Learning Package 1

St.
Mary’s College of Catbalogan

(formerly Sacred Heart College)
Corner Mabini & Del Rosario St., Catbalogan City, 6700
PAASCU Accredited
(Grade School & High School Department)
LEARNING PACKAGE
(WEEK 1)
SUBJECT: Earth Science DAY: 01
GRADE AND SECTION: STEM 11 DATE:
A. OPENING PRAYER
My dearest Lord,
Be a bright flame before me,
Be my guiding star above me
Be my smooth path beneath me
Today and forever. Amen.
B. INTRODUCTION
B1. Learning Package: Test and Tell
B2. Learning Competency(ies):

B2.1 Knowledge: theories on the origin of the universe.
B2.2 Skills:
 describe the structure and composition of the universe.
 state the different hypothesis that preceded the big bang theory of the origin of the universe.
 explain the red-shift and how it is used as proof of an expanding universe.
 explain the big bang theory and evidences supporting the theory.
B3. Essential Question(s):

1. What is the fate of the universe? Will the universe continue to expand or will it eventually
contract because of gravity?
B4. Essential Understanding: The earth is constantly evolving since it began to exist billions of years ago.
(PCSS Defining Characteristic: Distinguished by a Culture of Excellence)
B5. Instructions to Parents/Tutors:
C. PRELIMINARIES
C1. Pre-test:
I. SUPPLLY TEST
Direction: Give the missing word or phrases in each statement. Choose your answer in the box.
Cosmology Earth Science Geology

Atmosphere Mesosphere Thermosphere
Luster Luminous Diamond
Talc Asthenosphere Mohorovicic discontinuity
Igneous Sedimentary Metamorphic
Erosion Deposition Earthquake
Convergent Divergent Tectonic plate
Focus Epicenter Hypocenter
1. The study of the Earth is _____________________.

2. The _________________ is the thin gaseous layer that envelopes the lithosphere.
3. ________________ is the hottest part of the atmosphere.
4. _____________ is the quality and intensity of reflected light exhibited by the mineral.
5. The hardest mineral on Earth is _______________.
6. ______________ is the thinnest layer of the Earth.
7. _____________ rocks that are derived from the cooling and solidification of magma and lava.
8. _____________ rocks formed at or near the surface of the earth.
9. _____________ rocks are formed below the surface of the earth through the process of recrystallization
of minerals in rocks due to changes in pressure and temperature conditions.
10. ______________ is the transport of one material to another through place through water.
11. ______________ is the result of the movement of Earth’s crust.
12. _______________ zone is an area where two crustal plates are separating.
13. _____________________ is a massive, irregularly shaped slab of solid roc, generally composed of both
continental and oceanic lithospheres.
14. _____________ is the location on Earth’s surface directly above the earthquake.
15. ______________ is the location within the Earth where the earthquake occurred.
C2. Review: (second day)
C3. Activating Prior Knowledge (APK):

The teacher tells the students that the Universe is at least 13.8 billion of years old and the Earth/
Solar System at least 4.5-4.6 billions of years old. But how large exactly is a billion? Ask the
students how long will it take them to spend 1 billion pesos if they spend 1 peso per second.
D. LESSON PROPER
D1. Instructions/Lesson
Expanding Universe
• In 1929, Edwin Hubble announced his significant discovery of the “redshift” (fig. 5) 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

• There is a pervasive cosmic microwave background (CMB) radiation in the universe. Its
accidental discovery in 1964 by Arno Penzias and Robert Woodrow Wilson earned them the
physics Nobel Prize in 1978.
• 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
A. Origin of the Universe

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.
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.
Big Bang Theory

• As the currently accepted theory of the origin and evolution of the universe, the Big Bang Theory postulates
that 13.8 billion years ago, the universe expanded from a tiny, dense and hot mass to its present size and
much cooler state.
• The theory rests on two ideas: General Relativity and the Cosmological Principle. In Einstein’s General
Theory of Relativity, gravity is thought of as a distortion of space-time and no longer described by a
gravitational field in contrast to the Law of Gravity of Isaac Newton. General Relativity explains the peculiarities
of the orbit of Mercury and the bending of light by the Sun and has passed rigorous tests. The Cosmological
Principle assumes that the universe is homogeneous and isotropic when averaged over large scales. This is
consistent with our current large-scale image of the universe. But keep in mind that it is clumpy at smaller
scales.
• The Big Bang Theory has withstood the tests for expansion: 1) the redshift 2) abundance of hydrogen,
helium, and lithium, and 3) the uniformly pervasive cosmic microwave background radiation-the remnant heat
from the bang.
D2. Activities (Knowledge/Skills)
Exercise I.
Watch a video clip about big bang theory.
D3. Values Integration
Core Value: Service (Stewardship)
Social Integration: Strong faith in God
Lesson Across Discipline: Religious Studies
Faith/Biblical Reflection: All things were made by him; and without him was not anything made that was
made. — John 1:3
E. ASSESSMENT
1. Why is Big Bang the most accepted theory regarding the origin and formation of the universe?
2. Give the two evidence of Big Bang and discuss comprehensively.
F. SUMMARY
F1. Summary: With the discussion that we had today, what insights/significant thing you have learned?
F2. Action: As a Marian, how can you use the concept of expanding universe to also expand your potential?
E. PURPOSEFUL ASSIGNMENT
1. Search for more theories regarding the origin of the universe.

2. Write your insights about the video we watched today.
Prepared by: Checked by: Approved by:
MR. JOSHUA R. GABIN _MR. JEROM B. CANAYONG_ VILMA T. CABUEÑAS

Teacher SAC – Date Principal - Date
MS. AURA ANNE ROSE B. TAN

Academic Coordinator- Date
St. Mary’s College of Catbalogan
PAASCU Accredited
LEARNING PACKAGE
(WEEK 1)
A. OPENING PRAYER
Most High,
Glorious God, enlighten the darkness of our hearts
Give us lord a correct faith, a certain hope, a perfect charity, sense and knowledge so that we may carry out your holy
will.
All these we ask through your Son Jesus Christ, in union with the Holy Spirit and through the intercession of the Blessed
Virgin Mary and the prayers of Mother Ignacia de Espiritu Santo. Amen
B. INTRODUCTION

B2.1 Knowledge: theories on the origin of the solar system.
B2.2 Skills:
 identify the large scale and small scale properties of the solar system.
 discuss the different hypotheses explaining the origin of the solar system.

1. Is the solar system unique or rare? What is the possibility of finding a similar system within the Milky
Way galaxy? What about an earth like planet?
C. PRELIMINARIES
C1. Pre-test:
C2. Review: How did Big Bang Theory explain the origin and formation of the universe?
C3. Activating Prior Knowledge (APK):

1. What is the largest planet in our solar system?
2. What is the smallest planet?
D. LESSON PROPER
Solar System
A. Overview
• 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 (fig. 2);
• Its spiral arms rotate around a globular cluster or bulge of many, many stars, at the center of which lies a
supermassive black hole;
• This galaxy is about 100 million light years across (1 light year = 9.4607 × 1012 km;
• The solar system revolves around the galactic center once in about 240 million years;
• The Milky Way is part of the so-called Local Group of galaxies, which in turn is part of the Virgo supercluster
of galaxies;
• Based 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.
B. Large Scale Features of the Solar System

• Much of the mass of the Solar System is concentrated at the center (Sun) while angular momentum is held
by the outer planets.
• Orbits of the planets elliptical and are on the same plane.
• All planets revolve around the sun.
• The periods of revolution of the planets increase with increasing distance from the Sun; the innermost planet
moves fastest, the outermost, the slowest;
• All planets are located at regular intervals from the Sun.
C. Small scale features of the Solar System

• Most planets rotate prograde
• 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.
• 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).
D. Origin of the System

• Any acceptable scientific thought on the origin of the solar system has to be consistent with and
supported by information about it (e.g. large and small scale features, composition). There will
be a need to revise currently accepted ideas should data no longer support them.
Exercise I.
Activity/game based on Active Accretion NASA's Discovery and New Frontiers
Program:http://dawn.jpl.nasa.gov/DawnClassrooms/pdfs/ActiveAccretion_Dawn.pdf

Social Integration:
Lesson Across Discipline: Religious Studies, Story of creation.
made. — John 1:3
E. ASSESSMENT
1. Select one hypothesis that for you best explains the origin of our solar system, then discuss why.
F. SUMMARY
F2. Action: As a Marian, how can you integrate your knowledge in the story of creation to that of scientific
hypothesis?
1. Search for more new hypothesis/theories explaining the origin of the universe, then send the link to me.
MR. JOSHUA R. GABIN _MR. JEROM B. CANAYONG_ MRS. VILMA T. CABUEÑAS



PAASCU Accredited
LEARNING PACKAGE
(WEEK 2)
A. OPENING PRAYER
O Dear Jesus, our Lord and God,
give us the gift of faith excellence and service.
For we desire to choose what is

noble, beautiful and righteous and to see things in Your eyes. To fear nothing but You,
to walk with faith and firmness,
and to venture to the unknown.
For we always desire to give the best.

To resist the temptations
of laziness, doubt and anxiety.
We don't want to err in our decision,
and be miserable and regretful.
We want to be more discerning
and aggressive in our action.
We will not entertain anxiety,
for we are confident of your
fatherly protection and love.
And we also desire to love our neighbors as you have commanded us. To serve them with all our hearts. Make our hearts
like unto Yours.
All these we ask through the Most High, in union with the Holy Spirit and through the intercession of the Blessed Virgin
Mary and the prayers of Mother Ignacia de Espiritu Santo. Amen
B. INTRODUCTION

B2.1 Knowledge: the difference between terrestrial planet.
B2.2 Skills:
 recognize the difference in the physical and chemical properties between the Earth and its
neighboring planes.
 identify factors that allow a planet to support life.
 How can I contribute to the “Save Planet Earth” movement?
C. PRELIMINARIES
C1. Pre-test:
C2. Review: How does our solar system was formed?
C3. Activating Prior Knowledge (APK): 4 Pics 1 Word

D. LESSON PROPER
Mercury
Mercury is the smallest terrestrial planet in the solar system, about a third the size of Earth. It has a
thin atmosphere, which causes it to swing between burning and freezing temperatures. Mercury is
also a dense planet, composed mostly of iron and nickel with an iron core. Its magnetic field is only
about 1 percent that of Earth's, and the planet has no known moons. The surface of Mercury has
many deep craters and is covered by a thin layer of tiny particle silicates. In 2012, scientists found
extensive evidence of organics — the building blocks of life — as well as water ice in craters shaded
from the sun. Mercury's thin atmosphere and close proximity to the sun mean it's impossible for the
planet to host life as we know it.
Venus
Venus, which is about the same size as Earth, has a thick, toxic carbon-monoxide-dominated
atmosphere that traps heat, making it the hottest planet in the solar system. Venus has no known
moons. Much of the planet's surface is marked with volcanoes and deep canyons. The biggest
canyon on Venus stretches across the surface for 4,000 miles (nearly 6,500 kilometers). And it's
possible that at least some of the planet's volcanoes are still active. Few spacecraft have ever penetrated
Venus' thick atmosphere and survived. And it's not just spacecraft that have trouble getting through
the atmosphere — there are fewer crater impacts on Venus than other planets because only the
largest meteors can make it. The planet is hostile to life as we know it.
Earth
Of the four terrestrial planets, Earth is the largest, and the only one with extensive regions of liquid
water. Water is necessary for life as we know it, and life is abundant on Earth — from the deepest
oceans to the highest mountains. Like the other terrestrial planets, Earth has a rocky surface with
mountains and canyons, and a heavy-metal core. Earth's atmosphere contains water vapor, which
helps to moderate daily temperatures. The planet has regular seasons for much of its surface;
regions closer to the equator tend to stay warm, while spots closer to the poles are cooler and in the
winter, icy. The Earth's climate, however, is warming up due to climate change associated with
human-generated greenhouse gases, which act as a trap for escaping heat. Earth has a northern
magnetic pole that is wandering considerably, by dozens of miles a year; some scientists suggest it
might be an early sign of the north and south magnetic poles flipping. The last major flip was 780,000
years ago. Earth has one large moon that astronauts visited in the 1960s and 1970s.
Mars
Mars has the largest mountain in the solar system, rising 78,000 feet (nearly 24 km) above the
surface. Much of the surface is very old and filled with craters, but there are geologically newer areas
of the planet as well. At the Martian poles are polar ice caps that shrink in size during the Martian
spring and summer. Mars is less dense than Earth and has a smaller magnetic field, which is
indicative of a solid core, rather than a liquid one. While scientists have found no evidence of life yet,
Mars is known to have water ice and organics — some of the ingredients for living things. Evidence of
methane has also been found in some parts of the surface. Methane is produced from both living and
non-living processes. Mars has two small moons, Phobos and Deimos. The Red Planet is also a
popular destination for spacecraft, given that the planet may have been habitable in the ancient past.

Exercise I.
 How can we terraform Mars? Write it in essay form that’s composed of at least 200 word.
Social Integration: Green Planet Movement
Lesson Across Discipline: Religious Studies
made. — John 1:3
E. ASSESSMENT
1. List the down the important factors that planet must have for it to support life and discuss why.
F. SUMMARY
F2. Action: As a Marian, how will you influence your friends to be thankful of the planet that we lived in?
1. What is the humanity’s failure to protect the environment and life here on Earth?
MR. JOSHUA R. GABIN _MR. JEROM B. CANAYONG_ VILMA T. CABUEÑAS


PAASCU Accredited
LEARNING PACKAGE
(WEEK 2)
A. OPENING PRAYER
Almighty Father,
You have led us to know the life of your begotten Son, Jesus Christ, so we could follow His example of obedience,
fortitude and humility.
We ask that we may have the same love for simplicity of life and humility of heart in spite of the lure of satisfying our
wants in life.
May we be simple, selfless and open to your inspiration as we fulfill our duties and strive to be His reflection in the
world.
All these we ask through your Son Jesus Christ, in union with the Holy Spirit and through the intercession of the Blessed
Virgin Mary and the prayers of Mother Ignacia de Espiritu Santo. Amen
B. INTRODUCTION

B2.1 Knowledge: earth subsystems.
B2.2Skills:
 define the concept of a system.
 recognize the Earth as a system composed of subsystems.

 How man altered the subsystems of the world?
C. PRELIMINARIES
C1. Pre-test:
C2. Review: What are the similarities and differences of terrestrial planets?
C3. Activating Prior Knowledge (APK): In your DRR how do you cope up with El nino or La nina?
D. LESSON PROPER
 There are four subsystems of the earth. These are, lithosphere the solid part of the earth, hydrosphere
the liquid part of the earth, atmosphere the gaseous part of the earth and lastly, the biosphere wherein
we can found life on earth. These four are inter-connected and interacts to produce natural phenomena
such as el Niño and la Nina.
Exercise I.
Make a simple concept map about the interaction of the four subsystems.
Social Integration: El nino and La nina preparedness.
Lesson Across Discipline: Religious Studies, Story of creation.
made. — John 1:3
E. ASSESSMENT
1. Explain what is a system?
2. Describe the different components of earth systems?
F. SUMMARY
F2. Action: As a Marian, how can you help in caring the four subsystems of the earth?
1. Write an essay not exceeding 200 words on how man has altered the atmosphere, biosphere,
hydrosphere, lithosphere, and as a consequence, the Earth System as whole.
MR. JOSHUA R. GABIN _MR. JEROM B. CANAYONG_ MRS. VILMA T. CABUEÑAS



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St.

Mary’s College of Catbalogan

B2. Learning Competency(ies):

B3. Essential Question(s):

(PCSS Defining Characteristic: Distinguished by a Culture of Excellence)

B5. Instructions to Parents/Tutors:

Cosmology Earth Science Geology

1. The study of the Earth is _____________________.

C2. Review: (second day)

C3. Activating Prior Knowledge (APK):

Cosmic Microwave Background

A. Origin of the Universe

Steady State Model

Big Bang Theory

1. Search for more theories regarding the origin of the universe.

Prepared by: Checked by: Approved by:

MR. JOSHUA R. GABIN _MR. JEROM B. CANAYONG_ VILMA T. CABUEÑAS

MS. AURA ANNE ROSE B. TAN

B2. Learning Competency(ies):

B3. Essential Question(s):

(PCSS Defining Characteristic: Distinguished by a Culture of Excellence)

B5. Instructions to Parents/Tutors:

C3. Activating Prior Knowledge (APK):

B. Large Scale Features of the Solar System

C. Small scale features of the Solar System

D. Origin of the System

D3. Values Integration

Prepared by: Checked by: Approved by:

MR. JOSHUA R. GABIN _MR. JEROM B. CANAYONG_ MRS. VILMA T. CABUEÑAS

MS. AURA ANNE ROSE B. TAN

St. Mary’s College of Catbalogan

For we desire to choose what is

For we always desire to give the best.

B2. Learning Competency(ies):

(PCSS Defining Characteristic: Distinguished by a Culture of Excellence)

B5. Instructions to Parents/Tutors:

C2. Review: How does our solar system was formed?

C3. Activating Prior Knowledge (APK): 4 Pics 1 Word

D2. Activities (Knowledge/Skills)

MR. JOSHUA R. GABIN _MR. JEROM B. CANAYONG_ VILMA T. CABUEÑAS

MS. AURA ANNE ROSE B. TAN

B2. Learning Competency(ies):

B3. Essential Question(s):

(PCSS Defining Characteristic: Distinguished by a Culture of Excellence)

B5. Instructions to Parents/Tutors:

MR. JOSHUA R. GABIN _MR. JEROM B. CANAYONG_ MRS. VILMA T. CABUEÑAS

MS. AURA ANNE ROSE B. TAN

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