ASSOCIATION OF CATHOLIC SCHOOLS OF THE DIOCESE OF IBA

SENIOR HIGH SCHOOL

LEARNER’S MODULE
Name: Section:

TOPIC:
History of Earth

PRE-ASSESSMENT
Essential Questions:
• How long does it take you to eat breakfast before school?
• Roughly, how many hours do you sleep?
• How many weeks until Christmas?

LESSON PROPER
Today, you are going to learn about geological time scale. What do you think why I asked
few questions above about time scale? It is because we are going to talk about how much time it
takes for an event happened; it may minute, hours, days, months or years. If we relate it to the
History of Earth, there are epoch, periods age, etc. which last for thousand to hundred million
years ago.
How did they discover those? It is because of relative and
absolute dating. On previous lesson, relative dating is used to
determine whether an object is youngest or oldest. Aside
from this, another way to find the relative ages of rock is by
using of index fossil. A fossil is remain of ancient animal or
plant which has been preserved in rocks. It is said to be an
index fossil when there are two or more same fossil on a layer
of rock and the species should live for short time, since, the
age of the fossil is equal to the age of rock from where it is
Source: shorturl.at/uACT7
found. Therefore, it can be said that they existed from the same
period.

For instance, which layer

consists index fossil?

Source: shorturl.at/fvwyM

Very good! It is layer A, since, two same kind of fossils are consistently on the same layer.
Scientists used geological time scale to relate layers of rock and fossils to geologic events. They
divided the Early Earth into different time scale to indicate a major geological event such as you’ve
already known, the Paleozoic, Mesozoic era and Jurassic period. The time scale include age
(millions of years), epoch (ten million years), period (one hundred million years), era (several
hundred million years) and eon (half billion years ago). Observing the table, it is like layers of rock
which is arranged vertically. Based on law of superposition, the layer on the bottom is the oldest
and the layer on the top is the youngest, therefore, the oldest layer is the Hadean and the youngest
is the layer of Quaternary Period.
1
Page

MARY JOAN A. CASACLANG EARTH AND LIFE SCIENCE

AUTHOR SUBJECT
 ASSOCIATION OF CATHOLIC SCHOOLS OF THE DIOCESE OF IBA
SENIOR HIGH SCHOOL

LEARNER’S MODULE
Name: Section:

Geologist and paleontologist use absolute dating to know the exact age of rocks or fossils.
Once they discovered the numerical age of the fossil, it will be integrated with vertical time to
create geological time scale.
In conclusion, relative and absolute dating is very useful to produce an accurate presentation
of History of the Earth.

STUDENT PLAYSHOP:
WRITTEN WORKS
Answer briefly.
1. What is the difference of relative and absolute dating?
______________________________________________________________
______________________________________________________________

2. How is the geologic time scale organized?

______________________________________________________________
______________________________________________________________

PERFORMANCE TASK
To practice this concept, make a geologic time scale out of eight events that have occurred
in your lifetime. For example, include important events such as your birth, something you
did today, starting kindergarten, and losing your first tooth.

Write the relative time scale on the left side of the table and on the other side, assign dates
to the events you chose. (Take note of the chronological order of your events)

Relative time scale Absolute time scale

2
Page

MARY JOAN A. CASACLANG EARTH AND LIFE SCIENCE

AUTHOR SUBJECT
 ASSOCIATION OF CATHOLIC SCHOOLS OF THE DIOCESE OF IBA
SENIOR HIGH SCHOOL

LEARNER’S MODULE
Name: Section:
GENERALIZATION:
As Columbanite, why do you think the geologic time scale is important?
______________________________________________________________
______________________________________________________________

TOPIC:
Geologic Processes and Hazards

PRE-ASSESSMENT
Are you curious how a volcano erupts? You must try this simple experiment! Buy a bottle of
coke and pieces of mentos candy. Go on an open area because this experiment is a bit messy.
Open the bottle and position it on the ground. Drop all the Mentos into the bottle at the same
time and then move out of the way as quick as you can. Watch the eruption!

1. Write what you have observed.

_______________________________________________________________
_______________________________________________________________

2. What if it happens near at your place, what do you think would be the possible hazards
or threats of it?
_______________________________________________________________
_______________________________________________________________

LESSON PROPER
Countries along the equator are mostly experiencing dry and wet season. Starting June, we
feel strong winds and rain. Additionally, we’ve already known that our country lies on Pacific Ring
of fire, that’s why we are experiencing sudden earthquake. Those natural-occurring phenomena
is called as natural hazard. However, if one of these natural hazards leads to loss of human life or
damage to property it is called as natural disaster. For this to minimize, we need to learn and
understand these so that we can develop ways to decrease damages and casualties that may occur.
There are three natural processes we encountering on Earth, these include geological,
hydrometeorological and coastal processes. Let us first discuss about geological processes. When
we say geological processes these includes earthquake, landslides, volcanic eruption and tsunamis
which continually shaping Earth, beneath and on the surface.
Earthquake
Last time, I already mentioned why earthquake occurs. What is the reason again? Yes, it is
because of continuously converging, diverging and transforming of plates which causes stress on
it. The rocks break and huge sections of crust are cracked and displaced.
Philippine Institute of Volcanology and Seismology
(PHILVOCS) is the government agency monitoring all seismic and
volcanic activities in the Philippines. Usually, they measure the
strength of an earthquake by magnitude and intensity. When we
say magnitude, it measures the energy released at the source of
the earthquake. It represented by numbers (4, 8, 9, 0). On the
other hand, intensity, measures the strength of shaking produced
by the earthquake at a certain location. It is represented by Roman
Image source: U.S. Geological Survey Numerals (I, II, IV, V). Moreover, they indicate the epicenter and
hypocenter of the earthquake. The hypocenter is the focus is
3

point inside the earth where the earthquake started while epicenter is the point on the surface of
Page

the earth directly above the focus.

MARY JOAN A. CASACLANG EARTH AND LIFE SCIENCE
AUTHOR SUBJECT
 ASSOCIATION OF CATHOLIC SCHOOLS OF THE DIOCESE OF IBA
SENIOR HIGH SCHOOL

LEARNER’S MODULE
Name: Section:
One of the hazards of earthquake is ground shaking, it is
disruptive because it is the vibration of ground up, down and
sideways during an earthquake. This causes damage or
collapse of structures. Second, liquefaction, it occurs when the
sand or soil mix with groundwater (water on underground)
during strong earthquake, the ground becomes soft and
behaves like liquid similar to quicksand. If liquefaction
happened on a building, it may sink. Landslide and tsunamis
are other earthquake hazards which will be further discuss on
the other module.

This Photo by Unknown Author is licensed under CC BY-SA

In the Philippines, the latest disruptive earthquake was the

April 22, 2019 earthquake, the epicenter was in Castillejos,
Zambales. However, certain cities on Central Luzon were
affected. Like here in Olongapo, some buildings were
damaged such as SM Downtown and Ayala Harbor Point.
As well as in Pampanga, the Clark Airport, church, groceries
and public markets were damaged.
Landslide Source: shorturl.at/iEOTU

Do you know what gravity is? Gravity is a force which tries to pull two objects toward each
other. Just like what happening on landslide, continuous rainfall weakens the soil, causing them
to become loose. Since, it happens on mountainous areas the rock masses and water move
downslope slide or flow because of the pull of gravity. The other reasons that trigger landslide are
erosion, earthquake and man-made activities such as mining which creates stress that weakens
the slope.

Source: shorturl.at/bevHK

Flow Fall Slide

There are three classification of landslide; fall, slide and flow. As you can see in the image above,
fall is the falling of pieces of rock downslope, it is commonly happening on steep slope or cliff. A
slide happens when a part of soil or rock becomes weak and moves down on a slope. Flow occurs
when rock materials are soaked with water and move downslope as sticky fluid.

Volcanic Eruption
The most violent eruption on this century was the Mount Pinatubo on 1991. It is considered as
active volcano since it has erupted many times. Volcanic eruption happens when materials such
as magma, ash, and gas are released from a volcano due to a buildup of pressure inside. The effects
of an eruption can be on a local scale affecting the areas near the volcano, for example, lava flow
reaches nearby towns or on a global scale, for instance, volcanic ash particles on air change global
temperature.
4
Page

MARY JOAN A. CASACLANG EARTH AND LIFE SCIENCE

AUTHOR SUBJECT
 ASSOCIATION OF CATHOLIC SCHOOLS OF THE DIOCESE OF IBA
SENIOR HIGH SCHOOL

LEARNER’S MODULE
Name: Section:
There are various volcanic eruption hazards such as lahar, volcanic lightning, lava flows,
volcanic gas, tsunamis, volcanic earthquake, pyroclastic flow. To know more, visit
https://youtu.be/DEtRC35ln94, DRRM: Volcanic Hazards.

Tsunamis
The word Tsunami came from the Japanese word which means “wave in the harbor”. It is
usually a series of wave with 10 to 100 feet high which is caused by earthquake, underwater
landslide or volcanic eruption. Tsunamis can kill people and can cause flooding which disrupts
buildings, water supply and power.

STUDENT PLAYSHOP:
WRITTEN WORK
Complete the table.
Possible hazards Possible effects
Earthquake

Landslide

Volcanic
Eruption
Tsunamis

PERFORMANCE TASK
As God’s steward, create a comic strip or write a scenario on what should be done before,
during and after a disaster (volcanic eruption, earthquake or landslide) of your own choice.
Attach your work at the end of the Science module.

EXIT STATEMENT:
From the activities, I learned that:
__________________________________________________________________
__________________________________________________________________

From the activity, I need further explanation from my teacher on

__________________________________________________________________
__________________________________________________________________

The core values I caught from this activity is /are ________________________________

Through ____________________________________________________________
__________________________________________________________________

The 21st Century skills I realized from this activity is / are __________________________
Through ___________________________________________________________
_________________________________________________________________
5
Page

MARY JOAN A. CASACLANG EARTH AND LIFE SCIENCE

AUTHOR SUBJECT
 ASSOCIATION OF CATHOLIC SCHOOLS OF THE DIOCESE OF IBA
SENIOR HIGH SCHOOL

LEARNER’S MODULE
Name: Section:
ASSESSMENT
Using the 3-point Likert Scale, assess the skills displayed by the learner. 3 as highly 2 as
evident, 1 as low evident, and 0 as missing.

Parental Assessment 3 2 1 0
Explain how relative and absolute dating were used to determine
the subdivisions of geologic time
Describe how the Earth’s history can be interpreted from
geologic time scale
Make a personal time scale applying the concept of geologic time
scale, relative and absolute dating.
Describe the various hazards that may happen in the event of
earthquakes, volcanic eruptions, and landslides
Create a comic strip showing what should be done before, during
and after a disaster (earthquake, volcanic eruption and
landslide).
Explain how relative and absolute dating were used to determine
the subdivisions of geologic time
Learner Assessment
Explain how relative and absolute dating were used to determine
the subdivisions of geologic time
Describe how the Earth’s history can be interpreted from
geologic time scale
Make a personal time scale applying the concept of geologic time
scale, relative and absolute dating.
Describe the various hazards that may happen in the event of
earthquakes, volcanic eruptions, and landslides
Create a comic strip showing what should be done before, during
and after a disaster (earthquake, volcanic eruption and
landslide).
Explain how relative and absolute dating were used to determine
the subdivisions of geologic time

Bibliography:
Dasas, L. (2016). Exploring Life through Science Senior High School: Earth and Life Science. Quezon
City: Phoenix Publishing House. pp. 18-19, 26-29.
Jones, B. (2010). Landslide risk increasing. Retrieved from:
https://www.thenewhumanitarian.org/report/90967/philippines-landslide-risk-increasing
Olivar II, J. & Ramos, A. (2016). Exploring Life through Science: Earth and Life Science. Quezon City:
Phoenix Publishing House. pp. 63-65, 76-80.
Philippine Institute of Volcanology and Seismology. Earthquake Hazards. Retrieved from:
https://www.phivolcs.dost.gov.ph/index.php/earthquake/earthquake-hazards
Philippine Institute of Volcanology and Seismology. Introduction to Earthquake. Retrieved from:
https://www.phivolcs.dost.gov.ph/index.php/earthquake/introduction-to-earthquake
Philippine Institute of Volcanology and Seismology. Introduction to Tsunami. Retrieved from:
https://www.phivolcs.dost.gov.ph/index.php/tsunami/introduction-to-tsunami
Weather Wiz Kids. Soda Bottle Volcano. Retrieved from:
https://www.weatherwizkids.com/experiments-volcano-soda-bottle.htm
6
Page

MARY JOAN A. CASACLANG EARTH AND LIFE SCIENCE

AUTHOR SUBJECT
 ASSOCIATION OF CATHOLIC SCHOOLS OF THE DIOCESE OF IBA
SENIOR HIGH SCHOOL

LEARNER’S MODULE
Name: Section:

TOPIC:
Geologic Processes and Hazards

PRE-ASSESSMENT
What do you think is the use of Geologic hazard map?
________________________________________________________________

Why is the Philippines considered as hazard-risk country?

________________________________________________________________
________________________________________________________________

LESSON PROPER
In the previous lesson, you have learned about the different hazards that are caused by
geological events such as earthquakes, volcanic eruptions, and landslides. How can you determine
if a certain location is prone to geological hazards? A geological hazard map is a map indicating
the areas that are vulnerable to hazards caused by earthquakes, volcanic eruptions, and landslides.
It is a tool used by scientists and local government authorities to anticipate any hazard that a
geological event may bring. It also helps the public be informed and prepared for the geological
hazard.
Earthquake
The map below shows the earthquake-prone areas in the Philippines. Based on the legend, the
different locations are depending on the number of earthquake hits for the past 30 years. For
example, Baguio City (Benguet), which is found in the northern part of Luzon, experienced 76-
100 earthquakes. Meanwhile, Puerto Princesa City (Palawan), which is in the Southwest of Luzon,
experienced fewer earthquakes
(0-11). The top ten provinces that
are most prone to earthquakes
are:
1. Surigao Del Sur
2. La Union
3. Benguet
4. Pangasinan
5. Pampanga
6. Tarlac
7. Ifugao
8. Davao Oriental
9. Nueva Vizcaya
10. Nueva Ecija

• La Union and Pangasinan

are prone to earthquakes,
due to the Manila Trench.
• Surigao Del Sur and Davao
Oriental are at risk for
earthquakes due to
Philippine Trench and
7

nearby active faults.

Page

MARY JOAN A. CASACLANG EARTH AND LIFE SCIENCE

AUTHOR SUBJECT
 ASSOCIATION OF CATHOLIC SCHOOLS OF THE DIOCESE OF IBA
SENIOR HIGH SCHOOL

LEARNER’S MODULE
Name: Section:
• A shallow and strike-slip or transform earthquakes in Nueva Vizcaya, Nueva Ecija, Eastern
Pangasinan, Benguet and La Union can be attributed to its location along the Philippine
Fault Zone.
Landslide
When earthquakes occur, the shaking
and rupture are usually accompanied
by other risks such as landslides.
In Philippines, there are top ten
provinces that are risk to landslide
because of earthquake include:
1. Ifugao 1. Bukidnon
2. Lanao Del Sur 2. Aurora
3. Sarangani 3. Davao del Sur
4. Benguet 4. Davao Oriental
5. Mountain 5. Rizal
Province

As you can see on the top ten list, three

provinces on Cordillera Administrative
Region (CAR) such as Ifugao, Benguet
and Mountain Province are landslide-
prone, since the area is a combination
of mountainous and hilly region that
experience earthquakes or intense
rainfall due to typhoon make them
vulnerable to landslides.

Volcanic Eruption
Historically, there are 22 active
volcanoes all over the Philippines.
There are some volcanoes present in
some provinces and some were not,
these particular areas have no risk to
volcanic eruptions. The top ten
provinces at risk for volcanic eruptions
include:
1. Camiguin 6. Sorsogon
2. Sulu 7. South Cotabato
3. Biliran 8. Laguna
4. Albay 9. Camarines Sur
5. Bataan 10. Batanes

• The top one at risk for volcanic

eruption is the province of Camiguin
since its land area is so small that when
a volcanic eruption occurs, it can affect
the whole province.
8
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MARY JOAN A. CASACLANG EARTH AND LIFE SCIENCE

AUTHOR SUBJECT
 ASSOCIATION OF CATHOLIC SCHOOLS OF THE DIOCESE OF IBA
SENIOR HIGH SCHOOL

LEARNER’S MODULE
Name: Section:
• Sulu ranked second because it has the greatest number of active and potentially active
volcanoes.
• Mayon Volcano situated in Albay in the Bicol Region, is known not only for its perfect cone,
but also for its volcanic activities. The areas surrounding the volcano are highly affected by
volcanic hazards.
• Palawan is not vulnerable to volcanic eruption hazards since there are very few volcanoes
near the area and all of them are inactive.
Tsunamis
Most coastal areas have higher tsunami
hazard potential. Similarly, the
Philippines, being an archipelago
located in the Pacific Ring of fire, is at
risk for tsunami.
There are top ten provinces most at risk
to tsunamis include:
6. Camiguin 11. Sorsogon
7. Sulu 12. South Cotabato
8. Biliran 13. Laguna
9. Albay 14. Camarines Sur
10. Bataan 15. Batanes
Sulu and Tawi-tawi are highly
vulnerable to tsunami because they are
being in between two nearby trenches
(Sulu Trench and Cotabato Trench) and
their dense population. Likewise, most
areas in Basilan and Romblon are at
high risk, especially because they have
been previously affected by a tsunami.

STUDENT PLAYSHOP:
WRITTEN WORK
Answer the following questions using the hazard maps on the lesson proper.
1. Using the earthquake hazard map, identify which place you would like to live if you want
an earthquake-free home. Justify your answer.
______________________________________________________________
______________________________________________________________

2. Do you think living close to mountains will lessen or increase the risk of landslides?
Explain your answer.
______________________________________________________________
______________________________________________________________

PERFORMANCE TASK
Select one place in the Philippines or at your community vulnerable to landslide. Answer the
following:
a. Factors that could contribute local landslide
b. Previous incidences of landslides
9

c. Give things that should be done before, during and after the landslide.
Page

MARY JOAN A. CASACLANG EARTH AND LIFE SCIENCE

AUTHOR SUBJECT
 ASSOCIATION OF CATHOLIC SCHOOLS OF THE DIOCESE OF IBA
SENIOR HIGH SCHOOL

LEARNER’S MODULE
Name: Section:

Take note, write your case study on a coupon bond, it should be handwritten and attach it at
the end of the module.

Generalization:
As God’s steward, how will you help the victims of calamities?
______________________________________________________________
______________________________________________________________

EXIT STATEMENT:
From the activities, I learned that:
__________________________________________________________________
__________________________________________________________________

From the activity, I need further explanation from my teacher on

__________________________________________________________________
__________________________________________________________________

The core values I caught from this activity is /are ________________________________

Through ____________________________________________________________
__________________________________________________________________

The 21st Century skills I realized from this activity is / are __________________________
Through ___________________________________________________________
_________________________________________________________________

ASSESSMENT
Using the 3-point Likert Scale, assess the skills displayed by the learner. 3 as highly 2 as
evident, 1 as low evident, and 0 as missing.

Parental Assessment 3 2 1 0
Use hazard maps, identify areas prone to hazards brought
about by earthquakes, volcanic eruptions, and landslides
Identify human activities that speed up or trigger landslides
Conduct a case study on one place in the Philippines vulnerable
to landslide.
Learner Assessment
Use hazard maps, identify areas prone to hazards brought about
by earthquakes, volcanic eruptions, and landslides
Identify human activities that speed up or trigger landslides
Conduct a case study on one place in the Philippines vulnerable
to landslide.

Bibliography:
Dasas, L. (2016). Exploring Life through Science Senior High School: Earth and Life Science. Quezon
City: Phoenix Publishing House. pp. 27-29.
Manila Observatory. (2005). Mapping Philippine Vulnerability to Environmental Disasters. Retrieved
from:
http://vm.observatory.ph/geophys_maps.html#:~:text=Combined%20Risk%20to%20G
eophysical%20Disasters
10

Olivar II, J. & Ramos, A. (2016). Exploring Life through Science: Earth and Life Science. Quezon City:
Page

Phoenix Publishing House. pp. 77-80.

MARY JOAN A. CASACLANG EARTH AND LIFE SCIENCE

AUTHOR SUBJECT
 ASSOCIATION OF CATHOLIC SCHOOLS OF THE DIOCESE OF IBA
SENIOR HIGH SCHOOL

LEARNER’S MODULE
Name: Section:

TOPIC:
Hydrometeorological Phenomena and Hazards

PRE-ASSESSMENT
Describe the weather during May to October.
_______________________________________________________________

Describe the weather during November to February.

_______________________________________________________________

LESSON PROPER
Previously, we learned that geologic process also caused different hazard such as volcanic
eruption, landslide and tsunamis. This time, we are going to learn about different hazards caused
by climate, weather and other meteorological events. Philippines is known as a tropical country
with only 2 seasons such as wet and dry. Our country is located in Pacific Ocean where most
powerful tropical cyclones most frequently develop. The Hydrometeorological phenomena and
hazards are monsoons, tropical cyclones, floods and tornadoes.
Let us learn first the monsoon. The Philippines is affected by the consistent reversal of
southwest and northeast monsoon. A monsoon is a change in direction of prevailing or strongest
winds affecting a large area over a period of several months. There are two prevailing wind
patterns such as southwest monsoon (locally known as Habagat) and northeast monsoon (locally
known as Amihan).
Northeast monsoon (Amihan) usually happens within the months
of November and February. It is a cool and dry northeast wind coming
from Siberia and China and blows down to Southeast Asia. It is also
characterized with slight to moderate rainfall and a prevailing cold wind
that affects east of the Philippines.

Southwest monsoon (Habagat) is characterized by frequent heavy

rainfall and humid weather. The gusty winds from the west and
excessive rainfall often turn to dangerous typhoons. The typhoons that
habagat brings, unfortunately, cause millions, sometimes billions,
worth of reconstruction damage and kill hundreds of Filipinos. The
southwest monsoon usually affects the country from June to October.

Source: Phoenix Publishing House

Tropical cyclones or bagyo are common in the Philippines due to its being in the typhoon
belt. Tropical cyclones form only over warm ocean waters near the equator.
The Philippine Atmospheric, Geophysical and Astronomical Services (PAGASA) is the
government weather bureau that monitors atmospheric conditions within the Philippine area of
responsibility (PAR). There are five categories of tropical cyclones based on their wind speed, as
shown in table below.
Type Sustained Wind Near and Center
11

Tropical Depression 30-60 km/h

Tropical Storm 61-88 km/h
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Severe Tropical Storm 89-117 km/h

MARY JOAN A. CASACLANG EARTH AND LIFE SCIENCE

AUTHOR SUBJECT
 ASSOCIATION OF CATHOLIC SCHOOLS OF THE DIOCESE OF IBA
SENIOR HIGH SCHOOL

LEARNER’S MODULE
Name: Section:
Typhoon 118-219 km/h
Super Typhoon Faster than 220 km/h

Northern Luzon, Southeastern Luzon and Eastern Visayas are the areas highly at risk to
the occurrence of tropical depressions, tropical storms, typhoons and super typhoons. The natural
hazard of tropical cyclone is flood, it occurs when water from heavy rainfall are not properly
channeled. Loss of life and destruction of structures is the aftermath of flooding.
Tropical cyclones can also produce tornadoes that add to the storm's destructive power. They
consist of a very fast rotating column of air that usually forms a funnel shape. They can be very
dangerous as their high-speed winds can break apart buildings, knock down trees, and even toss
cars into the air.
To prevent the effects of tropical cyclone, flooding and tornado, PAGASA issues public weather
forecasts and advisories called public storm warning in mass media to provide warnings related
to weather conditions. These are as follows:

Level Wind and Lead Time

1 30-60 km/h; within 36 hours
2 60-120 km/h; within 24 hours
3 120-170 km/h within 18 hours
4 170-220 km/h; within 12 hours
5 Faster than 220 km/h; within 12 hours

The Department of Education has adopted guidelines for class suspension using PAGASA’s
public storm warning, these are the following guidelines:
PSWS # CLASS SUSPENSION
1 All classes in kindergarten are suspended.
2 All classes in elementary and high school are suspended.
3 All classes in all levels, including college and graduate schools, are
suspended.

To help communities to prepare for incoming heavy rain and potential flooding and how to act
accordingly, PAGASA provided color-coded rainfall warning system. The National Disaster Risk
Reduction and Management Council (NDRRMC) provides weather advisory to all mobile network
subscribers.
12
Page

MARY JOAN A. CASACLANG EARTH AND LIFE SCIENCE

AUTHOR SUBJECT
 ASSOCIATION OF CATHOLIC SCHOOLS OF THE DIOCESE OF IBA
SENIOR HIGH SCHOOL

LEARNER’S MODULE
Name: Section:
The Department of Science
and Technology created a
project named as
Nationwide Operational
Assessment of Hazards
which they provided a 3D
flood hazard maps which is
useful in identifying areas
prone to flooding.
Source: http://noah.up.edu.ph/#/
STUDENT
PLAYSHOP:
WRITTEN WORK
Write the differences and similarities of Amihan and Habagat.

Amihan Habagat

PERFORMANCE TASK
1. Choose one coastal area on the flood hazard map below or visit shorturl.at/mBIOQ

Criteria Excellent Good Satisfactory Poor Not

(9 to 10) (7 to 8) (5 to 6) (1-4) Acceptable
(0)
Depth of Answer Demonstrates a Demonstrates a Demonstrates a Demonstrates No submission.
thorough and thoughtful limited little or no
conscious understanding of understanding of understanding of
13

understanding of the case and the the case. the case study
the case and subject matter. and subject
Page

subject matter. matter.

MARY JOAN A. CASACLANG EARTH AND LIFE SCIENCE

AUTHOR SUBJECT
 ASSOCIATION OF CATHOLIC SCHOOLS OF THE DIOCESE OF IBA
SENIOR HIGH SCHOOL

LEARNER’S MODULE
Name: Section:
Development of Uses specific and Uses relevant Uses some None or very few No submission.
examples, convincing examples from unclearly specific examples
evidence examples to experience to developed used to support
support ideas and support claims. examples to claims made in
make insightful Makes applicable support claims. answer.
connections. connections
between ideas.
2. Create a case study of the vulnerability of the area to typhoon and coastal floods. Take
note, you may use articles and conduct a survey for evidences.
3. Make a proposal of preventive measures or reduction measures that you want to apply
on your chosen coastal area.

Therefore, your work must consist of four pages.

• First page, describing the vulnerability of the area.
• Second to third page, the evidence such as articles, pictures and your conducted
survey.
• Fourth page, the preventive measure you want to apply on your chosen coastal area.

IT MUST BE WRITTEN ON A COUPON BAND. Attach your work at the end of the
module. Look at the rubrics as your guide on scoring your performance task.

14
Page

MARY JOAN A. CASACLANG EARTH AND LIFE SCIENCE

AUTHOR SUBJECT
 ASSOCIATION OF CATHOLIC SCHOOLS OF THE DIOCESE OF IBA
SENIOR HIGH SCHOOL

LEARNER’S MODULE
Name: Section:

15

https://www.researchgate.net/figure/Flood-Hazard-Exposure-Map-of-Olongapo-City_fig6_335517396
Page

MARY JOAN A. CASACLANG EARTH AND LIFE SCIENCE

AUTHOR SUBJECT
 ASSOCIATION OF CATHOLIC SCHOOLS OF THE DIOCESE OF IBA
SENIOR HIGH SCHOOL

LEARNER’S MODULE
Name: Section:

TOPIC:

Marine and Coastal Processes and Hazards

PRE-ASSESSMENT
If you were a resident of Tacloban, where the
hardest-hit area of Typhoon Yolanda, could you
prevent the effect of storm surge?

Source: shorturl.at/asC68

LESSON PROPER
Today you are going to explore how the shoreline affects by coastal processes such as
coastal erosion, flood and saltwater intrusion. They are unavoidable since it is naturally occurring
and amplified by human action. Since, Philippines is an archipelagic country, it is prone to coastal
hazards.
Let us define what coastal area is, it is the transition areas between land and sea. It is a part
of a land where you can see the beach, mangroves, estuary or lagoon, etc. Living in coastal areas
have pros and cons; it provides us seafood and fishes and revenue for tourism. However, the cons
of living there is the unpredictable weather. You might experience great waves, high and low tides.
When the waves blow across the surface of the
ocean, it creates waves. These can cause large impacts
on coast possible flooding, coastal erosion and
damages on structures might be the hazard. The
frequent rise and fall of ocean levels were caused by
the gravitational pull of the sun and moon on the
oceans, it is commonly known as tides. When part of
the coastline was wearing way and some sediments
were removed, it is called as coastal erosion. It is
caused by wave action, wave currents and the high This Photo by Unknown Author is licensed under CC BY-SA

and low tides.

To prevent the effects of uncontrolled rise of sea level, the forces of waves and tides and
transportation of sand, building seawalls and groynes is the key. Seawalls are precisely designed
and constructed to protect the land and buildings. It could be built in vertical, curved or made of
rubble and blocks. Groynes along with seawalls could be also helpful. It is built vertical to the
16

This Photo by Unknown Author is licensed This Photo by Unknown Author is licensed
Page

under CC BY-SA This Photo by Unknown Author is This Photo by Unknown Author is licensed
under CC BY-SA
licensed under CC BY under CC BY-SA

MARY JOAN A. CASACLANG

Seawall Groynes
EARTH AND LIFE SCIENCE
AUTHOR SUBJECT
 ASSOCIATION OF CATHOLIC SCHOOLS OF THE DIOCESE OF IBA
SENIOR HIGH SCHOOL

LEARNER’S MODULE
Name: Section:
beach to limit the movement of sands and interrupt the natural flow of water and waves. A wood,
concrete or pile of rocks may be used to construct Groynes.
The other coastal process is the saltwater intrusion, it is the movement of saltwater coming
from the sea into underground sources of freshwater it is caused by rising of sea level. The
freshwater that we are talking about is the water you get on water well and pump. This process
has negative impact on coastal dwellers since it is the source of their drink and irrigation for their
crops.

This Photo by Unknown Author is licensed under CC BY-NC This Photo by Unknown Author is licensed under CC BY-
NC-ND

To prevent the effects of saltwater intrusion, injection wells are built where freshwater is
injected. The addition of freshwater in injection wells creates a barrier to saltwater intrusion.
To know more about saltwater intrusion, visit shorturl.at/efmzO, Testing the limits of saltwater
intrusion
What are some effects of human activities on the coasts? How can the effects of human
activities be prevented from negatively affecting coasts? Human activities such as land
development, waste disposal and construction of structures cause different changes in coastal
features. It is important to prevent the impact of these activities so that, no coastal processes
occur.
Coastal land development is the process of altering the landscape in number of ways; it can
be for agriculture. Housing or business establishment such as resort, hotel, etc. It may cause
coastal erosion since they will extract sand. It might cause also, saltwater intrusion because there
is an increase of establishments in the area which means there is higher demand for freshwater.
If there is increase in development of establishments and population, it may lead to
increase amounts of waste disposed in coastal area. The wastes are disposed in landfills near the
coasts which causes not only water pollution but also increases the effects of coastal erosion and
may lead to saltwater intrusion.
Constructions on coast should be done safely. If it is done carelessly, these constructed
structures can cause more harm to the coast. Structures must have strong foundations and
elevated so as not to impact directly the coastal soil and also for their protection against coastal
processes such as high waves and coastal erosion.

STUDENT PLAYSHOP:
WRITTEN WORK
Create a graphic organizer showing the relationship of the following terms: Use another
coupon bond on your answer.
Coastal Saltwater Land Flooding Seawalls Groynes
processes intrusion development
Waste Waves Injection Coastal Tides Construction
disposal wells erosion of structures
17
Page

MARY JOAN A. CASACLANG EARTH AND LIFE SCIENCE

AUTHOR SUBJECT
 ASSOCIATION OF CATHOLIC SCHOOLS OF THE DIOCESE OF IBA
SENIOR HIGH SCHOOL

LEARNER’S MODULE
Name: Section:
Generalization:
As a Columbanite ready for disaster, what are the necessities in your own preparedness kit
(first aid kit)?
______________________________________________________________
______________________________________________________________

EXIT STATEMENT:
From the activities, I learned that:
__________________________________________________________________
__________________________________________________________________

From the activity, I need further explanation from my teacher on

__________________________________________________________________
__________________________________________________________________

The core values I caught from this activity is /are ________________________________

Through ____________________________________________________________
__________________________________________________________________

The 21st Century skills I realized from this activity is / are __________________________
Through ___________________________________________________________
_________________________________________________________________

ASSESSMENT
Using the 3-point Likert Scale, assess the skills displayed by the learner. 3 as highly 2 as
evident, 1 as low evident, and, 0 as missing.

Parental Assessment 3 2 1 0
Use hazard maps, identify areas prone to hazards brought about
by tropical cyclones, monsoons, floods, or ipo-ipo.
Conduct a survey to assess the possible geologic/
hydrometeorological hazards that your community may
experience.
Identify how coastal processes result in coastal erosion,
submersion, and saltwater intrusion
Cite ways to prevent or mitigate the impact of land development,
waste disposal, and construction of structures on control coastal
processes
Create a prevention plan for the structures and management of
coastal area.
Learner Assessment
Use hazard maps, identify areas prone to hazards brought
about by tropical cyclones, monsoons, floods, or ipo-ipo.
Conduct a survey to assess the possible geologic/
hydrometeorological hazards that your community may
experience.
Identify how coastal processes result in coastal erosion,
submersion, and saltwater intrusion
Cite ways to prevent or mitigate the impact of land
development, waste disposal, and construction of structures on
18

control coastal processes

Create a prevention plan for the structures and management of
Page

coastal area.
MARY JOAN A. CASACLANG EARTH AND LIFE SCIENCE
AUTHOR SUBJECT
 ASSOCIATION OF CATHOLIC SCHOOLS OF THE DIOCESE OF IBA
SENIOR HIGH SCHOOL

LEARNER’S MODULE
Name: Section:
Bibliography:
Dasas, L. (2016). Exploring Life through Science Senior High School: Earth and Life Science. Quezon City:
Phoenix Publishing House. pp. 30-34.
Movilla, J. Mitigation of the Impacts of Land Development, Waste Disposal, And Construction on
Coasts. Retrieved from: https://www.scribd.com/document/433186059/5-Mitigation-of-
the-Impacts-of-Land-Development-Waste-Disposal-And-Construction-on-Coasts
Olivar II, J. & Ramos, A. (2016). Exploring Life through Science: Earth and Life Science. Quezon City:
Phoenix Publishing House. pp. 81-87.
Philippine Atmospheric, Geophysical and Astronomical. Climate Advisories. Retrieved from:
http://bagong.pagasa.dost.gov.ph/climate/climate-advisories
University of Houston. Rubric Tool. Retrieved from: https://uh.edu/tech/instructional-
design/best-practices/blackboard-rubric-tool/
Ynabañez, R. (2017). Assessment of Potential Damage from Scenario-based Extreme Flooding
Events in Olongapo City. Retrieved from: https://www.researchgate.net/figure/Flood-
Hazard-Exposure-Map-of-Olongapo-City_fig6_335517396

TOPIC:
The Evolving Concept of Life

PRE-ASSESSMENT
What comes to your mind when you hear the term Life Science? Make a symbol describing it.

LESSON PROPER
For this module, you will learn about how the study of life progressed. We all know that Biology
is the study of life, which comes from two Greek words, bios meaning life and logos meaning
reason or study. It deals with structures, functions and relationships of organisms with their
environment. There are three major divisions of the biological sciences:
1. Microbiology- study of microorganisms
2. Botany- study of plants
3. Zoology- study of animals
As the field of biology progressed, more specialized fields of study emerged. These specialized
branches often correlated with one another. Some of these branches of biology include the
following:
1. Taxonomy- study of naming and classifying organisms. These are how living things classify
if it is from kingdom Plantae, Animalia, Protista, etc. and assigning binomial nomenclature or
what you’ve known as scientific name. For example, the scientific name of humans is homo
sapiens.
2. Cytology- study of structures and functions of cells. These are different types of cell such as
plant cell and animal cell where it has different parts such as mitochondria, nucleus, golgi
apparatus, etc.
19

3. Embryology- study of formation and development of organisms. This branch studies the
development of sex cells, fertilization and development of embryo and fetus.
Page

MARY JOAN A. CASACLANG EARTH AND LIFE SCIENCE

AUTHOR SUBJECT
 ASSOCIATION OF CATHOLIC SCHOOLS OF THE DIOCESE OF IBA
SENIOR HIGH SCHOOL

LEARNER’S MODULE
Name: Section:
4. Anatomy- study of structures and parts of organisms. For example, the human heart, its
parts are the pulmonary arteries, pulmonary vein, aorta, left ventricle, right ventricle.
5. Physiology- study of function of living organisms and their parts. It describes how molecules
behave in cells to how systems of organs work together. It helps us understand what happens
in a healthy body in everyday life and what goes wrong when someone gets sick.
6. Biochemistry- study of chemical compositions of living things. It is usually the study of four
biochemicals compounds in our body such as carbohydrates, proteins, nucleic acids, and
lipids (fats).
7. Genetics- study of heredity and variation. It focuses on how you acquire the genes of your
parents and how people are unique.
8. Evolution- study of origin and differentiation. It is about how man came from and how
organisms evolve over time.
9. Ecology- study of relationships of organisms with their environment and each other. The best
example of this is the mutualism, it is an interaction between organisms of two different
species in which each benefit such as flower and bees. Flower provides bees nectar and pollen
for their food and bees spread the pollen from flower to flower which causes reproduction.
New subdisciplines in biology have emerged because of the transforming of technology. Some
of these modern branches of biology include the following:
1. Molecular biology- study of molecules that make up or influence the cells of living
organisms. It is the study of RNA, DNA and proteins for manipulation, analysis and imaging.
2. Genomics- study of genetic material of an organism. It is concern on sequencing and
analysis of the entire DNA of an organism.
3. Proteomics- study of proteins in a living organism.
4. Immunology- study of immune system and processes of immunity. It focuses on studying,
diagnosing, treating, and help preventing immune system disorders.
5. Bioinformatics- study of biological data using computer programs.

STUDENT PLAYSHOP:
WRITTEN WORK
Match the items in column A with the items in column B. write the letters of your choice on
the space provided.
A B
______1. It is the study of origin and differentiation a. Proteomics
______2. It is the study of structures and functions of cells. b. Physiology
______3. It is the study of biomolecules such as lipids, proteins, etc. c. Genomics
______4. It is the study of how organ systems work together. d. Evolution
______5. It is the study of entire DNA of an organism. e. Cytology
f. Biochemistry

PERFORMANCE TASK
Choose 5 branches of Biology and fill up the necessary information needed. You may use
the Internet to look for relevant information. Use another coupon bond and attach it on the
module.

Branches of Scope of Related Notable Major How it

Biology Study Occupations Scientists breakthroughs impacts
and daily life?
discoveries
20
Page

MARY JOAN A. CASACLANG EARTH AND LIFE SCIENCE

AUTHOR SUBJECT
 ASSOCIATION OF CATHOLIC SCHOOLS OF THE DIOCESE OF IBA
SENIOR HIGH SCHOOL

LEARNER’S MODULE
Name: Section:
Generalization:
How do the branches of biology contribute to the understanding of life?
______________________________________________________________
______________________________________________________________

TOPIC:
The Evolving Concept of Life

PRE-ASSESSMENT
Essential Question:
Your mother bought some meat from the market one day. She placed the meat in a pan but
forgot to place it in the freezer. After some time, maggots were seen crawling from the meat.
What can you say about these outcomes? Explain.
_______________________________________________________________
_______________________________________________________________

LESSON PROPER
What do you think is the difference between living things to non-living things? Life
distinguishes living things such as animals and plants from nonliving things. But how did life come
about on Earth? The study of the origin of life is viewed from different perspective. Early beliefs
saying that life could appear from nonliving things, it is called as abiogenesis or spontaneous
generation. This idea was coming from Aristotle where people in the past believed that flies could
grow from cattle dung, mice from wheat stored in the dark, maggots from decaying meat or lice
from sweat.
As time goes by, scientists contradicted the idea and conducted several experiments to prove
this opposed belief. They concluded that life originates from pre-existing life. Some of the
experiments conducted were from Redi, Needham, Spallanzani and Pasteur.
Let us know first the Redi’s experiment, he used Redi’s experiment
maggots on decaying meat to disapprove the concept of
abiogenesis. Based on his observation, maggots could
only form when flies could lay eggs in the meat, and
that the maggots were the offspring of flies.
Second, Needham’s experiment, he tested whether
microorganisms could appear spontaneously after
Source: shorturl.at/hvHN5
boiling. Since, at that time, it was common knowledge
Needham’s experiment
that boiling could kill microorganisms. After boiling the
broth, he left it open and then sealed it with cork. Then
several days, Needham observed that the broth turned
cloudy and full of microorganisms. He concluded in his
experiment that life originates from nonliving. But he
did not heat it long enough to kill all the microbes in the
broth and the flask was not sealed first and was exposed Spallanzani’s experiment
to the air.
The third one is the work of Lazzaro Spallanzani, he
revised the work of John Needham. He also boiled the
broth and left it open. Several days later, the open
21

container was filled with microorganisms since it was

exposed to the air. On the other hand, the set-up B was
Page

Pasteur’s experiment
sealed but when the flask was open, it was now
MARY JOAN A. CASACLANG EARTH AND LIFE SCIENCE
AUTHOR SUBJECT
 ASSOCIATION OF CATHOLIC SCHOOLS OF THE DIOCESE OF IBA
SENIOR HIGH SCHOOL

LEARNER’S MODULE
Name: Section:
contaminated. He concluded that life occurred from something that entered the unsealed flask
and it was the one responsible for life to grow.
Lastly, the famous Louis Pasteur, he boiled sugar Pasteur’s experiment
solution with yeast in flasks with long neck. The flasks
were left open, but no organisms developed in the
mixture. It was because the microorganisms were on the
bottom of the curved neck of the flask and could not reach
the mixture. But, when he cut the neck of the flask, the
solution was teeming with microorganisms because
airborne microorganisms easily enter the flask.
Therefore, he supported the concept of biogenesis. Source: shorturl.at/yG159

There are current beliefs about the origin of life such as Divine Creation, Spontaneous Origin
and Panspermia. Divine creation is a hypothesis where life came from a divine being named as
God. It is believed that life forms from a supernatural power rather than naturalistic means.
Spontaneous origin, on the other hand, believed that first life came from inanimate matter.
This inanimate matter is a simple molecule which later become a complex one which is called as
amino acid. Deoxyribonucleic acid (DNA) is the blueprint of life and it contains amino acids. In
Miley-Urey experiment, they suggested that lightning may have helped trigger the creation of
amino acids on Earth during the earliest time periods.
Panspermia proposes that a meteor or cosmic dust may have carried to Earth significant
amounts of organic molecules, which started the evolution of life.

STUDENT PLAYSHOP:
WRITTEN WORK
Analyze the pros and cons of different theories and beliefs on the Origin of Life.
Theories/Beliefs Pros Cons
Biogenesis

Abiogenesis

Divine Creation

Panspermia

PERFORMANCE TASK
Place a piece of bread in a plastic container and leave it for three days. Observe what would
happen to the bread. (Attach pictures of your work)
Answer briefly.
1. What do you see on the bread?
______________________________________________________________
______________________________________________________________
2. What brought them there?
______________________________________________________________
______________________________________________________________
22

Conclusion:
______________________________________________________________
Page

______________________________________________________________
MARY JOAN A. CASACLANG EARTH AND LIFE SCIENCE
AUTHOR SUBJECT
 ASSOCIATION OF CATHOLIC SCHOOLS OF THE DIOCESE OF IBA
SENIOR HIGH SCHOOL

LEARNER’S MODULE
Name: Section:
Generalization:
As living witness of God’s grace, how are non-living things important to us?
______________________________________________________________
______________________________________________________________

EXIT STATEMENT:
From the activities, I learned that:
__________________________________________________________________
__________________________________________________________________

From the activity, I need further explanation from my teacher on

__________________________________________________________________
__________________________________________________________________

The core values I caught from this activity is /are ________________________________

Through ____________________________________________________________
__________________________________________________________________

The 21st Century skills I realized from this activity is / are __________________________
Through ___________________________________________________________
_________________________________________________________________

ASSESSMENT
Using the 3-point Likert Scale, assess the skills displayed by the learner. 3 as highly 2 as
evident, 1 as low evident, and 0 as missing.

Parental Assessment 3 2 1 0
Explain the evolving concept of life based on emerging pieces of
evidence
Using a table, show how the field of biology progressed
Conduct an experiment on how life developed and evolved
using some pieces of evidence.
Learner Assessment
Explain the evolving concept of life based on emerging pieces of
evidence
Using a table, show how the field of biology progressed
Conduct an experiment on how life developed and evolved
using some pieces of evidence.

Bibliography:
Dasas, L. (2016). Exploring Life through Science Senior High School: Earth and Life Science. Quezon City:
Phoenix Publishing House. pp. 30-34.

Exploratorium's Science Explorer (1997). Mold Terrarium. Retrieved from:

https://www.exploratorium.edu/science_explorer/mold.html
Olivar II, J. & Ramos, A. (2016). Exploring Life through Science: Earth and Life Science. Quezon City:
Phoenix Publishing House. pp. 81-87.
23
Page

MARY JOAN A. CASACLANG EARTH AND LIFE SCIENCE

AUTHOR SUBJECT