ACTIVITY WORKBOOK

in

ELEMENTARY

SCIENCE

TABLE OF CONTENTS
Activity 1
LAYERS OF THE EARTH ...... 3
Activity 2
DIFFERENT CRUSTAL PLATES 4
Activity 3
HOW THE EARTHS 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

ACTIVITY 1
LAYERS OF THE EARTH
I. Problem
Describe the layers of the Earth.
II. Materials
hard-boiled egg
knife
illustration of the earths layer
III. Activity
1. Get a hard-boiled egg and the illustration of the earths layer.
2. Cut across the egg.
3. Examine the cross-section of the egg.
4. Describe the layer of the Earth.

IV. Questions
1. What is the outer core made of?
2. Which is the outermost layer of the earth?
3. Which layer is composed of solid rocks & hot molten rocks?
4. How can you describe the structure of the Earths interior?
5. Why is the inner core said to be the hottest?
6. How can you describe the structure of the Earths interior?
7. How can mantle rocks differ from the rocks in the crust?
8. Describe each layer as to its color & thickness.

ACTIVITY 2
DIFFERENT CRUSTAL PLATES
I. 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. Procedure
1. Cut a continent part (printed on orange cartolina). To placement of the cut continent
parts, immediately glue the part into the plate master illustration (printed on a blue
cartolina). Cut the big parts only. Refer to the Continents and Plates Puzzle Guide.
2. After gluing the Continent Parts to the Plate Illustration, use a pentel pen to redraw the
plates lines covered by the glued continent parts. Refer to the Continents and Plates
Puzzle Guide.
3. Cut and glue the labels of the plates into the puzzle.
4. Cut the sides of the Continent/Plates Puzzle. Glue the puzzle into the corrugated board
or old carton box. Allow the glue sheet to dry. Cutting the puzzle sheet still wet with glue
will tear the cartolina. When the puzzle is already dry, use the cutter and the metal ruler to
trim the edges of the corrugated paper along the shape of the continent/plate puzzle.
5. Then, cut the puzzle parts (heavily inked) with scissors and cutter. Simplify the cutting
of the puzzle parts. Use the scissors to cut the big & straight puzzle parts. Use the cutter
for the short, curved parts with the cutting mat or the pile of newspapers underneath.
Make sure the cutter blade is sharp.
6. Seal the loose cut sides with glue.

ACTIVITY 3
HOW THE EARTHS CRUST MOVES
What do you need:
2 identical wash sponges
Do These:
1. Place the sponges side by side. What does each sponge represent?
2. Move the sponges slowly away from each other. What is formed between them? What
does the space represent? If they were materials underneath, how would they behave?
What kind of boundary is formed between them?
3. Move the sponges slowly towards each other. Continue pushing them until a hump
between them is formed. What does this hump represent? What kind of boundary is
formed between them?
4. Place the sponges side by side. Simultaneously move the sponges in opposite
directions. What kind of boundary is formed in the third crustal motion?
5. Give some limitations of our model.

Answer
these:
1. What do the sponges represent?
2. (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?
3. (Referring to Steps 3 & 4) What does the hump represent? What kind of boundary is
formed?
4. What are the limitations of our model?

ACTIVITY 4
MOVEMENTS OF BLOCKS OF ROCKS ALONG A FAULT
Materials:
2 laundry bar soap (preferably PERLA)
Procedure:
1. Let the 2 laundry bar soap rest on the table side by side as shown.
2. Move the bars of soap horizontally in three ways so that
a.) there is a space between the two bars
b.) there is no space between the two bars
c.) one bar is slightly higher & one bar is slightly lower.

3. Describe the movements that you have done on the bars of soap.
4. Be ready to give a report of your observations.

ACTIVITY 5
MOVEMENTS OF BLOCKS OF ROCKS ALONG A FAULT
Materials:
1 laundry bar soap
Procedure:
1. Using a knife, cut the laundry bar soap.
2. Hold the soap in the air. Be sure the 3 pieces do not touch the top of the table. Put the
two end pieces.
3. Now, slowly push the end pieces towards each other. Do this very slowly.
ANSWER THE FOLLOWING:
1. What do you see between the 2 bars of soap which are closely side by side?
2. What do you think the bars of soap represent?
3. 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. Describe what happened to the middle part of the soap when you pull the 3 pieces
together. What word will best describe the displacement?
5. Describe what happened to the middle part of the soap when you very slowly move the
2 outer parts apart?

Gradational Forces
1.
2.
ACTIVITY 6
CHANGES IN THE EARTH SURFACE

Tectonic Forces
1.
2.

Things to Use
Charts, drawing
Things to Do
1. Study each picture and classify them as change caused by gradational forces or

tectonic forces.

Things you have found out

1. Describe the changes that happened in each picture
a. _________________________________________________________
b. _________________________________________________________
c. _________________________________________________________
d. _________________________________________________________
2. What are the causes of these changes?
a. _________________________________________________________
b. _________________________________________________________
c. _________________________________________________________
d. _________________________________________________________

ACTIVITY 7
HOW EARTHQUAKES HAPPEN
Read this:
A. Elastic Rebound Theory and Tectonic Earthquakes
Most earthquakes are the result of movements along an existing fracture in the
deep rock beds. Rock beds that are under stress undergo many years of slowly increasing
pressures. Pressure is exerted on two adjacent rock areas from opposite direction which
may be upward, downward or sideways. As the pressure increases, the rock bends slowly.

Fig. 1. Rocks are under formed.

Fig. 2. Rocks are bent. Energy is stored.
Eventually, the strain / streets becomes so great that the rocks split apart either
vertically / horizontally along a fault line.

Fig. 3. Rocks break, energy is released. 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. These are larger quakes / temblors usually originate in the
outer 32 to 160 km of the lithosphere.

B. 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.

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Fig. 3.
Molten Rock, moves slowly upward, towards,
crack; or may come of a volcanos crater during eruption

Magma,

C. 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. Detonation of Explosives
2. Filling up of large dams & deeps with water that presses down and enter cracks
of rocks.
3. Removing too much oil/gas deposits & water under the ground.
Questions:
1. What is the other name for earthquakes?
2. What are the 3 types of earthquakes? Define each.
3. Why do rocks/crystal plates move?
4. How does a volcanic eruption cause earthquakes?
5. Enumerate the man-made causes of earthquakes.
6. Why are tectonic & volcanic earthquakes more destructive than earthquakes
caused by landslides/landslips?

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ACTIVITY 8
EARTHQUAKES
Things to Use
pile of books
pencil
table
Things to Do
1. Arrange the pile of books on a table
2. Pile the books on top of a pencil
3. Pull one end of the pencil several times.
4. Observe what happens on the pile of books
5. Press the pile of books downward.
Things you have found out
1. 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?

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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. How does the magnitude scale differ from
the intensity scale?
2. Which of the 2 scales is more objective or
scientific? Why?
3. 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.
_____Depends upon condition of ground and buildings at given place.
_____ Differ from place to place for one particular earthquake
_____ Highest near the epicenter and decreases gradually
_____ Measured by seismograph, 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
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Activity A
Materials:
medium sized basin
four small stones
stick
water
plastic sheet
rag
Procedure:
1. Line your working area with plastic sheet.
2. Fill the basin with water to represent a lake or lagoon.
3. Arrange the stones on top of one another in the basin.
4. Push the stone which is at the bottom with a stick
5. Observe what happens.
Activity B
Materials:
plastic sheet
a big basin of water
Procedure:
1. Remove the small basin with water from your work area and replace it with big
basin.
2. Fill the basin with water to represent sea/ocean
3. Vigorously shake the basin with water and observe what happens
4. Compare the size of the waves created in Activity A & Activity B
Answer these Questions:
1. What have you created in Activities A & B?
2. What is being represented by the basin of water in Activity A?
3. What kind of waves were created in Activity B?
4. Define a seiche.
5. What kind of waves were created in Activity B?
6. Define tsunami.
7. What have caused the waves in each activity?
8. Where did the earthquakes in both case origin?

ACTIVITY 11
PRECAUTIONARY MEASURES RELATED TO EARTHQUAKES
Procedure:

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1. Have a brainstorming session with your group, about what you will do or will advise
others to do before, during and after an earthquake.
2. List at least 3 things you will do:
a. Before an Earthquake
b. During an Earthquake
c. After an Earthquake
3. Be ready to role play what you have written.

ACTIVITY 12
FORMATION OF A VOLCANO
Objective:
Describe how a volcano is formed
Procedures:
1. Study the pictures below
2. Number the picture 1-3.
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3. 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.
Procedures:
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1. Study the attached map below.

2. 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:
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Hot molten rock or magma collects in magma chambers under the volcano. Magma
which is hotter and less dense than surrounding rocks rises through vents. The movement
of magma is marked by earthquake tremors called volcanic earthquakes.
As magma breaks through the sealed vent in the summit, dissolved gases escape. This
triggers a volcanic eruption. Magma flows out as lava or lava is hurled upward with an
explosive force.
Aside from volcanic gases & lava, solid materials of varying sizes are expelled from the
volcano. These may be as small dust particles or as big as boulders.

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ACTIVITY 15
RISING MAGMA
Problem:
Why does magma rise to the surface?
1. Fill a plastic bottle with oil. Cover it with a cap having a hole in the center.
2. Squeeze the bottle gently underwater.
Questions:
a. What happens to the oil bubbles?
b. Why do you think this happen?
3. This time, do the procedure shown below. The flame should be at one side of the
bottom of the beaker.

Draw the set up after heating it for about 3 minutes.

a. What happen to the candle wax?
b. Why does this happen?
c. What happen to the melted wax after sometime?
d. Why does this happen?
Imagine that the melted candle is magma and water is the crust.
e. Explain what happens to magma that leads to the eruption of a volcano.

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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, salt dough, or soil
Small empty plastic soda bottle
Baking pan
Red food coloring
Liquid detergent
Two tablespoons (25 milliliters) baking soda
Funnel
Vinegar
Procedures:
1. Review with your students what they have learned about volcanoes. In discussing what
they know about volcanoes, bring out the following background information:
a) At Earth's center is a core of hot liquid iron and nickel.
b) Earth is made up of interlocking pieces of land called tectonic plates .
Heat from Earth's core can escape to the outside through a gap between tectonic plates,
or heat can "punch" through the middle of a tectonic plate, releasing pressure and heat
to the outside.
2. Tell students they are going to create model volcanoes that will help them visualize what a
real volcanic eruption is like.
3. Divide your class into groups, distributing materials to each group.
4. Have students in each group line their work area with newspaper and put on smocks or lab
coats to prevent staining desktops or clothing.
5. Instruct students in each group to place the soda bottle in the baking pan, and mold the
clay, dough, or soil into a "mountain" around the bottle. Students should be sure not to cover
the bottle opening or to allow any material to get inside the bottle.
6. Tell students to fill the bottle almost to the top with warm water mixed with a little red
food coloring.
7. Next, students should add 6 drops of liquid detergent to the bottle.
8. Have students add the baking soda to the bottle, using the funnel.
9. Also using the funnel, have students pour the vinegar slowly into the bottle.
10. Once the vinegar is added, students should see a red, foamy mixture rise over the top of
the "volcano" and flow down its slopes. Tell students that the mixture represents the lava that
flows down the sides of a real volcano.

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11. Either explain to students how their models resemble a real volcano, or challenge them to
do research to come up with their own explanations. Here is an explanation you might give:
The molten metal that makes up Earth's core is called magma . Extreme heat can cause
bubbles of carbon dioxide gas in magma to expand. The expanding gas pushes the magma
into the vent, or opening, of a volcano and up to Earth's surface. A volcanic eruption occurs
when the magma overflows. The overflowing magma is called lava . Vinegar and baking
soda, when mixed together, react chemically to create carbon dioxide gas. The gas bubbles
build up inside the bottle, forcing the liquid out of the bottle. In this way, the model is similar
to a real volcano.
Questions:
1. Describe the positive and negative aspects of the job of a volcanologist. Contact the
National Geographic Society for more information on this occupation.
2. Some instruments such as seismographs and chemical analysis equipment help scientists
predict volcanic activity. Discuss the accuracy of these predictions. 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?

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ACTIVITY 17
THE ERUPTING VOLCANO
Problem:
What causes volcanic eruption?
Procedure:
1. Place the pop bottle in the pan
2. Place paper mache or aluminium foil around the bottle to create the volcano.
3. Pour 2 tablespoons baking soda in the bottle.
4. Add 2 teaspoons dishwashing detergent.
5. Color the vinegar using a few drops of food coloring and pour this mixture into the
mouth of the bottle. Observe.

Questions:
1. What comes out of the volcano?
2. Where do these come from?
3. What force the liquid out of the top of the bottle?
4. Which causes the eruption?

ACTIVITY 18
BENEFICIAL & HARMFUL EFFECTS OF VOLCANIC ERUPTIONS

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Do these:
1. Read & process
A. Beneficial effects of Volcanoes
Volcanic Eruptions may be destructive but the products of volcanism could be beneficial
to mankind. Soil resulting from weathering of volcanic ashes and pyroclastic materials are
fertile. In fact, our major export crops like coconut, abaca, sugarcane, maguey, ramie and tobacco
are mostly grown soil derived from volcanic rocks.
Eruptions produce materials with industrial uses such as perlite, pumice and scoria. Other
mineral deposits associated with volcanoes include borax & sulphur.
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.
There are number of promising geothermal fields scattered over the length of the
archipelago. Four geothermal fields are presently under development and production namely:
Tiwi (Albay), Tongonan (Leyte) and Palimpion (Negros).
Name the benefits obtained from volcanoes.
1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________
4. _____________________________________________________________________
5. _____________________________________________________________________
B. Harmful Effects of Volcanoes
The dangers posed by volcanoes are mostly associated with eruptions. These dangers
include the effect of falling volcanic materials, flowing molten rocks (lava flows) or fragments
(pyroclastic flows), and horizontally ejected materials. The ejected fragments renege in size from
fine dust (volcanic ash) to large boulders (volcanic bomb or block). Besides, liquid and solid
materials, volcanoes also give off poisonous gases. Other damages are the attendant disturbances
during eruptions, such as earthquakes and fissuring caused by the force of upward moving
magma, great sea waves (tsunamis) and water oscillation in lakes (seiches) caused by quakes and
water displacement subsidence due to retreat or withdrawal of magma, great landslides due to
too much bulging on one side of the volcano accumulated by earthquakes, lightning caused by
friction between fragment and gases, sound waves and shock waves. Some dangers are not
directly associated with volcanic eruptions. These include the dangers from water rich debris
flows (lahars) and other down slope movement of loose materials on the slopes.
Name the harmful effects obtained from volcanoes.
1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________
4. _____________________________________________________________________
5. _____________________________________________________________________

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ACTIVITY 19
TSUNAMI
Problem:
What causes tsunami?
Materials:
Two heavy blocks of wood/bricks
shallow tray
deep tray
long stick
Procedure:
1. Place a block of wood at the bottom and to one side of the deep tray
2. Put the other block on top of it.
3. Pour water over the blocks. The surface should be at least 4 cm. above the top of block.
4. Push the bottom block with a stick.
a. What happens when you push the block?
b What does this action cause in the water?
Questions:
1. How do you know a tsunami is about to hit the shore?
2. How can people minimize the damage a tsunami can cause?

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