Earth's unique features and origin theories

Address: Taguitic, Kapatagan, Lanao del Norte
Republic of the Philippines
Department of Education
____________________________________________________________________________
WEEKLY LEARNING PLAN
EARTH AND LIFE
GRADE 11
HUMSS AND TVL
Quarter 1
Week 1
MELCs Describe the historical development of theories that explain the origin of the Universe (11/12ES-Ia-1)
PS Conduct a survey to assess the possible geologic hazards that your community may experience.
Day Objectives Topic/s Classroom-Based Activities
1. identify the different
theories of the Universe.
2. explain the important
points in the different theories for
the origin of the Universe.
Origin of the Universe Begin with classroom routine:
a. Prayer
b. Reminder of classroom health and safety protocols
c. Checking of Attendance
d. Quick “kumustuhan”
e. Check In
f. Energy Check
g. Set Guidelines
ELICIT (Access prior knowledge) 5 Minutes

a. Ask the students:
What comes in your mind as you heard the word UNIVERSE?
Brainstorming from the students
b. The teacher will show a picture of the universe in the screen monitor
https://www.slideshare.net/kidsfit/powerpoint-13-our-universe
The task of the students is to write anything in any sheet of paper about the Universe based
from the picture or from their imagination.
Expected answers from the students are stars, moon, and other heavenly bodies
c. Have you experienced watching stars at night? While watching the stars what are your questions?
How do you feel?
https://www.skyandtelescope.com/astronomy-information
Have you asked your selves how the stars, world, universe originated? What is so special and
interesting about the universe and solar system where we belong?
Brainstorming from the students
d. The teacher processes the answers of the students.
ENGAGE (Get the students’ minds focused on the topic (short; question or picture) 5 Minutes
a. The teacher will provide the students with short flipped video about the origin of Universe and let
them watch it.
• The beginning of the Universe. The Big Bang Theory TED-Ed (1:31)
(https://www.myips.esa.int/esakidsen/sem4eb8jg-our universe-o.html)
Ask the students about their understanding on the video
b. Mix-n-Match Classroom Game:
• Assuming that the students have grouped already.
• Two representatives from every group receive an index card with either a vocabulary term or
definition.
a. Make two lines from all of the representatives.
b. Teacher can then play music.
c. Students walk around to find their match card and run to a corner with their cards until music
stops or teacher says "Freeze."
d. The teacher verifies the accuracy of the match.
e. The students stand on the corner of the classroom until all students in the center have
found their matching card
• Emphasize to the students that the different terms are some of the components of the

Universe.
EXPLORE (Provide students with a common experience) 15 Minutes
EXPLAIN (Teach the concept. Should include interaction between teacher and students) 15 Minutes
ELABORATE (Students apply the information learned in the Explain) 10 Minutes
EVALUATE (How will you know the students have learned the concept?) 5 Minutes
EXTEND (Deepen conceptual understanding through use in new context.) 3 Minutes
Prepared: Checked and Approved:
__________________________
Subject Teacher School Principal

____________________________________________________________________________
EARTH AND LIFE
GRADE 11
HUMSS AND TVL
Quarter 1
Week 1
MELCs
PS
DIAGNOSTIC TEST Begin with classroom routine:
a. Prayer
e. Check In
f. Energy Check
g. Set Guidelines
Conducting and Checking of Diagnostic Test.
Prepared: Checked and Approved:
Subject Teacher School Principal

____________________________________________________________________________
EARTH AND LIFE
GRADE 11
HUMSS AND TVL
Quarter 1
Week 3
MELCs Recognize the uniqueness of Earth, being the only planet in the solar system with properties necessary to support life. S11/12ES-Ia-e- 3
Explain that the Earth consists of four subsystems, across whose boundaries matter and energy flow. S11/12ES-Ia-e- 4
Identify common rock-forming minerals using their physical and chemical properties. S11/12ES-Ia-9
PS Conduct a survey to assess the possible geologic/ hydrometeorological hazards that your community may experience.
1. describe the unique
characteristics of the earth.
2. explain the important
features of the earth necessary to
support life.
3. appreciate the features of
the earth that support life.
Begin with classroom routine:
a. Prayer
e. Check In
f. Energy Check
g. Set Guidelines

ELICIT (Access prior knowledge) __
ENGAGE (Get the students’ minds focused on the topic) 5 Minutes
A. Identify the features of each planets by answering this table. Put a star if these features are
present and in habitable amount. Put an X if absent or not in habitable amount.
EXPLORE (Provide students with a common experience) 10 Minutes
EXPLAIN (Teach the concept. Should include interaction between teacher and students) 25 Minutes
ELABORATE (Students apply the information learned in the Explain) 10 Minutes
EVALUATE (How will you know the students have learned the concept?) 10 Minutes
EXTEND (Deepen conceptual understanding through use in new context.)3 Minutes
2 1. identify the different subsystem
of the earth.
2. explain the important features
of subsystem of the earth.
3. appreciate the importance of
the subsystem of the earth to
support life.
Subsystem of the Earth ELICIT (Access prior knowledge)__3__Minutes
a. Ask the students if what are the four subsystem of the earth
Expected answer: water or hydrosphere, air or the atmosphere etc.
b. Ask the students about the importance on each subsystem of the earth
c. Describe each of Earth's four spheres from the picture below.
d. List several examples of features in each sphere.
ENGAGE (Get the students’ minds focused on the topic(short; question or picture) 7 Minutes
We’re going on a Nature Walk!
EXPLORE (Provide students with a common experience)
EXPLAIN (Teach the concept. Should include interaction between teacher and students )
ELABORATE (Students apply the information learned in the Explain)
EVALUATE (How will you know the students have learned the concept?)
EXTEND (Deepen conceptual understanding through use in new context.)
3 1. Demonstrate understanding about
physical and chemical properties of
minerals
2. Identify some common
rock-forming minerals; and
3. Classify minerals based
on chemical affinity
Minerals and Rocks ELICIT (Access prior knowledge) 3 Minutes
To elicit prior knowledge, the teacher will ask the learners to define what is Mineral and Cite
important properties of Mineral.
ENGAGE (Get the students’ minds focused on the topic) 7 Minutes
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.

EXPLAIN (Teach the concept. Should include interaction between teacher and students).
Each group will assign a representative to share their output on the activity on Identification
process.
The teacher will correct any misconceptions on the concept as presented by each group.
ELABORATE (Students apply the information learned in the Explain. The teacher will give inputs
to deepen the understanding of the students) minutes
The teacher will discuss several different mineral properties which must be identified and defined.
EVALUATE 5 minutes
EXTEND (Deepen conceptual understanding through use in new context). 5 minutes
Homework, to be submitted next meeting: List five minerals and their common uses. Identify the
specific property/properties that makes the mineral suitable for those uses. For example, graphite,
having a black streak and hardness of 1-2, is used in pencils due to its ability to leave marks on paper
and other objects.
4 1. Classify and describe the three
basic rock types;
2. Establish relationships between
rock types and the origin and
environment of
deposition/formation; and
3. Understand the different geologic
processes involved in rock
formation.
Minerals and Rocks ELICIT (Access prior knowledge) 3 Minutes
To elicit prior knowledge, the teacher will ask the learners if DIAMOND is considered as
Mineral?
ENGAGE (Get the students’ minds focused on the topic)
Show slide photographs of several rock formations and give brief descriptions about them.
Group students into 4-6 groups depending on class size.
Students perform an activity on Concept Mapping of the different rock types.
Prepare in a Manila paper a flowchart template similar as the one on the right and post it in the
board. Call students to fill up the flowchart by taping the flash cards in their proper location.
EXPLAIN (Teach the concept. Should include interaction between teacher and students).
Each group will assign a representative to share their output on the activity to the class.
The teacher will correct any misconceptions on the concept as presented by each group.
ELABORATE (Students apply the information learned in the Explain. The teacher will give inputs
to deepen the understanding of the students)
The teacher will discuss Rock Classifications. Show a quick video about the rock cycle
The rock cycle illustrates how geologic processes occurring both at the surface and underneath the
Earth’s surface can change a rock from one type to another.
EVALUATE 5 minutes
EXTEND (Deepen conceptual understanding through use in new context). 5 minutes
An assessment homework can be given and to be submitted next meeting. Each student will do

research on 3 rocks (one for each rock type). Included in the discussion are the following: history of
formation, common environment of formation, common textures, common use of the rock and the
localities in the Philippines where you can find them.

Earth's unique features and origin theories

Recommended

Recommended

More Related Content

Similar to Earth's unique features and origin theories

Similar to Earth's unique features and origin theories (20)

Recently uploaded

Recently uploaded (20)

Earth's unique features and origin theories