SENIOR HIGH SCHOOL CORE SUBJECT

QUARTER 1 – EARTH AND LIFE SCIENCE

TEACHING GUIDE
May 19, 2018
CONTENT Earth and Earth System
The Learners demonstrate an understanding of the subsystems (geosphere, hydrosphere,
CONTENT STANDARDS
atmosphere, and biosphere) that make up the Earth.
CULMINATING PERFORMANCE The learners will conduct general research about geological hazards that occur in their
STANDARDS community.
The learners will be able to make a geologic hazards map that occur their community.
POWER STANDARD

The learners shall be able to prepare a hazards map about landslides.

LITERAL TRANSFER

1. Recognize the uniqueness of Earth, being the only planet in the solar system with
properties necessary to support life. (S11/12ES -Ia-e-3)
LEARNING COMPETENCIES
2. Explain the earth consist of four subsystems, across whose boundaries matter and
energy flow. (S11/12ES -Ia-e-4)
1. Recognize the uniqueness of Earth, being the only planet in the solar system with properties
SPECIFIC LEARNING
necessary to support life.
OBJECTIVES
2. Discuss the earth consist of four subsystems, across whose boundaries matter and energy flow.
TIME ALLOTMENT 120 MINUTES

MATERIALS visual aids, instructional materials

Web resources, laptop, Exploring Life through Life Science: Earth and Life Science
RESOURCES
Jose Tolentino Olivar II, Anna Cherylle Morales-Ramos

Lesson Outline:
1. Introduction: Gist (10 minutes)
2. Motivation: Gist (10 minutes)
3. Instruction: Gist (30 minutes)
4. Practice: Gist ( 35 minutes)
5. Enrichment: Gist (15 minutes)
6. Evaluation : Gist (20 minutes)
 PROCEDURE TEACHER TIPS
Introduction (10 minutes) 1. What are the different hypotheses
Review the previous lessons and introduce the following terms for the explaining the origin of the universe.
new lessons:
1. systems 1. System – An assemblage of objects
2. subsystems arranged in regular subordination, or after
some distinct method, usually logical or
scientific.
2. Subsystem – group of interconnected and
interactive parts that perform an important
job or task as a component of a larger
system.
Motivation (10 minutes) Instructions: The teacher will flash the
The teacher will present a collaborative game which is entitled 4 pics pictures and the students will identify which
one word in relation to our discussion. category under the four subsystems of the
(Pictionary) earth.

1. Hydrosphere
2. Geosphere instruction
3. Biosphere
4. Atmosphere
Instruction (30 minutes) The following are sample given questions:
The teacher will discuss the following topics: The following are sample given questions.
1. Earth is composed of systems of interacting zones. 1. Why is Earth a closed system?
2. Earth as a closed system 2. What are the Earth’s subsystems?
3. Earth sub-system 3. How are they interrelated?
4. How do Earth’s subsystems affect one
another?
Practice ( 35 minutes) Instructions: Each group will select one
 The students will be grouped into 4. subsystem and they will make a model out
 Each group will select and create a model of the Earth’s subsystems. of the given materials.
 They will be given 30 minutes to do the task and afterwards they will
present it in front of the class. The teacher will facilitate the students and
give synthesis about students’ activity.
Enrichment (15 minutes) Directions: Fill in the diagram with your
respective subsystem as the main idea with
The students will make a graphic organizer (Main Idea and Supporting Details) its corresponding concept regarding the
about their chosen subsystem. topic. Write as many concepts/information
as you can.

Evaluation (20 minutes) The teacher will rate the students through the
The students will make a reflection paper about the importance and the uniqueness of given rubrics.
Earth, being the only planet in the solar system which consists of four subsystems.
 RUBRIC
Directions: Your reflection paper will be graded based on this rubric. Consequently, use these rubrics as a guide when writing your
reflection paper and check it again before you submit your reflection paper.
TRAITS 4 3 2 1
There is one There is one clear, There is one topic. The topic and main
clear, well well-focused topic. Maintain ideas are ideas are not clear.
focused topic. Main ideas are somewhat clear.
Main idea are clear but are not
Focus and Details
clear and are well supported by
well supported detailed
and accurate information.
information.
The The introduction The introduction There is no clear
introduction is states the main states the main introduction,
inviting, states topic and provides topic. A conclusion structure or
the main topic, an overview of the is included. conclusion.
and provides an paper. A conclusion
overview of the is included.
Organization paper.
Information is
relevant and
presented in a
logical order.
The conclusion
is strong.
The author’s The author’s The author’s The author’s
purpose of purpose of writing purpose of writing purpose of writing
writing is very is somewhat clear is somewhat clear, is unclear.
Voice clear and there and here is some and there is
is strong evidence of evidence of
evidence of attention attention.
attention.
GROUP NAME: MY-TWO-SIS
GROUP # 2 MEMBERS:

1. GUMALO, MARIA JULINARUS P.

2. ESMEJARDA, SYLVIA E.
3. GATCHALIAN, IAN LEE G.
4. LUAGE, CARLA MAE B.
5. DARLE, MICHAEL S.
6. PANES, LARRIZA T.