LAS-shs-2 Science

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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
At the end of this lesson, the learners will be able to:

1. Identify the large scale and small scale properties of the Solar System;
2. Discuss the different hypotheses explaining the origin of the solar system; and
3. Become familiar with the most recent advancements/information on the solar system.
Solar System Overview
A. The solar system is located in the Milky Way galaxy a huge disc- and spiral-shaped
aggregation of about at least 100 billion stars and other bodies;
B. Its spiral arms rotate around a globular cluster or bulge of many, many stars, at the
center of which lies a super massive black hole;
C. This galaxy is about 100 million light years across (1 light year = 9.4607 × 10 12 km;
D. The solar system revolves around the galactic center once in about 240 million years;
E. The Milky Way is part of the so-called Local Group of galaxies, which in turn is part of
the Virgo super cluster of galaxies;
F. Based on on the assumption that they are remnants of the materials from which they
were
formed, radioactive dating of meteorites, suggests that the Earth and solar system are
4.6
billion years old.on the assumption that they are remnants of the materials from which
they were formed.
Large Scale Features of the Solar System
1. Much of the mass of the Solar System is concentrated at the center (Sun) while
angular momentum
is held by the outer planets.
2. Orbits of the planets elliptical and are on the same plane.
3. All planets revolve around the sun.
4. The periods of revolution of the planets increase with increasing distance from the
Sun; the
innermost planet moves fastest, the outermost, the slowest;
5. All planets are located at regular intervals from the Sun.
Small scale features of the Solar System

1. Most planets rotate prograde (counterclockwise when viewed from above the Earth's
North Pole.)
2. Inner terrestrial planets are made of materials with high melting points such as
silicates, iron , and nickel. They rotate slower, have thin or no atmosphere, higher
densities, and lower contents of volatiles - hydrogen, helium, and noble gases.
3. The outer four planets - Jupiter, Saturn, Uranus and Neptune are called "gas giants"
because of the dominance of gases and their larger size. They rotate faster, have thick
atmosphere, lower densities, and fluid interiors rich in hydrogen, helium and ices (water,
ammonia, methane).
Prepared by: Cherry Ann D. Into, MT1

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Element Abundance on Earth, Meteorites, and Universe

1. The table below shows the abundance of elements across bodies in the solar system
as compared to abundance in the universe.
A. Except for hydrogen, helium, inert gases, and volatiles, the universe and Earth have
similar
abundance especially for rock and metal elements.
B. The sun and the large planets have enough gravity to retain hydrogen and helium.
Rare inert gases are too light for the Earth’s gravity to retain, thus the low abundance.
C. Retention of volatile elements by the Earth is consistent with the idea that some
materials that formed the Earth and the solar system were “cold” and solid; otherwise,
the volatiles would have been lost. These suggest that the Earth and the solar system
could be derived from materials with composition similar to that of the universe.
D. The presence of heavy elements such as lead, silver, and uranium on Earth suggests
that it
was derived from remnants of a supernova and that the Sun is a second-generation
star made by recycling materials.
Origin of the Solar System

Rival Theories
Many theories have been proposed since about four centuries ago. Each has weaknesses
in explaining all characteristics of the solar system. A few are discussed below.
Nebular Hypothesis
In the 1700s Emanuel Swedenborg, Immanuel Kant, and Pierre-Simon Laplace
independently thought of a rotating gaseous cloud that cools and contracts in the middle
to form the sun and the rest into a disc that become the planets. This nebular theory
failed to account for the distribution of angular momentum in the solar system.
The common theme of these hypotheses involves an unlikely encounter between the
Sun and another celestial body (e.g. comet, star, protoplanet, interstellar cloud); The two
major flaws of this type of hypothesis include:
1) fails to explain how planets are formed (hot gas from the sun/star expands and will
not form planets);

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2) this type of encounters are extremely rare
Encounter Hypotheses:
A. Buffon’s (1749) Sun-comet encounter that sent matter to form planet;

B. James Jeans’ (1917) sun-star encounter that would have drawn from the sun matter
that would condense to planets,
C. T.C. Chamberlain and F. R. Moulton’s (1904) planetesimal hypothesis involving a star
much bigger than the Sun passing by the Sun and draws gaseous filaments from both
out which planetisimals were formed;
D. Ray Lyttleton’s(1940) sun’s companion star colliding with another to form a proto-
planet that breaks up to form Jupiter and Saturn.
E. Otto Schmidt’s accretion theory proposed that the Sun passed through a dense
interstellar cloud and emerged with a dusty, gaseous envelope that eventually
became the planets. However, it cannot explain how the planets and satellites were
formed. The time required to form the planets exceeds the age of the solar system.
F. M.M. Woolfson’s capture theory is a variation of James Jeans’ near-collision hypothesis.
In this scenario, the Sun drags from a near proto-star a filament of material which
becomes the planets. Collisions between proto-planets close to the Sun produced the
terrestrial planets; condensations in the filament produced the giant planets and their
satellites. Different ages for the Sun and planets is predicted by this theory.
Sun - Star interaction

Nobel Prize winner Harold Urey’s compositional studies on meteorites in the 1950s
and other scientists’ work on these objects led to the conclusion that meteorite
constituents have changed very little since the solar system’s early history and can give
clues about their formation. The currently accepted theory on the origin of the solar
system relies much on information from meteorites.
Protoplanet Hypothesis - Current Hypothesis
A. About 4.6 billion years ago, in the Orion arm of the Milky Way galaxy, a slowly-rotating
gas and dust cloud dominated by hydrogen and helium starts to contract due to
gravity
B. As most of the mass move to the center to eventually become a proto-Sun, the
remaining materials form a disc that will eventually become the planets and momentum
is transferred outwards.
C. Due to collisions, fragments of dust and solid matter begin sticking to each other to
form larger and larger bodies from meter to kilometer in size. These proto-planets are
accretions of frozen water, ammonia, methane, silicon, aluminum, iron, and other
metals in rock and mineral grains enveloped in hydrogen and helium.
D. High-speed collisions with large objects destroys much of the mantle of Mercury, puts
Venus in retrograde rotation.
E. Collision of the Earth with large object produces the moon. This is supported by the
composition of the moon very similar to the Earth's Mantle
F. When the proto-Sun is established as a star, its solar wind blasts hydrogen, helium,
and volatiles from the inner planets to beyond Mars to form the gas giants leaving
behind a system we know today.

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Recent advancement/information on the Solar System

Exploration of Mars
Since the 1960s, the Soviet Union and the U.S. have been sending unmanned probes
to the planet Mars with the primary purpose of testing the planet's habitability. The early
efforts in the exploration of Mars involved flybys through which spectacular photographs
of the Martian surface were taken. The first successful landing and operation on the
surface of Mars occurred in 1975 under the Viking program of NASA. Recently, NASA,
using high resolution imagery of the surface of Mars, presented evidence of seasonal
flow liquid water (in the form of brine - salty water) on the surface of Mars.
Rosetta's Comet
Rosetta is a space probe built by the European Space Agency and launched on 2
March 2004. One of its mission is to rendezvous with and attempt to land a probe
(Philae) on a comet in the Kuiper Belt. One of the purpose of the mission is to better
understand comets and the early solar systems. Philae landed successfully on comet
(67P/Churyumov–Gerasimenko) on 12 November 2014. Analysis of the water (ice) from
the comet suggest that its isotopic composition is different from water from Earth.
Pluto Flyby
On 14 July 2015, NASA's New Horizon spacecraft provided mankind the first close-up
view of the dwarf planet Pluto. Images captured from the flyby revealed a complex
terrain - ice mountains and vast crater free plains. The presence of crater free plains
suggests recent (last 100 millions of years) of geologic activity.

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REGION XI
Tel No. 241-2053
Learning Competency: State the different hypotheses explaining the origin of

the Solar System
Activity Title: Properties of the Solar System
Learning Target: Identify the large scale and small scale properties of the Solar
System;
Concept Notes:
A. The solar system is located in the Milky Way galaxy a huge disc- and spiral-shaped
aggregation of about at least 100 billion stars and other bodies;
B. Its spiral arms rotate around a globular cluster or bulge of many, many stars, at the
center of which lies a super massive black hole;
C. This galaxy is about 100 million light years across (1 light year = 9.4607 × 10 12 km;
D. The solar system revolves around the galactic center once in about 240 million years;
E. The Milky Way is part of the so-called Local Group of galaxies, which in turn is part of
the Virgo super cluster of galaxies;
F. Based on on the assumption that they are remnants of the materials from which they
were
formed, radioactive dating of meteorites, suggests that the Earth and solar system
are 4.6
billion years old.on the assumption that they are remnants of the materials from
which they were formed.
Reference : Teaching Guide for SHS (Earth and Life Science) by CHED in
collaboration with the PNU.
Example/Illustration/Procedure:
 Any hypothesis regarding the origin of the solar system should conform to or explain
both large scale and small scale properties of the solar system. Natural forces
created and shaped the solar system. The same processes (condensation, accretion,
collision and differentiation) are ongoing processes .
Questions/Problems/Exercises:
Identify if it is the large scale and small scale properties of the Solar System;
1. Much of the mass of the Solar System is concentrated at the center (Sun) while
angular momentum is held by the outer planets.
2. Orbits of the planets elliptical and are on the same plane.
3. All planets revolve around the sun.
4. The periods of revolution of the planets increase with increasing distance from the
Sun;
5. The innermost planet moves fastest, the outermost, the slowest;
6. All planets are located at regular intervals from the Sun.
7. Most planets rotate pro grade (counterclockwise when viewed from above the Earth's
North Pole.)
8. Inner terrestrial planets are made of materials with high melting points such as
silicates, iron , and nickel. They rotate slower, have thin or no atmosphere, higher
densities, and lower contents of volatile - hydrogen, helium, and noble gases.
9. The outer four planets - Jupiter, Saturn, Uranus and Neptune are called "gas giants"
because of the dominance of gases and their larger size.
10. The outer planets rotate faster, have thick atmosphere, lower densities, and fluid
interiors rich in hydrogen, helium and ices (water, ammonia, methane).

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REGION XI
Tel No. 241-2053

the Solar System
Activity Title: Origin of the Solar System
Learning Target: Discuss the different hypotheses explaining the origin of the
solar system;
Concept Notes:
The Solar System is the gravitationally bound system comprising the Sun and the
objects that orbit it, either directly or indirectly. It is is constant motion with the planets
and their moons, comets, asteroids and other space objects revolving around the sun.
Many theories have been proposed since about four centuries ago. Each has weaknesses
in explaining all characteristics of the solar system.
 The orderly structure of the Solar System (planets located at regular intervals) and
the uniform age of the point to single formation event.
Questions/Problems/Exercises: Math items in column B and C to the Item in Column A.
A B C
Theory Proponent Description
___ 1. Nebular Theory Emanuel Swedenborg, thought of a rotating gaseous cloud
Immanuel Kant, and that cools and contracts in the middle
Pierre-Simon Laplace to form the sun and the rest into a disc
that become the planets
___ 2. Planetesimal T.C. Chamberlain and F. involving a star much bigger
hypothesis: R. Moulton’s than the Sun passing by the Sun and
draws gaseous filaments from both out
which planets were formed;
___ 3. Sun - Star Harold Urey that meteorite constituents have
interaction changed very little since the solar
system’s early history and can give
clues about their formation.
___ 4. Accretion Otto Schmidt’s proposed that the Sun passed through
theory a dense interstellar cloud and emerged
with a dusty, gaseous envelope that
eventually became the planets.
___ 5. Protoplanet Current Hypothesis As most of the mass move to the
Hypothesis center to eventually become a proto-
Sun, the remaining materials form a
disc that will eventually become the
planets and momentum is transferred
outwards.

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REGION XI
Tel No. 241-2053
Learning Competency: State the different hypotheses explaining the origin of the Universe
Activity Title: The Universe according to (1) Structure, Composition, and Age (2) Structure
(3) Accelerating Expansion (4) Cosmic Microwave background radiation
Concept Notes:
• The universe as we currently know it comprises all space and time, and all matter and energy in
it.
• It is made of 4.6% baryonic matter (“ordinary” matter consisting of protons, electrons, and
neutrons: atoms, planets, stars, galaxies, nebulae, and other bodies), 24% cold dark matter (matter
that has gravity but does not emit light), and 71.4% dark energy (a source of anti-gravity).
• Hydrogen, helium, and lithium are the three most abundant elements.
• Based on recent data, the universe is 13.8 billion years old. The diameter of the universe is
possibly infinite but should be at least 91 billion light-years (1 light-year = 9.4607 × 1012 km). Its
density is 4.5 x 10-31 g/cm3.
Stars - the building block of galaxies-are born out of clouds of gas and dust in galaxies.
A galaxy is a cluster of billions of stars and clusters of galaxies form super clusters. In between the
clusters is practically an empty space. This organization of matter in the universe suggests that it is
indeed clumpy at a certain scale. But at a large scale, it appears homogeneous and isotropic
.Instabilities within the clouds eventually results into gravitational collapse, rotation, heating up, and
transformation into a protostar-the hot core of a future star as thermonuclear reactions set in.
Stellar interiors are like furnaces where elements are synthesized or combined/fused together. Most
stars such as the Sun belong to the so-called “main sequence stars.” In the cores of such stars, hydrogen
atoms are fused through thermonuclear reactions to make helium atoms. Massive main sequence stars
burn up their hydrogen faster than smaller stars. Stars like our Sun burn up hydrogen in about 10 billion
years. The remaining dust and gas may end up as they are or as planets, asteroids, or other bodies in
the accompanying planetary system.
In 1929, Edwin Hubble announced his significant discovery of the “redshift” and its interpretation that
galaxies are moving away from each other, hence as evidence for an expanding universe, just as
predicted by Einstein’s Theory of General Relativity.
• He observed that spectral lines of starlight made to pass through a prism are shifted toward the red
part of the electromagnetic spectrum, i.e., toward the band of lower frequency; thus, the inference
that the star or galaxy must be moving away from us.
Cosmic Microwave Background

1. There is a pervasive cosmic microwave background (CMB) radiation in the universe. It’s accidental
discovery in 1964 by Arno Penzias and Robert Woodrow Wilson earned them the physics Nobel
Prize in 1978.
2. It can be observed as a strikingly uniform faint glow in the microwave band coming from all
Directions-blackbody radiation with an average temperature of about 2.7 degrees above absolute
zero.
Questions/Problems/Exercises: Come up with a sensible phrase related to the different stations:

Station 1: _____________________________________________________________________________________
______________________________________________________________________________________
Station 2: _____________________________________________________________________________________
______________________________________________________________________________________
Station 3: _____________________________________________________________________________________
______________________________________________________________________________________
Station 4: _____________________________________________________________________________________
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REGION XI
Tel No. 241-2053

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 the 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 Bombo (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.
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
Collaborate in order to come up with a GROUPIE.

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REGION XI
Tel No. 241-2053
Learning Competencies:
The learners shall be able to explain that the Earth consists of four subsystems,
across whose boundaries matter and energy flow (S11/12ES-Ia-e-4)
Activity Title: Major System Components of the Earth

Learning Target: Identify the layers of the earth
Concept Notes:
Earth system science (ESS) is the application of systems science to the
Earth sciences. Four major parts of Earth work together as a complex system: rocks,
water, air, and life. On a global scale, each part can be thought of as a sphere, roughly
the same size and shape as the planet. The four parts are called the geosphere,
hydrosphere, atmosphere, and biosphere.
Reference : Teaching Guide for SHS (Earth and Life Science) by CHED in collaboration with
the PNU.
Define the following terms:

1. Atmosphere ________________________________________________________________
______________________________________________________________________________
2. Hydrosphere
_____________________________________________________________________________
_____________________________________________________________________________
3. Biosphere _________________________________________________________________
____________________________________________________________________________
4. Geosphere ________________________________________________________________
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REGION XI
Tel No. 241-2053
The learners shall be able to explain that the Earth consists of four subsystems, across
whose boundaries matter and energy flow (S11/12ES-Ia-e-4)
Activity Title: GEOSPEHERE

Learning Target: Identify how the systems of the earth interact.
Concept Notes:
GEOSPHERE is a sphere includes all the stuff that make up the crust and the core of the earth.
It includes everything natural and lifeless that make up the surface of the earth. Examples are all
the rocks and sand particles from dry land to those found at the bottom of the oceans. They also
include the mountains, minerals, lava and molten magma from beneath the earth’s crust. The
geosphere undergoes infinite processes constantly and that, in turn, modifies other spheres.
One example of the continuous process is the rock cycle. In the rock cycle, melted rock from
below the earth’s crust is spewed out through vents on the surface onto the surface of the earth.
This is also called lava. Solidified lava, together with other rock material from earth movements
are weathered and eroded. The eroded particles end up somewhere and build up. After many years
of buildup, pressure from the overlying weight causes the particles to modify itself again. They are
further buried deeper in the crust and then melted again by intense heat until they are spewed out
to the surface again.
In this cycle, you will notice that it can take thousands of years for the cycle to complete, but
every single day has a role to play. You will also notice that the cycle does not complete on its
own. It is influenced by other factors such as water, temperature, and wind, which also belong to
other spheres.
the PNU.
Explain what other factors influence mass and energy exchanged among the components which
also belong to other spheres ?
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REGION XI
Tel No. 241-2053
Activity Title: Biosphere

Concept Notes:
The biosphere is all living component of the earth (humans, plants, animals, bacteria,
fungi, protists and all microscopic organisms on land, in the air and in the oceans). It also
includes all organic matter that has not yet decomposed. This living part is hugely
dependent on the other three sphere. The hydrosphere provides moisture or water to
plants and animals, the geosphere provides the solid surface on which animals and plants
grow and also provides heat from beneath the earth.
The atmosphere provides the gasses (nitrogen, oxygen and carbon dioxide) needed by
living things. The atmosphere also provides the screen from the sun’s UV radiation and
helps us receive just enough of the sun's heat.
It is believed that the biosphere is exclusive to earth alone. Scientists believe there are
traces of water, rock, and gases on other planets, but no life has been found yet. Humans
are exploring other planets to see if this idea is correct.
the PNU.
Explain what other factors influence mass and energy exchanged among the components
which also belong to other spheres ?
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REGION XI
Tel No. 241-2053
Activity Title: Atmosphere
Learning Target: Identify how the layers of the earth
Concept Notes:
The atmosphere is the gaseous component above the surface of the earth. This sphere
is also a fluid sphere (the other fluid sphere is hydrosphere). The atmosphere is made up of
gases and tiny water particles. The gases surrounding the earth are kept in place by the
force of gravity.
The atmosphere is a mixture of gases: Nitrogen (78%) and Oxygen (21%), make up the
most. There is also Argon, Carbon Dioxide and Aerosols (particles such as dust, pollen, ash,
smoke). These gases are super important to life on earth because plants and animals
depend on them to live.
The atmosphere is sustained by energy from the sun. When the sun shines, heat is
radiated to the earth’s surface and reflected back into the atmosphere. The heat also
warms the surface of the earth and causes evaporation, thereby sending moisture into the
atmosphere. Thunderstorms, hurricanes, lightning and tornadoes are all processes of the
atmosphere.
the PNU.
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REGION XI
Tel No. 241-2053
Activity Title: HYDROSPHERE
Concept Notes:
The hydrosphere is the liquid water component of the Earth. It includes the oceans,
seas, lakes, ponds, rivers and streams. The hydrosphere covers about 70% of the surface of
the Earth and is the home for many plants and animals. A hydrosphere is the total amount
of water on a planet. The hydrosphere includes water that is on the surface of the planet,
underground, and in the air. A planet's hydrosphere can be liquid, vapor, or ice. On Earth,
liquid water exists on the surface in the form of oceans, lakes and rivers. It also exists
below ground—as groundwater, in wells and aquifers. Water vapor is most visible as clouds
and fog.
The frozen part of Earth's hydrosphere is made of ice: glaciers, ice caps and icebergs.
The frozen part of the hydrosphere has its own name, the cryosphere. Water moves
through the hydrosphere in a cycle. Water collects in clouds, then falls to Earth in the form
of rain or snow. This water collects in rivers, lakes and oceans. Then it evaporates into the
atmosphere to start the cycle all over again. This is called the water cycle.
the PNU.
______________________________________________________________________________
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REGION XI
Tel No. 241-2053
Activity Title: How Do Earth Spheres Interact?
Learning Target: Identify how do the Earth's spheres interact?
Concept Notes:
Evaporation from the hydrosphere provides the medium for cloud and rain formation in the
atmosphere. The atmosphere brings back rainwater to the hydrosphere. Water provides
the moisture and medium for weathering and erosion of rocks on in the geosphere. The
geosphere, in turn, provides the platform for ice melts and water bodies to flow back into
the oceans. The atmosphere provides the geosphere with heat and energy needed for rock
breakdown and erosion. The geosphere, in turn, reflects the sun's energy back into the
atmosphere. The biosphere receives gases, heat, and sunlight (energy) from the
atmosphere. It receives water from the hydrosphere and a living medium from the
geosphere.
the PNU.
Explain How do the Earth's spheres interact?

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REGION XI
Tel No. 241-2053
The learners will be able to identify common rock-forming minerals using their physical and chemical
properties (S11ES-Ib-5).
Activity Title: SCIENTIFIC DEFINITION OF MINERALS
Learning Target: Describe the properties of minerals.
Concept Notes: The physical properties and chemical composition of some mineral grains retain hints
of their origins despite many generations of rock recycling. These clues about mineral formation lead to a
better understanding of Earth's history, structure, and processes. You will see why minerals have unique
physical properties and how you can use these properties to identify mineral specimens. Somewhat different
than the common perception of the word ―mineral,the scientific definition states that a mineral is a
naturally occurring, homogeneous, inorganic solid which has both a regular crystal structure and a definite
composition.
Naturally Occurring
A mineral forms by natural Earth processes. Man has created many solid, homogeneous, crystalline materials
that do not exist in nature, such as silicon chips and cement. Although made from minerals, these resulting
materials are not classified as minerals because they are man-made. Man has also created synthetic
diamonds, sapphires, and quartz crystals, which are in most ways identical to natural gemstones, but these
are not considered to be minerals either.
Homogeneous
A homogeneous material is a single substance that cannot be physically separated into simpler substances. No
matter how large the mineral grain, or how small it is divided, its composition and structure are the same.
Solid
Although water (H2O) is not a mineral, glacial ice, with the same chemical formula, is considered a mineral.
Elemental mercury, which occurs in nature, is not considered a mineral because it is a liquid at normal room
temperature.
the PNU.
1. Describe the properties of minerals.
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REGION XI
Tel No. 241-2053
Learning Target: Describe chemical properties of minerals.
Concept Notes:
Inorganic
Traditionally, minerals are not biological in origin. Organic compounds are products of biologic activity and
contain carbon, hydrogen, oxygen, and nitrogen. Some organic compounds, such as sugar, can occur naturally
as crystalline, homogeneous solids, but they are not minerals. Coal and amber (fossilized tree remains) are also
not minerals; both are non-crystalline, organic compounds.
However, some materials made by animals and plants are considered minerals. For example, animals build
bones and teeth from phosphate minerals and external shells from dissolved carbonate minerals. Many types of
algae also create external ―shells from dissolved carbonate minerals. Micro-organisms can cause the
precipitation of calcite in sea water outside of their cell walls by altering the water chemistry, and bacteria are
responsible for the formation of pyrite in organic-rich mud. These materials, although formed by organisms, are
not organic compounds; they are identical to minerals not formed by biologic activity, so they are included with
minerals.
Regular Crystal Structure
The atoms in minerals are arranged in a regular, orderly, three-dimensional pattern called a crystalline
structure. The pattern is formed by small building blocks, called unit cells, which are stacked together
repetitively like Lego blocks to form the larger structure. The unit cell contains all the elements that
comprise the mineral, held together by chemical bonds. Each mineral has its own unit cell, with unique
dimensions and angles. The regular external shape of a crystal reflects the orderly stacking of these unit
cells, although many different external crystal shapes can be made by the same unit cell.
the PNU.
1. Why are minerals considered as inorganic?
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2. Describe the structure of minerals.

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REGION XI
Tel No. 241-2053
Learning Target: State the chemical composition of minerals.
Concept Notes:
Definite Chemical Composition
A mineral has a well-defined chemical composition that can be expressed as a chemical formula. Many
minerals such as quartz (SiO2) or halite (NaCl) have very specific compositions. Small amounts of other
elements, called trace elements, can be incorporated into these minerals without altering the crystal structure
and physical properties, although these impurities can cause the mineral to have different colors.
Other minerals have a range of compositions. In olivine, iron can substitute for magnesium in the crystal
lattice. The formula for olivine in general is given as (Mg,Fe)2(SiO4), with substitution indicated by the
magnesium and iron symbols surrounded by parentheses and separated by a comma. In the case of olivine,
iron and magnesium can substitute for each other completely, so that olivine can vary from pure Mg2 (SiO4),
called forsterite, to Fe2(SiO4), called fayalite. The crystal structure is the same, but the density of olivine
increases with increasing iron content.
Other minerals allow only limited substitution. For example, sphalerite is usually shown with a formula of
ZnS, but iron can substitute for up to 50% of the zinc. The crystal structure and most of the physical properties
are the same, so all varieties are called sphalerite, but zinc-rich specimens tend to be lighter in color with a
resinous luster, while iron-rich specimens are darker, even black, with a submetallic luster.
Some minerals allow much more complex substitution, such as augite, (Ca,Na)(Mg,Fe,Al)(Si,Al)2O6. In this
complex silicate, sodium and calcium can substitute for each other; magnesium, iron, and aluminum can
substitute for each other; and a limited amount of aluminum can also substitute for silicon.
Some minerals contain only one element. Examples of these minerals, called native elements, include sulfur
(S), graphite (C), diamond (C), gold (Au), and copper (Cu). Notice that graphite, commonly seen in pencil lead,
and diamonds have the same chemical formula. Minerals with the same chemical formula but different crystal
structures are called polymorphs. These minerals have different types of chemical bonds and, thus, different
crystal forms.
If a substance fails any part of this definition, it is not a mineral. For example, table sugar, an organic
compound formed by biological plant activity, fits all facets of the definition except the inorganic part.
Some naturally occurring, homogenous solids do not have a crystal structure and are called mineraloids.
One example is opal, which has a chemical composition of SiO2, but it does not have a crystalline structure.
Amber and jet (hard, black fossil wood) are other examples of these ―almost minerals.
the PNU.
1. What are the chemical composition of minerals?
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
2. Cite importance of minerals.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

19

REGION XI
Tel No. 241-2053
The learners will be able to identify common rock-forming minerals using their physical
and chemical properties (S11ES-Ib-5).
Activity Title: Rock Forming Minerals
Learning Target: Define terminologies related to minerals.
Concept Notes:
Mineral - naturally occurring, inorganic solid with orderly crystalline structure and a
definite chemical composition. These are the basic building blocks of rocks.
The following are examples of mineral use in our daily lives:
1. halite (salt) for cooking
2. graphite (pencil) for writing
3. diamond and gold as jewelry.
Water is not a mineral since it is not solid and crystalline. Tube ice is not because it is
not naturally occurring. Snow flake meets all requirements in defining a mineral
The most useful properties for identifying minerals are: Cleavage, Crystal habit, Hardness,
Luster and Streak. Meanwhile there are other properties you will use to distinguish some important
minerals are: Color, Reaction to dilute acid, Magnetism, Presence of striations, Density, Odor, Feel
the PNU.
1. Give the meaning of the following terms.
2. Copy the activity sequence in the given template.
Cleavage
Crystal habit
Hardness
Luster
Streak
Color
Reaction to dilute acid
Magnetism
Presence of striations
Density
Odor

20
Feel

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: LAYERS OF THE ATMOSPHERE
Learning Target: Differentiate the layers of the Earth’s Atmosphere.

21
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

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

22
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?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________

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.

23
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 CO2 sink, and
therefore, an important part of the carbon cycle.Sunlight is
necessary for life.
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.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________

REGION XI
Tel No. 241-2053
Activity Title:
Learning Target: Am I important?
Concept Notes: The continued functioning of the biosphere is dependent not

24
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?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________

REGION XI
Tel No. 241-2053
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.

25
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?

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.

26
 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?

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

27
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, 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

28
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.

29
1. How do you identify whether the rock is an igneous,

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

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.

30
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:

31
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: ______________________________________________________
______________________________________________________________________
2. Cytoplasm : ____________________________________________________________
______________________________________________________________________
3. Nucleic acids: __________________________________________________________
______________________________________________________________________
4. Ribosomes: ____________________________________________________________
______________________________________________________________________

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 coprise 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
Preparedprokaryotes
by: Cherrybut Ann D. Into,
unlike MT1
bacteria,
they do not have peptidoglycan
in their cell walls.
32
Bacteria are prokaryotic Structure of Prokaryotic Cells

organisms which are
unicellular and have very
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 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._______________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
__________________________________________________________________________
_________________________________________________________________________________________
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:

33
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 remarkably similar to those found in bacteria
in terms of size and character.
1. Describe what are Eukaryotic Cells._______________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
__________________________________________________________________________
_________________________________________________________________________________________
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)

34
1. What is the primary difference of prokaryotes and eukaryotes?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________

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:

35
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?________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
__________________________________________________________________________
_________________________________________________________________________________________
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.

36
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.

37

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.

38
1. List how organism are classified, from general to specific._____________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
__________________________________________________________________________
_________________________________________________________________________________________

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1

Republic of the Philippines

At the end of this lesson, the learners will be able to:

Solar System Overview

Large Scale Features of the Solar System

Small scale features of the Solar System

Prepared by: Cherry Ann D. Into, MT1

Element Abundance on Earth, Meteorites, and Universe

Origin of the Solar System

Prepared by: Cherry Ann D. Into, MT1

2) this type of encounters are extremely rare

A. Buffon’s (1749) Sun-comet encounter that sent matter to form planet;

Sun - Star interaction

Protoplanet Hypothesis - Current Hypothesis

Prepared by: Cherry Ann D. Into, MT1

Recent advancement/information on the Solar System

Republic of the Philippines

Prepared by: Cherry Ann D. Into, MT1

Learning Competency: State the different hypotheses explaining the origin of

Prepared by: Cherry Ann D. Into, MT1

Republic of the Philippines

Learning Competency: State the different hypotheses explaining the origin of

Questions/Problems/Exercises: Math items in column B and C to the Item in Column A.

Republic of the Philippines

Prepared by: Cherry Ann D. Into, MT1

Cosmic Microwave Background

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

Prepared by: Cherry Ann D. Into, MT1

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

Activity Title: Major System Components of the Earth

Define the following terms:

Prepared by: Cherry Ann D. Into, MT1

Republic of the Philippines

Activity Title: GEOSPEHERE

Prepared by: Cherry Ann D. Into, MT1

Republic of the Philippines

Activity Title: Biosphere

Prepared by: Cherry Ann D. Into, MT1

Republic of the Philippines

Prepared by: Cherry Ann D. Into, MT1

Republic of the Philippines

Prepared by: Cherry Ann D. Into, MT1

Republic of the Philippines

Explain How do the Earth's spheres interact?

Prepared by: Cherry Ann D. Into, MT1

Republic of the Philippines

Learning Target: Describe the properties of minerals.

Prepared by: Cherry Ann D. Into, MT1

Prepared by: Cherry Ann D. Into, MT1

Republic of the Philippines

Learning Target: Describe chemical properties of minerals.

2. Describe the structure of minerals.

Prepared by: Cherry Ann D. Into, MT1

Republic of the Philippines

Learning Target: State the chemical composition of minerals.

2. Cite importance of minerals.

Prepared by: Cherry Ann D. Into, MT1