Detailed Lesson Plan (DLP) in Earth & Life Science

DLP No. 3 Learning Area: Earth & Life Science Grade Level: 11 Quarter: 1 Date:
Duration: 1 hr.

Learning Code: S11/12ES-Ia-e-4

Competency/ies: 4. Explain that the Earth consists of four subsystems,
across
whose boundaries matter and energy flow.

Key Concepts / The Earth’s four subsystems, namely: geosphere, hydrosphere, atmosphere, and biosphere.
Understandings to be The four subsystems are linked systems-any change in one system, affects the other.
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
describe the properties of earth necessary to support life
Describe the four subsystems of the Earth.

Skills Use the illustration of water cycle to explain how the different subsystems are interrelated

Attitud Demonstrate accountability through suggesting ways on how to maintain balance in the four
e subsystems
Values Makakalikasan
Practice taking care of the environment
2. Content Earth and Earth Systems
3. Learning Resources Materials: Manila paper, pictures of the different subsystems, marking pen, glue, tape
(masking tape), laptop, projector
Learning Materials: textbook, internet
4. Procedures
4.1 Introductory Activity There will be a short game entitled, “Four Pics One Word.” Four pictures will be shown which will tell what
( 1 minute). the word is.

Transition Sentence: Based from your answer, what do you think will be our topic for today? Are you ready
to
learn now?
4.2 Activity Gallery Walk (There will be four groups.)
( 10minutes). 1. In this activity, the teacher posts 4 Manila papers on the wall. Each Manila paper will be pasted
with pictures where each will represent one of the subsystems of the Earth. Then the teacher
will
call a member of the group (each member will have an assigned number) randomly which will
write on what they have seen in the pictures.
2. The teacher has prepared meta strips in four different colors which represents the four
subsystems. Then, she will call another member of the groups to paste it on the Manila
paper
which they think corresponds to the description given.
3. Lastly, the teacher has prepared strips of paper also which have descriptions of the
four subsystems. She will call members from the four groups to tape it on the Manila
paper which they think corresponds to the title/topic.
Transition Statement: After you have given your descriptions to the four subsystems, let us check whether
your answers are correct.
4.3 Analysis ( 15 minutes). Active Learning/Discussion Strategies/Collaborative-Cooperative Learning
In this activity, a representative from each group will pick a rolled paper
prepared by the teacher to determine what subsystem of the Earth they will report.
Before the reporter will make the report, all members of the group must brainstorm if
all the strips being pasted in their assigned subsystem are correct. If not, then they have
to try to correct it into which subsystem it belongs. Then the reporting follows.
Transition Statement: After having learned what these four subsystems of the Earth are, let us deepen our
 understanding by viewing this power point presentation. At the same time, I want you to recall in
your mind about the different nutrient cycles.
4.4 Abstraction Spatial
( 15 minutes). The teacher will show a power point presentation of the topic to deepen
students’ understanding of the Earth’s subsystem. Then the teacher will show an illustration of
the
water cycle and ask some students to explain how the different subsystems are interrelated.
Transition Statement: Now that you’ve learned that each subsystem affects one another, I want
you to….
4.5 Application Critical Thinking
( 5 minutes). Each group will be given 2 minutes to make a suggestion that advocates/helps everybody
be aware of the importance of maintaining balance/equilibrium in the relationships and
interactions
between the subsystems that make up the Earth. After 2 minutes, “May I hear from Group 1…. And
lastly Group 4.”
Transition Statement: Teacher – “Now you are ready for an oral test. It will be a collaborative one.”

4.6 Assessment ( 8 minutes).

Assessment Method Possible Activities

d) Tests Oral Test: The teacher calls any member of the group to choose any of the prepared
questions in a meta strip. Then the group collaborates as to what the answer be. As
the teacher will call the group, they all will state their answer orally.
1. Describe each of the Earth’s four subsystems in one word.
2. In one sentence explain how the Earth’s subsystems affect one another.
3. In the water cycle, identify in which part of the cycle the subsystems
are involved.
4. Give/suggest at least one activity that will help in maintaining balance of the four
subsystems.

Rubrics: 5- accuracy (100% followed the instruction), prompt in answering ( give the answer on
time), complete thought idea given
4- accuracy ( did not follow what is asked), prompt in answering, complete thought or
Idea
3 – accuracy (100% followed the instruction), not prompt in answering ( give the
answer
on time), complete thought idea given
2 - accuracy (100% followed the instruction), prompt in answering, not complete
thought or Idea
1 - accuracy (did not follow what is asked), not prompt in answering, not complete
thought or Idea

4.7 Assignment ( 1 minute). Fill-in below any of the four purposes:

 Enriching / inspiring the day’s lesson

In your own little way, even at your young age, what can you do in your own community to help maintain the balance of
the
flow of energy and matter in the Earth’s system?


4.8 Concluding Activity ( 2 minutes).

Describe the properties of the Earth necessary

to support life.

1. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day, in cases of class suspension, etc.

2. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them
relevant questions. Indicate below whichever is/are appropriate.
A. No. of learners who
earned 80% in the
evaluation.

B. No. of learners who

require additional
activities for
remediation.
C. Did the remedial
 lessons work? No.
of learners who
have caught up
with the lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my
learning strategies
worked well? Why
did these work?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?

Prepared by:
Name: KENNY Y. ANCAJAS School: Malingin National High School
Position/Designation: TEACHER 3 Division: Division of Cebu Province
Contact Number: 09236789698 Email address:

Bibliograhy:

1. Starr C., Evers C.,Starr L. (2016) Earth and Life Sciences (pp. 4-6). Sampaloc Manila Philippines: Rex Bookstore.
2. Olivar, J.T II., Morales-Ramos, A.C., (2016). Exploring Life Through science. Earth and Life Science (pp. 8-10). Quezon Avenue,
Quezon City:Phoenix Publishing House.