Earth and Life Science

Senior High School
Earth and Life Science

Module 9:
The Concept of Life
AIRs - LM
LU_Earth and Life Science_Module9

EARTH AND LIFE SCIENCE
Module 9: The Concept of Life
Second Edition, 2021
Copyright © 2021
La Union Schools Division
Region I
All rights reserved. No part of this module may be reproduced in any form without written
permission from the copyright owners.
Development Team of the Module
Author: Grace L. Bejar

Editor: SDO La Union, Learning Resource Quality Assurance Team
Content Reviewer: Elsie Mayo
Language Reviewer: Madonna Grace Dacquel
Illustrator: Ernesto F. Ramos Jr.
Layout and Design: Carmela M. Velasco
Management Team:
ATTY. Donato D. Balderas Jr., Schools Division Superintendent

Vivian Luz S. Pagatpatan, PhD, Assistant Schools Division Superintendent
German E. Flora, PhD, CID Chief
Virgilio C. Boado, PhD, EPS in Charge of LRMS
Rominel S. Sobremonte, EdD, EPS in Charge of Science
Michael Jason D. Morales, PDO II
Claire P. Toluyen, Librarian II
Printed in the Philippines by: _________________________
Department of Education – SDO La Union
Office Address: Flores St. Catbangen, San Fernando City, La Union

Telefax: 072 – 205 – 0046
Email Address: launion@deped.gov.ph

Senior High School
Earth and Life Science

Module 9:
The Concept of Life

Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear
learners, can continue your studies and learn while at home. Activities,
questions, directions, exercises, and discussions are carefully stated for you
to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you
step-by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in

each SLM. This will tell you if you need to proceed with completing this module
or if you need to ask your facilitator or your teacher’s assistance for a better
understanding of the lesson. At the end of each module, you need to answer
the post-test to self-check your learning. Answer keys are provided for each
activity and test. We trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are
also provided to our facilitators and parents for strategies and reminders on
how they can best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on
any part of this SLM. Use a separate sheet of paper in answering the exercises
and tests. And read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in

answering the tasks in this module, do not hesitate to consult your teacher
or facilitator.
Thank you.

Target
We are part and we live in a vast universe that we have only begun to explore.
Up to now, we know of only one planet – Earth – that has life and has liquid water.
In addition, the similarities of biochemical, metabolic, and genetic make-up among
Earth’s species imply that all evolved from a common ancestor that lived billion years
ago.
This module will focus on historical development of the concept of life. It will
provide you with information and activities that will help you understand and
appreciate the essence of life.
After going through this module, you are expected to:
Explain the evolving concept of life based on emerging pieces of evidence

(S11/12ES-IIa-1)
Learning Objectives:
a. discuss theories, experiments and evidences about the concept of life;

b. describe the conditions of early Earth that enabled the first life forms to
evolve; and
c. differentiate eukaryotes from prokaryotes
1
Pretest
Direction: Read each item carefully. Write the letter of the correct answer.
1. Which of the following supports the idea that frogs originated from mud?
A. Biogenesis B. Panspermia
C. Special creation D. Spontaneous generation
2. Which of the following contain the remains of tiny plants and animals?
A. Artifacts B. Fossils
C. Organelles D. Sediments
3. What is the idea that life arises from preexisting life?
A. Biogenesis B. Panspermia
4. The theory of special creation is the oldest hypothesis about the origin of life.
According to this theory, life came from which of the following?
A. Nonliving matter B. Meteor
C. Preexisting life D. Supernatural power
5. Which theory supports the Oparin-Haldane hypothesis that states that
complex biological compounds were randomly assembled by chance in an
organic broth on Earth’s early surface?
A. Biogenesis theory B. Pasteur’s experiment
C. Primordial soup theory D. Theory of special creation
6. What is the best definition of panspermia?
A. It is an idea that life arises outside Earth.
B. It is an idea that life arises from a divine being.
C. It is an idea that life arises from preexisting life.
D. It is an idea that life arises from nonliving material.
7. Which is true about prokaryotes and eukaryotes?
A. Prokaryotic cells are larger than eukaryotic cells.
B. Eukaryotic cells are generally larger than prokaryotic cells.
C. Prokaryotes have a nucleus while eukaryotes have no nucleus.
D. The earliest life forms were eukaryotes, which were followed by
prokaryotes.
8. The goal of following experiments the is to disprove spontaneous generation.
Which of the following DOES NOT belong to the group?
A. Needham’s experiment B. Pasteur’s experiment
C. Redi’s experiment D. Spallanzani’s experiment
9. What statement is relevant to spontaneous generation?
A. God created the universe B. Life emerged from a meteor
C. Maggots came from decaying meat D. New star fish from a broken limb
10. What would happen to Earth’s early atmosphere when photosynthetic
organisms emerged?
A. No changes B. Ozone layer was not formed
C. Increase in atmospheric oxygen D. Decrease in atmospheric oxygen
2
Lesson
The Concept of Life
1
Jumpstart
Activity 1: Picture Analysis
Direction: Study the picture. It shows a timeline of the history of life on Earth.
Give three (3) observations about the picture.
Figure 1. Timeline of the history of life

Source: https://lh3.googleusercontent.com
Observations:
1. ___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
Think about the first life forms on Earth. Many theories about the origin of life
have emerged. Cite at least one theory that you know and explain it briefly.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3
Discover
Beliefs about the Origin of Life
Biology means the study of life. It is derived from two Greek words, bios
meaning “life” and logos meaning “reason or study”. Many centuries ago, people were
puzzled and inquisitive about how life originated on Earth. Planet Earth began to
exist about 4.6 billion years ago. The geologic evidence about the composition of
Earth’s early atmosphere suggests that planet Earth started out with little or no
oxygen. In addition, Earth’s surface was molten rock at first, so all water was in the
form of vapor. Around 4.3 billion years ago, evidence from ancient rocks indicates
that Earth had cooled enough for water to pool on its surface. As believed by many
scientists, the existence of life started from the moment the Earth’s environment
became stable to support life. For billions of years now, life is believed to have existed
on Earth. Scientists do not precisely know when did life begin on planet Earth.
However, they were able to trace how life had emerged and evolved using some pieces
of evidence.
Theory of Special Creation

The oldest hypothesis that life originated from a divine being is the most
widely-accepted belief on how life began. It is also known as divine creation. All life
forms and everything in the universe are believed to have been created by a
supernatural power rather than by naturalistic means. The belief that life arose from
nothing but the power of divine being is called creationism. According to creationists,
everything was made by a god in a six-day period.
Theory of Spontaneous Generation

The theory of spontaneous generation, or abiogenesis, was the primary belief
about the origin of life proposed by Aristotle in the fourth century until the
seventeenth century. Spontaneous generation is the idea that life could appear from
a nonliving material, such as flies could grow from cattle manure, maggots from
rotten meat, and fish from mud.
Biogenesis Theory
Scientists challenged the spontaneous generation and began to explore an
opposing idea known as biogenesis. Biogenesis is the belief that life originates from
preexisting life, such as maggots from eggs of flies, ducklings hatched from eggs of
ducks, and new plants grown from seeds. This theory states that living things can
only be produced by another living thing, and not by a nonliving thing. Several
experiments have been conducted since then to prove these contradicting ideas to
know how life came about.
4
Redi’s Experiment
Francesco Redi, an Italian physician, conducted an experiment that
questioned the idea of spontaneous generation in 1668. His experiment involved
using maggots that arose in decaying meat to disprove spontaneous generation. He
performed the experiment using two sets of identical jars, one with a gauze covering
and the other without. Redi observed that flies were attracted to both jars, but only
settled on the meat in the open jar because the gauze prevented them from hovering
over the meat onto the other jar. After several days, maggots arose from eggs laid by
flies on the decaying meat, but not in the flesh in the covered jar. He claimed that
life emerged from living matter, such as maggots from eggs, not from spontaneous
generation in the meat.
Figure 2. Redi’s experiment to disprove the theory of spontaneous generation

Source: https://microbenotes.com/experiments-in-support-and-against-
spontaneous-generation/
Needham’s Experiment
John Needham, an English priest, challenged Redi’s experiment in 1748. It
was widespread known at that time that boiling could kill microorganisms. His
experiment tested whether or not microorganisms can appear spontaneously after
boiling. He placed and heated a solution of boiled mutton broth in a container. The
flask was then sealed with corks to keep anything from the environment from
entering and causing life to grow. Several days later, he noticed that the broth turned
cloudy and full of microbes. Needham concluded that life in the broth was caused by
spontaneous generation. In actuality, he did not heat it long enough to kill the
microorganisms in the broth.
Figure 3. Needham’s experiment to prove the theory of spontaneous generation

Source: https://slideplayer.com/slide/7108713/
5
Spallanzani’s Experiment
Lazzaro Spallanzani, an Italian scientist, challenged Needham’s experiment in

1767. Spallanzani boiled a broth containing meat and vegetables placed in clean
glass containers. Although both containers were boiled, one setup was not sealed,
enabling air to enter the flask. After several days, the open flask was filled with a
colony of microorganisms, but the sealed container remained sterile. He concluded
that life arose from something that entered the open flask and was responsible for
life to grow. The results were not totally accepted by the supporters and believers of
abiogenesis who even stated that Spallanzani excluded air from his sealed flasks,
which they believed was needed for spontaneous generation to occur.
Figure 4. Spallanzani’s experiment disproving the theory of spontaneous generation

Source: https://scialbedo.wordpress.com/2017/06/18/origin-of-life-some-
theories/
6
Pasteur’s Experiment
In 1861, Louis Pasteur conducted an experiment that convinced most

scientists that spontaneous generation could not occur. Pasteur designed an
experiment to test the idea that a vital element from air was essential for life to exist.
In flasks with long neck, he boiled sugar solution with yeasts. The flasks were left
open to allow the vital element in air to enter, but no organisms developed in the
mixture. It was because the microorganism settled on the bottom of the curved neck
of the flask and could not reach the mixture. He also cut the neck of the flask and
within two days, the solution was teeming with microorganisms because airborne
microorganisms could easily enter the flask. This experiment supported the theory
of biogenesis and disproved spontaneous generation. This evidence suggests that
new bacteria appear only when they are produced by existing bacteria.
Source: https://courses.lumenlearning.com
Figure 5. The Pasteurization Process
7
(a) French Louis Pasteur, who definitively refuted long-disputed theory
of spontaneous generation.
(b) The unique swan-neck feature of the flasks used in Pasteur’s experiment
allowed air to enter the flask but prevented the entry of bacterial and
fungal spores.
(c) Pasteur’s experiment consisted of two parts. In the first part, the broth in
the flask was boiled to sterilize it. When this broth was cooled, it remained
free of contamination. In the second part of the experiment, the flask was
boiled and then the neck was broken off. The broth in this flask became
contaminated.
Primordial Soup Theory

This was proposed by Alexander Oparin and John Haldane. According to this
theory, life started in a primordial soup of organic molecules. This hypothesis deals
with the primordial soup that complex biological compounds were randomly
assembled by chance in an organic broth on Earth’s early surface. Some form of
energy from lightning and chemicals from the atmosphere combined to make amino
acids, the building blocks of protein.
Miller-Urey Experiment
In this experiment, Stanley Miller and Harold Urey verified the primordial soup
theory by simulating the formation of organic molecules on the early Earth. In 1953,
they tested the hypothesis that lightning supplied the energy needed to turn
atmospheric gases into organic molecules such as amino acids. To simulate this
process, they filled a reaction chamber with methane, ammonia, and hydrogen gas,
zapped it with sparks from electrodes. Within a week, a variety of organic molecules
formed, including amino acids that are common to living things. It was a chemical
experiment designed to test if conditions present on Earth during its early days were
proper to produce biochemicals like amino acids. The apparatus in this experiment
was used to mimic Earth’s early conditions.
Source: https://zackfactsarchive.weebly.com
Figure 6. The Miller-Urey experiment
8
Panspermia
Svante Arrhenius, a Swedish scientist, popularized the idea that life arose
outside Earth and life that forms were transported from another planet to seed life
on Earth. Panspermia supports the idea that a meteor or cosmic dust may have
carried to Earth significant amounts of organic molecules, which started the
evolution of life. A meteorite found in Antarctica in 1966 suggested that it had been
ejected from Mars possibly as a result of a collision with an asteroid. The meteorite
contained presence of complex organic molecules and small globules that resemble
those found on Earth.
Despite the influx of data and information, the question about how life began
on Earth remained unresolved and unanswered because there is no account about
what happened 4.5 billion years ago.
Early Forms of Life
About 3.5 billion years ago, the first form of life is believed to have appeared.
The first evidence of life is found and seen in microfossils (microscopic fossils). These
are fossils that contain the remains of tiny plants and animals. These are very small
and can be measured in millimeters. Some could only be identified under a
microscope.
The oldest fossils yet known were estimated 3.7 billion years old. These
remains of ancient microbes were found in Greenland after they were exposed by
melting ice – something that may become more common as the planet warms. The
fossils are known as stromatolites and are the evidence of ancient water-based
bacterial colonies, which cemented sediments together into distinctive layers with
carbonate. Before this new discover, the oldest known fossils were 3.48-billion-year-
old stromatolites found in Western Australia (Howard, 2016).
Some of the remains of organisms do not have a nucleus so they were called
as prokaryotes, such as bacteria and archaea. Prokaryotes are small, consist entirely
of single cells, have little internal structure, and are known to be the earliest forms
of life. They have endured and survived the extreme conditions of the early
environment. They started to produce and make their own food by utilizing the
carbon dioxide in the atmosphere and the energy from the sun. Many types of
bacteria carry out photosynthesis, but only one group, the cyanobacteria, do so by
an oxygen-producing pathway. These are the photosynthetic organisms. The process
of photosynthesis produced more oxygen that modified and changed the Earth’s early
atmosphere. This change in the atmosphere has allowed oxygen-breathing organisms
to exist. The first photosynthetic organisms to form are the cyanobacteria (also
known as blue-green algae). Cyanobacteria are not actually algae, they are
prokaryotic life forms which are normally present in bodies of water. Their
microfossils are among the easiest to identify.
9
Source: https://www.earthlife.net/wp-content/uploads/cyanobacteria.jpg
Figure 7. Cyanobacteria
Eukaryotes include all complex life on Earth, including every animal, plant,
fungus and alga. Their cells are large, structured, and filled with many internal
compartments. These include the nucleus, where DNA is stored, and the
mitochondria, which act as tiny powerhouses, and other organelles. The first
eukaryotes were protists, and the oldest eukaryotic fossils are a type of red algae.
Source: http://ecflora.cavehill.uwi.edu
Figure 8. Fossils of Red Algae (Bangiomorpha pubescens) that lived 1.2 billion years
ago. Protists such as these algae were the earliest eukaryotes.
10
Explore
Enrichment Activity 1: Arrange and Define Me!
Direction: Arrange the jumbled letters and describe each term. Write your
answer on a separate sheet of paper.
M O F I S I C R O L S S
1. ______________________
___________________________________________________________________________
___________________________________________________________________________
E K U R A Y T O E S
2. ______________________
___________________________________________________________________________
___________________________________________________________________________
P T O H S Y O H T E N I S S
3. ______________________
___________________________________________________________________________
___________________________________________________________________________
P Y O R A K T R E O S
4. ______________________
___________________________________________________________________________
___________________________________________________________________________
L I O U S P S A E U T R
5. ______________________
___________________________________________________________________________
___________________________________________________________________________
11
Enrichment Activity 2: Classify Me!
Direction: Study and analyze Table 1 (Comparison of the Five Kingdoms). Determine
the kingdom and cell type of organisms on each item. Supply the needed
information.
Table 1. Comparison of Five Kingdoms

Source: http://www.biologyreference.com
Organisms Kingdom Type of Cell

(Monera, Protista, (Prokaryotic or
Plantae, Fungi, or Eukaryotic cell)
Animalia)
1. Amphibians
2. Bread mold
3. Cyanobacteria
4. Dinoflagellates
5. E. coli (Escherichia coli)
6. Mammals
7. Red algae
8.Ringworm causing tinea

pedis or athlete’s foot
9. Succulent (cactus)
10. Venus fly trap
12
Enrichment Activity 3: Double Match
Direction: Write the letter of the correct answer. Match Column B with
Column A. Match the descriptions in Column B with the theories
or beliefs in Column A.
Then, match Column B with Column C. Match the descriptions in

Column B with the proponents in Column C.
A B C
Theories Descriptions Proponents
A. Life arose outside the
Biogenesis planet Earth John
Theory 1. ____ ____ 1. Needham
B. Used meat, flies and
Miller-Urey maggots in his
Experiment 2. ____ experiment ____ 2. Aristotle
C. He proved the theory of
Needham’s spontaneous generation
Experiment 3. ____ in his experiment ____ 3. Creationists
D. Life could appear from
nonliving material Francesco
Panspermia 4. ____ ____ 4. Redi
E. He disproved Needham’s
experiment by boiling two
containers with broth –
open container (turned Alexander
Pasteur’s contaminated) and the Oparin and
Experiment 5. ____ sealed (remained sterile) ____ 5. John Haldane
F. Refuted the theory of
spontaneous generation
Primordial Soup by using broth in swan-
Theory 6. ____ neck flask ____ 6. Harold Urey
G. Life came from other
Redi’s living things Lazzaro
Experiment 7. ____ ____ 7. Spallanzani
H. Life started in a
primitive soup of organic
Spallanzani’s molecules
Experiment 8. ____ ____ 8. Louis Pasteur
I. Life arose from the power
Theory of of a divine being
Special Creation 9. ____ ____ 9. Stanley Miller
J. The experiment verified
Theory of the primordial soup
Spontaneous theory and mimicked Svante
Generation 10. ____ Earth’s early conditions. ____ 10. Arrhenius
13
Enrichment Activity 4: ABIOGENESIS OR BIOGENESIS
Direction: Determine the theory for each number. If the idea supports the theory of
spontaneous generation, write ABIOGENESIS. Write BIOGENESIS if the
idea supports the biogenesis theory.
______________ 1. Head lice could grow from sweat

______________ 2. Propagation of orchids through cutting
______________ 3. Maggots originated from eggs laid by flies
______________ 4. Mouse came from wheat or cheese stored in a dark place
______________ 5. A broken or damaged limb of a starfish generated a new star fish
Enrichment Activity 5: Give Me Life!
Direction: Use the word LIFE as an acronym. Using each letter, construct a phrase
or sentence that is related to the lesson.
Deepen
Prepare the needed materials. Follow the instructions and perform the
experiment. Document your findings, observations and conclusions. Take pictures,
send to the subject teacher via e-mail or Messenger, or print and submit.
What you need

3 slices of fresh meat or fruits stockings or clean gauze
3 clear containers or jars rubber bands
What you have to do

1. Wash, clean and dry the three clear containers or jars.
2. Put a slice of fresh meat or fruit at the bottom of the three jars or containers.
3. Label the first container Jar A. Keep this jar open and put it in a place where it
will be exposed to flies.
4. Label the second container Jar B. Cover this jar with clean gauze or stockings,
secure it using a rubber band. Leave it beside Jar A.
5. Label the third container Jar C. Tightly put the cap to secure the covering of the
jar. Seal it properly. Put this jar in clean, dry place.
6. Observe the meat or fruit on each jar. Note the appearance of maggots after
several days.
7. Record your findings and observations.
14
Observations:
Day 4 Jar A Jar B Jar C
Color
Smell
Growth of maggots
Growth of fungi
Day 10 Jar A Jar B Jar C
Color
Smell
Growth of
maggots
Growth of fungi
Conclusions:
__________________________________________________________________________________
__________________________________________________________________________________
Guide questions:
1. Among the theories about the origin of life, what belief or idea have you
confirmed or proven to be correct? Explain.
___________________________________________________________________________
2. Did you observe growth of fungi in all jars after several days?
What is the reason for the presence of fungi after several days of the
experiment?
___________________________________________________________________________
Pictures:
Day 4 Day 10
15
Gauge
Directions: Read and analyze each item. Write the letter of the correct answer in
your answer sheet.
1. The first form of life is believed to have appeared some billion years ago. When
did the early forms of life exist?
A. 2.5 billion years old B. 3.48 billion years old
C. 3.7 billion years old D. 3.9 billion years old
2. Photosynthesis has brought changes on the early Earth’s environment. Which
of the following is the first photosynthetic organism to form?
A. Algae B. Cyanobacteria
C. Fungi D. Virus
3. There are evidences that life has evolved billion years ago. Where is the first
form of life seen?
A. Layers of rocks B. Microfossils
C. Oceanic crusts D. Sediments
4. Who among the following proponents verified the primordial soup theory by
simulating the formation of organic molecules on the early Earth?
I. Haldane II. Miller
III. Oparin IV. Urey
A. I and II B. I and III
C. II and III D. II and IV
5. What is the idea that life arose outside the Earth?
A. Panspermia B. Primordial Soup Theory
6. Which of the following is NOT true about prokaryotes?
A. They do not have nucleus.
B. They survive in extreme conditions.
C. They are not capable of making their own food.
D. They are simple in structure, small, and unicellular.
7. What is the best statement that supports the theory of special creation?
A. It is an idea that life arises outside Earth.
B. It is an idea that life arises from preexisting life.
C. It is an idea that life arises from nonliving material.
D. It is an idea that life arises through the power of a divine being.
8. Who among the following scientists is credited for definitively refuting the
theory of spontaneous generation using broth in swan-neck flask?
A. Aristotle B. Lazzaro Spallanzani
C. Louis Pasteur D. Svante Arrhenius
9. Which of the following is true about cyanobacteria?
A. They produce oxygen.
B. They have eukaryotic cells.
C. They fall under kingdom Protista.
D. They have nucleus-like structure.
16
10. In Pasteur’s experiment, a flask with a curved but open neck prevented
microorganisms from entering. What would be the result when the neck of the
flask was broken?
A. No microbial growth.
B. The broth will remain sterile.
C. The microorganisms will reach the sterile broth and microbial
growth occurs.
D. The microorganisms will not reach the sterile broth, but microbial
growth will still happen.
11. How did Miller and Urey verify the primordial soup theory?
A. In their experiment, they used meat, flies and maggots.
B. In their experiment, they used flasks and boiled a broth.
C.They validated the theory by using chemicals from atmosphere and
energy from lightning to form amino acids.
D. They confined methane, ammonia, and hydrogen gas in a closed
system and applied continuous electrical sparks.
12. The following statements are true about the evolving concept of life. Which
statement is INCORRECT?
A. The earliest forms of life were the prokaryotes.
B. Multicellular organisms evolved from unicellular eukaryotes.
C. Organisms change over time as a result of adaptation for survival.
D. The photosynthetic organisms decreased the amount of oxygen in
the atmosphere.
13. Which of the following processes brought changes in the early atmosphere?
A. Earthquake B. Photosynthesis
C. Volcanic eruption D. Weathering
14. Select all the organisms with eukaryotic cells.
I. Cyanobacteria II. Grasses
III. Mammals IV. Yeasts
A. I, II B. III, IV
C. II, III, IV D. I, II, III, IV
15. Why did it take millions of years for life to appear on Earth after the planet
had formed?
A. The planet had warmed enough to sustain life.
B. The power of the supernatural being was not enough to create
organisms.
C. Earth had cooled enough for water to pool on its surface in order to
sustain life.
D. Life on Earth could only begin when the seedlings from other worlds
arrived.
17
18
Pretest Jumpstart Enrichment Activity 1:
1. D 6. A Answer may vary. Arrange and Define Me!
2. B 7. B 1. Microfossils
3. A 8. A 2. Eukaryotes
4. D 9. C 3. Photosynthesis
5. C 10.C 4. Prokaryotes
5. Louis Pasteur
Enrichment Activity 2: Classify Me!
Organisms Kingdom Type of Cell
1. Amphibians Animalia Eukaryotic cell
2. Bread mold Fungi Eukaryotic cell
3. Cyanobacteria Monera Prokaryotic cell
4. Dinoflagellates Protista Eukaryotic cell
5. E. coli (Escherichia coli) Monera Prokaryotic cell
6. Mammals Animalia Eukaryotic cell
7. Red algae Protista Eukaryotic cell
8. Ringworm causing tinea pedis or Fungi Eukaryotic cell
athlete’s foot
9. Succulent (cactus) Plantae Eukaryotic cell
10. Venus fly trap Plantae Eukaryotic cell
Enrichment Activity 3: Enrichment Activity 4:
Double Match ABIOGENESIS OR BIOGENESIS
Match B-A Match B-C 1. ABIOGENESIS
1. G 1. C 2. BIOGENESIS
2. J 2. D 3. BIOGENESIS
3. C 3. I 4. ABIOGENESIS
4. A 4. B 5. BIOGENESIS
5. F 5. H
6. H 6. J
7. B 7. E Enrichment Activity 4:
8. E 8. F Give me LIFE!
9. I 9. J Answer may vary.
10. D 10. A
Gauge
1. C 6. C 11. D
2. B 7. D 12. D
3. B 8. C 13. B
4. D 9. A 14. C
5. A 10. C 15. C
Answer Key
References
Printed Materials:
Commission on Higher Education. (2016). Lesson 25: Introduction to Life Science,

Earth and Life Teaching Guide for Senior High School (pp. 167-173). Quezon
City, Philippines
Petersen, James F. et al. (2016). Earth and Life Sciences. Manila, Philippines: Rex
Book Store, Inc.
Olivar II, Jose T. et al. (2016). Earth and Life Science. Quezon City, Philippines:
Phoenix Publishing House, Inc.
Online and Electronic Resources
https://study.com/academy/lesson/primordial-soup-theory-model-quiz.html
https://www.nationalgeographic.org/topics/resource-library-evolution/
https://www.nationalgeographic.com/science/article/worlds-oldest-fossils-
stromatolites-discovered-climate-change
19
For inquiries or feedback, please write or call:
Department of Education – SDO La Union

Curriculum Implementation Division
Learning Resource Management Section
Flores St. Catbangen, San Fernando City La Union 2500
Telephone: (072) 607 - 8127
Telefax: (072) 205 - 0046
Email Address:
launion@deped.gov.ph
lrm.launion@deped.gov.ph
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Senior High School

LU_Earth and Life Science_Module9

Development Team of the Module

Author: Grace L. Bejar

ATTY. Donato D. Balderas Jr., Schools Division Superintendent

Printed in the Philippines by: _________________________

Department of Education – SDO La Union

Office Address: Flores St. Catbangen, San Fernando City, La Union

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