Republic of the Philippines

Department of Education
Region III
Schools Division of Nueva Ecija
TALAVERA SENIOR HIGH SCHOOL
Roxas Street, Pag-asa District, Talavera, Nueva Ecija, 3114

EARTH SCIENCE JUNE 17-21 2019

I. OBJECTIVES
A. Content The learners demonstrate an understanding of the subsystems (geosphere, hydrosphere, atmosphere, and
Standards biosphere) that make up the Earth.
B. Performance The learners shall be able to make a concept map and use it to explain how the geosphere, hydrosphere,
Standards atmosphere, and biosphere are interconnected.
At the end of the session, students are expected to:
1. The learners shall explain that the Earth consists of four subsystems, across whose boundaries matter and
C. Learning energy flow.
Competencies/ S11/12ES-Ia-e4
Objectives 1.1 Explain that the earth consists of four subsystems, across whose boundaries matter and energy flow.
1.2 Appreciate the importance of four sub-systems in human and in all life in the earth.
1.3 Make an act on how to preserve and protect the four sub-systems.
Earth and Earth Systems
II. CONTENT
Four subsystem
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Manual
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)
portal
5. Other Learning Source: https://www.earthonlinemedia.com
Resources
IV. PROCEDURES
Review on the properties of the earth as the only planet nessesary for life.
A. REVIEW Let students enumerate some unique characteristics of Earth, being the only planet in the solar system with
properties necessary to support life.
B. MOTIVATION Ask the learners what they know about or have experienced regarding El Niño.
Ask the following guide question to the students:
1. Name the four subsytem of the earth.
2. Identify the different layers of the sussytem of the earth.
A B

C. PRE-ACTIVITY

C D

Divide the class into four (4) groups. Students will make their own concept map on the topic that assign to them about
D. ACTIVITY PROPER
the four subsystem of the earth.( hydrosphere, atmosphere, biosphere, geosphere)
Analysis of Theories, Concepts and Principles
1. Define the term system as a set of interconnected components that are interacting to form a unified whole.
2. Present this diagram that enumerates the subsystems of the Earth.
(Source: https://www.earthonlinemedia.com)
E. DEEPENING 3. Explain that the Earth system is essentially a closed system. It receives energy from the sun and returns some
of this energy to space.
4. Introduce the term lithosphere
5. Introduce the term hydrosphere
6. Introduce the term atmosphere

Telefax:044-463-1707 local114. Website: www.deped-ne.net Email:nueva.ecija@deped.gov.ph

 Republic of the Philippines
Department of Education
Region III
Schools Division of Nueva Ecija
TALAVERA SENIOR HIGH SCHOOL
Roxas Street, Pag-asa District, Talavera, Nueva Ecija, 3114
7. Introduce the term biosphere

Group Activity:
Divide the class into four (4) groups. Cite at least five function or importance of the four subsystems of the earth.
HYDROSPHERE ATMOSPHERE GEOSPHERE BIOSPHERE
1.
F. POST-ACTIVITY
2.
3.
4.
5.
Let the students Appreciate the importance of four sub-systems in human and in all life in the earth. Develop a
G. APPLICATION
strategy on how to protect the four subsystem of the earth.
Based on the objectives stated previously, ask the following questions:
What are the four subsystem of the earth?
H. GENERALIZATION
How the four subsyatem of the earth are interconnected from one another?
How important the four subsystem of the earth to the organisms in the planet.
Essay Question: Write an essay not exceeding 250 words on how man has altered the atmosphere, biosphere,
hydrosphere, lithosphere, and as a consequence, the Earth System as whole.
Rubrics:

Areas of 5 3 1
Assessment
Ideas Presents ideas in an Presents ideas in a Ideas are too
original manner consistent manner general
I. ASSESSMENT
Organization Strong and Organized Some organization;
organized beg/mid/end attempt at a
beg/mid/end beg/mid/end

Understanding Writing shows strong Writing shows clear Writing shows

understanding understanding adequate
understanding

J. Additional activities for

application or
remediation
REMEDIAL

K. REFLECTION/
REMARKS

Section STEM 11-A STEM 11-B

With Mastery Level
Needing Remediation
Total

Prepared by: Checked By: Reviewed by: Noted :

MICHELLE BERNADETTE CO-GONZALES DARUIS A. SAMPAGA ERICSON L. NEPOMUCENO, PhD RACQUEL C. DIAZ
Teacher III Subject Group Head, STEM Assistant Principal II Principal II

Telefax:044-463-1707 local114. Website: www.deped-ne.net Email:nueva.ecija@deped.gov.ph

 Republic of the Philippines
Department of Education
Region III
Schools Division of Nueva Ecija
TALAVERA SENIOR HIGH SCHOOL
Roxas Street, Pag-asa District, Talavera, Nueva Ecija, 3114
EARTH SCIENCE JUNE 17-21, 2019

I. OBJECTIVES
A. Content Standards The formation of the universe and the solar system
B. Performance
Standards
C. Learning At the end of the session, students are expected to:
Competencies/ Explain the current advancements/information on the solar system (S11/12ES-Ia-e-5)
Objectives
II. CONTENT ORIGIN AND STRUCTURE OF THE EARTH: Universe and solar system
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Manual
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning WWW.QUIPPER.COM
Resources
IV. PROCEDURES
Review on the different hypotheses explaining the origin of the solar system
A. REVIEW Let the students relate the previous lesson on the origin of the solar system to the lesson on
the advancement/information on the solar system
B. MOTIVATION Is Pluto a planet? Why or why not?
Using THINK-PAIR-SHARE
THINK about the reason why Pluto is considered the ninth planet before and why is it
C. PRE-ACTIVITY removed from the list of planets in the solar system
PAIR with a seatmate to discuss their answers
SHARE as a group your answers
Group the students and ask them to extract the reason why Pluto is removed from the list of
D. ACTIVITY PROPER
planets in the solar system
Ask students to discuss their work in class
E. DEEPENING Let them analyze the work of each group and let them identify the reason why Pluto is not
considered as a planet.
F. POST-ACTIVITY Write a news report about the new information in the solar system.
G. APPLICATION
Question:
What is the importance of knowing what is happening in our solar system?
H. GENERALIZATION explain the current advancements/information on the solar system
I. ASSESSMENT
What is your stand regarding the current advancement/new information on the solar system?
Justify your answer.
J. Additional activities for What is the importance of knowing what is happening in our solar system?
application or
remediation
REMEDIAL

V. REFLECTION/
REMARKS

Section STEM 11-A STEM 11-B

With Mastery Level
Needing Remediation
Total

Prepared by: Checked By: Reviewed by: Noted :

MICHELLE BERNADETTE CO-GONZALES DARUIS A. SAMPAGA ERICSON L. NEPOMUCENO, PhD RACQUEL C. DIAZ
Teacher III Subject Group Head, STEM Assistant Principal II Principal II

Telefax:044-463-1707 local114. Website: www.deped-ne.net Email:nueva.ecija@deped.gov.ph

 Republic of the Philippines
Department of Education
Region III
Schools Division of Nueva Ecija
TALAVERA SENIOR HIGH SCHOOL
Roxas Street, Pag-asa District, Talavera, Nueva Ecija, 3114
EARTH SCIENCE JUNE 17-21, 2019
I. OBJECTIVES
A. Content The formation of the universe and the solar system
Standards
B. Performance The learners develop awareness to the development of earth system
Standards
C. Learning At the end of the session, students are expected to:
Competencies/ Show the contributions of personalities/ people on the understanding of the earth system
Objectives (S11/12es-Ia-e-6)

II. CONTENT  ORIGIN AND STRUCTURE OF THE EARTH

Earth and Earth System
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Manual
pages
Earth and Life Science by Teresita F. Religioso and Lilia G. Vengco, Phoenix Publishing
3. Textbook pages
House, 2016 pages (5-11 )
4. Additional Materials
from Learning
Resource (LR)
portal
5. Other Learning Download
Resources Videoclip on Earth and Earth System
IV. PROCEDURES
Review on the current advancement/ information on the solar sytem.
A. REVIEW Let the students state the three reason behind why Pluto is no longer a planet as
advancement on the solar system.
Video Clip on Earth and Earth System
Downloaded File:
Guide Question:
B. MOTIVATION Based on the videoclip answer the following:
1. Name the Earth System and its subsystem.
2. Make a concept map and use it to explain how the geosphere, hydrosphere, atmosphere,
and biosphere are interconnected.
INSTRUCTION
1. Define the term system as a set of interconnected components that
are interacting to form unified whole.
2. Present this diagram that enumerates the subsystems of the Earth.
C. PRE-ACTIVITY 3. Emphasize that the present Earth system was established because
of the contributions of the personalities/peole to the understanding of
earth system.

Group Activity:
Let the students complete the given table showing the person/peoples contributed to the
understanding of Earth and Earth System.
(Note: Their output will be based upon the pre-assign research given earlier.)
Personalities/People Contribution
D. ACTIVITY
PROPER

1.Presentation of group output.

E. Deepening 2.Analysis of the given details, clarification and correction of mis conception (if necessary).
3. Emphasize the following Earth System and the personalities involve in the given subsystem:

Telefax:044-463-1707 local114. Website: www.deped-ne.net Email:nueva.ecija@deped.gov.ph

 Republic of the Philippines
Department of Education
Region III
Schools Division of Nueva Ecija
TALAVERA SENIOR HIGH SCHOOL
Roxas Street, Pag-asa District, Talavera, Nueva Ecija, 3114
1. geosphere,
2. hydrosphere,
3. atmosphere, and
4. biosphere

Group Activity: The MOST POPULAR PERSONS IN EARTH SYSTEM

Divide the class into three (3) groups. Cite at least three most popular person that you consider
contributes the major breakthough in the understanding of earth system. The group may use
F. POST-ACTIVITY
the following representation of their answer:
1. Role Playing
2. Graphic Organizer
3. Poster
Write an essay not exceeding 200 words on how man has altered the atmosphere,
G. APPLICATION
biosphere,hydrosphere, lithosphere, and as a consequence, the Earth System as whole.
Based on the objectives stated previously, ask the following questions:
H. GENERALIZATION
Name the personalities/ people contributed to the understanding of the earth system.
Essay Question:
1. Discuss briefly the personalities/people who contributed to the understanding of the
following earth system:
1. geosphere,
2. hydrosphere,
3. atmosphere, and
4. biosphere
I. ASSESSMENT Rubrics:
(5 points) Exceptional – student responses far exceed what is expected
(4 points) Excellent – information is factually accurate and offers extra supporting facts.
(3 points) Good – The student somewhat responds beyond the basic level of the question to
provide supporting details and or interpretation.
(2 points) Fair – student responses, although somewhat correct, are lacking in relevant details
and supporting examples and or interpretation.
(1 point) Not Mastered - student responses are largely incorrect.
J. Additional activities for Make a report or compilation of various recorded geologic hazards and disasters in the
application or
Philippines ten years ago.
remediation
REMEDIAL
K. REFLECTION/
REMARKS
Section STEM 11-A STEM 11-B
With Mastery Level
Needing Remediation
Total

Prepared by: Checked By: Reviewed by: Noted :

MICHELLE BERNADETTE CO-GONZALES DARUIS A. SAMPAGA ERICSON L. NEPOMUCENO, PhD RACQUEL C. DIAZ
Teacher III Subject Group Head, STEM Assistant Principal II Principal II

Telefax:044-463-1707 local114. Website: www.deped-ne.net Email:nueva.ecija@deped.gov.ph

 Republic of the Philippines
Department of Education
Region III
Schools Division of Nueva Ecija
TALAVERA SENIOR HIGH SCHOOL
Roxas Street, Pag-asa District, Talavera, Nueva Ecija, 3114
EARTH SCIENCE JUNE 17-21, 2019
I. OBJECTIVES
A. Content The Earth’s Internal Structure
Standards
B. Performance Conduct a survey or design a study to assess the possible hydro-meteorological hazards that your
Standards community may experience.
At the end of the session, students are expected to:
C. Learning 1. Identify the layers of the earth (Crust, mantle, core).
1.1 . Identify the different layers of the Earth
Competencies/ 1.2 . Compare and contrast the Earth’s crust, mantle, and core including temperature, density, and
Objectives composition.
1.3 . Appreciate the importance of these layers in sustaining life on Earth
II. CONTENT LAYERS OF THE EARTH
III. LEARNING
RESOURCES
A. References www.google.com
1. Teacher’s Guide
pages
2. Learner’s Manual
pages
3. Textbook pages
4. Additional Power point presentation.
Materials from
Learning
Resource (LR)
portal
5. Other Learning https://www.youtube.com/watch?v=rQx2wLyagk4
Resources Journey to the center of the Earth
IV. PROCEDURES
Review on the contributions of personalities/people on the understanding of the Earth system.
D. REVIEW
Let the students relate the previous lecture on the layers of the Earth.
Watch the movie trailer about “The Journey to the Center of the Earth. “Link:
E. MOTIVATION https://www.youtube.com/watch?v=rQx2wLyagk4 Guide Question: Identify characteristics that you think
are true and those you think are not true. Be prepared to share.
Activity: The students will divide into 5 groups. Each group will chooose two materials specialists.
Those people will need to prepere the following:
 A plastic baggie which contains graham crackers and sugar.
 A container of raspberry Jell-O A container of black cherry Jell-O
 A container of lemon Jell-O A spoon
 A bowl
Procedures:
1) First, students will need the plastic baggie containing graham crackers and sugar. Break the graham
crackers with the sugar in the bag.
DO NOT POUND TOO HARD!
F. PRE-ACTIVITY 2) After the graham crackers are broken up into crumbs, mix the butter in the baggie.
3) Now, take the graham crackers out and press the mixture on the sides of the bowl to form the crust.
4) Now take the black cherry Jell-O and spoon it into the bowl that you have put the crust in. Form it so
there is a pocket in the middle left open.
5) Take the lemon Jell-O and put it in the bowl where you left the pocket, but make sure you leave a hole
in the middle for your raspberry Jell-O.
6) Finally, put the raspberry Jell-O in the center.
Guide Questions:
1. What have you observed?
2. Describe each layer.
Note: Teacher may use an Apple or Avocado fruit to illustrate the layers of the Earth.
Present the subject on Layers of the Earth based on the following categories:
1. Composition Tempearture Thickness
Divide the class into three (3) groups. Students will complete the table below on the Layers of the Earth.
Attributes Crust Mantle Outer Core Inner Core
Composition Rocky, sediments. It Semisolid, Made of iron Solid ball of iron
G. ACTIVITY contains more silica molten rock. It and nickel, and nickel. It
PROPER
than the mantle. flows very liquid (be sure should be
slowly, like hot to stress that liquid, but
asphalt. This the outer core is because of the
layer is made of not made of great pressure
oxygen, silicon, water). it is solid.
aluminum, and

Telefax:044-463-1707 local114. Website: www.deped-ne.net Email:nueva.ecija@deped.gov.ph

 Republic of the Philippines
Department of Education
Region III
Schools Division of Nueva Ecija
TALAVERA SENIOR HIGH SCHOOL
Roxas Street, Pag-asa District, Talavera, Nueva Ecija, 3114
magnesium.
870-3700
degrees F.

Temperature The temperature of the 870-3700 3700-4300 4300-7200

crust of the Earth is the degrees F. degrees F. degrees F.
same temperature as
the air. So, it might be
as hot as 35 °C in the
desert and below
freezing in Antarctica. If
you dig down, the
temperature goes up.
Thickness The crust is very thin, 2900 km thick. 200 km thick. 1250 km thick.
just 5-70 km.
Summary: As you dig down the temperature and pressure increases from the Crust to the Inner
Core. The thicker layer is the Mantle; the differences in density in the mantle cause it to flow slowly
forming convection currents. The upper Mantle is cooler than the lower Mantle. The Outer Core is
the only liquid layer of the Earth.
Analysis of Theories, Concepts and Principles
1.What causes the thickness of the crust to vary?
H. Deepening 2.What is the primary composition of each layer?
3.How do each Earth's layers compare to each other?
Group Activity: Earth’s Layers Model
Materials: Modelling Clay, String
Procedure: Make a model using the picture below as a reference. Pay special
I. POST-ACTIVITY attention to the color and thickness of the layers. Add one layer at a time and keep
the model in a ball shape as you add each layer.
Once you are completely finished, use the fishing line to cut the ball open to expose
the layers.
The student will answer the following questions;
J. APPLICATION
1. What are the importance of earth’s layers in sustaining life?
Based on the objectives stated previously, ask the following questions:
1) What are the layers of the Earth?
K. GENERALIZATION
2) Differentiate the layers of the earth based on thickness, temperature and composition.
3) Give the importance of the layers of the earth in sustaining life?
Essay Question: Answer the following questions briefly.
1. Which layer of the Earth has the greatest temperature, pressure, and density?
2. How each layer different from the other?
(5 points) Exceptional – student responses far exceed what is expected
(4 points) Excellent – information is factually accurate and offers extra supporting facts.
(3 points) Good – The student somewhat responds beyond the basic level of the question to provide
supporting details and or interpretation.
(2 points) Fair – student responses, although somewhat correct, are lacking in relevant details and
supporting examples and or interpretation.
L. ASSESSMENT (1 point) Not Mastered - student responses are largely incorrect
II. Multiple Choice: Write the letter of the correct answer.
1. Which layer of the Earth do we live on?
a. Inner Core b. Mantle c. Lithosphere d. Outer Core
2. Which layer is the hottest and is the innermost layer of Earth?
a. Inner Core b. Mantle c. Lithosphere d. Interior Core
3. Which layer is the thickest and right below the Lithosphere?
a. Inner Core b. Mantle c. Lithosphere d. Outer Core
4. Which layer surrounds the inner core and is made up of liquid Nickel and Iron?
a. Exterior Core b. Mantle c. Lithosphere d. Outer Core
M. Additional activities for
application or Ask the students to make their own Model of the layers of the earth using indigenous materials..
remediation
REMEDIAL
N. REFLECTION/
REMARKS
Section STEM 11 A STEM 11 B
With Mastery Level
Needing Remediation
Total

Prepared by: Checked By: Reviewed by: Noted :

MICHELLE BERNADETTE CO-GONZALES DARUIS A. SAMPAGA ERICSON L. NEPOMUCENO, PhD RACQUEL C. DIAZ
Teacher III Subject Group Head, STEM Assistant Principal II Principal II

Telefax:044-463-1707 local114. Website: www.deped-ne.net Email:nueva.ecija@deped.gov.ph