Earth Science Module 1: The Earth, A Habitable Place in The Universe

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Earth Science
Module 1: The Earth, a
Habitable Place in the Universe
STEM 11
Academic Year 2021-2022
First Semester
CONFIDENTIALITY NOTICE: This module and any of its attachments are meant for the use of the earners who are enrolled
in this subject. This module is for academic/school purposes only and is not meant for sharing, publishing, copying, and
disseminating. Hence, the distribution of this module and any of its content/s is strictly prohibited.
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Message to the Learners
This science module is created for the Grade 11 STEM students. It is aligned to the Department of
Education’s K-12 Program. It is designed to focus on the most essential learning competencies (MELCs) in the
Science Curriculum of DepEd. As a subject, Earth Science aims to provide you a holistic understanding of the
Universe and the Earth as a habitable planet. Earth Science deals with the physical and chemical constitution of
the earth and the spheres which compose that allows life to evolve and thrive. It also aims to help you understand
and explain natural phenomena and increase your awareness of the role of human beings in preserving,
conserving, and protecting the environment. It is our aspiration that through this module, you will be able to
practice and nourish life skills that will propel you to become a witnessing gift to care and restore the Earth, our
only home in the entirety of the vast universe!
This module provides you with lectures, experiments, activities/ tasks, and links of websites that can
help you learn more about the given topics and to acquire and practice science concepts, values, attitudes
and skills that are applicable in daily life. You may also deepen and further your learning by reading more
about the topics using any available resource materials in your reach. This module will require you to
accomplish outputs that will be graded and recorded. Outputs shall be done individually. An Answer Sheet
for this module can be printed or manually copied in bond papers or pad papers. The date of submission and
procedure of submission are specified. Please be updated always.
Here is the outline of Module 1: The Earth, a Habitable Place in the Universe
Lesson 1: The Origin of the Universe

Lesson 2: The Origin of the Solar System
Lesson 3: The Earth
Lesson 3.1: Life on Earth
Lesson 3.2: The Earth’s Subsystems
We may not have face to face lessons in the classroom but with all the guidance and directives from the
school, let us help ourselves to continue our education at home. Study well and do the requirements. We hope
that in this uncertain time brought about by the COVID-19 pandemic, we will emerge as TRUE Louisians.
Remember you got the Louisian marks! Be service-oriented, loving and life-giving, self-directed and competent,
and Christ-centered and compassionate.
It is our pleasure to accompany you in your journey as you explore the intricacies of LIFE through
SCIENCE!
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General Instructions for ONLINE Learners
1. How will you access the module?

The module is uploaded in your MS Teams Account. Therefore, open your MS Teams Account to
download the manuscript and answer sheet of the module.
2. How will you answer this module?

After downloading the manuscript, read with understanding every detail of the whole module. Follow all
instructions.
After downloading the Answer Sheet, you will now put your answers there. Still, pay attention to specific
details in each module.
3. How long will each of the module be answered?

Each module clearly states the number of weeks intended for it, some modules for two weeks others for
four weeks. Pay attention to this detail in your module. However, you are strongly encouraged to
strategize and manage your time in answering the module.
The ideal time frame for you to learn and answer may be 4-8 hours per week.
4. When is the deadline of the module?

Each module will be passed depending on the given number of weeks intended.
Due dates/dates of submission are specifically written in each module. It will also be given to you in your
online class and in your class FB group. Be updated always.
5. How will you pass this module?

All required outputs for the First Grading must be uploaded in your MS Teams Account. Pay attention to
specific details stated in the module.
General Instructions for OFFLINE Learners
1. How will you access the module?

Parents/Guardian will come to school to get the soft copy of your module, please bring flash drive or data
storage device.
2. How will you answer this module?

Read with understanding every detail of the whole module. Follow all instructions.
Use the Answer Sheet provided. Still, pay attention to specific details in each module.
If you opt to have your required output in soft copy, save it in flash drive or data storage device.
3. How long will each of the module be answered?

Each module clearly states the number of weeks intended for it, some modules for two weeks others for
four weeks.
Pay attention to this detail in your module. However, you are strongly encouraged to strategize and
manage your time in answering the module.
The ideal time frame for you to learn and answer may be 4-8 hours per week.
4. When is the deadline of the module?

Each module will be passed depending on the given number of weeks intended.
Due dates/dates of submission are specifically written in each module.
5. How will you pass this module?

Your Parents/Guardian will come to school to pass your required outputs. Still, pay attention to specific
details stated in the module.
If you opt to pass your required outputs online send it to the gmail of your science teacher.
blendaignacio@gmail.com (Mrs. Blenda C. Ignacio)
biomharz@gmail.com (Ms. Marnolyn M. Oyaden)
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Parts of the Science Module
Let’s ET our Objectives

This part of the science module states the learning competencies and specific objectives. It gives
you an overview of the content of the module.
Let’s ONCRETIZE our Objectives

This is the part that highlights the focus or content of the module. Here, you will be provided with
specific instructions as to the tasks that are needed to be accomplished and submitted.
Let’s NVESTTIGATE
In this part, you will perform engaging tasks like diagnostic test, games, simulation, pocket labs, etc.
that will hook you and frame your mind into the lesson.
Let’s XPLORE
Here, you will need to read the text carefully and with understanding. This contains the lesson
proper or discussion that will help you understand the science concepts. It will lead you to successfully
complete the science activities, assessments, experiments (simulation activity, virtual laboratory,
interactive activity, pocket laboratory), mini tasks and performance tasks in this module.
Let’s AVIGATE
In this section, you have to answer the questions or accomplish certain tasks like science activities,
assessments, self-check etc. to evaluate the science knowledge, skills, values and attitudes you have
acquired.
ONNECTIONS to Real Life

This part will challenge you to relate the science concepts and principles you learned in the module
into real-life situations. Here, you will perform certain tasks like meaning making, reflections, science
chronicle, creative output, article analysis, diagram analysis, etc. It is in this part where you will realize how
science is linked to our school vision/mission and to our societal goals and objectives.
NRICHING our Lives through Science

Finally, this last part will require you to encapsulate all your learning in the module. You will do your
performance task in various forms. The performance task will highlight the achievement of the learning
competencies prescribed by the Department of Education and of SLSI’s vision/mission.
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Module 1: The Earth, a Habitable Place in the

Universe
At the end of this module, you should be able to:

describe the historical development of theories that explain the origin of the Universe;
compare the different hypotheses explaining the origin of the Solar System;
describe the characteristics of Earth that are necessary to support life; and
explain that the Earth consists of four subsystems, across whose boundaries matter and energy flow.
Time Frame: 4-5 weeks (September 2021-October 2021)

Due Date of accomplished Answer Sheets with required outputs in this module: 1st week of October
Required Outputs: Let’s Navigate, Let’s Connect to Real-life, Let’s Enrich Our Lives Through Science
Grade Component: Written Work and Performance Task
Procedure of Submission:
ONLINE LEARNERS: Upload your accomplished Answer Sheets in MS Teams Assignment tab.
OFFLINE LEARNERS: Submit your accomplished Answer Sheets in school.
Some helpful tips to successfully accomplish this module:

✓ Prepare the manuscript and Answer Sheet of this module. You may print/manually copy the Answer
Sheet and answer using ballpen/pencil or you may answer by encoding in the soft copy of the Answer
Sheet since it is in MS Word format.
✓ You are encouraged to use any available Earth Science book/s as reference/s.
✓ Read with understanding all instructions in each part of the module.
✓ Accomplish all tasks completely.
✓ Go over your answers and refer to the scoring guide before submitting the required outputs.
✓ To submit your Answer Sheets, refer to the General Instructions for Online and Offline Learners on
page 3.
✓ Queries, questions and concerns regarding the lesson or modules will be addressed during online
class and online consultation.
Hello there Louisian! Your first task is to give initial answers to the following Essential Questions
based on your prior readings, information, or knowledge. Compose your answers in 2-3 complete sentences.
OFFLINE LEARNERS: Use your Answer Sheets (soft copy).
ONLINE LEARNERS: Answer via MS Forms or as specified during Online Class.
ESSENTIAL QUESTIONS:
1. What does the past tell about the present?
2. What does it take to be unique?
3. What is the role of science in the search for the truth about the origin of the universe?
4. How is everything connected to everything else?
5. How is life supported on Earth every day?
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Lesson 1: The Origin of the Universe

Science as a systematic body of knowledge plays an important role in explaining natural phenomena or
events within and outside our planet based on gathered evidence. Being curious and questioning about the origin
of the universe, people tried to develop various theories that would answer this question through time. Study the
following theories on the origin of the universe.
1. The Creation Theory The Book of Genesis tells the story of creation. God, a spirit hovering over
an empty, watery void, creates the world through speaking into the
darkness and calling into being light, sky, land, vegetation, and living
creatures over the course of six days. Each day, he pauses to pronounce
his works “good”. On the sixth day, God declares his intention to make
human being in his “own image”, and he creates humankind. He creates
a man out of dust and forms a woman out of the man’s rib. Then, God
places the two people, Adam, and Eve, in the garden of Eden,
encouraging them to procreate and to enjoy the created world fully, and
forbidding them to eat the tree of knowledge of good and evil.
Figure 1: Holy Bible (Hough, 2017)
2. Cyclical or Oscillating Universe
The Rigveda written by Hindus around 15th -12th century describes the (15th Century BCE)
universe as a cyclical or oscillating universe wherein a “cosmic egg” or the
Brahmanda contains the whole universe. These includes the Sun, Moon,
planets, and all of the space. This oscillating universe expands out of a
sing point termed as “ Bindu” and subsequently collapse again.
Figure 2: Cosmic Egg (Hildegard, 2018)

3. Primordial Universe
(5th Century BCE)
The original state of the cosmos was a primordial mixture of all its
ingredients, which existed infinitesimally small fragments. This mixture
was set in motion by the action of “nous” or mind, that whirling motion
caused the ingredients to be separated and producing the cosmos with
different properties.
https://www.physicsoftheuniverse.com/cosmological.html
Figure 3: Anaxagoras (by Lebiedzki)

4. Atomic Universe
The universe was composed of very small, indivisible, and indestructible (5th Century BCE)
building blocks “atom”. All objects in the universe are composed of different
arrangements of these eternal atoms in which they are formed in different
combination of shapes.
5. Stoic Universe
(3rd Century BCE)
Stoic philosophers believed that the universe is like a giant living body,
with its leading part being the stars and the Sun in which all the parts
are interconnected. What happens in one part affects what happens
elsewhere. They also believed that the world was once a pure fire and
would become fire again.
Figure 4: Stoic Philosophers
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6. Aristotelian
Geocentric Universe Universe
Earth is at the center surrounded by celestial spheres of planets and stars and (4th Century BCE)
the four classical elements of fire, air, earth, and water which are acted by two
forces namely the gravity which causes the earth and water to sink, and levity
which cause the air and fire to rise. Aristotle also believed that the universe is
finite in size and exists unchanged and static throughout eternity.
Figure 5: Aristotle and Ptolemy
7. Copernican Theory of Heliocentrism

Universe This theory explains that the Earth is not in the center of the universe
(1543) (Giordano Bruno) and surrounded by celestial objects instead, the Sun is
the center of the universe and the Earth is one planet that revolves around
the sun.
Figure 6: Nicolaus Copernicus (Science History Images)

Described in his “principia” that the universe is a static steady state and 8. Newtonian
infinite universe. Matter on the large scale is uniformly distributed and the Universe
universe is gravitationally balanced but essentially unstable. (1687)
9. Cartesian Vortex According to Descartes, the vacuum of space was not empty at all, but it was
filled with matter that swirled around in a large and small vortex. His model
Universe involved a system of huge swirling whirlpools of fine matter producing what
they termed today as gravitational effects.
Figure 7: Rene Decartes (Kaufman, 2015)
Universe is static, dynamic-stable, neither expanding nor contracting. 10. Einsteinian Universe
This theory was abandoned when in 1929 Edwin Hubble showed that (Early 20th Century)
the universe is NOT static.
Modern theories evolved over time based on these first set of theories. Scientists devised modern ways
of gathering evidence to prove which among these theories would most likely answer our questions about the
origin of the universe. Study the following modern theories.
1. Big Bang Model

of the Universe (1929) Proponent: George Hentri Joseph Edouard Lamaitre
Originated in an infinitely tiny, infinitely dense point or singularity (pure energy)

between 13-14 billion years ago. Matter did not exist in the beginning of time.
There was only pure energy called singularity.
Evidence for the Big Bang Theory

1.Cosmic Microwave Background Radiation (CMB)
CMB is the “after glow” or “leftovers” from the big bang that permeates
(spreads) in all directions of the universe.
2. Redshift of Galaxies
The apparent wavelength lengthens as the galaxy moves away from the
observer.
3. Mixture of Elements
The matter in the universe is about 75% hydrogen & 25% helium. The
abundance of H & He supports a particular process of past atomic creation,
Figure 8: Big Bang where the larger elements are formed from the smaller elements.
(Hedcenscience, 2015)
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2. Oscillating
Universe This oscillating universe followed the general theory of relativity equations of
(1930) the universe with positive curvature that would result the universe to expand
for a time and contract due to the pull of the gravity in the perpetual cycle of
the Big Bang followed by the big crunch in time.
3. Steady State
Universe Proponent: Fred Hoyle, Thomas Gold and Herman Bondi
(1948)
The universe expanded but did not change its density with matter being
inserted into the universe as it expanded to maintain a constant density.
Figure 9: Image by NASA
4. Multiverse Universe
(1983)
Chaotic Inflation Theory
The universe is just one of many “bubbles” that grew as part of the
multiverse.
Figure 10: Multiverse (World Science Festival, 2015)
SELF-CHECK (Lesson 1): Be prepared to answer the short quiz for this lesson.

Lesson 2: The Origin of the Solar System

A model is one of the important tools used by scientist in explaining ideas, object or even process to
describe or explain phenomena that cannot be explained directly. With the use of models, scientists predict what
happens in a particular event such as the origin of the solar system. There are two models that usually compare
the solar system. The geocentric model by Claudius Ptolemy, which states that the Earth is the center of the
solar system, and the heliocentric model by Nicolaus Copernicus, which states that the Sun is the center of the
solar system. But in the eighteenth century, the understanding of how the solar system originated become more
than just descriptive models rather it became increasingly scientific.
These theories that explain the origin of the solar system was built on the idea of angular momentum.
Angular momentum is the quantity of a body, which is the product of its movement of inertia and its angular
velocity. This time, study the following theories on the origin of the solar system.
1. The Great Chain of Origins: Early Hypotheses

Catastrophic Hypotheses
• These hypotheses states that a star passing a sun closely tore
material out of the sun, from which the planets were formed. (no
longer considered)
• These hypotheses also predict that only few stars should have
planets.
Evolutionary Hypotheses
• Ring of materials separate from the spinning cloud, carrying away
angular momentum of the cloud. The cloud contracts further that
forms the sun.
• These hypotheses predict that most stars should have planets.
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2. Encounter Hypothesis
This theory explains the formation of the
solar system wherein a rogue star passes
near to the Sun about 5 million years ago.
With this encounter, hot gases material
tidally stripped from the Sun and the rogue
star that fragmented into lumps which
forms the planets. But these explanations
were not accepted because of two reasons.
First, encounter between stars is extremely
rare. Second, hot gases don’t actually
contract that would result to the formation
of planets; instead, hot gas expands.
With the discrepancies, this theory has the

advantage of explaining why the planets all
revolve in the same direction and provide
explanation why the inner worlds are
denser than the outer worlds.
Origin of the Solar System (uoregon.edu)
Figure 11: Encounter Hypothesis
3. Protoplanet Hypothesis Gerard Kuiper (1905-1973) proposed this model

of the formation of the solar system.
This theory incorporates many of the

components of the nebular hypothesis but adds
some new aspects from modern knowledge of
fluids and states of matter. The nebula is seen as
a dense nucleus, or protosun surrounded by a
thin shell of gaseous matter extending to the
edges of the solar system. The nebula ceased to
rotate uniformly and under the influence of
turbulence and tidal action, broke into whirlpools
of gas called protoplanets within a rotating mass.
In time, the protoplanets condensed to form the
planets. This theory however, does not explain
adequately the chemical and physical
differences of the planets.
This difference in chemical and physical

composition was provided by Harold Urey (1893-
1981). He has given the evidence that the
terrestrial planets were formed at low
temperature less than 2200 F. He proposed the
temperatures were high enough to drive off most
of the lighter substances such as hydrogen and
helium but low enough to allow for the
condensation of heavier substances such as iron
and silica to form the protoplanets. At a distance,
the Jovian planets are prevented from forming
earthly materials due to the frozen methane,
Figure 12: Protoplanet Hypothesis
water, and ammonia.
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4. Nebular Hypothesis
Immanuel Kant (1724-1804) and Pierre- Simon
Laplace (1749-1827) were the first to propose the
earliest theory of how the solar system originated also
known as the Kant-Laplace Nebular Hypothesis.
The solar system was once a cloud of dispersed

materials. Immanuel Kant assumed that these dispersed
materials start moving and colliding because of the
gravitational attractions of the materials in which
chemical forces kept these materials to be bonded
together. Then, some of the aggregates became larger
than the others and grew rapidly, ultimately forming the
planets.
Some 40 years later, Pierre- Simon Laplace put

forward Kant’s model. Laplace began with the sun
already formed and rotating, and its atmosphere
extending beyond the distance at which the farthest
planet would be created. Laplace assumed that the sun
would start to cool and radiate away its heat and in
effect, the sun would contract. This contraction would be
accompanied by an increase in the sun’s rotational
velocity following the law of conservation of angular
momentum. The centrifugal acceleration would push the
material in the sun’s atmosphere outward, while
gravitational attraction would pull it toward the central
mass. When the two force-outward pressure and inward
gravity creates a balance, a ring material would be left
behind in the plane of the sun’s equator. This process
would continue through the formation of several
concentric rings that would eventually form a planet. The
same process also formed the planet’s moon.
The sun and our solar system were formed about

5 billion years ago. The Solar Nebular Hypothesis was
the basis of modern theory of planet formation. Planets
form at the same time from the same cloud as the star.
In addition, the dust disks of stars that we observe today
were the sites of planet formation.
Figure 13: Nebular Hypothesis (Thomson, 2006)
Evidence for ongoing Planet Formation

Many young stars in the Orion Nebula are surrounded by dust disks which might be probable sites of
planet formation right now.
Figure 14: Beta Pectoris Dust Disk Figure 15: Orion Nebula
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Lesson 3: The Earth

In lesson 1 and 2, you were able to grasp information and theories that explain the origin of the universe
and the solar system and how these theories change over time. The expansion and cooling of the universe and
the creation of heavier elements had a significant contribution to the existence of life on Earth as explained in
the Big Bang Theory. As to the origin of the solar system, the Nebular Hypothesis explained that all members of
the solar system started as dust-cloud particles or nebula that combined through the process of accretion that
led to the formation of the planets like our very own Earth.
This time in the succeeding lesson, you will be able to understand the factors or characteristics possessed
by the Earth to sustain life. Carry on Louisian!
Lesson 3.1: Life on Earth

What factors or characteristics make a planet like Earth habitable?
Earth’s Motions and their Effects
The formation of the solar system placed the sun at the center and all the
terrestrial and Jovian planets moving around it. These motions happen
simultaneously – daily rotation and the yearly revolution.
Earth’s rotation is the amount of time (24 hours) that it takes to turn around once on its axis. An axis is an
imaginary line about which a body rotates. Earth’s axis is tilted at 23.5 degrees. The rotation of the Earth comes
from the angular momentum of all the particles that came together to create the Earth 4.6 billion years ago. The
Earth, the sun, and the rest of the solar system were once part of a giant molecular cloud of hydrogen and other
elements. As the cloud collapsed down, the momentum of all particles set the cloud spinning. This is why the
sun spins, and even with the Earth and the moon, all rotate on their axes.
Earth’s revolution is the amount of time (1 solar year) it takes to travel around the sun. As the Earth revolves
around the sun, a flow of energy is received through solar radiation. Biologically, only photosynthetic organisms
are capable of harnessing and converting radiant energy to chemical energy through the process of
photosynthesis. The chemical energy is transferred from one level to the next of the trophic level. Physiologically,
all organisms respond to stimuli. Each organism is equipped with a unique structure such as human skin that
responds to sunlight. Meteorologically, the weather and climate are driven by solar radiation. The heating of the
planet as a result of rotation affects the different biogeochemical cycles such as the hydrologic cycle or water
cycle. The water vapor in the atmosphere causes moisture and cloud to form and precipitation happens.
Moreover, the varying atmospheric pressure exerted by air results in the general circulation of the atmosphere.
This general circulation determines the different ecosystems on Earth. The simultaneous motions of Earth
(rotation and revolution) make it possible to support life. These events are truly amazing!
The solar radiation received by the different places on
Earth is not the same throughout the year. Since the earth is
tilted 23.5 degrees on its axis as it revolves around the sun in
an elliptical orbit, the angle by which light received on Earth
changes. This results to the different seasons. The change in
season is a result of Earth’s changing position around the sun
and is marked by a particular weather pattern and daylight
hours.
Some important factors or characteristics of a planet to be considered habitable and are necessary in
supporting life include the presence of liquid water, heat source, and the existence of an atmosphere. Study and
take note of these important factors or characteristics of a planet that support life. Below is a table that shows
these characteristics.
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Factors Not Enough of the Just Right Too Much of the Situation in the Solar System
Factor Factor
Temperature Low temperatures Life seems At about 125 oC, Surface: Only Earth’s surface is
Influences how cause chemicals limited to a protein and in this temperature range.
quickly atoms to react slowly, temperature carbohydrate
& molecules which interferes range of minus molecules and
move with the reactions 15 oC to 115 oC. genetic material Sub-surface: The interior of the
necessary for life. In this range, (e.g., DNA and solid planets & moons may be in
Also, low liquid water can RNA) start to this temperature range.
temperatures still exist under break apart. Also,
freeze water, certain high temperatures
making liquid conditions. quickly evaporate
water unavailable. water.
Water The chemicals a Water is regularly Too much water Surface: Only Earth’s surface
Dissolves & cell needs for available. Life can is not a problem; has water, though Mars once
transports energy & growth go dormant it is not so toxic had surface water and still has
chemicals are not dissolved between wet that it interferes water ice in its polar ice caps.
within or transported to periods, but, with the chemistry Saturn’s moon, Titan, seems to
and to and the cell. eventually, water of life. be covered with liquid methane.
from a cell needs to be
available. Sub-surface: Mars & some
moons have deposits of
underground ice, which might
melt to produce water. Europa,
has a vast ocean beneath its
outer shell of ice.
Atmosphere Small planets and Earth & Venus are Venus’ Of the solid planets & moons, only
Traps the moons have the right size to atmosphere is Earth, Venus, & Titan have
heat, it shields insufficient gravity hold a sufficient 100x thicker than significant atmospheres. Mars’
the surface to hold an sized atmosphere. Earth’s. It is atmosphere is about 1/100th that
from harmful atmosphere. The Earth’s made almost of Earth’s, too small for significant
radiation, and gas molecules atmosphere is entirely of insulation or shielding.
provides escape to space, about 100 miles
greenhouse
chemicals leaving the planet thick. It keeps the
gasses, making
needed for or moon without surface warm &
the surface too
life, an insulating protects it from
hot for life. The
such as blanket or a radiation &
four giant planets
nitrogen and protective shield. meteorites.
are completely
carbon
made of gas.
dioxide.
Energy When there is too With a steady input Light energy is a Surface: The inner planets get
Organisms little sunlight or too of either light or problem if it too much sunlight for life. The
use light or few of the chemical energy, makes a planet outer planets get too little.
chemical chemicals that cells can run the too hot or if there
energy to run provide energy to chemical reactions are too many
their life cells, such as iron necessary for life. harmful rays, Sub-surface: Most solid planets
processes. or sulfur, such as UV. & moons have energy-rich
organisms die. chemicals.
Nutrients Without chemicals to All solid planets & Too many Surface: Earth has a water
Used to build make proteins & moons have the nutrients are not cycle, an atmosphere, and
and maintain carbohydrates, same general a problem. volcanoes to circulate nutrients.
organisms cannot However, too
an organism’s chemical makeup, Venus, Titan, Io, and Mars have
grow. Planets active circulation
body. so nutrients are nutrients and ways to circulate
without systems to system, such as
deliver nutrients to present. Those with them to organisms.
the constant
its organisms (e.g., a a water cycle or
volcanism on
water cycle or volcanic activity
Jupiter’s moon,
volcanic activity) can transport and Io, or the Sub-surface: Any planet or moon
cannot support life. replenish the churning with sub-surface water or molten
Also, when nutrients chemicals required atmospheres of rock can circulate and replenish
are spread so thin by living organisms. the gas planets, nutrients for organisms.
that they are hard to
interferes with an
obtain, such as on a
organism’s ability
gas planet, life
cannot exist. to
get enough
nutrients.
http://www.mrhyatt.rocks/uploads/6/3/0/5/63053429/factors_that_make_a_planet_habitable.completed.3column.pdf
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Lesson 3.2: The Earth’s Subsystems

How are the different subsystems interrelated?
Earth receives solar energy that radiates by the sun. As a result, the land, air, and water on the surface
of the Earth are in constant heating. Ultimately, these materials affect the living organisms and conversely
biological activities affect these materials. The relationship of living organisms and Earth’s materials creates
interface in which two or more systems meet or interact. Earth, as the only planet that sustains life, is composed
of four basic subsystems or spheres namely the geosphere or lithosphere, hydrosphere, atmosphere, and the
biosphere.
This time, read with understanding the concepts on Earth’s subsystems and explicitly explain how these
subsystems illustrate interaction.
Geosphere/Lithosphere
The Lithosphere contains all of the cold, hard solid land
of the planet's crust (surface), the semi-solid land underneath
the crust, and the liquid land near the center of the planet. The
surface of the lithosphere is very uneven. The solid, semi-solid,
and liquid land of the lithosphere form layers that are physically
and chemically different. The outermost layer of the lithosphere
consists of loose soil rich in nutrients, oxygen, and silicon.
Beneath that layer lies a very thin, solid crust of oxygen and
silicon. Next is a thick, semi-solid mantle of oxygen, silicon, iron,
and magnesium. Below that is a liquid outer core of nickel and
iron. At the center of Earth is a solid inner core of nickel and iron. Figure 16: Earth’s layers
https://gml.noaa.gov/education/info_activities/pdfs/TBI_earth_spheres.pdf
Hydrosphere
The Hydrosphere contains all the solid, liquid, and gaseous water of the planet. It
ranges from 10 to 20 kilometers in thickness. The hydrosphere extends from Earth's
surface downward several kilometers into the lithosphere and upward about 12 kilometers
into the atmosphere. A small portion of the water in the hydrosphere is fresh (non-salty).
This water flows as precipitation from the atmosphere down to Earth's surface, as rivers
and streams along Earth's surface, and as groundwater beneath Earth's surface. Most of
Earth's fresh water, however, is frozen.
Ninety-seven percent of Earth's water is salty. The salty water collects in deep
valleys along Earth's surface. These large collections of salty water are referred to as
oceans. The image above depicts the different temperatures one would find on oceans'
surfaces. Water near the poles is very cold while water near the equator is very warm.
The differences in temperature cause water to change physical states. Extremely low
temperatures like those found at the poles cause water to freeze into a solid such as a
polar icecap, a glacier, or an iceberg. Extremely high temperatures like those found at the
equator cause water to evaporate into a gas.
Atmosphere
This subsystem is composed of a mixture of gases that surrounds
the planet. The Earth’s atmosphere is generally composed of 78%
nitrogen, 21% oxygen, 0.9% argon, and the other remaining 0.10% is
made up of different trace gases.
Without Earth's atmosphere, the life you know would be

impossible. Surface temperatures would be very cold. There would be a
hostile environment for most life forms. Large meteoroids may bombard
the planet in greater frequency and sunsets would never have brilliant
colors. Most living creatures interact with the atmosphere for their
metabolism, reproduction, and migration. And the gases that make up
the atmosphere are essential to life. It supplies most of the oxygen
needed by animals for respiration and the carbon dioxide necessary for
photosynthesis. Many food chains depend largely on the photosynthetic
capabilities of producers.
Page 14 of 17
The atmosphere does not only provide the necessary gases to

sustain life, but it also keeps the temperature warm enough for life to
continue. In fact, without the atmosphere, Earth's average temperature
may be as low as -18°C. The atmosphere transports energy and water
over the face of the Earth, makes possible the weathering of rocks, and
contributes to the soil formation. It also shields you from the harmful
ultraviolet radiation with its ozone layer and the bombardment of
meteoroids, asteroids, and other objects from outer space. As an
insulator, it prevents extreme temperature fluctuations. The presence of
the atmosphere has made the surface temperature of Earth 33°C warmer
than the moon.
Figure 17: Layers of the Atmosphere

(Image from pinterest)
Biosphere
The Biosphere contains all the planet's living things. This sphere
includes all the microorganisms, plants, and animals of Earth. Within the
biosphere, living things form ecological communities based on the physical
surroundings of an area. These communities are referred to as biomes.
Deserts, grasslands, and tropical rainforests are three of the many types of
biomes that exist within the biosphere.
How do the four subsystem or spheres of the Earth affect each other?
Study the diagram below.
The sun radiates solar energy on the Earth’s surface. As a result, the
land, air, and surface water are constantly heated. These materials
which are considered nonliving things ultimately affect living organisms
and conversely, biological processes continuously happen as a result of
the interaction between living and nonliving things. The subsystems or
spheres of the Earth are linked with each other through the different
biogeochemical cycles that involve biological, geological, and
chemical factors.
Biogeochemical Cycle is defined as the flow of chemicals and

compounds between living organisms and the physical environment.
Chemicals absorbed or ingested by organisms are passed through the
food chain and returned to the soil, air, water by such mechanisms as
respiration, excretion, and decomposition. As an element moves
through this cycle, it often forms compounds with other elements as a
result of metabolic processes in living tissues and natural reactions in
the atmosphere, hydrosphere, or lithosphere. Other examples of
biogeochemical cycles are the carbon cycle, nitrogen cycle, etc.
https://www.dictionary.com/browse/biogeochemical-cycle
The Hydrologic Cycle or Water Cycle is an example of a

biogeochemical cycle that would best explain how the four subsystems or
spheres of the Earth are linked with each other. Water (hydrosphere) from
the ground is absorbed by the plants (biosphere) through the process of
osmosis and then released into the atmosphere through transpiration.
Water vapor in the atmosphere eventually falls as precipitation where
portion of it is absorbed by the rocks (lithosphere) and become part of the
underground water.

Page 15 of 17
At this point you are now done exploring the different theories that explain the origin of the universe and
the solar system as well as the characteristics of a habitable planet. You are now ready to work on your own and
apply your learning. Answer the PRACTICE QUIZ to prepare you for the SUMMATIVE ASSESSMENT. The
Summative Assessment is recorded as Written Output component of your grade. Goodluck!
OFFLINE LEARNERS: Use your Answer Sheets Use your Answer Sheets (soft copy).
Great! You can proceed now to the next part of this module. This time you are expected to relate all your
learning in this module to real-life. Carry on Louisians!
EARTH’S SUBSYTEMS INTERACTIONS

What other biogeochemical cycles are you familiar with? How do the four subsystems of the Earth
affect each other in these biogeochemical cycles?
MINI-PERFOMANCE TASK: Choose one biogeochemical cycle below and explain how the four
subsystems or spheres of the earth interact in the cycle. You may research online or use a reference
book. A template is provided on your Answer Sheet. You may modify it as long as the required parts must
be intact. Carry on Louisian!
Oxygen cycle Carbon cycle

Nitrogen cycle Phosphorus cycle
Sulfur cycle Rock cycle
Scoring Guide: Content/Focus: ____/10 Organization: ____/5 Mechanics: ____/5 Total: ____/20
OFFLINE LEARNERS and ONLINE LEARNERS: Use your Answer Sheets (soft copy).
You are now ready to accomplish your Performance Task in this module. Read with understanding the
performance task scenario below. Then, create a meaningful and relevant output by following the given
guidelines. Also, refer to the analytic rubric to help you achieve the criteria.
“State of the Environment Report”

The Earth’s Subsystems are interconnected to each other. If one subsystem is not balanced, the other
subsystems will be affected. Reflect for a moment on all the environmental issues and problems that we are
encountering that led to the destruction of most of our natural resources. In this light, here is the scenario of your
performance task:
You are an earth scientist (geologist, meteorologist, hydrologist, biologist) who was tasked by your city
mayor to study the state of your local environment and make a comprehensive report on it. Likewise, you were
asked to propose a wise action-plan that will be executed by the populace to reduce environmental damages or
destruction due to these environmental problems. You were tasked to do this since your community suffered
much loss caused by garbage pollution last year. Your comprehensive report and action-plan will be evaluated
by the city mayor and your local NDRRMC in terms of content and focus, details and evidence, organization and
clarity, and mechanics of writing.
EXPECTED OUTPUT: Report of your local community’s environmental issues/problems and action-
plan/solution of the problem (Refer to the template on your Answer Sheet.)
Page 16 of 17
CRITERIA FOR GRADING: Your output will be rated based on the analytic rubric below.
CRITERIA Outstanding (5) Satisfactory (4) Developing (2) Beginning (1)

Content and 1. Clearly stated topic 1. Clearly stated 1. Topic is clearly 1. Topic is not
Focus related to topic related to stated clearly stated
environmental environmental 2. Topic related to 2. Not focused on
issues/problems and issues/problems environmental topic
their solutions and their solutions issues/problems 3. Topic not
and their thoroughly explored
2. Focus on topic or its 2. Focus on topic
solutions
extensions maintained maintained or extended
3. Focus on topic
3. Topic explored and 3. Topic explored maintained
extended thoroughly
4. Evidence of novel ideas
or higher-order thinking
1. Abundant, unique details1. Abundant details 1. Some details 1. 1. Very few and
Details and and evidence and evidence and evidence limited details and
2. Necessary facts and 2. All necessary 2. Most necessary evidence
Evidence
details included and facts and details facts and details 2. 2. Very few and
elaborated included included limited facts and
3. Details and evidence Details and 3. Details and details
support, elaborate, and evidence support evidence related 3.Very few and
extend topic or elaborate the directly to topic limited supporting
topic evidence to
elaborate or extend
topic
Organization 1.Organization focused on 1. Organization 1. Organization 1. Not logical, no
and Clarity topic, main ideas, and any focused on topic focused on topic organization 2. No
extensions of ideas and main ideas 2. Some sense of sense of
2.Beginning, middle, end, 2. Beginning, style on impartial style in writing
and transitions 3. Format middle, end news article
apparent 3. sense of
format.
Mechanics Contains no errors in Contains few Contains errors in Contains many
of writing grammar, usage, or errors in grammar, usage, errors in grammar,
mechanics (unless used grammar, and mechanics usage, and
for artistic purposes) usage, or interfere with mechanics; errors
mechanics reading block reading
(unless used for
artistic
purposes)
Congratulations! You have finished Module 1! Continue to be a loving steward of the Earth…a
witnessing gift who restores our common home!
“This beautiful Earth that we have, this gift that the Universe has given us is precious beyond
measure, precious beyond imagination, and we are part of it, and we must treat it with love, respect,
and reverence” _Graham Hancock
------------------------------------------------------- End of Module 1-------------------------------------------------------------
References:
Olivar II, Jose.2016. Exploring Life Through Science, Quezon City: Phoenix Publishing House. Inc.
https://www.scholastic.com/teachers/articles/teaching-content/all-about-astronauts/
https://www.sparknotes.com/lit/oldtestament/section1/
http://abyss.uoregon.edu/~js/ast121/lectures/lec23.html
https://solarsystem.nasa.gov/planets/earth/overview/
Images:
Leucippus and Democritus
https://philosophymatiaspicone.wordpress.com/2018/04/13/greek-philosophers/
Figure 4. Stoic Philosophers
Page 17 of 17
https://dailystoic.com/what-is-stoicism-a-definition-3-stoic-exercises-to-get-you-started/
Figure 11. Encounter Hypothesis
Figure 12. Protoplanet Hypothesis
Figure 13. Nebular Hypothesis
Figure 16. Layers of the earth:
https://openpress.usask.ca/physicalgeology/chapter/3-1-earths-layers-crust-mantle-and-core-2/
Figure 17. Layers of the atmosphere:
https://br.pinterest.com/pin/116741815327598098/
Earth Science
https://sites.google.com/a/venturaedu.org/mr-jaquette-s-earth-science-class/earth-science-related-pages/earth-sc
10. E
9. H
8. J
7. A
6. C
5. I
4. G
3. K
2. F
1. B
Matching Type
5. at the center
Philosophers
4. Stoic
Universe)
(Atomic
Democritus
3. Leucippus &
Universe)
(Primordial
2. Anaxagoras
1. True
True or False
Key Answer:

Earth Science Module 1: The Earth, A Habitable Place in The Universe

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Page 1 of 17

Message to the Learners

Lesson 1: The Origin of the Universe

General Instructions for ONLINE Learners

1. How will you access the module?

2. How will you answer this module?

3. How long will each of the module be answered?

4. When is the deadline of the module?

5. How will you pass this module?

General Instructions for OFFLINE Learners

1. How will you access the module?

2. How will you answer this module?

3. How long will each of the module be answered?

4. When is the deadline of the module?

5. How will you pass this module?

Parts of the Science Module

Let’s ET our Objectives

Let’s ONCRETIZE our Objectives

ONNECTIONS to Real Life

NRICHING our Lives through Science

Module 1: The Earth, a Habitable Place in the

At the end of this module, you should be able to:

Time Frame: 4-5 weeks (September 2021-October 2021)

Some helpful tips to successfully accomplish this module:

Lesson 1: The Origin of the Universe

Figure 2: Cosmic Egg (Hildegard, 2018)

Figure 3: Anaxagoras (by Lebiedzki)

Figure 4: Stoic Philosophers

Figure 5: Aristotle and Ptolemy

7. Copernican Theory of Heliocentrism

Figure 6: Nicolaus Copernicus (Science History Images)

1. Big Bang Model

Originated in an infinitely tiny, infinitely dense point or singularity (pure energy)

Evidence for the Big Bang Theory

Figure 9: Image by NASA

Figure 10: Multiverse (World Science Festival, 2015)

OFFLINE LEARNERS: Use your Answer Sheets (soft copy).

Lesson 2: The Origin of the Solar System

1. The Great Chain of Origins: Early Hypotheses

With the discrepancies, this theory has the

Origin of the Solar System (uoregon.edu)

Figure 11: Encounter Hypothesis

3. Protoplanet Hypothesis Gerard Kuiper (1905-1973) proposed this model

This theory incorporates many of the

This difference in chemical and physical

The solar system was once a cloud of dispersed

Some 40 years later, Pierre- Simon Laplace put

The sun and our solar system were formed about

Figure 13: Nebular Hypothesis (Thomson, 2006)

Evidence for ongoing Planet Formation

OFFLINE LEARNERS: Use your Answer Sheets (soft copy).

Lesson 3: The Earth

Lesson 3.1: Life on Earth

Earth’s Motions and their Effects

Lesson 3.2: The Earth’s Subsystems

Without Earth's atmosphere, the life you know would be

The atmosphere does not only provide the necessary gases to

Figure 17: Layers of the Atmosphere

Biogeochemical Cycle is defined as the flow of chemicals and

The Hydrologic Cycle or Water Cycle is an example of a

OFFLINE LEARNERS: Use your Answer Sheets (soft copy).

EARTH’S SUBSYTEMS INTERACTIONS