ACTIVITY WORKBOOKin ELEMENTARY SCIENCE 1 TABLE OF CONTENTS Activity 1 LAYERS OF THE EARTH ……………………………………………………...... 3 Activity 2 DIFFERENT CRUSTAL PLATES ………………………………………………… 4 Activity 3 HOW THE EARTH’S CRUST MOVES …………………………………….…..... 5 Activity 4 MOVEMENTS OF BLOCKS OF ROCKS ALONG A FAULT …………..…….… 6 Activity 5 MOVEMENTS OF BLOCKS OF ROCKS ALONG A FAULT ……….….………. 7 Activity 6 CHANGES IN THE EARTH SURFACE …………………………….….………… 8 Activity 7 HOW EARTHQUAKES HAPPEN ………………………………….….…………. 10 Activity 8 EARTHQUAKES ……………………………………………………….…………. 12 Activity 9 EARTHQUAKE INTENSITY & MAGNITUDE …………………………………. 13 Activity 10 EFFECTS OF EARTHQUAKES ON THE ENVIRONMENT IN BODIES OF WATER ……………………………………………………....…… 14 Activity 11 PRECAUTIONARY MEASURES RELATED TO EARTHQUAKES ……….…… 15 Activity 12 FORMATION OF A VOLCANO ………………………….……………………….. 16 Activity 13 KINDS OF VOLCANO …………………………….…………………………….… 17 Activity 14 VOLCANIC ERUPTION …………………………………………………………… 18 Activity 15 RISING MAGMA ……………………………………………………………....….... 19 Activity 16 VOLCANO ………………………………………………………………………..… 20 Activity 17 THE ERUPTING VOLCANO ……………………………………………………...... 22 Activity 18 BENEFICIAL & HARMFUL EFFECTS OF VOLCANIC ERUPTIONS ………..….. 23 Activity 19 TSUNAMI ………………………………………………………………………...….. 24 2 ACTIVITY 1 LAYERS OF THE EARTH I. Materials hard-boiled egg knife illustration of the earth’s layer III. 3. Activity 1. Examine the cross-section of the egg. How can mantle rocks differ from the rocks in the crust? 8. IV. Get a hard-boiled egg and the illustration of the earth’s layer. II. What is the outer core made of? 2. Problem Describe the layers of the Earth. How can you describe the structure of the Earth’s interior? 5. Describe the layer of the Earth. 2. Questions 1. Describe each layer as to its color & thickness. 3 . Cut across the egg. Which layer is composed of solid rocks & hot molten rocks? 4. Which is the outermost layer of the earth? 3. 4. Why is the inner core said to be the hottest? 6. How can you describe the structure of the Earth’s interior? 7. cut the puzzle parts (heavily inked) with scissors and cutter. use the cutter and the metal ruler to trim the edges of the corrugated paper along the shape of the continent/plate puzzle. 5.ACTIVITY 2 DIFFERENT CRUSTAL PLATES I. Cut a continent part (printed on orange cartolina). Allow the glue sheet to dry. 6. Cut and glue the labels of the plates into the puzzle. use a pentel pen to redraw the plates lines covered by the glued continent parts. Use the cutter for the short. curved parts with the cutting mat or the pile of newspapers underneath. Use the scissors to cut the big & straight puzzle parts. Refer to the Continents and Plates Puzzle Guide. Cutting the puzzle sheet still wet with glue will tear the cartolina. immediately glue the part into the plate master illustration (printed on a blue cartolina). After gluing the Continent Parts to the Plate Illustration. Refer to the Continents and Plates Puzzle Guide. To placement of the cut continent parts. Procedure 1. Cut the big parts only. Cut the sides of the Continent/Plates Puzzle. 4. Seal the loose cut sides with glue. Materials continent illustration plate illustration glue metal ruler cutter pentel pen pencil cutting mat or pile of newspapers corrugated board or sides of carton boxes (55 cm wide x 36 cm high) scissors II. 2. 3. Simplify the cutting of the puzzle parts. When the puzzle is already dry. Make sure the cutter blade is sharp. Then. 4 . Glue the puzzle into the corrugated board or old carton box. What are the limitations of our model? 5 . What kind of boundary is formed in the third crustal motion? 5. What is formed between them? What does the space represent? If they were materials underneath. (Referring to the Step 2) What is formed between the sponges? What does the space represent? If there were materials underneath. how would they behave? What kind of boundary is formed between them? 3. Move the sponges slowly away from each other. What does each sponge represent? 2. What do the sponges represent? 2. What does this hump represent? What kind of boundary is formed between them? 4.ACTIVITY 3 HOW THE EARTH’S CRUST MOVES What do you need: 2 identical wash sponges Do These: 1. how would they behave? What kind of boundary is formed? 3. Continue pushing them until a hump between them is formed. (Referring to Steps 3 & 4) What does the hump represent? What kind of boundary is formed? 4. Move the sponges slowly towards each other. Give some limitations of our model. Place the sponges side by side. Simultaneously move the sponges in opposite directions. Answer these: 1. Place the sponges side by side. Let the 2 laundry bar soap rest on the table side by side as shown.) there is no space between the two bars c. 4.) there is a space between the two bars b. 2. Move the bars of soap horizontally in three ways so that a.) one bar is slightly higher & one bar is slightly lower. Describe the movements that you have done on the bars of soap. 6 . Be ready to give a report of your observations.ACTIVITY 4 MOVEMENTS OF BLOCKS OF ROCKS ALONG A FAULT Materials: 2 laundry bar soap (preferably PERLA) Procedure: 1. 3. ACTIVITY 5 MOVEMENTS OF BLOCKS OF ROCKS ALONG A FAULT Materials: 1 laundry bar soap Procedure: 1. ANSWER THE FOLLOWING: 1. cut the laundry bar soap. Put the two end pieces. Do this very slowly. Be sure the 3 pieces do not touch the top of the table. What do you see between the 2 bars of soap which are closely side by side? 2. Describe what happened to the middle part of the soap when you very slowly move the 2 outer parts apart? 7 . slowly push the end pieces towards each other. What word will best describe the displacement? 5. 3. Using a knife. Now. 2. Hold the soap in the air. What do you think the bars of soap represent? 3. Describe what happened to the middle part of the soap when you pull the 3 pieces together. How did you move the 2 bars of soap so that there is a space between them and one is slightly higher than the other? 4. Gradational Forces 1. 2. ACTIVITY 6 CHANGES IN THE EARTH SURFACE Tectonic Forces 1. 8 . Study each picture and classify them as change caused by gradational forces or tectonic forces. drawing Things to Do 1. Things to Use Charts. 2. Things you have found out 1. Describe the changes that happened in each picture a. What are the causes of these changes? a. _________________________________________________________ d. _________________________________________________________ c. _________________________________________________________ d. _________________________________________________________ b. _________________________________________________________ c. _________________________________________________________ 9 . _________________________________________________________ b. _________________________________________________________ 2. Fig. E-A-R-T-H-Q-U-A-K-E!!! Earthquakes that are the result of crustal movement such as faulting are known as tectonic earthquakes. Rocks are under formed.ACTIVITY 7 HOW EARTHQUAKES HAPPEN Read this: A. Rocks are bent. Energy is stored. 3. downward or sideways. Elastic Rebound Theory and Tectonic Earthquakes Most earthquakes are the result of movements along an existing fracture in the deep rock beds. the rock bends slowly. 10 . As the pressure increases. Fig. the strain / streets becomes so great that the rocks split apart either vertically / horizontally along a fault line. 2. Rock beds that are under stress undergo many years of slowly increasing pressures. Volcanic Activities & Earthquakes Earthquakes are also after associated with Volcanic Activities and are called volcanic earthquakes are due either to explosive volcanic explosion and volcanic eruption or to the flow of magma below the crust. These are larger quakes / temblors usually originate in the outer 32 to 160 km of the lithosphere. energy is released. Fig. 1. Pressure is exerted on two adjacent rock areas from opposite direction which may be upward. B. Rocks break. Eventually. Molten Rock.Fig. Filling up of large dams & deeps with water that presses down and enter cracks of rocks. How does a volcanic eruption cause earthquakes? 5. What are the 3 types of earthquakes? Define each. 3. Detonation of Explosives 2. moves slowly upward. Why are tectonic & volcanic earthquakes more destructive than earthquakes caused by landslides/landslips? 11 . What is the other name for earthquakes? 2. Questions: 1. crack. Other Causes & Artificial Earthquakes Landslides or landslips occurring over a wide area may result in earthquakes of lesser intensity than those associated with faulting or volcanism. Other Causes of Artificial Earthquakes are: 1. Removing too much oil/gas deposits & water under the ground. or may come of a volcano’s crater during eruption Magma. 3. C. Enumerate the man-made causes of earthquakes. towards. 6. 3. Why do rocks/crystal plates move? 4. ACTIVITY 8 EARTHQUAKES Things to Use pile of books pencil table Things to Do 1. Observe what happens on the pile of books 5. Pull one end of the pencil several times. 4. Pile the books on top of a pencil 3. What caused the pile of books to move when the pencil is pulled? 2. Did the pile of books move when pressed downward? Why or why not? 12 . Press the pile of books downward. Things you have found out 1. Arrange the pile of books on a table 2. Indicate “I” fir intensity and “M” for Magnitude _____ Actual Earthquake effect as observed at specific places _____ Measure of the degree of the shaking at any given place. Which of the 2 scales is more objective or scientific? Why? 3. _____ Differ from place to place for one particular earthquake _____ Highest near the epicenter and decreases gradually _____ Measured by seismograph.ACTIVITY 9 EARTHQUAKE INTENSITY & MAGNITUDE Materials: Wall chart of Richter Scale of Magnitude Wall chart of PHIVOLCS Earthquake Intensity Scale Procedure: Study & compare both scales Answer the following: 1. an instrument to measure earthquake _____ Measure of energy released at the focus _____ Not affected by distance or condition of ground or building ACTIVITY 10 EFFECTS OF EARTHQUAKES ON THE ENVIRONMENT IN BODIES OF WATER 13 . _____Depends upon condition of ground and buildings at given place. How does the magnitude scale differ from the intensity scale? 2. 7. 3.Activity A Materials: medium sized basin four small stones stick water plastic sheet rag Procedure: 1. Arrange the stones on top of one another in the basin. Fill the basin with water to represent sea/ocean 3. Vigorously shake the basin with water and observe what happens 4. Fill the basin with water to represent a lake or lagoon. What have you created in Activities A & B? 2. Remove the small basin with water from your work area and replace it with big basin. Compare the size of the waves created in Activity A & Activity B Answer these Questions: 1. What is being represented by the basin of water in Activity A? 3. Where did the earthquakes in both case origin? ACTIVITY 11 PRECAUTIONARY MEASURES RELATED TO EARTHQUAKES Procedure: 14 . What kind of waves were created in Activity B? 4. Define a seiche. Activity B Materials: plastic sheet a big basin of water Procedure: 1. 4. 5. Observe what happens. Define tsunami. 2. What have caused the waves in each activity? 8. Line your working area with plastic sheet. Push the stone which is at the bottom with a stick 5. 2. What kind of waves were created in Activity B? 6. After an Earthquake 3.1. List at least 3 things you will do: a. Before an Earthquake b. Have a brainstorming session with your group. Study the pictures below 2. 15 . During an Earthquake c. Be ready to role play what you have written. about what you will do or will advise others to do before. ACTIVITY 12 FORMATION OF A VOLCANO Objective: Describe how a volcano is formed Procedures: 1. during and after an earthquake. Number the picture 1-3. 2. Procedures: 16 . Arrange them in proper sequence in order to describe how a volcano originates. ACTIVITY 13 KINDS OF VOLCANO Objective: Classifies the different volcanoes into active & inactive.3. Study the attached map below. 2.1. Classify the different volcanoes found in the Philippines into active & inactive by filling the chart. ACTIVE VOLCANOES INACTIVE VOLCANOES ACTIVITY 14 VOLCANIC ERUPTION Problem: What causes volcanic eruption? Study the illustration & read the paragraph: 17 . 18 .Hot molten rock or magma collects in magma chambers under the volcano. This triggers a volcanic eruption. Magma flows out as lava or lava is hurled upward with an explosive force. Magma which is hotter and less dense than surrounding rocks rises through vents. solid materials of varying sizes are expelled from the volcano. As magma breaks through the sealed vent in the summit. These may be as small dust particles or as big as boulders. dissolved gases escape. Aside from volcanic gases & lava. The movement of magma is marked by earthquake tremors called volcanic earthquakes. This time. Explain what happens to magma that leads to the eruption of a volcano. Why does this happen? c. Cover it with a cap having a hole in the center. e. 2. Questions: a.ACTIVITY 15 RISING MAGMA Problem: Why does magma rise to the surface? 1. What happen to the melted wax after sometime? d. Fill a plastic bottle with oil. Why do you think this happen? 3. a. Why does this happen? Imagine that the melted candle is magma and water is the crust. Squeeze the bottle gently underwater. What happens to the oil bubbles? b. Draw the set up after heating it for about 3 minutes. The flame should be at one side of the bottom of the beaker. 19 . do the procedure shown below. What happen to the candle wax? b. Review with your students what they have learned about volcanoes. releasing pressure and heat to the outside. Divide your class into groups. Have students add the baking soda to the bottle. Tell students that the mixture represents the lava that flows down the sides of a real volcano. 7. and mold the clay. In discussing what they know about volcanoes. Once the vinegar is added. 5. foamy mixture rise over the top of the "volcano" and flow down its slopes. Also using the funnel. distributing materials to each group. salt dough. students should add 6 drops of liquid detergent to the bottle. 4. Next. or heat can "punch" through the middle of a tectonic plate. 10. or soil • Small empty plastic soda bottle • Baking pan • Red food coloring • Liquid detergent • Two tablespoons (25 milliliters) baking soda • Funnel • Vinegar Procedures: 1. Tell students they are going to create model volcanoes that will help them visualize what a real volcanic eruption is like. bring out the following background information: a) At Earth's center is a core of hot liquid iron and nickel. Have students in each group line their work area with newspaper and put on smocks or lab coats to prevent staining desktops or clothing. Students should be sure not to cover the bottle opening or to allow any material to get inside the bottle. 8. or soil into a "mountain" around the bottle. have students pour the vinegar slowly into the bottle. dough. 3. students should see a red. Heat from Earth's core can escape to the outside through a gap between tectonic plates.ACTIVITY 16 VOLCANO Objective: A volcano can act as a giant cooling vent for Earth's inner core Materials: • Newspaper • Smocks or lab coats for all group members • Modeling clay. 9. b) Earth is made up of interlocking pieces of land called tectonic plates . using the funnel. Tell students to fill the bottle almost to the top with warm water mixed with a little red food coloring. 2. 20 . 6. Instruct students in each group to place the soda bottle in the baking pan. or challenge them to do research to come up with their own explanations. The gas bubbles build up inside the bottle. Either explain to students how their models resemble a real volcano. Here is an explanation you might give: The molten metal that makes up Earth's core is called magma . forcing the liquid out of the bottle. Some instruments such as seismographs and chemical analysis equipment help scientists predict volcanic activity. Extreme heat can cause bubbles of carbon dioxide gas in magma to expand. Questions: 1. react chemically to create carbon dioxide gas. when mixed together. A volcanic eruption occurs when the magma overflows. The overflowing magma is called lava . The expanding gas pushes the magma into the vent. Vinegar and baking soda. In this way. of a volcano and up to Earth's surface. Contact the National Geographic Society for more information on this occupation. How safe would you feel living near a potentially violent volcano? What kinds of precautions and emergency procedures would a community that lives near a volcano need to consider? 21 . the model is similar to a real volcano. Describe the positive and negative aspects of the job of a volcanologist. or opening. Discuss the accuracy of these predictions. 2.11. Color the vinegar using a few drops of food coloring and pour this mixture into the mouth of the bottle. Observe. Pour 2 tablespoons baking soda in the bottle.ACTIVITY 17 THE ERUPTING VOLCANO Problem: What causes volcanic eruption? Procedure: 1. Which causes the eruption? ACTIVITY 18 BENEFICIAL & HARMFUL EFFECTS OF VOLCANIC ERUPTIONS 22 . Add 2 teaspoons dishwashing detergent. What force the liquid out of the top of the bottle? 4. 3. 5. 4. Place paper mache or aluminium foil around the bottle to create the volcano. Place the pop bottle in the pan 2. What comes out of the volcano? 2. Questions: 1. Where do these come from? 3. Name the benefits obtained from volcanoes. ramie and tobacco are mostly grown soil derived from volcanic rocks. _____________________________________________________________________ 23 . _____________________________________________________________________ 5. flowing molten rocks (lava flows) or fragments (pyroclastic flows). abaca. Other mineral deposits associated with volcanoes include borax & sulphur. sound waves and shock waves. volcanoes also give off poisonous gases. such as earthquakes and fissuring caused by the force of upward moving magma. The ejected fragments renege in size from fine dust (volcanic ash) to large boulders (volcanic bomb or block). pumice and scoria. _____________________________________________________________________ 2. maguey. _____________________________________________________________________ 5. Read & process A. Name the harmful effects obtained from volcanoes. These include the dangers from water rich debris flows (lahars) and other down slope movement of loose materials on the slopes. Once the volcano has lost its explosiveness. its residual heat could be tapped to provide geothermal steam for power generation and for non-electrical industrial uses. liquid and solid materials. There are number of promising geothermal fields scattered over the length of the archipelago. and horizontally ejected materials. Harmful Effects of Volcanoes The dangers posed by volcanoes are mostly associated with eruptions. sugarcane. Some dangers are not directly associated with volcanic eruptions. _____________________________________________________________________ B. Besides. our major export crops like coconut. lightning caused by friction between fragment and gases. 1. _____________________________________________________________________ 3. Four geothermal fields are presently under development and production namely: Tiwi (Albay). _____________________________________________________________________ 2. These dangers include the effect of falling volcanic materials. _____________________________________________________________________ 4. In fact. Beneficial effects of Volcanoes Volcanic Eruptions may be destructive but the products of volcanism could be beneficial to mankind. Tongonan (Leyte) and Palimpion (Negros). great landslides due to too much bulging on one side of the volcano accumulated by earthquakes. _____________________________________________________________________ 4. Soil resulting from weathering of volcanic ashes and pyroclastic materials are fertile.Do these: 1. 1. Eruptions produce materials with industrial uses such as perlite. Other damages are the attendant disturbances during eruptions. great sea waves (tsunamis) and water oscillation in lakes (seiches) caused by quakes and water displacement subsidence due to retreat or withdrawal of magma. _____________________________________________________________________ 3. above the top of block. Pour water over the blocks. How do you know a tsunami is about to hit the shore? 2. Place a block of wood at the bottom and to one side of the deep tray 2.ACTIVITY 19 TSUNAMI Problem: What causes tsunami? Materials: Two heavy blocks of wood/bricks shallow tray deep tray long stick Procedure: 1. The surface should be at least 4 cm. 4. Put the other block on top of it. How can people minimize the damage a tsunami can cause? 24 . What happens when you push the block? b What does this action cause in the water? Questions: 1. Push the bottom block with a stick. a. 3.