Layers of the Atmosphere Lesson plan

1. Guiling-Coliling National High School
Semi-Detailed Lesson Plan for Classroom Observation Tool
Teacher Marichu S. Ramos Date Time
I. Objectives (Annotations)
-PPST -
Indicators/KRA/Obj
ectives to be
observed during
the classroom
observation
I. Objectives
A. Content
Standards
The learners demonstrate understanding of the different phenomena that
occur in the atmosphere.
B.
Performance
Standards
The learners will participate in projects that will reduce build-up of
greenhouse gases.
C. Most
Essential
Learning
Competencies
Cite and explain ways of using Earth’s resources sustainably.
Specific Objectives:
Cognitive: identify and describe the features of the 5layers of the
atmosphere.
Affective: explain the basis for the division of the layers of atmosphere.
Psychomotor: relate the importance of atmosphere to human kind.
KRA 1
Objective 2
Used research -
based knowledge
and principles of
teaching and
learning to
enhance
professional
practice
II. Content Layers of the Atmosphere
III. Learning
Resources
KRA 1
Objective 2
Used research -
based knowledge
and principles of
teaching and
learning to
enhance
professional
practice
A. References
1. Learner’s
Material Title
and Pages
-Science 7, Page 312-314
2. Textbook
title and
Pages
Science And Technology I, Page 272-275
Grade Level 7
Learning Area Science
Quarter Fourth
Learning Modality Modular Distance Modality
Republic of the Philippines
Department of Education
Region I
Pangasinan Division II

2. 3. Material
from
LR(Portal
Learning
Resources)
-Self Learning Module in Science 7
-Quarter 4: Module 3
B. Other
Learning
Resources
Google images, Laptop, T.V., Power Point Presentation, Activity Sheets,
https://www.google.com/search?
youtube.com/results?search-query=the +human+digestive+system
https://www.google.com/search?q=human+digestive+system+drawing&rlz=ICIC
HBF
KRA 1:
Objective no. 2
Used research -
based knowledge
and principles of
teaching and
learning to
enhance
professional
practice
Strategy:
Integration of ICT
for teaching and
learning process.
IV.
Procedures
A. Review/
Presenting
New Lesson
ELICIT
A. Preliminaries
- Checking of Attendance, proper sitting arrangement, cleanliness
and orderliness
- Remind the health safety protocols
- Prayer
Activity no. 1: “SORT ME”
Part A:
Directions: Choose ten objects that you use everyday. List the objects in
the table. Complete the table by identifying the materials that make up each
object. (The first item is given as an example)
COMMON OBJECTS
OBJECT MATERIALS OBJECT MATERIALS
1. Pencil wood 6.
2. 7.
3. 8.
4. 9.
5. 10.
Part B:
Directions: Classify each material you listed in PART A as a renewable or
non-renewable resource. Then list the materials that can be recycled.
RENEWABLE NON-RENEWABLE RECYCLABLE
https://www.google.com/search?
KRA 1
Objective no. 4
-Used effective
verbal and non-
verbal classroom
communication
strategies to
support learner
understanding,
participation,
engagement and
achievement.
KRA 2
Objective no. 5
-Established safe
secure learning
environments to
enhance learning
through the
consistent
implementation of
policies, guidelines
and procedures.
Objectives 6
-Maintained
learning
environments that
promote fairness
and care to
encourage
learning.
B. Establishing
a purpose of
Lesson
ENGAGE
Video Presentation
Reminders for the
Activity 2: “Food Haus”
KRA 1,2, & 3
Objective no. 1
-Applied
knowledge of
content within and

3. Instructions: The learners listen/watch a video of the song entitled “Bahay
Kubo”. Answer the following questions
1. How many vegetables found in “Bahay Kubo”
1.What are the vegetables found in “Bahay Kubo”?
2. What is the message of the song “Bahay Kubo”?
https://www.youtube.com/results?search_query=bahay+kubo+song+
english+translation
across the
curriculum.
Objective no. 4
-Used effective
verbal and non-
verbal classroom
communication
strategies to
support learner
understanding,
participation,
engagement and
achievement.
Objective no. 9
-Designed adapted
and implemented
teaching strategies
that are responsive
to learners with
disabilities,
giftedness and
talents.
Objective no. 10
-Adapted and used
culturally
appropriate
teaching strategies
to address the
needs of learners
from indigenous
group.
C. Discussing
new concept
and practicing
new skills
EXPLORE
Video Presentation about Digestive System
The learners watch a video entitled “Parts of the Digestive System”.
youtube.com/results?search-query=the +human+digestive+system
The students will answer Activity 3: The Digestive System
Instructions: Name and label the parts of the Digestive System
.
KRA 2 & 4
Objective no. 7
-Maintained
learning
environments that
that nurture and
inspire learners to
participate,
cooperate and
collaborate in
continued learning.
Objective no. 8
-Applied a range of
successful
strategies that
maintain learning
environments that
motivate learners
to work
productively by
assuming
responsibility for
their own learning.
Objective 16
-Applied personal
philosophy of
teaching that is
learner -centered

4. Guide Questions:
1. What are the different parts of the digestive system?
2. Discuss the function of each part.
D. Developing
Mastery/For
mative
Assessment)
EXPLAIN
Instruction: Presentation of output and discussion.
Activity will perform individually to observe social distancing. A
representative from the students will present and discuss his/her output.
KRA 1
Objective no. 3
-Displayed
proficient use of
Mother-Tongue,
Filipino and English
to facilitate
teaching and
learning.
Objective no. 4
-Used effective
verbal and non-
verbal classroom
communication
strategies to
support learner
understanding,
participation,
engagement and
achievement.
G. Finding
practical
application of
concepts and
skills in daily
living.
ELABORATE
Activity no.4,Title: “Food, A Gift of God”
The teacher will show a video clip of family dinner. Let the students realize
the value of food and proper eating.
Questions:
1. How do you feel after watching the video?
2. What are the value of food and proper eating?
3. How will you apply what you’ve learned from the video to your family?
https://www.youtube.com/watch?v=03kCl45jjik
KRA 1
Objective 1
-Applied
knowledge of
content within and
across the
curriculum.
ESP-Integration of
moral respect in
God the value of
family being
together.
Mapeh(Health)-
Integration of
concepts about the
proper ways of
taking care of one’s
health
H. Making
Generalizatio
n
ELABORATE
Activity no. 5, Title: “Cloze Passage”
Direction: Read the paragraph in activity 2 and complete the cloze
passage about the digestive system, with the words inside the box below.
Mouth/oral cavity Ingestion Stomach
Teeth
Small intestine Excretion Large intestine
Absorption
Anus Esophagus Saliva
Assimilation
KRA 1
Objective 1
-Applied
knowledge of
content within and
across the
curriculum.
English-Integration
in reading skills.

5. The digestive system starts in the 1_________. Food is broken down into
smaller pieces by chewing with our 2_________. The first step of digestion
called 3_______. The food get mixed with juice called 4_________in the
mouth. The food goes through the 5_______________ to the 6_________.
Here it mixes with the digestive juices. Food is then passed into the
7________. Here nutrients from the food are taken in by the blood in the
process known as 8_______. When the nutrients from the food is in the
bloodstream, it will then be absorbed by each cell of the body in a process
called __________ to provide energy to the cells. The undigested food
passes into the 10_______________ and finally is thrown out of the body
through the 11 ___________ in the process known as 12
_______________.
I. Making
generalization
about the
lesson
Why digestive system is important to survival?
Digestion is important for breaking down food into nutrients, which
the body uses for energy, growth, and cell repair. Food and drink must
be changed into smaller molecules of nutrients before the blood absorbs
them and carries them to cells throughout the body.
J. Evaluation Assessment worksheet No. 6 on page10
Guiling-Coliling National High School
Most Essential learning Competency: Explain ingestion, absorption,
assimilation, and excretion.
Name:____________________ Date:___________
Grade/Section:______________ Score: __________
Activity 1: “The Kid’s Choice
Directions: Select the letter of your choice and write it on the space before
each number or multiple response using Kahoot application.
1. The body’s food processing system is called___________.
A. Circulatory system C. Excretory system
B. Digestive system D. nervous system
2. It is about 7 meters in length and 3.5 cm. in diameter.
A. esophagus B. large intestine C. liver D. small intestine
3. The process of breaking down food into substances that can be used by
the body.
A. absorption B. assimilation C. excretion D. digestion
4. The process where undigested foods are eliminated from the body.
A. absorption B. assimilation C. excretion D. ingestion
5. The process where nutrients are absorbed into the blood stream of the
body.
A. absorption B. assimilation C. excretion D. ingestion
6. A green liquid stored in the liver is secreted to breakdown fats is
called_________.
A. bile B. hydrochloric acid C. mucus D. pancreas
7. Choose the correct order of digestion.
A. absorption-ingestion-excretion-assimilation
B. ingestion-absorption-assimilation-excretion
C. ingestion-assimilation-absorption-excretion
D. ingestion-excretion-assimilation-absorption
8. Digestion in the mouth begins in the _____________.
A. teeth, tongue and saliva C. cheeks, lips and tongue
B. lips, tongue and teeth D. tonsils, lips and salivary glands
9. Which of the following statements are correct as food bolus arrives at the
pharynx?
I. The trachea reopens
II. Esophageal sphincter relaxes
III. Swallowing reflex is triggered
KRA 3
Objective no. 9
-Designed adapted
and implemented
teaching strategies
that are responsive
to learners with
disabilities,
giftedness and
talents.
Objective no. 10
-Adapted and used
culturally
appropriate
teaching strategies
to address the
needs of learners
from indigenous
group.
Objective no. 11
-Adapted and
implemented
learning programs
that ensure
relevance and
responsiveness to
the needs of all
learners.

6. IV. Movement of the larynx tips the epiglottis down
A. I, II ,IV only C. I, III, IV only
B. II, IV only D. I, II, III, IV
10. Harmless bacteria live on the unabsorbed organic material in the human
colon and they generate gases as by-products of their metabolism that are
expelled through the anus. Which of the following gases is responsible for
the offensive odor of flatulence or fart?
A. hydrogen sulfide C. both a and b
B. methane D. none of these
K. Extend for
application or
remediation
Activity no. 6: Title: “Fit At Home”
Make something good for the body. Ask the students to perform exercise
or zumba, Do this for one week and take a video and send it to GC
Activity no. 7: Title: Digestive Process
Self- Learning Module, Page 15
Activity no. 8: Title: Label It!
Name the labeled parts of the digestive system
Activity no.9: Title: Follow Me!
Indicate the missing parts to correct order of the food pathway from
ingestion to excretion.
KRA 3 & 4
Objective no. 9
-Designed adapted
and implemented
teaching strategies
that are responsive
to learners with
disabilities,
giftedness and
talents.
Objective no. 16
-Applied personal
philosophy of
teaching that is
learner-centered
V. Remarks
VI. Reflections
a. Number of
learners who
earned 80% in
the evaluation
b. Number of
learners who
require
additional
activities for
remediation
c. Did the
remedial
lessons work?
Number of
learners who
caught up
with the
lesson
d. Number of
learners who
continue to
require
remediation
e. Which of
my teaching
strategies
worked well?
Why did this
work?
f. What
difficulties did
I encounter
which my
head teacher,
principal and
supervisor

7. can help me
solve?
g. What
innovation or
localized
materials did I
used/discover
which I wish
to share with
other
teachers?
Prepared by: Checked:
MARICHU S. RAMOS CARLITO A. BRAGADO
SST-III, Science/Ratee Head Teacher III/Rater
Noted:
EMELITA N. SORIANO, EdD
Principal IV