CEGUERA TECHNOLOGICAL COLLEGES

SENIOR HIGH SCHOOL DEPARTMENT

Highway 1, Francia, Iriga City, Philippines 4431

ADAPTIVE TEACHING GUIDE

Earth and Life Science
School Year 2025-2026

Date: June 23-26, 2025 (MTWTH)

Time: 12- Providence (7-45-8:45 AM)
12- Perseverance ( 8:45- 7:45 AM)
12- Honesty (4:00- 5:00 PM)

JUNE 23, 2025 – Opening program and building relationship with students
June 24, 2025 – Classroom management and Overview of the subject

MET # 1: UNIVERSE AND THE SOLAR SYSTEM

Lesson: Formation of the Universe in the Solar System

🎯 Prerequisite Content-knowledge:
 Knowledge on the basic celestial objects found in the solar system/ universe
 Understanding the organization/system on where the Earth is part of, from solar system
down to being part of the universe
 Layers Of different Earth subsystem

 k

🎯 Prerequisite Skill:
 Observation skills
 Critical thinking skills
 Communication skills

📝 PREREQUISITES ASSESSMENT: Knowing Our Place in the Universe and Earth’s Systems
Part I: Multiple Choice (6 items)

Choose the letter of the correct answer.

1. Which of the following is the correct order from smallest to largest?

A. Galaxy – Solar System – Universe
B. Planet – Solar System – Galaxy – Universe
C. Universe – Galaxy – Solar System – Planet
D. Solar System – Universe – Galaxy – Planet

2. Earth is part of which galaxy?

A. Andromeda Galaxy
B. Whirlpool Galaxy
C. Milky Way Galaxy
D. Sombrero Galaxy

3.Which of the following is NOT a planet in our solar system?

A. Venus B. Moon C. Mars D. Jupiter
 CEGUERA TECHNOLOGICAL COLLEGES
SENIOR HIGH SCHOOL DEPARTMENT
Highway 1, Francia, Iriga City, Philippines 4431

4. The system that includes the crust, mantle, and core of Earth is called:

A. Atmosphere B. Lithosphere C. Hydrosphere D. Biosphere

5. What subsystem of Earth includes all the water on Earth such as oceans, rivers, and glaciers?
A. Atmosphere B. Lithosphere C. Hydrospher D. Biosphere

6.Which statement best describes Earth’s position in the solar system?

A. Earth is the closest planet to the Sun.
B. Earth is the largest planet in the solar system.
C. Earth is the third planet from the Sun.
D. Earth is part of the asteroid belt.

Part II: Picture Analysis (4 items)

Look at the pictures and answer the question that follows

7.

Question: Based on the image, what planet is located between Earth and Jupiter?
A. Venus
B. Mars
C. Saturn
D. Neptune

8. Which subsystem is represented by the cloud layers and gases surrounding Earth?

A. Lithosphere

B. Biosphere

C. Atmosphere

D. Hydrosphere

9.

👉:What does the image imply about Earth’s location?

A. Earth is at the center of the galaxy.

B. Earth is near the Sun’s surface.

C. Earth is part of a solar system within a galaxy.

D. Earth is outside the Milky Way galaxy.

10. Question:According to the image, which object does Earth directly revolve around?
 CEGUERA TECHNOLOGICAL COLLEGES
SENIOR HIGH SCHOOL DEPARTMENT
Highway 1, Francia, Iriga City, Philippines 4431

A. Moon

B. Sun

C. Mars

D. Saturn

Scores: 1-4 (Insufficient) 5-7 (Fairly Sufficient) 8-10 (Sufficient)

PRE-LESSON REMEDIATION ACTIVITY: (Describe the activities and Use a separate sheet for the copy of a
full-
blown assessment.)

1. For Students with an Insufficient Level of Prerequisite Content-knowledge and/or

Skill(s):
Read an article or watch an educational video on National Geographic Channel about the Earth and the
factors why it is habitable

.Earth 101 | National Geographic

https://www.youtube.com/watch?v=HCDVN7DCzYE

Process Questions:1. What did you observe in the video?

2. How can you describe the Earth’s unique characteristics?

3. Explain how important the emergence of life.

2. For Students with a Fairly Sufficient Level of Prerequisite Content-knowledge and/or

Skill(s):

Concept Map: Complete the Map on how the Earth restore its original status.
 CEGUERA TECHNOLOGICAL COLLEGES
SENIOR HIGH SCHOOL DEPARTMENT
Highway 1, Francia, Iriga City, Philippines 4431

INTRODUCTION:
Time frame: 4 days (240 minutes)
Mode of contacting the teacher:
Online: Messenger/Email
Offline: Consultation time schedule

The knowledge (RUA) the student is expected to gain from learning the topic/lesson
a. State the different hypothesis that explain the origin of the universe
b. Explain the hypothesis on the origin of the solar system
c. Recognize the uniqueness of planet earth, being the only planets in the solar system with
properties that support life

1. Context where the student is going to apply their learning (In what PAA/EFAA and
personal use?)

Students will be able to discuss scientifically grounded beliefs about the origins of the
universe and Earth, which may help them critically evaluate pseudoscientific claims or
misinformation.

Personally, it cultivates a deeper sense of wonder, awareness, and responsibility

toward the planet and its protection, knowing how rare and life-supporting it is.

2. Overview of the Lesson

This lesson explores the scientific explanations for the origin of the universe and the solar
system, guiding students to appreciate how Earth, among all known celestial bodies,
possesses the exact conditions necessary for sustaining life. Students will examine key
hypotheses, such as the Big Bang Theory and Nebular Hypothesis, and compare them to
understand how cosmic structures came to be.
The lesson culminates in recognizing Earth's distinctive features—such as its atmosphere,
distance from the Sun, presence of water, and magnetic field—that make life possible.
Through this, learners develop both scientific knowledge and a sense of environmental
responsibility, realizing Earth’s uniqueness and the importance of its preservation.
 CEGUERA TECHNOLOGICAL COLLEGES
SENIOR HIGH SCHOOL DEPARTMENT
Highway 1, Francia, Iriga City, Philippines 4431

STUDENTS EXPERIENTIAL LEARNING

Concept Review: Drawing attention to meaning, Prompting connection to prior knowledge
1. How universe started? How old the universe?
2. Why they are many theories about the universe?
3. How solar system started?
4. Do you think sun is old enough?
5. How can you explain why Earth is habitable?

CHUNK 1: History of Universe and its Theories - Drawing attention to meaning, Prompting
connection to prior knowledge

There are different hypotheses explaining the origin of the universe from the most accepted
theory Big Bang Theory to Oscillating theory.
Formative question: What are the theories about the history of the universe

Theories about the History of the Universe.

Activity Title:
🌌 “Theories Through Tableaus” – Act It Out!

Objective:
To help students internalize and differentiate between the various theories about the origin of the
universe through creative movement and teamwork.

Materials Needed:
 None (just space to move and participate)
 Optional: small signs or printed keywords for props (e.g., “EXPAND,” “CONTRACT,”
“CONSTANT,” “SINGULARITY”)

Instructions:
1. Divide the class into 3 groups.
o Group 1: Big Bang Theory
o Group 2: Steady State Theory
o Group 3: Oscillating Theory
2. Each group will have 5–10 minutes to come up with a frozen tableau or short silent skit
that represents how their assigned theory describes the origin and development of the
universe.
o Big Bang: Students can huddle together as a "singularity" then suddenly expand
outward.
o Steady State: Show continuous movement or growth without a beginning or end.
 CEGUERA TECHNOLOGICAL COLLEGES
SENIOR HIGH SCHOOL DEPARTMENT
Highway 1, Francia, Iriga City, Philippines 4431

o Oscillating: Act out expansion followed by contraction and repeat.

3. Each group performs their tableau or skit in front of the class.
4. After each performance, the class will guess:
o Which theory was presented?
o What clues helped them decide?
5. The teacher will clarify the correct theory and explain the key features shown by each
group.

Formative Question (Post-Activity Reflection):

🧠 “What makes each theory different in terms of how the universe began and what will happen to it
over time?”

Lecture Discussion

Hubble Space Telescope

Name after the astronomer Edwin Hubble, the hubble space telescope is a large, space-based
observatory that has changed our understanding of the cosmos since its launch and deployment
by the space shuttle discovery in 1990.

Joint exploration by the national aeronautics and space administration (nasa) of the usa and the
european space agency (esa).

Voyager 1

Nasa's voyager 1 already traveled out of the solar system and reached the galactic interstellar
space in august 2012. Making it the first man-made craft to venture out of our solar system.

Voyager 2 followed suit.

From the beginning they were only two things exist in the universe: energy and matter.

Big Bang Theory

Big bang is how astronomers explain the way the universe began. It is the most accepted scientific
explanation on how the universe was created.

It began nearly 13.8 billion years ago with a massive expansion.

It started from a single point.

 CEGUERA TECHNOLOGICAL COLLEGES
SENIOR HIGH SCHOOL DEPARTMENT
Highway 1, Francia, Iriga City, Philippines 4431

Georges Lemaitre he said that the universe started as just a single point. He said that
You sent
the universe keeps on stretching and expanding.

Edwin Hubble he noticed that other galaxies were moving away from each other as seen on
earth,

In the beginning as the universe expanded, it cooled down. Particles slow down and grouped
together forming light elements such as hydrogen and hellum. Atoms grouped together forming
stars, and with the presence of gravity, galaxies were formed.

The most accurate representation of our universe and was drawn using the data on Cosmic
Microwave Background (CMB), a remnant of the big bang. The CMB data also shows that there is
less dark energy than the combined amounts of dark and normal matter in the universe.

Steady state theory

Everything is the same. Galaxies are not moving away from each other. Stars are being made in
the center of the galaxies that spiral out of the center.

Galaxies reabsorb energy given off by stars throughout their life cycle. Energy is reused to produce
new stars.

There was no expansion and no contraction. it failed to explain cosmic microwave background.

Cyclic model

It suggest that the universe undergoes and endless series of expansions and contractions.

The universe expands from a big bang and contracts into a big crunch.

Multiverse model

It suggest that the universe just one of many universes that exist simultaneously.

CHUNK 2: The Birth of Solar System - Drawing attention to meaning, Prompting connection
to prior knowledge, Prompting to Effortful Thinking

The birth of the Solar System can be explain by different hypotheses such as Nebular Hypothesis,
Planetesimal Hypothesis and the Capture Theory
 CEGUERA TECHNOLOGICAL COLLEGES
SENIOR HIGH SCHOOL DEPARTMENT
Highway 1, Francia, Iriga City, Philippines 4431

Activity: Video-based Analysis Watch the following video about the creation of the planets in the
solar system and answer the following process question in the worksheet provided
https://youtu.be/B1AXbpYndGc?si=RBd-Rks7G2o6rGER
https://youtu.be/sCkhEu3lYNc?si=nqz8dAF6ziO9jpdE

🧠 Formative question: How did the formation of the solar system take place?

📚 Lecture-Discussion: The Birth of the Solar System

Introduction (Engage/Draw Attention to Meaning):
“Look up at the sky—what you see now, those stars and planets, had a beginning. But have you
ever wondered: How did our Sun and the planets form in the first place? Scientists have proposed
different ideas—or hypotheses—to explain this grand cosmic event we call the birth of the solar
system. Today, we’ll explore three of the most well-known theories.”

Connecting to Prior Knowledge (Ask students):

 “What do you already know about how planets are formed?”
 “Have you heard of any theory that explains how the Sun and planets came to be?”
Take 2–3 responses before proceeding.

🌌 Main Lecture Content

1. Nebular Hypothesis (Most Widely Accepted)
 Proposed by Immanuel Kant and Pierre-Simon Laplace
 Main Idea: The solar system formed from a huge, rotating cloud of gas and dust called a
solar nebula.
 Process:
o The nebula collapsed due to gravity.
o It began to spin faster and flattened into a disk.
o The center became so hot and dense that it formed the Sun.
o The remaining material clumped together to form the planets, moons, and other
bodies.
 Ask Students:
“What real-life phenomena can you relate to this process? (e.g., spinning pizza
dough, whirlpools)”

2. Planetesimal Hypothesis
 Proposed by Chamberlin and Moulton
 Main Idea: A passing star nearly collided with the Sun, pulling off material from the Sun’s
surface.
 The ejected material cooled and condensed into small solid bodies called planetesimals.
 These planetesimals collided and combined to form the planets.
 Ask Students:
“Do you think this theory is still widely accepted today? Why or why not?”
 CEGUERA TECHNOLOGICAL COLLEGES
SENIOR HIGH SCHOOL DEPARTMENT
Highway 1, Francia, Iriga City, Philippines 4431

Note: This theory is less supported today because it doesn't explain the angular momentum
(spinning motion) of the solar system well.

3. Capture Theory
 Suggests that planets formed independently elsewhere in space.
 The Sun’s gravity later captured them into orbit.
 Ask Students:
“Can you think of any challenges with this theory?”
(Hint: Why would planets orbit in the same direction and plane if they came from different
places?)

🧠 Prompting Effortful Thinking

Let students reflect on these questions:
 “Which of the three theories do you think makes the most sense based on what
you’ve learned so far?”
 “Why do scientists today prefer the Nebular Hypothesis?”
 “How does this topic connect to our knowledge of planets, gravity, and motion?”

Conclusion / Summary
 Many hypotheses have been proposed to explain the birth of the solar system.
 The Nebular Hypothesis remains the most scientifically accepted due to strong
evidence and its ability to explain the system’s structure.
 Understanding these theories helps us see how Earth, our home, is just one part of a
much larger cosmic story.

CHUNK 3: Factors that allow a planet support life Drawing attention to meaning, Prompting
connection to prior knowledge, Example and Non-Example, Prompting to Effortful Thinking

The solar system is home to eight diverse planets, each with its own unique set of
characteristics. From the rocky terrains of Mercury, Venus, Earth, and Mars to the massive gas
and ice giants like Jupiter, Saturn, Uranus, and Neptune, no two planets are exactly alike. They
differ in size, composition, temperature, number of moons, presence of rings, and even in their
atmospheres. These variations in planetary characteristics also play a crucial role in determining
whether a planet can support life.

🔊 Engage / Draw Attention to Meaning (Hook):

“Have you ever wondered why Earth is the only known planet with life? We’ve discovered
thousands of planets in space, yet none seem to support life like ours. What makes Earth so
special? And what would it take for another planet to become a home for living things?”

ACTIVITY 1 : 4 PICS , 1 WORD INTO 1 WORLD! Drawing Attention to Meaning Prompting

Connection to Prior Knowledge

DIRECTION: Look at the four pictures, find the one word that connects them all, and write your
 CEGUERA TECHNOLOGICAL COLLEGES
SENIOR HIGH SCHOOL DEPARTMENT
Highway 1, Francia, Iriga City, Philippines 4431

answer that determines the factors that make the planet habitable.

PROCESS QUESTION: What are the factors that make a planet habitable and why are
they important for making a planet habitable?

ACTIVITY 2: Group Task Worksheet: Comparing Planets Prompting for Effortful Thinking
Prompting Connection to Prior Knowledge
Directions: Work together to complete the chart below by filling in the missing information for
Earth, Mars, and Venus. Use the information box below the chart to guide your answers. Be sure
to focus on atmosphere, temperature, presence of water, and other unique characteristics.

Comparison Chart
Plane Atmosphere Average Presence of Water Other
t Temperature Characteristics
Earth Water exist as
vapor , liquid and
ice
Mars -63°C Thin atmosphere
Venu Thick CO₂-rich Hottest planet,
s atmosphere volcanic surface

Planet Characteristics Bank (Choose from below):

 CEGUERA TECHNOLOGICAL COLLEGES
SENIOR HIGH SCHOOL DEPARTMENT
Highway 1, Francia, Iriga City, Philippines 4431

Process Questions :
1. Which planet has conditions most similar to Earth?
2. What makes Earth suitable for life compared to Mars and Venus?

🔍 Formative Question:
“What are the key factors that make a planet habitable, and why is Earth unique in having
them?”

🌍 Lecture-Discussion: Factors That Allow a Planet to Support Life

🧠 Prompting Connection to Prior Knowledge (Ask):

 “What do you think all living things need to survive?”
(Collect answers like water, air, food, shelter, sunlight.)
 “Do you think other planets might have some of these things?”
(Mention planets like Mars or Venus briefly.)

📘 Core Lecture Content: The 5 Major Factors That Support Life on Earth
✅ 1. Right Distance from the Sun (The Habitable Zone)
 Earth is in the Goldilocks Zone—not too hot, not too cold.
 This allows liquid water to exist.
 Example: Venus is too hot, Mars is too cold—Earth is just right.
✅ 2. Presence of Water (Hydrosphere)
 Water is essential for chemical reactions in living cells.
 Earth has liquid water in oceans, rivers, lakes, and underground.
 Non-Example: Mercury has no water, and Venus is too hot for it.
✅ 3. Protective Atmosphere
 Earth’s atmosphere contains oxygen, carbon dioxide, and nitrogen—vital for life.
 It traps heat (greenhouse effect), blocks harmful radiation, and burns up meteors.
 Non-Example: Mars has a very thin atmosphere; it can’t trap heat or block radiation.
✅ 4. Magnetic Field
 Earth’s magnetic field protects us from solar wind and harmful particles from the Sun.
 Without it, our atmosphere could be stripped away—just like what may have happened to
Mars.
✅ 5. Stable Climate and Geological Activity
 Earth has plate tectonics and an active carbon cycle that helps regulate temperature and
recycle nutrients.
 Its climate has remained relatively stable for billions of years, giving life time to evolve.

🧪 Example vs. Non-Example (Table Discussion)

 CEGUERA TECHNOLOGICAL COLLEGES
SENIOR HIGH SCHOOL DEPARTMENT
Highway 1, Francia, Iriga City, Philippines 4431

Atmospher Life
Planet Liquid Water Right Distance Magnetic Field
e Possible?
Earth ✅ ✅ ✅ ✅ ✅
Mars ❌ (frozen) Thin ✅ ❌ ❌
Venus ❌ Toxic ❌ (too hot) ❌ ❌
Moon ❌ ❌ ❌ ❌ ❌

💭 Prompting to Effortful Thinking (Ask Students):

 “If we could add one missing factor to Mars, could it become habitable?”
 “What’s more important: water or atmosphere?”
 “Why is Earth’s combination of factors so rare in space?”
 “Do you think we can make other planets habitable in the future?”

✅ Wrap-Up / Summary:
Earth supports life because it has the perfect combination of factors: the right distance from the
Sun, water, a protective atmosphere, a magnetic field, and stable conditions. Other planets might
have one or two of these, but only Earth has them all working together. Life isn’t just about where
a planet is—it's also about what it has and how its systems interact.

🔍 SYNTHESIS
"How do the different theories about the origin of the universe and the solar system help us
understand the uniqueness of Earth as a life-supporting planet?"

✅ Sample Answer:
The different theories—like the Big Bang Theory for the universe and the Nebular Hypothesis
for the solar system—help explain how everything began from a single event or structure,
eventually forming galaxies, stars, and planets. These scientific explanations show how the Earth
is a product of cosmic processes. However, what makes Earth unique is that, unlike other planets,
it ended up with the right conditions for life: water, a protective atmosphere, a magnetic field,
stable temperature, and the right distance from the Sun. Understanding these theories gives
us a deeper appreciation of how rare and special Earth is in the vastness of the universe.

✅ RUA OF STUDENT LEARNING

🌌 “Explainer Poster: From Universe to Us”

Purpose:

📘 Brief Description:
Students will create an explainer poster or infographic that answers the essential question:
“How did the universe and solar system begin, and why is Earth the only planet known to
support life?”
 CEGUERA TECHNOLOGICAL COLLEGES
SENIOR HIGH SCHOOL DEPARTMENT
Highway 1, Francia, Iriga City, Philippines 4431

The poster must have three labeled sections:

1. Origin of the Universe – with at least two stated hypotheses (e.g., Big Bang, Steady
State)
2. Formation of the Solar System – a clear explanation of one accepted hypothesis (e.g.,
Nebular Hypothesis)
3. Earth's Habitability – list and illustrate at least 3 key factors that make Earth unique

📝 Output:
 A creative, complete, and organized poster (physical or digital)
 Optional: short oral or written presentation explaining their poster

📝 Rubric: Explainer Poster – From Universe to Us

Criteria 4 - Excellent 3 - Proficient 2 - Developing 1 - Beginning
1. Origin of the Includes 2 or more Includes at least 2 Includes 1 theory or
Does not include a valid
Universe(States different universe origin theories theories with mostly explanations are
theory or explanation is
hypotheses clearly and with accurate, clear accurate partially unclear or
inaccurate or missing
correctly) explanations and visuals explanations incomplete
Explains a valid
2. Formation of the Solar Explains a valid Provides a partial or
hypothesis (e.g., Nebular) Explanation is missing
System(Explains the chosen hypothesis with some vague explanation of a
with accurate details and or incorrect
hypothesis clearly) detail hypothesis
clear visuals
Accurately identifies and
3. Earth’s Uniqueness for Identifies and explains Includes incomplete or
explains 3 or more unique Identifies 1–2 features,
Life(Recognizes and 2–3 features with incorrect factors, or
Earth features (e.g., water, with limited detail or
describes key life-supporting mostly accurate explanations are
atmosphere, distance from accuracy
factors) descriptions missing
Sun)
Poster is well-organized, Poster is organized Poster shows some
Poster is disorganized
4. Clarity and Organization easy to follow, and and mostly easy to organization, but parts
or hard to follow
sections are clearly labeled follow are unclear
Poster shows high effort, Poster shows
Poster shows minimal Poster is rushed,
5. Creativity and Effort creativity, and visual moderate effort and
effort and little creativity messy, or incomplete
appeal some creativity

📊 Scoring Guide:
 18–20 points = Outstanding (Mastered all objectives)
 14–17 points = Proficient
 10–13 points = Developing
 Below 10 points = Needs Improvement

🔄 POST-REMEDIATION ACTIVITY: “Universe-to-Earth Flipbook”

* If and only if the students demonstrate failure to grasp the whole lesson

Brief Description:
Students will create a mini flipbook summarizing the key concepts from the lesson in a simplified,
structured format. This activity allows them to review and reorganize the concepts they struggled
with during the main task.

Instructions:
 CEGUERA TECHNOLOGICAL COLLEGES
SENIOR HIGH SCHOOL DEPARTMENT
Highway 1, Francia, Iriga City, Philippines 4431

Using ½ sheet of bond paper (or any small booklet), students will create a 3-page flipbook with the
following sections:
1. Page 1 – Origin of the Universe
o Title and short explanation of 1 theory (e.g., Big Bang)
o 1 simple drawing or symbol
2. Page 2 – Origin of the Solar System
o Title and brief explanation of the Nebular Hypothesis
o 1 supporting illustration
3. Page 3 – Why Earth Supports Life
o List of at least 3 life-supporting factors (e.g., water, atmosphere, right distance)
o 1 drawing showing Earth with these features

💡 Purpose:
To help students reinforce and clearly summarize each concept in a more guided, manageable
way.

REFERENCE
https://www.youtube.com/watch?v=HCDVN7DCzYE
https://youtu.be/B1AXbpYndGc?si=RBd-Rks7G2o6rGER
https://youtu.be/sCkhEu3lYNc?si=nqz8dAF6ziO9jpdE
https://www.twinkl.com/resource/how-can-i-help-restore-our-earth-concept-map-au-t-10003339

Prepared by: Noted by:

WILFRED ANDRIANNE V. OBERO ALICE S. ALMAZAN

SHS Instructor SHS Principal