11

Earth and Life

Science
Quarter 1 – Module 1:
Earth as the Only Habitable Planet
Earth and Life Science – Grade 11
Self-Learning Module (SLM)
Quarter 1 – Module 14: Earth as the Only Habitable Planet
First Edition, 2020

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wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Development Team of the Module

Writer: Juven Q. Cantiller
Editors: Juven Q. Cantiller
Reviewers: Norma P. Rendon
Illustrator: Ella Marie Corpuz, Graciel Monica V. Padre-i
Layout Artist: Maylene F. Grigana
Cover Art Designer: Ian Caesar E. Frondoza
Management Team: Allan G. Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant Regional Director
Gildo G. Mosqueda, CEO VI - Schools Division Superintendent
Diosdado F. Ablanido, CPA – Assistant Schools Division Superintendent
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Peter Van C. Ang-ug – REPS, Science
Donna S. Panes – Chief, CID
Elizabeth G. Torres – EPS, LRMS
Judith B. Alba – EPS, ADM
Norma P. Rendon – EPS, Science

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Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

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 11
Earth and Life
Science
Quarter 1 – Module 1:
Earth as the Only Habitable Planet

2
Introductory Message
For the facilitator:

Welcome to the Grade 11 Earth Science Self-Learning Module (SLM) on Waste

Generation and Management!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
For the learner:

Welcome to the Grade 11 Earth and Life Science Self-Learning Module (SLM) on
Waste Generation and Management!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.
 What I Can Do This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a
separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included in the
module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
 What I Need to Know

In this module, you are going to study the unique characteristics of the Earth and
its mechanism as a system to support life (S11/12ES-Ia-e-3), including the
characteristics of its neighboring planets in the solar system.

The module is divided into two lessons, namely:

 Lesson 1 – Origin of the Solar System
 Lesson 2 – Earth: The Only Habitable Planet

After going through this module, you are expected to:

1. How the Solar system came to existence.
2. Name the planets of the Solar system.
3. Name the Characteristics of the Earth that made it possible to support life.
4. Recognize the uniqueness of Earth, being the only planet in the solar system
with properties necessary to support life.
5. Explain why Earth is the only livable planet in the Solar System.

What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1) What is the theory/hypothesis that suggests that a cloud of gas and

dust, about 10 million km in diameter rotated slowly?
a) Encounter hypothesis c) Nebular hypothesis
b) Solar Nebula Hypothesis d) Protoplanet Hypothesis
2) In the origin of the solar system, what theory proposed that the solar
system formed from a slowly rotating nebula that collapsed and
flattened?
a) Encounter hypothesis c) Nebular hypothesis
b) Solar Nebula Hypothesis d) Protoplanet Hypothesis
3) What was the theory/hypothesis about the origin of the solar system
proposed by scientists Immanuel Kant and Pierre Simon Laplace?
a) Encounter hypothesis c) Nebular hypothesis
b) Solar Nebula Hypothesis d) Protoplanet Hypothesis
4) What is the theory/hypothesis portrayed by the image below?
a) Encounter hypothesis
b) Solar Nebula Hypothesis
c) Nebular hypothesis
d) Protoplanet Hypothesis

5) Which among the planets is settled in a region of the solar

system called “Goldilocks zone”?
a) Mercury b) Venus c) Earth d) Mars
6) Which is TRUE for a planet to become habitable?
a) It must be far from the sun so it can only receive less amount of
sunlight.
b) It must be in a position where it can maintain its liquid component
remain as liquid.
c) The planet must be closer to sun so it will receive much sunlight.
d) It must have a thick atmosphere to limit the amount of solar
energy it receives.
7) A group of planets in the solar system called “Jovian planets” are
also called gas giants since it is composed mainly of gaseous
substances. Which among the choices is NOT a Jovian planet?
a) Mars b) Jupiter c) Saturn d) Uranus
8) What made Mercury not a livable planet?
a) It is too close from the sun c) Its slow rotation
b) It has a thin atmosphere d) All of the choices
9) Which among the choices is NOT TRUE about why Earth is the only
habitable planet in the solar system?
a) It has the right temperature to keep its water remain liquid.
b) It is located in the Goldilocks zone
c) It is one of the Jovian planets
d) It has the presence of the element Carbon
10) Which element is believed by scientists to be necessary to nurture life?
a) Carbon b) Oxygen c) hydrogen d) Helium
11) What is another term used aside from “Goldilocks Zone”?
a) Delicate Zone c) Habitable Zone
b) Extinction Zone d) Safe Zone
12) In the Statement “The star should survive long enough for its planets
to develop life”, the word “star” refers to what planet?
a) Earth b) Mercury c) Venus d) Sun
13) What is true for a planet to be habitable?
a) It must be at the center of the solar system
b) It must be on a location where it receives just enough solar
energy to keep its liquid component remain liquid.
c) It must have a lot of satellites.
d) It must be far from the sun to receive less heat.
14) Which characteristic is true when referring to Earth?
a) It has abundant supply of oxygen to support all living organisms.
b) It has no atmosphere to trap the energy from the sun causing it to
be covered with ice.
c) It has the right temperature to keep its water remain in liquid
form.
d) It has very little volcanic activity that resulted to its thin
atmosphere and cold surface temperature.
15) Which pair of scientists conducted an experiment that led to the
discovery that life on Earth started in the oceans?
a) Kant and Laplace c) Penzias and Wilson
b) Miller and Urey d) Hoyle and Bondi
 Lesson

1 Origin of the Solar System

From the big bang that is believed to be the origin of the universe, it did not form
the stars and galaxies right away. Instead, it took about 300 to 500 million years
after the big bang.

What’s In

The Solar system that we know today only formed 8.5 to 9 billion years after the big
bang. Still, the big question is-- how did the Solar System actually formed? There are
theories or hypotheses that would help us understand how the solar system came to
existence, and the next part of this module will help us unfold the mysteries of it.

Notes to the Teacher

This lesson is all about the theories behind the existence of the
Solar system. The following suggested activities needs to be
supervised and monitored for the successful attainment of the
lesson objectives. You may modify the mechanics of the activities
based on your convenience.
 What’s New

Activity 1.1. Stories of the Solar System’s Origin

Objectives:

1. Name the different theories behind the origin of the Solar

system.
2. Describe each theory that explains how the solar system
existed.

Materials:
Worksheets (Concept map)
Earth Science book (or any related references)
Internet
Downloaded images

Procedure:
1. Listen carefully to the instructions given by your teacher.
2. Accomplish the worksheet by filling your answers in the boxes
of the concept map.
3. You can use an Earth science book or any related references you
brought with you. Using of internet is highly encouraged.
4. Do this activity in a limited time given by your teacher.
Answer the guide questions.
5. Present your output to your teacher when done doing the task.

(Sample of the worksheet is on the next page.)

 Activity sheet

Name:___________________________________________ Date: _____________________

Grade and Section: _____________________________

Direction: Fill in the figures with the required answers.

Concept map

Concept/principle

(Hypothesis)
Concept/principle

(Hypothesis)
Solar (Hypothesis)
System

Concept/principle
(Hypothesis)

Concept/principle
 What is It

Theories Behind the Origin of the Solar System

Encounter Hypothesis

The encounter hypothesis is anchored to the concept that the Sun had
come across with a rogue star. The hot gas was removed from both bodies upon the
encounter due to their gravitational interaction. This hot gas then accumulated and
eventually formed the planets. The materials from the sun were believed to form the
inner planets, and the materials from the less dense rogue star were said to be the
origin of the outer planets.

Figure 1.4 shows the

schematic diagram of the encounter
theory. The yellow circle represents
the sun, while the red, smaller circle
represents the less dense rogue star.
(a) The sun encounters a rogue star,
and (b) due to their gravitational
interaction, hot gases were removed
from both of them. (c) Materials from
the rogue star formed the outer solar
system planets, and on the other
hand, materials from the sun formed
inner planets of the solar system.

ounter+hypothesis
hesis
Protoplanet Hypothesis

The Protoplanet hypothesis states that a cloud of gas and dust that is
estimated to about 10 million kilometers in diameter, rotated slowly. Then, the cloud
of gas and dust began to collapse, either due to the explosion of a passing star or to
its own gravity. There was an increased in the rate of rotation as the result of the
reduced size of the clouds from the collapsing process. Then, the sun was formed
from the hydrogen fusion due to the hot interior of the cloud brought by the
compression. Around the sun is a plate-like disk containing a huge whirlpool called
as eddies where matter accumulated because of friction force. These eddies shrank
into compact masses and formed the protoplanets that later became the planets and
the moons.

Figure 1.5. Schematic Diagram of the Protoplanet Hypothesis

https://www.google.com.ph/imgres?imgurl=https%3A%2F%2Fi.ytimg.com
Figure 1.2. Schematic Diagram of the Protoplanet Hypothesis
Nebular Hypothesis

The most favored model for the formation

of the solar system that was first proposed by
Pierre Simon Laplace along with Immanuel Kant
is known as the Nebula hypothesis. According to
this, the solar system is formed from a slowly
rotating cloud of gas or nebula that collapsed
and flattened. The central, hot region became the
Sun, while the surrounding materials became
cambridge.org
the planets and other heavenly bodies including Figure 1.3 (a) Immanuel Kant (b) Pierre-Simon
the moon. Laplace

https://www.google.com.ph/search?q=nebular+hypothesishypothesis
Figure 1.4. Diagram of Nebular Hypothesis

Solar Nebula Theory

A more sophisticated version of nebular hypothesis was developed
where in an interstellar dust is included. This is due to the discovery that according
to calculations, solar nebula would neither form the rings nor the planets, hence, the
birth of Solar nebula theory.

This theory combined the idea of a flattening solar nebula with that
of a condensing interstellar dust as the nebula cooled, which served as a
condensation nuclei where matter are accumulated.
 What’s More

Activity 1.2 It’s All About that Hypotheses/Theories

This activity will measure what you have learned so far. Answer each item using
the information taken from this module and with the use of relevant resources
available in your home.
Direction: Give what is/are asked in every item:
1) Name the bodies involved in the Encounter Hypothesis.
a)
b)
2) Who are the scientists behind Nebular Hypothesis?
a)
b)
3) Enumerate the four (4) terrestrial planets.
a)
b)
c)
d)
4) Differentiate Nebular Hypothesis and Solar Nebula Theory
___________________________________________________________________________
_______________________________________________________________
 What I Have Learned

To process what your learned from this lesson, try answering the following
questions in a piece of paper.
1. Name the theories/hypotheses that explain the origin of the
Solar system.
a.
b.
c.
d.
2. Describe each theory you answered in item #1.

______________________________________________________________
______________________________________________________________
______________________________________________________________

3. Why do you think it is called as “Solar system”?

___________________________________________________________
___________________________________________________________
___________________________________________________________

What I Can Do

To apply what you learned, do one of the following suggested activities:

1) Short video tutorial about the origin of the Solar system;
2) Make a brochure highlighting the different theories of how the Solar
system came to existence;
3) Design a poster showing the representations of the different theories
behind the origin of the Solar system;
4) Write a poem/story/essay/ or a song emphasizing the theories
behind the origin of the Solar system; or
5) Interview one person (online or face to face) for each of the following.
Ask them about what they know and they don’t know about how the
Solar system existed. Document your interview:
a) Teacher
b) Classmate
c) Parent/Guardian
d) Government official
 Lesson
Earth: The Only Habitable
2 Planet
Knowing how the universe and solar system came to existence gave us idea on
what’s beyond our planet. Our learned concepts also lead us to the fact that
planets including the Earth are orbiting the sun, hence, called the “solar system”.

What’s In

Among the eight planets that are revolving around the sun in our Solar System,
Earth is the only one that can support life. How the Earth can able to sustain life
while other planets cannot? The next activities will help us answer this question.

Notes to the Teacher

To establish continuity of the lesson, recall first the concepts that
learners acquired in the existence of the solar system since this
lesson will emphasize that not all planets in the solar system are
suitable to develop life. Facilitate and guide the conduct of each
activity to attain your goals in this lesson. Provide rubrics for each
activity aligned to your objectives that are best fit to the situation.
 What’s New

Activity 2.1. Earth: which is TRUE, which is FALSE?

Objectives:
1) Describe the characteristics of Earth that is different from other
planets in the solar system.
2) Determine the truth behind why the Earth is the only planet in the
solar system that can support life.
3) Appreciate the characteristics of the Earth that made it possible to
support life compared to other planets.

Materials:
Worksheets
Earth Science book (or any related references)
Internet (If available)

Procedure:
1. Pay attention to the instructions given by your teacher.
2. Accomplish the worksheet by filling your answers on the line
provided before each number.
3. You can use an Earth science book or any related references you
brought with you. Using of internet is highly encouraged.
4. Accomplish the guide questions that follow.
5. Do this activity in a limited time given by your teacher.

(Sample worksheet is on the next page)

 Activity sheet

Name:_______________________________ Date: ___________________________

Grade and Section:_____________________

Direction: Using any references available IN YOUR HOME, answer TRUE if you
think the statement is correct; if the statement is false, provide the correct answer.
Write your answers clearly in the space provided before each number:

____________________________1) The Sun needs to survive long enough for the

surrounding planet to survive and develop life.
____________________________2) The “Goldilocks zone” is the region in the solar
system where the temperature received by the planets form the sun is too hot,
disabling life to develop.
____________________________3) The Earth has the right temperature to keep water
in liquid form. This characteristic of Earth made it possible to nurture life.
___________________________ 4) Unlike other planets, the Earth is in the “Goldilocks
zone” in the solar system that made it possible to maintain conditions necessary to
develop and support life.
___________________________ 5) Presence of excessive active volcanoes doesn’t
necessarily affect the possibility of life to exist.
___________________________ 6) Among the planets in the solar system, Earth’s
distance from the sun is just enough for it to maintain the temperature neither too
hot nor too cold.
___________________________ 7) Scientists believed that the element Oxygen is the
bass of life. It is the reason why life on earth was able to exist.
___________________________ 8) Earth belongs to A of planets in the solar system
called “Jovian planets”. These planets are known as gas giants.
___________________________ 9) Scientists Stanley Miller and Harold Urey conducted
an experiment and simulated the conditions of the early Earth. They found out that
the life on Earth was first to exist in the oceans.
__________________________ 10) Mercury and Venus were observed to absorb less
amount of energy from the sun making these planets too cold for life to exist and
develop.
 What is It

The Livable Planet

For a planet to be suitable for “life” to exist, it must have the
two important requirements: A star to which the planet depends on the
energy it needs to nurture life must survive and live long; and, the
planet should be in a position where it can keep its water remain as
liquid.

In the solar system, planets receives energy from a medium-

mass star known as the Sun. Compared to massive planets, sun can
live longer, making it possible to sustain its distribution of energy to its
surrounding planets, hence, the Earth.

Furthermore, for a planet to be livable, it must be located on its

“Goldilocks Zone”. Earth is found to be located in such region where
due to its distance from the sun, the amount of heat and solar energy
it receives is just enough to keep it Earth neither too hot nor too cold.
Being relatively closer to the sun such as Mercury and Venus, the
energy they receive is too much making their surfaces to have an
increased temperature. On the other hand, distance of the planets
Mars, Jupiter, Saturn, Uranus and Neptune are too far that the energy
they receive is very little that made surfaces very cold.

Other features of
planets such as
rotation can also be a
reason why it can’t
support life. Mercury
for example, has
extreme temperature
due to its slow rotation.
Its thin atmosphere
can also contribute to
https://www.google.com.ph/search?q=solar+system the extreme
Figure 2.1. The solar system temperature since it is
not capable of capturing
and maintaining the right amount of heat for a life to exist. In the case
of Venus, the presence of numerous active volcanoes produces thick
atmosphere that also contributed to its hot surface temperature. The
group of stars known as the “Jovian planets” also called as gas giants,
are mainly composed of gases, thus, there is no land where organisms
can live and develop making it impossible for life to exist. This group
includes Jupiter, Saturn, Uranus and Neptune
 Scientists Stanley Miller and
Harold Urey conducted an
experiment in 1952 and tried to
unfold the mystery of how life started
on earth. They found that life started
in the oceans. In their experiment the
early Earth was no presence of
Oxygen gas, it only existed when
cyanobacteria emerged. These
organisms are able to produce oxygen
gas through photosynthesis process.
The Miller-Urey experiment
https://www.google.com.ph/search?q=mill
made use of hydrogen, methane,
er+urey+experiment
ammonia, and water vapor as Figure 2.2. Miller-Urey Experiment
components of the early atmosphere.
These gases were exposed to electrical sparks for one week. When the
week ended, some reddish-brown substances were found in the
container.
 What’s More

Activity 2.2. The Earth and its Neighbors

This activity will stimulate your learning about the Earth’s unique characteristics
and properties, as well as the knowledge you acquired about its neighboring
planets. Use the information found in this module and or any other relevant
references available in your home.

Direction: Give what is/are asked in every item:

1) Name 3 characteristics of the Earth making it the only livable planet in
the solar system.
a)
b)
c)
2) What made Mercury and Venus not fit to nurture life?
Mercury- ___________________________________________________
Venus- _____________________________________________________

3) Enumerate the four (4) Gas Giants.

a)
b)
c)
d)
4) What is the so called “Goldilocks zone”?
___________________________________________________________________________
_______________________________________________________________
5) What is the role of the sun in making a planet suitable for life to develop?
___________________________________________________________________________
___________________________________________________________________________
 What I Have Learned

To process what you learned in this lesson, try answering this questions in a
piece of paper.

1) Why do you think life do not exist in planets such as Saturn, Uranus
and Neptune?
_________________________________________________________________
__________________________________________________________
2) How the amount of heat received by the Earth from the Sun able it
to support life?
_________________________________________________________________
__________________________________________________________
3) Is the location of the Earth from the Sun can be a reason that it can
nurture life? Why?
_________________________________________________________________
__________________________________________________________
4) List at least three (3) characteristics of the Earth and discuss each
of their importance in the existence of life.
a) ______________________________________________________________
_____________________________________________________________
b) ______________________________________________________________
_____________________________________________________________
c) ______________________________________________________________
_____________________________________________________________
 What I Can Do

To apply what you learned, do one of the following suggested activities:

1) Design a three-dimensional figure of the Solar system emphasizing
the position of each planet towards the sun.
2) Write a poem/story/essay/ or a song highlighting the unique
characteristics and properties of the Earth compared to other planets
in the solar system.
3) Do an interview on what a random individual knew about why Earth
is the only planet in the solar system that can nurture life. Find
representatives for each:
a) Teacher
b) Classmate
c) Parent/Guardian
d) Government official
 Assessment

Post test

Direction: Choose the letter of your answer.

1) What is the theory/hypothesis that suggests that a cloud of gas and
dust, about 10 million km in diameter rotated slowly?
a) Encounter hypothesis c) Protoplanet Hypothesis
b) Solar Nebula Hypothesis d) Nebular hypothesis
2) In the Statement “The star should survive long enough for its planets to
develop life”, the word “star” refers to what planet?
a) Sun b) Mercury c) Venus d) Earth
3) In the origin of the solar system, what theory proposed that the solar
system formed from a slowly rotating nebula that collapsed and
flattened?
a) Nebular hypothesis c) Encounter Hypothesis
b) Solar Nebula Hypothesis d) Protoplanet Hypothesis
4) Which element is believed by scientists to be necessary to nurture life?
a) Carbon b) Oxygen c) hydrogen d) Helium
5) What was the theory/hypothesis about the origin of the solar system
proposed by scientists Immanuel Kant and Pierre Simon Laplace?
a) Encounter hypothesis c) Nebular hypothesis
b) Solar Nebula Hypothesis d) Protoplanet Hypothesis
6) Which characteristic is true when referring to Earth?
a) It has abundant supply of oxygen to support all living
organisms.
b) It has no atmosphere to trap the energy from the sun
causing it to be covered with ice.
c) It has the right temperature to keep its water remain in liquid
form.
d) It has very little volcanic activity that resulted to its thin
atmosphere and cold surface temperature.
7) What is the theory/hypothesis is shown by the picture?
a) Protoplanet Hypothesis
b) Solar Nebula Hypothesis
c) Nebular hypothesis
d) Encounter Hypothesis
8) Which among the planets is settled in a region of the solar system called
“Goldilocks zone”?
a) Mercury b) Venus c) Earth d) Mars
9) . Which among the choices is not a Jovian planet?
a) Earth b) Jupiter c) Saturn d) Uranus
10) What made Mercury not a livable planet?
a) It is too close from the sun c) Its slow rotation
b) It has a thin atmosphere d) All of the choices
11) Which is TRUE for a livable planet?
a) It must be far from the sun so it can only receive less amount of
sunlight.
b) It must have a thick atmosphere to limit the amount of solar
energy it receives.
c) It must be in a position where it can maintain its water component
remain as liquid.
d) The planet must be closer to sun so it will receive much sunlight.
12) Which among the choices do not explain the Earth as the only habitable
planet?
a) It has the right temperature to keep its water remain liquid.
b) It is located in the Goldilocks zone
c) It has the presence of the element Carbon
d) It is one of the Jovian planets
13) What is true for a planet to be habitable?
a) It must be at the center of the solar system
b) It must be on a location where it receive just enough solar energy
to keep its liquid component remain liquid.
c) It must have a lot of satellites.
d) It must be far from the sun to receive less heat.
14) From the experiment conducted by Miller and Urey, life is believed to
start in the _____________.
a) Oceans c) Ashes
b) Volcanoes d) Mountains
15) What makes Carbon a unique element that is considered as the basis of
life?
a) Its Symbol c) Its six electrons
b) Its four valence electrons d) Its six protons
 Additional Activities

To wrap up everything that you learned from this module, select one lesson you
like the most and do either one of the following tasks;

1) Spoken poetry;
2) Write a jingle/song;
3) Make a short appreciation video;
4) Make a reaction video (Vlogg); or
5) Craft a three-dimensional instructional material of the Earth and the
Solar system.
Pre-assessment Post test
1. D
2. C 1. C
3. C 2. A
4. A 3. A
5. C 4. A
6. B 5. C
7. A 6. C
8. D 7. D
9. C 8. C
10. A 9. A
11.C 10.D
12.D 11.C
13.B 12.D
14.C 13.B
15.B 14.A
15.B
Answer Key
References

Books

Science in Today’s World for Senior High School: Earth and Life Science. Sia, S.R.D.
and Cortez, L.A.S. 2016

Internet

https://www.google.com.ph/search?q=encounter+hypothesis&tbm=isch&ved=2ahUKEwi

https://www.google.com.ph/search?q=steady+state+theory&hl=en&authuser=0&tbm=isc

https://www.google.com.ph/imgres?imgurl=https%3A%2F%2Fi.ytimg.com%2Fvi%2FdW4I

https://www.google.com.ph/imgres?imgurl=https%3A%2F%2Fi.ytimg.com%2Fvi%2FdW4I

https://www.google.com.ph/search?q=nebular+hypothesishypothesis&tbm=isch&ved=

https://www.nationalgeographic.org/encyclopedia/hydrosphere/

http://earth.rice.edu/mtpe/geo/geosphere.html

https://www.google.com.ph/imgres?imgurl=https%3A%2F%2Fprd-wret.s3.us-west

https://scied.ucar.edu/atmosphere

https://www.esrl.noaa.gov/gmd/education/info_activities/pdfs/TBI_earth_spheres.pdf
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