Learner’s Activity Sheet

Assessment Checklist

EARTH AND LIFE

SCIENCES
2nd Semester - Quarter 3 – Week 1

The Formation of the Universe

and the Solar System

__________________________________________
Learner
___________________________________________
Section

___________MRS. CHENEE L. TAN____________

Teacher

___________________________________________
Parent or Guardian

________UPI AGRICULTURAL SCHOOL______

School

11
________________________
Date of Retrieval
 TEACHER'S REFERENCE GUIDE (TRG)

School: Upi Agricultural School Grade Level: 11 (ACP, Cookery, GAS)

Teacher: Mrs. Chenee L. Tan Learning Area: Earth & Life Sciences
Teaching Date: March 22-26, 2021 Quarter / Week: 3 / 1

 Identify the origin of the universe and the solar system

I.OBJECTIVES:  Determine the layers of the earth and when do solar and lunar
eclipses occur
The learners demonstrate understanding of…
A. Content 1. The formation of the universe and the solar system
Standard: 2. The subsystems (geosphere, hydrosphere, atmosphere, and
biosphere) that make up the earth
3. The earth’s internal structure
B. Performance Illustrate the phases of the moon and write a one stanza poem about
Standard: the earth
 Recognize the uniqueness of earth, being the only planet in the
solar system with properties necessary to support life.
C. MELC:
 Explain that the earth consists of four subsystems, across
whose boundaries matter and energy flow.
II. SUBJECT
The Formation of the Universe and the Solar System
MATTER:
Salandanan, Gloria G. (et al). 2016. Earth and Life Sciences. Lorimar
a. References Publishing, Inc.; Philippines. pp. 4-24.
Learning Activity Sheet, Assessment Checklist, and Coloring
b. Materials
Materials
c. Integration Appreciation of God’s wonderful creation
III. PROCEDURE
Activity 1:
ACTIVITY
1.1 Let the learners study the given pictures.
(DO) 1.2 Instruct them to answer the given questions.

Guide questions:
ANALYSIS  In your own words, how will you describe the universe?
(THINK)  If given a chance, which planet in the solar system do you want
to visit aside from Earth? Why?
 In one sentence, share your thoughts about our planet Earth.
Activity 2: Presentation of the following lessons:
ABSTRACTION  Origin of the Universe and Solar System
(LEARN)  The Sun, Moon, and Earth
 Layers of the Earth
Activity 3:
APPLICATION 3.1 Instruct the learners to shade the given circles properly to
(APPLY) form the different phases of the moon.
3.2 Ask the students to write a one stanza poem about the earth.

Activity 4:
4.1 Let the learners identify the terms being described in the given
sentences.
IV. EVALUATION
4.2 Instruct the students to put a check on the blank before each
item if the statement is true and a cross if it is false.
4.3 Ask the learners to explain the given questions.
SELF-ASSESSMENT
Guide questions:
1. Which among the activities is easy for you to understand and
perform?
2. What did you learn when performing the different activities?

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 3. Was I able to perform the different tasks/activities well?

LEARNERS ACTIVITY SHEET (LAS)

Dear Learner,
Good Day! The Formation of the Universe and
For this week, you are the Solar System
expected to identify the
origin of the universe and
the solar system; determine
the parts of the sun and
layers of the earth and
when do solar and lunar
eclipses occur. Please
carefully understand and
follow the instructions
provided. If you encounter
difficulties in doing the
tasks, do not hesitate to ask

1.1 Study the given pictures.

1.2 Answer the following questions:

1. In your own words, how will you describe the universe?

_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

2. If given a chance, which planet in the solar system do you want to visit
aside from Earth? Why?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

3. In one sentence, share your thoughts about our planet Earth.

_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

Let’s learn and remember!

Page 1
Origin of the Universe and Solar System

MBHTE - Division of Maguindanao II – Upi Agricultural School

 Cosmology is the study of the universe, including its properties, structure, and evolution.
The universe, also called the cosmos, began 10-15 billion years ago, when a primordial
explosion called the Big Bang occurred. The first three minutes after, great quantities of
hydrogen and helium were created, spanning apart at great
Galaxy speeds. About three million years later, huge clouds, stretching
500 million light years across, began to condense. After about
200 million years, these condensations formed the first galaxies –
the birthplace of the stars and of elements heavier than hydrogen
and helium. The universe today is the remnant of the Big Bang.
The Big Bang marked the birth of the universe, all matter and
space were created instantaneously.
In 1796, Marquis de Laplace, a French Astronomer, proposed the Nebular Hypothesis to
explain the origin of the solar system. This hypothesis states that the solar system evolved from
a slowly rotating gaseous cloud. As it cooled by radiation and contacted, it rotated faster and
faster, causing the gas to take a disk-like form. At a certain speed, the gravitational attraction
could no longer hold the outer material to the central mass, and it broke into a ring. Materials
such as iron and nickel and rock-forming elements like silicon, calcium, and sodium formed
metallic and rocky clamps that orbited the sun. Repeated collisions caused these masses to
coalesce into the four inner planets – Mercury, Venus, Earth, and Mars. At the same time, the
larger outer planets – Jupiter, Saturn, Uranus, and Neptune were also developing. Being
farther from the sun, thus having colder temperature, the material from which these planets
formed contained a high percentage of ice, water, carbon dioxide, ammonia, and methane. The
moons around the planets were formed by the same process.
Planets are classified into two groups: the terrestrial and the jovian. The four planets
closest to the sun are Mercury, Venus, Earth, and
Solar System
Mars. Each has a solid mineral-containing crust
and earth-like composition, which is why they are
called terrestrial. The jovian planets are Jupiter,
Saturn, Uranus, and Neptune. The term jovian
came from Jupiter, describing the other gas giants
in the solar system as Jupiter-like. Pluto is not
included in either category because of its great
distance and small size.
The Sun
The sun is a glowing ball of gas-like material, called plasma. It is our
principal source of heat. Without this, our life on earth would cease.
The visible surface of the sun is called the photosphere. Above it is the
reversing layer, which is the lower level of the sun’s atmosphere. Several
thousand miles above it extends the chromosphere or color sphere.
Beyond the chromosphere, hundreds of thousands of miles, is the corona,
The Sun
a crown of light seen during a solar eclipse.
The Moon
From the Earth, we always see the same side of the moon. The familiar features of the
“man in the moon” are always turned towards us on earth. The moon rotates slowly, about
once every 29 days. The rotational rate matches the rate at which it revolves around the earth
and this explains why the same side of the moon is always facing the earth.

Because the moon rotates on its axis and revolves

around the earth, we have the moon’s phases, changes in
its visible shape that occur in monthly cycles. The first half
of the moon cycle begins with the new moon (totally dark)
and climaxes with the full moon. The new moon phase
occurs when the sun, moon, and earth are lined up with
the moon in the middle. During the next seven days, more
and more of the moon’s side exposed to our view is
illuminated. This is first quarter. At this point, we see half
the sunlit portion of the moon.
Phases of the Moon
During the next week, more and more of the2sunlit portion is exposed to us. This is the
Page
waxing gibbous phase. Then, we see a full moon, the side of the moon facing us is completely
illuminated because the earth is in the middle of sun and moon. The cycle reverses during the

MBHTE - Division of Maguindanao II – Upi Agricultural School

 following two weeks as we see less and less of the sunlit side (crescent). One complete cycle
takes about 29 days or 1 month.
A solar eclipse occurs when the moon’s shadow falls on the earth while lunar eclipse
occurs when the moon passes into the shadow of the earth. All solar eclipses involve a new
moon and all lunar eclipses involve a full moon.

The Earth
To fully understand our planet, we must first learn how its individual components (land,
water, air, and life forms) are interconnected. Earth as a system is composed of numerous
interacting parts or subsystems: hydrosphere, atmosphere, geosphere, and biosphere.

a. Hydrosphere
It is the dynamic mass of water
that is continuously moving,
evaporating from the oceans to the
atmosphere, precipitating to the land,
and retuning to the ocean. It also
includes the fresh water found in
streams, lakes, and glaciers, as well as
that found underground.

b. Atmosphere

This is a thin blanket of air that we breathe. It also provides us protection from
the sun’s dangerous ultraviolet radiation. This is where our weather and climate arise.

c. Geosphere
It extends from the surface to the center of the planet, a depth of 6,400
kilometers, being the largest of the four spheres.
d. Biosphere
It includes all life on earth. The ocean life, burrowing animals, flying insects and
birds, plants and animals, as well as microorganisms, are all part of the biosphere, all
of which help maintain balance in the ecosystem through countless ecological
interactions.

Layers of the Earth

a. Crust – the thin, topmost layer of the

earth.

b. Mantle – it is more than 82% of earth’s

volume. The top portion of the upper
mantle is part of the lithosphere and
beneath is the asthenosphere which is
also the source of volcanic magma.
c. Core – it is divided into two regions. The
outer core is a liquid layer that generates
the earth’s magnetic field because of its
movement. The inner core is solid due to
the immense pressures that exist in the center of the planet.

Page 3

MBHTE - Division of Maguindanao II – Upi Agricultural School

 Name: _____________________________ Strand: ________ Subject: ELS (Q3/Week1)

Let’s apply what you’ve learned!

3.1 Shade the given circles properly to form the different phases of the moon.

Crescent Full Moon First Quarter New Moon Last

Quarter

3.2 Write a one stanza poem about the earth.

4.1 Identify the terms being described in the given sentences.

_____________________1. It is the other term for universe.
_____________________2. He was a French Astronomer who proposed the Nebular Hypothesis.
_____________________3. It is our principal source of heat.
_____________________4. It is the only planet that can support life.
_____________________5. This is a blanket of air that protects us from the sun’s UV radiation.
_____________________6. It is the topmost layer of the earth.

4.2 Put a check (/) on the blank before each item if the statement is true and a
cross (x) if it is false.
_____1. The moon is as big as the earth.
_____2. It takes the moon 365 days to revolve around earth.
_____3. Life is impossible on the moon.
_____4. The moon has different phases.
_____5. The moon is seen brightest if it is crescent.

MBHTE - Division of Maguindanao II – Upi Agricultural School

 4.3 Explain the following.
1. When does a solar eclipse occur? Page 4
______________________________________________________________________________________________
______________________________________________________________________________________________

2. When does a lunar eclipse occur?

______________________________________________________________________________________________
______________________________________________________________________________________________

What I did?
1. What part of the activity did you find most interesting and productive?
_________________________________________________________________________________
_________________________________________________________________________________

What I learned?
2. What is the most significant lesson you learned from this lesson?
__________________________________________________________________________________
__________________________________________________________________________________
What I earned?
3. How significant is acquiring knowledge and understanding about the universe
and the solar system?

_____________ Very Significant _____________ Significant _____________ Not Significant

```````````````````````````````````````````````````````````````````````````````````````
ASSESSMENT CHECKLIST
(To be accomplished by a parent or guardian)

The Formation of the Universe and the Solar System

Check ( ) the appropriate observation that corresponds to your child’s performance in

the accomplishment of the activities.

OBSERVATION
Accomplished

Accomplished

Accomplished
Partially

Bases for Assessment

Fully

Parent’s/Guardian’s
Not

Remarks

Activity 1
The learner was able to study the given
pictures and answer the given questions.
Activity 2
The learner was able to read and
understand the concepts given.
Activity 3
The learner was able to draw and label
the parts of the sun, shade the circles to
form the different phases of the moon,
and write a one stanza poem about the
earth.

Activity 4
The learner was able to answer the
evaluation questions.

MBHTE - Division of Maguindanao II – Upi Agricultural School

 _____________________________________________
Name and Signature of Parent or Guardian

Page 5

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MBHTE - Division of Maguindanao II – Upi Agricultural School