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Group 9 – Earth and Life Science

Ian Christ SJ Candelaria Joselle C. Quizon Mary Anne G. Baugh Marife T. Babiano,
Poll Christian Rebamuntan Aizel S. Pagdonsolan Gemar A. Santos

Teaching Guide
Earth and Life Science

TOPIC I. Origin and Structure of the Earth


B. Earth and Earth Systems
The learners demonstrate an understanding of the subsystems (geosphere,
CONTENT STANDARD
hydrosphere and biosphere) that make up the Earth.

CULMINATING The learners shall be able to relate various types of hazards associated with
the specific area they live in by means of a geologic/hydrometeorological
PERFORMANCE
survey and determine the degree of harm these may cause on the
STANDARD community’s safety and well-being.

POWER STANDARD Come up with an assessment on geological and hydrometeorological


hazards.
Using background information on Earth’s origin, subsystem, materials and
processes, students conduct a survey to assess geological and
LITERAL TRANSFER hydrometeorological hazards as a springboard for research.

Minimum: The learners explain that the Earth consists of four subsystems,
across whose boundaries matter and energy flow.
LEARNING
COMPETENCIES Beyond Minimum: The learners shall be able to perform experiment about
the subsystems of the earth using different apparatus (barometer, rain
gauge, etc.)

The learners shall be able to:


SPECIFIC LEARNING 1. Describe each subsystem of the Earth.
OBJECTIVES 2. Explain how subsystems interact.
3. Use the different apparatus to conduct experiment about the
subsystems of the earth.
4. Appreciate the importance and functions of Earth’s subsystems
through reflection paper.
I. INTRODUCTION I. Daily Routines: TEACHER’S TIP(S)
(10 minutes) A. Opening prayer Concept Map
B. Checking of attendance

II. Review
Strategy: (Concept Map)

A. Formation and layers of the Earth

Guide questions:
1. What are the layers of the earth?
2. Differentiate each layer of the earth.
3. How are these layers arranged?
Essential question:
1. What is the relationship of the layers of the
earth to its subsystems?
III. Learning Competencies and Specific Objectives
The learners shall be able to:
1. Describe each subsystem of the Earth.
2. Explain how subsystems interact.
3. Use the different apparatuses to conduct
experiment about the subsystems of the
earth.
4. Appreciate the importance and functions of
Earth’s subsystems.
II. MOTIVATION Strategy: Jigsaw Puzzle/Picture Analysis Jigsaw Puzzle
(10 Minutes) 1. The teacher will divide the class into four (4) Picture Analysis
groups. Each group will receive a set of puzzle
pieces. After solving the puzzle, analyze the
picture with the following guide questions: After solving, the
students will
*Which picture represent each subsystem of
the Earth? analyze the
picture using the
*Why do you think the Earth is placed at the questions at the
center of this picture? back of the Puzzle
*How do subsystems affect each other?

The four pictures


are the subsystems
of the earth.

III. INSTRUCTION / Topic: Earth’s Subsystems The students will


receive a step by
DELIVERY Strategy: Four Corners (Simulation) step process on
(35 minutes) Task: The teacher will ask each group to observe the how to do the
different set-ups prepared in each corner of the room activity.
about the four subsystems of the earth. All groups are
given the guide questions to elicit the idea of each
activity. Each group is given 5 minutes to observe and
answer the guide questions in each set up.

Set Up 1: Hydrosphere
There will be a
Task: The group will observe simulation of the starting station per
Hydrosphere. group:
Materials: Group 1-
Hydrosphere
Beaker
Warm water Group 2-
Ice cube Lithosphere

Guide Questions: Group 3-


Atmosphere
1. What happened with the vapor inside the
beaker? Group 4-
2. Why do you think the vapor turn into water Biosphere
droplets?

Set Up 2: Lithosphere
Task: The Group will observe a hard-boiled egg and
relate it to the layers of the earth.
Guide Questions:
1. Identify the different parts of the hard-boiled
egg.
2. How will you relate the parts of the egg with
the layers of the Earth?
Set Up 3: Atmosphere
Task: The Group will be given an article about the
Layers of the Atmosphere and cut-outs of pictures of
objects or events to be designated in each layers of
the atmosphere.
Guide Questions:
1. What are the different layers of the
atmosphere?
2. How did you decide on what layer will you put
the given cut-outs?
Set Up 4: Biosphere
Task: The group will be given a terrarium to observe.
Guide Questions:
1. What composes the terrarium?
2. How do components affect each other?

Task: (Collaboration of the groups)


Strategy: Carousel Method

Three members of the group will proceed to the


other groups to provide information from their
assigned subsystem. In this case, all groups will be
provided information about the four subsystems of the
Earth.

References:  Exploring Life through Science SHS Earth and


Life Science
Authors: Anna Cherylle Morales-Ramos and
Jose Tolentino Olivar II- pp. 15-19
 http://youtu.be/osMx_ZvJ5zo
 http://google.com/layersoftheatmosphere
III. PRACTICE Guide Questions:
(5 minutes) Easy:
1. What are the different subsystems of the
earth?
2. Describe each subsystem of the earth.
Strategy: Excerpt Reading
Title: The Eruption of Mt. Pinatubo in 1991
Medium: Answers may vary
1. How do subsystems affect each other?
Hard:
2. Explain what will happen if one of the
subsystems of the earth is disrupted based
from the article?
IV. ENRICHMENT Synthesis: The class will be shown clippings from the Video analysis
movie 2012. Guide questions will be provided for each
(15 minutes) group to answer.

1. Identify events that could be classified under


the different subsystem of the Earth. Ex.
Tsunami-Hydrosphere.
2. How do these events lead to the occurrence of Answers may vary
one another?
3. How do the subsystems interact with each
other in terms of pros and cons?
V. EVALUATION The students will make a questionnaire to be used in The teacher will
conducting a survey based from what they’ve learned prepare a rubric to
(15 minutes) from the topic. be used in
assessing the
student’s output.

NEEDS
EXCELLENT VERY GOOD FAIR
CRITEARIA IMPROVEMENT
(4) (3) (2)
(1)
Purpose is very Purpose is stated
Purpose is stated
well-stated and clearly and
PURPOSE OF clearly but not Purpose is stated
addresses a addresses a
SURVEY relevant to the vaguely.
particular goal of particular goal of
topic.
the topic. the topic.
Questions are very Questions are Questions are
clear and a clear and a somehow clear Questions are
CLARITY OF
respondent would respondent would but a respondent confusing and
QUESTIONS
not have to ask for not have to ask for would have to ask ambiguous.
clarification. clarification. for clarification.

CONSTRUCTION Survey questions Survey questions Survey questions Survey does not
are very are are grammatically follow appropriate
methodologically methodologically correct and methodology, is
sound, aligned sound, aligned aligned with the not aligned with
survey goal but
with survey goal with survey goal the survey goal
not
and are structured and are structured and has issues
methodologically
appropriately. appropriately. with structure.
sound.

“If you need wisdom, ask our generous God, and He will give it to you. He will not rebuke you for asking”

James 1:5