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Earth Science Module 1
Secondary Education (The National Teachers College)
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Senior High School
Earth and Life Science
Quarter 2 - Module 1
Introduction to Life Science
(The Evolving Concept of Life)
Earth and Life Science - Grade 11
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Alternative Delivery Mode
Quarter 2 - Module 1: Introduction to Life Science – Evolving Concept of Life
First Edition, 2020
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
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exerted to locate and seek permission to use these materials from their respective copyright owners.
The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education – Division of Bohol
Schools Division Superintendent: Bianito A. Dagatan, EdD, CESO V
Education Program Supervisor: Engr. Hermenilda B. Gracio, PhD
Development Team of the Module
Author(s)
: Gwyneth Vera D. Madanguit – Module 1
Deogenes S. Boyonas - Module 2
Ruth M. Lauron - Module 3
Ria Lowella V. Busalanan- Module 4
Julivelle H. Salinas- Module 5
Marife P. Aleman- Module 6
Alma B.Gujilde-Module 7
Reviewer(s)
: Leonida P. Casingcasing, PhD
Jefford S. Cañas, MA
Management Team
Chairperson
Co-Chairpersons
Members
: Bianito A. Dagatan, EdD, CESO V
Schools Division Superintendent
: Casiana P. Caberte, PhD
Assistant Schools Division Superintendent
: Marina S. Salamanca, PhD
Assistant Schools Division Superintendent
: Carmela M. Restificar, PhD, Chief-CID
Josephine D. Eronico, PhD, EPS-LRMDS
Engr. Hermenilda B. Gracio, PhD, EPS-Science
Jocelyn Rotersos, Division Librarian
Printed in the Philippines by
Department of Education – Division of Bohol
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Telephone Nos.:
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Senior High School
Earth and Life Science
Quarter 2 - Module 1
Introduction to Life Science
(Concept of Life)
What This Module is About
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Introductory Message
Welcome to the Earth and Life Science – 11 Alternative Delivery Mode (ADM) Module on
Introduction to Life Science – Concept of Life!
This module was collaboratively designed, developed, and reviewed by educators from public
schools to assist you, the teacher or facilitator, the parents, and the learners, in helping them meet
the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.
For the facilitator:
As a facilitator, you are expected to orient the learners on how to use this module. You also
need to keep track of the learners' progress while allowing them to manage their own learning.
Furthermore, you are expected to encourage and assist the learners as they do the tasks included in
this module.
For the parents:
As vital partners in education, your support to your children’s learning at home is a great
factor to ensure that they will become successful in what they do. As a parent, you are expected to
monitor your child’s progress while they are accomplishing the tasks in this module, at the same time,
ensuring that they learn independently.
The objectives set for this learning material will be certainly accomplished with your steadfast
guidance and support.
For the learner:
This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed
21st century skills while taking into consideration their needs and circumstances.
Furthermore, it is our objective that you will have fun while going through this material. Take
charge of your learning pace and in no time, you will successfully meet the targets and objectives set
in this module which are intended for your ultimate development as a learner and as a person.
How to Learn from this Module
This module has the following parts and corresponding icons:
What I Need to Know
This part contains learning objectives that are
set for you to learn as you go along the module.
What’s In
This part connects previous lesson with that of
the current one.
What’s New
What is It
What’s More
This part is an introduction of the new lesson
through various activities before it will be
presented to you.
These are discussions of the activities to
deepen your discovery and understanding of
the concept.
These are follow-up activities that are intended
for you to practice further to master the
competencies.
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What I Have Learned
What I Can Do
Additional Activities
Answer Key
These are activities designed to process what
you have learned from the lesson.
These are tasks that are designed to showcase
your skills and knowledge gained and applied
into real-life concerns and situations.
In this portion, another activity will be given to
you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
This contains answers to all activities in the
module.
The following are some reminders in using this module:
1. Use this module with care. Do not put unnecessary mark/s on any part of the module. Use a
separate sheet of paper in answering the exercises.
2. Do not forget to answer What I Know before moving on to the other activities included in the
module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
7. If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult
your teacher or facilitator. Always bear in mind that you are not alone.
8. We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it.
What I Need To Know
This module is designed and written with you in mind. It is here to help you understand
about the concept of life. The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students. The lessons are
arranged to follow the standard sequence of the course.
After going through this module, you are expected to:
Explain the evolving concept of life based on emerging pieces of evidence (S11/12LT-IIa-1).
EARTH AND
LIFE SCIENCE
Q2 Lesson 1
Evolving Concept of Life
What’s In
We exist in a universe so vast that we have only started to explore it. In the present, we only
know of one planet that is inhabited by life—Earth. But how did life come to Earth? It is implicated
that we evolved from a common ancestor that existed billion years ago, which is supported by the
similarities in terms of biochemical, genetic, and metabolic similarities among Earth’s species.
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What’s New
What conditions of the ancient Earth allowed such life to start, prosper, and diversify?
Could this be possible on other planets? These are among the questions tackled by astrobiologists.
To determine the range of condition that can support life, astrobiologists observe Earth’s extreme
habitats. They have found out that some species are able to withstand extreme levels of temperature,
pH, salinity, and pressure.
Before you proceed, answer the activity below.
Activity 1: Search for Me
Directions: Search for the words related to our new lesson. Mark the words you can find in the
puzzle horizontally, vertically or diagonally).
Abiogenesis
Eukaryote
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What is It
Biology is a science that deals with all forms of life, including their classification,
physiology, chemistry, and interactions. The term was introduced in Germany in 1800 and
popularized by the French naturalist Jean-Baptiste de Lamarck as a means of encompassing the
growing number of disciplines involved with the study of living forms.
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Theories:
Theory of Special creation, in accordance with the Book of Genesis, that every species was
individually created by God in the form in which it exists today and is not capable of
undergoing any change.
Cosmozoic Theory (Panspermia Theory) – the idea proposed by Richter in 1865 and supported
by
Arrhenius (1908). According to this theory, life has reached the planet Earth from other
heavenly bodies such as meteorites, in the form of highly resistant spores of some
microorganisms. The spores of some microorganisms are called cosmozoa or panspermia
because they are preserved inside meteorites coming to the earth from the outer space.
These meteorites struck the barren earth to release the cosmozoa and they developed into
different creatures on the earth.
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Theory of Spontaneous Generation also known as Abiogenesis, the idea that life arose from
nonlife more than 3.5 billion years ago on Earth. Abiogenesis proposes that the first life-forms
generated were very simple and through a gradual process became increasingly complex.
Biogenesis Theory, life is derived from the reproduction of other life, was presumably preceded by
abiogenesis, which became impossible once Earth’s atmosphere assumed its present composition.
Primordial Soup Theory
 According to primordial soup theory proposed by Alexander Oparin and John Haldane, life
started in a primordial soup of organic molecules.
 Some form of energy from lightning combined with the chemicals in the atmosphere to make
the building blocks of protein known as the amino acids.
Coacervate theory, it is expressed by the Russian biochemist A.I. Oparin in 1936 suggesting that
the origin of life was preceded by the formation of mixed colloidal units called coacervates. These are
particles composed of two or more colloids which might be protein, lipid or nucleic acid. He proposed
that while these molecules were not living, they behaved like biological systems in the ancient seas.
They were subject to natural selection in terms of constant size and chemical properties, there was a
selective accumulation of material and they reproduced by fragmentation.
Miller-Urey hypothesis. The first hypothesis where lightning could have operated the synthesis
reactions in the Earth’s early atmosphere was tested by in 1953. It provided the first evidence that
organic molecules needed for life could be formed from inorganic components. Some scientists
support the RNA world hypothesis, which suggests that the first life was self-replicating RNA.
Fossil Evidence
 Fossil evidence indicates that life on Earth appeared about 3.5 billion years ago in the oceans
 Provided protection from Ultraviolet (UV) rays
 Allowed multidirectional movement
 Served as a medium for essential chemical reactions.
 Anaerobic prokaryotes
Early forms of life
 The first forms of life are believed to have appeared some 3.5 billion years ago.
 Photosynthetic organisms are organisms who make their own food by utilizing the energy
from the sun and the carbon dioxide in the atmosphere. The process of photosynthesis
produced more oxygen that changed the Earth’s early atmosphere, allowed oxygen-breathing
organisms to exist.
 Cyanobacteria (blue-green algae) are the first photosynthetic organisms to form.
The Early Life
The formation of planets did not use up all the materials orbiting the sun, so the early Earth
received shower of meteorites and was struck by many asteroids. These extraterrestrial materials
and the recurring volcanic eruptions paved the way for the formation of Earth’s land, seas, and
atmosphere.
It is still a matter of discussion, but geological evidence suggests that the early Earth began
with little or no free Oxygen (O 2)—had O2 been present iron oxidation (rust formation) in most ancient
rocks would have been observed, but no such sign of oxidation was found. Had O 2 been present,
small organic compounds would have broken apart as quickly as they formed due oxidation
reactions.
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We know that water is essential to life because molecules that are parts of life-sustaining
processes would have to be dissolved in water. The Earth’s lithosphere did not exist then, but it was
covered by molted rock, hence water was in the form of vapor. But as evidence from ancient rocks
suggests, Earth had cooled down 4.3 billion years ago causing pools of water to arise.
Organic Monomers
Chemists thought that organic molecules were only made by living organisms and it
possessed a special vital force. But in the early 1900, a chemist was able to make urea the organic
molecule found in urine. Then another was able to synthesized and amino acid called alanine. The
synthesis of these molecules showed the possibility that organic molecules can be formed
synthetically.
In the present, there are three (3) main hypotheses that explain the mechanism on how the
organic monomers came about in early Earth. These mechanisms are not mutually exclusive and
might have set off simultaneously contributing to the formation of the simple organic compounds in
Earth’s early seas—where early life could have started.
Extraterrestrial Materials
At present, meteorites that fall to Earth are often analyzed and was found out that some
contains amino acids, sugars, and nucleotide bases. These compounds (or their precursors) have
been found in gas clouds that surrounds nearby star. Thus, the third hypothesis—that early life may
have been brought about by the extraterrestrial materials that fell on the early Earth received—was
created. This hypothesis suggests that materials from space carried with them organic monomers
that were formed from outer space.
What’s More
Activity: Know It!
Directions: IDENTIFICATION: Identify the concept asked.
____________________1. Considered as the first photosynthetic organisms to form.
____________________2. The fossils contain the remains of tiny plants and animals.
____________________3. This is the Science that deals with all forms of life.
____________________4. This theory proposed that life started in a primordial soup of organic
molecules.
____________________5. These are particles composed of two or more colloids which might be
protein, lipid or nucleic acid.
____________________6. These are organisms who can convert energy from the sun and carbon
dioxide in the atmosphere to food.
____________________7. This process allowed aerobic organisms to exist.
____________________8. The Scientist who proposed that organisms evolved over time to adapt to
their environment to survive.
____________________9. The Scientists who popularized the term Biology.
____________________10. The special force that was once thought possessed by living things so
they can make organic molecules.
What I Have Learned
Using a Venn Diagram, compare the Primordial Soup Theory proposed by Alexander
Oparin and the Miller-Urey hypotheses.
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What I Can Do
Why do you think it is important to know how life started? Support your answer.
Additional Activities
What would be the implications if organisms did not evolve or adapt to their environment?
Cite 2 examples.
Answer Key
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What’s More
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Cyanobacteria
Microfossils
Biology
Primordial soup theory
Coacervates
Photosynthetic organisms
Photosynthesis
Charles Darwin
Jean-Baptiste de Lamarck
10. Vital force
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References
Garmeson, Tom. 2019. BBC Future. September 13. Accessed September 10, 2020.
https://www.bbc.com/future/article/20190912-the-desert-soil-that-could-fight-superbugbacteria.
Ocean Vent. 2015. National Gepgraphc. Accessed September 11, 2020.
https://www.nationalgeographic.org/encyclopedia/ocean-vent/?
utm_source=BibblioRCM_Row.
Parker, E. T., Cleaves, J. H., Burton, A. S., Glavin, D. P., Dworkin, J. P., Zhou, M., Bada, J.
L., & Fernández, F. M. 2014. Conducting miller-urey experiments. Journal of visualized
experiments: JoVE, (83), e51039. https://doi.org/10.3791/51039.
Quammen, David. 2016. National Geographic. Accessed September 10, 2020.
https://www.nationalgeographic.com/magazine/2016/05/yellowstone-national-parksgeothermals/.
Quipper School Ph (2016). The evolving concept of life. Retrieved September 1, 2018 from
http://www.link.quipper.com.
Submarine Ring of Fire 2006 Exploration, NOAA Vents Program. 2006. National Oceanic
and Atmospheric Administration. Accessed September 11, 2020.
https://oceanexplorer.noaa.gov/explorations/06fire/logs/summary/summary.html.
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