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Republic of the Philippines

Department of Education
REGION X – NORTHERN MINDANAO
DIVISION OF BUKIDNON
TALAKAG NATIONAL HIGH SCHOOL
TALAKAG, Bukidnon

Subject: Earth and Life Science

Division Bukidnon
School Talakag National High School Grade Level 11
Teacher Frelvic Jean D. Bontes Learning Area Science

Time & Dates August 7-8, 2025/ 6:30-7:15 am Quarter

1st
SECTION MANGIUM ROOM # 7

I. OBJECTIVES
The learners demonstrate understanding of the subsystems
A. Content Standards (geosphere, hydrosphere, atmosphere, and biosphere) that make up
the Earth
The learners shall be able to:
1. Conduct a survey to assess the possible geologic hazards that your community
may experience. (Note: Select this performance standard if your school is in an
B. Performance Standards area near fault lines, volcanoes, and steep slopes.)
2. Conduct a survey or design a study to assess the possible hydrometeorological
hazards that your community may experience. (Note: Select this performance
standard if your school is in an area that is frequently hit by tropical cyclones and

Explain that the Earth consists of four subsystems, across whose

boundaries matter and energy flow. S11/12ES-Ia-e-4

C. Learning Competencies/ At the end of the lesson, the learners will be able to:
Objectives (Write the A. identify the four subsystems of the Earth.
code for each LC) B. differentiate each subsystem.
C. appreciate the importance of each subsystem to the stability
of life on Earth.

II. CONTENT EARTH AND THE EARTH SYSTEMS

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Material Science in the modern world earth and life science
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Pages
3. Textbook Pages
1. Science and Technology IV: Physics Textbook for Fourth Year. Rabago,
4. Additional Materials
Lilia M., Ph.D., et al. 2001. pp. 290-293. * 2. Science and Technology IV:
from LR Portal
Physics Textbook.
Learner’s Expected
IV. PROCEDURES Teacher’s Activity/ies
Response

Elicit (2minutes)
(one student will lead the
 Prayer and Greetings prayer)
“Let us pray first. Lead us a prayer” “Good morning, ma’am!
“Good morning, class, “
 Checking of attendance The student will say present
The teacher will call the names of the student or absent
“Who are absent today class?”
“Very Good, everybody is present. (Students will follow the
instructions properly)
Before we start our class for today, kindly arrange
your chairs properly and make sure that your places (6. Used differentiated,
are well organized and distraction- free. developmentally appropriate
learning experiences to
A. Reviewing previous
address learners’ gender,
lesson or presenting the
needs, strengths, interests
new lesson
and experiences.

3. THINK, SOLVE AND SHOUT

4. (the teacher will be flashing picture then they will5. (2. Used a range of teaching
follow the challenge.) strategies that enhance
learner achievement in
literacy and numeracy skills.)

Engage (4 minutes)

 Activity #1
A. Establishing a (1. Applied knowledge of
purpose for the Four Corners Activity: Earth's content within and across
lesson Subsystems curriculum teaching areas.
4. Managed classroom
 Setup: The teacher will create four structure to engage
stations, each in a corner of the learners, individually or in
B. Presenting examples/
groups, in meaningful
instances of the new classroom. At each station, the exploration, discovery and
lesson
teacher will display pictures hands-on activities within a
range of physical learning
representing different Earth environments.)
subsystems.
 Observation: Groups will rotate
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through the stations, spending two

minutes at each. While observing
the pictures, students will
individually write down their
observations and thoughts.
 Rotation: After one minute at a
station, groups will move to the
next.
 Group Discussion: Once all groups
have visited all four stations, they
will spend two minutes discussing
their observations and justifying
their choices within their groups.
 Presentation: Each group will
select a representative to share
their group's key findings and
discussion points with the class.

C. Discussing new
concepts and Explore (15 minutes)
practicing new skills The teacher will show a short video about the
four subsystems of the earth. (“A Wonderful (8. Selected, developed,
World, Defining the Earth’s Four Major organized and used
Subsystems”) appropriate teaching and
- As the students watching the video, the learning resources, including
teacher will Instruct the learners to watch and ICT, to address learning
listen carefully to the video and take down notes goals.)
some important points and it will be used later in
the activity.

GUIDE QUESTIONS: (3. Applied a range of

Question 1: How does understanding teaching strategies to develop
Earth's four major subsystems impact our critical and creative thinking,
daily lives? as well as other higher-order
Question 2: How does the concept of "A thinking skills.)
Wonderful World" relate to your personal
experience of interacting with one of
Earth's four major subsystems?
Question 3: The phrase "Defining Earth's
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Four Major Subsystems" suggests

interconnectedness. Can you describe a
real-life situation where you witnessed the
interaction between two or more of these
subsystems?

D. Developing mastery Explain (4 minutes)

Title: Secret Code
Goal: Decipher the secret message using
the code below. (2. Used a range of
Materials: Coded message, code key teaching strategies
(e.g., A=1, B=2, C=3...). that enhance learner
achievement in
How to Play:
literacy and numeracy

 Look at the code key. Each letter of skills.)

the alphabet has a corresponding

number.
 Read the coded message. Each
number represents a letter.
 Use the code key to find the letter
that corresponds to each number.
 Write down the letters to reveal the
secret message.
The secret messages are;

1. Biosphere
2. Geosphere
3. Atmosphere
4. hydrosphere

THE EARTH’S FOUR SPHERES

(1. Applied knowledge of

content within and across
THE EARTH’S SUBSYSTEMS curriculum teaching areas.
The Geosphere (Land)
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• Contains all the cold, hard solid land of 7. Planned, managed and
the planet's crust (surface), the semi- implemented developmentally
solid land underneath the crust, and the sequenced teaching and
liquid near the center of the planet. learning processes to meet
•Rocks and sand particles ranging from curriculum requirements and
drylands to those found at the bottom of varied teaching contexts.)
the ocean are examples of geosphere.
• Examples also involved minerals, lava,
molten, magma and mountains.

The Atmosphere (Air)

The gaseous component above the surface
of the Earth is known as the Atmosphere. It
is made up of gaseous components and tiny
water particles. The gases in the atmosphere
are kept in place by the force of gravity.
The upper portion of the atmosphere
protects the organisms of the Biosphere
from the sun’s ultraviolet radiation.
It also absorbs and emits heat. When the air
temperature in the lower portion of this
sphere changes, weather occurs.
The Atmosphere is divided into
Layers:
EXOSPHERE
THERMOSPHERE
MESOSPHERE
STRATOSPHERE
TROPOSPHERE

The Hydrosphere (Water)

The Hydrosphere includes all the water
parts of the planet. It includes water on
the surface, subsurface and water vapor
in the atmosphere.
Contains all the solid, liquid, and gaseous
water of the planet. A small portion of the
water in the hydrosphere is fresh (non-
salty).
97% of Earth's water is salty. The salty
water collects in deep valley along
Earth's surface.
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The Biosphere (Life)

• The Biosphere comprises all the living

components of the Earth. It also includes
organic matter that has not yet decayed.
• Within the biosphere, living things form
ecological communities based on the
physical surroundings of an area.

• These communities are referred to as

biomes. Desserts, grassland, and
tropical rainforests are three of the many
types of biomes that exist within the
biosphere.

F. Making
generalizations and Elaborate (20 minutes)
abstractions about the
lesson How do these earth subsystems
interact to each other? [Link] knowledge of
 Earth's subsystems are interconnected in content within and across
complex ways, and these interconnections curriculum teaching areas.)
play a crucial role in maintaining the planet's
overall balance and stability. Here's how
some of the key Earth subsystems are
interconnected:
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 Atmosphere and Hydrosphere:

-The atmosphere (air) and
hydrosphere (water) are closely
interconnected through the water
cycle.
-Evaporation from bodies of
water, such as oceans and lakes,
leads to the formation of water
vapor in the atmosphere.
-Condensation of water vapor in
the atmosphere forms clouds,
which can release precipitation in
the form of rain or snow.
-Precipitation replenishes water
bodies on the Earth's surface,
impacting the hydrosphere.
 Lithosphere and Hydrosphere:
-The lithosphere (Earth's solid
outer layer) and hydrosphere are
interconnected through
geological processes.
-Plate tectonics, which involves
the movement of Earth's
lithospheric plates, can create
ocean basins and mountain
ranges.
-The erosion of rocks by water
bodies contributes to the
formation of sediment, which can
be deposited in the ocean or
along coastlines.
 Biosphere and Atmosphere:
-The biosphere (living organisms)
and atmosphere are
interconnected through
processes like photosynthesis
and respiration.
-Plants in the biosphere use
carbon dioxide from the
atmosphere for photosynthesis,
releasing oxygen as a byproduct.
-Animals in the biosphere
consume oxygen from the
atmosphere and produce carbon
dioxide through respiration.
 Biosphere and Hydrosphere:
-The biosphere and hydrosphere
are interconnected through
various aquatic ecosystems.
-Aquatic plants and algae in
water bodies play a crucial role in
photosynthesis, contributing to
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oxygen production.
-Aquatic animals rely on water
bodies for habitat, food, and
survival.
 Lithosphere and Atmosphere:
-The lithosphere and atmosphere
are interconnected through
processes like volcanic eruptions
and weathering.
-Volcanic eruptions release
gases and particulates into the
atmosphere, affecting climate
and air quality.
-Weathering of rocks on the
Earth's surface can release
minerals and dust into the
atmosphere, impacting soil
composition and air quality.
 Lithosphere and Biosphere:
-The lithosphere and biosphere
are interconnected through the
availability of nutrients and
minerals.
-Soils in the lithosphere provide a
medium for plant growth, and
plants in turn stabilize soils and
contribute organic matter.
-Animals in the biosphere depend
on plants and the nutrients
derived from the lithosphere for
sustenance.
These interconnections are essential for the
planet's overall health and sustainability.
Disruptions in one subsystem can have
cascading effects throughout the Earth's various
systems, emphasizing the importance of
understanding and managing these interactions
for the well-being of our planet.

ACTIVITY # 3 (4. Managed classroom

-The teachers will show a picture then structure to engage learners,
after that they will going to answer this individually or in groups, in
following questions meaningful exploration,
Guide Questions: discovery and hands-on
1. How this picture does show all four activities within a range of
parts the Earth subsystem working physical learning
together? environments.)
2. As a student how could you help
prevent at least mitigate the negative
effects of the interaction of the Earth
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spheres?

Evaluate (3 minutes) .
E. Evaluating
learning A. Administer a quiz to assess the understanding of the
learners about the lessons which is the Earth’s (9. Designed,
Subsystems. selected, organized
[Link] Earth subsystem primarily consists of the solid and used diagnostic,
outer layer of the planet? formative and
A) Atmosphere B) Lithosphere C) Hydrosphere D) summative
Biosphere assessment strategies
[Link] process involves the movement of Earth's consistent with
lithospheric plates? curriculum
A) Erosion B) Photosynthesis requirements.)
C) Plate tectonics D) Precipitation
[Link] subsystem includes all living organisms on Earth?
A) Atmosphere B) Lithosphere
C) Hydrosphere D) Biosphere
[Link] is the term for the continuous movement and
exchange of water between the Earth's surface and the
atmosphere?
A) Photosynthesis B) Plate tectonics
C) Water cycle D) Erosion
[Link] subsystem encompasses all of Earth's oceans,
rivers, lakes, and groundwater?
A) Atmosphere B) Lithosphere C) Hydrosphere D)
Biosphere
6. What role do plants in the biosphere play in the
atmosphere subsystem?
A) They produce carbon dioxide.
B) They release oxygen through photosynthesis.
C) They cause weathering of rocks.
D) They contribute to volcanic eruptions.
[Link] subsystem is responsible for Earth's climate and
weather patterns?
A) Atmosphere B) Lithosphere C) Hydrosphere
D) Biosphere
[Link] process involves the breaking down of rocks and
minerals on the Earth's surface?
A) Volcanic eruptions B) Erosion
C) Plate tectonics D) Photosynthesis
[Link] subsystem includes the Earth's crust and upper
mantle?
A) Atmosphere B) Lithosphere
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C) Hydrosphere D) Biosphere
a. How are the Earth's subsystems
interconnected?
A) They are not interconnected.
B) Through complex processes like the water cycle
and plate tectonics.
C) Only through the exchange of gases in the
atmosphere.
D) Through the separation of distinct layers.

Answers:
1. B) Lithosphere
2. C) Plate tectonics
3. D) Biosphere
4. C) Water cycle
5. C) Hydrosphere
6. B) They release oxygen through
photosynthesis.
7. A) Atmosphere
8. B) Erosion
9. B) Lithosphere
B) Through complex processes
like the water cycle and plate
tectonics

Extend (2 minutes)
ASSIGNMENT
 Create a skit related to earth subsystems and on (5. Managed learner
how you are going to take good care each of the behavior constructively
subsystems. Your output will be grade through this by applying positive
rubric. and non-violent
discipline to ensure
learning-focused
E. Additional
environments.)
activities for
application or
remediation
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V. REMARKS

VI.
REFLECTION

A. No. of learners who

earned 80% on the
formative
assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use / discover
which I wish to
share with other
teachers?

Prepared by: Checked by

FRELVIC JEAN D. BONTES KAREN P. SALE
Teacher I Master Teacher I
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Approved by:
TEODORO P. CASIANO
Secondary School Principal