LESSON PLAN IN
Earth and Life Science – Grade 11
Teaching Date: June 26, 2019
Teaching Time: 9:40 - 10:40 (TVL SMAW & HE)
Time Allotment: 60 minutes
I. OBJECTIVES
A. Content Standard: The learners demonstrate an understanding of the formation of
the universe.
Performance Standard: The learners must be able to formulate their own theory
about the origin of the universe.
C. Learning Competency: The learners must be able to recognize the uniqueness of
Earth, being the only planet in the solar system with properties necessary to
support life and explain that the Earth consists of four subsystems, across whose
boundaries matter and energy flow; Show the contributions of personalities/people
on the understanding of the earth systems.
D. Code: S11/S12ES-Ia-e-3; S11/S12ES-Ia-e-4
E. Specific Learning Outcomes: At the end of this lesson, the learners will be able to:
a. identified the four subsystems of the Earth and its contributor/s;
b. differentiated each subsystems;
c. appreciated the importance of each subsystems to the stability of
life on Earth through learners activity.
B.
II. CONTENT:
Earth Subsystem
III. LEARNING RESOURCES
A. References:
1. Teacher’s Guide Pages:
2. Learner’s Materials Pages:
3. Textbook Pages:
4. Additional Materials from Learning Resources (LR) portal:
Teaching Guide for Senior High School Physical Science (CHED & PNU)
B. Other Learning Resources:
Lopez, Merle et al., Earth & Life Science,2016, Lorimar Pub. Inc.
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson: (5 mins.)
The teacher will ask a learner to lead a prayer.
Good morning class!
Last meeting we went to the different space mission, can you still recall those?Why it is
being launched?
B. Establishing a purpose for the lesson: (1min.)
*The learners will read
When I go home
I can identified the four subsystems of the Earth and its contributor/s;
I can differentiated each subsystems;
I can appreciated the importance of each subsystems to the stability of life
on Earth through learner’s activity.
C. Presenting examples instances of the new lesson: (10 mins.)
Group Activity: “Think, Solve & Shout”
Learners will be divided in 4 groups according to their interest. Each group will be given
an envelope with equation inside.
Direction: With your group, think on how you will solve the puzzle and shout the word
being formed and define it briefly.
*the number correspond each letter in the alphabet
1
2
3
5
6
7
8
9
10
A B C D E F G H I
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
J
K
L
M
N
O
P
Q
R
S
T
U
V
W X
Atmosphere
(1*1)+(50 *2 /4 -5)+ (7*2 -1) + (√225) + (6*3 +1) + (√256) + (81/9 – 1) + (2+3) +(6*3)+ (20/4)
Lithosphere
(3*4) + 32+ ( 4*4+4) + 23 + (3*4+5-2)+ (6*3 +1) + (√256) + (81/9 – 1) + (2+3) +(6*3)+ (20/4)
Biosphere
(√64 - 6) + 32 + ( 42 - 1) + (6*3 +1) + (√256) + (81/9 – 1) + (2+3) +(6*3)+ (20/4)
Hydrosphere
(5*3 – 7 ) +55 +(√16)+ (6*3) + ( 42 - 1) + (6*3 +1) + (√256) + (81/9 – 1) + (2+3) +(6*3)+ (20/4)
Guide Questions:
1. How did you find the activity?
2. What are your strategies in order to solve the puzzle?
(Enhance learner achievement in literacy and numeracy skills)
D. Discussing new concepts and practicing new skills # 1: (14 mins.)
Have you remember in your Edukasyon sa Pagpapakatao 10 you’ve discussed ‘’Ang
Pangangalaga sa Kalikasan’’ Why do you think we should take good care our
environment?
(Apply knowledge of content across curriculum teaching areas
Edukasyon sa Pagpapakatao 10 Ang Pangamgalaga sa Kalikasan)
In order to continue the existence of life the Four Subsystem of the Earth must maintain
its harmony.
The teacher will show a video presentation about Earth Subsystem, the video is “A
Wonderful World Defining Earth's Four Major Subsystems”.
Let the learners watch and analyze the video clip and answer the guide questions.
Guide Questions:
1. What is the video all about?
2. What are the different materials found on Earth?
4. What are the four major subsystems of the Earth?
5. How the four subsystem working together in order to sustain life?
(The teacher provides open-inquiry that will develop the HOTS of learners)
System - a set of interconnected components that are interacting to form a unified
whole.
Earth Subsystems
a. Atmosphere - is the thin gaseous layer that envelopes the lithosphere.
b. Lithosphere - includes the rocks of the crust and mantle, the metallic
liquid outer core, and the solid metallic inner core.
a. Biosphere - is the set of all life forms on Earth.
b. Hydrosphere - includes all water on Earth (including surface water and
groundwater)
E. Discussing new concepts and practicing new skills #2:
26
27
Y
Z
F. Developing Mastery: (10 mins.)
Each group must create a concept map that will explain on how the geosphere,
hydrosphere, atmosphere, and biosphere are interconnected.
Each group will be given 10 minutes to work on their concept map using manila
paper and pentel pen and chose a representative to present the work of the group in
the class.
G. Finding practical application of concepts and skills in daily living: (5 mins.)
Cite a scenario that you observe in your, home/school/community on how the
different subsystems of the Earth are interconnected to each other.
(Localization)
H. Making generalizations and abstractions about the lesson: (5 mins.)
What are the four subsystems of the Earth?
How the subsystem different from one another?
What is the importance of each subsystems to the stability of life on Earth through
student activity?
I. Evaluating learning: (10 mins.)
Each group must create a skit related to Earth Subsystems and on how you are going to
appreciate the importance of each subsystems to maintain the stability of life on Earth
and how you will take good care each of the subsystems.
ii. They will be given 10 minutes to plan, practice and present the activity.
iii. The skit will be evaluated using the provided rubrics.
Rubrics for Evaluation on student’s skit
Task Description: Each group must create a skit related to Earth Subsystems and on how they are going to
take good care each of the subsystems.
Criteria
Exceptional
Admirable
Acceptable
Attempted
(5)
(4)
(3)
(1-2)
 Factual information
is accurate
 Indicates a clear
understanding of
topic
 Factual
information is
mostly accurate
 Good
understanding of
topic
 Factual
information is
somewhat
accurate
 Fair
understanding of
topic
 Information is
inaccurate
 Presentation is off
topic
Cooperation
 Accepts ideas of
others; able to
compromise
 All members
contribute
 Accepts most ideas
without negative
comments; able to
compromise
 Some members
contribute
 Unwilling to
compromise
 Few members
contribute
 Group does not
work together
 One person does all
the work
Presentation
 Shows confidence
 Informative
 Entertaining;
engages audience
 Speaks loudly and
clearly
 Appropriate use of
body language
 Shows some
confidence
 Presents some
information
 Engages audience
 Can be heard
 Some use of body
language
 Unsure of
responsibility
 Somewhat
informative
 Engages audience
intermittently
 Hard to hear
 Some movement





Understanding
of Topic
Portrayal stalls
Lacks information
Audience bored
Mumbles
Body language is
lacking;
inappropriate
V. REMARKS
Prepared by:
RHEALYN B. PAGUIA
SPST I, SHS