Earth and Life Science – Grade 11

Alternative Delivery Mode

Quarter 1 – Module 2: Earth Materials and Processes
First Edition, 2020

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Development Team of the Module:

PublishedAuthors:
by the Department of Education
Melvin B. Arcangel, Hazel R. Balan,
Secretary: Leonor Magtolis-Briones
Teresita Z. Bastillada,
Undersecretary:
Reu Zandro C. Enguito, Dyna F. Gorre,
Assistant
Secretary: Fritz Ryan S. Hondanero,
Rowena E. Lontayao,
Development Team
Gilden of the M.
Maecah Module
Migalang,
Daisy R. Yap,
Authors: Melvin B. Arcangel, HazelJessie
R. Balan,
JamesTeresita Z. Bastillada, Reu Zandro C.
O. Yapao.
Enguito, Dyna F. Gorre, Fritz Ryan S. Hondanero, Rowena E. Lontayao, Gilden
Reviewers: Ringo R. Dadole
Maecah M. Migalang, Daisy R. Yap, and Jessie James O. Yapao.
Shylza C. Tipalan
Ricky P. Jabien
Illustrator:
Reviewers:
Ringo R. Dadole, Shylza Jann Dee C.
C. Tipalan, andCanicon
Ricky P. Jabien
Louis Philip O. Bayla

Illustrator: Reu
Jann Dee C. Canicon, Louis Zandro
Philip C. Enguito
O. Bayla, and Reu Zandro C. Enguito

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(CES,Director
CLMD)
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(EPS-ADM)
CES, CLMD
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 11
Earth and Life
Science
Quarter 1 – Module 1: Origin
and Structure of Earth

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1
 TABLE OF CONTENTS

PAGE
What I Need to Know 3

Module Contents 3

Learning Objectives 3

General Instructions 4

What I know 4

Learning Concept 8

What’s New 10

What I have learned 40

Post Test 41

Key to Answers 44

2
 Module 1
Origin and Structure of Earth
What I Need to Know

This module demonstrates an understanding of the formation of the universe

and the solar system, the subsystems (geosphere, hydrosphere, atmosphere, and
biosphere) that make up the Earth, and the Earth’s internal structure.

Did the Universe have a beginning? The question of the origin of the Universe
is one of the most exiting topics for all of us including the scientist. In this module, it
states the different theories explaining the origin of the universe. It is this curiosity to
solve the mystery of our origin that has driven us to be who we are today and helped
us discover and build better technology that we so ungratefully enjoy.

Exploring the birth of the earliest galaxies in the universe, understanding the
planetary systems, explore planets that are capable of supporting life, and to learning
whether life began elsewhere in the solar system have helped us advance and build
our civilization.

This module will help you explore the key concepts on topics that will help you
answer the questions pertaining to structure and origin of earth.
This module has seven (7) lessons:
• Lesson 1- Hypotheses on the Origin of the Universe
• Lesson 2- Hypotheses on the Origin of the Solar System
• Lesson 3- Current Advancements on the Solar System
• Lesson 4- Uniqueness of Earth
• Lesson 5- Subsystems of the Earth
• Lesson 6- Human Contributions
• Lesson 7- Different Layers of Earth

Learning Objectives
After going through this module, you are expected to:
1. State the different hypotheses explaining the origin of the universe.
(S11/12ES-Ia-e-1)
2. Describe the different hypotheses explaining the origin of the solar system.
(S11/12ES-Ia-e-2)
3. Recognize the uniqueness of Earth, being the only planet in the solar system with
properties necessary to support life. (S11/12ES-Ia-e-3)
4. Explain that the Earth consists of four subsystems, across whose boundaries
matter and energy flow. (S11/12ES-Ia-e-4)
5. Explain the current advancements/information on the solar system.
(S11/12ES-Ia-e-5)

3
6. Show the contributions of personalities/people on the understanding of the earth
systems. (S11/12ES-Ia-e-6)
7. Identify the layers of the Earth (crust, mantle, and core). (S11/12ES-Ia-e-7)
8. Differentiate the layers of the Earth. (S11/12ES-Ia-e-8)

General Instructions

To achieve the competencies of this module, complete the following:

1. Understand and follow the instructions carefully.
2. Accomplish the pre-test to identify your preparedness about the lessons in
this module.
3. Refer your answers to the given answer key.
4. Read each lesson and do activities provided for you.
5. Demonstrate the activities to guide you in comprehending the lessons.
6. Take the self-test after each lesson to assess your understanding of the
topics.
7. Answer the post-test to measure how much you have gained from the
topics.

What I know
MULTIPLE CHOICE:
Directions: Read and understand each item and choose the letter of the correct
answer. Write your answer on a separate sheet of paper.

1. How old is the universe?

A. 10 Billion years old C. 14 Billion years old
B. 5 Billion years old D. 1 Billion years old

2. What theory states that the density of matter in the expanding universe remains
unchanged due to continues creation of matter.
A. big bang C. creation
B. pulsating D. steady state theory

3. The term” big bang” refers to

A. ultimate fate of the universe C. supernova explosion
B. formation of elements D. origin of the universe

4. The leading explanation about how the universe began is called:

A. Universal theory C. Milky way theory
B. Solar system theory D. Big bang theory

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5. What is the name of our own galaxy?
A. Andromeda C. stellar
B. Milky Way D. supernova

6. A system which is made up of the sun and the heavenly bodies that move around
it is known as
A. lunar system C. solar system
B. space D. galaxy

7. Heavenly bodies which revolved around the sun are called:

A. orbits C. stars
B. planets D. galaxies

8. A theory which states that a speeding massive star passed near the sun, by
gravitational attraction, it pulled off materials and raised tides on the sun.
A. Jeans-Jeffrey’s Tidal Theory C. Creation theory
B. Pulsating theory D. Vortices theory

9. This theory states that the universe has been present ever since and therefore it
has no beginning and end and has been expanding constantly.
A. Steady state theory C. Creation theory
B. Pulsating theory D. Vortices theory

10. This theory states that the universe was an infinitely self-sustaining cycle of
expanding and contracting
A. Steady state theory C. Creation theory
B. Pulsating theory D. Vortices theory

11. Which of the following is NOT one of the four major subsystems of Earth?
A. biosphere C. hydrosphere
B. Water sphere D. geosphere

12. Which subsystem contains all living organisms of Earth, including those on the
land, in the water and air?
A. Biosphere B. hydrosphere
C. Atmosphere D. Geosphere

13. One of the current advancement/information about the solar system last 2013 is
the Earth’s almost-twin. What is the name of the planet?
A. Kepler 78 B. Eris
C. Makemake D. Moon

14. A scientist known for proposing the Gaia Hypothesis which states that all
organisms and their inorganic surroundings on Earth are closely integrated.
A. James Ephraim Lovelock B. Walter B. Langbein
C. Paul A. Witherson D. John Dalton

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For numbers 15-18 refer from the picture that shows the illustration is kind of
confusing because it appears to have four layers.
15. Where is the hottest layer?
A. Layer 4 C. Layer 3
B. Layer 2 D. all of the three layers

16. The thickest layer of the earth.

A. Layer 4 C. Layer 3
B. Layer 2 D. all of the three layers

17. What is the name of the layer number 1 in the picture?

A. Mantle B. Crust
C. Core D. Outer core

18. A layer where convection occurred

A. Mantle B. Crust
C. Core D. Outer core

TRUE OR FALSE: Write TRUE if the statement is correct and FALSE if it is

wrong.
_________ 19. Earth is the only known planet “just right” location in the solar
system.

_________20. Earth is the only known planet which core gives us a source of
geothermal energy that allows cycling of raw materials.

________ 21. Earth is the only known planet that has a magnetic sphere around the
planet which deflects the solar wind and allows the atmosphere to
remain in place.

________22. Mars and Earth are the planets that have nutrients (one of the most
important factors to sustain life).

6
 Hydrologic cycle as an example of different sphere interactions.
https://www.thinglink.com/scene/741733823821119488

For numbers 23-25: Refer from the picture above. Find at least three sphere interactions
you can infer from the scene. Follow the results of an interaction through all four
spheres. Choose from the statement below and write the letter of your correct
answer.
A. Hydrosphere and atmosphere in evaporation process.

B. Evaporation from the hydrosphere provides the medium for cloud and rain formation
in the biosphere.
C. Biosphere and atmosphere in carbon and oxygen cycle
D. Evaporation from the atmosphere provides the medium for cloud and rain formation
in the atmosphere.
E. Evaporation from the hydrosphere provides the medium for cloud and rain formation
in the atmosphere.
23.________________________________________________________________
24._________________________________________________________________
25._________________________________________________________________

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 Hypotheses on Origin of the
Universe
________________________________

Learning Concept
In this generation Z when hi-tech gadgets, machineries, and devices
abound, there are still many basic questions that come in our mind. We continue to
look for clearer explanations to the things that mystify us. These could be from the
simple things that we usually see and observe every day to the complex questions
about our existence. We ask ourselves how the world, universe originated. What is so
special and interesting about the universe and solar system where we belong?
The same questions bothered man ages ago. So, man has observed and
studied the world around him in his desire to satisfy his curiosity. Scientists, too, have
studied these questions and have offered various answers to them. We shall answer
of these questions in this lesson.

Before we discuss the different theories and ideas of some brilliant scientist
and philosophers on the origin of the universe, let us first describe the universe by
answering the given activity.

What’s New
Learning Activity: Jumbled Word
What comes into your mind once you heard the word “UNIVERSE”? List at least 5
words.
1.
2.
3.
4.
5.

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Try to check: These are the important terms used to describe the universe. You
may use this JUMBLED WORD. Hints provided in the visual clue.
1. Starts from NXPLOSIOE
After a tremendous of ____________,
2. Unimaginable expand of NIFINITE__ space.
3. Consist of the following:
3a. ARSST (what do we see in the sky)

3b. SROLA SMETSY

3c. SGA

3d. YGXALA

A galaxy may be a huge collection of gas, dust, and billions of stars and their
solar systems. A galaxy is held together by gravity.
What is the universe? Do the Universe have a beginning? Will it have an end?

https://www.learnthesky.com/blog/types-of-galaxies

Wonderers where the word universe came from? Well, the word came from old
French which comes from the Latin word Universum. The famous Cicero first used it
and later, many Latin authors followed him and was later adapted by Modern English.
Universum can be interpreted as “everything rotated as one “everything
rotated by one” It was illustrated by an early Greek model of the universe. In this model,
all matter was in spherical rotation of the outermost sphere was accommodate for
motion and change of everything within.
Basically, the universe is defined as the totality of everything that exist including
the physical matter and energy, ranging from the smallest atom to the biggest galaxy.
The planets go around the sun. Everything in the universe constitute a systematic
whole. Think of the Universe as clusters of objects interacting with each other.

Cosmology -is the branch of science that deals with study of the origin, evolution
and fate of the universe.

Theories behind the origin of the universe

How did the universe originate? There are different hypothesis on the birth of
the universe. Diverse culture and beliefs era led to numerous ways of understanding
the universe.
1. Divine Creation Theory
The Universe is brought about by the power of God. (Please read Genesis in
the Bible). The Bible is a casebook of divine love therefore the Bible are both gifts from
God.

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2. Big bang Theory
According to this theory developed by various scientists and philosopher, the
whole universe was at one confined to a dense, hot supermassive ball. Then about 15
billion years ago, a tremendous explosion occurred, hurling this material in all
directions. Just like playing bubbles that each one theme will attend in several
directions.
The big bang marks the start of the universe all matter and space were created.
The materials thrown out as gas cooled and accumulated, forming the stars that
compose the galactic systems. Big Bang was also known as the idea of expansion
and therefore the most accepted theory.

What’s New
Learning Activity: Expand: Go….. Go….. Away
Objective: The learners should be able to illustrate the expansion of the universe with
a model.

Materials:
Party balloons (not inflated)
Marker (pentel pen)
Ruler or tape measure string or yarn
Procedure:
1. Inflate the balloon until it reaches 4cm. Keep the balloon tightly closed to prevent
air from escaping.
2. Make ten dots using permanent marker in the different parts of the partially inflated
balloon as shown. Label one of the dots “home” and the others A to J
3. Using the string measure the distance of each dot from the “home”. Record the
measured distances in the table below under heading time 1. Succeeding
measurement should be entered under the heading 2, 3, 4 and 5 respectively.

10
Repeat this procedure five minutes. Before measuring the distances, inflate the
balloon with air so that its diameter increases by at least 5cm bigger than the previous
trial.
4. Measure the length of the string with ruler. Express length with (cm)

Distance
from the
Time 1 Time 2 Time 3 Time 4 Time 5
“Home”

Dot A

Dot B

Dot C

Dot D

Dot E

Dot F

Dot G

Dot H

Note: Times 1, 2, 3, 4 and 5 are the instances you inflate that balloon with air and then
measured the distance of each dot from” home”
Guide Questions:
Q1. What did you notice with the distance of each dot from the “home” each time you
inflate the balloon?
___________________________________________________________________
_______________________________________________________________
_______________________________________________________________
Q2. How would you compare the distance travelled by dots near the “home” dot?
Note: The “home’ dot represents the Milky Way galaxy where our solar system is
located. Dots A to E are the galaxies.
___________________________________________________________________
_______________________________________________________________
_______________________________________________________________

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Q3. What will happen if you continue to inflate the balloon? Is there a possibility that
dots will bump onto each other? Is it possible?
___________________________________________________________________
_______________________________________________________________
_______________________________________________________________
Q4. Why do you think the universe continues to expand?
___________________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. Steady State Theory
There had been many versions of this theory but Fred Hoyle, proposition in
1948 was the foremost popular. This theory states that the Universe has been present
ever since and therefore it has no beginning and end and has been expanding
constantly. This steady State theory or otherwise known as Infinite Universe Theory is
a Big bang Theory. Based on this theory, the ratio of mass over the volume of
substances, as the universe continue to expand, remains unchanged due to the
continuous creation of matter, thus adhering to the perfect cosmological principle
which asserts that the Universe is basically the same at any time and any place.

Density of galaxies falls as universe expands Density of galaxies remains more or less
Constants as universe expands (space filled in
by new galaxies
Credit: http://originandnatureofuniverse.blogspot.com/2015/03/steady-state-model.html

4. Pulsating Theory
Pulsating theory combines the theory behind big bang and big crunch as part
of a cycled event. This theory states that the universe was an infinitely self-sustaining
cycle of expanding and contracting. Furthermore, it states that the universe is living
and keeps on pulsating.
The expansion of the universe is brought about by the rapid rate of gravity and
inertia. In the process, inertia will eventually run out and gravity will be left and will
cause the universe to pull itself up and create a “crunch

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 Expanding universe Contracting universe

. https://www.learnthesky.com/blog/types-of-galaxies

Pulsating theory can be best illustrated when eating a bubble gum. While
chewing, the gum is contracted and when it is inflated, it will expand rapidly and
eventually explode. The inertia runs out while the gravity remains.

When the chewing gum exploded, the inertia runs out while the gravity remains.

What’s More

Exit ticket:

Granting that all these theories are proven wrong, do you have alternative
exploration as to how the universe begun? Can you find a better explanation? What
could it be? Formulate your own theory.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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 LESSON Different Hypotheses on

2
the Origin of the Solar
System
___________________________________________________________________

Learning Concept

Now that you have gained background about the Universe, it’s time for you to
discover about the solar system. The solar system is a gravitationally bound system
composed of the sun and objects that orbits around it, either directly or indirectly.
The solar system is constantly in motion. The planet and their moons, comets,
asteroids and other objects in space revolve around the sun. But where does our solar
system originated? How did it come to be?

https://www.flickr.com/photos/11304375@N07/2818891443

Different planets revolved around the sun.

What’s New
Learning Activity: Bowling Game

Objective: The learners should be able to recognize the formation of solar system
and other heavenly bodies
Materials: Fine sand and water
Procedure:
1. Please bring the following materials tomorrow for the activity

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2. Bring extra shirts or any clothes that you feel comfortable to wear.
3. Make a ball out of a mixture of the given materials. You are free to choose if how
big it is. Maximum time for making is 15 minutes.
4. Given with the distances of 1 meter, 2meters and 3meters, bump your ball like
bowling game. The intact ball will proceed to the next level the two meters, 3 meters
so on and so forth.
Game Mechanics:
1. Face to one another and bump your ball like in bowling game within 1meter.The
intact ball will proceed to the next level the 2 meters, 3 meters so on and so forth.
2. Whosoever balls break will be out of the game and those whose balls are still intact
will be declared as the winner.
Individual Activity:
1. Make three balls from the same materials. Label as ball A, ball B and ball C
2. Make a barrier such wood or in the wall of your classroom, make an outline for the
distance. First 2 meters, 3 meters and 4 meters.
3. Throw your three balls in the 2 meters distance. The intact ball will proceed to the
next distance the 3 meters and to the next level. The ball that is still intact will be
declared as the winner.
Guide Questions:
1. What have you observed with different balls?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________.
2. What are the different factors contributing to the breaking of the balls?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________.
3. The students will be given time to relate their activity for the formation of solar
system and other heavenly bodies such as comets and meteorites
___________________________________________________________________
_________________________________________________________________
_________________________________________________________________
The activity recognizes the importance of a solid material made from water and
fine sand. Each of you has a different time in finishing your ball just like in the formation
of our solar system that it takes millions to billions of years. By the action of that very
long time, many reactions occurred between the different elements around. The force,
gravity, and the different number of elements being applied accumulate more particles
and become large bodies that gave rise to heavenly bodies. The heavenly bodies
revolve around the sun following the orbits. But sometimes they bump into each other
and result to breaking like throwing some solids just like your ball which became

15
planets, comets, meteorites, asteroid and other space objects revolving around the
sun.

The different theories of solar system

1. Nebular hypothesis

Have you experienced watching the making of cotton candy? How was it made of?

The making of cotton candy, it starts from nothing.

2. Vortices Theory
Many scientists have developed various theories to explain the origin of the
solar system. Rene Descartes, in the mid 1600’s device a theory of Vortex. It indicates
that the outer space was full of matter in in different states, whirling about the sun like
a vortex. Descartes explained how the universe could have started from utter chaos
and following his basic laws of motion, the particles arranged so as to resemble what
is today. Once the materials in the universe began to change position, the overall
motion would have been circular because there is no void in nature. So, whenever a
material change in position, another particle must also change in position to fill the
space where the previous material once was. This type of movement, would have
caused something what Descartes observed to be the orbits of the planets about the
sun with the more massive materials spinning out to towards the outside of the vortex
and the lighter objects remaining closer to the center.
This theory can be exemplified by the movement of by grade level where grade
7 of batch 2018 will move to grade 8 as 2019, the grade 8 will move to grade 9 to
grade 10 and so on. Descartes said that whenever there is movement in the particles,
other particles will fill the space where it was. Like grade 7 proceeding to grade 8,
another batch of grade 7 will take their place. Then the higher year which is grade 12
considered the heavier objects, are spinning out towards the outer most part of the
vortex or school because they will go to another school for college. The lighter objects
or the lower level in this case, remains close to the center or the school.
3. Jeans-Jeffrey’s Tidal Theory
Tidal theory as proposed by Sir James Hopwood Jeans (1877-1946) and
Harold Jeffrey (1891-1989). The planets were produced from the substance that was
eliminated of the sun. As a speeding massive star passed near the sun, by
gravitational attraction, it pulled off materials and raised tides on the sun resulting in

16
the loss of single cigar-shaped filament of hot gas. This hot gas consequently
condensed to form planets (not gone through planetesimal stage).

Today, the solar system refers to stars and all of the object in space that move
around it, including its natural satellite (moon), comets and asteroids. They all
comprise a spiral galaxy, a very large group of stars that make up the universe known
as the Milky Way with the sun as it is holding the planets and numerous smaller objects
in its orbit. To enhance your understanding about the solar system, common
definitions about the common space objects and their corresponding illustration are
given below.
ASTEROID: Basically, a chunk of rock that orbits the sun. Its size can be from a few
feet up to several miles in diameter.
COMET: A cosmic snowball of rocks, dusts, frozen gases that grow tails as it comes
nearer to the Sun. It glows due to the heat of the sun causing dust and gases to spit
from it leaving trails behind. It is usually visible in the sky.
METEOR AND METEORITES: Small chinks and rocks in space. A meteor commonly
called “shooting star” falls into the planet’s atmosphere. It leaves bright trail in the sky
which we usually see. Part of this chunk of rocks and dust hits the ground is called
meteorite.
PLANET: Any large heavenly bodies that revolves around the sun in the solar system.

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 LESSON Current Advancements on the

3
Solar System
___________________________________________________________________

Learning Concept
The current advancements/information on the solar system of the Earth System
was the formation of the Earth System Science Committee in NASA in 1983. Scientists
from NASA directed for a Science Program with a goal of understanding the the
systems of the Earth using technology for observations. By observing the Earth from
space, they have investigated how the planet responded to human activities. At
present, NASA continues to answer the question “How is the Earth system changing,
and what are the consequences of these changes for life on Earth?” and also to
familiarize with the most recent advancements/information on the solar system.

a. Kepler-78b
The current advancement/information about the solar system last 2013 is the
Earth’s almost-twin called the Kepler-78b. It has a similar density as the earth but 20%
wider and 80% more massive. It orbits our sun once every 8 and ½ hours at a distance
of nine hundred thousand miles.
Astronomers have discovered the first Earth-sized planet outside the solar
system that has a rocky composition like that of Earth. Kepler-78b whizzes around its
host star every 8.5 hours, making it a blazing inferno and not suitable for life as we
know it. The results are published in two papers in the journal Nature.
Kepler-78b is the first to have both a measured mass and size. With both
quantities known, scientists can calculate a density and determine what the planet is
made of. Kepler-78b is 1.2 times the size of Earth and 1.7 times more massive,
resulting in a density that is the same as Earth's. This suggests that Kepler-78b is also
made primarily of rock and iron. Its star is slightly smaller and less massive than the
sun and is located about 400 light-years from Earth in the constellation Cygnus.

https://www.nasa.gov/content/kepler-78b-first-earth-sized-rocky-planet
This illustration compares Earth with the newly confirmed scorched world of Kepler-78b.

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b. Makemake: Dwarf Planet
Two years ago, another advancement in the solar system is the discovery of a
new moon orbiting a dwarf planet Makemake, It is nicknamed as MK2. It is less than
one hundred miles wide. It is a dwarf planet in our Solar System and was discovered
on March 2005 by a team of astronomers led by Mike Brown. Makemake officially
became a dwarf planet in July 2008.

Makemake is very, very cold. The temperature there is about minus 240° C (-
406° F)! May be covered with ice. That ice would probably be made of methane and
maybe ethane. Its surface is very bright, which you would expect of ice. It is also a bit
red in color, which you might not expect!

Makemake may have an atmosphere... at least some of the time! When the
dwarf planet is closer to the Sun in its orbit, it probably warms up some. Maybe the
methane and ethane are gases then, and form an atmosphere. When Makemake
is further from the Sun in its orbit, it should be colder. Maybe the gases freeze then,
and fall to the ground as snow... and the atmosphere is gone! Scientists don't know if
this happens, but it might. The same thing may happen on Pluto, too.

Makemake is smaller than both Pluto and Eris. It is larger than Ceres. It has a
diameter between 1,300 km and 1,900 km. None of the distances between objects in
this picture are to scale.

https://www.windows2universe.org/our_solar_system/dwarf_planets/makemake.html

This picture shows how big Makemake is. Compare it to the first three dwarf planets (Pluto, Eris, and
Ceres) and to Earth and its moon (Luna) Images courtesy of NASA, ESA, JPL, and A. Feild (STScI).

c. Eris - a dwarf planet

Eris is a dwarf planet in our Solar System, and was discovered by Michael
Brown, Chad Trujillo, and David Rabinowitz. When it was first discovered, it was given
the temporary name "2003 UB313".

Eris may be a large sphere of ice and rock almost like Pluto. It was first spotted in
January 2005 It orbits the Sun on the edge of the Solar System, It is odd and tilted. It

19
doesn't move within the same plane that the opposite planets orbit in. The orbit isn't a
circle, so Eris moves closer to and beyond the Sun because it goes around. The
diameter of Eris is about 2,500 km (1,553 miles) It takes Eris 557 years to go around.

What’s New
Learning Activity: Who, When, How?
The learner will fill out the table below:

Date How it
Discovery Who Discovered
Discovered discovered

20
 LESSON

4
Uniqueness of Earth
___________________________________________________________________

Learning Concept

Recognize the uniqueness of Earth, being the only planet in the solar system
with properties necessary to support life. It has a number of ideal features, and many
factors that allow a planet to support life, the physical and chemical properties between
earth and its neighboring planets.
Have a closer look a closer look to this planet Earth. How can you describe?
For me, the planet Earth itself looks hopeful for supporting life. Do you agree with me?
Why or Why not? Do you agree with me that planet Earth is unique from other planets?

What’s New
Learning Activity: The Unique Planet

A. Enumerate at least five reasons that make the planet Earth unique

1.__________________ 4.________________

2.__________________ 5.________________

3.__________________

B. Identify the features of each planet by answering this table. Put a star if these
features are present and in habitable amount. Put an X if absent or not habitable
amount.

Planets Life Water Plants Nutrients Ocean Land Sunlight

Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune

21
What makes the Earth unique?
First: It is the only known planet with liquid surface water in an amount conducive
to life evolving, remarkable for its precisely-tuned amount of water, not too much to
cover the mountains, and not so little that it's a dry desert when viewing Earth from
space, there is one overwhelming feature and the oceans of liquid water. In terms of
area , these oceans cover approximately 70% of the world. What is even more
amazing than this percentage is that a single drop of liquid water is yet to be found on
any other planet in the Solar System. In this regard, the Earth is truly unique. The
presence of liquid water is vital for life. In fact, life is believed to have first developed
3.8 billion years ago in the oceans, only later evolving the ability to survive on land.
Second: It is the only known planet “Just right” location in the solar system That is,
they're far enough away to be out of the heavy heat and radiation zone, but not so far
that they're extremely cold. This just-right distance is called the "habitable zone."
Third: It is the only known planet "just-right" aspect of Earth is its size; If it was
much smaller, it wouldn't be able to hold on to our precious atmosphere, but much
larger and it'd be a Jovian planet too hot for all times .
Fourth: It is the only known planet that moon stabilizes our planet's rotation,
preventing drastic movements of the poles that could cause massive changes in
climate that some scientists think could have doomed any chance for budding life to
make or evolve. The moon also helpfully pulls the ocean's tides, which scientists
suggest may need been the right place for youth to start evolving to survive ashore .
Fifth: It is the only known planet which core gives us a source of geothermal energy,
allows cycling of raw materials, and sets up a magnetic field around the planet that
protects us from radiation.
Sixth: It is the only known planet that has a magnetic sphere around the planet
which deflects the solar wind and allows the atmosphere to remain in place.
Atmosphere is the ability for Earth to possess life is dependent in many ways on its
atmosphere. The composition of the atmosphere is roughly 78% nitrogen (N2), 21%
oxygen (O2), 1% argon, with trace amounts of carbon dioxide (CO2) and other gases.
Nitrogen and oxygen are essential to DNA and biological energy production,
respectively, without which life couldn't be sustained. Additionally, the oxygen found
in what is known as the ozone layer of the atmosphere protects the surface of the
planet by absorbing harmful solar radiation.
Seventh: Orbit and Rotation At roughly 365 days, the Earth’s orbit around the Sun
is familiar to us. The length of our year is due in large part to the Earth’s average orbital
distance of 1.50 x 108 km. What many of us aren't conversant in is that at this orbital
distance it takes sunlight, on the average , about eight minutes and twenty seconds to
succeed in the world .
Eight: It is the only known planet that has nutrients (one of the most important
factors to sustain life) are cycled through hydrologic cycle and plate tectonics
(volcanism)
Ninth: It is the only known planet that has enough amount of sunlight which is a
vital for the process of photosynthesis.

22
 What’s New
Learning Activity: Bon voyage
Situation
Imagine yourselves in a universe voyage wherein your spaceship suffers
mechanical problems and will be forced to land. Fortunately, you are passing through
a Yanni System, which is composed of a sun-like star surrounded by nine planets,
some of which have moons. Based on the given profiles, you have to decide the best
place to land your spaceship.
In a whole sheet of paper, write down your choice of planet or moon and
reasons for choosing such. Write also those unchosen planets/moons and reasons.
Follow the format below to be guided.

PLANETS/MOONS DECISION REASONS

Mercury
Venus
Earth
Mars
Jupiter
Uranus
Saturn
Neptune

Exit Questions:

1. Are we alone in our solar system? _________

2. Does life exist in other planets? _________
3. What would you change about this world? _________
4. What is our biggest mistake as human? _________

Values Integration: Sometimes we just need a little reminder to help us change our
habits. Have you thought about what you can do at school and at home to help the
environment and how you can encourage others to change their habits?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________.

23
 LESSON

5
Subsystems of the Planet
________________________________________________________________

Learning Concept

The closer view of earth and its unique characteristics help us appreciate why
the physical environment is traditionally divided into four subsystems, the
hydrosphere, atmosphere, geosphere and biosphere.
The hydrosphere is composed of all the waters on or near the Earth surface.
This includes water on the surface like ocean, rivers, and lakes. It may also be the
water in the underground, in wells and aquifers and may exist as a moisture in the air
which is visible as clouds and fogs.

The earth’s atmosphere can be in a form of liquid vapor and ice such as glacier,
ice caps and icebergs. This frozen part is called cryosphere. Mostly ninety-seven
(97%) percent of the earths water is in the form of oceans (salty) and the rest is fresh
water (non-salty). Three- quarters of this fresh water is solid and exist in the ice sheets.
The Earth’s atmosphere is not just comprise of air but includes an envelope of
gases extending to the space. This thin layer of gas that envelops our planet is
necessary to sustain life because it contains gases essential for humans and animals
to breathe. It enables plants to make their own food, traps heat to keep us warm,
protects us from harmful radiation from the space and drives ocean currents that
spread heat which regulate our climate. The greenhouse gases help keep our planet’s
temperature to level conducive to life.
The atmosphere includes air, precipitation, clouds, and aerosols. They are tiny
particles suspended in the air. It contains mixture of gases such as oxygen and
nitrogen that makes up 99% of the volume in air. The remaining part of the atmosphere
is composed of traces gas such as argon while the others are carbon dioxide and
ozone which are present in minute or small amounts.
The geosphere comprises the solid part of the planet which include the different
landforms on the surface of the Earth. The planets inner core which extends to the
crust, is predominantly classified as the lithosphere; the upper mantle and the crust.
The lithosphere is the area which mostly influence the geological processes of the
planet.
Geosphere includes the non-living land features. Geosphere came from the
Latin word name “Geo” which means ground. Solid rock does not mean that
geosphere is still because it is constantly moving. Our planet’s surface is covered by
a thin layer called crust. The Earth’s crust has a thin layer measuring 40km deep
composed of solid rocks and minerals with temperature of 22 degrees Celsius. The
crust is made up of large rocks. It is divided into two forms; Oceanic crust and
continental crust. The biosphere is the area where life exists. It could occupy the
oceans, surface of the land and can also be in the atmosphere.

24
 What’s New
Learning Activity: Spheres and Its Location
Instructions: Describe each of Earth's four spheres. List several examples of
features in each sphere.

Picture was taken in Patolangan Cabanglasan Bukidnon

Interaction of different spheres in Patolangan Cabanglasan Bukidnon

What’s More
Learning Activity: We’re going on a Nature Walk!
Remember: Quiet please! Be respectful of nature and other students
Observation
You’re Task:
a. Walk for 10-15 minutes outside the classroom such in the garden, trees etc.
b. Record or with the use of your cellphone have a picture of at least 5 of your
observations.

As you walk, think about…

1. What do you see?

___________________________________________________________________
___________________________________________________________________

Example: The ground is covered with leaves, a small plant is growing, the sun
is shining, a bird flew from bush to bush, etc.

2. What’s happening in nature? Have you noticed any changes in nature around your
home or school? Even something simple is important!

25
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

II. Categorize your Observation

Hydrosphere Biosphere Atmosphere Geosphere

How about the sun? In what sphere does it belong?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

https://www.quora.com/What-is-the-importance-of-the-four-realms-of-the-Earth
The Earth system is powered by one external source the sun and two internal ones radioactive and
gravitational energy.

I. Identify the interactions

26
a. Make a pictograph from your list of observations showing the interaction of the
different spheres.

Example:

b. Draw one arrow to make connections between one system and other system.
Draw double arrows for cause and effect illustrations. Make as many as you can.

Example:

27
c. Write the observation and encircle the picture of the system it belongs to. Draw
arrows showing the connections between parts based on the observations. You
should write notes along the arrows to explain the connection.

d. You make as many connections as you can

How do the Earth's spheres interact?

All the spheres in the system interconnect and overlap. No sphere works on its own.
Consider this diagram below.

I -What are the effects of changes in one of Earth's four spheres (hydrosphere,
atmosphere, lithosphere, or biosphere) on each of the other spheres?

How are Earth’s Spheres Interacting?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
II- A. Describe sphere interactions you can infer from the scene.
Follow the results of an interaction through all four spheres.

28
 Different sphere interactions. Credit: Yap, Daisy R.in Bukidnon 2019

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

When you identify sphere interactions, think of one feature in the image at a time,
decide which sphere it is a part of, then consider how it interacts with the other
spheres.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

a. Describe interactions in this scene, tracing the movement of materials or energy

through all four of Earth's spheres if possible.
b. After 15 minutes present your understanding according to your will. Such in
declamation, storytelling, talk show etc.
Plants (biosphere) draw water (hydrosphere) and nutrients from the soil
(geosphere) and release water vapor into the atmosphere. Humans (biosphere) use
farm machinery (manufactured from geosphere materials) to plow the fields, and the
atmosphere brings precipitation (hydrosphere) to water the plants. Energy from the
sun is stored by plants (biosphere). When humans or animals (biosphere) eat the
plants, they acquire the energy originally captured by the plants. Humans expend
some of this energy arranging bricks and wood (geosphere and biosphere) into
buildings.
III-Think of the many ways that the hydrosphere and the atmosphere connect. For
example, Evaporation from the hydrosphere provides the medium for cloud and rain
formation in the atmosphere. The atmosphere brings back rainwater to the
hydrosphere.
a. In what way do the geosphere and hydrosphere connect?
Answer: Water provides the moisture and medium for weathering and erosion of rocks
on in the geosphere. The geosphere, in turn, provides the platform for ice melts and
water bodies to flow back into the oceans.
b. In what way do the atmosphere and geosphere connect?
c. In what way do the biosphere and atmosphere connect?

29
 The interactions among the spheres of earth’s environment are countless
Although each of Earth’s four spheres can be studied separately, they are all related
in a complex and continuously interacting as a whole that we call the earth system.
The earth system has a nearly endless array of subsystem in which matter is recycled
over again. This is important because these interactions are what drive Earth's
processes. Material on Earth `doesn't stay how it is. It gets recycled into other phases
and forms.
The earth system is powered by energy from two sources. The sun drives
external processes that occur in the atmosphere hydrosphere and at Earth’s surface.
Weather and climate, circulation and erosional processes are driven by energy from
the sun.
Each individual system consists of features, that together, play a role in keeping
our Earth in balance. A change within one system will cause a change in another. The
past, present, and future of our planet is based on the constant interaction among
these systems.
Exit questions
1. List some Earth sphere interactions that result from your own daily activities.

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

2. What effect do you have on the Earth system? As a part of the biosphere, think of
some ways that you change the atmosphere, hydrosphere, or geosphere.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

30
 LESSON

6
Human Contributions
___________________________________________________________________

Learning Concept

The contributions of personalities/people on the understanding of Earth

Systems, someone who conducts scientific research to advance knowledge in an area
of interest to improve the way of living of human life.
Q1: Who are the scientists who contributed to the understanding of the Earth system?
Earth System Science is an integration of chemistry, physics, biology, and
mathematics. It is the study of the Earth as an integrated system. It seeks to
understand the past, current, and future states of the Earth.
Earth System Science Contributor

Contributor Contribution

Biosphere
• He is an independent scientist environmentalist
and futurist who lives in Devon England
• He proposed the Gaia Hypothesis
Gaia-Proposes that all organisms and their
inorganic surroundings on Earth are closely
integrated to form a single and self-regulating
complex system, maintaining the conditions fir
life on the planet.
• He stated that the living organisms co-evolve
with nonliving things in the environment to form
a synergistic, self-regulating system where life
James Ephraim Lovelock
is maintained and perpetuated. He cited as
evidence the photosynthetic bacteria during the
Precambrian times
• The bacteria modified the Earth’s atmosphere
to become oxygen-enriched. Complex
organisms had evolved due to the changes in
the atmosphere.
• He said that there is a certain succession by
which the earth develops. In Earth’s early
formation. he stated that the formation of the
geosphere was the first phase to occur.

31
 • The second phase was the biosphere or
biological life. The emergence of life on Earth
transformed the geosphere. Then the
noosphere, the sphere of human
consciousness, is the third phase. The
Vladimir Vernadsky development of human cognition then
transformed the biosphere.
• Today, the study of human impact on the
biosphere led to the concept of sustainability,
which is the capacity of the Earth to continue to
support human life.

• He had numerous contributions to the growth of

scientific hydrology
• He was a source of inspiration to many young
Walter B. Langbein hydrologists who some made their own
important contribution to that discipline

• Several influence on the development of ideas

and methodologist related to the hydrology of
functional rocks
Paul A. Witherspoon

Geosphere

• He was named the father of modern geology

• He was a Scottish farmer and naturalist wherein
he observed how land was shaped by
destructive forces of wind and weather systems
in farming.
• He described how the Earth was formed in a
repeated cycle of erosion and sedimentation,
James Hutton
with heat from volcanic activity as the driving
force.
• From his records, he recognized patterns that
reveal underlying processes, such as the
transport of heat in ocean currents and the
influence of temperature on plants.
• He also introduced the concept of
uniformitarianism, implying that the geological
forces (such as those that trigger erosion and
volcanic activities) in the past are the same as
those in the present, making it possible to
determine the Earth's history by studying rocks.

32
 • Due to his holistic observations of nature, he
was able to lay the foundations for Earth
System Science
Alexander von Humboldt

• Pioneered the creation of the first nationwide

geological map
• Received recognition for his accomplishment
William “ Strata” Smith and became known as the “Father of English
Geology”
• Contributions to the science of Evolution
• Publish his theory of evolutions with compelling
evidence in his 1859 books on the origin of the
Charles Robert Darwin species
• His scientific discovery is the unifying theory on
the life sciences explaining the diversity of life

Atmosphere

• The deputy director of the Tyndall Centre for the

climate change Research
• Has been contribution to many climate
Kevin Anderson conferences, including the degrees and beyond
international climate conference in 2009
• An American geologist
• Made outstanding contributions to the study ice,
its interactions with the knowledge and of its link
Richard Blane Alley to climate

33
 LESSON

7
The Different Layers of Earth
_________________________________________________________________

Learning Concept

We call the Earth as our mother, our home, but did you ever think about what
our home is actually made of? Have you ever asked yourself what part of the earth we
are living?
If we could travel through the layer of the earth, what would our trip be like? In
order to make this trip, what type of vehicle we will be using? Is it possible to travel?
Why or why not? In order to make this trip, we would need a special vehicle that could
travel through both liquid and solid rock and that could withstand intense temperature
and pressure changes! The deeper into the center of the Earth, the hotter and it is and
the more pressure we will face.
It is impossible to actually travel your way through the ground to reach the other
side of the Earth because after about five miles down, you would experience such
intense heat that you would burn up. Nobody has ever been able to do travel this far.
"So how do we know what's down there?"
"Scientists who study the Earth are geologists who have been able to learn
about the different layers by using other methods such as studying rocks and minerals,
volcanoes, and earthquakes. They believe that as the Earth cooled, heavier materials
sank towards the center of the Earth and lighter materials surfaced to the top. Thus,
determining the four main layers which are known as the crust, the mantle, the outer
core, and the inner core.

Outer core

Inner core

Mantle

Crust

34
 Here is the most main information that you should know about the "layers", the
Earth which is consisted of the following:

Crust-The crust is the most outer layer of the Earth. It is underlain by the
mantle. The entire earth's crust occupies just 1% of the earth's volume. The crust is
divided into two parts the continental and oceanic. The oceanic crust is roughly 7
kilometers thick and composed of the dark igneous rock called basalt. By contrast, the
continental crust averages 35-40 kilometers thick but may exceed 70 kilometers in
some mountainous regions. Unlike the oceanic crust, which has a relatively
homogenous chemical composition, the continental crust consists of many rock types.
The upper crust has an average composition of a granitic rock called granodiorite,
whereas the composition of the lowermost continental crust is more akin to basalt. The
rocks of the oceanic crust are younger (180 million years or less) and more dense than
continental rocks. The temperature of the crust is 200
degrees Celsius (392 Fahrenheit) to 400 degrees Celsius (752 Fahrenheit).
Mantle- The Mantle is the second layer of the earth, that take up 80% of the
Earth, a solid, rocky shell that extends to a depth of 2900 kilometers. The dominant
rock type in the upper mantle is peridotite. The mantle has two sections: (Lithosphere
and the Asthenosphere).
The temperature of the lithosphere and asthenosphere is 300 to 500 degrees
Celsius. In the mantle, convection currents occur. The convection current occurs in
the lithosphere and the asthenosphere.
The lithosphere (sphere of rock) is the upper part of the mantle. Its temperature
is about 400 degrees Celsius. The lithosphere (lower mantle) is rigid part of the mantle.
The lithosphere is not only part of the mantle it is the crust and the upper part of the
mantle together. The depth of the lithosphere is 50-100 km thick.
Beneath the lithosphere in the upper mantle (to a depth of about 660 kilometers)
lies a soft, comparatively weak layer known as asthenosphere (weak sphere) The top
portion of asthenosphere results in a small amount of melting due to high temperature
and melting. A very interesting fact is that the mantle grows about a meter every year.
Core- is the third layer of the earth, is a sphere composed of an iron nickel alloy.
At the extreme pressures found in the core, the iron rich material has an average
density of nearly 11g/cm cubes and approaches 14 times the density of water at
earth’s center. This core is divided into two regions that exhibit very different
mechanical strengths.
a. The outer core -. The outer core surrounds the inner core. It is a liquid layer
2270 kilometers thick.it is the convective flow of metallic iron within the zone that
generates Earth’s magnetic field. The temperature is 7,200 to 9,000 degrees
Fahrenheit (4,000 to 5,000 degrees Celsius).
b. The inner core- is the most inner layer of the earth, a sphere having a
radius of 1216 kilometers. The inner core is extremely hot it is somewhere between
9000- and 13000-degrees Fahrenheit (5000 and 7000 degrees Celsius). Despite its
higher temperature, the material in the inner core is solid because of intense pressure
than the outer core. The iron in the inner core is not pure (so not just iron) scientists
believe it contains sulfur and nickel and also smaller number of other elements. How
much do you understand about the layers of the earth? This activity will provide you

35
with a hands-on experience, as well as with appropriate terms and concepts. You
could discover what makes a good model as they first choose a fruit or vegetable
model

What’s New
Learning Activity: Earth on Fruit
Which fruits or vegetables are the best examples to represent the concept for
the layers of the earth?

Different fruits to represent the different layers of the Earth

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

What’s More
Learning Activity: Label the Layers of the Earth

36
 What’s More
Learning Activity: What’s inside?

Directions: Locate the following words inside the earth.

1.sun

2. Outer core 7. Water

3. Crust M FRSEROCRENNI 8. geosphere

FOLKUROUTEOVFOF

EEFDLROKTFEDKEFET
4. Inner core 9. Layers
PQMDEFCDEJRHLPDPX
5. Topsoil 10. Mantle
SWSVAFSURFACESPSG
6. Earth
TGVSRNLVCAQUTTETF

VRMZTMTLOCPCOVJVW

LEKXHLLLREKPQLALK

PKTUFCETEGSHJPEPZ

SGSGERSOEORELSWSW

FFCRUSTILYUKFAF
What’s New
DKHLDLAYERSDX
Learning Activity: Eat the Mantle

Objectives:
• choose good fruit or vegetable models of the Earth and explain.
• compare and analyze their various models of the Earth’s inner structure.
Materials:
• A variety of fruits and vegetables (tissa, avocado, atis, jackfruit, pineapple,
tomato etc.)
Guide Questions
1. “What do you know about the inner structure of the Earth? What is the
Earth like on the inside?”
___________________________________________________________
___________________________________________________.

37
Procedure:
1. Look for a variety of fruits and vegetables, choose the local fruits or the fruits that
are abundant in your community (macopa , avocado, tissa, tomato etc.)
3. Choose the one that you think best represents the structure of the Earth, especially
considering what the planet is like on the inside.
4. Make sure that you know, you will be responsible for the explanation. Provide
students with enough time to complete the task 10-15 minutes.
5. Modify or give the limitations of some parts to the fruit to resemble the layer of the
earth.
6. Present the fruit or vegetable of their choice. You should prepare your rationale/
reasons why you choose the fruits or vegetables as earth’s layer model.
7. During and after the presentation of fruit/vegetable model, you explain the basic
concept of the internal composition of the planet Earth. Include the basic cross
section of core, mantle, and crust.
8. Which produced item is the best model of the Earth, based on your new
understanding of the facts? Explain your answers of the information about the
Earth’s inner structure. Why or why not?
9. Draw a cross section of the Earth, labeling the core, mantle, and crust. Point out
that this cross-sectional model is done in two dimensions (height and width). Also
explain that you should base your drawings on the approximate thicknesses of
each layer, which are as follows: core = 3,400 km; mantle = 2,900 km; crust = 50
km.
Discussions Questions:
1. Which fruit or vegetable was most like the Earth? Which was least like the Earth?
How do you know? Explain their limitations. Can you think of another fruit or
vegetable that would make a better model of the Earth? Explain your answer.
2. What makes something a good model of something else? What are some things to
consider when making a model of something?
Assessment:
1. Choose a good fruit or vegetable model of the Earth and explain.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. Compare and analyze the different Earth models, explaining what makes the
difference between a good and a bad model?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

38
 What I have learned

✓ Universe constitutes a systematic whole. Also, the term universe can be

portrayed by a cluster of objects interacting with each other
✓ Big bang theory states as a tremendous explosion occurred, hurling this
material in all directions. The big bang marks the beginning of the universe all
matter and space were created.
✓ Steady State theory states that the Universe has been present ever since and
therefore it has no beginning and end and has been expanding constantly.
✓ The Pulsating theory states as an expansion of the universe is brought about
by the rapid rate of gravity and inertia.
✓ Solar system is the gravitationally bound system comprising the sun and
objects that orbit around it, either directly or indirectly.
✓ Nebular theory explains that the solar system evolved from a nebula that
disintegrate due to the fall of its own gravity.
✓ Vortex theory states that the space was entirely filled with matter in various
states, whirling about the sun like a vortex.
✓ Planet Earth is the only habitable planet in the universe
✓ Planet Earth have four subsystem the geosphere, hydrosphere, atmosphere
and biosphere
✓ The three main layers of the earth are crust, mantle and core
✓ Crust is the thinnest layer. The entire earth's crust occupies just 1% of the
earth's volume.
✓ Mantle is the second layer of the earth, it takes up 80% of the Earth, a solid,
rocky shell that extends to a depth of 2900 kilometers.
✓ Core is the third layer of the earth, a sphere composed of an iron nickel alloy at
the extreme pressure.

39
 1. Assessment

MULTIPLE CHOICE:
Directions: Read and understand each item and choose the letter of the correct
answer. Write your answer on a separate sheet of paper.

1. How old is the universe?

A. 10 Billion years old C. 14 Billion years old
B. 5 Billion years old D. 1 Billion years old

2. What theory states that the density of matter in the expanding universe remains
unchanged due to continues creation of matter.
A. big bang C. creation
B. pulsating D. steady state theory

3. The term” big bang” refers to

A. ultimate fate of the universe C. supernova explosion
B. formation of elements D. origin of the universe

4. The leading explanation about how the universe began or about the beginning of
the universe.
A. universal theory C. milky way theory
B. solar system D. big bang theory

5. What is the name of our own galaxy?

A. Andromeda C. stellar
B. Milky Way D. supernova

6. A system which is made up of the sun and the heavenly bodies that move around
it is known as
A. lunar system C. solar system
B. space D. galaxy

7. Heavenly bodies which revolved around the sun are called.

A. orbits C. stars
B. planets D. galaxies

8. As a speeding massive star passed near the sun, by gravitational attraction, it

pulled off materials and raised tides on the sun resulting in the loss of single
cigar-shaped filament of hot gas
A. Jeans-Jeffrey’s Tidal Theory C. Creation theory
B. Pulsating theory D. Vortices theory

9. This theory states that the Universe has been present ever since and therefore it
has no beginning and end and has been expanding constantly.
A. Steady state theory C. Creation theory
B. Pulsating theory D. Vortices theory

40
10. This theory states that the universe was an infinitely self-sustaining cycle of
expanding and contracting
A. Steady state theory C. Creation theory
B. Pulsating theory D. Vortices theory

11. Which of the following is NOT one of the four major subsystems of Earth?
A. biosphere C. hydrosphere
B. Water sphere D. Geosphere

12. Which subsystem contains all living organisms of Earth, including those on the
land, in the water and air?
A. Biosphere B. hydrosphere
C. Atmosphere D. Geosphere

13. One of the current advancement/information about the solar system last 2013 is
the Earth’s almost-twin. What is the name of the planet?
A. Kepler 78 B. Eris
C. Makemake D. Moon

14. A scientist known for proposing the Gaia Hypothesis, Gaia-proposes that all
organisms and their inorganic surroundings on Earth are closely integrated.
A. James Ephraim LOVELOCK B. Walter B. Langbein
C. Paul A. Witherson D. John Dalton

For numbers 15-18 refer to the picture.

15. Where is the hottest layer?
A. Layer 4 C. Layer 3
B. Layer 2 D. all of the three layers

16. The thickest layer of the earth.

A. Layer 4 C. Layer 3
B. Layer 2 D. all of the three layers

17. What is the name of the layer number 1 in the picture?

A. Mantle B. Crust
C. Core D. Outer core

18. A layer where convection occurred

A. Mantle B. Crust
C. Core D. Outer core

II.TRUE OR FALSE: Write TRUE if the statement is correct and FALSE if it is wrong.

_______19. Earth is the only known planet “just right” location in the solar system

_______20. Earth is the only known planet which core gives us a source of geothermal
energy, allows cycling of raw materials.

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_______21. Earth is the only known planet that has a magnetic sphere around the
planet which deflects the solar wind and allows the atmosphere to
remain in place.

______ 22. Mars and Earth are the planets that have nutrients (one of the most
important factors to sustain life)

For numbers 23-25: Refer to the picture above. Describe sphere interactions you
can infer from the scene. Follow the results of an interaction through all four spheres.

A. Hydrosphere and atmosphere in evaporation process

B. Evaporation from the hydrosphere provides the medium for cloud and rain
formation in the biosphere.
C. Biosphere and atmosphere in carbon and oxygen cycle
D. Evaporation from the atmosphere provides the medium for cloud and rain
formation in the atmosphere.
E. Evaporation from the hydrosphere provides the medium for cloud and rain
formation in the atmosphere.

23.________________________________________________________________
24._________________________________________________________________
25._________________________________________________________________

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Key to Answers

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