Collaborative Learning

REGIONAL TRAINING FOR SENIOR HIGH SCHOOL ON COMPETENCY-BASED LEARNING

November 18-23, 2018

Core: Earth and Life Science Grade Level: 11

Date: Section: Wisdom
DLP No.: Quarter: Ist Quarter Duration: 90 minutes
Content Standard The learners demonstrate an understanding of: Code:
1. The subsystems (geosphere, hydrosphere,
atmosphere, and biosphere) that make up the
Earth.
2. The earth’s internal structure.
Performance The learners can explain the different layers of the earth through a 3D model.
Standard
Learning 1. Identify the layers of the Earth (crust, mantle, core). S11/12ES-Ia-e-7
Competencies: 2. Differentiate the layers of the Earth. S11/12es-Ia-e-8
Concept The Earth and the Earth system
Resources CG, CBLM Earth and Life Science
LEARNING OBJECTIVES
Knowledge: Identify the layers of the earth.
Skill: Create a 3D model of the layers of the earth.
Attitude: Appreciate the importance of the different layers of the Earth.
PROCEDURES
Preparatory Activities 1. Prayer
(20 minutes) 2. Greetings
3. Checking of Attendance
4. Review the past lesson on the subsystems that make up the earth
5. State the objectives of the lesson to the class.
Activity Egg-cellent Earth activity: using hard-boiled egg as a model of Earth’s structure
( 20 minutes) 1. Have students form small groups (of 3 or 4) and provide them with hard-boiled egg, paper
(Collaboration) plate, plastic knife, and marker. Explain to students that they will be using the egg as a
model to represent the earth’s structures. Instruct the students to describe the eggshell and
identify what part of the earth the eggshell represents.
2. Ask students to crack the eggshell by gently rolling the egg against the table. Have them
describe the appearance of the eggshell and identify the part of the earth the broken
eggshell represents.
3. Ask students to carefully cut the egg in half. Students should mark the center of the yolk
with a dot using a marker. They should identify which parts of the Earth interior are
modelled by the cut egg (shell, white, yolk, dot), and describe how the model demonstrates
characteristics of these layers (solid, liquid, etc.). Each student should make an annotated
sketch with actual parts of the egg labeled on the left side and the layers of the Earth they
represent on the other side.
4. When students are done with their task, display (project a transparency of) a cross section
of the Earth’s layers to compare with the egg model.
5. Lead a brief discussion with students having them identify the similarities and differences
between the egg model and the corresponding layers of the Earth.

Analysis Ask:
(10 minutes) Why are the three layers of the Earth important?

What causes the mantle to “flow”?

 Abstraction Again, class what are the layers of the earth?
( 10 minutes)
Which layers of the earth is solid and why?

What is/are the difference between the three layers of the earth?

Application 1. Divide the class into small groups (5-6 members/group).

( 30 minutes) 2. Let each group do the activity (Creating a 3D Model of the Layers of Earth)
3. Each group will present their output in class.
Concluding Activity Closing Prayer
Remarks:
Reflection:

Prepared by:

Gina B. Dunggon