Earth and

Life Science 11
Earth and Life Science – Grade 11
Quarter 2 – Module 1: The Origin of the First Life Forms on Earth
First Edition, 2020

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Published by the Department of Education Division of Pasig City

Development Team of the Self-Learning Module

Writer: Antonio C. De Guzman

Editor/Reviewer (Technical): Ephraim M. Villacrusis
Reviewer (Content): Ephraim M. Villacrusis
Illustrator: Edison P. Clet
Layout Artist: Mark Kihm G. Lara
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
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Pasig City
 Earth and
Life Science 11
Quarter 2
Self-Learning Module 1
The Origin of the First Life Forms on
Earth
Introductory Message
For the facilitator:

Welcome to the Earth and Life Science Self-Learning Module 1 on The Origin
of the First Life Forms on Earth

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and independent
learning activities at their own pace and time. Further, this also aims to help learners
acquire the needed 21st century skills especially the 5 Cs, namely: Communication,
Collaboration, Creativity, Critical Thinking, and Character 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. Moreover, you are expected to encourage and assist the
learners as they do the tasks included in the module.
 For the Learner:

Welcome to the Earth and Life Science Self-Learning Module 1 on The Origin
of the First Life Forms on Earth

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 material while being an active
learner.

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest – This measures how much you have learned from the
entire module.
 EXPECTATION

This module is designed and written with you in mind. This will help you understand
how the historical development on the concept of life. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes your diverse vocabulary level. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read them can be
changed to correspond with the other learning materials you are now using.
The module is about how coastal processes result in coastal erosion, submersion
and saltwater intrusion.
After going through this module, you are expected to:
1. Realize and understand the importance of every life forms on Earth.
2. Be able to explain and describe the origin of the first life forms on Earth.
3. Be able to explain the pre-conditions that had an effect on the rise of the
first life forms on Earth.

PRETEST

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. The following are all single cell organism, except?
a. ants b. bacteria c. fungi d. virus

2. This organism are parasitic eukaryotes that live on other cells?

a. apicomplexans c. slime molds
b. euglenoids d. virus

3. The genetic material of this organism may be DNA or RNA

a. bacteria c. protozoa
b. fungi d. virus

4. This organism was the first eukaryotic celled-organism?

a. bacteria c. fungi
b. protista d. animal cell

5. What is the biochemical process which is utilize by the cyanobacteria uses oxygen-
releasing pathway?
a. Hexose-Monophosphate Shunt c. Photosynthesis
b. Kreb’s Cycle d. Tricarboxylic Acid Cycle
 RECAP

Modified True or False. Write true if the statement is true, and false if the
statement is false, underlined the word/s that make the statement false.
________1. The famous Miller-Urey experiment suggested that a lightning may have
helped trigger the creation of key building blocks of life on Earth during the earliest
time periods.
________2. Spontaneous origin proposes that a meteor or cosmic dust may have
carried to Earth significant amounts of organic molecules, which started the
evolution of life.
________3. In divine creation, it is believed that life forms and everything in the
universe were created through a supernatural power rather than naturalistic means.
________4. Svante Arrhenius a Polish scientist popularized the concept or idea that
life arose outside Earth and life that forms were transported from another planet to
seed life on Earth.
________5. The meteorite contained presence of complex organic molecules and small
globules that resemble those found on Earth.

LESSON
THE ORIGIN OF THE FIRST LIFE FORMS ON EARTH
Biologists think that organic compounds found in 3.6 billion-year-old
sedimentary rocks could have been produced by early cells. However, the oldest
fossils widely accepted to be cells are from rocks that date to 3.4 billion years ago.
These spherical, walled fossil cells do not have a nucleus and measure at 5 to 25 μm
in diameter, making them similar in size to modern bacteria and archaea. Given that
the low level of oxygen gas at the time they lived, the cells were probably anaerobic
(organism that do not require oxygen in order to survive). The fact that these fossil
cells occur in association with pyrite (iron sulfide) suggests that they may have
produced energy by stripping electrons from this mineral, a biochemical process use
by prokaryotic cells.
There are two domains of single-celled organisms, bacteria and archaea,
which had diverged very early in the history of life, as early as 3.4 billion years ago.
Therefore after this divergence, some bacteria began to capture and use light energy
in photosynthetic pathways that did not produce oxygen. Many modern bacteria still
rely on these pathways. Then, by the time around 2.5 billion years ago, one lineage
of bacteria (cyanobacteria) began to carry out the biochemical process of
photosynthesis by the oxygen-releasing pathway. These aquatic bacteria grew as
dense mats that trapped sediments. Over many years, cell growth and sediment
deposition formed dome-shaped, layered structures called stromatolites, some of
which were preserved as fossils, the result of oxygen-producing photosynthesis,
oxygen began to accumulate in the air and water. The rising oxygen levels had two
important consequences:
 1. Ozone gas (O3) formed and accumulated as an ozone layer in the upper
atmosphere. The ozone layer prevents much of the sun’s ultraviolet (UV)
radiation from reaching by filtering it before it reached Earth’s surface. Such
radiation can damage DNA and other biological molecules. Water screens out
some UV radiation, but without the ozone layer to protect it, life could not
have moved onto land.
2. Oxygen created a new selective environment, putting organisms that thrived
in higher-oxygen conditions at an advantage. The pathway of aerobic
respiration evolved and became widespread. This pathway requires oxygen,
and it is far more efficient at releasing energy from organic molecules than in
any other pathways. Aerobic respiration would later meet the high-energy
needs of multi-celled eukaryotic organism.

Figure 1: Lactate fermenting bacteria Figure 2: Staphylococcus aureus

The prokaryotes and eukaryotes are cells with a nucleus and other organelles that
had first appear in the fossil record about 1.8 million years ago. The gene sequence
comparisons indicate that eukaryotes have both archaeal and bacterial ancestors.
Some nuclear genes in eukaryotes are similar to archaeal genes and others to
bacterial genes. Eukaryotic genes that govern genetic processes (DNA replication,
transcription, and translation) tend to be similar to some archaeal genes. Eukaryotic
genes that govern metabolism and membrane formation tend to be similar to some
bacterial genes. In all eukaryotes, the DNA resides in a nucleus. The outer layer of
the nucleus, the nuclear envelope, is a double layer of membrane with protein-lined
pores that control the flow of material into and out of the nucleus. By contrast, the
DNA of archaea and bacteria typically lies unenclosed in the cytoplasm. The nucleus
and endomembrane system probably evolved from infoldings of the plasma
membrane. Such infoldings can be selectively advantageous because they increase
the surface area available for membrane-associated reactions. Membrane infoldings
serve this purpose in a few modern bacteria. For example, the marine bacterium
Nitrosococcus oceani obtains energy by using enzymes embedded in its highly folded
internal membranes to break down nitrogen-containing compounds. Membrane
infoldings can also divide the cytoplasm into compartments inside which conditions
favor specific reactions. Membrane folds that extend around the DNA to form a
nuclear envelope help protect the cell’s genetic material. Some eukaryotic
organelles are thought to be descended from bacteria. Mitochondria and chloroplasts
resemble bacteria in their structure and genome, so these organelles probably
evolved through endosymbiosis. By this process, one species enters another, then
lives and replicates inside it. (Endo– means within; symbiosis means living together.)
Endosymbionts inside a cell can be passed along to the cell’s descendants when
the cell divides. The mitochondria organelle resembles some modern bacteria that
are aerobic heterotrophs, so biologists infer that the mitochondria organelle share an
ancestor with these bacteria. Presumably, the bacteria invaded or were engulfed by
an early eukaryote and began living inside it. Over generations, the bacteria came to
rely on their eukaryotic host for raw materials, while the host used ATP produced by
its bacterial guests. The genes of chloroplasts resemble those of modern oxygen-
producing photosynthetic bacteria, as a result, most biologists infer that chloroplasts
evolved by endosymbiosis from relatives of these bacteria. The bacteria would have
provided their host with sugars and received shelter and carbon dioxide in return.
The endosymbiont hypothesis provides a possible explanation for the observed
composite genome of eukaryotes. Suppose an early eukaryote with a genome derived
from an archaeal ancestor engulfed or otherwise partnered with a bacterial cell. Over
time, bacterial genes related to metabolism and membrane formation migrated into
the nucleus and the corresponding archaeal genes were lost. The result would be a
composite genome of the type we observe today.

ACTIVITIES
Activity 1

Direction: Answer the following items. Use additional sheets of paper if necessary

1. What is the prokaryotic cell? Elaborate your answer, give examples of living
organism that are prokaryotic cell.

2. What is anaerobic respiration? What is its importance to the first life forms
on planet Earth?

3. What is the function of the ozone layer to the first life forms on planet Earth?
Elaborate your answer.

4. What is the process of endosymbiosis? How does it differ from the process of
parasitism?

Activity 2

Home Experiment: observe safety and follow instructions

Materials needed: 1 pc clean transparent glass jar

1 pc masking tape or any adhesive tape
1 pc raw banana
1 pc scissors
1 pc notebook and ballpen
1 pc clean cloth

Instructions
1. Take the clean transparent glass jar and remove the coverlid, unpeel the
banana and put the raw banana inside the glass jar.
2. Cut the clean cloth into the shape of the mouth of the glass jar, then put the
clean cloth in the top of the mouth of the glass jar, make sure that there are
no holes or spaces that could serve as an entry point of any insects or small
animals. Securely sealed the lid of the glass jar by using the adhesive tape to
the cloth.

3. Follow this format, observe and record your daily observation for 3 days.
Observe for any growth of plan or insect inside the jar. Write your
observation in your notebook in science.

First Day

Date:
Time Morning:
Observation:

Date:
Time Afternoon:
Observation:

Date:
Time Evening:
Observation:

Second day

Date:
Time Morning:
Observation:

Date:
Time Afternoon:
Observation:

Date:
Time Evening:
Observation:

Third day

Date:
Time Morning:
Observation:

Date:
Time Afternoon:
Observation:

Date:
Time Evening:
Observation:

Final Observation and conclusion:

 Activity 3
Direction: Answer the following questions, use and additional sheet of paper if
necessary.

1. What is the eukaryotic cell? How is it different from the prokaryotic cells?

2. What are the organelles? How does it help the eukaryotic cell exist and survives
the harsh conditions of the environment?

3. What is the difference between cellular respiration and breathing? Elaborate your
answer.

4. Why is it stated that the prokaryotic cell is primitive compare to the eukaryotic
cell? Elucidate your answer.
 WRAP–UP

Modified True or False: Write TRUE if the statement is true, FALSE if the
statement is false and underlined the words that makes the statement false.

________1. Endosymbiont is an organism that lives inside the body of another kind
of organism.

________2. The organelle is a specialized structures within the cell which are
unbound by membranes.

_________3. In all prokaryotes, the DNA resides in a nucleus.

_________4. The endosymbiont hypothesis provides a possible explanation for the

observed composite genome of prokaryotes.

_________5. Anaerobic respiration would later meet the high-energy needs of multi-
celled eukaryotic organism.

_________6. Staphylococcus aureus is a bacteria.

_________7. One lineage of virus began to carry out the biochemical process of
photosynthesis by the oxygen-releasing pathway.

________8. The chromosomes of chloroplasts resemble those of modern oxygen-

producing photosynthetic bacteria.

________9. Eukaryotic genes that govern respiration and membrane formation tend
to be similar to some bacterial genes.

________10. The ozone layer prevents much of the sun’s ultraviolet (UV) radiation
from reaching by filtering it before it reached Earth’s surface.
 VALUING

Reflect on the following questions. Share it with your classmate.

1. What is the importance of a favorable condition of environment to a living

organism such as yourself in order to survive?

2. As a human being what is the importance of knowing the evolution of the

prokaryotes and eukaryotes cells in your life? How will it make a difference in your
own personal beliefs?

3. With the recent natural calamities that took place last November 12, 2020
Typhoon Ulyssess which is the result of climate change, how can you as a living
and growing being help in the current problems we are facing when it comes to our
natural environment?

POSTTEST
Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. This organism obtains energy by using enzymes embedded in its highly folded
internal membranes to break down nitrogen-containing compounds.
a. Candida albilicans c. Pseudomonas aeroginosa
b. Nitrosococcus oceani d. Staphylococcus aureus

2. These fossil cells occur in association with pyrite suggests that they may have
produced energy by stripping electrons from this mineral.
a. iron sulfate c. iron sulfur
b. iron sulfide d. iron oxide

3. The bacteria invaded or were engulfed by an early eukaryote and began living
inside it.
a. endosymbiosis c. parasitism
b. mutualism d. phagocytosis

4. The cell growth and sediment deposition formed dome-shaped, layered

structures.
a. Phaneritic c. Stromatolites
b. Porphyritic d. Schistose

5. Eukaryotic genes that govern genetic processes tend to be similar to some

archaeal genes.
a. DNA replication, translation, deletion
b. RNA replication, transcription, insertion
c. DNA replication, transcription, translation
d. RNA replication, transcription, translation
 6. Aerobic respiration would later meet the high-energy needs of multi-celled
eukaryotic organism. Which among these is a multi-celled eukaryotic
organism?
a. Candida albilicans, a fungi c. Giardia lambia, a protozoa
b. Staphylococcus aureus, a bacteria d. Varanus salvator, a monitor lizard
7. This organelle is a double layer of membrane with protein-lined pores that
control the flow of material into and out of the nucleus.
a. cell wall c. nuclear envelop
b. mitochondrion d. nuclear membrane
8. The nucleus and endomembrane system probably evolved from infoldings of
what specific organelle?
a. cell membrane c. plasma membrane
b. peripheral membrane d. transmembrane

9. Anaerobic pathway means?

a. abundant use of oxygen c. less use of oxygen
b. absolute no presence of oxygen d. moderate use of oxygen
10. An archaea organism has what type of cell?
a. eukaryotic cell c. prokaryotic cell
b. endosymbiont cell d. parasitic cell

KEY TO CORRECTION

Pretest What's More Wrap-up

1. A For Activity 1-3 answers 1. True
2. A may vary depending on 2. False, unbound
3. D the views of the 3. False, prokaryotes
4. A 4. False, prokaryotes
students. You may
5. C 5. False, respiration
consult your Science 6. True
teacher through your 7. False, virus
Recap class group chat. 8. False, chromosomes
1. True
9. False, respiration
2. False, Valueing
10. True
Spontaneous
Students’ answers may
generation Post-Test
vary. Teacher
3. True 1. B 6. D
coordination is needed.
4. False, Polish 2. B 7. C
5. True 3. A 8. C
4. C 9. B
5. C 10. C
 References
Book

Berg, Linda R., Martin, Diana W., and Solomon, Eldra P. Biology 7th Edition.
Brooks/Cole a division of Thomson Learning. 2006
Olivar II, Jose Tolentino and Anna Cherylle Morales-Ramos. Exploring Through
Science Series: Earth and Life Sciences Series Phoenix Publishing House Inc.,
2016

Peterson, James F., Robert E. Gabler, Dorothy Sack et al Earth and Life Sciences
Rex Book Store, Inc. 2016
Sia, Shiela Rose D. and Leah Amor S. Cortez .SCIENCE in Today’s World for Senior
High School: Earth and Life Science Sibs Publishing House Inc., 2016