Earth's Unique Properties that Support Life

Republic of the Philippines
Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO
PITOGO NATIONAL HIGH SCHOOL
WEEKLY LEARNING PLAN

Learning Area: EARTH AND LIFE SCIENCE
Quarter: FIRST Week/Date: 1 (August 22-26, 2022) Grade Level: 11
LCs: The learners recognize the uniqueness of Earth, being the only planet in the solar system with properties necessary to support life.
Da Objective Topic Classroom-based Activities Home-based Activities
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1 Characterize planets in The Planets in the Solar
the solar system System
Classroom Routines:
 Reminding of the Health Protocols  Extend / Enrichment
 Collection of Home-based Activities Accomplish the
additional home
 Elicit / Recall reading task 1 (The
Show the learners with picture of the Solar Terrestrial Planets) and
System. Ask them the questions leading to the home reading task 2
identification of the Planets. (The Jovian Planets)
 Engage / Motivation
Ask the learners with questions about the distinct
and interesting characteristics of the planets.
1. Which among the planets is considered to be the
innermost and the smallest?
2. Which planet has a surface composed of 75%
water?
3. What planet is dubbed as the “hottest planet?
4. What planet contains iron oxide within its surface?
5. What is the largest planet?
6. What planet is mostly composed of ammonia and
methane?
7. Which among the gas planets has a wind speed of
2400 km/hour and is dubbed as the windiest planet
in the solar system?
8. What gas planet has an elaborate ring system?
 Explore / Discussion of Concepts

From the questions above, anchor the discussion
on the features and characteristics of each planet.
 Explain / Developing Mastery

Examining the characteristics of each planet,
highlighting the deficiency on the factor that supports
life existence.
 Elaborate / Application and Generalization

Ask the learners of the following questions:
1. What are the similarities among Terrestrial planets?
2. What are the characteristics of Jovian Planets?
3. What characteristics is lacking in each planet
(except Earth) to support the existence of life?
 Evaluation
Complete the Worksheet Activity 1: Who Am I?
2 Compare the Earth

from the rest of the
Earth’s Uniqueness
Earth: A Habitable Planet
Classroom Routines:
 Reminding of the Health Protocols
 Extend / Enrichment
Accomplish activity
planets in the solar  Collection of Home-based Activities sheet Part 1 and 2.
system.
 Elicit / Recall
Let the learners recall the yesterday’s discussion
by asking questions on the characteristics of the other
planets (except Earth) making the existence of life
impossible.
Ask the learners the question:
1. What makes Earth unique among other planets?

Analyze and discuss Table 1: Factors that make a
planet habitable.
Guide Questions:
1. What are the factors that makes the planet
habitable?
2. What are the characteristics of planet Earth that
kames it habitable?

Have a comprehensive discussion on the Earth’s
unique characteristics making it a habitable planet.
3 Identify the factors that

makes Earth habitable.
Earth: A Habitable Planet Continuation
Accomplish activity
Have a comprehensive discussion on the Earth’s sheet Part 3 and 4.
unique characteristics making it a habitable planet.

Let the learners perform Activity 1.1
Understanding Planet Earth wherein their will analyze
data from the National Aeronautics and Space
Administration, 2015
 Evaluation
Let the learners answer Module 1 – Assessment.
4 Identify the factors that

makes Earth habitable.
Earth: A Habitable Planet Conduct of Quarterly/Semestral Summative Test  Extend / Enrichment
Let the learners
perform Module 1-
Additional Activities.


Quarter: FIRST Week/Date: 2 (August 29 – September 2, 2022) Grade Level: 11
LCs: The learners explain that the Earth consists of four subsystems, across whose boundaries matter and energy flow.
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1 The learners determine Introduction of
the four subsystems of Earth’s Subsystem
Classroom Routines:
 Reminding of the Health Protocols  Evaluation
the Earth.  Collection of Home-based Activities Let the learners
identify in which
 Elicit / Recall particular Earth’s
Flash on screen a picture of the Planet Earth. Ask Subsystem does the
the learners about what composes the Earth. following matter
belongs.
Activity 1: Listen as the Earth Speaks 1. Mosquito
In this activity the learners will be instructed to close 2. Whale
their eyes, relax and listen to every sound that they hear 3. Ocean
as the teacher plays the audio recording. 4. Fog
5. Rain
Guide Questions: 6. Water vapor
1. What sounds have you heard? 7. Clouds
8. Ozone Layer
 Explore / Discussion of Concepts 9. Continents
Let the learners classify the things that they have 10. Island
enumerated. Allow the learners to explore all possible 11. River
classifications/category. Provide the learners with the 12. Mist
clues leading towards the expected response. 13. Mountains
14. Rafflesia
Expected Answer: Land, Water, Air & with Life 15. Volcano

Introduce to the learners the basic concepts of the
Earth’s Subsystem: Geosphere, Biosphere, Hydrosphere
and the Atmosphere

As a group, create a poster showing scenario of
the interaction of the following subsystems: Biosphere,
Geosphere, Atmosphere and Hydrosphere
2 The learners describe

the characteristics of
Characteristics of the
Earth’s Subsystem:
Classroom Routines:
 Reminding of the Health Protocols  Elaborate /
each subsystem Geosphere & Atmosphere  Collection of Home-based Activities Application and
Generalization
 Elicit / Recall
1. What are the subsystems of the Earth? Assign learners
2. Can you give examples of matters that exists with a reading
within the atmosphere, geosphere, biosphere assignment – What
and hydrosphere? I Have Learned,
Module 2, page 6
Each group will present their posters (prepared on Let the learners
day 1 in the application phase) in front identifying the accomplish What I
portion of the illustration that belong to the geosphere Can Do
and atmosphere. (Geosphere and
Atmosphere)
“The matter that you had mentioned or identified
from the posters are belonging to the geosphere and
atmosphere. That relates to our current lesson focusing
on the geosphere and atmosphere subsystems.”
Flash on screen the following pictures
 What do you think are shown in these pictures?

Have a thorough discussion on describing and
understanding the processes and concepts on
Atmosphere and Geosphere
Earth’s Subsystem:
Classroom Routines:
 Elaborate /
Application and
each subsystem Hydrosphere and  Collection of Home-based Activities Generalization
Biosphere
 Elicit / Recall Assign learners
1. What are the subsystems of the Earth? with a reading
2. Can you give examples of matters that exists assignment – What
within the atmosphere, geosphere, biosphere I Have Learned,
and hydrosphere? Module 2, page 6
 Engage / Motivation Let the learners

Let the learners watch a documentary on the accomplish What I
exploration of Tubbataha Reef (30 mins. video). Can Do (Biosphere
and Hydrosphere)
As the learners with following questions
1. Where is tubbataha reef located?
2. What is tubbataha reef? How does it function for
marine preservation and food security?
3. What do you think are the subsystems interacting
within the tubbataha reef?
Process the learners responses leading to the concept of

Biosphere and Hydrosphere

Earth’s Subsystem
Continuation…
The learners will be
instructed to create an
each subsystem Have a thorough discussion on describing and advance note of the
understanding the processes and concepts on Biosphere next lesson.
and Hydrosphere
 Evaluation (includes lesson from Day 1-4)
Let the learners answer Module 2 – Assessment
Prepared by:
KESSER JOHN S. SIBONGA

Special Science Teacher I
Subject Teacher
Examined and approved by:
JOHN BRYAN S. SEMILLA

Head Teacher I


Quarter: FIRST Week/Date: 3 (September 5-9, 2022) Grade Level: 11
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1 Trace flow of matter
and energy in the
The flow of matter and
energy in the Earth’s
Classroom Routines:
Earth’s Subsystem Subsystem  Collection of Home-based Activities advance note of the
next lesson.
Proceed to classroom activity (to be done in group)
 “Connect Me Spheres”
Procedure: Analyze the interactions of the spheres after
the onslaught of the following calamities.
1. Typhoon Odette
2. Eruption of Taal Volcano
3. Landslide/ soil erosion in Qui-anan Road
4. Massive flooding of Pitogo River
1. What sphere caused the event?

2. What are the effects of the event on one or more
spheres?
3. What is the global implication of the event?
 Presentation of outputs
2 The learners express

internalized role as
Becoming an Earth
Steward
Classroom Routines:
This time will be given
to the learners who
steward of the four-  Collection of Home-based Activities missed the activities
subsystem concerning and assessments to
the flow of matter and Proceed to classroom activity (to be done in pair) cope with the learning
energy.  “Earth Stewardship: Waking-up the Hero within tasks for the first 3
Us” weeks of the face-to-
 Part 1: The learners will brainstorm and face class.
complete the table below.
Environmental Its effect/ Your The initiatives that you would like
Issue/Problem impact Role to implement in response to the
s existing problems
1.
2.
3.
4.
5.
 Part 2: Creating my Envi-Hero. The learners
will create their environmental heroes,
reflecting their personal characteristics and
decide what powers it may embody that
helps in the preservation and restoration of
the Earth’s Subsystem.
3 The learners should be
able to identify the
Pre-lab Activity: Lecture
on the Parts, Function and
Classroom Routines:
to the learners who
parts and functions of a Utilization of a Compound  Collection of Home-based Activities missed the activities
compound light Light Microscope  Presentation of yesterday’s outputs and assessments to
microscope. cope with the learning
Proceed to the lecture on tasks for the first 3
1. Parts and functions of a compound light microscope weeks of the face-to-
2. Hands-on utilization of a microscope face class.
 Evaluation
Let the learners accomplish the activity sheet on the
identification of the parts of a Compound Light
Microscope (attached in the next page was a sample
activity sheet)

able to manipulate and
Laboratory Activity:
Preparation of Wet Mount
Classroom Routines:
to the learners who
use a microscope in the  Collection of Home-based Activities missed the activities
observation of a lab and assessments to
sample.  Proceed to the lecture and demonstration of the cope with the learning
preparation of Wet Mount (for the viewing of an tasks for the first 3
onion cell) weeks of the face-to-
face class.
 The learners will individually manipulate the
microscope viewing their onion samples. Each
learner should be able to properly manipulate their
microscope such that they can clearly view its cell.
(Expected output)
Prepared by:

Subject Teacher

Head Teacher I

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1 The learners should be Laboratory Activity:
able to identify and Examination and
Classroom Routines:
instructed to properly
explain the interaction Classification of Mosquito  Collection of Home-based Activities label their pictures of
of Earth’s subsystems Larvae (continuation of mosquito larva samples
to support life. the lessons on the  Proceed to the lecture and demonstration on the and submit it through
interaction of Earth’s preparation of samples of mosquito larvae. the class group chat.
Subsystem)  Each group will subject their samples in the
microscope for examination. There will be 10
samples for each group to examine.
 Pictures should be taken from each sample and
must be presented with labels.
2 The learners should be Laboratory Activity:
able to identify and Examination and
Classroom Routines:
The learners will
accomplish the self-
explain the interaction Classification of Mosquito  Collection of Home-based Activities rating sheet for the lab
of Earth’s subsystems Larvae (continuation of activity.
to support life. the lessons on the  Proceed to the lecture on the identification and
interaction of Earth’s classification of mosquito larvae
Subsystem)
able to identify and
Laboratory Activity:
Examination and
Classroom Routines:
 Reminding of the
The learners will
accomplish the
explain the interaction Classification of Mosquito Health Protocols individual/group
of Earth’s subsystems Larvae (continuation of  Collection of member participation
to support life. the lessons on the Home-based rating sheet for the lab
interaction of Earth’s Activities activity.
Subsystem)
Proceed to the learning
activity:
 The learners will
accomplish the
activity sheet on
the identification
and classification
of mosquito larvae.
able to identify and
The Earth’s Subsystem Classroom Routines:
explain the interaction  Collection of Home-based Activities
of Earth’s subsystems
to support life. Conduct the Summative Test 1: Week 1-4
Prepared by:

Subject Teacher

Head Teacher I

LCs: The learners identify common rock-forming minerals using their physical and chemical properties.
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1 The learners can identify Characteristics of Minerals Classroom Routines:
and describe the different  Reminding of the Health Protocols
properties of minerals  Collection of Home-based Activities advance note of the
next lesson.
 Elicit / Recall
The learners will individually perform the activity
“What’s New” in their ELS Module 3. (This will be
given ahead of time as a homework and to be presented
in the class through an oral presentation)
Direction: Identify the following objects below. Then using

the Internet or other possible sources, determine what type of
minerals are present in each of the presented objects in the
table.
Questions for the learners

1. Do you consider water a mineral?
Answer: No. It is not solid and crystalline.
2. How about snowflake, or tube ice? Are these minerals?

Answer: Tube ice is not a mineral, because it is not
naturally occurring. But a snowflake possesses all the
properties under the definition of a mineral.
Show pictures and cite examples of minerals used in
our daily lives: halite (salt) for cooking, graphite (pencil) for
writing, diamond and gold as jewelry, etc.
A. Mineral — a naturally occurring (not man-made or

machine generated), inorganic (not a byproduct of
living things) solid with an orderly crystalline
structure and a definite chemical composition
B. Minerals are the basic building blocks of rocks
Activity 1: Characteristics of Minerals

The learners will arrange the jumbled letters to find
the appropriate criteria to determine whether a material is
classified as a mineral or not. (Module 3, page 6)
C. Each characteristic of minerals will be discussed.

Ask the learners of the following questions:
1. What is a mineral?
2. Enumerate the characteristics of minerals.
3. Explain each characteristic of minerals.
 Evaluation
Direction: By looking into the characteristics of these
materials, identify whether they are minerals or not.
1. 4. 7. 9.
2. 5. 8. 10.
3. 6.
2 The learners can identify
and describe the different
Properties of Minerals Classroom Routines:
properties of minerals  Collection of Home-based Activities advance note of the
next lesson.
 Elicit / Recall
1. What is a mineral?
2. Enumerate the characteristics of minerals.
3. Explain each characteristic of minerals.
The learners will play a game called “mineral charades”
3 differentiate
minerals based on  Collection of Home-based Activities advance note of the
their properties next lesson.
Proceed to the continuation of the discussion on the
properties of minerals
Proceed to the discussion of the properties of minerals
 Color and Streak
 Cleavage
 Specific Gravity
 Other
4 develop awareness
Catching up: The
learners will be given
on the importance of  Collection of Home-based Activities time for them to
minerals around us accomplish unfinished
Proceed to the continuation of the discussion on the task and activities for
properties of minerals the week.
Proceed to the discussion of the properties of minerals
 Mineral Groups
MINERAL PROPERTIES
1. Use table salt or halite to demonstrate the different mineral
properties.
2. Tabulate the answers on the board using the template
below.

Ask the learners to perform what’s more and what I
have learned
 Evaluation
Let the learners answer the assessment for module 3.
Prepared by:

Subject Teacher

Head Teacher I

LCs: Classify rocks into igneous, sedimentary, and metamorphic
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1 Classify and describe the Types of Rocks
three basic rock types;
Classroom Routines:
 Extend /Enrichment
The learners will
 Collection of Home-based Activities accomplish the activity
on the classification of
 Elicit / Recall rocks in SLM 4.
This concept will be presented through a PowerPoint
presentation
Rocks are aggregate of minerals. It can be composed of
single mineral (e.g. Quartzite, a metamorphic rock
composed predominantly of Quartz) or more commonly, as
an aggregate of two or more minerals. A mineral name can
be used as a rock name (e.g. Gypsum Rock which is
composed predominantly of the mineral Gypsum (CaSO4)).
The learners will play the activity
“Word Cryptogram”

Discuss the following concepts
 What is rock?
 What are the three types of rocks?
2 Establish relationships
between rock types and
Formation of Rocks Classroom Routines:
The learners will
the origin and  Collection of Home-based Activities accomplish the what’s
environment more activity in SLM 4
of deposition/formation; Proceed to the continuation of the discussion
Focusing on the types and examples of
 Igneous Rocks
 Metamorphic Rocks
3 Understand the different
geologic processes
Formation of Rocks Classroom Routines:
The learners will
involved in rock  Collection of Home-based Activities accomplish the what I
formation have learned activity in
Proceed to the continuation of the discussion SLM 4
Focusing on the types and examples of
 Sedimentary Rocks
 The Rock Cycle

Concept Mapping of the different rock types
Rock Identification: The learners will collect at least five

rock samples in your place and take a photo of the samples.
Describe the characteristics of each rock depending on their
appearance, texture, color, and layers (or bands). Then
classify them as to igneous, sedimentary, or metamorphic
rock.
 Evaluation
The learners will accomplish the assessment for
module 4.
4 Conceptual Evaluation on
Rocks and Rock Cycle
Classroom Routines:
Catching up: The
learners will be given
 Collection of Home-based Activities time for them to
accomplish unfinished
The learners will accomplish the conceptual evaluation. task and activities for
the week.
1. How does a vesicular texture in a volcanic rock develop?
Answer: As magma rises up to the surface, it is subjected to
decreasing pressure, allowing dissolved gases to come out of the
solution forming gas bubbles. When the magma reaches the
surface (as lava) and cools, the rock solidifies around the gas
bubbles. The bubbles are then preserved as holes or vesicles.
Also, the texture can also be formed thru the rapid escape of
gases.
2. Explain why the vesicular texture is not associated with

peridotites.
Answer: Peridotites are intrusive rocks formed beneath the
earth’s surface and the high-pressure conditions prevent gases
from forming and escaping.
3. How do clastic rocks differ from non-clastic rocks in terms

of process of formation?
Answer: Clastic rocks form from rock fragments transported
away from their source by wind, water, gravity or ice rather than
by chemical processes such as precipitation or evaporation.
4. Explain how the physical features of sediments change

during transport.
Answer: The farther the sediment is transported, the longer the
transport takes, and the smaller, more rounded and smoother the
sediment becomes.
5. Differentiate between a foliated and non-foliated rock.

Answer: Foliated rocks has a texture in which the mineral grains
are arranged in bands or grains, which is absent in a non-foliated
rock.
6. What do butterflies and metamorphic rocks have in

common?
Answer: Butterflies and metamorphic rocks both undergo
change from an earlier form (caterpillar for butterfly, parent rock
for metamorphic rock) to a new one.
7. Heat is a major agent in metamorphism and igneous rock

formation, but not in sedimentary rocks. Why?
Answer: Sedimentary processes occur in surface conditions -
low temperature and pressure conditions.
8. Does every rock go through the complete rock cycle, i.e.

changing from igneous to sedimentary rock to metamorphic
then back to igneous rocks? Explain.
Answer: No. Rocks can change into any type of rock or even
reform as the same kind of rock for several cycles.
Prepared by:

Subject Teacher

Head Teacher I

Quarter: FIRST Week/Date: 7 (October 3-7, 2022) Grade Level: 11
LCs: The learners identify common rock-forming minerals using their physical and chemical properties.
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1
2
3
4
Prepared by:

Subject Teacher
Head Teacher I

Earth's Unique Properties that Support Life

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Republic of the Philippines

WEEKLY LEARNING PLAN

 Explore / Discussion of Concepts

 Explain / Developing Mastery

 Elaborate / Application and Generalization

2 Compare the Earth

 Explore / Discussion of Concepts

 Explain / Developing Mastery

3 Identify the factors that

 Elaborate / Application and Generalization

4 Identify the factors that

Republic of the Philippines

WEEKLY LEARNING PLAN

 Explain / Developing Mastery

 Elaborate / Application and Generalization

2 The learners describe

 Explain / Developing Mastery

 Engage / Motivation Let the learners

Process the learners responses leading to the concept of

4 The learners describe

KESSER JOHN S. SIBONGA

JOHN BRYAN S. SEMILLA

Republic of the Philippines

WEEKLY LEARNING PLAN

1. What sphere caused the event?

2 The learners express

4 The learners should be

KESSER JOHN S. SIBONGA

JOHN BRYAN S. SEMILLA

Republic of the Philippines

KESSER JOHN S. SIBONGA

JOHN BRYAN S. SEMILLA

WEEKLY LEARNING PLAN

Direction: Identify the following objects below. Then using

Questions for the learners

2. How about snowflake, or tube ice? Are these minerals?

 Explain / Developing Mastery

A. Mineral — a naturally occurring (not man-made or

B. Minerals are the basic building blocks of rocks

Activity 1: Characteristics of Minerals

C. Each characteristic of minerals will be discussed.

 Elaborate / Application and Generalization

 Explain / Developing Mastery

 Elaborate / Application and Generalization

KESSER JOHN S. SIBONGA

JOHN BRYAN S. SEMILLA

WEEKLY LEARNING PLAN

 Explore / Discussion of Concepts

 Explain / Developing Mastery

 Elaborate / Application and Generalization

Rock Identification: The learners will collect at least five

2. Explain why the vesicular texture is not associated with

3. How do clastic rocks differ from non-clastic rocks in terms

4. Explain how the physical features of sediments change

5. Differentiate between a foliated and non-foliated rock.

6. What do butterflies and metamorphic rocks have in

7. Heat is a major agent in metamorphism and igneous rock

8. Does every rock go through the complete rock cycle, i.e.

KESSER JOHN S. SIBONGA

JOHN BRYAN S. SEMILLA

WEEKLY LEARNING PLAN

KESSER JOHN S. SIBONGA