LAS-shs (1) Science

1
Republic of the Philippines

Department of Education
REGION XI
DIVISION OF DAVAO CITY
CABANTIAN NATIONAL HIGH SCHOOL
COUNTRY HOMES SUBDIVISION, CABANTIAN, DAVAO CITY 8000
Tel No. 241-2053
Learning Competency: State the different hypotheses explaining the origin of

the Universe
Activity Title: Origin of the Universe: Let’s take a Groupie
Learning Target: State and explain the different hypotheses explaining the
origin of he universe.
Concept Notes:
Non-scientific Thought
• Ancient Egyptians believed in many gods and myths which narrate that the
world arose from an infinite sea at the first rising of the sun.
• The Kuba people of Central Africa tell the story of a creator god Mbombo (or
Bumba) who, alone in a dark and water-covered Earth, felt an intense
stomach pain and then vomited the stars, sun, and moon.
• In India, there is the narrative that gods sacrificed Purusha, the primal man
whose head, feet, eyes, and mind became the sky, earth, sun, and moon
respectively.
• The monotheistic religions of Judaism, Christianity, and Islam claim that a
supreme being created the universe, including man and other living
organisms.
Reference : Teaching Guide for SHS (Earth and Life Science) by CHED in
collaboration with the PNU.
Example/Illustration/Procedure:
A groupie refers to a team that was able to form different non scientific thought
about the origin of the universe, illustration and has undergone thorough evaluation.
In other words, ready for the photo ops.
ROLES AND FUNCTIONS:
Photographers- take pictures using camera phones and upload pictures to FB page of
the class.
Illustrators- show the different non scientific thought about the origin of the universe
Evaluators- Assess the the illustration presented
Questions/Problems/Exercises:
Collaborate in order to come up with a GROUPIE.
Prepared by: Cherry Ann D. Into, MT1

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REGION XI
Tel No. 241-2053

the Universe
Activity Title: Origin of the Universe: 4 Pics - 1 Word
Concept Notes:
Steady State Model
• The now discredited steady state model of the universe was proposed in 1948
by Bondi and Gould and by Hoyle.
• It maintains that new matter is created as the universe expands thereby
maintaining its density.
• Its predictions led to tests and its eventual rejection with the discovery of the
cosmic microwave background.
Questions/Problems/Exercises: Come up with a sensible phrase related to the picture

Picture 1: _________________________________________________________________
Picture 2: _________________________________________________________________
Picture 3: _________________________________________________________________
Picture 4: _________________________________________________________________

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REGION XI
Tel No. 241-2053

the Universe
Activity Title: The Big Bang Theory
Concept Notes: We have been fascinated with how things are made. Like
how automobiles are manufactured in shops or how
textiles are made from thread. But far more than
explaining the process and the materials involved in each
question that we have, we would eventually end up to
this question : What brought all matter that we
have now?
What do you know about Big Bang Theory?

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REGION XI
Tel No. 241-2053

the Universe.
Activity Title: The Solar Nebula Hypotheses
Concept Notes: During Big Bang most of the the sub atomic particles are
still too excited to actually slow down and form larger
cluster of atoms. It was only then when the cooling and
contraction of the first formed gases (Hydrogen and
Helium) allowed these atoms to be closed enough and
undergo the process of nuclear fusion. This process is very
important because it involves the release of tremendous
amount of energy in the form of light, heat , and cosmic
rays.
Reference : Earth and Life Science by Refran et al.
1. Explain the origin of the Solar System?

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2. What is nuclear fusion?
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REGION XI
Tel No. 241-2053
Learning Competency: Explain that the earth consist of four subsystems, across
whose boundaries matter and energy flow.
Activity Title: GEOSPEHE: Its Layers
Learning Target: State and explain the sub systems that make up the earth.
Concept Notes: When our planet was very young, it was very hot. Its
interior was partially molten This allowed the components that make up the earth to
separate. The heavier elements sank, while the lighter components floated towards
the surface. The earth’s interior is therefore not homogeneous but layered according
to its composition.
1. What are
crust? _______________________________________________________________
____________________________________________________________________
mantle? _____________________________________________________________
____________________________________________________________________
core?_______________________________________________________________
____________________________________________________________________
2. What re the two types of crust? Define each.

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REGION XI
Tel No. 241-2053
Concept Notes: Below the crust is the mantle. The boundary between the
the crust and the mantle is called Mohorovicic discontinuity. The discovery of the
the mantle and its exact location beneath the crust was in fact made possible by the
discovery of the Moho. The mantle has a thickness of 2, 885. The composition of the
mantle is not the same all through out. The upper portion of the mantle is made up of
peridotite. Deeper into the mantle at about 400 km, the mineral olivine becomes
unstable because of high pressure. Under such condition, olivine is believed to
collapse into a more compact mineral called spinel. With increasing depth spinel in
turn transforms into the mineral perovskite.
1. Give the meaning of the the following:

a. Mohorovicic discontinuity - _________________________________________
b. peridotite - ______________________________________________________
c. spinel - __________________________________________________________
d. perovskite - ______________________________________________________
2. How would you describe the composition of the mantle?

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REGION XI
Tel No. 241-2053
Concept Notes: The core is a metallic ball located at the center of the
earth. With a radius of 3, 486 km, the core is 13.5 times greater than the density of
water. The temperature at such depth (2,885-6370 km) are estimated to range from
4000 to 5000 degrees Celsius. The pressure there are million times greater than that
at the surface of the earth.
1. If the core is said to be a metallic ball, what do you think is its composition?
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2. What is Gutenberg discontinuity, and who discovered it?

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REGION XI
Tel No. 241-2053
Activity Title: LAYERS OF THE ATMOSPHERE
Learning Target: Differentiate the layers of the Earth’s Atmosphere.
Concept Notes: The atmosphere is comprised of layers based on

temperature. These layers are the troposphere,
stratosphere, mesosphere and thermosphere. A further
region at about 500 km above the Earth's surface is called
the exosphere.
Reference :
http://www.starhop.com/library/pdf/studyguide/element
ary/brsp-4layers.pdf

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REGION XI
Tel No. 241-2053
Activity Title: IMPORTANCE OF THE ATMOSPHERE
Learning Target: Differentiate the layers of the Earth’s Atmosphere.
Concept Notes: The atmosphere primarily contains a mix of nitrogen and

oxygen, with carbon dioxide, argon and a few trace elements thrown in. The oxygen
and carbon dioxide help maintain a symbiotic balance between animals and plants.
Plants need carbon dioxide to photosynthesize, which produces oxygen as a waste
product. Animals need oxygen to breathe, which releases carbon dioxide.
The planet's atmosphere also helps block dangerous cosmic radiation. The sun
puts out an enormous amount of energy in a range of frequencies that are dangerous
to living things. At the highest reaches of the atmosphere, dense ozone molecules
help absorb this radiation and block it from reaching the surface. The ozone layer has
been depleted by human activity and gaps in its protection threaten animals and
plants in the southern reaches of the globe.
Reference : https://www.reference.com/science/atmosphere-importa
nt-living-things-d8b4e9b49ea6042f
1. How is the atmosphere important to living things?

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REGION XI
Tel No. 241-2053
Activity Title: BIOSPHERE
Learning Target: State the elements of biosphere and its inter-relationship
with lithosphere, atmosphere and hydrosphere.
Concept Notes: The biosphere is the set of all life forms on Earth. It covers
all ecosystems—from the soil to the rainforest, from mangroves
to coral reefs, and from the plankton-rich ocean surface to the
deep sea. For the majority of life on Earth, the base of the food
chain comprises photosynthetic organisms. During
photosynthesis, CO2 is sequestered from the atmosphere, while
oxygen is released as a byproduct. The biosphere is a CO 2
sink, and therefore, an important part of the carbon
cycle.Sunlight is necessary for life.
Reference : Teaching Guide for SHS (Earth and Life Science) by CHED
in collaboration with the PNU.
Biosphere has three basic components. These are (A) abiotic (physical and inorganic)
components; (B) biotic (organic) components and (C) energy components.
A. Abiotic Components: These components broadly consist of all non-living
elements which are essential for the survival of all living organisms. These are (i)
lithosphere (solid part of the earth crust), (ii) atmosphere and (iii) hydrosphere.
B. Biotic Components: Plants, animals and human beings including microorganisms
constitute the three biotic components of environment.
C. Energy: This is the third and vital component of the biosphere without which
life could not have been possible on this planet. It is essential for generation and
reproduction of all biological life on this planet.
1. State the reasons how biosphere is interrelated with with lithosphere, atmosphere
and hydrosphere.
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REGION XI
Tel No. 241-2053
Activity Title:
Learning Target: Am I important?
Concept Notes: The continued functioning of the biosphere is dependent
not only on the maintenance of the intimate interactions among the myriad species
within local communities but also on the looser yet crucial interactions of all species
and communities around the globe. The Earth is blanketed with so many species and
so many different kinds of biological communities because populations have been able
to adapt to almost any kind of environment on Earth through natural selection. Life-
forms have evolved that are able to survive in the ocean depths, the frigid conditions
of Antarctica, and the near-boiling temperatures of geysers.
Reference :
Why is the biosphere important for living organisms?

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REGION XI
Tel No. 241-2053
Learning Competencies:
1. Identify common rock-forming minerals using their physical and
chemical properties
Activity Title: The Minerals

Learning Target: Discuss what are minerals and how they are formed.
Concept Notes: Minerals are naturally occurring, solid substance, orderly
crystalline structure, definite chemical composition, and generally considered
inorganic. They are formed during crystallization from magma,precipitation,
pressure and temperature, hydro thermal solutions. Mineral groups can be classified
on their composition:
 Silicon and oxygen combine to form a structure called the silicon-oxygen
tetrahedron. This silicon-oxygen tetrahedron provides the framework of every
silicate mineral.
 Minerals that contain the elements carbon, oxygen, and one or more other
metallic elements.
 Minerals that contain oxygen and one or more other elements, which are
usually metals.
 Minerals that contain the element sulfur.
 Minerals that contain a halogen ion plus one or more other elements
 Minerals that exist in relatively pure form.
Reference : Prentice Hall EARTH SCIENCE : Tarbuck and Lutgens
Illustration: Pictures of the different minerals
1. How are minerals formed?
2. What is meant by crystallization?

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REGION XI
Tel No. 241-2053
chemical properties
Activity Title: The Properties of Minerals

Learning Target: Discuss what are the properties of minerals a
Concept Notes: The following are the properties of minerals.
 Small amounts of different elements can give the same mineral different colors.
 Streak is the color of a mineral in its powdered form.
 Luster is used to describe how light is reflected from the surface of a mineral.
 Crystal form is the visible expression of a mineral’s internal arrangement of
atoms.
 Hardness is a measure of the resistance of a mineral to being scratched.
 Cleavage is the tendency of a mineral to cleave, or break, along flat, even
surfaces.
 Minerals that do not show cleavage when broken are said to fracture.Fracture—
the uneven breakage of a mineral
 Density is a property of all matter that is the ratio of an object’s mass to its
volume.
Reference : Prentice Hall EARTH SCIENCE : Tarbuck and Lutgens
Illustration: Pictures of the mineral named Mica Has which has cleavage in
one Direction
1. Why minerals differ in color?
2. In terms of bond and strength how would you describe a minerals having no
cleavage?

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REGION XI
Tel No. 241-2053
Learning Competencies:Identify common rock-forming minerals using their physical

and chemical properties
Activity Title: The Rocks

Learning Target: Discuss the nature and characteristics of rocks
Concept Notes: Rocks are different from one another because they are
made up of different minerals. Some rocks maybe composed of only one kind
of mineral or they can be made up of a mixture of minerals. A mineral is a
substance with a definite chemical composition.
Rocks can be identified by the color of the minerals in them. But

sometimes, surface color becomes duller than the original color. This maybe
due to their exposure to weather elements such as temperature and
precipitation.
Rocks differ in color, hardness and texture. These noticeable
differences can be used to classify rocks.
Some rocks have dark and light bands- others do not have. Some rocks
are hard; however, others are soft. Some rocks are smooth to the touch but
others are coarse-grained.
Illustration:
Questions/Problems/Exercises: Underline the word of the correct answer inside

the parenthesis.
1. It is the way rocks feel when touched ( texture, luster )
2. It is the hardened remains or traces of an animal or plant of a

former age. ( fossil, gypsum )
3. These particles are too small to be seen in the rocks. ( aphanitic,

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clastic )
4. These are mushroom-shaped plutonic rocks. ( batholiths,

laccoliths )
5. It is the ability of a mineral to reflect light. ( luster, color )

REGION XI
Tel No. 241-2053
Learning Competencies:Identify common rock-forming minerals using their physical

and chemical properties
Activity Title: Types of of rocks
Learning Target: Discuss the different types of rocks
Concept Notes: There are three families of rocks the igneous, sedimentary
and the metamorphic rocks. These rocks are classified according to how they
were formed.
The IGNEOUS ROCKS are considered the primary or parent rocks of
the crust. They are formed by the cooling and hardening of hot rocks
( magma ) from within the mantle of the earth. Igneous means formed from
“FIRE” examples are granite and basalt.
The SEDIMENTARY ROCKS are considered the secondary rocks.
These are rocks formed by the hardening of layers of sediments. Rock
fragments animal and plant remains or chemicals that formed on the bottom
of the lakes and oceans form the sedimentary rocks. Sedimentary comes
from the latin word sedimentation meaning “to settle out”. Examples are
sandstone and limestone.
When rocks that already exist have changed into new kinds of rocks,
because of temperature and pressure changes they become metamorphic
rocks. Meta means “to transform” or “change” Examples are marble and
slate.
The formation of rocks has its beginning when molten lava cooled
and hardened into igneous rocks. Igneous rocks are then acted upon by
weathering and erosion forming the sedimentary rocks. If the sedimentary
rocks are burned beneath other sediments and are involved in the
movements of the crust, they maybe transformed into metamorphic rocks.
As these rocks are forced deep into the crust of the earth, they are subjected
to high temperature so high that they melt into magma. This magma may
solidify into igneous to complete the “rock cycle”. In brief form, the story of
the rock cycle tells the changes that rocks may undergo.

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1. How do you identify whether the rock is an igneous,

sedimentary or metamorphic rock?
2. Describe an igneous, sedimentary and a metamorphic rock.

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REGION XI
Tel No. 241-2053
chemical properties
Activity Title: Rock cycle- How rocks were formed

Learning Target: Describing how the Igneous, Sedimentary and Metamorphic
Rocks are formed.
Concept Notes: Study this rock cycle- How rocks were formed.

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Answer these:
1. Were igneous, sedimentary and metamorphic rocks formed in the
same way?
2. Explain how these rocks were formed.
3. What is the rock cycle all about?

REGION XI
Tel No. 241-2053
1. Explain how cells carry out functions required for life. S11/12LT-IIbd-4
Activity Title: The Earliest Cells

Learning Target: Discuss earliest cells and the three domains of life.
Concept Notes: What are the earliest cells? The earliest evidence of life appears in
microfossils, a fossilized forms of microscopic life dating back as early as 3.5 billion
years ago. Microfossils were examined to be minute, unicellular, without any external
appendages, and had no internal structures within. Their physical structures can be
linked to the present day bacteria. Organism with this small and simple outward
appearance are termed prokaryotes. They have no distinct nuclear compartment to
house their DNA. They are distinct from eukaryotes which have their generic material
enclosed in a nucleus. The living world has three major divisions: Bacteria, Archaea,
and Eukarya.
IIllustration:
Of the three domains, Bacteria and Archaea are prokaryotes, while Eukarya are
eukaryotes. Prokaryotes and Eukaryotes have four common structures, these are
plasma membrane, cytoplasm, nucleic acids, and ribosomes.
Questions/Problems/Exercises: Define the following:

1. Plasma membrane: ______________________________________________________

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______________________________________________________________________
2. Cytoplasm : ____________________________________________________________
______________________________________________________________________
3. Nucleic acids: __________________________________________________________
______________________________________________________________________
4. Ribosomes: ____________________________________________________________
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REGION XI
Tel No. 241-2053
Learning Competency: Explain how cells carry out functions required for life. S11/12LT-IIbd-4
Activity Title: Prokaryotic Cells
Learning Target: Discuss what are Prokaryotic Cells
Concept Notes: Prokaryotes live mostly as independent individuals or in loosely organized

communities. They are typically spherical or rod shaped and measure a few micrometers in linear
dimension. They often have a tough protective coat called cell wall beneath which a plasma
membrane encloses a single cytoplasmic compartment containing DNA, RNA, proteins and the many
cytoplasmic compartment needed for life.The prokaryotes co prise two distinct groups that
diverged early in the history of life on Earth, either before the ancestors of eukaryotes diverged as a
separate group or about the same time.
Illustration:
Archaea are simple unicellualr

organism. They are also
Bacteria are prokaryotic Structure of Prokaryotic Cells
prokaryotes but unlike bacteria,
organisms which are they do not have peptidoglycan
unicellular and have very in their cell walls.
adaptive mechanism.
Bacteria from the ancient times comprise the first stages of life on earth. The first major
domainsof bacteria are archaebacteria which is derive from the Greek work for “ancient ones”. This
includes methane producing bacteria called methanogens that are able to obligate anaerobes,
meaning they grow only in an oxygen -free environment because oxygen poisons them. They resemble
all other bacteria in having DNA, a lipid cell membrane an exterior cell wall, and a metabolism based
on an energy - carrying molecule called ATP. Archaebacteria do not have a protein cross-linked
carbohydrate material called peptidoglycan in their cell walls, a major compound in the cell walls of
most modern bacteria.
The second major domain of bacteria,the eubacteria or simply bacteria, has very sturdy cell
walls and simpler genome structure. Most present day bacteria are eubacteria. One type of
photosynthetic eubacteria that has been vital in the history of life is the cyanobacteria, also called the
blue-green algae. They have evolve the ability to capture the energy of light and transform it into the
energy of chemical bonds within the cells, using chlorophyll pigments in their internal structures.
Cyanobacteria produce oxygen as a result of their photosynthetic activities, so when they appeared at
least 3 billions years ago, they played an important role in increasing the the concentration of free
oxygen from the earths atmosphere.from below 1% to the current level of 21%. As the concentration of
oxygen increased, so did the amount of ozone in upper layers of the atmosphere. The thickening ozone

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layer afforded protection from most of the ultraviolet radiation from the sun, radiation that highly
destructive to proteins and nucleic acids.
1. Describe what are Prokaryotic Cells._______________________________________________________
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REGION XI
Tel No. 241-2053
Activity Title: Eukaryotic Cells
Learning Target: Discuss what are Eukaryotic Cells
Concept Notes: In rocks about 1.5 billions years old, the microfossils found noticeably different
in appearance from bacteria, since this are much larger and have internal membranes and thicker
walls. These early fossils mark a major event in the evolution of life: a new kind of organism appeared.
These new cells are called eukaryotes, from the Greek words from true and nucleus, because they
possess an internal structure called nucleus that encloses most of their genetic material. All organism
other than the bacteria are eukaryotes. Eukaryotic cells in general are bigger and more elaborate than
prokaryotic cells. The bigger size is accompanied by drastic differences in cell structure and functions.
Eukaryotes have the capacity to form more complex structures, unlike the prokaryotic cells which exist
mostly as unicellular organism.
Illustration:
Organism which have true nucleus

are referred to as eukaryotes. This Structure of Eukaryotic Cells
include protists, fungi, plants, and
animals.
Infoldings of the outer membranes of bacteria, that extend into cytoplasmand serve as passageway
to the surface are evident. The netwok of internal membranes in eukaryotes are endoplasmic
reticulum (ER) is thought to have evolve from these infoldings. The nuclear envelope is also an
extension of the ER network that isolates and protects the nucleus.
The endosymbiotic theory suggest that mitochondria and chloroplst in eukaryotic cells were
derive from prokaryotic organism living inside another cell as a symbiont, that eventually evolve to be
a part of eukaryotic cells. According to this theory, energy producing bacteria may have come to reside
within larger bacteria, eventually evolving into mitochondria. Similarly, photosynthetic bacteria may
have come to live within other larger bacteria, leading to the evolution of chloroplast the
photosynthetic organelles of plants and algae. The major supporting argument of this theory is that
mitochondria and chloroplast found in present day cells have their own DNA and ribosomes which are

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remarkably similar to those found in bacteria in terms of size and character.
1. Describe what are Eukaryotic Cells._______________________________________________________
_________________________________________________________________________________________
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REGION XI
Tel No. 241-2053
Activity No. _____
Learning Competency:
Explain how cells carry out functions required for life. S11/12LT-IIbd-4
Additional Activities for

application or remediation: Eukaryotic vs. Prokaryotic Cells
Learning Target: Difference between Prokaryotic from Eukaryotic Cells
Instruction: Below is the table showing the characteristic of prokaryotic and

eukaryotic cells. Using the previous Learning Activity Sheet (LAS) Fill in the missing
data in the table.
Characteristics Prokaryote Eukaryote

size 0.2 -2.0 micrometer in (1)
diameter
nucleus (2) (3)
organelle (4) (5)
Cell wall (6) (7)
Plasma membrane Simple structure (8)
cytoplasm (9) (10)
ribosomes (11) Large units
DNA (12) (13)
Reproduction (14) (15)
1. What is the primary difference of prokaryotes and eukaryotes?
______________________________________________________________________________
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REGION XI
Tel No. 241-2053
Activity Title: Classifications of living organism
Learning Target: Discuss the classifications of living organism.
Concept Notes: All livings things are classified into groups where all individuals share set of
characteristics. Within each group, living organism are further divided into smaller groups where
individuals have more specific similarities. All the characteristics of life are utilized for coming up with
a general classification of living things. The classification of living things includes seven levels, namely
kingdom, phylum, class, order, family, genus, and species.
There are currently five recognized kingdoms with the prokaryotes Archaea and bacteria under
Kingdom Monera, and the four other kingdoms covering the incredibly diverse eukarya.
1. Kingdom Monera. Prokaryotic organisms under archaea (lack of peptidogylcan cell wall) e.g.
Methanogenesis and extreme halophiles and thermophiles and bacteria with a peptidogylcan cell wall.
E.g. Cyanobacteria, soil bacteria, nitrogen fixing bacteria, and disease-causing bacteria.
2. Kingdom protista. Eukaryotic primariy unicellular (although algae are multicellular)

photosynthetic or heterotrophic organism. E.g amoebas and paramecia.
3. Kingdom Fungi. Eukaryotic mostly multicellular (although yeast are unicellular)heterotrophic,

usually non motile organism, with cell walls of chitin. E.g. Mushroom, yeast.
4. KIngdom Plantae. Eukaryotic, multicellular, non motile, usually terrestrial, photosynthetic

organisms. E.g. Trees, grasses, and mosses.
5. Kingdom Anemalia. Eukaryotic, multicellular, motile, heterotrophic organisms. E.g. Sponges,

crabs, newts, penguins and humans.
Illustration:
Five Kingdoms of Life
Kingdoms are broken down into phyla, each phylum has specific set of shared characteristics for
its members. The shared features suggest common ancestry among these organisms.
1. How organisms are being classified?________________________________________________________

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_________________________________________________________________________________________
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_________________________________________________________________________________________
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_________________________________________________________________________________________
Additional Notes on Classifications of living organism
Classes are subdivisions within a phylum. Members within a class have more in common with one another
than the other members of the same phylum.
Classes are further subdivided into orders. In the figure, the organisms are grouped together in
Class Mammalia because they share the same feature common only to them and not to any other
animals. - hair, mammary gland, and three bones in the middle ear. The mammals are then subdivided
into orders - the monotremes, the marsupials, and the placentals - depending on their reproductive
patterns.

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A taxonomic key is a systematic and reproducible way to classify the organism depending on the
relevant checklist of characteristics. This key may be used to determine the order to which an
organism properly belongs. It may also be used to further assign an organism to its more specific taxon.
Additional Notes on Classifications of living organism
Orders are divided into families. Members of a family have much in common, thus they are said to
be related to each other.
Mammal Ancestor
Finally the genus and species describe the generic and specific names of the organism.They
comprise the complete classification name of the organism e.g. Homo sapiens for humans.

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REGION XI
Tel No. 241-2053
Activity Title: Classifications of living organism
Learning Target: Discuss the classifications of living organism.
Concept Notes:
All livings things are classified into groups where all individuals share set of characteristics. Within
each group, living organism are further divided into smaller groups where individuals have more
specific similarities. All the characteristics of life are utilized for coming up with a general
classification of living things. The classification of living things includes seven levels, namely kingdom,
phylum, class, order, family, genus, and species.
There are currently five recognized kingdoms with the prokaryotes archaea and bacteria under
Kingdom Monera, and the four other kingdoms covering the incredibly diverse eukarya.
Kingdoms are broken down into phyla, each phylum has specific set of shared characteristics for
its members. The shared features suggest common ancestry among these organisms.
Classes are further subdivided into orders. In the figure, the organisms are grouped together in
Class Mammalia because they share the same feature common only to them and not to any other
animals. - hair, mammary gland, and three bones in the middle ear. The mammals are then subdivided
into orders - the monotremes, the marsupials, and the placentals - depending on their reproductive
patterns.
Orders are divided into families. Members of a family have much in common, thus they are said to
be related to each other.
Finally the genus and species describe the generic and specific names of the organism.They
comprise the complete classification name of the organism e.g. Homo sapiens for humans.

26
1. List how organism are classified, from general to specific._____________________________________

_________________________________________________________________________________________
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_________________________________________________________________________________________
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1

Republic of the Philippines

Learning Competency: State the different hypotheses explaining the origin of

Activity Title: Origin of the Universe: Let’s take a Groupie

ROLES AND FUNCTIONS:

Collaborate in order to come up with a GROUPIE.

Prepared by: Cherry Ann D. Into, MT1

Republic of the Philippines

Learning Competency: State the different hypotheses explaining the origin of

Questions/Problems/Exercises: Come up with a sensible phrase related to the picture

Prepared by: Cherry Ann D. Into, MT1

Republic of the Philippines

Learning Competency: State the different hypotheses explaining the origin of

What do you know about Big Bang Theory?

Prepared by: Cherry Ann D. Into, MT1

Republic of the Philippines

Learning Competency: State the different hypotheses explaining the origin of

Reference : Earth and Life Science by Refran et al.

1. Explain the origin of the Solar System?

Prepared by: Cherry Ann D. Into, MT1

Republic of the Philippines

Activity Title: GEOSPEHE: Its Layers

Reference : Earth and Life Science by Refran et al.

2. What re the two types of crust? Define each.

Prepared by: Cherry Ann D. Into, MT1

Republic of the Philippines

Activity Title: GEOSPEHE: Its Layers

Reference : Earth and Life Science by Refran et al.

1. Give the meaning of the the following:

2. How would you describe the composition of the mantle?

Prepared by: Cherry Ann D. Into, MT1

Republic of the Philippines

Activity Title: GEOSPEHE: Its Layers

Reference : Earth and Life Science by Refran et al.

2. What is Gutenberg discontinuity, and who discovered it?

Prepared by: Cherry Ann D. Into, MT1

Republic of the Philippines

Activity Title: LAYERS OF THE ATMOSPHERE

Learning Target: Differentiate the layers of the Earth’s Atmosphere.

Concept Notes: The atmosphere is comprised of layers based on

Prepared by: Cherry Ann D. Into, MT1

Republic of the Philippines

Activity Title: IMPORTANCE OF THE ATMOSPHERE

Learning Target: Differentiate the layers of the Earth’s Atmosphere.

Concept Notes: The atmosphere primarily contains a mix of nitrogen and

1. How is the atmosphere important to living things?

Prepared by: Cherry Ann D. Into, MT1

Republic of the Philippines

Prepared by: Cherry Ann D. Into, MT1

Republic of the Philippines

Why is the biosphere important for living organisms?

Prepared by: Cherry Ann D. Into, MT1

Republic of the Philippines

Activity Title: The Minerals

Reference : Prentice Hall EARTH SCIENCE : Tarbuck and Lutgens

Illustration: Pictures of the different minerals

2. What is meant by crystallization?

Prepared by: Cherry Ann D. Into, MT1

Republic of the Philippines

Activity Title: The Properties of Minerals

Concept Notes: The following are the properties of minerals.

Reference : Prentice Hall EARTH SCIENCE : Tarbuck and Lutgens

1. Why minerals differ in color?