Preface

It has been elaborated in research and literature that the highest

performing education systems are those that combine quality with

equity. Quality education in the Department of Education (DepEd) is

ensured by the learning standards in content and performance laid in

the curriculum guide. Equity in education means that personal or

social circumstances such as gender, ethnic origin or family

background, are not obstacles to achieving educational potential and

that inclusively, all individuals reach at least a basic minimum level of

skills.

In these education systems, the vast majority of learners have the

opportunity to attain high-level skills, regardless of their own

personal and socio-economic circumstances. This corresponds to the

aim of DepEd Cagayan de Oro City that no learner is left in the

progression of learning. Through DepEd’s flexible learning options

(FLO), learners who have sought to continue their learning can still

pursue in the Open High School Program (OHSP) or in the

Alternative Learning System (ALS).

One of the most efficient educational strategies carried out by

DepEd Cagayan de Oro City at the present is the investment in FLO

all the way up to senior high school. Hence, Senior High School

Alternative Responsive Education Delivery (SHARED) Options is

operationalized as a brainchild of the Schools Division

Superintendent, Jonathan S. Dela Peña, PhD.

Two secondary schools, Bulua National High School and Lapasan

National High School, and two government facilities, Bureau of Jail

Management and Penology-Cagayan de Oro City Jail and Department

of Health-Treatment and Rehabilitation Center-Cagayan de Oro City,

are implementing the SHARED Options.

To keep up with the student-centeredness of the K to 12 Basic

Education Curriculum, SHARED Options facilitators are adopting the

tenets of Dynamic Learning Program (DLP) that encourages

responsible and accountable learning.

This compilation of DLP learning activity sheets is an instrument to

achieve quality and equity in educating our learners in the second

wind. This is a green light for SHARED Options and the DLP learning

activity sheets will continually improve over the years.

Ray Butch D. Mahinay, PhD

Jean S. Macasero, PhD
 Acknowledgment

The operation of the Senior High School Alternative Responsive

Education Delivery (SHARED) Options took off with confidence

that learners with limited opportunities to senior high school

education can still pursue and complete it. With a pool of competent,

dedicated, and optimistic Dynamic Learning Program (DLP) writers,

validators, and consultants, the SHARED Options is in full swing.

Gratitude is due to the following:

 Schools Division Superintendent, Jonathan S. Dela Peña, PhD,

Assistant Schools Division Superintendent Alicia E. Anghay, PhD,
for authoring and buoying up this initiative to the fullest;

 CID Chief Lorebina C. Carrasco, and SGOD Chief Rosalio R.
Vitorillo, for the consistent support to all activities in the
SHARED Options;

 School principals and senior high school teachers from Bulua
NHS, Lapasan NHS, Puerto NHS and Lumbia NHS, for the
legwork that SHARED Options is always in vigor;

 Stakeholders who partnered in the launching and operation

of SHARED Options, specifically to the Bureau of Jail

Management and Penology-Cagayan de Oro City Jail and the

Department of Health-Treatment and Rehabilitation Center-

Cagayan de Oro City;

  Writers and validators of the DLP learning activity sheets,
to which this compilation is heavily attributable to, for their
expertise and time spent in the workshops;

 Alternative Learning System implementers, for the
technical assistance given to the sessions; and

 To all who in one way or another have contributed to the

undertakings of SHARED Options.

Mabuhay ang mga mag-aaral! Ito ay para sa kanila, para sa bayan!

Ray Butch D. Mahinay, PhD

Jean S. Macasero, PhD
Writers:

1. Perpetua H. Abbu Bulua NHS

2. Leneth G. Udarbe Lapasan NHS

Editors/Validators:

1. Dyna Gorre Balulang NHS

2. Eduardo Cartel,PhD EPS- Science, CID- Division Office
3. January T. Valenzona, PhD, LRMDS Coordinator

Reproduction: LRMDS
1. Gemma P. Pajayon – Project Development Officer II
2. Lanie M. Signo – Librarian II

JEAN S. MACASERO, PhD RAY BUTCH D. MAHINAY, PhD

EPS- SHS Coordinator MT-1 ALS Coordinator

LOREBINA C. CARRASCO ALICIA E. ANGHAY, PhD

Chief, CID Assistant Schools Division Superintendent

JONATHAN S. DELA PEŇA, PhD, CESO V

Schools Division Superintendent
 SHARED OPTIONS
SENIOR HIGH ALTERNATIVE RESPONSIVE EDUCATION DELIVERY
DLP LEARNING ACTIVITY SHEET

MONITORING OF ACCOMPLISHED LEARNING ACTIVITY SHEETS

EARTH AND LIFE SCIENCE

ACTIVITY
LEARNING ACTIVITY TITLE DATE SCORE ITEM
NUMBER
1 Origin of the Universe
2 Origin of the Solar System
3 Uniqueness of the Earth
4 Earth's Subsystem
5 Understanding Earth's system
6 Current advancements on solar system
7 Layers of the Earth
8 Minerals
9 Rocks
10 Weathering, Erosion, and Deposition
11 Mass Wasting
12 Magmatism
13 Volcanism and Plutonism
14 Metamorphism
15 Types of Stress
16 Folding of Rocks
17 Faulting of Rocks
18 Continental Drift
19 Seafloor Spreading
20 Ocean Basins
21 Stratification of Rocks
22 Relative Dating
23 Absolute Dating
24 Index Fossils and Geologic Timescale
25 Subdivision of Geologic Timescale
26 Earthquake Hazards
27 Coping Earthquake Hazards
28 Volcanic Eruption Hazards
29 Coping Volcanic Eruption Hazards
30 Landslide Hazards
31 Coping Landslide Hazards
32 Hydro meteorological Phenomena and Hazards
33 Coping Hydro meteorological Hazards
34 Marine and Coastal Processes

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ACTIVITY
LEARNING ACTIVITY TITLE DATE SCORE ITEM
NUMBER
35 Coastal erosion
36 Coping Coastal erosion
37 Submersion
38 Saltwater Intrusion
39 Mitigation and Adaptation
40 Evolution on the Concept of Life 1
41 Evolution on the Concept of Life 2
42 Unifying Concept in the Study of Life
43 The Cell as the Basic Unit of Life
Bioenergetics: How Photosynthetic Organisms Use Light Energy to
44
Convert to Food
45 Bioenergetics: Energy Flow
46 Bioenergetics: Cellular Respiration
47 Bioenergetics: How Organisms Obtain and Utilize Energy
48 Sexual Reproduction on Plants
49 Asexual Reproduction on Plants
50 Relationships among Structures of Flowers, Fruits and Seeds
51 Animal Reproduction
52 How Genes Work
53 Process of Genetic Engineering
54 GMO
55 GMO (Benefits and Risks)
56 Getting Food to Cell
57 Gas Exchange with the Environment
58 The internal transport system
59 The Excretory system

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Name: Date: Score:

Subject : Earth and Life Science
Lesson Title : Origin of the Universe
Learning Competency: State the different hypotheses explaining the origin of the universe
References : Science in Today’s World for Senior High School: LAS No.: 1
Earth and Life Science

CONCEPT NOTES

 Steady State Theory - proposed by Sir James Jeans in 1920. This theory
claims that the universe has no beginning or end in time, and even though it
is expanding, its appearance remains the same over time

 Oscillating Theory - developed by Paul Steinhardt. This theory holds that
our universe is a never ending cycle of explosion (Big Bang) and contractions
(Big Crunch)

 Cosmic Inflation Theory - proposed by Alan Guth and Andrei Linde in
1980’s. The early universe continues to expand up to the present

 The Big Bang Theory – the most acceptable idea of the origin of the
universe. It started in 1927 when Georges Lemaitre expanded on idea of
expanding universe. Evidences of the Big Bang (1) Red Shift (2)Relative
abundance Hydrogen and Helium (3) cosmic radiation

Exercises:

I. Identification
In the space provided, write the theory or hypothesis being described in
each of the items below.
_______ 1. The universe has no beginning or end as stated in the cosmic inflation
theory.
_______ 2. The Big Bang theory was proposed by Paul Steinhardt.
_______ 3. The cosmic inflation theory is a never ending cycle universe.
_______ 4. Red shift is evidence that the universe started with the Big Bang.

AI. Stating theories

In 3 sentences, state the theory or hypotheses that best explains
the formation of the universe and the solar system.

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Name: Date: Score:

Subject : Earth and Life Science
Lesson Title : Origin of the Solar System
Learning Competency: Describe the different hypotheses explaining the origin of
the solar system
References : Science in Today’s World for Senior High School: Earth LAS No.: 2
Life Science

CONCEPT NOTES

 NEBULAR HYPOTHESIS - proposed by Immanuel Kant and Pierre Simon

Laplace states that the solar system formed from a slowly-rotating cloud of
gas or a solar nebula that collapsed and flattened with a hot central region
known as the SUN. This hypothesis suggests that the solar system formed
about 4.6 billion years ago.

 ENCOUNTER HYPOTHESIS – suggests that the sun encountered a rogue
star due to gravitational interaction between the two stars, hot gases were
removed from both of them. The material from the rogue star formed the
outer planets, while that from the sun formed the inner planets.

 PROTOPLANET HYPOTHESIS - suggests that a cloud of gas and dust
rotated slowly and begun to collapsed because of its own gravity. The
shrinking makes the cloud spin faster that compresses the cloud. The
compression creates a hydrogen fusion which formed the sun. The rest
of the gas and dust compressed into planets.

Exercises: Which of the hypotheses is being described in the statements

below? Write for (A) nebular hypothesis (B) Encounter hypothesis (C)
Protoplanet hypothesis on the space provided.

____1. The solar system was formed from a slowly-rotating cloud of gas that
collapsed and flattened.
____2. The sun is formed through hydrogen fusion due to the compression of a
cloud of gas.
____3. This hypothesis suggests that the sun encountered a rogue star.
____4. This hypothesis empahsizes that the solar system was formed about
4.6 billion years ago.
____5. The planets were formed from the material of the rogue star encountered
by the sun.

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Name: Date: Score:

Subject : Earth and Life Science
Lesson Title : The Uniqueness of Earth
Learning Competency: Recognize the uniqueness of Earth, being the only planet in
the solar system with properties necessary to support life
References : Science in Today’s World for Senior High School: LAS No.: 3
Earth and Life Science

CONCEPT NOTES

EARTH is unique – it is a living planet where energy flows continuously

within its system. Most of the living processes on Earth depend on the light
energy from its star, the sun, which is the ultimate source of energy. Within
Earth, energy also circulates to be made available and accessible to all life-forms.
The different forms of energy also allows for recycling of molecules and nutrients
needed for life.
What makes Earth unique?
  Earths’ water exists in solid, liquid and gaseous form.
 The presence of liquid water which plays a vital role for DNA and
 protein to carry out reactions needed for life.
 Earths’ position is right exactly in the GOLDILOCKS zone (habitable
 zone), it is neither too hot nor too cold for life to exist.
  The presence of oxygen in the atmosphere made life possible on Earth.
 The ozone layer in the atmosphere absorbs the harmful radiation from
the sun and prevents it from reaching the Earth.

Exercises: Put a check (⁄) mark on the space provided for statements
that describes the uniqueness of Earth.

_____ 1. Presence of oxygen in the atmosphere has no effect on the Earths’ life
form.
_____ 2.There is a continuous flow of energy within the Earths’ system.
_____ 3. Earths’ water exists in solid form making it accessible to life forms.
_____ 4. Most living processes on Earth depend on the light energy from the sun.
_____ 5. Earth is positioned in the Goldilocks zone.

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Subject : Earth and Life Science
Lesson Title : Earth’s Subsystem
Learning Competency: Explain that the Earth consists of four subsystems, across
whose boundaries matter and energy
References : Science in Today’s World for Senior High School: LAS No.: 4
Earth and Life Science

CONCEPT NOTES
Earth is the third planet from the sun and the only planet that sustains life. It
is divided into four subsystems: atmosphere, hydrosphere, geosphere and
biosphere. These spheres interact with one another enabling Earth to sustain life.
The interaction of the spheres is what makes Earth a system, where one sphere
cannot act independently from the rest.
 Hydrosphere – It refers to the total amount of water found on Earth.
Earth’s water is made up of 97% saltwater and 3% freshwater. Only 22% of
the fresh water is accessible for human use in the form of groundwater,
 77% frozen and 1% in lakes, rivers and streams.
 Atmosphere – It is the thin, life-giving gaseous envelope of the Earth. It
contains 78% Nitrogen, 21% oxygen and 1 % trace gases. Atmosphere is
divided into different layers which include the troposphere (lowest layer),
 stratosphere, mesosphere, and thermosphere.
 Geosphere – It is the solid region of the Earth which comprises the
different landforms, rocks, and its layers (crust, mantle, outer core, and
 inner core).
 Biosphere – It is the biological component of the Earth. It includes all the
living organisms which include the plants, animals and microorganisms that
can be found 1 km above sea level down to the deepest parts of the ocean.

Exercises: Fill in the blanks that correspond to the Earth’s subsystem.

1. All the water in the ocean, the freshwater in the lakes and streams,
the snow and rain are part of the ________________.
2. All living organisms are part of the ________________.
3. ________________ is the life-giving gaseous component of the Earth.
4. Mountains, caves, and all the rocks of the Earth make up the __________.
5. The troposphere, stratosphere, mesosphere, and thermosphere are
the layers of the _______________.

AI.Explain in 3 sentences why the Earth is called as the planet of life. (5 points)

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Name: Date: Score:

Subject : Earth and Life Science
Lesson Title : Understanding Earth system
Learning Competency: Show the contribution of personalities/people on the understanding
the Earth systems
References : https://m.facebook.com/notes/earth-and-life-science/lesson LAS No.: 5
16-notes-contributors-in-understanding-the-earth-systems

CONCEPT NOTES
Earth’s spheres interact with one another enabling Earth to sustain life. The
interaction of the spheres is what makes Earth a system. Many scientists had
built the foundations of understanding the Earth systems. They include:
James Hutton – He is the father of modern geology, proposed
Uniformitarianism, which implies that the present geological processes are
the same as those in the past.
Alexander von Humboldt – He laid the foundations for Earth System
Science through observations of nature.
Geno Gutenberg – He studied the Earth's interior through Gutenberg
discontinuity.

Inge Lehmann - The Earth was discovered to have a solid inner core
distinct from its molten outer core. This boundary is known as the Bullen
discontinuity, or sometimes termed as the Lehmann discontinuity.
James Lovelock – He postulated that the Earth work as a self-regulating
system.
Lynn Margulis – He developed Lovelock’s Gaia hypothesis which states that
all kinds of bacteria give off gases and thought that atmospheric gases
were from biological sources.
National Aeronautics and Space Administration (NASA)- The organization
which studies the components of the Earth system.

Exercises: Match the name of the following personalities in Column A with their
contribution in the understanding of the Earth’s systems in column B. Write the
CAPITAL letter on the space provided.
Column A Column B

_____1. Lovelock’s Gaia hypothesis A. Geno Gutenberg

_____2. Father of modern geology B. Inge Lehman
_____3. Gutenberg discontinuity C. James Lovelock
_____4. Bullen discontinuity D. James Hutton
_____5. Self-regulating Earth E. Lynn Margulis

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Lesson Title : Current advancements on the Solar System

Learning Competency: Explain the current advancements/information on the solar system
References : Science in Today’s World for SHS: Earth & Life Science LAS No.: 6
CONCEPT NOTES
SOLAR SYSTEM EXPLORATIONS
1. March 18, 2011 – The first spacecraft to orbit Mercury, NASA’s Messenger
(Mercury Surface, Space, Environment, Geochemistry, and Ranging) mission
spacecraft was launched to take high-resolution photographs and studied
Mercury’s thin atmosphere and for possible presence of water in the planet.
2. July 16, 2011 –NASA’s Dawn spacecraft entered the orbit around
the Asteroid, Vesta.
3. August 6, 2012 – Curiosity rover landed on Mars to investigate the climate
and geology of the planet and look for any signs of life.
4. August 25, 2012 – VOYAGER 1, the first man-made spacecraft in interstellar
space, sent data indicating that it had passed the extreme outer edge
of the sun’s influence known as the heliopause.
5. August 6, 2014 – Rosetta Space Probe, the first spacecraft that orbited
a Comet.
6. July 14, 2015 – The New Horizon Spacecraft Mission, the fastest
spacecraft that was ever launched, provided close observations on Pluto
and its moons from its nine-year voyage.

Exercise 1:
Write True if the statement is correct and False if not.

____ 1. NASA’s Dawn spacecraft was the first spacecraft to orbit an asteroid.
____ 2. Voyager 1 was the first humanmade spacecraft to orbit a comet.
____ 3. Curiosity rover lands on Mars to investigate the climate and the
atmosphere of the planet.
____ 4. MESSENGER mission spacecraft was launched to study Mercury’s
atmosphere.
____ 5. The Rosetta Space Probe was the fastest spacecraft that was ever
launched.

Exercise 2:
How these current advancements in the solar system were made possible?

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Subject : Earth and Life Science
Lesson Title : The Layers of the Earth
Learning Competency: Identify and differentiate the layers of the Earth
References : Science in Today’s World for SHS: Earth & Life Science LAS No.: 7
CONCEPT NOTES
The Layers of the Earth

1. Crust – It is the outer, solid, rocky layer of

the earth upon which we live.
2. Mantle – It is made up of semi-molten rock called
magma. In its upper part, rocks are hard, but
below it, the rocks are soft and begin to melt.
3. Outer core – It is a liquid layer which is made up
of iron and nickel. It is extremely hot, with
temperatures similar to the inner core.
4. Inner core –It is solid and is made up of iron and nickel. With its
immense heat energy, the inner core is like the engine room of the Earth.

Exercises: Complete the sentences below by finding the missing words which
relate to the layers of the Earth. Write them in the empty or blank spaces. You
may want to find the answers in the given puzzle below.

1. The inside of the Earth also contains

a lot of ________.
2. The center of the Earth is the
______, which is mostly ______ and
_____. The ______ core is solid.
3. The ______ core is liquid metal –
also mostly nickel and iron. Together,
the inner core and outer core are
about as large as__________.
4. The _______ is solid rock, but it’s
not completely hard because of the
intense heat, the mantle is _____, like play dough. The mantle slowly moves and
this movement causes earthquakes and ________ eruptions.
5. The crust is made of _______ and other solid rock.

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Subject : Earth and Life Science
Lesson Title : Minerals
Learning Competency: Identify common rock-forming minerals using their physical and
chemical properties and classify rocks into igneous, sedimentary and
metamorphic
References : Science in Today’s World for Senior High School: Earth and LAS No.: 8
Life Science; https://www.civilsdaily.com/classifications-of-rocks-
sedimentary-igneous-and-metamorphic/
CONCEPT NOTES
 Minerals – are the building blocks of
 rocks. It is a naturally-occurring, inorganic, solid
 that exhibits a crystalline structure.
 Quartz is a glassy looking, transparent or
translucent mineral which varies in colour
 from white and grey to smoky.
 Feldspar is light-coloured rock-forming
mineral. It is generally dull to opaque with a
 porcelain-like appearance.
 Mica is easily distinguished by its characteristic
of peeling into many thin flat smooth sheets
 or flakes.
 Augite is generally dark green to black in colour and forms short, stubby
 crystals
  Olivine is yellow-green, translucent and glassy looking mineral.
 Talc occurs in granular or foliated masses, It is very soft and will be
scratched by a finger nail.

Exercises: Identify some minerals which are light-colored and dark-colored.

Light-colored Minerals Dark-Colored Minerals

1. _______________ 1._______________
2. _______________ 2._______________
3. _______________ 3._______________

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Subject : Earth and Life Science
Lesson Title : Classification of Rocks
Learning Competency: Classify rocks into igneous, sedimentary, and metamorphic
References : Science in Today’s World for Senior High School: Earth and Life LAS No. 9
Science

CONCEPT NOTES
Rock is any solid that is naturally found on Earth. It may consist of minerals,
other preexisting rock, mineral-like matter, or organic debris.
Types of rocks are:

 IGNEOUS ROCKS – formed through solidified molten rock. It can be

classified into extrusive (volcanic) formed at surface of the Earth and
 intrusive (Plutonic) formed deep on Earth
 Example: Basalt, Pumice, Granite, Gabbro, Obsidian
 SEDIMENTARY ROCKS – formed when combinations of rock
fragments, seashells, fossils and chemicals are compressed in layers and
 hardened. Example: Conglomerate, sandstone, limestone, shale, dolomite
 METAMORPHIC ROCKS – formed when other rocks are changed by
 heat, pressure and chemical reaction Example:
Marble, Slate, Gneiss, Schist, Phyllite

Exercises: Write the word in the blank to tell what type of rocks goes
with each clue.
IGNEOUS SEDIMENTARY METAMORPHIC

1. ____________ This rock is formed in layers.

2. ____________ You would most likely find this rock near a volcano.
3. ____________ Fossils are often found in this rock.
4. ____________ It is formed through intense heat and pressure.
5. ____________ Basalt is an example of this type of rock.

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Subject : Earth and Life Science

(2) Explain how the products of weathering are carried away by erosion
and deposited elsewhere
References : Science in Today’s World for Senior High School: LAS No.: 10
Earth and Life Science
CONCEPT NOTES

 Exogenic process – processes that occur

near or at the surface of the Earth. These
processes are responsible in shaping the
 Earth’s surface
 Weathering (breaks it) - is the process
where rock is broken down or dissolved
into smaller pieces by physical, chemical or
 biological weathering process.
 Erosion (takes it) - involves the
movement of the weathered rock (now
pebbles, sand or soil) from one place to
the other by the action of wind, ice, water
 and gravity.
 Deposition (drop it) – when particles carried by water, ice or wind are
deposited in another location. It forms island and sand dunes.

Exercise 1: Read the statements below and identify the exogenic process being
described in it. Write (A) for weathering (B) for erosion or (C) for deposition on
the space before each number.
____ 1. Can be physical, chemical or biological process
____ 2. Is the taking away of weather material from one place to another
____ 3. This process occurs before erosion takes place.
____ 4. Sediments carried by water or wind forms island or sand dunes
_____5. Is the movement of weathered material through wind, ice, water or
Gravity

Exercise 2: Explain in your own vernacular or dialect how sediments, rock

particles, and other debris from weathering, will lead to erosion and deposition.

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Subject : Earth and Life Science
Lesson Title :Exogenic Process: Mass Wasting
Learning Competency: Make a report on how rocks and soil move downslope due to the
direct action of gravity
References : Science in Today’s World for Senior High School: LAS No.: 11
Earth and Life Science

CONCEPT NOTES
Mass Wasting is also known as slope movement or mass movement. It is a
process by which soil, sand, and rocks move downslope due to the force of gravity.
It is often triggered by natural phenomena, such as earthquake, volcanic eruption
and heavy rainfall.
 There are different forms of mass
wasting, and these are classified
according to the speed of movement,
type of materials that move, and
 manner by which the materials move.
 Mass wasting can cause loss of life
and injury, property damage, loss of
capital assets, or interruption to
economic activities.
Exercise 1: Find and encircle the following
words in the puzzle
G E O P H E N O M E N A
M A S S W A S T I N G L  Avalanche
O V G I C F P N G P R R  Creep
G A S E P O Y E W R A T  Flow
S L U M P E T M I O V I  Gravity
K A N E E N I E R C I Y  Mass wasting
L N P M E T A V E E T Z  Movement
Z C Q L R F L O W S Y T  Phenomena
X H F K C I D M S S U  Process
V E D U L S E S L I D E  Slide
 Slump
Exercise 2: Observe your area in your locality/barangay for some hazards on the
occurrence of mass wasting. Make a simple narrative report by describing the said
phenomenon. A rubric will be used to assess your output in terms of content,
relevance, grammar& sentence construction.

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Subject : Earth and Life Science
Lesson Title : Endogenic Processes: Magmatism
Learning Competency: (1) Describe where the Earth’s internal heat comes from
(2)Describe how magma is formed (magmatism)
References : Science in Today’s World for Senior High School: LAS No.: 12
Earth and Life Science
CONCEPT NOTES

 Endogenic Process – are processes

that occur from within or in the
interior of Earth. The driving force
is the thermal energy of the mantle
 and the crust.
 Magma - Magma is a mixture of
liquid rock, minerals, and dissolved
gases. It is formed by the melting
of Earth's mantle. Magma forms
when rocks reach temperatures
high enough to melt them. Magma
formation is very common in
 divergent plate boundaries.
 Magmatism – happens when magma generated and develops into igneous
(magnetic) rocks. The process can take place either under the surface or on
the surface of the Earth to become part of the crust. The additional mass
and volume of the surface of Earth forms mountains and volcanoes.

Exercises: In the space provided, write T if the statement is true and F

if the statement is false.

____1. Pressure is an important variable controlling the formation of magma.

____2. Temperature is an important variable controlling the formation of
magma.
____3. Magma formation is common at divergent plate boundaries.
____4. Some magma is cool enough for you to touch with your bare hand.
____5. Magmatism is a process that produces sedimentary rocks.

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Subject : Earth and Life Science
Lesson Title : Endogenic Processes: Volcanism and Plutonism
Learning Competency: (1) Describe what happens after magma is formed(volcanism and
plutonism), (2) Compare and contrast the formation of the different types of igneous rocks
References : Science in Today’s World for Senior High School: Earth and Life LAS No. 13
Science

CONCEPT NOTES

 VOLCANISM – It is the process that usually happens after the magma is

formed. The magma tries to escape from the source through the openings
such as volcanoes or existing cracks on the ground. This process causes the
formation of extrusive (volcanic) igneous rock by solidification of lava at
 the surface of the earth.
 Examples of igneous rock formed from this process: Basalt, Obsidian, Pumice
 PLUTONISM – It is the process that usually results to formation of
intrusive (plutonic) igneous rock by solidification of magma beneath the
Earth’s surface.
Examples of igneous rocks formed from this process: Granite,
Pegmatite, Gabbro, Diorite
Exercise: Read each statement and write the letter of your answer on the
space provided before each number.
____ 1. Volcanic rocks are also:
A. Explosive B. Extrusive C. Intrusive D. Plutonic
____ 2. Igneous rocks that form entirely beneath Earth's surface are said to be:
A. Extrusive B. Platonic C. Plutonic D. Volcanic
____ 3. The following igneous rock solidifies at the surface of the Earth EXCEPT
A. Basalt B. Granite C. Obsidian D. Pumice
____ 4. A rock that forms from the cooling of lava is classified as an
A. Extrusive igneous rock C. Intrusive igneous rock
B. Extrusive metamorphic rock D. Intrusive volcanic rock
____ 5. Igneous rocks are classified into types depending on the environment
where the crystallization occurred. Which property illustrates
this classification?
A. Extrusive igneous: underneath the Earth’s surface
B. Intrusive igneous: on Earth’s surface
C. Plutonic igneous: underneath the Earth’s surface
D. Volcanic igneous: underneath the Earth’s surface

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Subject : Earth and Life Science
Lesson Title : ENDOGENIC PROCESSES: Metamorphism
Learning Competency: Describe the changes in mineral components and texture of
rocks due to changes in pressure and temperature (metamorphism)
References : Science in Today’s World for Senior High School: Earth and Life LAS No. 14
Science

CONCEPT NOTES

 METAMORPHISM – It is the process of changing the materials that make

up a rock. The chemical components and geologic characteristics of the rock
change due to heat, fluids, and pressure that is increasing and decreasing.

 Types of metamorphism
Contact metamorphism – occurs due to
rise in temperature when magma comes
in contact with a hot rock. Example:
limestone marble
Regional metamorphism – occurs over
a wide area. The heat and pressure are
created at convergent boundaries
where plates are colliding. It usually
produces foliated rocks.

Exercises: Fill in the blanks with the appropriate word to complete each sentence.

heat metamorphism convergent pressure magma

fluid foliated metamorphic rock marble slate

1. Contact metamorphism occurs in rock comes in contact with __________.

2. ______________ is a process where rock changes its component
and characteristics due to _______, ________ and __________.
3. Regional metamorphism usually occurs at the _________ boundaries.
4. _________ rocks are produced by regional metamorphism.
5. Heat and pressure transform shale to ________.
6. After change in minerals due to heat and pressure, rocks turns to _______.
7. Limestone metamorphosed to form ___________.

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Subject : Earth and Life Science
Lesson Title : Deformation of the Crust: Types of stress
Learning Competency: Describe how rocks behave under different types of stress
References : Science in Today’s World for Senior High School: Earth and Life LAS No. 15
Science

CONCEPT NOTES

Stress – It is a force that causes deformation of rocks. Rocks tend to bend,

twist or fracture when it is continually subjected to these forces. Deformation is
common at the plate boundaries.

Types of Stress
 Compression – It squeezes rocks together.
It causes rocks to fold or fracture. It is
 most common at convergent plate boundaries.
 Tension – It pulls rock apart which causes
rocks to lengthen or break apart. Tension is
 most common at divergent plate boundaries.
 Shearing – It happens when forces slide past
each other in opposite directions. It is most
common at transform boundaries.

Exercises: In the space provided, write TRUE if the statement is correct and
FALSE if not.

_______ 1. Compression causes rocks to slide past each other.

_______ 2. Stress causes rocks bend, twist or fracture.
_______ 3. Tension is most common in divergent plate boundaries.
_______ 4. Compression causes rock to slide past each other in opposite
direction.
_______ 5. Shearing causes rock to lengthen or break apart.

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Lesson Title : Deformation of the Crust: Folding of Rocks

Learning Competency: Explain how the movement of plates leads to the formation of folds
References : Earth and Life Science (STEM Track) LAS No.: 16
CONCEPT NOTES
 The tectonic movement of the plates results in deformation (folding and
faulting) of the Earth’s crust. The different types of stress that act upon
 rocks play an important role in the movement of plates.
 Folding is the type of Earth movement resulting from the compression of
rock because of high temperature and pressure from the interior of Earth.
Bending, curving, crumpling, or buckling of rocks into folds are usually visible
 on rock strata. Folding can also happen in oceans and seas.
 Types of folds
Monocline – a one-sided slope connecting two horizontal or gently
inclined strata
Anticline – an upward fold on the rock
Syncline - a downward fold on the rock
Overturned – happens when one fold is pushed over the other limb
due to increasing pressure.
Recumbent – an extreme type of overturned fold in which the
axial plain acquires an almost horizontal altitude.

Exercise 1: Match the illustration with the type of folds. Connect it by drawing
a diagonal line.

Monocline

Anticline

Syncline

Overturned

Recumbent

Exercise 2: Explain in 3 sentences, how the movement of the plates in the

Philippines led to the formation of folds such as its mountains.

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Lesson Title : Deformation of the Crust: Faulting of Rocks

Learning Competency: Explain how the movement of plates leads to the formation of faults
References : Earth and Life Science (STEM Track) LAS No.: 17
CONCEPT NOTES

FAULTS – It is another type of Earth movement that forms cracks or fractures

on the rocks. The movement is caused by low temperatures that make rocks
brittle. Instead of folding, rocks break into large chunks.

Types of faults
 Normal (divergent) fault – occur when rock is being pulled apart due to
 tension force. In this type of fault, rock generally moves down.
 Reverse (convergent) fault – happens when rock is being squeezed due to
 compression force. This type of fault generally moves up.
 Transform (strike-slip) fault – happens when rocks slide past each other in
opposite direction. The San Andreas fault is an example of this type.

Exercises: Identify which of the following fault is being described in

the statements below. Write the CAPITAL letter on the space provided.

A. Normal fault B. Reverse fault C. Strike-slip fault

_______ 1. A fault is observed where the hanging wall is displaced upward relative
to the footwall.
______ 2. A fault formed when rock is being squeezed due to compression force.
______ 3. The San Andreas fault is an example of this type of fault.
______ 4. A fault where the hanging wall is displaced downward relative to the
footwall.
______ 5. Rocks slide past each other in opposite direction.

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Subject : Earth and Life Science
Lesson Title : Deformation of the Crust: Continental Drift
Learning Competency: (1) Explain how continents drift
(2) Cite evidence that support continental drift.
References : LAS No.: 18
Science in Today’s World for Senior High School: Earth and Life Science,
https://sites.google.com/site/shawnhicksplatetectonics/continental-drift
CONCEPT NOTES
Alfred Wegener proposed the Continental Drift Theory in 1912. According
to this theory, 250 million years ago, all the continents were once together
forming a supercontinent called PANGAEA or “entire earth”. However, many
geologists did not approve to this theory because Wegener did not have a good
model to explain how the continents moved apart. Wegener thought the continents
might have moved through the ocean crust like icebreakers through ice.
Wegener’s Evidence of Continental Drift
1. Jigsaw puzzle fit of continents (South America with Africa)
2. Rock formation on different continents – similar age and structure
3. Similar fossils of plants and animals in different continents (Glossopteris)
found in Africa, Australia, India and South America.
4. Climatic evidence – glacial period occurred during the late Paleozoic era in
Southern Africa, South America, Australia, and India.
What causes continents drift?
In 1919, Arthur Holmes in his plate tectonic
theory explains how the continents ride on the
convection currents in the mantle and move.

Exercise:
1. With a world map shown to you, identify the seven continents and write
them in the table below according to geographical area. Note 1 as the largest
and 7 as the smallest.

2. Draw and explain in your own words how tectonic plate movement caused
the continents to drift.

3. List the evidences that support Wegener’s continental drift theory.

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Subject : Earth and Life Science
Lesson Title : Deformation of the Crust: Seafloor Spreading
Learning Competency: Explain how the seafloor spreads
References : Earth Science (STEM Track) LAS No.: 19
CONCEPT NOTES

Seafloor Spreading is a continuous process where tensional force on both

sides of the plates causes them to constantly move apart. This concept was
developed by Harry Hess and Robert Dietz. In seafloor spreading, magma rises to
the surface from the mantle. In time, the magma is cooled by sea water and forms
the oceanic crust. Usually, seafloor spreading happens along mid-oceanic ridges.
Rocks near the mid-oceanic ridge were considered to be the youngest and newest
portion of Earth’s crust than those that are found farther from the ridge.

EXERCISE: Encircle the letter of the correct answer.

1. Seafloor spreading is a process that creates new __________ crust.

A. continental B. convergent C. divergent D. oceanic
2.In seafloor spreading, the farther the ocean floor is away from the mid-
ocean ridge, the _______ that floor will be.
A. newer B. prettier C. older D. younger
3. The idea of seafloor spreading was proposed by ______________
A. Harry WegenerB. Harry Hess C. Henry Hess D. Alfred Hess
4. Seafloor spreading usually occurs in ______________
A. Continental Crust C. Oceanic crust
B. Mid-oceanic ridges D. upper mantle
5. Seafloor spreading is when the new seafloor is formed when ____ is
forced upward from the mantle.
A. crust B. magma C. soil D. water

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Subject : Earth and Life Science
Lesson Title : Deformation of the Crust: Ocean Basins
Learning Competency: Describe the structure and evolution of ocean basins
References : Science in Today’s World for Senior High School: Earth and Life LAS No.: 20
Science
CONCEPT NOTES

The movement of the plate boundaries and seafloor spreading are the one’s
responsible for the evolution of ocean basins. The evolution of ocean basins
started during the time of PANGAEA. Upon the initial break up of PANGAEA, sea
began to form. The current ocean basins have features that are comparable with
that of the breath-taking landscape when water is drained.

Structure of Ocean basin

1. Continental shelf – the gently sloping
submerged portion of the continent
2. Continental slope – is the steep
slope after continental shelf
3. Continental rise – the gently sloping
area before the ocean floor
4. Trenches- the deepest part of
the ocean
5. Mid-oceanic ridge – is the mountain
range system in the ocean

EXERCISE: Match the descriptions in column A that correspond to the

concepts pertaining to the structure and evolution of ocean basins in column B.
Write the CAPITAL letter on the space provided.

Column A Column B
___ 1. Deepest part of the ocean a. mountain range system in ocean
___ 2. Continental shelf b. continental slope
___ 3. Mid-ocean ridge c. trenches
___ 4. Steep slope after continental shelf d. area before the ocean floor
___ 5. Continental rise e. submerged portion of the
continent

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Subject : Earth and Life Science
Lesson Title : History of the Earth: Stratification of Rocks
Learning Competency: Describe how layers of rocks (stratified rocks) are formed
References : Science in Today’s World for Senior High School: Earth and Life LAS No. 21
Science

CONCEPT NOTES

STRATIFICATION – is the process in

which sedimentary rocks are arranged in layers
due to crustal movement, displacement of soils,
and distortion of terrain. The layers of
stratified rocks differ from one another
depending on the kind, size, and color of their
sediments.

The layers (strata) are formed from the accumulation, compaction and
cementation of sediments over a period of time. Most fossils are found in these
layers. Young rock layers are found at the surface and older layers below.
Geologist has been using these stratified rocks to reconstruct Earth’s history.

EXERCISES: TRUE or FALSE. Write True on the space provided if the

statement is correct and False if NOT.

_____1. The term 'rock strata' refers to layers of sedimentary rocks

_____2. Rock layers at surface are older strata.
_____3. Stratification is the process of layering sedimentary rocks.
_____4. Layers of stratified rocks are the same all throughout.
_____5. Crustal movement and displacement of soil causes stratification.
_____6. Earth is the only planet with sedimentary rocks.
_____7. Sediments formed as a result of rock weathering.

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Lesson Title : History of the Earth: Relative Dating

Learning Competency: Describe how relative dating to determine the age of stratified rock
References : Earth Science (STEM Track) LAS No.: 22
CONCEPT NOTES

Relative Dating – is a method used to determine the relative order of geologic

events. This method does not provide actual numerical dates for the rocks but are
just estimates based on the profile of the strata. The profile of the strata
includes chemical composition, rock type, and presence of organisms.

Principles in Relative Dating

Law of superposition – state that in an undeformed sequence of
sedimentary rock, the layers found at the top are the youngest rock
and the bottom are the oldest.
Principle of cross-cutting – states that the geologic structure that cuts
across another structure is younger than the structure it cuts across.
Principle of inclusion -states that inclusions found in other rocks (or
formations) must be older than the rock that contains them.

younger

older

A B C

EXERCISES: Based on the principles above, arrange the layers of sedimentary

rock form the oldest to the youngest.

1.
2.
3.
4.
5.
6.

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Lesson Title : History of the Earth: Absolute Dating

Learning Competency: Describe how absolute dating to determine the age of stratified rock
References : https://goo.gl/1AuZB9 LAS No.: 23
CONCEPT NOTES
Absolute Dating – is a method that provides estimates of the age of stratified
rocks. Scientists often use radioactive isotopes to find the absolute age of rocks
and other materials. Isotopes are elements having the same atomic number but
different atomic mass.
Radioactive isotopes are isotopes that are unstable and break down into
other isotopes by a process called radioactive decay.
Half-life is the time needed for half of a sample of a radioactive element to
undergo radioactive decay and form daughter isotopes.
Radiometric Dating - finding the absolute age of a sample by determining
the relative percentages of a radioactive parent isotope and a stable
daughter isotope.
Types of radiometric dating
1. Radiocarbon dating for dating organic remains.
2. Potassium-argon dating is often used to date rocks that are 100,000
years to billions of years old.
3. Uranium-lead dating is based on measuring the amount of the lead-206
daughter isotope in a sample.
4. Uranium-lead dating can be used to determine the age of igneous rocks
that are between 100 million years and a few billion years old.

EXERCISES: Unscramble the letters to make a word. Match the word with its
description.

1. viracioadte dyace dating organic remains

2. siotpeso the time needed for half of the

sample to decay
3. arcobn tidang the process of breaking down isotopes

4. bsoelauto tignad elements of same atomic number but

different atomic masses
5. lahf-lief a method used estimate the age of rock

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Learning Competency: Cite ways to prevent or mitigate the impact of land development,
waste disposal, and construction of structures on control coastal processes
References: Science in Today’s World for SHS: Earth & Life Science LAS No.: 39
CONCEPT NOTES

Land development – is the altering the landscape in any number of ways for
agriculture or housing. Land development can destroy the ecosystem and habitat
near the area.
Waste disposal – is removing and destroying damaged, used or other unwanted
domestic, agricultural or industrial products and substances. However, waste
improper disposal is one of the major environmental problem in our society.
Improper disposal can cause clogged drain and flood.
Coastal structures – can be anything human-made structures in the coastal area.
They are constructed principally to protect the coastline and upland areas against
damage from wave action. However, coastal structure can also harm the marine
ecosystem
Ways to mitigate the impact of land development, waste disposal,
and construction of structure on control coastal processes
1. Plant trees or mangroves in coastal areas helps prevent coastal erosion
2. Reduce, reuse, recycle
3. Educational campaign
4. Public Awareness and community involvement

EXERCISES: In the space provided, write TRUE if the statement is correct

and FALSE if NOT.
______1. Coastal land development can destroy the ecosystem and habitat near
the area.
______2. Throwing garbage in the coastal area can do no harm in the marine
ecosystem.
______3. Planting trees or mangroves in coastal areas helps prevent coastal
erosion.
______4. Improper waste disposal is one of the major environmental problems in
our society.
______5. Land development can help build an ecosystem and habitat near the
area.

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Subject : Earth and Life Science
Lesson Title: The Excretory System
Learning Competency: (1) Describe the general and unique characteristics of the different
organ systems in representative animals (2) describe the general and unique
characteristics of the different organ systems in representative animals
References: Science in Today’s World for SHS: Earth & Life Science LAS No.: 59
CONCEPT NOTES
EXCRETION is the removal of metabolic wastes, which includes carbon
dioxide, water from the cell respiration and nitrogenous wastes (ammonia, urea,
and uric acid). Different animals have different ways of removing waste.
 Sponges and jellyfish eliminate waste through simple cellular diffusion.
  Earthworms and humans excrete urea.
 Other mammals, urea is formed in the liver from ammonia.
  Insects, birds and most reptiles excrete uric acid.
 In humans, excretion includes the skin, lungs and kidneys. The skin eliminates
water in the form of sweat; the lungs eliminate carbon dioxide through
exhalation; the kidneys regulate blood volume and concentration and an organ
of waste excretion. The kidneys adjust both the concentration and volume of
the urine based on water and salt intake of the organism and the production
of urea.

Exercises: Write TRUE if the statement is correct and if NOT; change the
underlined word or group of words to make the statement true.

__________ 1. Sponges and jellyfish eliminate waste through simple cellular

diffusion.
__________ 2. Insects, birds and humans excrete uric acid.
__________ 3. The skin eliminates waste in the form of sweat.
__________ 4. Carbon dioxide is excreted in the body through inhalation.
__________ 5. Ammonia, urea, and carbon dioxide are nitrogenous wastes
excreted in plants.

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