Learning Area Earth Science

Learning Delivery Modality Modular Distance Modality

School Sabang National HS Grade Level Grade 12

LESSON
Teacher Cherrina D. Aguila Learning Area Earth Science
Teaching Date ______________2020 Quarter First

EXEMPLAR Teaching Time 10:40-11:40 A.M. No. of Days

I. OBJECTIVES

At the end of the lesson, learners are expected to

1. Identify the factors that make a habitable planet.
2. Describe selected planets in comparison to Earth regarding the
characteristics necessary to support life
3. Value the contributing factors that are necessary to support life and
to sustain life

A. Content The learners demonstrate an understanding of …..

Standard The formation of the universe and the solar system.

B. Performance Make a concept map and use it to explain how the geosphere, hydrosphere,
Standard atmosphere, and biosphere are interconnected.

C. Most Essential Learning

S11ESla – b – 3: Describe the characteristics of Earth that are necessary
Competencies (MELC)
to support life

D. Enabling Competencies

II. Content Characteristics of Earth necessary to support life

III. Learning References

A. References
a. Teacher’s Guide Pages Teacher’s Guide Lesson 4 pp. 1 – 9
b. Learner’s Material Pages
c. Textbook Pages

d. Additional Materials from 1. https://www.slideshare.net

Learning Resources 2. Downloaded Earth Science Activity Sheets from DepEd’s lrmds

1. http://www.youtube.com
B. List of Learning Resources
2. Graphic organizer
for Development and
3. Teaching guide
Engagement Activities

IV. PROCEDURES

A. Introduction What I need to know?

 Learners take a diagnostic test to check their prior knowledge

 The content of the lesson will be presented
 Learning objectives will also be introduced to guide the learners on the
learning targets founded on KSAV principles

What’s new?
 Among the nine planets in the solar system, Earth is a special planet among the
rest. Why? Because Earth is a habitable planet. There are on-going studies and
researches that Mars is a target to be like Earth. However, Venus that is next to Earth
is also a subject of interest. Unlike Mercury, it is very close to Sun where life forms
are impossible to exist.

Question: What makes Earth a habitable planet than the rest of the
planets?

TASK 1: Look at the figure below –

Question:
What is your inference regarding the position of the planets in relation to the
characteristics necessary to support life?

B. Development
What I know?

TASK 2: Look at the print and cut-outs of the three planets.

Question:
Based on the physical appearance of the three planets, can Venus and Mars be
considered a habitable planet like Earth? Why and why not?

What is it?

Look at the table comparing the features of Venus, Earth, and Mars.
Escape velocity is the minimum speed an object needs to escape a
planet's pull of gravity.
Surface pressure is the atmospheric pressure at a location on the
surface of the planet. It is proportional to the mass of air above
the location.
Temperature , if no greenhouse gases are present’ indicates the
Temperature of the planet without the warming effect of
greenhouse gases.
Note that the temperature of the Earth would be around 18 oC lower
without greenhouse warming.
A planet's temperature is a function of its distance from the Sun.
However, this factor can be modified by the intensity of
greenhouse warming.
Water in liquid form is one of the most important prerequisites for life.
There is recent evidence that liquid water, in the form of brine
(salty water) flows intermittently on the surface of Mars.

The following are factors that make a habitable planet:

 TASK 3: After comparing the features of Venus, Earth, and Mars and after presenting
the factors making a habitable planet, which do you think is the next habitable planet
aside from Earth? Why and why not?
Write your findings in short sized bond paper.
C. Engagement
What’s more?

TASK 4: Ask the students if they are to choose to replace Earth, which planet will
they choose? Why or why not?

What can I do?

TASK 5: Ask the students to imagine themselves in an interstellar voyage. Their

spaceship suffers mechanical problems and will be forced to land. Fortunately they are
passing through the Yanib System , which is composed of a sun-like star surrounded
by seven planets, some of which have moons . A list of a the profile of the planet will
be given. Students are to decide the best place to land their ship and explain why they
did chose that planet.

What other enrichment activities can I engage in?

TASK 6: Differentiated instruction.

Based on the students’ interest, each of them can provide a creative output showing
how can they be of help to the contributing factors necessary to support and sustain
life. Their output can either of the following:
 A) A dialogue script (limit to two to three pages only)
B) Poem writing (can be in English or Filipino language)
C) Interpretative dance (encourage to join the household members
D) Jingle
E) Visual art (in any platform can be manual or digital)

What have I learned?

D. Assimilation
TASK 7: Have the learners write a 200-word report/essay on the following topic: ‘Can
man alter Mars environment to make it more suitable for human habitation? How?’

What can I do?

The learners will answer the Assessment provided in the module.

V. REFLECTION The learners in their notebook, journal or portfolio will write their personal insights
about the lesson using the prompts below.

I understand that _________________________________________________

I realize that ______________________________________________________

Prepared and Submitted by CHERRINA D. AGUILA

SST – III

Submitted to FLORDELIZA C. PATIÑO

Principal I