EARTH-AND-LIFE-SCENCE-LP - Earth Subsytem

LEARNING PLAN ON EARTH AND LIFE SCIENCE
CONTENT The Earth’s Subsystem

CONTENT STANDARD The learners demonstrate an understanding of:
 The subsystem (geosphere, hydrosphere,
atmosphere, and biosphere) that make up the Earth.
PERFORMANCE STANDARD The learners shall be able to conduct a survey to assess the
possible geologic/hydrometeorological hazards that your
community may experience
MOST ESSENTIAL LEARNING
COMPETENCIES Explain that the Earth consists of four subsystems, across
whose boundaries matter and energy flow. (S11/12ES-Ia-e-
4)
SPECIFIC LEARNING OUTCOMES At the end of the lesson, the learners must be able to:
1. Name or identify and differentiate the different
subsystem of the earth based on its composition.
2. Classify pictures given and determine which
subsystem of the earth they belong
3. Reflect on their personal habits and practices in
their locality which can cause harm to the earth’s
subsystem and able to suggest ways to reduce
possible hazards.
TIME ALLOTMENT 1-2 HRS

MATERIALS Laptop, powerpoint, printed pictures and words, manila
paper, adhesives
SUBJECT INTEGRATION HISTORY, MATH, CHEMISTRY, BIOLOGY, ENGLISH, MAPEH,
DRR, VALUES
RESOURCES/REFERENCES  CG/TG
 SHS_ELS-RO6-G11-Earth and Life Science Modules
 Reference books: Earth and Life Sciences (Rex
Bookstore); Dynamic Science by Lilia M. Rabago;
 Students may access these websites for more
explanations:
https://intl.siyavula.com/read/science/grade-9/the-
earth-as-a-system/23-the-earth-as-a-system
https://www.geographyrealm.com/what-are-the-
earths-systems/
LEARNING PLAN ON EARTH AND LIFE SCIENCE

PRELIMINARY ACTIVITIES
 Prayer
 Checking of Attendance
LESSON PROPER
Remind them to raise their hands to let the teacher know she/he want to speak and answer.
Compliments and rewards are given to students who actively participated in the discussion, right
answers given and to those who won in the classroom activities/games
 ELICIT
Review of previous lesson.
Teacher will divide the class into 3 groups. The group that finished the activity 1 st and arranged
the planets in correct order from the sun is considered as the winner.
Activity 1: PLANET JUMBLE

Materials:
Printed names of 8 planets
Picture of the Sun
Adhesives
Directions :
1. Using the printed names of the planet provided, arrange the following planets in
correct order from the sun.
2. Render a yell to signal that you have finished your work.
Guide questions;
1. Thousands of objects revolve around the sun in their respective paths or orbits, but
there are only eight major planets. Can you name the planets in increasing distance
from the sun?
2. The farther the planet is from the sun, the longer it takes for that planet to make a
complete revolution around the sun. The time our planet Earth takes to revolve
around the sun is called a year. How many days we have in a year? (365 days )
3. It was mentioned that the farther the planet is from the sun, the longer it takes for that
planet to make a complete revolution. If you were a citizen of Mars ( 687 days ) instead
of Earth, would you be younger or older than your age now?
4. Why do you think planet Earth is considered as the living planet?
5. Why is planet Earth habitable?
 ENGAGE
Teacher will divide the class into groups ( same groupings with the 1 st activity). Teacher makes it
clear that the group that got the wrong classification of pictures will pick a dare from the box and
perform it. Group that finish 1st and got lesser mistakes is declared as the winner.
Activity 1: KNOW YOUR PLANET
Materials:
Printed images ( children, grasshopper, plants, bacteria, mountain ranges, soil,
rocks, minerals, oceans, river, falls, lakes, N2, O2, CO2, Ar)
Adhesives
Manila paper
Direction:
1. Classify the following pictures given as to which subsystem of the earth they belong. 1
example is given for each subsytem for a clue
Teacher will check the students works and determine whether they classify them correctly
or not.
Guide Questions:
1. How do you feel after participating in your group activity? Why do you think your group
finished 1st and does lesser mistakes? How about the other group group, why do you
think you got more mistakes and lose?
2. Can you name some values that you had developed after participating in group
activity? Explain further.
3. Based on our activity and on how you classify the following pictures. Why did you put
these pictures on the biosphere, On the geosphere, On the atmosphere, On the
hydrosphere? What is common among them?
4. What makes up the Geosphere? Hydrosphere? Atmosphere? Biosphere?
 EXPLORE
Materials:
Manila Paper
Pentelpen
Direction: With the different situations presented. Identify the effects of some human practices in
their locality which can cause harm to the earth’s subsystem and able to suggest ways to reduce
possible hazards
SITUATION SUBSYSTEM EFFECTS MITIGATION
AFFECTED
1. Adrian and Jerold plays mobile
legend at the latter’s house.
However, they seem to forgot
proper health protocol, they were
in close contact with each other,
typically within 1 metre (short-
range) and were not using face
masks.
2. Diadem and Jabes are arguing on
what to do with their household
garbage. Diadem suggests that they
will just throw their garbage in the
nearby river.
3. Kaingin system is traditional but
considered a destructive
agricultural system practice in
Irene’s hometown.
4. Andrea spends her time with Aunt
Ella in Manila. She noticed cars,
trucks that emit dark smoke are
allowed to travel.
 EXPLAIN
The students will present the result of their activity and the teacher will serve as facilitator.
 ELABORATE
Students will assess themselves on how they understood the lesson. The teacher will further elaborate the
topic.
Questions:
1. Planet earth includes all the physical and living elements on its surface. These biophysical
componets of the Earth are often referred to as spheres and are subdivided into four. What
are these?
2. How will you able to differentiate the different subsystem of the Earth?
3. Can you name or identify and differentiate the different subsystem of the earth based on its
composition?
Discussion: (Teacher’s reinforcement)
 EVALUATE
Directions: Kindly answer directly on the answer sheets provided.
A. Fill in the table
Composition Earth’s Subsystem
1. This geologic subsystem is comprised of
all of the waters on Earth, including
subsurface and atmospheric water.
2. This subsystem contains all living
organisms of Earth, including those on the
land, in the water and air.
3. This system is the gaseous layer that
envelopes the Earth’s surface, primarily
composed of 78% nitrogen and 21%
oxygen and 1% argon and water vapor
4. This system is described as the solid part
of the Earth that consists the entire planet
from the center of the core to the mantle
and to the outer crust.
B. Analyze and label the given picture as to what subsystem do they belong: Answer on the
space provided
1. ___________________________________ 2. _____________________________
3.__________________________________ 4. ______________________________
 EXTEND
Go around your neighborhood. Observe what environmental problems are present in your
community? Reflect on some practices that you, your family or community do that
contribute to these problems and Identify ways to reduce risks that your community have
to deal with. Express your observation and solution through a poster, slogan , short poem,
acrostic poem, song, jingle, skit, or interpretative dance.
Your output will be graded based on rubrics given.
Rubrics:
 Relevance --------------------------------------------35%
 Originality ------------------------------------------- 30%
 Overall impact -------------------------------------- 35%
TOTAL 100%

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LEARNING PLAN ON EARTH AND LIFE SCIENCE

CONTENT The Earth’s Subsystem

TIME ALLOTMENT 1-2 HRS

LEARNING PLAN ON EARTH AND LIFE SCIENCE

Activity 1: PLANET JUMBLE

Discussion: (Teacher’s reinforcement)

Your output will be graded based on rubrics given.

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