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ADAPTIVE TEACHING GUIDE (EARTH SCIENCE)

MET # 1. Characteristics of Life

Lesson # 1. Characterisitics of Life and Theories on how life emerge on Earth

Prerequisite Content-knowledge:

● Understanding of functions and structure of cells

● Cells are considered the basic unit of life. It is important for students to know that all known living organisms are made up of cells, and understanding their structure,
function, and processes is fundamental to understanding life itself.

Prerequisite Skill:
● Critical Thinking, Communication Skills
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Prerequisites Assessment:

The learners’ levels of knowledge and skill vis-à-vis the prerequisites in this lesson may be determined through short answer questions. (This can be done in three
modalities:In-Person, Online and Offline)

1. Differentiate between prokaryotic and eukaryotic cells, focusing on their structural differences and implications for their functions and complexity.
2. Analyze how the absence of mitochondria would affect a cell's function and overall organism health.
3. Synthesize your understanding of cell structure by explaining how different organelles work together to perform the process of cellular respiration. Include the roles of
the cytoplasm and nucleus in your explanation.

Criteria for Evaluation:

Sufficient Knowledge
Detailed and Accurate Responses Answers are comprehensive and accurate, demonstrating a clear understanding of cell structures and their functions.
Examples and Terminology: Uses appropriate scientific terminology and provides examples or further explanations.

Fairly Sufficient Knowledge

Partial Accuracy: Answers are generally accurate but may lack detail or have minor inaccuracies.
Basic Terminology: Uses basic scientific terminology correctly but may not go into depth or provide examples.

Insufficient Knowledge
Incomplete or Inaccurate Responses: Answers are incomplete, contain significant inaccuracies, or show a fundamental misunderstanding of concepts.
Lack of Terminology: Does not use appropriate scientific terminology or fails to articulate the processes clearly.
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Introduction:

This part must articulate the following:

1.
Time Frame: 2-3 hours
Means of Communication:
● Online learners may contact the teacher via the LMS messaging system, email, Google chat, Zoom, or messenger
● Offline (modular) learners may contact the teacher via SMS/text, phone call, messenger or scheduled in-person consultation
● In-Person (face to face consultation)

2. Present to the learners the Knowledge (RUA) they are expected to gain from learning the topic/lesson
● Remember: Identify the different characteristics of life.
● Understand: Describe the theories that explain how life emerged on Earth
● Apply: Design a hypothetical life form to demonstrate understanding of the characteristics of life and the theories of how life emerged on Earth
3. In this lesson, the learners that they will be able to learn the following:
● The learners will be able to understand the basis on when you can consider something with life.
● The learners will encounter different theories posed by different scientists and will be able to explain how life emerged based on those.
● Learners will design their own hypothetical life form to demonstrate understanding of the characteristics of life and the theories of how life emerged on Earth

Motivation Activity: the Essence of Being Alive (Drawing attention to meaning + Prompting Prior Knowledge)
The activity will begin by posing the question to the class: "What do you believe defines something as 'alive'?" Students will then think broadly and creatively about this
question. They will be given a few moments to reflect individually on the question. Then,a whole-class brainstorming session will follow, inviting students to share their
ideas and characteristics they associate with living organisms. Once the list is complete, students can reflect on the diversity of characteristics suggested and discuss any
patterns or common themes that they observe.
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4. Overview of the Lesson

What does it really mean to be alive? This profound question delves into the essence of life, seeking to understand the characteristics that set living organisms apart from
non-living matter. To be considered alive, an organism must exhibit several fundamental traits. At the heart of these processes lies the cell, the basic unit of life, which
orchestrates the intricate biochemical reactions necessary for sustaining life. Life science, also known as biology, plays a central role in our understanding of these
processes. Through the study of living systems, from the molecular and cellular levels to entire ecosystems, life scientists explore the structures, functions, and interactions of
organisms. During the pre-lesson on cell structure and function, you explored the components and roles of the cell. This foundational knowledge is crucial as it provides the
context for understanding how cellular processes underpin the criteria for life. As our scientific knowledge expands, driven by breakthroughs in fields of science, our concept
of life continues to evolve. These emerging pieces of evidence compel us to continually refine our definitions and appreciate the incredible diversity and adaptability of life
forms, both on Earth and potentially beyond.

Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General Enabling Teaching Strategy)
This section is intended for the presentation guide of the lesson proper. It must highlight the chunking of the topic into essential concepts through the use of formative
questions.

Chunk 1: Characteristics of Life (Prompting prior knowledge + Using examples and non-examples)

Formative Question: What are the essential criteria used to define and classify an organism as living, distinguishing it from non-living entities?

As a group, students will brainstorm, and discuss each picture and its corresponding description card to determine which characteristics of life are depicted. Students will
then write down the identified characteristics in the appropriate column of their table.
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Picture Description Characteristic

An electron micrograph shows the detailed structure of

a cell, highlighting the nucleus, mitochondria, and other Organization/Order
organelles. Cells have a complex organization
consisting of various organelles that perform specific
functions necessary for life.

A photograph of the Mimosa pudica shows a plant with

many tiny leaves connected to a central stem. Four of Respond to Stimulus
these stems connect together. The leaves of this
sensitive plant (Mimosa pudica) will instantly droop and
fold when touched. After a few minutes, the plant
returns to normal.

A micrograph shows two bacteria cells dividing. Single- Reproduction

celled organisms reproduce by first duplicating their
DNA, and then dividing it equally as the cell prepares to
divide to form two new cells.
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A series of photos showing a baby at different stages: Growth and Development

newborn, crawling, walking, and then as a toddler.
Babies develop over time, following specific genetic
instructions that direct cellular growth and ensure they
exhibit characteristics similar to their parents.

An illustration showing the circulatory system of a Regulation

human. Even the smallest organisms are complex and
require multiple regulatory mechanisms to coordinate
internal functions, such as nutrient transport and blood
flow.
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A photo shows a white, furry polar bear. Polar bears Homeostasis

(Ursus maritimus) maintain their body temperature by
generating heat and reducing heat loss through thick
fur and a dense layer of fat under their skin.

A photo of a flower turning towards the sun. Some Energy Processing

organisms capture energy from the sun and convert it
into chemical energy in food (photosynthesis).

Chunk 2: Emergence of Life

Formative Question: How did the first life form emerge on Earth? (Prompting connections to prior knowledge + prompting for effortful thinking)

There are certain theories or explanations that were formulated to try to explain how life first formed. These theories and explanations represent our attempts to understand
one of the most fundamental questions in science: how life first emerged on Earth. Through the exploration of these theories and the examination of key experiments that
support them, we gain valuable insights into the complex processes that may have led to the origin of life.
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In this activity, you and your chosen partner will engage in an exploration of the origin of life on Earth through a video analysis activity. You are to watch three insightful
videos discussing significant experiments and theories: the Miller-Urey Experiment/Primordial Soup Theory, the Oparin-Haldane Theory, and Spontaneous Generation.
Through accompanying process questions, you will dissect the contributions of each experiment or theory to our understanding of life's emergence on our planet.

Miller-Urey Experiment/Primordial Soup Theory

● https://youtu.be/TK1E3heBSiI?feature=shared
Process Questions:

1. How did the Primordial Soup Theory experiment contribute to our understanding of the origin of life?

Oparin-Haldane Theory
● https://youtu.be/l9ePZtZdKG4?feature=shared

Process Questions:

1. How do the environmental conditions proposed by Oparin and Haldane contribute to the synthesis of organic molecules necessary for life?
2. How did the Oparin-Haldane Theory experiment contribute to our understanding of the origin of life?

Spontaneous Generation
● https://youtu.be/AngYmfS7pFI?feature=shared
Process Questions:
1. How did the experimental design of the Spontaneous Generation experiments by Louis Pasteur contribute to the scientific understanding of biogenesis?
2. What are the implications of the Spontaneous Generation experiment for our understanding of the role of pre-existing life in the origin of life?
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Synthesis (Prompting for Effortful Thinking)

1. Why is there a need to study life science?

2. Do you believe that the seven characteristics of life discussed earlier represent a definitive understanding, or do you anticipate that future scientific advancements
may lead to refinements or additions to this list?
3. Reflecting on the insights gained from the Miller-Urey Experiment, the Oparin-Haldane Theory, and the Spontaneous Generation experiment, how might our
understanding of the origin of life be influenced by the interplay between scientific experimentation, theoretical frameworks, and the evolving nature of scientific inquiry
over time?

RUA of a Student’s Learning: (Drawing Attention to meaning)

Students can independently and in their way…..

● Remember: Identify the different characteristics of life by completing the activity titled Characteristics of Life.
● Understand: Describe the theories that explain how life emerged on Earth by discussing the said theories through the answering of process questions.
● Apply: Design their own hypothetical life form to demonstrate their understanding of the characteristics of life and the theories of how life emerged on Earth.
Instructions:
Divide the students into small groups or pairs, depending on class size.
Task each group with creating a detailed description and visual representation of their hypothetical life form. Encourage creativity and imagination while ensuring that their
designs incorporate the characteristics of life.
Instruct students to consider how their life form would fulfill each of the characteristics of life. For example, how would their life form obtain energy, reproduce, respond to
stimuli in its environment, and adapt to changing conditions?
Provide time for students to work on their designs, offering support and guidance as needed.
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Once the designs are complete, have each group present their hypothetical life form to the class. During the presentations, students should describe how their life form
embodies the characteristics of life and explain which theories of life's emergence their design aligns with most closely.

Rubric:

Criteria Excellent Good Satisfactory Needs improvement

Understanding of All characteristics of life are Most characteristics of life are Some characteristics of life are Few or no characteristics of life
Characteristics of Life accurately and comprehensively accurately represented, with represented, but several are are accurately represented.
represented in the life form minor errors or omissions. incomplete or inaccurate.
design.

Application of Theories of Life's Clear and thorough explanation Explanation of how the life form Basic explanation provided, but Little or no explanation of how
Emergence of how the life form aligns with aligns with relevant theories is lacks depth and connection to the life form aligns with relevant
relevant theories of life's mostly clear, with some minor relevant theories. theories.
emergence. gaps.

Creativity and Originality The life form design is highly The life form design is creative The life form design shows The life form design lacks
creative and original, and original, with good effort some creativity and originality, creativity and originality,
demonstrating significant effort and imagination. but may rely on common ideas. showing minimal effort.
and imagination.

Post-lesson Remediation Activity:

Part 1. I For each statement, indicate whether it is true or false. If the statement is false, provide a brief explanation or correction.

1. The characteristics of life include growth, reproduction, and response to stimuli.

2. The Mimosa pudica plant is an example of an organism that exhibits movement in response to external stimuli.
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3. The Miller-Urey Experiment provided experimental evidence supporting the idea that life originated from non-living matter.
4. The Oparin-Haldane Theory proposes that the early Earth's atmosphere was reducing, containing gases such as methane and ammonia.
5. Louis Pasteur's experiments on spontaneous generation demonstrated that life could arise spontaneously from non-living matter.
6. The Spontaneous Generation theory suggests that living organisms can arise from decaying organic matter.
7. The Miller-Urey Experiment simulated the conditions of early Earth's atmosphere and successfully produced organic molecules essential for life.
8. The seven characteristics of life discussed include metabolism, growth, and reproduction.
9. The Oparin-Haldane Theory proposes that the synthesis of organic molecules necessary for life occurred in the oceans of the early Earth.
10. Scientific advancements may lead to refinements or additions to the list of characteristics used to define and classify organisms as living.

Part 2. Using the Venn diagram below, compare and contrast the three prevailing theories on the origin of life that we have discussed earlier.
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