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    Detailed Lesson Plan in Earth and Life Science For Grade 11

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    Michel Jay Arguelles Espulgar
    The document provides a detailed lesson plan for an 11th grade Earth and Life Science class about ecosystems. The objectives are to identify ecosystem components, differentiate abiotic and biotic factors, and create a poem about different ecosystems. The lesson plan outlines preliminary activities, the lesson proper which explores ecosystem types through questions and explanations, and an activity where students create poems in groups about assigned ecosystems.

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    Detailed Lesson Plan in Earth and Life Science For Grade 11

    Uploaded by

    Michel Jay Arguelles Espulgar
    295 views8 pages
    The document provides a detailed lesson plan for an 11th grade Earth and Life Science class about ecosystems. The objectives are to identify ecosystem components, differentiate abiotic and biotic factors, and create a poem about different ecosystems. The lesson plan outlines preliminary activities, the lesson proper which explores ecosystem types through questions and explanations, and an activity where students create poems in groups about assigned ecosystems.

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    Detailed Lesson Plan in Earth and Life Science for grade 11

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    The document provides a detailed lesson plan for an 11th grade Earth and Life Science class about ecosystems. The objectives are to identify ecosystem components, differentiate abiotic and biotic factors, and create a poem about different ecosystems. The lesson plan outlines preliminary activities, the lesson proper which explores ecosystem types through questions and explanations, and an activity where students create poems in groups about assigned ecosystems.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    295 views8 pages

    Detailed Lesson Plan in Earth and Life Science For Grade 11

    Uploaded by

    Michel Jay Arguelles Espulgar
    The document provides a detailed lesson plan for an 11th grade Earth and Life Science class about ecosystems. The objectives are to identify ecosystem components, differentiate abiotic and biotic factors, and create a poem about different ecosystems. The lesson plan outlines preliminary activities, the lesson proper which explores ecosystem types through questions and explanations, and an activity where students create poems in groups about assigned ecosystems.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 8

    Detailed Lesson Plan in Earth and Life Science for grade 11

    I. Objectives
    At the end of this lesson, the students shall be able to;
     Identify the different components of ecosystem
     Differentiate the Abiotic from Biotic components of ecosystem
     Create a poem about different ecosystem
    II. Subject Matter
    a. Topic: Components of Ecosystem
    b. Reference: SCIENCE IN TODAY’S WORLD: Earth and Life Science. Pp. 200.
    Retrieve from: https://www.slideshare.net/carlamayol/kinds-of-ecosystem
    c. Instructional Materials: Book, Laptop, LED screen, PowerPoint Presentation,
    Answer sheets
    d. Process Skills: Identifying, Differentiating, Creating
    e. Values Integration: obedience, cooperation and collaboration

    III. Methodologies

    A. PRELIMINARY ACTIVITIES
    TEACHER’S ACTIVITY LEARNERS ACTIVITY
     PRAYER
    -I request that everyone stand up. And - In the name of the father and of the son
    Elaine, please lead the Prayer. and of the holy spirit……..AMEN.

     GREETINGS - Good afternoon, Sir, it’s nice to see you


    - Good afternoon class. again.

    - Please be seated. - (Students will sit down)


     ATTENDANCE
    - Okay class, for our attendance, just write - (Students writing their names)
    you name at this bond paper and pass it to
    your classmate
    - Yes sir.

     SETTING OF STANDARDS
    - While writing your names, please listen to
    our house rules.

    Teacher presenting the house rules…. - (Students listen)

    - Understood? - Yes sir.

    •ICE BREAKER
    - I am requesting everyone to stand for our - (Students will stand up)
    energizer.

    The class will have an activity entitled “Just


    pick and we can do it.”

    - In this activity I will choose one of you to


    choose a number that is in the presentation,
    and each number has a corresponding task
    that you need to do.

    -Understood? - Yes sir.

    -Okay let’s get started, Francis, can you pick a - 3 sir.


    number?

    -According to number 3, you will perform


    this…

    - (The teacher shows the task) - (Students will follow)

    - Please be seated. - (Students will sit down)


    •REVIEW
    - Before we start our new discussion, who
    can remember our lesson the last time we
    meet?

    - Yes Precious? - Our lesson last time sir is all about the
    characteristics of living things.

    - Very good, now how many characteristics


    are there in living things?

    - Yes Kyle? - There are eight characteristics of living


    things sir.

    - Thankyou Kyle. class let’s give Kyle a round


    of applause.

    •OBJECTIVES
    - Before we start, class can we read our - (Students will read the objectives)
    objectives for today?

    B. LESSON PROPER
    TEACHER’S ACTIVITY LEARNERS ACTIVITY
    •ENGAGE
    - Before proceeding to our topic lets have an - Yes sir.
    activity entitled “Where do I live?” In this
    activity I will show a picture of animals and
    ask one of you if where you can find these
    animals. Understood?

    - Okay, let’s get started.

    (The teacher shows the picture of Koala)

    - Yes Jomarie? - You can find the Koala at the forest sir.

    - Okay very good, how about this one?


    (The teacher shows the picture of Cougar)

    - Yes Angelica?
    - At the mountain sir.
    -Okay very good. Let’s give them a round of
    applause. - (Students follows)

    •EXPLORE
    - Okay class group yourselves into 6 groups, - (Students count off)
    let’s count off, start with you Francis.

    - Okay sit according to your group without - (Students follows)


    any noise.

    - Is everyone sitting in their groups? - Yes sir.

    - The Group 1 is team forest, group 2 is team - Yes teacher.


    grassland, group 3 is team desert, group 4 is
    team mountain, group 5 is team marine, and
    group 6 will be team freshwater,
    understood?

    - Please listen to the instruction, I will show - (Students listen)


    questions in the PPT and I will choose one
    student from each group to answer.

    Questions:
     What animals belong to your - (Selected students answer the questions)
    ecosystem?
     What they usually eat?
     What is the temperature in the
    ecosystem that they live?

    - Okay class, let’s give them a round of - (Students follows)


    applause.
    •EXPLAIN
    Teacher corrects misconceptions from the - (Students may also share additional ideas to
    previous activity and explains vague concepts the class)
    “Ecosystem”- An ecosystem is a geographic - (Students listen properly)
    area where plants, animals, and other
    organisms, as well as weather and landscape,
    work together to form a bubble of life.
    Ecosystems contain biotic or living, parts, as
    well as abiotic factors, or nonliving parts.

    What are the 2 components of ecosystem?


    - Environment denotes all the nonliving and living
    conditions surrounding and influencing a living
    organism. There are two major components in
    the ecosystem.
    Abiotic components (nonliving)- includes all
    the physical factors.
    Biotic components (living)- includes all
    organisms present in one ecosystem.

    Classifications of ecosystem:
     Terrestrial ecosystems are
    ecosystems found only in land; these
    include forests, deserts, grasslands,
    And mountains
     Aquatic ecosystems are ecosystems
    found in bodies of water; these
    include marine and freshwater.

    “Forest ecosystem”- An ecosystem refers to a


    functional unit of nature in which living
    organisms interact among themselves as well
    as with the surrounding physical
    environment. Ecologists look at the entire
    biosphere as a global ecosystem. Besides, the
    forest ecosystem is a part of the terrestrial
    ecosystem.

    “Grassland ecosystem”- Grasslands are the


    areas that are dominated by a nearly
    continuous cover of grasses. It is one of the
    most widespread of all major vegetation in
    the world. They occupy about 20% of the
    land on the surface of the earth. Grasslands
    are found in both tropical and temperate
    regions where rainfall is not enough to
    support the growth of trees. They are also
    found in areas consisting of well-defined hot,
    dry, warm, and rainy seasons.

    “Desert ecosystem”- Desert ecosystem is the


    driest ecosystem of the earth and this is the
    reason it has less vegetation and less
    diversity of life. It is one of the parts of the
    terrestrial ecosystem. The plants and animals
    of the desert ecosystem have mastered the
    art of survival in harsh conditions. A desert
    ecosystem is basically devoid of any rainfall
    or precipitation. In short desert ecosystem is
    the community of living and non-living
    organisms living together and interacting in
    an environment which seems to be
    abandoned. A Desert ecosystem is the
    interaction between both the Biotic and
    Abiotic components of the environment.

    “Mountain ecosystem”- Mountain ecosystem


    provides a home to various plant and animal
    species despite the adverse climate
    conditions. The species that have adopted
    the harsh climate of the mountain ecosystem
    win to survive. Mountain ecosystem refers to
    higher altitudes. The mountain animals have
    evolved certain characteristic features that
    help them to survive in the harsh weather
    conditions of the mountain ecosystem. If you
    characterized the mountain animals, you
    would find these common features.

    “Marine ecosystem”- Marine ecosystems are


    aquatic environments with high levels of
    dissolved salt. These include the open ocean,
    the deep-sea ocean, and coastal marine
    ecosystems, each of which has different
    physical and biological characteristics.

    “Freshwater ecosystem”- Freshwater starts


    out as water vapor that has evaporated from
    the surface of oceans, lakes, and other
    bodies of water. When this vapor rises, it
    leaves salts and other contaminants behind
    and becomes “fresh.” The water vapor
    collects in drifting clouds that eventually
    release the water back to Earth in the form of
    rain or snow.

    (Discuss additional information including


    animals in those ecosystems and how they
    survive.)
    •ELABORATE
    - Okay class, using the same groups you are - Yes sir.
    required to create a poem about your
    assigned ecosystem in the answer sheet that
    I will give to each group. Am I clear?

    - I will give you 10 mins to complete the task.

    Answer sheet:

    Name of group:
    Group members:
    Title of a poem:
    content of the poem:

    - And each group are required to presents


    their output in front.

    Criteria:
    Content- 50%
    Delivery- 20%
    Collaboration- 20%
    Audience impact- 10%
    Total 100%
    - Is it clear? - Yes sir.

    After 10 mins the teacher will choose team - (Students participate)


    forest to read their poem. And another team
    will follow.

    - Very good, okay class let’s give them a - (Students follows)


    round of applause.
    •EVALUATE
    COMPARE AND CONTRAST
    - Okay class get ½ sheet of paper and - ½ sir?
    compare and contrast the Terrestrial and
    Aquatic ecosystem.

    - Yes ½. And this is individual activity. - (On a ½ piece of paper, students write an
    essay about the given question)

    RUBRICS FOR POEM PRESENTATION

    CRITERIA FOREST GRASSLAND DESERT MOUNTAIN MARINE FRESHWATER


    CONTENT (50%)

    DELIVERY (20%)

    COLLABORATION
    (20%)
    AUDIENCE
    IMPACT (10%)
    TOTAL (100%)

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