DETAILED LESSON PLAN

Grade Level: 11/12

Learning Area: EARTH AND LIFE SCIENCE

I. OBJECTIVES

A. Content Standard:
The learner demonstrates understanding of the subsystems (geosphere, hydrosphere, atmosphere
and biosphere) that make up the Earth

B. Performance Standard:
The learners shall be able to… make a concept map and use it to explain how the geosphere,
hydrosphere, atmosphere, and biosphere are interconnected

C. Learning Competency:
Explain that the Earth consists of four subsystems, across whose boundaries matter and energy
flow. (S11/12ES-Ia-e-4)

D. Learning Objectives:
At the end of the lesson, learners should be able to:
1. identify the four major subsystem;
2. differentiate each subsystem through student activity; and
3. recognize the importance of each subsystem to the stability of life on Earth.

II. SUBJECT MATTER

a. Topic: Earth and Earth System
b. Subtopic: Earth’s Major Subsystems
c. References:
1. Teacher’s Guide pages: Lesson 3 Earth System pp. 32-38
2. Textbook: Earth and Life Sciences pp. 18-20
 Other Learning Resources: PowerPoint presentation: Earth Systems retrieved from
http://serc.carleton.edu/earthlabs/climate/index.html and
http://eschooltoday.com/earth-system/the-atmosphere.html

d. Materials: Blackboard, Chalk, Pictures, Manila Paper, Power Presentation and Video
Presentation (if technology is available)
e. Process Skills: Observing, Analyzing, Describing

III. LESSON PROCEDURE (7E’s)

 Preliminary Activities
A. Daily Routine
•Opening Prayer
Teacher: Please stand.
“Let us pray.”
Students will stand.
Students: Everyone will say the prayer
•Greetings
Teacher: “Good morning/afternoon, class!”
Students: “Good morning/afternoon, Ma’am”
•Checking of Cleanliness and Attendance
Teacher: Who are the absent today?”
Students will respond.
Asks what happened to those who are not present that day.

Teacher: Before we start, pick up the trash under your chairs.”

“And also, please, arrange your chairs properly.”
Student: Everyone will respond.

 Elicit/ Engage
A. Reviewing previous lesson or presenting the new lesson

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 Teacher: What are the properties a planet must possess in order for it to support
life?
Student: Answers may vary
Teacher: Very Good!
B. Establishing a purpose of the new lesson through activity
Activity#1: LISTEN to the teacher instructions.
Teacher: I will group you into 5 and each group will give cut out pictures to students together
with the mechanics of the activity.
Understand!
Student: Yes! Ma’am.
Learners will follow the instruction and do the activity.

Instruction: THINK, SOLVE & SHOUT (5 minutes)

a. In this activity, you will form/ assemble the cut out pictures to its right image/formation.
b. In the choices below what does the image being imply/ describe.
 Atmosphere  lithosphere
 Hydrosphere  System
 Biosphere
c. State your answer with the challenge:

Challenge1: Say the word 5 times while you are angry. BIOSPHERE
Challenge2: Say the word 3 times while you are jumping. ATMOSPHERE
Challenge3: Say the word 3 times while you are clapping your hands LITHOSPHERE
Challenge4: Say the word 5 times while you are covering your nose. HYDROSPHERE
Challenge5: Say the word 2 times while you are laughing and smiling. SYSTEM

After 5 minutes, presentation of activity

Teacher: Very Good Class!

Teacher ask….
GUIDE QUESTIONS:
1. How did you find the activity?
2. What are your strategies in order to solve the puzzle?

Student: Answer may vary…

C. Presenting examples/instances of the new lesson

Teacher: Before we proceed to our next activity let me introduce to you our objectives / goal
for this lesson:
1. identify the four major subsystem;
2. differentiate each subsystem through student activity; and
3. recognize the importance of each subsystem to the stability of life on Earth.
Are amenable with our objective?
Student: Yes! Ma’am

Explore
A. Discussing new concepts and practicing new skills #1

Teacher: For better understanding let us first watch this video and after this we will have again
another activity.
All you have to do is to listen and watch attentively.
Is that clear class?
Student: Yes! Ma’am
Teacher: Good!
 Video Presentation (Geosphere, biosphere, hydrosphere, atmosphere)
After the video….

Teacher will ask…

GUIDE QUESTIONS:
1. What is the video all about?
Student: It’s all about the 4 major subsystem of earth.

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 Teacher: Exactly
2. What are the different materials found on Earth?
Student: Answer may vary!
(expected answer landforms, rock, soils, air, ocean, lakes, rivers, people, animals, plants
etc.)
Teacher: Very good!
3. What part of the Earth does the different materials are found?
Students: Answers may vary!
(expected answer water, land, air, all living things)
4. What do you call this part of the Earth?
Students: Earth is made up of all these things and are grouped into four main areas
called spheres.
Teacher: Very Good! These spheres are not static, that means they are constantly changing.
The Earth is a system too. It has four major parts all connected and working in harmony to
make the planet function properly. These four parts are called Spheres.
Each sphere has its own function and it is constantly changing in a process called Cycles.
A cycle is something that never stops. It has no beginning and has no end. An example is the
water cycle, where the water goes through a basic journey: rains fall and end up in rivers,
rivers end in the sea, sea water evaporates and forms rain clouds, and the rains fall again.
Other important cycles include the carbon cycle, rock cycle, and nitrogen cycle.
5. What are the four major subsystems of the Earth?
Student: They are the Atmosphere, Geosphere, Biosphere, and Hydrosphere
Teacher: Very Good Class!

Teacher will discuss the following…

• “Earth is a complex system of interacting physical, chemical and biological processes, and
provides a natural laboratory whose experiments have been running since the beginning of time.”
• EARTH SYSTEM SCIENCE
Earth is a dynamic body with many separate, but highly interacting parts or spheres.
• Earth system science studies Earth as a system composed of numerous parts, or subsystems
Student: take down notes and listen.
Teacher: Now, let have this next activity, in this activity it will test your understanding and expertise in
creating Concept Map, are you ready class!
Student: Yes! Ma’am.
Student will be divided into 3 groups.
 Activity #2: Let the learners do Activity on Earth Systems (CONCEPT MAP)
Teacher Instructions:
1. Identify your: leader, documenter, presenter, material facilitator.
2. The group is only given 15 minutes to do the task.
3. The group must create or make a concept map and use it to explain how the geosphere,
hydrosphere, atmosphere, and biosphere are interconnected.

 Explain
A. Developing Mastery

After 15 minutes, Students will present their work.

a. Ask the learners to present their output and check their answers
Teacher ask….
GUIDE QUESTIONS:
1. What did you learn in making your concept map?
Student 1: It shows concepts and ideas and the relationships among them.
Student 2: You can create a concept map by writing key words (sometimes enclosed in
shapes such as circles, boxes, triangles, etc.) and then drawing arrows between the ideas that
are related.
Student 3: There is no right or wrong way to make a concept map.
Teacher: Exactly! Very good!
2. How are the four subsystem of the earth interconnected?? Site samples or situation.
Student 1: These spheres are closely connected. For example, many birds (biosphere) fly
through the air (atmosphere), while water (hydrosphere) often flows through the soil
(lithosphere). In fact, the spheres are so closely connected that a change in one sphere often
results in a change in one or more of the other spheres.
Student 2: These subsystems interact with each other and the biosphere, they work together to
influence the climate, trigger geological processes, and affect life all over the Earth.

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 Teacher will present EXAMPLE:
•Humans (biosphere) built a dam out of rock materials (geosphere).
•Rain (hydrosphere) falls from clouds in the atmosphere to the lithosphere and forms streams
and rivers that provide drinking water for wildlife and humans as well as water for plant growth
(biosphere).

Teacher will discuss the Earth System.

Student will listen and ask question for clarification.

• WHAT IS A SYSTEM?
System - a set of interconnected
components that are interacting to form a
unified whole.
• THE EARTH’S FOUR SPHERES
• The Earth is a system consisting of four
major interacting components:
 Lithosphere/Geosphere:
comprises the solid Earth and
includes both Earth’s surface and
the various layers of the Earth's interior.
o Geo means “earth.” The Earth’s geosphere (sometimes called the lithosphere)
is the portion of the earth that includes rocks and minerals. It starts at the
ground and extends all the way down to Earth’s core

o We rely on the geosphere to provide natural resources and a place to grow food.
Volcanos, mountain ranges, and deserts are all part of the geosphere. Put simply,
without the geosphere, there would be no Earth!
 Atmosphere: gaseous envelope that surrounds the Earth and constitutes the transition
between it and the vacuum of space.
o Atmos means “air.” The atmosphere includes all the gases surrounding the Earth.
We often call the atmosphere “air.” All planets have an atmosphere, but Earth is
the only planet with the correct combination of gases to support life.
o The atmosphere consists of five layers and is responsible for Earth’s weather.
Even though it seems like air is made of nothing, it consists of particles too small
to be seen. All these particles have weight that push down on Earth. The weight
of air above us is called air pressure.
 Hydrosphere: includes all water on Earth (including surface water and groundwater).
o Hydro means “water. “The hydrosphere includes the oceans, rivers, lakes,
groundwater, and water frozen in glaciers. 97% of water on Earth is found in the
oceans. Water is one of the most important substances needed for life and makes
up about 90% of living things. Without water, life would not be possible.
 Biosphere: the life zone of the Earth and includes all living organisms, and all organic
matter that has not yet decomposed.
o Bio means “life.” The biosphere is made up of all the living things on Earth and it
includes fish, birds, plants, and even people.
o The living portion of the Earth interacts with all the other spheres. Living things
need water (hydrosphere), chemicals from the atmosphere, and nutrients gained
by eating things in the biosphere.
Teacher: Any question or clarification?
Student: None Ma’am! (answer’s may vary)
Teacher : okay, Good!
 Elaborate
A. Finding practical applications of concepts and skills in daily living
Teacher: Let us have this picture for you to be able to realize and analyze things in this earth
as you being part of it.
Take note class to identify sphere interactions, think of one feature in the image at a time,
decide which sphere it is a part of, then consider how it interacts with the other spheres.

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 Teacher will ask:
Guide Questions:
1. What might happen if any of the four subsystems of Earth
fail or becomes disturbed by human activities?
Student: Answers will vary but should include references
to: Life could not survive, the biosphere would disappear;
the water cycle, part of the hydrosphere, would
not function; the geosphere would become extremely cold
without the atmosphere trapping heat.
• Humans can impact all four of
Earth's spheres. Humans can burn fossil fuels and release
pollution into the atmosphere. Humans pile up garbage in
landfills affecting the geosphere. Humans produce waste
that flows into water bodies impacting the hydrosphere.
2. How this picture does shows all four parts the Earth
subsystem working together?
Student: Answers may vary

 Humans (biosphere) built a dam out of rock materials (geosphere).

 Water in the lake (hydrosphere) seeps into the cliff walls behind the dam, becoming groundwater
(geosphere), or evaporating into the air (atmosphere).
 Humans (biosphere) harness energy from the water (hydrosphere) by having it spin turbines
(geosphere) to produce electricity.

3. As a student how could you help prevent at least mitigate the negative effects of the interaction of
the Earth spheres?
Student: Answer may vary.
 Painting your house? Use a latex paint. ...
 Get a tune-up. Properly maintained vehicles get better gas mileage and emit fewer
pollutants.
 Don't top off your gas tank. ...
 Conserve energy. ...
 Don't burn your yard waste. ...
 Plant a tree. ...
 Park the car.
 Water treatment etc.

Teacher will ask:

Guide Questions:
1. What sphere interactions can you
infer from this photograph?
Student: Answers may vary.
(Plants (biosphere) draw water
(hydrosphere) and nutrients from the
soil (geosphere) and release water
vapor into the atmosphere. Humans
(biosphere) use farm machinery
(manufactured from geosphere
materials) to plow the fields, and the
atmosphere brings precipitation
(hydrosphere) to water the plants.
Energy from the sun is stored by
plants (biosphere). When humans or
animals (biosphere) eat the plants,
they acquire the energy originally
captured by the plants. Humans
expend some of this energy
arranging bricks and wood (geosphere and biosphere) into buildings.

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 2. As a student how could you help prevent at least mitigate the negative effects of the interaction of
the Earth spheres?
Student: Answer may vary.
 Volunteer. Volunteer for cleanups in your community. ...
 Educate. ...
 Conserve water. ...
 Choose sustainable. ...
 Shop wisely. ...
 Use long-lasting light bulbs. ...
 Plant a tree.
 Use Reusable Bags. Plastic grocery-type bags that get thrown out end up in landfills or
in other parts of the environment. ...
 Print as Little as Necessary. ...
 Recycle. ...
 Use a Reusable Beverage Containers. ...
 Don't Throw Your Notes Away. ...
 Save Electricity! ...
 Save Water. ...
 Avoid Taking Cars or Carpool When Possible.
We need to prevent because a healthy ecosystems clean our water, purify our air, maintain our
soil, regulate the climate, recycle nutrients and provide us with food. They provide raw materials
and resources for medicines and other purposes.

Teacher: Very Good!

B. Making generalizations and abstractions about the lesson

Teacher: I will call at least 3 students to share their work in front.
Instruction:
The students will share what they have learned about the lesson by answering the table posted
on the board.

What I have learned? How can I use it?

 Evaluate

A. Evaluating learning
Evaluation 1: Activity-embedded assessment

Additional activities for application

Evaluation 2: Each of you are going to create an editorial cartooning related to earth subsystems
and on how you are going to take good care of the subsystems.

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 CRITERIA:

 Reader Impact ----------------------------------- 40%

 Community Importance –--------------------- 20%

 Artistic Quality------------------------------------– 20%

 Originality and Clarity of the message -– 20%

 TOTAL ------------------------------------------------100%

 Extend
Assignment: Group into 3
1.1 Each group must create a skit related to earth subsystems and on how you are going to take good
care each of the subsystems.
1.2 Each group should be guided with the SKIT RUBRIC.
1.3 In whole sheet of paper answer the following question.
1) Lithosphere are mostly composed of rocks and soil, in what areas in Antique rocks are mostly
dangerous and not safe?
2) What do you think is the role of the atmosphere to the continuation of life on Earth? 3) How does
living things interact with each other?
4) What is the role of the photosynthesis in the Biosphere process?

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Prepared by:

RACHELL ANN P. BARROGO

Applicant

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