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ADAPTIVE TEACHING GUIDE

EARTH AND LIFE SCIENCE

Lesson #9 HISTORICAL DEVELOPMENT OF THE CONCEPT OF LIFE

Prerequisite Content-knowledge: Living organisms

The students were able to identify the characteristics of living organisms

Prerequisite Skill: Differentiation and categorization

The students can be able to differentiate a living organism from non-living organism

Prerequisites Assessment: PAPER CHECKLIST

1. For you, define life

Introduction:
The topic is fairly good enough for two meetings (two hours). For inquiries and clarification, the student may consult their teacher at FB Messenger (thru Chard Pascua FB
account) or contact 0915-515-1429
Students are expected to gain concepts targeting the levels of thinking – Remembering, Understanding and Applying (RUA) on the most essential learning competencies on
a. Critical and Analytical thinking skills in explaining how life emerged
b. Environmental awareness on the evidences that supports life

OVERVIEW OF THE LESSON

This lesson is all about life and living organisms; its characteristics that differ them from non-living organisms as well as the evidences that can support the emergence of life
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Life on Earth began more than 3 billion years ago, evolving from the most basic of microbes into an array of complexity over time. Every aspect of life from the smallest
submicroscopic living particle to the largest and most imposing of plant and animal species is included. All living things are made of cells. Some organisms are unicellular
and some are multicellular

eathering is the breakdown of rocks at the Earth’s surface, by the action of rainwater, extremes of temperature, and biological activity. It does not involve the removal of rock material.
Magmatic processes comprise any process that affects the melting or crystallization of a magma. This includes partial melting of rocks of different composition under different conditions of
temperature and pressure (total and fluid such as H2O) and the processes that modify the composition of the melt after melting* Hydroelectric energy is a form of renewable energy
that uses the power of moving water to generate electricity.According to the Department of Environment and Natural Resources, coastal
ecosystems of the Philippines are very productive and represent the huge amount of
natural resources. It provides food and livelihood to many people. However, it is also
the most geologically active zone on Earth. Coastal processes in this zone may result
to erosion, submersion and saltwater intrusion. These effects could lead to different
hazards such as:

1. Barrier islands movement.

Barrier islands are formed due to deposition of sand brought by waves
protecting the mainland from damage due to large waves. It also provides
habitat for the aquatic wildlife. It can be destroyed or moved by erosion on the
contrary.

2. Flooding
It also destroys habitat and may lead to great erosion. The main cause
of this hazard is the submersion or sea level rise, a climate change
phenomenon through which ocean water volume increases, ice sheets and
glaciers melt, and occurrence of thermal expansion.

3. Fresh water contamination

Intrusion or movement of saline water to fresh water aquifers can lead
to the degradation or contamination of ground water including drinking
water resources. Intrusion is aided by hydraulic action but triggered by
human activities.
According to the Department of Environment and Natural Resources, coastal
ecosystems of the Philippines are very productive and represent the huge amount of
natural resources. It provides food and livelihood to many people. However, it is also
the most geologically active zone on Earth. Coastal processes in this zone may result
to erosion, submersion and saltwater intrusion. These effects could lead to different
hazards such as:
COLEGIO DE LOS BAÑOS
1. Barrier islands movement.
Barrier islands are formed due to deposition of sand brought by waves
protecting the mainland from damage due to large waves. It also provides
habitat for the aquatic wildlife. It can be destroyed or moved by erosion on the
contrary.

2. Flooding
It also destroys habitat and may lead to great erosion. The main cause
of this hazard is the submersion or sea level rise, a climate change
phenomenon through which ocean water volume increases, ice sheets and
glaciers melt, and occurrence of thermal expansion.

3. Fresh water contamination

Intrusion or movement of saline water to fresh water aquifers can lead
to the degradation or contamination of ground water including drinking
water resources. Intrusion is aided by hydraulic action but triggered by
human activities.

Student’s Experiential Learning:

Chunk 1
Formative question: What are the characteristics of living organism?
Face-to-face Strategy: WORD FINDER (students will find words that describes a living organism an explain why a certain characteristic is essential for survival
Synthesis:
Any living organism should have the ability to respond to changing environment, to adapt, to reproduce their own kind, to metabolize, to move, to grow, to establish
cell organization and to adjust, integrate and coordinate with its environment.

Chunk 2:
Formative question: What are the different theories on the origin of life and which among these have scientific evidence?
Face-to-face Strategy: Picture analysis (students will guess and explain the theory based on the picture shown)
Synthesis:
Of all the theories explaining the origin of life like special creation, spontaneous generation, biogenesis and abiogenesis, only biogenesis have almost come to
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proving on how life originated. However, since it failed to prove how life originated from a non-living earth billions of years ago. Hence, all of these still remains a
theory.

RUA of a Student’s Learning:

In 3-5 sentences, explain how the different evidences support the evolving concept of life.