ST. VINCENT SCHOOL FOUNDATION, INC.

Legaspi Street, Poblacion Sur, Paniqui, Tarlac

Tel. No. (045) 491 2423
Senior High School Department
S.Y. 2022-2023

ADAPTIVE TEACHING GUIDE IN

Earth Science
GRADE 11 |1st QUARTER
Prepared by:

WENDEL M. JUNIO
SHS Teacher

Checked and Reviewed: Noted:

JOEMARIE C. SIBATON, LPT SHARON S. CARDENAS, Ed.D

Academic Coordinator High School Principal
 ADAPTIVE TEACHING GUIDE IN EARTH SCIENCE

MOST ESSENTIAL LEARNING COMPETENCY/IES : Explain why the Earth’s interior is hot and describe how magma is formed
#3
MOST ESSENTIAL TOPIC #2 : Endogenic Processes

CONTENT STANDARDS The learners demonstrate an understanding of geologic processes that occur within the Earth.
Communication & Interpersonal Relationship, Decision-making & Problem-solving, Creative & Critical Thinking,
KEY AREAS OF LIFE SKILLS
Self-awareness & Empathy, Assertiveness & Equanimity and Resilience & Coping with Problems
Make a simple map showing places where erosion and landslides may pose risks in the community and using maps,
PERFORMANCE STANDARDS
diagrams, or models, predict what could happen in the future as the tectonic plates continue to move
PREREQUISITE CONTENT KNOWLEDGE The learners shall be able to understand why Earth’s interior is hot.
PREREQUISITE SKILLS The student should understand the importance and impacts of the Earth’s interior.
PREREQUISITE ASSESSMENT Brain Teaser!
Formative Assessment

Direction: the students will answer the following questions:

1. What is the difference between heat and temperature.
2. What are their insights about “There is no such thing as “cold”. It is only the absence of heat”?

PRE-LESSON REMEDIATION ACTIVITY

For students with insufficient Level on Prerequisite Content Knowledge and or

Additional Worksheets will be given and supplemental videos.
skill(s)

For Students with Fairly Sufficient Level on Prerequisite Content-knowledge

and/or Skill(s) Worksheets will be given.

INTRODUCTION
TIMEFRAME Quarter 2 Week 3 |October 23-27, 2023|Face-to-face, Synchronous and Asynchronous Sessions
TEACHER’S CONTACT DETAILS The student may contact the teacher via email or Learning Management System (LMS) if online, through text
 messaging or calls, through written feedback indicated in the module or learning material or schedule a face-to-face
interaction while having coaching, academic support, or consultation.

Contact Number: 09637365009

Gmail Account: juniowendel3@gmail.com
Facebook name: Wendel Junio
The student is expected to gain these from learning the topic or the lesson:

Remember: Identify the following factors that causes the Earth’s internal hot.
OBJECTIVES
Understand: Explain why and how the Earth’s heat is being formed.
Apply: Appreciate how the Earth’s internal heat are capped for energy source.

CONTEXT This module provides understanding about the Earth’s internal heat.

TARGET CHARACTER/VALUES FOCUS
(PMVGO)
OVERVIEW OF THE LESSON
Communication, ICT Literacy, Critical Thinking, Career and Self-Reliance
The Earth's internal heat, often referred to as geothermal energy, is a fundamental aspect of our planet's composition
and plays a crucial role in various geologic and geophysical processes.

STUDENT’S EXPERIENTIAL LEARNING

Chunk 1 Earth’s Internal Heat (Day 1 and Day 2)

Lesson proper
You will not feel the heat that comes from inside the Earth. However, you must know about the heat in the interior of Earth since this builds mountains, moves continents,
and causes earthquakes.
Internal Heat of the Earth
• The internal heat of the Earth fuels the planet’s dynamic processes including plate movements, earthquakes, and volcanism.
• Earth’s internal heat is produced by residual heat (extra-terrestrial impacts and gravitational contraction) and radiogenic heat.

Residual Heat
Extra-terrestrial Impacts
• As proposed in the Nebular theory, the Earth was formed through accretion of particles from a rotating cloud.
• The great amount of kinetic energy is produced by the moving extra-terrestrial objects which were then converted to heat energy.
Gravitational Contraction
• Collapsed clouds occur because accretion of more materials led to an increase in the gravitational attraction causing the contraction of the Earth into a
smaller volume which will then enable them to spin faster.
• The compaction of dust clouds resulted in the conversion of gravitational energy into heat energy.

Radiogenic Heat
• Unstable elements undergo radioactive decay to attain a more stable form.
• The process of radioactive decay produces heat as a by-product.

Earth’s Thermal Budget

• Around 30% of the solar energy that reaches the surface of Earth is reflected back to space by the clouds, atmosphere and light-coloured areas (deserts and
areas covered with ice and snow).
• The remaining 70% of the solar energy is absorbed by the atmosphere, land, and oceans.
• Earth’s thermal budget is the measure of the amount of heat that is released at the surface and produced in the interior.

Formative Question:
1. What is Earth’s Internal Heat?
2. How Earth’s heat affect the organisms?

Activity
1. Oral Recitation
2. Discussion
Chunk 2 Activity (Day 3)

Lesson proper

Answer the following questions. Use the illustration below as a guide.

1. What is the total percentage of solar energy reflected?
2. What type of surfaces reflect incoming solar energy?
3. What is the total percentage of solar energy absorbed?
4. Are all the energy absorbed radiated back to space?
5. How much energy is reflected by the atmosphere? absorbed?
Formative Assessment:
1. How to solve Earth’s Internal Budget?
2. Why is it important to study the Earth’s internal heat?

Activity
1. Written Assessment
2. Oral Recitation
Chunk 3 Activity (Day 4)

Lesson Proper

Swirling Glitters
In this activity, the students will try to simulate the formation of the solar system using glitters.
Materials:
● plastic basin
● water
● glitters
● wooden stick
● glue

Procedure:
1. Ask the students to form a group of five members.
2. Ask each group to fill the plastic basin with water.
3. Using a wooden stick rinsed in glue, make a swirling effect into the water.
4. Ask the students to observe what happened to the glitters after swirling the water.
5. Let the students answer the guide questions.

Answer: They clumped at the center of the swirling force.

Formative Question
1. What do the glitters represent in this activity?
2. What does the swirling effect represent in this activity?
3. What happened to the glitters after making the swirling effect in the water?
Activity
1. Experimentation
2. Oral Presentation
3. Written Activity
SYNTHESIS
Answer the following questions based on the previous discussion.

1. What are the effects of Mass Wasting?

2. What are the different types of mass wasting?
3. How can we prevent mass wasting?

RUA OF STUDENT’S LEARNING

Written Assessment
Instructions: Read each statement carefully and identify what is being asked, Write your answer on the space provided.
A. Identification
___________________ 1. It fuels the planet’s dynamic processes including plate movements, earthquakes, and volcanism.
___________________ 2. What are the two different energy that produces Earth’s energy? (2pts
___________________ 3. How many percent does the solar energy that reaches the surface of Earth is reflected back to space by the clouds,
atmosphere and light-coloured areas (deserts and areas covered with ice and snow)?
B. Compare and Contrast (12pts)
Compare Residual Heat and Radiogenic Heat

RESOURCES Books
 -Felicerta, C.N. (2017). Breaking Through Earth Science for Senior High School. C&E Publishing, Inc
- Refran, J.C. (2016). Earth Science. Vibal Group, Inc.

POST-LESSON REMEDIATION ACTIVITY

Written Assessment
Prepared by: Checked and Reviewed:
A. Read and analyze the following statements given. Write true if the statement is correct and false if it is incorrect.
WENDEL M. JUNIO JOEMARIE C. SIBATON, LPT
Subject
1. The internal heat of Earth fuelsTeacher Academic Coordinator
the planet’s dynamic processes including plate movements, earthquakes, and volcanism.
Answer: true
2. The great amount of kinetic energy is produced by the accreting objects which were then converted to heat energy.
Noted:
Answer: true
3. Rotational velocity is directly proportional to radius.
Answer: false SHARON S. CARDENAS, EdD
4. Collapsed clouds occur because accretion of more materials led to anHigh School
increase Principal
in the gravity causing the contraction of Earth.
Answer: true
5. The collapsed cloud resulted in the conversion of gravitational energy into heat energy.
Answer: true
6. Unstable elements undergo radioactive decay.
 Answer: true
7. The process of radioactive decay produces heat as a byproduct.
Answer: true
8. Earth’s thermal budget is the measure of the amount of heat that is released at the surface and produced in the interior.
Answer: true
9. The 30% of the solar energy that reaches the surface of Earth is absorbed by the clouds, atmosphere and light-colored areas.
Answer: false
10. The reflected energy drives wind and ocean currents. These currents distribute the heat throughout the planet since more sunlight shines on the equatorial region
than polar regions.
Answer: false