SCHOOL Grade Level 11 Department of Education Teacher KENNEDY F. VAGAY Learning Area EARTH & LIFE SCIENCE Teaching Dates and Time Week 1 Quarter First Quarter |1st Semester Session 1: Session 2: Session 3: Session 4: I. OBJECTIVES The learner understands of… 1. the formation of the universe and the solar system; A. Content Standards 2. the subsystems (geosphere, hydrosphere, atmosphere, and biosphere) that make up the Earth; 3. the Earth’s internal structure. The learners should be able to … B. Performance Standards Conduct a survey to assess the possible geologic/ hydrometeorological hazards that your community may experience. 1. Recognize the uniqueness of Earth, being the only planet in the solar system with properties necessary to support life. C. Learning 2. Explain that the Earth consists of four subsystems, across whose boundaries matter and energy flow. Competencies/Objectives 3. Identify common rock-forming minerals using their physical and chemical properties. IDENTIFYING COMMON ROCK - II. CONTENT UNIQUENESS OF THE EARTH EARTH’S SUBSYSTEMS FORMING MINERALS III. LEARNING RESOURCES A. References 1. TG’s Pages 2. LM’s Pages 3. Textbook’s Pages B. Other Resources Modules in Earth and Life Science IV. PROCEDURES Introduce the new lesson by Greet the students and ask them Introduce the new lesson by stating that minerals are the 1. Reviewing previous lesson or to share one thing they know stating that the Earth is composed building blocks of rocks and that Orientation regarding the subject. presenting the new lesson about Earth. of four subsystems that interact different minerals have distinct with one another. physical and chemical properties that allow them to be identified. 2. Establishing the purpose of 1. Explain that in this lesson, we Explain to the students that the Explain to the students that the the lesson will learn about the uniqueness purpose of the lesson is to help purpose of the lesson is to help of Earth as the only planet in them understand the Earth's them understand the physical the solar system with subsystems and how they interact and chemical properties of properties necessary to with each other. common rock-forming minerals support life. 2. State the competency: To recognize the uniqueness of Earth, being the only planet in and how to identify them. the solar system with properties necessary to support life. 1. Display a multimedia 1. Display a multimedia presentation that shows the presentation that shows the Earth's subsystems and how physical and chemical Show pictures of different planets they are interconnected. properties of common rock- 3. Presenting in the solar system and ask 2. Show real-life examples of forming minerals. examples/instances of the students to identify the differences how the subsystems interact 2. Show real-life examples of new lesson among them. with each other (e.g., how the how minerals are used in water cycle connects the everyday life (e.g., quartz in hydrosphere, atmosphere, watches, feldspar in and biosphere). ceramics). 1. Divide the students into small 1. Display samples of common groups and assign each group rock-forming minerals and 1. Discuss the properties a subsystem to focus on describe their physical and necessary to support life, such (atmosphere, biosphere, chemical properties. 4. Discussing new concepts as the presence of water, geosphere, hydrosphere). 2. Ask the students to observe and practicing new skills #1 suitable temperature range, 2. Ask each group to discuss the each mineral sample and and atmosphere. characteristics of their identify its physical properties subsystem and how it interacts (e.g., color, luster, hardness, with the other subsystems. cleavage, fracture). 2. Discussing new concepts 1. Explain the concept of the and practicing new skills #2 habitable zone and how it relates to the unique properties of Earth. 2. Show a video clip or animation that illustrates the habitable zone and how Earth fits within it. https://www.youtube.com/ watch?v=J04YN9azln8 3. Ask students to describe what they saw in the video and how it relates to the uniqueness of Earth. 1. Divide the class into small groups and ask each group to 1. Ask the students to draw a create a diagram or illustration diagram of the Earth's Ask the students to think about that explains the unique subsystems and how they how the physical and chemical properties of Earth that make it 3. Developing Mastery interact with each other. properties of minerals affect their suitable for life. 2. Have the students label each daily lives. 2. Ask each group to present subsystem and explain their their diagrams and discuss interactions. their understanding of the topic. 1. Ask the students to think about Provide examples of practical how the Earth's subsystems Discuss with the class some 4. Finding practical ways that individuals can help affect their daily lives. examples of how minerals impact applications of concepts protect the environment, such as 2. Discuss with the class some their lives (e.g., smartphones, and skills in daily living reducing waste, conserving water, examples of how the cars). and using renewable energy. subsystems impact their lives (e.g., weather, food sources). 1. Ask the students to reflect on what they have learned about Ask the students to reflect on Encourage students to think the Earth's subsystems and what they have learned about 5. Generalizing and critically about how the unique how they interact with each the physical and chemical abstractions about the properties of Earth could be other. properties of minerals and how to lesson replicated or adapted to support 2. Encourage the students to identify common rock-forming life on other planets. generalize and abstractions minerals. about the lesson. 6. Evaluating Learning Assign homework that asks students to research and write a 7. Additional Activities for report on a planet or celestial Application or Remediation body in the solar system and how its properties compare to those of Earth. V. REFLECTION A. No. of learners who earned 80% in the evaluation. B. No. of learners who require additional activities for remediation who scored below 80%. C. Did the remedial lessons work? No. of learners who have caught up with the lesson. D. No. of learners who continue to require remediation. E. Which of my teaching strategies worked well? Why did this work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovation or localized materials did I use/discover which I wish to share with other teachers?
Prepared by: Checked by: Approved by:
KENNEDY F. VAGAY LEILANI R. SARMIENTO, EdD VILMA P. AVILA, EdD