minus thirty degrees farenheit with the
windchill. You fall asleep with the comforting thought that school will probably be canceled again the
following day because the temperature is supposed to stay the same. You are awakened in the middle of the
night by what at first seems like your alarm clock, but once you regain consciousness you realize it is the fire
alarm. You can’t see anything because smoke has already filled the room and you are having a difficult time
breathing. You realize that you must get out of the house as fast as possible. While crawling toward the
window across from your bed you stumble across your tennis shoes which you decide to quickly put on. As
you open the window you can hear your family calling to you from the front yard for you to get out of the
house. As you crawl out of the window you are releaved to have made it out of the house alive and to see the
rest of your family has also survived. The bitter cold wind brings you back to reality and you realize that you
and your family will not be able to survive for very long out in this weather. Meanwhile the house is a blazing
inferno. You only have shorts, a t-shirt, and tennis shoes on and your family is dressed similarly. Fortunately
your mother grabbed the cell phone so she could call the fire department. How are you going to survive in
the deadly cold weather until the fire department shows up?
Questions:

1. Is it important how close you stand to the house to stay warm? ___________________________

2. Would you want to stand as close as possible or would you want to stand as far away as possilbe?
___________________________________________________

3. How will you keep your entire body warm and prevent frostbite?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

4. Write your conclusion for this activity.

__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Name:
Grade & Section:

Activity 7
Characteristic of Earth that supports life

I. Explain the following characteristic of Earth in terms of supporting life.

a. Distance from the sun

__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

b. Atmosphere
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

c. Water
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

d. Molten core
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

e. Energy Supply
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

f. Temperature
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

g. Nutrients
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

II. Why is Earth the perfect place for life to exist?

__________________________________________________________________________________________________
__________________________________________________________________________________________________

Assignment 2
 Activity 8

1. Make a research about the other planets in our solar system to find out why they do not have environments
suitable for life, besides unsuitable temperatures.

The following websites contain information about the other planets in our solar system. These websites will
allow the students to compare and contrast surface features, size, and composition of the planets.
a. http://www.nineplanets.org/ (Planet Information)
b. http://www.indianchild.com/know_the_planets.htm (Planet Information)

Name: Date:
Grade & Section: Score:

Activity 9

I. Arrange the jumbled letters to produce the correct word.

a. R H Y D R E O P S H E _____________________________________
b. H E S P R E O E G _______________________________________
c. M O S T A H R P E E _____________________________________
d. I B S H O R E P E ________________________________________

II. Make a brief description on the words you produced.

a.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

b.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

c.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

d.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

II. How these 4 words related with each other?

__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

Name:
Grade & Section:
 Activity 10
Connect the spheres: Earth’s System Interactions

Engage -‐ Nature Walk Observations – make at least 5

Observations
1.

2.

3.

4.

5.

Guide Questions:

1. What “systems” are found on Earth?

______________________________________________________________________________________________________
____________________________________

______________________________________________________________________________________________________
____________________________________

______________________________________________________________________________________________________
____________________________________

2. How do Earth’s systems interact?

______________________________________________________________________________________________________
___________________________________

______________________________________________________________________________________________________
___________________________________

______________________________________________________________________________________________________
___________________________________

3. After seeing many examples, what conclusions about Earth’s systems can you make?
______________________________________________________________________________________________________
____________________________________

______________________________________________________________________________________________________
____________________________________

______________________________________________________________________________________________________
____________________________________

______________________________________________________________________________________________________
____________________________________
Name: Date:
Grade & Section: Score:

Activity 11
Earth Systems

A. Match these vocabulary wordsto the systems: water, earth materials, air, livingthings

Hydrosphere=

Biosphere=

Atmosphere=

Geosphere=

B. Beat the clock! When the teacher shows you a picture, write as many interactions between
Earth’s Systems as you can.

Picture Interaction
C. Observe to your surroundings. And give some Earth System Interaction.
Observation: _______________________________________________________________

1. Circle which system the observation belongs with.

2. Draw arrows to make connections between that system/observation and the other systems.Make as many as
you can!
3. Along each arrow, write details about what that interaction is.
Name: Date:
Grade & Section: Score

Activity 12
Rocks forming materials

A. Write the physical and chemical properties of the following common rock forming minerals.

1. Quartz

2. Feldspar

3. Mica

4. Hornblende

5. Calcite
 6. Dolomite

Name:
Grade & Section:
Activity 13
Classification of Rocks
Try to find all the hidden rock words in the word search puzzle. And classify those rocks whether they are
Igneous, Metamorphic or Sedimentary Rock.

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

Igneous Rock Metamorphic Rock Sedimentary Rock

Questions:
1. Define the three types of rock.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2. Write the characteristics of the three types of rock.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
3. Explain how different types of rocks are formed.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Name:
Grade & Section:
Assignment 4
Activity 14
I. Make a summary on how rocks are formed. And how it change from one rock type to another. (atleast three
paragraph)
II. Make an advance reading about Minerals and their uses.
Name: Date:
Grade & Section: Score:
Activity 15
Mineral Resources

A. Differentiate the two major categories of mineral resources.

Metallic Resources Non-metallic Resources

B. Arrange the jumbled letters to produce the correct word.

a. N I C Z __________________
b. L T A C __________________
c. E P R O C P ________________
d. E L V R I S _________________
e. L D O G __________________
f. O I R N __________________
g. C A L O _________________
h. C Y L A ________________
i. R A B O X _______________
j. M L A I M U U N ____________

Question:
a. What is the concept behind those jumbled letters? What is their similarity with each other?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Name:
Grade & Section:

Activity 16

Read this passage based on the text and answer the questions that follow.

What are Minerals?

Minerals are solids formed by natural processes that take place on or under Earth’s surface. For
example, some minerals form when hot lava cools. Other minerals form when solids precipitate out of
water. Still other minerals form when rocks are exposed to high pressures and temperatures.
Minerals are generally not made by living organisms, so they are called inorganic substances.
Substances made by living things are called organic substances. Everything else is inorganic.

Minerals have a definite chemical composition. A few minerals are made of only one kind of element.
For example, silver is a mineral that consists only of the element silver, and diamond is a mineral that
consists only of the element carbon. However, most minerals are chemical compounds, which consist
of two or more elements. For example, the mineral quartz is the compound silicon dioxide. It contains
one atom of silicon for every two atoms of oxygen. Like quartz, all mineral compounds have a definite
ratio of elements.

Almost all minerals form crystals. A crystal is a solid structure in which atoms are arranged in a
regular repeating pattern. Some minerals, such as table salt, form crystals that are cube-shaped.
Other minerals form crystals with different shapes, such as pyramids. Different minerals can have the
same chemical composition but different crystal structures. For example, graphite (the “lead” in
pencils) and diamond both consist only of carbon. However, their atoms are arranged in different
patterns, giving them different crystal structures. As a result, graphite and diamond have very
different physical properties and are considered to be different minerals. Graphite is dull and gray and
so soft that it breaks easily. Diamond, in contrast, is shiny and clear and the hardest of all minerals.

Questions

1. What are minerals?

______________________________________________________________________________
______________________________________________________________________________

2. What are some specific ways that minerals form?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. Describe the chemical composition of minerals.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Graphite and diamond are minerals that have the same chemical composition. Describe the
physical properties of these two minerals, and explain why they are so different from one another.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Name:
Grade & Section:
Assignment 6
Activity 17

I. State the uses in the society of the following minerals.

MINERALS USES

ALUMINUM

BORAX

CLAY

COAL

COPPER

GOLD

IRON

SILVER
 TALC

ZINC

Name:
Grade & Section:

Activity 18
Ore Minerals

Read this passage based on the text and answer the questions that follow.

Finding and Mining Minerals

Geologic processes create and concentrate minerals that are valuable natural resources. Geologists study
geological formations and then test the physical and chemical properties of soil and rocks to locate possible ore
deposits. They also determine the size of the deposits and the concentration of mineral ores. These factors are
important in deciding whether a mineral deposit is worth mining. A deposit will be mined only if it would be
profitable to do so. A concentration of minerals is called an ore deposit only if it is profitable to mine.

Ore deposits that are close to the surface are mined by surface mining. In surface mining, any overlying rock is
blasted away. The rock that contains the valuable minerals is placed in a truck and taken to a refinery. Specific
methods of surface mining include open-pit mining, strip mining, mountain-top removal, and placer mining. In
open-pit mining, minerals are extracted by digging a big hole in the ground. Strip mining is like open-pit mining
except the material is removed in long strips. In mountain-top removal, a mountain top is completely removed
to get to the level of the ore. Placer mining is the removal of ore that has been deposited in the gravel of a
stream bed.

Ore deposits that are deep underground are mined by underground mining. Miners blast and tunnel into rock to
gain access to the ore. The tunnels may be very deep under the ground. Underground mining is expensive and
dangerous. Hazards in underground mines include toxic gases, lack of fresh air, total darkness, and the potential
for accidents such as explosions and mine collapses.

Questions

1. What is an ore deposit? What factors determine whether a mineral deposit is profitable to mine?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

2. Explain how ore deposits close to the surface are mined. Identify several specific methods.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
3. Describe how ore deposits deep under the surface are mined. Why is this type of mining especially
dangerous?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

Name:
Grade & Section:

Activity 19
Ore deposits

I. Differentiate the two ways to mine ores.

Surface Mining Underground Mining

II. Explain the process of ore extraction.

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
 Name:
Grade & Section:

Assignment 7
Activity 20

I. Fill out the Mineral Properties of the 10 common Ore Minerals.

Ore Minerals Properties

Hardness Specific Colour Streak Lustre Other features

Gravity

Chalcopyrite 3.5- 4 Brassy yellow, Dark green to Metallic Commonly

tarnishes to black massive crystal
blues, greens, form
yellows and
purples

Galena 2.5 7.5 Grey

Haematite Red-brown to Red-brown Tabular to thick

black crystals

Magnetite 5.17 – 5.18 Black Magnetic

Pyrite 3.5 - 4 4.95 – 5.1 Brassy yellow Metallic Cubic form

Sphalerite Black/ brown/

yellow

Malachite 3.6 - 4 Green

Azurite Azure Blue Vitreous

Magnesite 3.5 - 5 Vitreous Crystals usually

massive – no
distinct shape
Bauxite varies Yellow – red, Dull, earthy
white to grey -

Name:

Grade & Section:

Activity 21

I. Cite some ways to prevent or lessen the environmental impact that result from the exploitation, extraction
and use of mineral resources. (atleast 10)

1.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

2.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

3.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

4.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

5.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

6.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

7.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

8.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
9.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

10.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

Name:
Grade & Section:

Assignment 8
Activity 22

I. Make a research on how our country give importance to mineral resources.

 Name: Date:
Grade & Section: Score

Activity 23
Energy Resources

Read this passage based on the text and answer the questions that follow.

Types of Energy Resources

Energy resources can be put into one of two categories: nonrenewable or renewable. Nonrenewable
resources are used faster than they can be replaced. In contrast, renewable resources can be
replaced as quickly as they are used or are so abundant that they will never run out.

The most widely used nonrenewable energy resources today are fossil fuels. Fossil fuels include
coal, oil, and natural gas. Millions of years ago, plants and other living things used energy from the
sun to form carbon compounds. Over millions of years, these compounds were transformed into coal,
oil, or natural gas. Fossil fuels are nonrenewable because they take so long to form. We will use up
most fossil fuels in a matter of decades. Burning fossil fuels also releases large amounts of pollutants
into the air and releases the greenhouse gas carbon dioxide.

Renewable energy resources include solar, water, wind, biomass, and geothermal energy. The sun
will continue to shine for billions of years, so solar energy will not run out no matter how much we
use. Water naturally flows from higher to lower places, and wind naturally blows from areas of higher
to lower pressure. We can use moving water and wind to generate electricity, and we can count on
wind and water to continue to move. Wood, which can be burned to produce heat and light, is one
source of biomass energy. Grain plants can be used to make biofuels, another source of biomass
energy. Biomass resources are renewable because we can plant more trees or other plants to
replace the ones we use. Geothermal energy is the energy of hot rocks beneath Earth’s surface. It
can be used to heat water and generate electricity. Like solar energy, geothermal energy will last for
billions of years.

Questions

1. How do renewable resources differ from nonrenewable resources?

2. What are fossil fuels, and how do they form?

3. What are drawbacks of using fossil fuels for energy?

4. Identify three renewable energy resources. Explain why each of these energy resources is
renewable.

Name:
Grade & Section:

Activity 24

I. Fossil fuels include coal, oil, and natural gas. Read the characteristics in the box below. Decide whether each
characteristic describes coal, oil, or natural gas. Then write each characteristic in the correct section of the diagram
below.

Coal Oil Natural Gas

Name:
Grade & Section:

Assignment 9
Activity 25

Fossil Fuels at Home

Work with your parents to determine how much your family depends on fossil fuels.

A typical household will likely consider four main categories of usage:

 Transportation: Do you use vehicles powered by gasoline, diesel, or other fossil fuels?

 Electricity: Do you use electricity generated by burning coal, oil, or natural gas?

 Heating: Do you heat your home using appliances that burn coal, oil, or natural gas? (Some heating appliances are
powered by electricity.)

 Products: Do you use products that are made from petroleum? Examples include polyester clothing; ball-point pens
and printer cartridges; lipstick; and sporting equipment such as footballs, soccer balls, and tennis racquets.
Instruct the members of your family to keep track of their activities for one week. Record how long you spend doing
each activity that depends on fossil fuels, and try to measure how much fossil fuel is necessary for each activity. For
example:

 How many gallons of gasoline are necessary to drive somewhere?

 How many cubic feet of natural gas are necessary to heat your home? (Your utility bill will likely have this information.)

 How many kilowatt-hours of electricity are necessary to run your television for 30 minutes? (The amount of fuel used
to generate one kilowatt-hour of electricity equals the heat rate of the generator divided by the heat content of the fuel.
You may not be able to obtain this information; regardless, the more electricity you use, the more fossil fuel is burned.)

When you have tracked your activities for one week, discuss your data as a family. Consider how you could reduce your
dependency on fossil fuels. For example:

 Can you combine errands so that you make fewer trips in a car?

 Can you take public transportation instead of a car?

 Can you turn off the lights or electronic equipment when you are not using them?

 Rather than turn up the heat, can you stay warm by wearing extra layers of clothing? Try to determine how much fossil
fuel your family would save by changing your behavior in these ways. Make an effort to follow some of these strategies,
and encourage your family to follow your example.

Name:
Grade & Section:

Activity 26
Geothermal Energy

Read this passage based on the text and answer the questions that follow.

Geothermal energy comes from heat deep below the surface of the Earth. That heat may come to the surface
naturally or it may be available through drilling. Nothing must be done to the geothermal energy. It is a resource
that can be used without processing.
The heat that is used for geothermal power may come to the surface naturally as hot springs or geysers, like The
Geysers in northern California. Where water does not naturally come to the surface, engineers may pump cool
water into the ground. The water is heated by the hot rock and then pumped back to the surface for use. The hot
water or steam from a geothermal well spins a turbine to make electricity.
Geothermal energy is clean and safe. The energy source is renewable since hot rock is found everywhere in the
Earth, although in many parts of the world the hot rock is not close enough to the surface for building
geothermal power plants. In some areas, geothermal power is common
In the United States, California is a leader in producing geothermal energy. The largest geothermal power plant
in the state is in the Geysers Geothermal Resource Area in Napa and Sonoma Counties. The source of heat is
thought to be a large magma chamber lying beneath the area.
Where Earth's internal heat gets close to the surface, geothermal power is a clean source of energy. In
California, The Geysers supplies energy for many nearby homes and businesses.

Questions:
1. How is geothermal energy harnessed?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. How would it be possible for a geothermal plant to gather energy if the hot material was not
located at the surface?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. Why is geothermal energy becoming more popular?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Name:
Grade & Section:

Activity 27

Fill out the table about geothermal energy.

GEOTHERMAL: Renewable Energy Analysis Worksheet

List an environmental benefit and an environmental

impact of using geothermal as a source of energy
In your opinion, rate from 1 to 5 how cost effective
geothermal is as a source of energy for people in the
United States. Provide at least two reasons why you
chose this rating. Rating of 1: very cost effective; easy to
get geothermal energy (heated ground water) out of
ground to use to create electricity; costs to make
electricity from geothermal energy are reasonable Rating
of 5: not cost effective; difficult to get geothermal energy
(heated ground water) to use to create electricity;
geothermal energy is available at only limited locations;
costs to make electricity from geothermal energy are not
reasonable

Your analysis of geothermal as a source of energy in the

United States:

Name:
Grade & Section:

Assignment 10

Activity 28

I. Make a research about the geothermal energy development here in Philippines.

.

Name:
Grade & Section:

Activity 29

I. Arrange the jumbled letters to produce the correct word.

1. R T W G U O A N D E R ______________________________

2. T S L A T R W E A T _________________________________

3. S F E H R R T W A E _______________________________

4. R E G L C A I S _______________________________

5. R F E A C U S R T W A E ____________________________

Questions:
1. What concept comes to your mind after producing the words above?
________________________________________________________________________________
________________________________________________________________________________

2. Which is there more of on Earth: salt water or fresh water?

__________________________________________________________________________________________________
__________________________________________________________________________________________________

3. How much drinking water is available on Earth?

__________________________________________________________________________________________________
__________________________________________________________________________________________________

4. Is there enough water on Earth for everyone? Explain your answer.

__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

5. How do these sources of water contribute to the global water cycle?

__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

Name:
Grade & Section:

Activity 30
Distribution of Water on Earth

I. Create a pie graph about water distribution on Earth (Salt water, Fresh Water and Ground water)
and make a brief explanation about this.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Name:
Grade & Section:

Assignment 11
Activity 31

Answer the following questions regarding Water distribution.

1. How would our lives change if we had unlimited water? What if we had extremely limited water? How much
of the fresh water on Earth is accessible to humans?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

2. How could we make more fresh water accessible to humans? What implications might this have on some
ecosystems? Is there a way to access more fresh water without harming other ecosystems?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

3. What are the advantages and disadvantages of a reservoir having a long residence period? How does it
affect its use by humans and other organisms?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

Name:

Grade & Section:

Activity 32

I. There’s a set of picture with something in common with each other below and a jumbled letters
under it. Arrange the letters to spell out the word you believe to be the answer.
 ETWAR SROURCESE
________________________________

1. What concept is being depicted by the picture?

__________________________________________________________________________________________________
__________________________________________________________________________________________________

2. How did you come up to your answer?

__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

3. Define the word you produced on the jumbled letters.

__________________________________________________________________________________________________
__________________________________________________________________________________________________

Group Name:
Grade & Section:

Activity 33
Water Resources

Materials:
Map of the world
Pictures of water sources
13.5 litre bucket
Measuring cup
Tablespoon measure
4 cups

Part A: Exploring our Watery World

1. Look at the world map. See if you can find where you live on the globe.

2. Be familiarize to lakes, rivers, and oceans on the world map.

3. Ask your members if they think there is more water or land on the globe. Is there water beneath the surface of the
ground that we cannot see?

Part B: Water in the Bucket Demonstration

As you do this experiment, stress that the amounts represent relative quantities of different types of water, not actual
amounts.

1. Put 9.5 liters of water in an aquarium or bucket. Imagine that the container represents all the water in the world.
2. Remove 17 tablespoons of the water and put them into a cup. This represents the world’s ocean.
3. Have a member helper remove 13 tablespoons of water from the cup containing the 17 tablespoons of water and put
it in a separate cup. This amount represents the world’s ice caps and glaciers.
4. Remove another 4 tablespoons of water from the cup containing the 17 tablespoons of water. The 4 tablespoons
represent the world’s fresh water (ground water and surface water).
5. Remove a fraction of a tablespoon (1/20) and place in another cup. This represents the world’s fresh water lakes and
rivers.

Guide Questions:

1. State the water resources you discover on the activity and their percentage using bar graph.

2. Which kinds of waterbodies are salt water and which are freshwater. Have they ever tasted salt water? Was it good?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

3. Do you think we might have problems with not enough water to supply our needs (water scarcity) in the future? Why
or why not? If you answered yes, what might the causes be?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

Name:
Grade & Section

Assignment 11
Activity 34

I. List the agencies involved in water resources management here in Philippines including their function.
Name:
Grade & Section:

Activity 35
Various activities that affect the quality of water
I. Below are the list of various activities that can affect the quality of water. Arrange the letters to produce the
correct word.

a. G R C A L U R T E I U _______________________________
b. O F R M A L N I S L T T E N E T S M E ________________________
c. T L I G N T E R I _______________________
d. R C O M M C E I L A Y R S E T O F R _______________________
e. N I D S U R T Y ________________________

II. After arranging the jumbled letters, explain how these activities affect the quality of water.

a.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
b.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
c.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
d.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
e.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Name:
Grade & Section:

Activity 36
I. Observe the picture carefully.

II. After observing the picture, what is your insight about the picture? Make atleast 3 paragraphs.

Name:
Grade & Section:
Assignmnet 11
Activity 37

Research a negative impact on river biodiversity resulting from human activity, and complete a written report
based on a minimum of three sources of information. The report must be two to three pages long and include:

a) An overview of the problem that you are researching

b) Specific examples and data
c) A summary of data
d) Recommendation of what must be done to counteract the problem
e) A list of references
Name:
Grade & Section:

Activity 38
Water Conservation
Name:
Grade & Section:

Activity 39
Poster Making
Materials:
1/8 Illustration board
Pencil
Marker
Coloring materials
Eraser

I. Draw a poster regarding on conserving and protecting water resources.

Name:
Grade & Section:

Assignment 12
Activity 40
Water Talk:

• Ask:
Have you ever seen water over-used, misused or wasted?
• Introduce the words conservation & sustainability.
• Conservation: preserving, protecting and restoring the natural environment Sustainability: the ability to support and
preserve water resources for today and for tomorrow.

1. Run the water only when you’re ready to rinse.

2. Use only a small amount of water in a tub or take a shower instead.
3. Fix the leaks in the kitchen.
4. Fix the leaks on the hose.
5. Use a dish squeegee to scrape dishes rather than rinsing
6. Only use a full washing machine when doing laundry.
7. Water the garden in the cool temperature of the morning.
8. Use a rain barrel to collect rain water.
9. Irrigate lawn with only 1 inch of water a week.
10. Use a bucket and sponge to wash your car.
11. Wait until the dishwasher is full and then start it.
12. Use a bowl or put a plug in a sink to wash vegetables.
13. Follow water restrictions.
14. Use a Timer Attachment on your hose for garden irrigation.
15. Use a spring loaded Water Hose Sprayer (attached to your hose)
16. Use a broom to clean the driveway instead of a hose.
17. Use a Moisture Meter for garden

Questions:

• What conservation strategies do you already use at home?

__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
• Which practices are new to you?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
• Which conservation strategies would you like to try at home?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
_________________________________________________________________________________________________
• Why is sustainability important?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

Name:
Grade & Section:

Activity 41
I. Below are the following list of human activities that affect the quality and quantity of the soil. Explain briefly
how these activities affect the soil.
a. Deforestation

b. Industrial and Mining Activities

c. Misuse or excess use of fertilizers

d. Improper cultivation process

e. Littering

Name:
Grade & Section:

Activity 42
How human activities affect soil
Observe the pictures and make a brief statement about it.

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Name:
Grade & Section:

Assignment 13
Activity 43

I. Answer the following questions.

1. Why is soil a necessary resource?

2. How do land-use practices in farming, construction and development, and mining affect soil?

3. Describe at least three methods of soil conservation.

Name:
Grade & Section:
Activity 44
INTRODUCTION
Soil and water conservation practices help protect these precious natural resources. Everyone, whether they live in an
urban or a rural area, is responsible for helping to conserve and protect soil and water. Everyone can conserve water by
using it sparingly at home, school, or work. Gardeners can use methods that decrease water loss and protect their soil.
Farmers can choose from a variety of conservation practices, ranging from simple to complicated methods, often called
best management practices (BMPs). Agricultural BMPs are essential to protect and save our soil and water resources. This
activity introduces some common examples of agricultural BMPs. Some conservation practices apply only to agriculture,
while others can be used in both agricultural and urban settings. BMPs help maintain a healthy environment.
Share What Happened:
How many conservation practices did you know before starting this activity? How many do you know now?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

Apply:
How do soil and water conservation practices benefit society?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

Generalize to Your Life:

• What can individuals do to conserve soil and water?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
• What can communities do to conserve soil and water?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Name:
Grade & Section:
 Activity 45

Instructions:
Identify the CP in each of the pictures.
 Use the Conservation Practices word bank to identify the CPs shown in the pictures. Guessing is fine.
 Select the conservation description (A–J) from How Conservation Practices Work and write the
corresponding letter(s) next to How it works. More than one letter might apply to some of the
conservation practices.
Name:
Grade & Section:

Assignment 14
Activity 46

I. Make a slogan with a theme

of “Soil Conservation” on a ½
cartolina.
Name:
Grade & Section:

Activity 47

Waste Management
 
Write in your own words what you think is meant by the following words when you are talking about rubbish.

 
    1.    REDUCE
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________

    2.    REUSE

______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________

    3.    RECYCLE

______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________

Why is it not satisfactory to just throw our garbage out into the environment?

    1.   
______________________________________________________________________________________________
______________________________________________________________________________________________
________________________________________________________________________________________

    2.   
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
________________________________________________________________________________________

    3.   
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
________________________________________________________________________________________

What problems do you think might be associated with burying our garbage under the ground?

    1.   
______________________________________________________________________________________________
______________________________________________________________________________________________
________________________________________________________________________________________

    2.   
______________________________________________________________________________________________
______________________________________________________________________________________________
________________________________________________________________________________________

    3.   
______________________________________________________________________________________________
______________________________________________________________________________________________
________________________________________________________________________________________

Name:
Grade & Section:

Activity 48
Solid Waste Management

I. Explain the different ways on managing solid waste.

a. Collection of Waste
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
b. Disposal of waste
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
i. Sanitary land fill
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
ii. Dumping
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
iii. Incineration
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
iv. Pyrolysis
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
v. Composting
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
vi. Biogas technology
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
c. Recycling
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Name:
Grade & Section:

Activity 49
Liquid Waste Management

I. Explain the different ways on managing liquid waste.

a. Sewage Treatment
i. Dilution
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
b. Mechanical treatments
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
c. Biological treatment
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
d. Chemical Treatment
i. Precipitation
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
ii. Adsorption
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
iii. Osmosis
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
iv. Chemical Oxidation
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
e. Removal of ammonia
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Name:
Grade & Section:

Activity 50
Gaseous Waste Management

I. Explain the ways on managing gaseous waste.

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
II. State the important control measures on management of gaseous waste
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Name:
Grade & Section:

Activity 51
Impact of Solid waste to Health and Environment

A. What is Solid waste?

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

B. Explain briefly the types of solid waste

i. Household Solid Waste
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
ii. Hazardous Waste
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
iii. Hospital Waste
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

C. What is the implication of Solid waste on Human Health and Environment

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Name:
Grade & Section:

Activity 52
Impacts of Liquid Waste on Health and Environment

A. What is Liquid Waste?

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

B. Explain briefly the types of liquid waste.

i. Human Waste
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

ii. Sullage
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

iii. Industrial Waste

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

iv. Runoff
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

C. What is the implication of Liquid Waste on Human Health and Environment?

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Name: Date:
Grade & Section: Score:

Activity 53
Human Activity and the Environment

Did you know that over the past 65 years, the human population has increased significantly? In 1950, there were
approximately 2.5 billion people living on Earth. Currently, there are over 7 billion people. By 2050, it is
projected that there will be over 9 billion people.
During this time, humans have made great strides in technology, transportation, communication, and medicine,
which have contributed to our population increase. Unfortunately, however, we have also had many negative
impacts on the environment.
1. What examples of negative human impact can you think of?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2. Pollution is one example of human impact. Pollution can affect land, air, or water. LAND POLLUTION:
When people litter, not only does the trash clutter our neighborhoods, but it also harms many living creatures.
How would trash be harmful to the living creatures?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
3. AIR POLLUTION: As our population has increased, so has our consumption of fossil fuels such as gas, oil,
and coal. This has caused the release of harmful gases into our atmosphere, and these gases are slowly
deteriorating the ozone layer that protects us from the Sun’s harmful rays. What are the effects of a deteriorating
ozone layer?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
4. WATER POLLUTION: Here is the Atlantic salmon. It is currently endangered because its population has
declined tremendously over the past 30 years, due to various human activities. One reason for this decline is
water pollution. Chemical runoff from farms using pesticides, herbicides, and fertilizers leaks into freshwater
sources and causes acid rain. Other reasons for their decline include the construction of dams, salmon farming,
and historic overfishing. How do you think the construction of dams affects their survival?
5. Unfortunately, there are many other kinds of land, air, and water pollution. There are also many other types
of negative human impact on the environment. It is really important that we all work together to take care of our
Earth. What are some possible ways to reduce negative human impact going forward?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Name: Date:
Grade & Section: Score:

Activity 54
Ways on reducing waste at home

I. Many items around your house can be reused by you or someone else. Write down your ideas on each number
on how you will reuse those items.

1. Empty Soda Bottle

2. Sweater that’s too small

3. Magazine I’ve finished reading

4. Scraps of ribbon or yarn

5. Empty Coffee Can

II. Cite some ways of reducing the production of waste on your home, school and community. (5 each)

Name:
Grade & Section:

Activity 55
Name:
Grade & Section:

Activity 56