The document outlines a lesson plan for a Grade 12 Earth and Life Science class on the topic of Earth's internal structure. The lesson uses strategies like a guided gallery walk and tic-tac-toe activity to help students identify and differentiate the layers of the Earth, relate them to the composition of a hard boiled egg, and create a project on Earth's layers. The lesson aims to help students understand the composition and properties of the crust, mantle, and core.
The Edible Schoolyard Berkeley Standards
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Grade 2 School Garden Lesson Plan - Seeds Lesson; Soil Pets ~ Massachusetts
|=> In this activity, students will make a worm bin and keep it in their classroom. They will feed the worms food scraps and then when the compost is finished, add it to the school garden
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double your School Garden Food Production with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases School Garden Food Production by 250 Percent
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Let's Dig: A School Garden Resource
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
The Edible Schoolyard Berkeley Standards
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Grade 2 School Garden Lesson Plan - Seeds Lesson; Soil Pets ~ Massachusetts
|=> In this activity, students will make a worm bin and keep it in their classroom. They will feed the worms food scraps and then when the compost is finished, add it to the school garden
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double your School Garden Food Production with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases School Garden Food Production by 250 Percent
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Let's Dig: A School Garden Resource
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Characterization and the Kinetics of drying at the drying oven and with micro...Open Access Research Paper
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The objective of this work is to contribute to valorization de Nephelium lappaceum by the characterization of kinetics of drying of seeds of Nephelium lappaceum. The seeds were dehydrated until a constant mass respectively in a drying oven and a microwawe oven. The temperatures and the powers of drying are respectively: 50, 60 and 70°C and 140, 280 and 420 W. The results show that the curves of drying of seeds of Nephelium lappaceum do not present a phase of constant kinetics. The coefficients of diffusion vary between 2.09.10-8 to 2.98. 10-8m-2/s in the interval of 50°C at 70°C and between 4.83Ă10-07 at 9.04Ă10-07 m-8/s for the powers going of 140 W with 420 W the relation between Arrhenius and a value of energy of activation of 16.49 kJ. mol-1 expressed the effect of the temperature on effective diffusivity.
Artificial Reefs by Kuddle Life Foundation - May 2024punit537210
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Situated in Pondicherry, India, Kuddle Life Foundation is a charitable, non-profit and non-governmental organization (NGO) dedicated to improving the living standards of coastal communities and simultaneously placing a strong emphasis on the protection of marine ecosystems.
One of the key areas we work in is Artificial Reefs. This presentation captures our journey so far and our learnings. We hope you get as excited about marine conservation and artificial reefs as we are.
Please visit our website: https://kuddlelife.org
Our Instagram channel:
@kuddlelifefoundation
Our Linkedin Page:
https://www.linkedin.com/company/kuddlelifefoundation/
and write to us if you have any questions:
info@kuddlelife.org
UNDERSTANDING WHAT GREEN WASHING IS!.pdfJulietMogola
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Many companies today use green washing to lure the public into thinking they are conserving the environment but in real sense they are doing more harm. There have been such several cases from very big companies here in Kenya and also globally. This ranges from various sectors from manufacturing and goes to consumer products. Educating people on greenwashing will enable people to make better choices based on their analysis and not on what they see on marketing sites.
Diabetes is a rapidly and serious health problem in Pakistan. This chronic condition is associated with serious long-term complications, including higher risk of heart disease and stroke. Aggressive treatment of hypertension and hyperlipideamia can result in a substantial reduction in cardiovascular events in patients with diabetes 1. Consequently pharmacist-led diabetes cardiovascular risk (DCVR) clinics have been established in both primary and secondary care sites in NHS Lothian during the past five years. An audit of the pharmaceutical care delivery at the clinics was conducted in order to evaluate practice and to standardize the pharmacistsâ documentation of outcomes. Pharmaceutical care issues (PCI) and patient details were collected both prospectively and retrospectively from three DCVR clinics. The PCI`s were categorized according to a triangularised system consisting of multiple categories. These were âchecksâ, âchangesâ (âchange in drug therapy processâ and âchange in drug therapyâ), âdrug therapy problemsâ and âquality assurance descriptorsâ (âtimer perspectiveâ and âdegree of changeâ). A verified medication assessment tool (MAT) for patients with chronic cardiovascular disease was applied to the patients from one of the clinics. The tool was used to quantify PCI`s and pharmacist actions that were centered on implementing or enforcing clinical guideline standards. A database was developed to be used as an assessment tool and to standardize the documentation of achievement of outcomes. Feedback on the audit of the pharmaceutical care delivery and the database was received from the DCVR clinic pharmacist at a focus group meeting.
Natural farming @ Dr. Siddhartha S. Jena.pptxsidjena70
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A brief about organic farming/ Natural farming/ Zero budget natural farming/ Subash Palekar Natural farming which keeps us and environment safe and healthy. Next gen Agricultural practices of chemical free farming.
"Understanding the Carbon Cycle: Processes, Human Impacts, and Strategies for...MMariSelvam4
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The carbon cycle is a critical component of Earth's environmental system, governing the movement and transformation of carbon through various reservoirs, including the atmosphere, oceans, soil, and living organisms. This complex cycle involves several key processes such as photosynthesis, respiration, decomposition, and carbon sequestration, each contributing to the regulation of carbon levels on the planet.
Human activities, particularly fossil fuel combustion and deforestation, have significantly altered the natural carbon cycle, leading to increased atmospheric carbon dioxide concentrations and driving climate change. Understanding the intricacies of the carbon cycle is essential for assessing the impacts of these changes and developing effective mitigation strategies.
By studying the carbon cycle, scientists can identify carbon sources and sinks, measure carbon fluxes, and predict future trends. This knowledge is crucial for crafting policies aimed at reducing carbon emissions, enhancing carbon storage, and promoting sustainable practices. The carbon cycle's interplay with climate systems, ecosystems, and human activities underscores its importance in maintaining a stable and healthy planet.
In-depth exploration of the carbon cycle reveals the delicate balance required to sustain life and the urgent need to address anthropogenic influences. Through research, education, and policy, we can work towards restoring equilibrium in the carbon cycle and ensuring a sustainable future for generations to come.
WRIâs brand new âFood Service Playbook for Promoting Sustainable Food Choicesâ gives food service operators the very latest strategies for creating dining environments that empower consumers to choose sustainable, plant-rich dishes. This research builds off our first guide for food service, now with industry experience and insights from nearly 350 academic trials.
1. REPUBLIC OF THE PHILIPPINES
Region I
NUEVA ECIJA DIVISION II
Binalonan
VILLAFLORES INTEGRATED SCHOOL
Villaflores, Cuyapo, Nueva Ecija
February10, 2020
JEANE A. FELIX
Principal
Villaflores Integrated School
Villaflores, Cuyapo, Nueva Ecija
MADAM:
Greetings in the name of the Almighty Lord!
Classroom observation is one of the requirements/documents to be presented to prove teachersâ attainment
of objectives in the Result-Based Perfomance Management System-Philippine Professional Standard for
Teachers (RPMS-PPST). In this regard, I am writing this letter to request your presence as one of my observer
in my Earth and Life Science Class on June 18, 2019, Tuesday at 1:00 oâclock in the afternoon.
Hoping for your presence and favorable response in this request. Thank you very much and God bless.
Very truly yours,
MINERVA GRACE O. SILVESTRE
Teacher
Received:
LILIAN O. GARCIA
OIC-Principal
2. REPUBLIC OF THE PHILIPPINES
Region I
PANGASINAN DIVISION II
Binalonan
SAN LUIS NATIONAL HIGH SCHOOL
San Luis, Rosales, Pangasinan
June 13, 2019
REBENILDA V. GARCIA
Master Teacher I
San Luis National High School
San Luis, Rosales, Pangasinan
MADAM:
Greetings in the name of the Almighty Lord!
Classroom observation is one of the requirements/documents to be presented to prove teachersâ attainment
of objectives in the Result-Based Perfomance Management System-Philippine Professional Standard for
Teachers (RPMS-PPST). In this regard, I am writing this letter to request your presence as one of my observer
in my Earth and Life Science Class on June 18, 2019, Tuesday at 1:00 oâclock in the afternoon.
Hoping for your presence and favorable response in this request. Thank you very much and God bless.
Very truly yours,
MINERVA GRACE O. SILVESTRE
Teacher
Received:
REBENILDA V. GARCIA
Master Teacher I
3. CUYAPO WEST
VILLAFLORES INTEGRATED SCHOOL
Daily Lesson Log
APRIL 20,2021
Subject Science
Topic KINGDOM ANIMALIA
LC code S8LT-IVh-20
Grade Level 8
Time Allotment 2 days
MLSB-Teacher Donalyn V. Abon
Learning
Competencies The learners Classify organisms using the hierarchical taxonomic system
Objectives: At the end of the lesson, the students must be able to:
Cognitive A.1.identify and describe the organs that make up the digestive system;
A.2. explain how digestion of food takes place in human;
Affective B.recognize the importance of taking care of the digestive system; and
Psychomotor C.label the parts of the digestive system.
Instructional
Strategies/
Differentiation
Discovery Based Strategy
Values
Integration Health is Wealth
Curriculum
Integration Science
Learning and
Teaching
Materials
Wondershare Application, The Hat Application, Pictures, Crackers and Tarpapel.
ELICIT (5 minutes) Materials and Assessment
Tool
Show pictures of different organs of the body and let the students identify
the system where they belong.
Pictures
ENGAGE (5 minutes)
(Get the studentsâ minds focused on the topic.)
Ask two students to play the Dynamic Digestion Game. Let them
choose playing pieces and place them on the start line. Take turns rolling
the die. After rolling, move that number of spaces. The first player to
travel all the way through the digestive system to the finish line is the
winner.
Tarpapel of the human digestive
system, Dice
EXPLORE (5 minutes)
(Provide students with a common experience).
ACTIVITY: Give each student a piece of a cracker and tell them to take
a bite. Ask them not to chew or swallow the cracker; just hold it in their
mouth. Ask the following question:
1. What happen to the cracker when it was in your
mouth?
2. Why did it start to get softer?
3. What did you taste?
4. Let them discuss the process of digestion
EXPLAIN (30 minutes)
(Teach the concept. Should include interaction between teacher and students).
4. Discuss the different organs of digestive system and how these organs
help in the digestion of food. Explain the processes involve in digestive
system. Give precautionary measures to maintain healthy body.
PowerPoint Presentation
ELABORATE (5 minutes)
(Students apply the information learned in the Explain).
BREAD IN THE BAG
I. Material needed is Zip lock bag, ½ sliced bread and water.
II. Procedures:
a. Take ½ piece of bread per group
b. Obtain the zip lock bag.
c. Tear your ½ sliced of bread into smaller pieces, and place it into
the bag. What does this represent?
d. Pour smaller amount of water into the bag. What does this
represent?
e. Close the bag and squish the bread with your finger until all
pieces are really small. What does this represent?
f. Drain the liquid contents down to the sink by creating a small gap
which prevent by escaping. What does this represent?
g. Put all the content of the bag into the garbage. What does this
represent?
Water, Zip lock bag, bread
EVALUATE (13 minutes)
(How will you know the students have learned the concept)?
A.Identification:
1. It is responsible for the breakdown and absorption of the nutrients
from the food.
2. The organ of complete digestion and absorption.
3. The organ that stores the fecal materials, absorbs the vitamins,
and reabsorbs the water from the undigested residue.
4. Waste or the feces is temporary stored in the rectum and it was
excreted in the_______.
5. The organ where digestion and respiration cross.
B. Label the parts of the digestive system
C.Give precautionary measures to maintain healthy body.
Wondershare Application, paper
and pencil
EXTEND (2 minutes)
(Deepen conceptual understanding through use in new context).
Make a research about the different digestive disorder and write it in your
assignment.
REFERENCES
1. Science Learnerâs Module. pp.291-306
2. Worktext in Biology pp.61-64
3. Spiral Science 8. pp.155-176
Prepared by:
DONALYN V ABON
MLSB-Teacher
Checked by:
JEANE A. FELIX
School Principal I
5. Name:______________________________ Date:________
Grade and Section:_________________ Score:________
GENERAL DIRECTIONS:
1. Write your answers clearly. Yung malinaw, hindi katulad ng feelings nyang hindi mo
maintindihan
2. No erasures. Pag isipan mo ng mabuti bago isulat. Hindi lahat ng pagkakamali pwede pa itama.
3. Do not cheat. Wag tumulad sa ex mong akala mo loyal pero mabilis lang pala magpalit
4. Finish the activity in 3 minutes. Alam mo dapat kung kelan na dapat sumuko. Pag tapos na,
tapos na.
A. Label each box with its appropriate description from the data provided on the right corner.
B. Give precautionary measures to maintain healthy body.
6. Activity Sheets
âGuided Gallery Walkâ
Structure of the Earthâs Layers
Directions: During the guided gallery walk, stop at each gallery to read about the layers of the Earth. After
reading the gallery card, record information about that layer of Earthâs structure in the data table.
Features Crust Mantle Core
Continental
Crust
Oceanic
Crust
Upper
Mantle
Lower
Mantle
Inner Core Outer Core
Composed
of
Temperature
Depth
State
âTic-Tac-Toe Dinner Menuâ
Topic: Earthâs Internal Structure
Choose an appetizer, main course and dessert. Complete one activity from each section. Remember to
choose only one from the list. For answering essay type questions, consider the rubric presented.
âAppetizerâ
A. Grade Card Cheese Php 80.00
Name the 6 layers of the Earth
7. B. Lesson Calamari Php 80.00
Do you think it is possible to dig your way through
the ground to the other side of the Earth? Why or why not?
âMain Courseâ
C. Visualizing Veggies Php 120.00
Draw and label the layers of the Earth. Describe each layer.
D. Learning Fish Php 120.00
Why is the interior of the Earth hot?
âDessertâ
E. Iron-Rich Cake Php 75.00
Can we consider mountains as part of the crust?
If yes, what is the tallest mountain in the world?
How about in the Philippines?
F. Rocky Ice Cream Php 75.00
What is the significance of the different activities
in the mantle to the formation of the Earthâs surface?
RUBRICS
8. REPUBLIC OF THE PHILIPPINES
Region I
PANGASINAN DIVISION II
Binalonan
SAN LUIS NATIONAL HIGH SCHOOL
San Luis, Rosales, Pangasinan
Subject Earth and Life Science
Topic Earthâs Internal Structure
LC code S11/12ES-Ia-e-7
S11/12ES-Ia-e-8
Grade Level 11/12
Time Allotment 60 minutes
Teacher Minerva Grace O. Silvestre
Learning
Competencies
The learners identify the layers of the Earth (crust, mantle, core) and differentiate the
layers of the Earth.
Objectives: At the end of the lesson, the students must be able to:
Cognitive A. identify the layers of the Earth;
B. differentiate the layers of the Earth;
Affective C. relate the compositions of a hard boiled egg to the layers of the Earth; and
Psychomotor D. create an earthâs layers project.
Instructional
Strategies/
Differentiation
Guided Gallery Walk, Tic-Tac-Toe Dinner Menu
Values
Integration Respect, Cooperation
Curriculum
Integration Social Science, Research, Religion, TLE, Mathematics
Learning and
Teaching
Materials
Metacards, manila paper, multimedia, apple, activity sheets
ELICIT (5 minutes) Materials and Assessment
Tool
Use the word bank to fill in the blanks for each sentence. Some words
may not be used.
âThe Earth Subsystemsâ
The ___________ is made up of four subsystems
The lithosphere is comprised of all of the earthâs ____________
The ___________ is comprised of all of the earthâs water
The atmosphere is comprised of all the __________ surrounding the
earth
The ___________ is comprised of all the earthâs living organism.
Manila paper
Metacards
ENGAGE (5 minutes)
(Get the studentsâ minds focused on the topic.)
Play a one minute video presentation about the layers of the Earth. Multimedia
9. Ask: Do you think it is possible to dig your way through the ground to the
other side of the Earth? If yes, what gardening tools or heavy equipment
will you use?
EXPLORE (15 minutes)
(Provide students with a common experience).
âGuided Gallery Walkâ
The teacher will direct students to study the image of the Earthâs
structure presented.
Three galleries will be presented to engage students with a purpose and
focus for learning. A matrix data table will be provided for the students
to record details about each layer.
Remind the students to observe silence and showrespect to each other
while moving from the galleries.
Image of earthâs structure
Activity sheets
EXPLAIN (15 minutes)
(Teach the concept. Should include interaction between teacher and students).
1. What are the different layers of the Earth? Describe each layer.
2. Can we consider mountains as part of the crust? If yes, what is the
tallest mountain in the world? How about in the Philippines?
3. What is the significance of the different activities in the mantle to the
formation of the Earthâs surface?
4. Why is the interior of the Earth hot?
5. What are some of the research findings about the inner core?
6. Why is it impossible to dig your way through the ground to the other
side of the Earth?
Powerpoint Presentation
ELABORATE (5 minutes)
(Students apply the information learned in the Explain).
âSocratic Seminarâ
Challenge Yourself! In a group, share with your classmates your idea
about the layers of the earth (crust, mantle, core) in relation to a hard
boiled egg.
1. Slice an apple into two.
2. Observe closely the composition of the egg.
3. Relate the compositions of the hard boiled egg to the layers of the
Earth.
Think of this: Is hell in the center of the earth? Why?
Egg
EVALUATE (13 minutes)
(How will you know the students have learned the concept)?
âTic-Tac-Toe Dinner Menuâ
Choose an appetizer, main course and dessert. Complete one activity
from each section. Remember to choose only one from the list. For
answering essay type questions, consider the rubric presented.
âAppetizerâ
Grade Card Cheese Php80.00
Name the 6 layers of the Earth
Lesson Calamari Php80.00
Do you think it is possible to dig your way through the ground to the other
side of the Earth? Why or why not?
âMain Courseâ
Visualizing Veggies Php120.00
Draw and label the layers of the Earth. Describe each layer.
New Learning Noodles Php120.00
Why is the interior of the Earth hot?
âDessertâ
Iron-Rich Cake Php75.00
Tic-Tac-Toe Dinner Menu
Activity Sheet
Rubrics
10. Can we consider mountains as part of the crust? If yes, what is the tallest
mountain in the world? How about in the Philippines?
Rocky Ice CreamPhp75.00
What is the significance of the different activities in the mantle to the
formation of the Earthâs surface?
EXTEND (2 minutes)
(Deepen conceptual understanding through use in new context).
Create an Earthâs layer project using available materials in your
community. You may use paper, clay, plastics, etc.
REFERENCES
4. Salandanan, G.G., Faltado, R.E. & Lopez, M.B. (2016). Earth and life
sciences for senior high school (Core Subjects), Quezon City: LORIMAR
Publishing Inc.
5. Refran, J.C., Tolentino, P.M., & Genuino, R.G. (2016). Earth and life
science, Quezon City: Vibal Group Inc.
Prepared by:
MINERVA GRACE O. SILVESTRE
SHS T-III
Checked by:
MERCY T. DIAZ
OIC-Principal
11. REPUBLIC OF THE PHILIPPINES
Region I
PANGASINAN DIVISION II
Binalonan
SAN LUIS NATIONAL HIGH SCHOOL
San Luis, Rosales, Pangasinan
MUNICIPAL TRAINING WORKSHOP ON THE DEVELOPMENT OF QUALITY
CLASSROOM-BASED TEST FOR TEACHERS
Demonstration Teaching Lesson Plan for
Grade 12 Earth and Life Science
EARTHâS INTERNAL STRUCTURE
Subject Earth and Life Science
Topic Earthâs Internal Structure
LC code
S11/12ES-Ia-e-7
S11/12ES-Ia-e-8
Grade Level 11/12
Time Allotment 60 minutes
Teacher Minerva Grace O. Silvestre
Learning
Competencies
The learners identify the layers of the Earth (crust, mantle, core) and differentiate the
layers of the Earth.
Objectives: At the end of the lesson, the students must be able to:
Cognitive A. identify the layers of the Earth;
B. differentiate the layers of the Earth;
Affective C. relate the compositions of a hard boiled egg to the layers of the Earth; and
Psychomotor D. create an earthâs layers project.
Instructional
Strategies/
Differentiation
Guided Gallery Walk, Tic-Tac-Toe Dinner Menu
Values
Integration
Respect, Cooperation
Curriculum
Integration Social Science, Research, Religion, TLE, Mathematics
Learning and
Teaching
Materials
Metacards, manila paper, multimedia, apple, activity sheets
ELICIT (5 minutes) Materials and Assessment
Tool
Use the word bank to fill in the blanks for each sentence. Some words
Manila paper
12. may not be used.
âThe Earth Subsystemsâ
The ___________ is made up of four subsystems
The lithosphere is comprised of all of the earthâs ____________
The ___________ is comprised of all of the earthâs water
The atmosphere is comprised of all the __________ surrounding the
earth
The ___________ is comprised of all the earthâs living organism.
Metacards
ENGAGE (5 minutes)
(Get the studentsâ minds focused on the topic.)
Play a one minute video presentation about the layers of the Earth.
Ask: Do you think it is possible to dig your way through the ground to the
other side of the Earth? If yes, what gardening tools or heavy equipment
will you use?
Multimedia
EXPLORE (15 minutes)
(Provide students with a common experience).
âGuided Gallery Walkâ
The teacher will direct students to study the image of the Earthâs
structure presented.
Three galleries will be presented to engage students with a purpose and
focus for learning. A matrix data table will be provided for the students
to record details about each layer.
Remind the students to observe silence and showrespect to each other
while moving from the galleries.
Image of earthâs structure
Activity sheets
EXPLAIN (15 minutes)
(Teach the concept. Should include interaction between teacher and students).
7. What are the different layers of the Earth? Describe each layer.
8. Can we consider mountains as part of the crust? If yes, what is the
tallest mountain in the world? How about in the Philippines?
9. What is the significance of the different activities in the mantle to the
formation of the Earthâs surface?
10. Why is the interior of the Earth hot?
11. What are some of the research findings about the inner core?
12. Why is it impossible to dig your way through the ground to the other
side of the Earth?
Powerpoint Presentation
ELABORATE (5 minutes)
(Students apply the information learned in the Explain).
âSocratic Seminarâ
Challenge Yourself! In a group, share with your classmates your idea
about the layers of the earth (crust, mantle, core) in relation to a hard
boiled egg.
4. Slice an apple into two.
5. Observe closely the composition of the egg.
6. Relate the compositions of the hard boiled egg to the layers of the
Earth.
Think of this: Is hell in the center of the earth? Why?
Egg
EVALUATE (13 minutes)
(How will you know the students have learned the concept)?
âTic-Tac-Toe Dinner Menuâ
Choose an appetizer, main course and dessert. Complete one activity
from each section. Remember to choose only one from the list. For
answering essay type questions, consider the rubric presented.
âAppetizerâ
Tic-Tac-Toe Dinner Menu
Activity Sheet
13. Grade Card Cheese Php80.00
Name the 6 layers of the Earth
Lesson Calamari Php80.00
Do you think it is possible to dig your way through the ground to the other
side of the Earth? Why or why not?
âMain Courseâ
Visualizing Veggies Php120.00
Draw and label the layers of the Earth. Describe each layer.
New Learning Noodles Php120.00
Why is the interior of the Earth hot?
âDessertâ
Iron-Rich Cake Php75.00
Can we consider mountains as part of the crust? If yes, what is the tallest
mountain in the world? How about in the Philippines?
Rocky Ice CreamPhp75.00
What is the significance of the different activities in the mantle to the
formation of the Earthâs surface?
Rubrics
EXTEND (2 minutes)
(Deepen conceptual understanding through use in new context).
Create an Earthâs layer project using available materials in your
community. You may use paper, clay, plastics, etc.
REFERENCES
6. Salandanan, G.G., Faltado, R.E. & Lopez, M.B. (2016). Earth and life
sciences for senior high school (Core Subjects), Quezon City: LORIMAR
Publishing Inc.
7. Refran, J.C., Tolentino, P.M., & Genuino, R.G. (2016). Earth and life
science, Quezon City: Vibal Group Inc.
This lesson exemplar has been utilized in demonstration teaching during the conduct of Municipal
Training Workshop on the Development of Quality Classroom-Based Test for Teachers on July 13, 20 and 27,
2019.
Prepared by:
MINERVA GRACE O. SILVESTRE
Demo Teacher
Checked by:
GIVBY B. DOLLENETE
T-I, Training Organizer
MERCY T. DIAZ
SHS Coordinator
JANETTE N. BALLARES, Ed.D.
OIC-Principal