School Dauin National High School

Teacher Jason S. Bacolod

DAILY LESSON Date / Time January 7, 2019/ 7:30-8:30
LOG Grade Level & Section Grade 12 Bread & Pastry
Learning Area Earth and Life Science
Quarter 1st Quarter, 2nd Semester
I. OBJECTIVES
The learners demonstrate an understanding of the subsystems
A. Content
(geosphere, hydrosphere, atmosphere, and biosphere) that
Standards
make up the Earth.
The learners shall be able to make a concept map and use it to
B. Performance explain how
Standards the geosphere, hydrosphere, atmosphere, and biosphere are
interconnected.
The learners explain that the Earth consists of four subsystems,
across whose boundaries matter and energy flow (S11ES-Ib-4).

C. Learning Objectives:
Competencies After discussing the subject matter, students should be able
to:
K: define the concept of a system; and recognize the Earth
as a system composed of subsystems
S: make a concept map and use it to explain how the
geosphere, hydrosphere, atmosphere, and biosphere
are interconnected
A: show interaction among others
II. CONTENT Origin and Structure of the Earth: Earth and the Earth Systems
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages TG for SHS, Earth and Life Science, pp.
2. Learner’s Material Pages None
3. Textbook Pages None
4. Additional Materials from LR
None
Portal
Carleton College. (n.d.). Earth System Science. Retrieved from
http://serc.carleton.edu/Earthlabs/climate/index.html

National Oceanic and Atmospheric Administration. (n.d.).

B. Other Learning
Teaching
Resources
Activity: The Hydrologic Cycle. Retrieved from
http://www.esrl.noaa.gov/gmd/outreach/lesson_plans/The%20H
ydrologic
%20Cycle.pdf
C. Teaching Resources Work sheets, picture of the water cycle, construction
Needed paper, manila paper, marker, scotch tape, laptop, TV
IV. PROCEDURES
ACTIVITY: PICTURE PERFECT (REVIEW)
1. Each group shall be given an activity envelope containing all
the materials needed for the activity.
2. Ask the students to label the different processes and phases
of water involved in the water cycle. (See photo of water
A. Reviewing cycle). The students shall use the following terms to complete
Previous the cycle: condensation, precipitation, evaporation,
Lesson or transpiration, infiltration, surface run-off.
Presenting 3. After 5 minutes, each group will post their output on the board.
New Lesson 4. The teacher will call only 1 group to share their answers to the
class.
 Introduce the following specific learning objectives:
• Define the concept of a system.
• Recognize the Earth as a system composed of subsystems.
B. Establishing a • Make a concept map and use it to explain how the geosphere,
Purpose for hydrosphere, atmosphere, and biosphere are interconnected
the Lesson • Show interaction among others

Ask the students what they remember about the concept of

ecosystems.
Motivation:
1. Ask the learners what they know about or have experienced
regarding El Niño.
2. Briefly explain the El Niño phenomenon. Emphasize that it
starts with the unusual warming of the central Pacific Ocean
accompanied by the weakening of the trade winds. The
warming of the central Pacific Ocean results to an
eastward shift of the low pressure area (away from the Indo
Pacific).
3. Explain the origin of the term ‘El Niño’ as a decrease in fish
catch off the coast of Peru near Christmas time. Emphasize
that this is a biologic response.

C. Presenting
Examples/
Instances of
the New
Lesson
 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.
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. The arrows in the diagram indicate the interaction
among the components.

D. Discussing
New
Concepts and
Practicing
New Skills #1

Subject Integration: Politics and Governance

Give the government as an example.
• Ask the students about the three branches of the government
(executive, judiciary, and legislative).
• Explain that these three branches are independent and have
their respective mandates or functions. A government can only
succeed if all three branches are able to perform their
respective functions.

ACTIVITY: GRAPHIC ORGANIZER

1. Each student shall be given a chance to choose a
performance task. After, they will look for classmates who
choose the same task and form a group.
2. Each group shall be given activity envelope containing
different diagrams and other materials which they shall
accomplish in 10 minutes.
3. Students shall write the ideas on the written concepts using
the graphic organizer assigned to them.

Group I: Atmosphere
- makes up of all the gases on Earth
- thin gaseous layer that envelopes the lithosphere
- composed of 78% nitrogen (N), 21% oxygen (O2), 0.9% argon,
E. Discussing
and trace amount of other gases
New Concepts
- constant exchange of heat and moisture between the
and Practicing
atmosphere and the hydrosphere through the hydrologic cycle
New Skills #2
Group II: Geosphere/Lithosphere
- includes all the soil, rocks, and
minerals present in the crust to the
core of the Earth
- divided into 3 layers (crust, mantle,
and core)

Group III: Biosphere

- comprised of all living things
- includes all microbes, plants, and animals
- organisms interact with the other spheres to survive
- many organisms need oxygen and carbon dioxide from the
atmosphere to carry out life processes
- water which comprises the hydrosphere is also important to
organisms
- rocks, soil, and minerals constitute the geosphere also support
life

Group IV: Hydrosphere

- composed of all the water on Earth in any form (water vapor,
liquid water, and ice)
- about 70% of the Earth is covered with liquid water
(hydrosphere) and much of it is in the form of ocean water
- only 3% of Earth's water is fresh: two-thirds are in the form of
ice, and the remaining one-third is present in streams, lakes,
and groundwater
- clouds and rain are also part of the hydrosphere

DIFFERENTIATED INSTRUCTION STRATEGIES

(Presentation)
1. Let the students choose one performance task which he/she
can definitely do to present the subsystem of the Earth
assigned to them.
- Jingle/rap/song, role playing, news casting, variety show
2. Each group is given 5 minutes to practice their task. The \
presentation should ran for a maximum of 3 minutes only.
3. Each group’s performance shall be scored based on the
rubrics given.

PROCESSING:
Guide Questions:
 1. How the Earth’s subsystems interact?
2. What will happen if matter or energy does not change from
one form to another?
3. What is the importance of studying the interactions among the
four subsystems?
ACTIVITY: LEARNING STATION
1. Each group will post their graphic organizer in the designated
learning station and shall be given 10 minutes to go around the
different stations.
2. One representative from each group should remain in their
station and will serve as the reporter to answer questions from
F. Developing other students.
Mastery
ACTIVITY: THINK, PAIR AND SHARE
1. Ask the class to think of 2 questions from the concepts they
learned and write it down in a ¼ sheet of paper.
2. After 5 minutes, ask the class to find a partner and share his/her
work.
3. The teacher will choose few pairs to report their works.
G. Finding 1. Which do you prefer, to be alone or to interact with others in
Practical order to accomplish a certain task?
Applications 2. What are the importance of social interactions?
of Concepts 3. What are the substantial benefits of being with others?
and Skills in (boosted mood, less risk for depression, sharper mind and
Daily Living reduced risk for chronic conditions)
H. Making
Generalizations 1. What are the four subsystems of Earth?
and 2. Describe each subsystem.
Abstractions 3. Say, matter and energy move and cycle between the four
about the subsystems to make life on Earth possible.
Lesson

Choose the correct answer and write only the letter that
corresponds to your choice.
1. Which of the following is not included in Earth’s subsystems?
A. Biosphere B. Atmosphere
C. Geosphere D. Mesosphere E. Hydrosphere

2. Hydrosphere includes all the _______ on Earth.

A. air B. water C. gases D. rock

3. Which of the following is the most abundant gas in the

atmosphere? A. nitrogen B. oxygen
C. argon D. carbon dioxide

4. Which of the following are included in the geosphere?

I. Evaluating
A. soil B. rocks C. minerals D. all of these
Learning
5. All of the following is true about the interaction of the biosphere
with other subsystems, except
A. Many organisms need oxygen and carbon dioxide from the
atmosphere to carry out life processes.
B. Water which comprises the hydrosphere is also important to
organisms.
C. Rocks, soil, and minerals constitute the geosphere also
support life.
D. None of the above

6. What will happen if the atmosphere on Earth is removed?

A. The atmosphere keeps all the oxygen and gasses
inside, so when the atmosphere suddenly disappears
so too will oxygen and so too will all life on Earth.
 B. The atmosphere blocks out a whole lot of harmful
radiation from the Sun so without the atmosphere the
Earth’s oceans would evaporate in time.
C. It would eventually regenerate. However, it will take many
millions of years (or perhaps close to a billion years) before
the atmosphere becomes anything like what we have today.
D. All of the above E. Both A and B only
Assignment: Individual Research
J. Additional
Activities for
Research on the similarities and differences among these three
Application or
terrestrial planets (Venus, Earth and Mars)?
Remediation

Submitted by: Checked by:

JASON S. BACOLOD JOELOU M. AGUIRRE

Teacher III Principal I