Earth and Life Science

Quarter 1 – Module 14:

Geologic Timeline
Earth and Life Science
Alternative Delivery Mode
Quarter 1 – Module 14: Geologic Timeline
First Edition, 2020

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Earth and Life Science
Quarter 1 – Module 14:
Geologic Timeline
Introductory Message
For the facilitator:

Welcome to the Earth and Life Science Grade 11 Alternative Delivery Mode (ADM)
Module on Module 14: Geologic Timeline!

This module was collaboratively designed, developed, and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator, in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

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For the learner:

Welcome to the Earth and Life Science Grade 11 Alternative Delivery Mode (ADM)
Module 14 on Geologic Timeline!

The hand is one of the most symbolized parts of the human body. It is often used to
depict skill, action, and purpose. Through our hands, we may learn, create, and
accomplish many things. Hence, the hand in this learning resource signifies that
you, as a learner, are capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

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 What I Can Do This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

iv
 What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the nature of Biology. The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the course.
But the order in which you read them can be changed to correspond with the
textbook you are now using.

The module covers:

• Lesson 1 – Geologic Timeline

After going through this module, you are expected to:

1. Describe how the Earth’s history can be interpreted from the geologic time
scale.
2. Define fossils and its type.
3. Determine the guide fossils that are used to define and identify subdivision of
the geologic time scale.
4. Track the Earth’s history using the geologic time scale.
5. Identify the different divisions in the geologic time scale.

What I Know

Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

1. Which of the following does NOT belong to Paleozoic Era?

A. Cambrian
B. Devonian
C. Jurassic
D. Ordovician

2. What do you call the remains or evidence used as markers when building up
the geologic time scale?
A. fossil
B. minerals
C. piles of rock
D. sandstone

1
3. Why do most of the eons and eras end in “zoic”?
A. because these time periods were recognized by the plants present at
that time
B. because these time periods were recognized by the animal life present
at that time
C. A and B
D. none of the above

4. In what type of rocks are fossils made up of?

A. igneous rock
B. metamorphic rock
C. sedimentary rock
D. all of the above

5. What do you call the person who studies fossils and ancient life?
A. anthropologist
B. archeologist
C. biologist
D. paleontologist

6. What do you call the process by which the remains of ancient living things are
turned into rock?
A. fertilization
B. fossilization
C. fragmentation
D. metamorphosis

7. How were the scientists able to arrange the fossils they gathered?
A. They were able to arrange the fossils according to age.
B. They were able to arrange the fossils according to structure.
C. They were able to arrange the fossils according to chemical content.
D. They were able to arrange the fossils according to place of discovery.

8. In what era did the rocks with fossils of animals and plants such as dinosaurs,
mammals and trees form?
A. Cenozoic Era
B. Mesozoic Era
C. Paleozoic Era
D. Phanerozoic Era

9. In what era did the first skeletal elements, soft-bodies metazoans, and animal
traces exist?
A. Cenozoic Era
B. Late Proterozoic
C. Mesozoic Era
D. Paleozoic Era

2
10. What period the first mammals and dinosaurs existed?
A. Cretaceous
B. Jurassic
C. Permian
D. Triassic

11. In Paleozoic Era, in what period did the first vascular land planet exist?
A. Cambrian
B. Devonian
C. Ordovician
D. Silurian

12. These marine animals lived inside their shells, taking up the whole inside of
the long shell.
A. echinoderms
B. gastropods
C. mollusks
D. sea arthropods

13. In what phylum do crinoids belong?

A. echinoderms
B. arthropods
C. gastropods
D. mollusks

14. What do you call the marine arthropods that were made of chitin, like some
insects and other organisms like lobsters?
A. crinoids
B. fossil clam
C. gastropods
D. trilobites

15. Which of the following marine animals are bivalves with two symmetrical
shells – the shells are mirror images of each other?
A. crinoids
B. fossil clam
C. gastropods
D. trilobites

3
 Lesson

1 Geologic Timeline

Fossils are the remains or evidence of prehistoric plants and animals that have
fossilized. Fossils were used as markers when building up the geologic time scale.
The names of most of the eons and eras end in “zoic”, because these time periods
were recognized by the animal life present at the time. Rocks formed during the
Proterozoic Eon have fossil evidence of simple organisms, such as bacteria, algae,
and wormlike animals. In the Phanerozoic Eon, the rocks formed have fossils of
animals and plants such as dinosaurs, mammals, and trees.
And with that, geologists have developed the geological time scale, which divides the
Earth’s history into eons that are subdivided into eras, which are further divided into
periods and then into epochs. The geologic time scale is the “calendar” for events in
Earth’s history. It subdivides all time since the end of the Earth’s formative period
as a planet (nearly 4 billion years ago) into named units of abstract time: in
descending order of duration, which are eons, eras, periods and epochs.
The geologic time scale provides a system of chronologic measurement relating
stratigraphy to time that is used by geologists, paleontologists and other Earth
scientists to describe the timing and relationships between events that have occurred
during the history of the Earth. The detailed studies made of rocks throughout the
world have allowed geologists to correlate rock units globally, and break them into
time units. The result is the Geologic Time Scale, usually presented in a chart like
form with the oldest event and time unit at the bottom and the youngest at the top.

What’s In

Activity 1

Review the vocabulary words and complete the activity on the other side of this
worksheet.
1. Fossils – remains of ancient life that have been turned to stone
2. Body Fossils – actual parts of plants and animals that have been turned to
stone (i.e. bone, shells, leaves)
3. Coprolite – fossilized dinosaur dung (scat)
4. Fossilization – process by which the remains of ancient living things are
turned to rock
5. Paleontologist – a scientist who studies fossils and ancient life
6. Sedimentary Rock – rock made of layers of tightly packed sand and clay

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 7. Sandstone – a type of sedimentary rock that is made of sand
8. Trace Fossil – a fossilized sign that a plant or animal once lived in an area
(i.e. footprints, coprolite)
9. Porous – full of tiny holes that water, air, and light can pass through
10. Mineralization – to convert into a mineral substance; to fill with a mineral
substance

Instructions: Fill in the blanks, using vocabulary words.

Jay, a famous p ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ t , was hiking in the
Cordillera mountains searching for f ___ ___ ___ ___ ___ ___, which are remains of
ancient life that have turned to stone. All of a sudden, the ground shook beneath
him. Jay ran over a hill and saw that there had been a huge landslide. He went over
to look at the piles of rocks and saw layers of s ___ ___ ___ s ___ ___ ___ ___, a type
of sedimentary rock. Fossils are found in sandstone, so Jay was excited to search
through the rocks! Just as he began to dig, he found fossilized bones. The bones had
turned to stone through a process called ___ ___ s s ___ ___ ___ ___ ___ ___ ___ ___
___. Jay saw that the fossils belonged to an Apatosaurus. These bones are examples
of b ___ ___ ___ ___ ___ ___ ___ i l ___, which are fossilized parts of plants and animals.
Jay hiked further up the mountain and found fossilized dinosaur dung, called c ___
___ ___ ___ ___ ___ ___ ___. He also found a huge footprint, which is an example of a
t ___ ___ ___ ___ f ___ ___ ___ ___ ___. Jay carefully removed the fossils from the
rocks and donated them to a museum.

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Activity 2: Find Me
Directions. Encircle the 8 words listed below. Words may appear straight across,
back-word straight across, up, and down.

COPROLITE PALEONTOLOGIST
FOSSILS MINERALIZATION
SEDIMENTARY SANDSTONE
FOSSILIZATION POROUS

L N O I T A Z I L A R E N I M

S T S I G O L O T N O E L A P

E K B K S D Z U I L I H K M F

D C L T J Q L W O G B M I N O

I Y E I N M P Q R K J P A T S

M F P D L S A N D S T O N E S

E R O I M I X Y U E R J P J I

N D K S Z R F Z T J A X T Q L

T E B P S M E I L W B P I Y I

A Q V Y E I L X V Y O F Q V Z

R Z I K F O L P M R A M R G A

Y C V W R H R Y O K V F I L T

M L S P Q U N U P I P W E H I

T V O F M B S A R T F N F B O

N C G Z U R N L O N I H O A N

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Activity 3: Let’s Trace
Look and analyze at the illustration below and answer the question listed below.

1. For how long has there been life on Earth?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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2. For what percentage of time has life existed on Earth (round to the
nearest whole number)?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. For about how many years of geological time have humans existed on
Earth?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

4. For about how many years of geological time have the dinosaurs existed
on Earth?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

5. Did dinosaurs exist at the same time as humans?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

6. How do scientists determine when an era begins and when it ends?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

7. What is the purpose of making a geological timeline?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Notes to the Teacher

This module will help you understand the concepts about animal
reproduction. All parts are comprised of activities. Be guided with
the instructions on how you will answer each. Expectedly, you will
meet the target at the end of the module.

8
 What’s New

The Story of Fossils by Patti Hutchison

Imagine you are hiking in the woods. As you walk up a steep hill, you find a fossil. It
is a mold of many tiny seashells. What would seashells be doing in the middle of the
woods?
Most fossils are found in sedimentary rocks. These rocks form on the surface of the
earth. They record the processes that have happened on the surface, including life.
Scientists are able to arrange fossils according to age. This is called the fossil record.
By studying the fossil record, scientists have found that the earth and its life forms
have gone through many changes in the past.
Fossils have taught us how and when rock layers have formed. They have also helped
scientists learn about life forms that have come and gone. Fossils have even taught
us about the climate of the earth long ago.
The Geologic Time Scale is divided into huge blocks of time called eras. Eras are
defined by major changes in the fossils found in the sedimentary rock layers that
were formed during those time spans.

Activity 4
Directions: Read the story entitled “The Story of Fossil” by Patti Hutchison. Answer
the guide questions stated below.

1. In what type of rocks are FOSSILS made of?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. How do scientists arrange discovered fossils?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. How did fossils help and teach scientist about the history of the earth?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

4. Aside from geological aspect, what other aspects can be predicted by guide
fossils? How? (climatic, organismic etc.)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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 What is It

Activity 5
Read and analyze the statements below. Write T if the statement is TRUE and F if
the statement is FALSE.
_______ 1. Scientists determine when an era begins and when it ends through
geological timeline.
_______ 2. Dinosaurs exist at the same time as humans.
_______ 3. The purpose of making a geological timeline is to identify age of
organism through its fossils.
________ 4. Quaternary period of geological time has humans evolved on Earth.
_______ 5. Triassic Period of geological time have the dinosaurs existed on
Earth.

What’s More

Activity 6
Directions: Write the division and period of the listed organism below. Refer to
geological time scale.
Era Period
1. first vascular land plants ____________ ____________
2. jawed fish diversity ____________ ____________
3. evolution of humans ____________ ____________
4. first chordates ____________ ____________
5. mammals diversify ____________ ____________
6. first primates ____________ ____________
7. dinosaurs’ diversity ____________ ____________
8. major extinctions of reptiles’ diversity ____________ ____________
9. sudden diversification of metazoan families ____________ ____________
10. first flowering plants ____________ ____________

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Activity 7: Crossword Puzzle
Directions. Complete the crossword by filling in the word that describes each clue.

Across:

2. with two symmetrical shells - mirror images of each other.

3. the term “crinoid” means

5. rocktype made of layers of sand and clay

7. multicellular organisms that often live in colonies

Down:

1. exoskeletons are made up of this material

4. lived inside their shells

6. phylum where starfish and sea urchins belong

8. individuality of coral is called _____.

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 What I Have Learned

Fill in the blanks. Read and analyze the statements below. Write the word that will
complete the sentence/paragraph.

1. __________________ are the remains or evidence of prehistoric plants and

animals that have fossilized.
2. Fossils were used as markers when building up the geologic time scale. The
names of most of the eons and eras end in “zoic” because these time periods
were recognized by the __________________ present at the time.
3. The geologic time scale is the “calendar” for events in Earth’s history. It
subdivides all time since the end of the Earth’s formative period as a planet
(nearly 4 billion years ago) into named units of abstract time: in descending
order of duration, which are _________, __________, _________ and ___________.
4. The __________________ provides a system of chronologic measurement
relating stratigraphy to time that is used by geologists, paleontologists and
other Earth scientists to describe the timing and relationships between
events that have occurred during the history of the Earth.
5. The Geologic Time Scale is divided into huge blocks of time called eras.
Eras are defined by major changes in the fossils found in the
__________________ rock layers that were formed during those time spans.

12
 What I Can Do

Activity 7
There are tables of fossils presented below. In the first box, choose an example and
draw its physical structure. Second box and third box are references that serve as
your guide to choose what organism you prefer to draw. Check the example. Good
luck!
Example:
Braching Tabulate Coral Branching Tabulate
Age: Devonian Coral is a marine animal.
(approximately 416 to 359 Corals are multicellular
million years ago) organisms that often live
Class: Anthozoa in colonies. The individual
Moden Relatives: Corals animal is called a polyp.
still exists today. There are many different
species of coral, with
different forms, shapes,
and sizes.

1. TRILOBITE Trilobites were marine

Age: Devonian arthropods. The first
(approximately 416 to 359 trilobites show up in the
million year ago) fossil record dating back
Phylum: Arthropod to about 525 million years
Modern Relatives: Crabs, ago. There were many
Spiders and insects different types of
trilobites, ranging in size
from 1mm to 72mm (28
inches long!) Trilobite
species went extinct by
250 million years ago.
Trilobite fossils are formed
from the exoskeletons.
These were made of chitin,
like some insects and
others organisms like
lobsters. They split apart
and shed their shell as
they grow, just like
lobsters do.

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2. Crinoid Crinoids were marine
Age: Devonian animals. Its name means
(approximately 416 to “Lily”. It is in the same
359 million years ago) phylum (Echinoderm) as
Phylum: Echinoderm starfish and sea urchins.
Modern Relatives: Crinoids ate by filtering food
Starfish, sea urchins out of the water with it arms.
and sea cucumbers Its mouth and anus were
next to each other in the
calyx. It “rooted” in place
with a holdfast. When
crinoids die, their stems
quickly break apart. The
most common fossils of
crinoids are the stem which
is sometimes broken into
little “cheerio” like pieces.

3. Gastropod Gastropods were marine

Age: Cretaceous animals. There were many
(Approximately 146 to different species of
65 million years ago) gastropods. All had coiled
Phylum: Mollusk shells, but some were tightly
Modern Relatives: coiled while some were
Snails, Slugs and loosely coiled. They had
Whelks many different shapes and
surface texture. The animals
lived inside their shells,
taking up the whole inside of
the long shell. They could
retract into their shells,
covering the opening with
their foot.

4. Fossil Clam Fossil clams are marine

Age: Cretaceous animals. Clams are bivalves,
(approximately 146 to with two symmetrical shells -
65 million years ago) the shells are mirror images
Class: Bivalve of each other. Fossil clams
Modern Relatives: range in size from a few
Oysters, Scallops and millimeters to up to 2 meters
Mussels (about 6 feet) in diameter.
Clams lived inside their shells
and had a muscular foot they
used to borrow and move
around. They lived in colonies
on the ocean floor. Some
clams had smooth shells
while some were rough.

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 Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. Why do most of the eons and eras end in “zoic”?
A. because these time periods were recognized by the animal life present
at that time
B. because these time periods were recognized by the plants present at
that time
C. A and B
D. none of the above

2. Which of the following marine animals are bivalves with two symmetrical
shells – the shells are mirror images of each other?
A. crinoids
B. fossil clam
C. gastropods
D. trilobites

3. How were the scientists able to arrange the fossils they gathered?
A. They were able to arrange the fossils according to age.
B. They were able to arrange the fossils according to structure.
C. They were able to arrange the fossils according to chemical content.
D. They were able to arrange the fossils according to place of discovery.

4. What do you call the marine arthropods that were made of chitin, like some
insects and other organisms like lobsters.
A. crinoids
B. fossil clam
C. gastropods
D. trilobites

5. What do you call the process by which the remains of ancient living things are
turned into rock?
A. fertilization
B. fossilization
C. fragmentation
D. metamorphosis

15
6. In what phylum do crinoids belong?
A. arthropods
B. echinoderms
C. gastropods
D. mollusks

7. What do you call the person who studies fossils and ancient life?
A. anthropologist
B. archeologist
C. biologist
D. paleontologist

8. Which of the following marine animals lived inside their shells, taking up the
whole inside of the long shell?
A. echinoderms
B. gastropods
C. mollusks
D. sea arthropods

9. In what type of rocks are fossils made of?

A. igneous rock
B. metamorphic rock
C. sedimentary rock
D. all of the above

10. In Paleozoic Era, in what period did the first vascular land planet exist?
A. Cambrian
B. Devonian
C. Ordovician
D. Silurian

11. In what period the first mammals and dinosaurs existed?

A. Cretaceous
B. Jurassic
C. Permian
D. Triassic

12. What do you call the remains or evidence used as markers when building up
the geologic time scale?
A. fossil
B. minerals
C. piles of rock
D. sandstone

16
 13. In what era did the first skeletal elements, soft-bodies metazoans and animal
traces exist?
A. Cenozoic Era
B. Late Proterozoic
C. Mesozoic Era
D. Paleozoic Era

14. Which of the following does NOT belong to Paleozoic Era?

A. Cambrian
B. Devonian
C. Jurassic
D. Silurian

15. In what era did the rocks with fossils of animals and plants such as dinosaurs,
mammals and trees form?
A. Cenozoic Era
B. Mesozoic Era
C. Paleozoic Era
D. Phanerozoic Era

Additional Activities

Do you think that the average annual global temperature and carbon dioxide levels
have been consistent throughout the history of earth? Justify your answer.

17
 18
What's More What's It What's New
Activity 6 Activity 5 Activity 3
Answer may vary
Answer may vary 1. T according to student’s
according to student’s 2. F perception
perception 3. T
4. T Activity 4
5. F 1. Paleozoic -Silurian
2. Paleozoic - Devonian
3. Cenozoic - Quaternary
4. Paleozoic - Cambrian
5. Cenozoic - Tertiary
6. Mesozoic – Cretaceous
7. Mesozoic - Jurassic
8. Paleozoic – Permian
9. Paleozoic – Ordovician
10. Mesozoic - Cretaceous
What I Know What's in Assessment
1. C Activity 1 1. A
2. A Paleontologist 2. B
3. B Fossils 3. A
4. C Sandstone 4. D
5. D Fossilization 5. B
6. B Body fossils 6. B
7. A Coprolite 7. D
8. D Trace fossil 8. B
9. B 9. C
10.D Activity 2 10.D
11.D 1. Answer may vary 11.D
12.B according to 12.A
13.A student’s 13.B
14.D perception 14.C
15.B 15.D
Answer Key
References
Chambers, John E. (July 2004). "Planetary accretion in the inner Solar
System" (PDF). Earth and Planetary Science Letters. 223 (3–4): 241–
252. Bibcode:2004E&PSL.223..241C. doi:10.1016/j.epsl.2004.04.031.

Deconto, Robert M.; Pollard, David (2003). "Rapid Cenozoic glaciation of Antarctica
induced by declining atmospheric CO2". Nature. 421 (6920): 245
249. Bibcode:2003Natur.421..245D. doi:10.1038/nature01290. PMID 12529
638.

Ogg, J.G.; Ogg, G.; Gradstein, F.M. (2016). A Concise Geologic Time Scale: 2016.
Elsevier. p. 20. ISBN 978-0-444-63771-0.
Ogg (eds.). The geologic time scale 2012 (1st ed.). Amsterdam: Elsevier.
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