EARTH AND LIFE SCIENCE

FIRST SEMESTER
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WEEK 8: IIIA. NATURAL HAZARDS, MITIGATION, AND

ADAPTATION
Learning Competencies:
 Describe the various hazards that may happen in the event of
earthquakes, volcanic eruption, and landslides. S11/12ES-Ib-e-30
 Using hazards maps, identify areas probe to hazards brought about
earthquakes, volcanic, and landslides. S11/12ES-Ib-e-31
 Describe the various hazards that may happen in the wake of tropical
cyclones, monsoons and floodsor ipo-ipo. S11/12ES-Ib-e-35
 Describe how coastal result incpastal erosion, submersion,and salt water
erosion. S11/12ES-Ib-e-38
 Give practical ways of coping with these fallowing hazards. S11/12ES-Ib-
e-32,40
 Suggest ways to help lessen the occurrence of some hazards in your
community. S11/12ES-Ib-e-34

Natural hazards are defined as environmental phenomena that have the potential
to impact societies and the human environment. These should not be confused with
other types of hazards, such as manmade hazards.
A hazard is a dangerous phenomenon, substance, human activity or condition. It
may cause loss of life, injury or other health impacts, property damage, loss of
livelihoods and services, social and economic disruption, or environmental damage.

MISSION 1. PICTURE ANALYSIS

Write your obsrvation on the following pictures in not less than five (5) sentences
analyze the picture given.

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 ___________________________________________________________________________
 ___________________________________________________________________________
 ___________________________________________________________________________

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Geology is the study of the Earth and its history. It involves studying the materials that
make up the earth, the features and structures found on Earth, as well as the processes that act
upon them. It also deals with the study of the history of all life living on the earth now. How do
geological processes occur? Geological processes are naturally occurring events that directly or
indirectly impact the geology of the Earth. Examples of geological processes include events
such as plate tectonics, weathering, earthquakes, volcanic eruptions, mountain formation,
deposition, erosion, droughts, flooding, and landslides. Geological processes affect every
human on the Earth all of the time, but are most noticeable when they cause loss of life or
property. These threatening processes are called natural disasters. How about Geologic
Hazards?

GEOLOGIC HAZARD
A geologic hazard or geohazard is an adverse geologic condition capable of causing
widespread damage or loss of property and life. These hazards are geological and
environmental conditions and involve long-term or short-term geological processes.
Geohazards can be relatively small features, but they can also attain huge dimensions
(e.g., submarine or surface landslide) and affect local and regional socio-economics to a
large extent (e.g., tsunamis).

Sometimes the hazard is instigated by the careless location of developments or

construction in which the conditions were not taken into account. Human activities, such
as drilling through overpressured zones, could result in significant risk, and as such
mitigation and prevention are paramount, through improved understanding of
geohazards, their preconditions, causes and implications. In other cases, particularly in
montane regions, natural processes can cause catalytic events of a complex nature,
such as an avalanche hitting a lake and causing a debris flow, with consequences
potentially hundreds of miles away, or creating a lahar by volcanism.

Marine geohazards in particular constitute a fast-growing sector of research as they

involve seismic, tectonic, volcanic processes now occurring at higher frequency, and
often resulting in coastal sub-marine avalanches or devastating tsunamis in some of
the most densely populated areas of the world

Such impacts on vulnerable coastal populations, coastal infrastructures, offshore

exploration platforms, obviously call for a higher level of preparedness and mitigation.

Geologic processes and hazards are events which occur irregularly in time and
space and cause negative impact on man and the environment. Earthquakes, volcanic
eruptions, tsunamis (tidal waves), and landslides are the geologic hazards.

Geologic Event Hazards They Cause Geologic Event Hazards They Cause
1. Ground shaking
2. Surface faulting
3. Landslides and liquefaction
Earthquake  Rock avalanches
 Rapid soil flows
 Rock falls
4. Tsunamis
1. Tephra falls and ballistic projectiles
2. Pyroclastic phenomena
Volcanic eruption 3. Lahars (mud flows) and floods
4. Lava flows and domes
5. Poisonous gases
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Earthquake is one of the most violent natural phenomena. According to the number of
victims and destructive force, it exceeds all other natural disasters. Earthquakes also
happen under the ocean and can cause tsunamis. Earthquakes and volcanic eruptions
can trigger landslides, especially in areas with water saturated soils, a common
characteristic of Cascadia. Landslides may result in falling rocks and debris that collide
with people, buildings, and vehicles.

There were earthquakes that happened in the Philippines which were noticeably strong
such as magnitude 6.9 in October 2019 which hit southern Philippines. Another one was
6.1 magnitude that struck the Island of Luzon in April of 2019. Recently, multiple
earthquakes were felt when Taal Volcano erupted early in 2020.

Have you experienced an earthquake? What did you feel? Probably, you will feel the
shaking of your body, and even the entire surroundings which causes the ground
shaking.

Listed below are the hazards caused by an earthquake:

 Ground shaking is one of the hazards resulting

from ea rthquakes, volcanic eruptions, and
landslides. Ground shaking is both a hazard
created by earthquakes and the trigger for other
hazards such as liquefaction and landslides.
Ground shaking describes the vibration of the
ground during an earthquake.
 Surface faulting is displacement that reaches the earth's surface during slip along
a fault. It commonly occurs with shallow earthquakes; those with an epicenter less
than 20 km. Surface faulting also may accompany aseismic creep or natural or
man-induced subsidence.
 A landslide is defined as the movement
of a mass of rock, debris, or earth down a
slope. Landslides are a type of "mass wasting ,"
which denotes any down-slope movement of
soil and rock under the direct influence of
gravity. The term "landslide" encompasses five
modes of slope movement: falls, topples, slides,
spreads, and flows.
 Liquefaction describes the way in which soil
liquefies during ground shaking. Liquefaction
can undermine the foundations and supports
of buildings, bridges, pipelines, and roads,
causing them to sink into the ground,
collapse, or dissolve.
 Tsunamis are giant waves caused by
earthquakes or volcanic eruptions under the sea. It can
injure or kill many people and cause significant damage
to buildings and other structures. The speed of tsunami
waves depends on ocean depth rather than the distance
from the source of the wa ve. Tsunami waves may travel
as fast as jet planes over deep waters, only slowing down when reaching shallow
waters.
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What are volcanoes?

A volcano on Earth is a vent or fissure in the planet's crust
through which lava, ash, rock, and gases erupt. Volcanoes
can be exciting and fascinating but are also very dangerous.
Any kind of volcano can create harmful or deadly phenomena,
whether during an eruption or a period of dormancy.
Volcanoes are natural systems and always have some
element of unpredictability.
What about volcanic eruption?
A volcanic eruption occurs when magma is released from a volcano. Volcanic eruptions
are major natural hazards on Earth. Volcanic eruptions can have a devastating effect on
people and the environment. These are the hazards caused by volcanic eruption:

 Tephra consists of pyroclastic fragments of any size and origin. It is a synonym for
"pyroclastic material." Tephra ranges in size from ash (64 mm).
 A pyroclastic flow is a dense, fast-moving flow of solidified lava pieces, volcanic
ash, and hot gases. Pyroclastic flows form in various ways. A common cause is
when the column of lava, ash, and gases expelled from a volcano during an
eruption loses its upward momentum and falls back to the ground. Another cause
is when volcanic material expelled during an eruption immediately begins moving
down the sides of the volcano. Pyroclastic flows can
also form when a lava dome or lava flow becomes
too steep and collapses.
 Lahar is an Indonesian term that describes a hot or
cold mixture of water and rock fragments that flows
down the slopes of a volcano and typically enters a
river valley. Lahars are extremely dangerous
especially to those living in valley areas near a
volcano. Lahars can bury and destroy m anmade
structures including roads and bridges.
 Lava domes are formed by viscous magma being
erupted effusively onto the surface and then piling
up around the vent. Like lava flows, they typically do not have enough gas or
pressure to erupt explosively, although they may sometimes be preceded or
followed by explosive activity. The shape and size of lava domes varies greatly, but
they are typically steep-sided and thick.
 Poisonous gases, the gases that are released during a volcanic eruption, come
from deep within the Earth. The largest portion of gases released into the
atmosphere is water vapor.

The Philippines has suffered from an inexhaustible number of deadly typhoons, earthquakes,
volcanic eruptions and other natural disasters. This is due to its location along the Ring of Fire, or typhoon
belt – a large Pacific Ocean region where many of Earth’s volcanic eruptions and earthquakes occur.

MISSION 2:
Write atleast five (5) tips on what to do before, during and after the
earthquake.
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HYDROMETEOROLOGICAL HAZARDS
They are brought by extreme meteorological and climate phenomena that include
tropical cyclones, thunderstorms, tornadoes (ipo-ipo), drought, and floods.

 Tropical cyclones are warm-core low

pressure systems associated with a spiral
inflow of mass at the bottom level and spiral
outflow at the top level. They always form
over oceans
where sea
surface tem
perature, also air temperatures are greater than 26°C.
Tropical cyclones are known in various names depending
on the country where you live. In the Western North Pacific
around the Philippines, Japan, and China the storms are known as typhoons, w hile in the
North Atlantic Ocean and the Eastern North Pacific they are referred to as hurricanes.

 A monsoon is a seasonal wind and rain

pattern, and the word “monsoon” is believed
to have originated from the Arabic word
mawsim (season), via Portuguese and the
Dutch monsun. There are two known
monsoons in the Philippines that occur
every year: Summer Southwest (Habagat)
and Winter Northeast Monsoon (Amihan).
 Amihan: brings cloudless skies and nippy mornings during the dry season
(October to late March)
 Habagat: brings heavy rains and some deadly typhoons (June to
September)

 Flood is an abnormal progressive

rise in the water level of a stream that
may result in the overflow by the
water of the normal confines of th e
stream. A flood can vary in size,
speed of water, and duration.

 Tornado (Ipo-ipo) is a narrow,

violently rotating column of air that
extends from a thunderstorm to the
ground. The main cause o f tornadoes
are thunderstorms though tornadoes are
not common in the Philippines, still it can
occur at any time of the year.

MARINE AND COASTAL PROCESSES

The scientific field dealing with these processes happening in our major oceans and
seas is called oceanography. It is an interdisciplinary field of science that integrates the
different fields such as physics, chemistry, biology, geology, meteorology, mathematics
and even the social sciences to understand the link between humans and oceans.
Coastal processes are activities or events happening in the marine environment. These
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are driven by the different environmental factors such as atmospheric pressure,

temperature, movement of the Earth, moon, and other dynamic changes in the ocean.
Now, let us talk about the different coastal processes in details.
Coastal processes include waves, tides, sea level change, crustal movement, and
storm surge. Waves are caused by the movement of the air masses in the coastal
environment. Tides refer to the gravitational pull between the Earth and the moon. Sea
level change is a result of the rise of ocean water which can be attributed to the melting
of glaciers or iceberg in the polar regions. Storm surge refers to the rising of seawater
due to changes in pressure and wind associated with a storm. Crustal movement is
caused by the motion of the oceanic and continental crust of the Earth.
Effects of Marine and Coastal Processes
The different coastal processes described above may result to coastal hazards. Coastal
hazards are physical phenomena that expose the marine environment to risk of property
damage, loss of life and ecological degradation.

 Coastal Erosion is the loss or

displacement of land along the
coastline due to the action of
waves, currents, tides, wind-driven
water, or other impacts of storms.
Coastal erosion is a type of coastal
hazard which is brought about by
the different coastal processes.

 Saltwater Intrusion is a major concern comm only found in coastal aquifers

around the world. An aquifer is an
underground layer of permeable rock,
gravel, sand or silt. Groundwater from an
aquifer is usually extracted by a water
well. Once an aquifer becomes
contaminated it becomes unusable
anywhere from 2 weeks to 10,000 years.
Saltwater intrusion is the induced flow of
seawater into freshwater aquifers primarily caused by groundwater development
near the coast.

 Submersion refers to the

movement of coastal sediments
from the visible portion of a beach
to the submerged nearshore r
egion of the coast.
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MISSION 3.
Make or create an infographic material about the different hazards that will
help the community know the cause and possible effect in the community.
Suggest or give practical ways of coping with this hazard.

Your work s graded based on this following rubrics/criteria.

NEEDS
EXCELLENT GOOD SATISFACTORY
IMPROVEMENTS
(20-16 pts) (15-11 pts) (10-6 pts)
(5-1)
Each section in the 75% or more sections of 60% or more sections Less than half of the
Organization of brochure has a clear the brochure have a of the brochure have a sections of the
information beginning, middle and clear beginning, middle, clear beginning, brochure have a
presented end. and end. middle, and end.
clear beginning,
middle, and end.
Content-accuracy All facts in the brochure 99-90% of the facts in 89-80% of the facts in Fewer than 8% of the
and information are accurate and match the brochure are the brochure are facts in the brochure
validity cited resources. accurate. accurate. are accurate.
No spelling errors and No more than 1 spelling No more than 3 No more than 5
Spelling and all sections of the and/or writing errors spelling and/or writing spelling and/or
mechanics brochure are free are present. errors are present. writing errors are
writing errors.
present.
The brochure has The brochure has The brochure has well The brochure
exceptionally attractive attractive formatting organized information formatting and
Attractiveness and formatting and well- and well-organized or format but not organization of
organization organized information. information. both..
materials is
confusing to the
reader.
Graphics match the Graphics go well with Graphics go well with Graphics do not go
topic and text in section the text, but there are the text but there are with the
where placed. so many (more than two too few (less than accompanying text
Each section has no per section) that they three graphics for
Graphics / pictures or appear to be
more than two graphics distract from the text. entire brochure) and
randomly chosen.
and there are at least a the brochure seems
total of three graphics “text-heavy”.
used.
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WEEK 9&10: IB. INTRODUCTION TO THE LIFE SCIENCE

Learning Competencies:
 Explain the evolving concept of life based on emerging piece of
evidence.S11/12LT-IIa-1
 Describe classic experiments that model conditions which may have enabled
the first forms to evolve. S11/12LT-IIa-2
 Describe how unifying themes (e.g., structure and function, evolution, and
ecosystems) in the study of life show the connections among living thing and
how they interact with each other and with their environment. S11/12LT-IIa-3

MISSION 1: Introductory Activity

Think a word that best describe the given word inside the spider map

LIFE SCIENCE
Life science is also known as biological science. It comprises the branches of science
that involve the scientific study of life and organisms such as microorganisms, plants
and animals including human beings.Life science is one of the two major branches of
natural science
LIFE- Is a characteristic that distinguishes physical entities that have biological process.
Science - Science is a systematic enterprise that builds and organizes knowledge in the
form of testable explanations and predictions.

What are the different BRANCHES of LIFE SCIENCE?

Biology
- Is the major branch of science that studies living things: their structure, function,
reproduction, and interaction with one another and with non-living environment.

ZOOLOGY -Study of animals

BOTANY -Study of plants

Taxonomy-study of the classification of organisms

Morphology-deal with the size and form of living organisms
Histology- study of cell tissues and organs
Cytology -study of cell
Embryology-study of the development of organisms
Ecology-study of the interactions of living organisms and non-living organisms
Genetics-study of genes
Question: why do we need to study life science?
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ORIGIN OF LIFE
Many cultures develop different versions about the origin of life. However, modern
scientists are still exploring the works of some well-known experts in the history of
science in search of true origin of life.
Questions:
- What are the theories on the origin of life?
- What were the first living things?
- What makes a living thing living?
- When and where did life possibly start?

Earth is said to be a little over 4.5 billion years old. The oldest material found on Earth that
is estimated to be 4.3 billion years old is zircon crystal. Naturally no one was there to see how
earth was formed and what exactly happened during that moment, but there are evidence that
show it all started. Earth earliest times were geologically event. There was continuous
bombardment from meteorites. As earth cooled and solidified, the first solid rocks formed.
Continents were not yet present; only a huge ocean with scattered small islands. Events such
as erosion, sedimentation, and volcanic activities that were assisted by possible meteor
impacts, gradually created the continents, which were roughly in their current size 2.5 billion
years ago.

MISSION 2:
Arrange the jumble words below: The clue can be found in the timeline of the life.

TIMELINE ON THE O RIGIN OF LIFE

4.6 BILLION YEARS AGO

- Origin of the Earth from swirling disk of gas, dust and debris surrounding our
infant sun
4 to 3.7 BILLION YEARS AGO
- Microbes spreading. Molecules organize themselves into something like DNA ,
which could start evolving trough natural selection
1.2 BILLION YEARS AGO
- First multi-celled organisms appeared. Sex (weather an organisms is a male or
female) was discovered
415-375 MILLION YEARS AGO
- Invasion of land. First, plants colonized the continents then insects, then
vertebrates. The fishes equipped with muscular fins crawled the bottoms of
swamps, eventually there fins become limbs
250 MILLION YEARS AGO
- Continents united to form Pangaea. The massive water part which is the opposite
of Pangaea is Panthalassa. Mass extinction happened, wiping 95% of the
species on Earth
230 MILLION YEARS AGO
- age of Dinosaurs began
200 MILLION YEARS AGO
- Pangaea to break part
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65 MILLION YEARS AGO

- The age of the dinosaurs abruptly ends. It believed that the mass extinction
happened because of an asteroid impact and climate change
28 MILLION YEARS AGO
- apes started
8-6 MILLION YEARS AGO
- human lineage from that of our closest living relatives, chimpanzees
3.5BILLION YEARS AGO
- Eukaryotic cells- cells with internal “organs” (known as organelles) come into
being. One key organelle is the nucleus: the center of the cell, in which the genes
are stored in the form of DNA.
3.8 BILLION YEARS AGO
- The beginning of life Earth. The first life may have developed in undersea
alkaline vents, and was probably based on RNA rather than DNA

MISSION 3:

Directions: complete the crossword below by filling in a word.

Theories creation abiogenesis biogenesis catastrophism life origin

T H E O R I E S (ORIGIN OF LIFE)
CREATION THEORY
 It is the concept of divine creation which states that all life forms existing today on
earth have been created by supreme being
 A theory that based on the Bible that God created everything.
Hinduism – believed that Brahma, the God creation, created the living
world.
Christian, Jewish, and Islamic –beliefs that God created the universe,
plants, animals and humans in six days.

Question: Did you believe that God created everything, including you? Why?
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THEORY OF ABIOGENESIS
 Known as spontaneous generation theory
 States that living things were naturally created from non-living things such as
simple organic compounds
 The theory occurred between 3.8-4 BYA (Billion Years Ago)
STANLY MILLER
o He is an American scientist who performed
an experiment using a mixture of gases
suggested by Alexander Oparin.
o He introduced electrical spark into a
mixture. After few days, molecules similar
to amino acids that are found on living
organisms were formed
o The experiments proved that the first
organic molecules could have been formed
from primitive Earth and may have arisen
through series of chemical combinations of these organic compounds.
ALEXANDER OPARIN
o In 1953, a Russian scientist hypothesized that the atmosphere of primitive
Earth contains gases like ammonia, methane, hydrogen and water vapor.
o He explained that energy of lightning and ultraviolet rays from the sun
caused those gases to combine and form chemical compounds
ANAXIMANDER
o He proposed the air as sole cause of life (588-524 B.C)
ARISTOTLE
o Proposed that warms, insects, fish, frog and even mice was developed
from soil and filth.
LAZARO SPALLANZANI
o In late, 1700, he tried to disproved spontaneous
generations by his experiments on broth.
o He put broth on two flask/containers and
sterilized them both by boiling them. The other
flask was left open the air and the other one
was sealed to keep out microorganisms that
might be floating in the air. Microorganisms
developed only in the uncovered flask

THEORY OF BIOGENESIS
 Has a strong argument against abiogenesis
 This theory states that living things come from living things
FRANCESCO REDI
o He was able to disproved spontaneous generation
theory by his experiment on meat. He place two
slices of meat but covered some of the jars with
muslin. Maggots started to developed in open jars
but not on muslin covered jars.

Question: Did you believe that living things came from living things? Non-living things?
Justify your answer in 2-3 sentences.
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THEORY OF CATASTROPHISM
 Modification of the creation story of the Bible
 It states that that there have been several living creations from God, each
encountered a catastrophe, which completely destroyed them.
 Supported by French scientist Georges Cuvier (1769-1832) and Orbigny (1802-
1857)

MISSION 4:
a. Create a timeline on the origin of life. See the sample table below.
Scientist Date Contributions

b. Create a Venn diagram that explains the best differences and

similarities of Biogenesis and Abiogenesis.

Understanding check!

Which hypothesis/theories/experiments made you believe the most? Why?

STACK:
 Create a diagram that explains the different hypothesis on the origin of life.
Criteria:
Content: -------------------------------------------------------50&
Creativity:------------------------------------------------------25%
Organize:-------------------------------------------------------25%

Total: ------------------------------------------------------------25%