School Grade &
Culaba National Vocational School ALL GRADE 11
Section
DAILY Teacher
Mary Jessa A. Alvior
Learning Earth and Life
LESSON Area Science
Teaching Dates
PLAN Quarter 1
& Time
Week No. Day Duration 2 hours
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed,
additional lessons, exercises, remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guide.
The learners demonstrate an understanding of:
A. Content
1. the subsystems (geosphere, hydrosphere, atmosphere,
Standards
and biosphere) that make up the Earth
The learners shall be able to:
B. Performance
Conduct a survey to assess the possible geologic/ hydrometeorological hazards that your
Standards
community may experience.
C. Learning 1. Explain that the Earth consists of four subsystems, across whose boundaries matter
Competency/ies and energy flow (S11/12ES-Ia-e-4)
Write the LC Code for each.
Knowledge: Identify each of the four subsystems and describe its main components.
Skills: Construct a comprehensive systems diagram illustrating flows of matter and
D. Learning
energy among the four subsystems.
Objectives
Attitudes: Demonstrate appreciation for Earth’s interconnectivity through
collaborative systems mapping.
Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT/TOPIC Subsystems of the Earth
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES
A. References
1. Teacher’s Guide
Science in the Modern World, earth and Life Science
pages
2. Learner’s
Materials pages
3. Textbook pages 1. Science in the Modern World, Earth and Life Science
4. Additional
Materials from
Learning
Resource (LR)
Portal
B. Other Learning
Resources
These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
IV. PROCEDURES things, practice their learning, question their learning processes, and draw conclusion about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
A. Reviewing A Pose the question on the board: “In what ways does a forest fire illustrate connections
previous lesson or W between multiple Earth subsystems?”
presenting the new A Students write two observations and one question on sticky notes and post under
lesson. R “Forest Fire Factors” and “Interconnected Effects.”
ELICIT (The activities in this section E
will evoke or draw out prior concepts of N
or experiences from the students)
E
B. Establishing a S Show a 3-minute animation highlighting how a volcanic eruption sends ash into the
purpose for the S
atmosphere, heat into the hydrosphere, and nutrients into the biosphere.
lesson. In pairs, students discuss which subsystem interactions they found most surprising and why.
ENGAGE (The activities in this section
will stimulate their thinking and help them Alternative:
access and connect prior knowledge as a Show a picture of a volcano after the eruption. And ask how the eruption sends ash into
jumpstart to the present lesson.)
the atmosphere, heat into the hydrosphere, and nutrients into the biosphere.
In pairs, students discuss which subsystem interactions they found most surprising and why
C. Presenting Begin with a simple, familiar instance that everyone can relate to (e.g., sunlight
examples/instance warming a puddle for energy flow).
s of the new lesson. Follow with a more complex real-world example (e.g., photosynthesis in a backyard
plant or evaporation–condensation in the water cycle).
D. Discussing the new A Divide the class into four expert teams, assigning each team one subsystem.
concepts and C
practicing new T Provide each team with a card listing that subsystem’s components, functions, and
skills #1. I typical energy/matter inputs and outputs.
EXPLORE (In this section, students V
will be given time to think, plan, I
investigate, and organize collected Teams brainstorm additional real-world examples (e.g., glacial melt, algal bloom, urban
information; or the performance of the
T
planned/prepared activities from the Y
student’s manual with data gathering and
Guide questions)
heat island) and record them on chart paper.
E. Discussing the new Invite groups to share their exploration findings (e.g., “What did you observe when we
concepts and heated the water sample?”).
practicing new Use targeted questions to connect observations to scientific concepts:
skills #2. “Which subsystem did the matter originate from?”
“How did energy move during that step?”
F. Developing A Reorganize teams into mixed groups so each group has one expert from each
mastery N subsystem.
(Leads to formative A Experts teach classmates about their subsystem, using colored yarn to link inputs and
assessment 3). L outputs on a large group diagram.
EXPLAIN (In this section, students will Y Each subgroup labels two specific flows (for example, evaporation from hydrosphere
be involved in an analysis of their S to atmosphere).
exploration. Their understanding is
clarified and modified because of
I
reflective activities)/Analysis of the S
gathered data and results and be able to
answer the Guide Questions leading to
the focus concept or topic of the day.
G. Making A Distribute the “Dead Zone” case study.
generalization and B In their mixed groups, students trace how agricultural runoff (matter) and sunlight
abstraction about S (energy) move through the hydrosphere, impact the biosphere, and feedback into the
the lesson. T geosphere and atmosphere.
ELABORATE (This section will give R Groups sketch a simplified systems flowchart and annotate it with brief explanations.
students the opportunity to expand and A
solidify / concretize their understanding
of the concept and / or apply it to real –
C
world situation) T
I
O
N
H. Finding practical A Individually, students create a digital or hand-drawn poster that:
application of P 1. Identifies all four subsystems
concepts and skills P 2. Illustrates at least three distinct flows of matter and energy
in daily living. L 3. Provides captions that explain each flow’s significance
I
C
A
T
I
O
N
I.
Evaluating A 1. Which of the following lists the four major subsystems of Earth?
learning. S A. Lithosphere, Cryosphere, Stratosphere, Hydrosphere
EVALUATION (This section will S B. Geosphere, Hydrosphere, Atmosphere, Biosphere
provide for concept check test items and E C. Mantle, Ocean, Troposphere, Biosphere
answer key which are aligned to the
learning objectives - content and
S D. Core, Rivers, Troposphere, Ecosphere
performance standards and address S 2. Which of these is an example of an energy flow between Earth’s subsystems?
misconceptions – if any) M A. River water carrying dissolved minerals to the ocean
E B. Solar radiation heating the surface ocean
N C. Animals decomposing leaf litter in soil
T D. Plants absorbing nutrients from soil
3. Which of the following best illustrates a matter flow between two subsystems?
A. Wind transferring heat from equator to poles
B. Photosynthesis converting light into chemical energy
C. Evaporation of water from the ocean into the atmosphere
D. Earth’s internal heat driving plate tectonics
4. The movement of earthworms mixing organic material into soil is an example of
matter flow from the biosphere to the geosphere. This statement is:
A. True
B. False
C. Only during rainy seasons
D. Only in tropical regions
5. In the water-cycle scenario—sunlight warms surface water causing evaporation and
later precipitation—identify the correct combination of energy and matter flow:
A. Energy: solar radiation to geosphere; Matter: water from hydrosphere to biosphere
B. Energy: geothermal heat to atmosphere; Matter: water from lithosphere to
atmosphere
C. Energy: solar radiation to hydrosphere; Matter: water from hydrosphere to
atmosphere
D. Energy: photosynthetic energy to biosphere; Matter: water from atmosphere to
biosphere
Answer Key: BBCAC
J. Additional A Homework: Students interview a local practitioner (e.g., farmer, urban planner,
activities for S fisheries officer) and ask how subsystem interactions influence their work.
application or S
remediation. I
EXTEND (These sections give G
situation that explains the topic in a new N
context, or integrate it to another
discipline / societal concern)
M
E
N
T
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
VI. REFLECTION students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant question.
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 lesson
work? No. of learner who
caught up with the lesson
D. No. of learner 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: Noted by: Approved by:
Mary Jessa A. Alvior Rolly S. Masibag Liezl M. Avila
Teacher I Head Teacher III Principal I
Republic of the Philippines
Department of Education
Division of Biliran
Culaba National Vocational School
Culaba, Biliran
FORMATIVE ASSESSMENT
(Subsystems of the Earth)
Directions: Choose the letter of the correct answer.
1. Which of the following lists the four major subsystems of Earth?
A. Lithosphere, Cryosphere, Stratosphere, Hydrosphere
B. Geosphere, Hydrosphere, Atmosphere, Biosphere
C. Mantle, Ocean, Troposphere, Biosphere
D. Core, Rivers, Troposphere, Ecosphere
2. Which of these is an example of an energy flow between Earth’s subsystems?
A. River water carrying dissolved minerals to the ocean
B. Solar radiation heating the surface ocean
C. Animals decomposing leaf litter in soil
D. Plants absorbing nutrients from soil
3. Which of the following best illustrates a matter flow between two subsystems?
A. Wind transferring heat from equator to poles
B. Photosynthesis converting light into chemical energy
C. Evaporation of water from the ocean into the atmosphere
D. Earth’s internal heat driving plate tectonics
4. The movement of earthworms mixing organic material into soil is an example of matter flow from the biosphere to the
geosphere. This statement is:
A. True
B. False
C. Only during rainy seasons
D. Only in tropical regions
5. In the water-cycle scenario—sunlight warms surface water causing evaporation and later precipitation—identify the
correct combination of energy and matter flow:
A. Energy: solar radiation to geosphere; Matter: water from hydrosphere to biosphere
B. Energy: geothermal heat to atmosphere; Matter: water from lithosphere to atmosphere
C. Energy: solar radiation to hydrosphere; Matter: water from hydrosphere to atmosphere
D. Energy: photosynthetic energy to biosphere; Matter: water from atmosphere to biosphere
