Classroom Instruction Delivery Alignment Map

Grade: 11/12 Semester: 1st/2nd

Core Subject Title: Earth & Life Science No. of Hours/Semester: 80
Prerequisites (If needed):
Core Subject Description: This learning area is designed to provide a general background for the understanding of Earth Science and Biology. It presents the history of the Earth through geologic time. It
discusses the Earth’s structure, composition, and processes. Issues, concerns, and problems pertaining to natural hazards are also included. It also deals with the basic principles and processes in the study of
biology. It covers life processes and interactions at the cellular, organism, population, and ecosystem levels.

Culminating Performance Standard: Conduct a survey to assess possible geological and hydrometeorological hazards that the community may experience.
Power Standard: Come up with an assessment on geological and hydrometeorological hazards.

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Performance Task: The students will act as researchers and conduct a geological and hydrometeorological hazards survey in their community.
Literal Transfer: Using background information on Earth’s origin, subsystems, materials, and processes, students conduct a survey to assess geological and hydrometeorological
hazards as a springboard for research.

PREPARED BY:
MENARD M. TABUNAR
MAY ANN T. SALUTA
ELLA M. MARTIN
CENIA B. YUMUL
 Teaching Guide
Prepared by.
Agnes B. Salvadora
Ateneo de Naga University
PEAC SHS Trainer

TOPIC: Earth’s Subsystems (80 min)

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

PERFORMANCE STANDARD
The learners shall be able to make a concept map and use it to explain how the geosphere, hydrosphere, atmosphere, and biosphere are interconnected.

LEARNING COMPETENCY
The learners explain that the Earth consists of four subsystems, across whose boundaries matter and energy flow (S11ES-Ib-4).

SPECIFIC LEARNING OBJECTIVES

At the end of the lesson, the learners will be able to:
 define the concept of a system;;
 recognize the Earth as a system composed of subsystems;
 differentiate the Earth’s subsystems and describe how each one is related to one another;
 trace the flow of energy within the Earth’s systems; and
 suggest ways to protect and preserve natural processes within the earth’s subsystems;

I. Introduction

1. The class will be divided into five groups. For 15 minutes, they will draw or illustrate a field area they passed by in going to school. They will note of the presence of
vegetation, soil cover, wildlife, rockout-crops, and bodies of water. They will be asked to trace how energy and mass are transferred in the different components of the
area.

2. Two random groups will be asked to share their work.

 Which part/s of their sketches is/are part of the air? water? Land?
 Can you pinpoint a connection? What are these connections?

3. Introduce the following specific learning objectives:

 define the concept of a system;;
 recognize the Earth as a system composed of subsystems;
 differentiate the Earth’s subsystems and describe how each one is related to one another;
 trace the flow of energy within the Earth’s systems;
 suggest ways to protect and preserve the natural processes within the earth’s subsystems.

4. Ask the learners what they remember about the concept of ecosystems.

II. Motivation

The video “El Gamma Penumbra” will be shown.

 What are the interconnections manifested in the video?

III. Instruction
1. Define the term system as a set of interconnected components that are interacting to form a unified whole.

2. Present this diagram that enumerates the subsystems of the Earth.

3. Explain that the Earth system is essentially a closed system. It receives energy from the sun and returns some of this energy to space.

4. Introduce the term atmosphere.

 The atmosphere is the thin gaseous layer that envelopes the lithosphere.
 The present atmosphere is composed of 78% nitrogen (N2), 21% oxygen (O2), 0.9% Argon, and trace amount of other gases.
 One of the most important processes by which the heat on the Earth’s surface is redistributed is through atmospheric circulation.
 There is also a constant exchange of heat and moisture between the atmosphere and the hydrosphere through the hydrologic cycle.

5. Introduce the term lithosphere.

 The lithosphere includes the rocks of the crust and mantle, the metallic liquid outer core, and the solid metallic inner core.
 Briefly discuss the Place Tectonics as an important process shaping the surface of the Earth. The primary driving mechanism is the Earth’s internal heat, such
as that in mantle convection.

6. Introduce the term biosphere.

 The biosphere is the set of all life forms on Earth.
 It covers all ecosystems – from the soil to the rainforest, from mangroves to coral reefs, and from the plankton-rich ocean surface to the deep sea.
 For the majority of life on Earth, the base of the food chain comprises photosynthetic organisms. During photosynthesis, CO2 is sequestered from the
atmosphere, while oxygen is released as a byproduct. The biosphere is CO 2 sink, and therefore, an important part of the carbon cycle.
 Sunlight is necessary for life.

7. Introduce the term hydrosphere.

 About 70% of the Earth is covered with liquid water (hydrosphere) and much of it is in the form of ocean water.
 Only 3% of Earth’s water is fresh: two-thirds are in the form of ice, and the remaining one-third is present in streams, lakes, and groundwater.
 The oceans are important sinks for CO2 through direct exchange with the atmosphere and indirectly through the weathering rocks.
 Heat is absorbed and redistributed on the surface of the Earth through ocean circulation.

IV. Practice
1. Using the figure on energy and mass, identify how energy and mass is exchanged among the subsystems. Use different types of lines and boxes to differentiate
between matter or materials and energy.

2. Use arrows to indicate the interaction among components.

V. Enrichment
1. The impact of man to the environment has become so massive that scientists are proposing the addition of man or the anthroposphere to the Earth system.
 VI. Evaluation

Write an essay not exceeding 200 words on how man has altered the atmosphere, biosphere, hydrosphere, lithosphere, and as a consequence, the Earth System as
whole.

List of Materials

1. 1 manila paper per group of 5 members

2. 1 pentel pen per group of 5 members
3. 1 Masking tape (for the whole class)
4. Handout on Biosphere (Please see attached) – one for each participant
5. Figure on transfer of mass and energy (Please see attached) –one for each participant
6. TG (one per participant)

Handout on Biosphere:
Topic: The Earth’s Systems

The biosphere is made up of the parts of Earth where life exists. The biosphere extends from the deepest root systems of trees, to the dark environment of ocean trenches, to lush rain
forests and high mountaintops.

Scientists describe the Earth in terms of spheres. The solid surface layer of the Earth is the lithosphere. The atmosphere is the layer of air that stretches above the lithosphere. The Earth’s water
—on the surface, in the ground, and in the air—makes up the hydrosphere. 

Since life exists on the ground, in the air, and in the water, the biosphere overlaps all these spheres. Although the biosphere measures about 20 kilometers (12 miles) from top to bottom, almost
all life exists between about 500 meters (1,640 feet) below the ocean’s surface to about 6 kilometers (3.75 miles) above sea level.

Origin of the Biosphere

The biosphere has existed for about 3.5 billion years. The biosphere’s earliest life-forms, called prokaryotes, survived without oxygen. Ancient prokaryotes included single-celled organisms
such as bacteria and archaea.

Some prokaryotes developed a unique chemical process. They were able to use sunlight to make simple sugars and oxygen out of water and carbon dioxide, a process called photosynthesis.
These photosynthetic organisms were so plentiful that they changed the biosphere. Over a long period of time, the atmosphere developed a mix of oxygen and other gases that could sustain
new forms of life. 

The addition of oxygen to the biosphere allowed more complex life-forms to evolve. Millions of different plants and other photosynthetic species developed. Animals, which consume plants
(and other animals) evolved. Bacteria and other organisms evolved to decompose, or break down, dead animals and plants. 

The biosphere benefits from this food web. The remains of dead plants and animals release nutrients into the soil and ocean. These nutrients are re-absorbed by growing plants. This exchange
of food and energy makes the biosphere a self-supporting and self-regulating system.
The biosphere is sometimes thought of as one large ecosystem—a complex community of living and nonliving things functioning as a single unit. More often, however, the biosphere is
described as having many ecosystems. 

Biosphere Reserves

People play an important part in maintaining the flow of energy in the biosphere. Sometimes, however, people disrupt the flow. For example, in the atmosphere, oxygen levels decrease and
carbon dioxide levels increase when people clear forests or burn fossil fuels such as coal and oil. Oil spills and industrial wastes threaten life in the hydrosphere. The future of the biosphere
will depend on how people interact with other living things within the zone of life. 

In the early 1970s, the United Nations established a project called Man and the Biosphere Programme (MAB), which promotes sustainable development. A network of biosphere reserves exists
to establish a working, balanced relationship between people and the natural world. 

Currently, there are 563 biosphere reserves all over the world. The first biosphere reserve was established in Yangambi, Democratic Republic of Congo. Yangambi, in the fertile Congo River
Basin, has 32,000 species of trees and such endemic species as forest elephants and red river hogs. The biosphere reserve at Yangambi supports activities such as sustainable agriculture,
hunting, and mining.

One of the newest biosphere reserves is in Yayu, Ethiopia. The area is developed for agriculture. Crops such as honey, timber, and fruit are regularly cultivated. However, Yayu’s
most profitable and valuable resourceis an indigenous species of plant, Coffea arabica. This shrub is the source of coffee. Yayu has the largest source of wild Coffea arabica in the world.

Biosphere 2
In 1991, a team of eight scientists moved into a huge, self-contained research facility called Biosphere 2 in Oracle, Arizona. Inside an enormous, greenhouse-like structure, Biosphere 2 created
five distinct biomes and a working agricultural facility. Scientists planned to live in Biosphere 2 with little contact with the outside world. The experiments carried out in Biosphere 2 were
designed to study the relationship between living things and their environmentand to see whether humans might be able to live in space one day.

The mission was supposed to last 100 years, with two teams of scientists spending 50 years each in the facility. Instead, two teams made it just four years, and the scientists moved out in 1994.
Though the live-in phase is over, research is still taking place in Biosphere 2, with a main focus on global warming.

The lithosphere (from the Greek for "rocky" sphere) is the solid, outermost shell of a rocky planet. In the case of the Earth, the lithosphere includes the crust and the upper layer of
the mantle that is joined to the crust. The lithosphere contains a rich variety of minerals. In addition, it continually interacts with the atmosphere and hydrosphere.

The Earth's lithosphere provides us with the "terra firma" on which we live. To sustain our lives, we need access to air, water, soil, and sunlight, and we need the ecosystems created by
plants and animals. The lithosphere gives us access to all of these simultaneously. While dwelling on the lithosphere, we are surrounded by air, receive the Sun's heat and light, and have access
to freshwater and various minerals that we use for our domestic, agricultural, and industrial activities.

Plate tectonics
In forming the lithosphere, the Earth's crust and upper mantle are attached to each other, but they differ in chemical composition. The boundary that marks this change in chemical
composition is known as the Mohorovičić discontinuity (or the Moho discontinuity).
Thus the distinguishing characteristic of the lithosphere is not its composition but its flow properties. It floats on the asthenosphere, which is the heat-softened layer of the mantle below the
lithosphere. The lithosphere is fragmented into relatively strong pieces called tectonic plates, which move independently relative to one another. This movement of lithospheric plates over the
asthenosphere is described as plate tectonics.

Layers of the Atmosphere

The envelope of gas surrounding the Earth changes from the ground up. Five distinct layers have been identified using...

 thermal characteristics (temperature changes),

 chemical composition,
 movement, and
 density.

Each of the layers are bounded by "pauses" where the greatest changes in thermal characteristics, chemical composition, movement, and density occur.
 Hydrosphere, discontinuous layer of water at or near Earth’s surface. It includes all liquid and frozen surface waters, groundwater held in soil and rock, and atmospheric water vapour.

Water is the most abundant substance at the surface of Earth. About 1.4 billion cubic kilometres (326 million cubic miles) of water in liquid and frozen form make up the oceans, lakes, streams,
glaciers, and groundwaters found there. It is this enormous volume of water, in its various manifestations, that forms the discontinuous layer, enclosing much of the terrestrial surface, known
as the hydrosphere.
Central to any discussion of the hydrosphere is the concept of the water cycle (or hydrologic cycle). This cycle consists of a group of reservoirs containing water, the processes by which water is
transferred from one reservoir to another (or transformed from one state to another), and the rates of transfer associated with such processes. These transfer paths penetrate the entire
hydrosphere, extending upward to about 15 kilometres (9 miles) in Earth’s atmosphere and downward to depths on the order of five kilometres in its crust.

Source: HTTP://WWW.NATIONALGEOGRAPHIC.ORG/ENCYCLOPEDIA/BIOSPHERE/
HTTP://WWW.SRH.NOAA.GOV/JETSTREAM/ATMOS/LAYERS.HTML
HTTP://WWW.NEWWORLDENCYCLOPEDIA.ORG/ENTRY/LITHOSPHERE

EXCHANGE OF ENERGY AND MASS