Earth Science Module 1 PDF

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module about the planet Earth and it physical features....

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Senior High School

Earth and Life Science Quarter 2 - Module 1 Introduction to Life Science (The Evolving Concept of Life)

Earth and Life Sci

Alternative Delivery Mode Quarter 2 - Module 1: Introduction to Life Science – Evolving Concept of Life First Edition, 2020 Republic Act 8293, Section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalty. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education – Division of Bohol Schools Division Superintendent: Bianito A. Dagatan, EdD, CESO V Education Program Supervisor: Engr. Hermenilda B. Gracio, PhD Development Team of the Module

Author(s)

: Gwyneth Vera D. Madanguit – Module 1 Deogenes S. Boyonas - Module 2 Ruth M. Lauron - Module 3 Ria Lowella V. Busalanan- Module 4 Julivelle H. Salinas- Module 5 Marife P. Aleman- Module 6 Alma B.Gujilde-Module 7

Reviewer(s)

: Leonida P. Casingcasing, PhD Jefford S. Cañas, MA

Management Team Chairperson Co-Chairpersons

Members

: Bianito A. Dagatan, EdD, CESO V Schools Division Superintendent : Casiana P. Caberte, PhD Assistant Schools Division Superintendent : Marina S. Salamanca, PhD Assistant Schools Division Superintendent : Carmela M. Restificar, PhD, Chief-CID Josephine D. Eronico, PhD, EPS-LRMDS Engr. Hermenilda B. Gracio, PhD, EPS-Science Jocelyn Rotersos, Division Librarian

Printed in the Philippines by Department of Education – Division of Bohol Office Address: 0050 Lino Chatto Drive, Brgy. Cogon, Tagbilaran City, Bohol Telephone Nos.: (038) 412-4938; (038) 411-2544; (038) 501-7550 Telefax: (038) 501-7550 [email protected] E-mail Address:

Senior High School

Earth and Life Science Quarter 2 - Module 1 Introduction to Life Science (Concept of Life)

What This Module is About

Introductory Message Welcome to the Earth and Life Science – 11 Alternative Delivery Mode (ADM) Module on Introduction to Life Science – Concept of Life! This module was collaboratively designed, developed, and reviewed by educators from public schools to assist you, the teacher or facilitator, the parents, and the learners, in helping them meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling. For the facilitator: 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 this module. For the parents: As vital partners in education, your support to your children’s learning at home is a great factor to ensure that they will become successful in what they do. As a parent, you are expected to monitor your child’s progress while they are accomplishing the tasks in this module, at the same time, ensuring that they learn independently. The objectives set for this learning material will be certainly accomplished with your steadfast guidance and support. For the learner: 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. Furthermore, it is our objective that you will have fun while going through this material. Take charge of your learning pace and in no time, you will successfully meet the targets and objectives set in this module which are intended for your ultimate development as a learner and as a person.

How to Learn from this Module This module has the following parts and corresponding icons: What I Need to Know

This part contains learning objectives that are set for you to learn as you go along the module.

What’s In

This part connects previous lesson with that of the current one.

What’s New

What is It

What’s More

This part is an introduction of the new lesson through various activities before it will be presented to you. These are discussions of the activities to deepen your discovery and understanding of the concept. These are follow-up activities that are intended for you to practice further to master the competencies.

What I Have Learned

What I Can Do

Additional Activities

Answer Key

These are activities designed to process what you have learned from the lesson. These are tasks that are designed to showcase your skills and knowledge gained and applied into real-life concerns and situations. 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. This contains answers to all activities in the module.

The following are some reminders in using this module: 1. Use this 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. Do not 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. 7. 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. 8. We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it.

What I Need To Know This module is designed and written with you in mind. It is here to help you understand about the concept of life. 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. After going through this module, you are expected to: Explain the evolving concept of life based on emerging pieces of evidence (S11/12LT-IIa-1).

EARTH AND LIFE SCIENCE Q2 Lesson 1

Evolving Concept of Life

What’s In We exist in a universe so vast that we have only started to explore it. In the present, we only know of one planet that is inhabited by life—Earth. But how did life come to Earth? It is implicated that we evolved from a common ancestor that existed billion years ago, which is supported by the similarities in terms of biochemical, genetic, and metabolic similarities among Earth’s species.

What’s New What conditions of the ancient Earth allowed such life to start, prosper, and diversify? Could this be possible on other planets? These are among the questions tackled by astrobiologists. To determine the range of condition that can support life, astrobiologists observe Earth’s extreme habitats. They have found out that some species are able to withstand extreme levels of temperature, pH, salinity, and pressure. Before you proceed, answer the activity below. Activity 1: Search for Me Directions: Search for the words related to our new lesson. Mark the words you can find in the puzzle horizontally, vertically or diagonally). Abiogenesis Eukaryote A B I O G E N E S I S O E

Biology Fossil W I C B D G Q U R L H S A

F O S S I L G B N C A S R

O L K R A T S D Y O I O N

N O E M S F T U O A E P E

Coacervates Monomer T G L O B E H K L C W R S

C Y A N O B A C T E R I A

O M S O L I A F T R R M L

N S U M E O W L E V U O D

V H M E W L Q K E A M R W

E E M R P O S L S T N D T

Cyanobacteria Primordial Z J E H T G R A Y E E I H

E U K A R Y O T E O C A L

L K O A G D L A Y E A L R

What is It Biology is a science that deals with all forms of life, including their classification, physiology, chemistry, and interactions. The term was introduced in Germany in 1800 and popularized by the French naturalist Jean-Baptiste de Lamarck as a means of encompassing the growing number of disciplines involved with the study of living forms. Wher edi dl i f ebegi n? Theories: Theory of Special creation, in accordance with the Book of Genesis, that every species was individually created by God in the form in which it exists today and is not capable of undergoing any change. Cosmozoic Theory (Panspermia Theory) – the idea proposed by Richter in 1865 and supported by Arrhenius (1908). According to this theory, life has reached the planet Earth from other heavenly bodies such as meteorites, in the form of highly resistant spores of some microorganisms. The spores of some microorganisms are called cosmozoa or panspermia because they are preserved inside meteorites coming to the earth from the outer space. These meteorites struck the barren earth to release the cosmozoa and they developed into different creatures on the earth.

Theory of Spontaneous Generation also known as Abiogenesis, the idea that life arose from nonlife more than 3.5 billion years ago on Earth. Abiogenesis proposes that the first life-forms generated were very simple and through a gradual process became increasingly complex. Biogenesis Theory, life is derived from the reproduction of other life, was presumably preceded by abiogenesis, which became impossible once Earth’s atmosphere assumed its present composition. Primordial Soup Theory  According to primordial soup theory proposed by Alexander Oparin and John Haldane, life started in a primordial soup of organic molecules.  Some form of energy from lightning combined with the chemicals in the atmosphere to make the building blocks of protein known as the amino acids. Coacervate theory, it is expressed by the Russian biochemist A.I. Oparin in 1936 suggesting that the origin of life was preceded by the formation of mixed colloidal units called coacervates. These are particles composed of two or more colloids which might be protein, lipid or nucleic acid. He proposed that while these molecules were not living, they behaved like biological systems in the ancient seas. They were subject to natural selection in terms of constant size and chemical properties, there was a selective accumulation of material and they reproduced by fragmentation. Miller-Urey hypothesis. The first hypothesis where lightning could have operated the synthesis reactions in the Earth’s early atmosphere was tested by in 1953. It provided the first evidence that organic molecules needed for life could be formed from inorganic components. Some scientists support the RNA world hypothesis, which suggests that the first life was self-replicating RNA. Fossil Evidence  Fossil evidence indicates that life on Earth appeared about 3.5 billion years ago in the oceans  Provided protection from Ultraviolet (UV) rays  Allowed multidirectional movement  Served as a medium for essential chemical reactions.  Anaerobic prokaryotes Early forms of life  The first forms of life are believed to have appeared some 3.5 billion years ago.  Photosynthetic organisms are organisms who make their own food by utilizing the energy from the sun and the carbon dioxide in the atmosphere. The process of photosynthesis produced more oxygen that changed the Earth’s early atmosphere, allowed oxygen-breathing organisms to exist.  Cyanobacteria (blue-green algae) are the first photosynthetic organisms to form.

The Early Life The formation of planets did not use up all the materials orbiting the sun, so the early Earth received shower of meteorites and was struck by many asteroids. These extraterrestrial materials and the recurring volcanic eruptions paved the way for the formation of Earth’s land, seas, and atmosphere. It is still a matter of discussion, but geological evidence suggests that the early Earth began with little or no free Oxygen (O2)—had O2 been present iron oxidation (rust formation) in most ancient rocks would have been observed, but no such sign of oxidation was found. Had O 2 been present, small organic compounds would have broken apart as quickly as they formed due oxidation reactions.

We know that water is essential to life because molecules that are parts of life-sustaining processes would have to be dissolved in water. The Earth’s lithosphere did not exist then, but it was covered by molted rock, hence water was in the form of vapor. But as evidence from ancient rocks suggests, Earth had cooled down 4.3 billion years ago causing pools of water to arise.

Organic Monomers Chemists thought that organic molecules were only made by living organisms and it possessed a special vital force. But in the early 1900, a chemist was able to make urea the organic molecule found in urine. Then another was able to synthesized and amino acid called alanine. The synthesis of these molecules showed the possibility that organic molecules can be formed synthetically. In the present, there are three (3) main hypotheses that explain the mechanism on how the organic monomers came about in early Earth. These mechanisms are not mutually exclusive and might have set off simultaneously contributing to the formation of the simple organic compounds in Earth’s early seas—where early life could have started.

Extraterrestrial Materials At present, meteorites that fall to Earth are often analyzed and was found out that some contains amino acids, sugars, and nucleotide bases. These compounds (or their precursors) have been found in gas clouds that surrounds nearby star. Thus, the third hypothesis—that early life may have been brought about by the extraterrestrial materials that fell on the early Earth received—was created. This hypothesis suggests that materials from space carried with them organic monomers that were formed from outer space.

What’s More Activity: Know It! Directions: IDENTIFICATION: Identify the concept asked. ____________________1. Considered as the first photosynthetic organisms to form. ____________________2. The fossils contain the remains of tiny plants and animals. ____________________3. This is the Science that deals with all forms of life. ____________________4. This theory proposed that life started in a primordial soup of organic molecules. ____________________5. These are particles composed of two or more colloids which might be protein, lipid or nucleic acid. ____________________6. These are organisms who can convert energy from the sun and carbon dioxide in the atmosphere to food. ____________________7. This process allowed aerobic organisms to exist. ____________________8. The Scientist who proposed that organisms evolved over time to adapt to their environment to survive. ____________________9. The Scientists who popularized the term Biology. ____________________10. The special force that was once thought possessed by living things so they can make organic molecules.

What I Have Learned Using a Venn Diagram, compare the Primordial Soup Theory proposed by Alexander Oparin and the Miller-Urey hypotheses.

What I Can Do Why do you think it is important to know how life started? Support your answer.

Additional Activities What would be the implications if organisms did not evolve or adapt to their environment? Cite 2 examples.

Answer Key A B I O G E N E S I S O E

W I C B D G Q U R L H S A

F O O L S K S R I A L T G S B D N Y C O A I S O R N

N O E M S F T U O A E P E

T G L O B E H K L C W R S

C Y A N O B A C T E R I A

O M S O L I A F T R R M L

N S U M E O W L E V U O D

V H M E W L Q K E A M R W

E E M R P O S L S T N D T

Z E J U E K H A T R G Y R O A T Y E E O E C I A H L

WHAT’S NEW

What’s More 1. 2. 3. 4. 5. 6. 7. 8. 9.

Cyanobacteria Microfossils Biology Primordial soup theory Coacervates Photosynthetic organisms Photosynthesis Charles Darwin Jean-Baptiste de Lamarck 10. Vital force

L K O A G D L A Y E A L R

References Garmeson, Tom. 2019. BBC Future. September 13. Accessed September 10, 2020. https://www.bbc.com/future/article/20190912-the-desert-soil-that-could-fight-superbugbacteria. Ocean Vent. 2015. National Gepgraphc. Accessed September 11, 2020. https://www.nationalgeographic.org/encyclopedia/ocean-vent/? utm_source=BibblioRCM_Row. Parker, E. T., Cleaves, J. H., Burton, A. S., Glavin, D. P., Dworkin, J. P., Zhou, M., Bada, J. L., & Fernández, F. M. 2014. Conducting miller-urey experiments. Journal of visualized experiments: JoVE, (83), e51039. https://doi.org/10.3791/51039. Quammen, David. 2016. National Geographic. Accessed September 10, 2020. https://www.nationalgeographic.com/magazine/2016/05/yellowstone-national-parksgeothermals/. Quipper School Ph (2016). The evolving concept of life. Retrieved September 1, 2018 from http://www.link.quipper.com. Submarine Ring of Fire 2006 Exploration, NOAA Vents Program. 2006. National Oceanic and Atmospheric Administration. Accessed September 11, 2020. https://oceanexplorer.noaa.gov/explorations/06fire/logs/summary/summary.html....