ELS - Week 2

NEW BATAAN NATIONAL HIGH
School SCHOOL
Grade Level 11
DAILY EARTH and LIFE
Teacher SADHANA MARIE C. ZAMORA Learning Area SCIENCE
LESSON
T-F
PLAN Teaching Date 8:30-9:30 (Jaena) SECOND/
February 13, 2024 Semester/Quarter
and Time 9:45-10:45 1sT Quarter
(Bonifacio)
I. OBJECTIVES
The learners demonstrate understanding of the Earth’s internal structure.
A. Content Standards
B. Performance The learners should be able to conduct a survey to assess the possible
Standards geologic/hydrometeorological hazards that your community may experience.
C. Learning
Competencies/ At the end of the learning period, the learner explains that the Earth consists of four
Objectives subsystems, across whose boundaries matter and energy flow.
(Write the LC code)
II. CONTENT
Layers of the Earth
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials Conceptual Science and Beyond: Earth and Life Science (A Worktext for Senior High
pages School)
3. Textbook pages
4. Learning Resource
(LR) portal
B. Other Learning
Youtube, Google
Resources
IV. PROCEDURES
1. Prayer
2. Greetings
A. Preliminaries 3. Arrangement of Chairs
4. Attendance
ELICIT
B. Reviewing previous Present the new lesson
lesson or presenting Ask questions about the previous week’s lessons.
the new lesson  What are the subsystems of the Earth and how are they related to one another?
C. Establishing a ENGAGE
purpose for the Activity 1. 4 pictures, one word.
lesson
D. Presenting
examples/instances
of the new lesson
E. Discussing new EXPLORE
concepts and
practicing new skills One could say that the most important event in the history of the universe was the formation of a planet
#1 habitable by life. Like its neighbors, Mercury, Venus and Mars, Earth was formed during the formation of
the Solar System. During the earlier formation of the Earth, heavier elements like iron, and nickel settled
F. Discussing new down its center, while lighter material occupied the surface. This gave rise to the core as the innermost
concepts and layer and the crust or lithosphere as the outer rock layer. The middle layer is the mantle.
practicing new skills
#2 Activity. (Students were asked to bring a hard-boiled egg per group.)
Using the boiled egg, students will label the layer of the egg and compare it to the Earth’s layer.
EXPLAIN
Crust – the crust is composed of a great variety of igneous, metamorphic and sedimentary rocks. The
rocks found in the crust consist mostly of lighter elements such as silicon, potassium and sodium. The
density of these rocks is about three times than that of water.
Mantle – the Earth’s mantle is a 2,885 km thick shell of rock surrounding the planet’s core, lying directly
G. Developing mastery beneath the thin crust, roughly between 30 and 2,900km below the surface. It occupies about 84% of
the Earth’s volume. In the solar system, the Earth’s mantle is the only one that is continually active. The
(leads to Formative
crust is, in fact, primarily a product of mantle melting. Mantle activity accounts for our planet’s changing
Assessment 3) geological landscape. It is caused by convection currents which transfer hot, buoyant magma from the
core to the lithosphere and denser, cooler rocks to Earth’s interior through subduction.
Core – the inner core of the Earth is mostly composed of solid iron and nickel; surrounded by the liquid
iron, outer core has a thickness of 2,270 km. The core is believed to have a maximum relative density of
13 and has a maximum temperature of 6,400C.the flowing iron and nickel in the outer core resulted to
the formation of the magnetic field that further protects the Earth.
H. Finding practical ELABORATE

applications of
concepts and skills Short video clip from the movie “The Martian”
in daily living
Scientists view Earth as a system that is composed of different parts that are independent from one
I. Making
another but are interrelated and interact with one another.
generalizations and
abstractions about From the movie clip that we watched, what did the actor do to grow potatoes? Is the planet able to
the lesson support growing potatoes?
EVALUATE
J. Evaluating learning Scientists are now trying to explore the nearby planet Mars for its possibility to become our second
home. Do you think it is possible for us to live in Mars? What are the things needed for a planet to
support life?
EXTEND
I. Additional activities In a ½ crosswise sheet of paper…

for application or 1. Draw the Earth and label its layers.
remediation 2. Is the atmosphere of the earth a permanent fixture, something that cannot change? What
would happen if the atmosphere deteriorates?
V. REMARKS
VI. REFLECTION
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
teaching 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:
SADHANA MARIE C. ZAMORA

Teacher II
New Bataan National High School
Division of Davao De Oro
Inspected by:
HIMAYA J. MAGUIDATO
HT-III/Teacher-In-Charge
School SCHOOL
Grade Level 11
LESSON
T-F
(Bonifacio)
I. OBJECTIVES
The learners demonstrate understanding of the three main categories of rocks.
A. Content Standards
C. Learning
At the end of the learning period, the learner: 1. classifies rocks into igneous, sedimentary
Competencies/
and metamorphic rocks; 2. identifies common rock-forming minerals using their physical and
Objectives
chemical properties.
(Write the LC code)
II. CONTENT Types of Rocks
III. LEARNING
RESOURCES
A. References
pages
pages School)
3. Textbook pages
(LR) portal
B. Other Learning
Youtube, Google
Resources
IV. PROCEDURES
1. Prayer
2. Greetings
4. Attendance
B. Reviewing previous ELICIT

Present the new lesson
lesson or presenting Review previous lesson. A picture of the Earth and its layers will be shown.
the new lesson Ask: Name one layer of the Earth and its description.
purpose for the Activity 1. Unscramble Me. Students will unscramble the letters to reveal the hidden word.
lesson Words: IGNEOUS, SEDIMENTARY and METAMORPHIC
D. Presenting
(Students will then be asked to give a description of the word they just unscrambled.)
examples/instances
of the new lesson
concepts and Activity 2: Students are asked to be with their group and get a stone outside of the classroom.
practicing new skills They will then make an observation about the rock they have based on the following:
#1 a. Texture
F. Discussing new b. Size
concepts and c. Shape
practicing new skills Students will present their observation to the class.
#2
G. Developing mastery EXPLAIN
(leads to Formative
Assessment 3) Students will watch a video presentation about rocks and will be asked the following questions.
Guide questions:
1. What classification of rock have you seen?
2. How was it formed?
3. What are its characteristics?
Video Presentation: Rock Formations (Igneous, Sedimentary and Metamorphic rocks)

applications of
concepts and skills Activity 3. Concept Map
in daily living 1. Each group will create their own interpretation of the Rock formation.
I. Making 2. Based on their concept map, they need to procure a cycle which includes the three
generalizations and classification of rocks and the factors of its change.
abstractions about 3. Students can be as creative as they can be.
the lesson
EVALUATE
Criteria for the Concept Map:

1. Concept – 30%
J. Evaluating learning
2. Comprehensibility – 20%
3. Participation – 20%
4. Presentation – 30%
5. Resourcefulness – 10%
EXTEND
In a ½ crosswise sheet of paper, answer the following questions:

J. Additional activities 1. Based on what you have learned about the rock cycles, when these three types of rock melt,
for application or what is the endpoint of the rocks?
remediation 2. Which of the types of rock can become a metamorphic rock?
3. What is the product upon disintegration or weathering of a sedimentary rock?
4. Is compaction involved in creating metamorphic rocks?
V. REMARKS
VI. REFLECTION
K. No. of learners who
earned 80% in the
evaluation
L. No. of learners who
require additional
activities for
remediation
M. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson
N. No. of learners who
continue to require
remediation
O. Which of my teaching
strategies worked
well? Why did these
work?
P. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
Q. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
Prepared by:

Teacher II
Inspected by:
HIMAYA J. MAGUIDATO
School SCHOOL
Grade Level 11
LESSON
T-F
(Bonifacio)
I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of the geologic processes that occur within the
Earth such as weathering, erosion, mass wasting and sedimentation.
C. Learning
Competencies/ At the end of the learning period, the learner explains how the products of weathering are
Objectives carried away by erosion and deposited elsewhere.
(Write the LC code)
II. CONTENT Exogenic Processes
III. LEARNING
RESOURCES
A. References
pages
pages School)
3. Textbook pages
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
1. Prayer
2. Greetings
4. Attendance
ELICIT
B. Reviewing previous
If you look at the Earth from a distance, it looks as if it does not have a uniform appearance. The Earth
lesson or presenting
has varying shapes structures and formations, which could be attributed to the different processes that
the new lesson alter its face. These processes could be either exogenic, which occurs externally at or near the Earth’s
surface, or endogenic, which occurs internally below the Earth’s surface.
purpose for the
lesson Short video: “Weathering and Erosion” (Learn Bright)
D. Presenting
What is the difference between weathering and erosion in your own understanding?
examples/instances
of the new lesson
concepts and
practicing new skills
#1 Activity. Students will be grouped with their seatmates.
F. Discussing new
1. Prepare the materials: two pieces of paper and a match (with teacher supervision).
concepts and
2. Tear one paper, observe and record your answer.
practicing new skills 3. Burn the other paper (with teacher supervision) and observe.
#2 4. Identify the changes that took place after tearing and burning the paper.
5. Students will present their observations to the class.
G. Developing mastery EXPLAIN
(leads to Formative
First Sub-system: Atmosphere

Assessment 3)
The word atmosphere comes

from the Greek roots atmos
which means gas, and sphaira
which means globe or ball.
The atmosphere makes up of
all the gases on Earth. It
extends
outward about 10 000 km from
the surface of the Earth.
First Sub-system: Atmosphere
The word atmosphere comes
from the Greek roots atmos
which means gas, and sphaira
which means globe or ball.
The atmosphere makes up of
all the gases on Earth. It
extends
outward about 10 000 km from
the surface of the Earth.
Exogenic Processes – caused by exogenic factors or agents supplying energy for activities that are
located at or near the Earth’s surface. Exogenic factors are usually driven by gravitational or
atmospheric forces. Processes that are caused by exogenic factors are weathering, erosion, mass
wasting and denudation.
Weathering – the process of degradation or breaking down of rocks into smaller fragments known as
sediments. There are two types of weathering: physical weathering and chemical weathering.
Physical weathering – also called mechanical weathering and is caused by the breaking apart of rocks
without changing their chemical composition. Example, abrasion. Rocks in the rivers, seas, valleys,
mountains or deserts, degrade or disintegrate due to friction or repeated collisions or impacts.
Chemical weathering – involves the chemical decomposition of rocks due to the chemical reaction of
minerals within rocks and the environment. Some agents of chemical weathering are as follows:
a. Water – dissolves soluble minerals present in rocks
b. Oxygen – facilitates the oxidation process in the presence of water in some metallic minerals
such as pyrite.
c. Living organisms – organisms such as lichens, produce weak acids that corrode the rocks
d. Acids – acid rain is formed from non metallic oxides. These oxides are formed from the burning
of coal and natural activities that react with rain water to form acids in the atmosphere.
Erosion and Mass wasting – erosion happens when fragments of rocks are moved by various agents,
such as air, water and ice. Mass wasting is the movement of large fragment of rocks down the slope
due to gravity. Landslide, mudslide, slumps and debris flows are all examples of mass wasting.
applications of
concepts and skills Short video: “Exogenic Processes”
in daily living
Guide questions:
I. Making
1. What is the difference between physical and chemical change?
generalizations and 2. How do animals cause erosion?
abstractions about 3. How do human activities affect the rate of erosion?
the lesson
EVALUATE
J. Evaluating learning In a ½ crosswise sheet of paper, answer this question:

“How does erosion and mass wasting alter the surface of the Earth? In what way do they pose a threat
to mankind?”
K. Additional activities EXTEND
for application or
remediation Crossword Puzzle. Complete the puzzle by identifying the terms being described across and down that
refer to the agents of exogenic processes.
P
V. REMARKS
VI. REFLECTION
K. No. of learners who
earned 80% in the
evaluation
L. No. of learners who
require additional
activities for
remediation
M. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson
N. No. of learners who
continue to require
remediation
O. Which of my
teaching strategies
worked well? Why
did these work?
P. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
Q. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
Prepared by:

Teacher II
Inspected by:
HIMAYA J. MAGUIDATO

ELS - Week 2

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NEW BATAAN NATIONAL HIGH

H. Finding practical ELABORATE

I. Additional activities In a ½ crosswise sheet of paper…

SADHANA MARIE C. ZAMORA

II. CONTENT Types of Rocks

B. Reviewing previous ELICIT

Video Presentation: Rock Formations (Igneous, Sedimentary and Metamorphic rocks)

H. Finding practical ELABORATE

Criteria for the Concept Map:

In a ½ crosswise sheet of paper, answer the following questions:

SADHANA MARIE C. ZAMORA

II. CONTENT Exogenic Processes

First Sub-system: Atmosphere

The word atmosphere comes

J. Evaluating learning In a ½ crosswise sheet of paper, answer this question:

SADHANA MARIE C. ZAMORA

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