1. This weekly learning plan outlines a lesson on the unique characteristics of Earth that support life.
2. The lesson will discuss how Earth's distance from the sun, protective atmosphere, and presence of water and carbon allow it to sustain living organisms.
3. Students will learn about Earth's location in the solar system, its molten nickel-iron core that generates a magnetic field, and the role of the atmosphere in regulating surface temperatures and shielding harmful solar radiation.
Earth and Life Science
Earth Materials and Processes: Deformation of the Crust
The learners shall be able to:
1) explain how the seafloor spreads (S11/12ESId-23);
2) describe the structure and evolution of ocean basins (S11/12ES-Id-24); and
3) explain how the movement of plates leads to the formation of folds and faults (S11/12ES-Id-22).
Specific Learning Outcomes
At the end of the lesson, the learners will be able to:
1. Discuss the history behind the Theory of Continental Drift;
2. Describe the Continental Drift Theory;
3. Enumerate and explain the evidence used to support the idea of drifting continents;
4. Identify major physiographic features of ocean basins
5. Describe the process of seafloor spreading
Earth and Life Science
Earth Materials and Processes: Deformation of the Crust
The learners shall be able to:
1) explain how the seafloor spreads (S11/12ESId-23);
2) describe the structure and evolution of ocean basins (S11/12ES-Id-24); and
3) explain how the movement of plates leads to the formation of folds and faults (S11/12ES-Id-22).
Specific Learning Outcomes
At the end of the lesson, the learners will be able to:
1. Discuss the history behind the Theory of Continental Drift;
2. Describe the Continental Drift Theory;
3. Enumerate and explain the evidence used to support the idea of drifting continents;
4. Identify major physiographic features of ocean basins
5. Describe the process of seafloor spreading
This ppt contains:
Formation of the Universe
Formation of the Solar System
Earth and its subsystems
The flow of matter and energy across each subsystem
The rock cycle and major classification of rocks
Minerals and their properties
Exogenic Processes
Ore Minerals (How it is found, mined, and processed for human use)Simple ABbieC
Department of Education | Senior High School
Topic: Ore Minerals (How it is found, mined, and processed for human use)
Learning Competency:
Earth Science (for STEM): Describe how ore minerals are found, mined, and processed for human use. (S11ES-Ic-d-8)
Please LIKE / FOLLOW and SHARE my other social media accounts.
Facebook: https://www.facebook.com/Simple-ABbieC-131584525051378/
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http://tiny.cc/SimpleABbieC
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Slideshare:
https://www.slideshare.net/AbbieMahinay
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Blogger:
https://simpleabbiec.blogspot.com/?m=1
This ppt contains:
Formation of the Universe
Formation of the Solar System
Earth and its subsystems
The flow of matter and energy across each subsystem
The rock cycle and major classification of rocks
Minerals and their properties
Exogenic Processes
Ore Minerals (How it is found, mined, and processed for human use)Simple ABbieC
Department of Education | Senior High School
Topic: Ore Minerals (How it is found, mined, and processed for human use)
Learning Competency:
Earth Science (for STEM): Describe how ore minerals are found, mined, and processed for human use. (S11ES-Ic-d-8)
Please LIKE / FOLLOW and SHARE my other social media accounts.
Facebook: https://www.facebook.com/Simple-ABbieC-131584525051378/
-----------------------------------------------------------------------
Youtube:
http://tiny.cc/SimpleABbieC
-----------------------------------------------------------------------
Slideshare:
https://www.slideshare.net/AbbieMahinay
-----------------------------------------------------------------------
Blogger:
https://simpleabbiec.blogspot.com/?m=1
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
1. WEEKLY LEARNING PLAN
Modality: In Person and Modular
EARTH AND LIFE SCIENCE: GRADE 11
Quarter: One
Week: 1
MELCs: Recognize the uniqueness of Earth, being the only planet in the solar system
with properties necessary to support life.
Grade Level: Eleven
Learning Areas: Earth and
Life science
Objectives Topic/s Classroom-Based Activities Home-Based Activities
1. Identify the
characteristics of the earth
that supports life.
2. Expound how the
characteristics of the Earth
sustain the needs of living
organism.
C Begin with classroom routine.
a. Prayer
b. Checking of attendance
Elicit:
Earth is the only planet in the solar system known to
harbour life. Our planet’s has molten nickel -iron core
give rise to an extensive magnetic field, which, along
with the atmosphere, shields us from harmful radiation
coming from the sun.
Engage:
Before we start let me ask you some questions. Are
you Ready…. Prepare your pen and your paper…
Let’s begin.
Direction: Choose the letter that bears the correct
answer. Write the answer on your notebook. Do
not leave any item unanswered.
Activity 1: Word Vocabulary
The following are important
terms which are related to the
lesson. Use as many references
as you can to define each of
these terms. Be sure to put it in
the context of the lesson.
1. Atmosphere
2. Energy
3. Gravity
4. Magnetosphere
5. Water
6. Ozone
7. Photosynthesis
8. Moon
9. Goldilocks
10. Stratosphere
2. 1. Why is the earth called “the living planet”.
a. It sustains life c. It has
water.
b. It has atmosphere. d. All of the above
2. What makes the planet earth habitable
compared to other planet?
a. It has soil c. It has
people
b. It has trees d. It has water.
3. Why is the earth called a terrestrial planet?
a. It has life
b. It is farther from the sun.
c. It is closest to the sun.
d. It is placed at almost the middle planet.
4. Which is supported and sustained by planet?
a. Life c. A rocky core
b. A moon d. An atmosphere
5. How many percent of water comprises the
earth?
a. 15% c. 50%
b. 30% d. 70%
6. What does Earth offer to human in order to
sustain life/
a. Earth has abundant plant life. c.
Only A
b. Earth has abundant plant life. d.
Both A and B
7. Which among the set of planets are called
terrestrial.
a. Jupiter, Neptune, Uranus
b. Mercury, Venus, Earth, Mars
c. Earth, Venus, Mars, Jupiter
d. Jupiter, Saturn, Uranus, Neptune
8. Earth is said to be a unique planet. Which
answer verifies the statement?
a. It supports life.
b. It is mostly covered in water.
c. Its atmosphere is mostly nitrogen and
oxygen.
d. All of the above
Activity 2: Essay
Answer the following
questions focusing on the
content of our lesson. Write
your answers on a
paragraph form with five (5)
to six (6) statements per
paragraph.
1.What is the significance of
understanding the
characteristics of the earth?
2. Which of the
aforementioned unique
characteristic of earth do
you like the most and why?
3. 9. Which of the following best describes the
surface of the planet earth?
a. A thick layer of hydrogen gas.
b. Cloudy and hot with lots of volcano.
c. Cold, rocky, and covered with red dust.
d. mostly water surface with some areas of
land.
10. Which distinct characteristic made earth
different from any other planet?
a. It is the only rocky planet.
b. It is the only planet that turns around in
space.
c. It is the only that has a large amount of
liquid water
d. It is the only planet that changes its
structure.
Explore:
The planet EARTH is a unique planet. It is the only
planet capable of sustaining life because of the
right combination of elements, molecules and ions
that react under the right physical conditions to
make up the processes supportive to life. It has an
atmosphere that serves as a thermostat that is
necessary to regulate its surface temperature.
In the Milky Way galaxy alone, there are about 1
billion planets. However, only the earth is habitable.
Other planets may be too hot or too cold. They
may also be too big or too small. Other planets
may not have an atmosphere or a magnetic field
or may not be in an orbit at all. Fortunately, planet
earth possesses all the features and characteristics
that make it habitable for all living forms. Let us go
through with each one of earth’s characteristics.
Explain:
Let us now study the 8 planets in the solar system. Our
solar system has 8 planets that orbit the sun in order
4. their distance from the sun they are Mercury, Venus,
Earth, Mars, Jupiter, Saturn, Uranus and Neptune.
Factors that make the earth habitable:
1. Location: Earth is the third planet in the solar
system. It is considered to be one of the inner
planets next to Venus. Its distance from the sun
is about 93 million miles and it takes about 500
seconds for sunlight to reach the earth’s
surface. This distance from the sun is enough to
support life.
5. Elaborate:
Summary: Earth is habitable because
1. It has the right distance from the sun.
2. It is protected from harmful solar radiation
by its magnetic field.
Deflected the harmful radiation from the sun.
3. It is kept warm by an insulating atmosphere.
4. It has the right amount of ingredients for life-
water and carbon.
6. Evaluation:
Post Assessment: Write only the letter of the correct
answer.
1. What makes planet earth different from the other
planets in the solar system?
a. It supports life.
b. It is mostly covered in water.
c. The atmosphere holds gases.
d. All of the above.
2. Why is the earth called the “living planet”
a. It has a life mechanism
b. It has water and atmosphere.
c. It has carbon dioxide in the atmosphere
d. It has atmosphere that supports oxygen.
3. Planet earth is considered as “ blue planet “. Which of
the following best describes the surface of planet Earth?
a. Earth has atmosphere.
b. Earth has lots of volcano.
c. Earth is covered with red dust.
d. Earth has mostly water on the surface.
4. Which of the following best describes planets earth?
a. it has gasses
b. It supports life
C. It has rocky core
d. It supports other planets
.5. Planet earth is considered uniquely different from any
other.
a. Earth is the only planet that changes
structure.
b. Earth is the only planet that turns around in
space.
c. Earth is the only planet that is mostly covered
with water.
d. Earth is the only planet that is mostly made
from rocks.
7. Performance Task:
Activity no. 1: Terraforming Mars
Can Man change or adjust Mars’
environment to make it more suitable for
human habitation? HOW?
List down your answer:
Activity no. 2: Creating a planet.
Fill up the data needed in your created
planet.
My planet is called____________. It is
located in the______________. The weather is
___________. It would have kinds of organism.
The individual who lives there are
called____________.
Prepared by:
LORENA G. DIZON
(Teacher)
Noted by:
MARIBEL T. LESCANO
Principal II