Earthsci Lesson 3&4

EARTH SCIENCE
EARTH SCIENCE REMARKS / DATE
Lesson 3: Earth Systems
Content Standard JULY 8-9, 2019
The learners shall be able to understand the subsystems (geosphere,

hydrosphere, atmosphere, and biosphere) that make up the Earth.
Performance Standard
The learners shall be able to make a concept map and use it to explain how
the geosphere, hydrosphere, atmosphere, and biosphere are interconnected.
Learning Competencies
The learners explain that the Earth consists of four subsystems, across whose
boundaries matter and energy flow (S11ES-Ib-4).
Specific Learning Outcomes
At the end of this lesson, the learners will be able to:
1. Define the concept of a system;

2. Recognize the Earth as a system composed of subsystems; and
3. Discuss the historical development of the concept of Earth System.
MATERIALS:
Pencil or any drawing material; A4 or letter size paper; clip board or any
flat surface that can be used for drawing
RESOURCES:
1. Olivar, Jose et al. (2016) Exploring Life Through Science Earth Science,
PHOENIX Publishing House
2. Vengco, Lilia G. et. al. (2016) You and the Natural World Earth Science,
Other Resources
(1)Carleton College. (n.d.). Earth System Science. Retrieved from:
http://serc.carleton.edu/Earthlabs/climate/index.html
(2) National Oceanic and Atmospheric Administration. (n.d.). Teaching

Activity: The Hydrologic Cycle. Retrieved from:
http://www.esrl.noaa.gov/gmd/outreach/lesson_plans/The%20Hydrologic
%20Cycle.pdf
3) National Oceanic and Atmospheric Administration. (n.d.). The Major Earth

Spheres. Retrieved from
http://www.esrl.noaa.gov/gmd/outreach/lesson_plans/Teacher
%20Background%20Information-%20The%20Major%20Earth%20Spheres.pdf
(4) National Oceanic and Atmospheric Administration. (n.d.). El Niño, La Niña,

and ENSO. Retrieved from
http://www.esrl.noaa.gov/gmd/obop/mlo/educationcenter/students/brochu
res%20and%20diagrams/noaa%20publications/El%20Nino%20Fact
%20Sheet.pdf
I. INTRODUCTION:
1. Together with the learners, label the different processes and phases of
water involved in the water cycle.
Use the following terms to complete the cycle:
- condensation
- precipitation
- evaporation
- transpiration
- infiltration
- surface run-off
2. Introduce the following specific learning objectives:
• Define the concept of a system.
• Recognize the Earth as a system composed of subsystems.
3. Ask the learners what they remember about the concept of ecosystems.
II. MOTIVATION:
Ask the students what they know or have experienced regarding El Niño.
Explain the origin of the term ‘El Niño’ as a decrease in fish catch off the coast
of Peru near Christmas time. Emphasize that this is a biologic response.
III. INSTRUCTION / DELIVERY: Discuss topics regarding Earth System.
IV. PRACTICE:
Using an illustration or diagram identify how energy and mass is exchanged

among the subsystems.
V. ENRICHMENT:
The impact of man to the environment has become so massive that scientists
are proposing the addition of man or the ‘anthroposphere’ to the Earth
system. Write an essay not exceeding 200 words on how man has altered the
atmosphere, biosphere, hydrosphere, lithosphere, and as a consequence, the
Earth System as whole.
VI. EVALUATION:
Pen and Paper Test
EARTH SCIENCE REMARKS / DATE
Lesson 4: The Universe and Solar System
Content Standard JULY 10-11, 2019

The learners demonstrate an understanding of the formation of the universe
and the Solar System.
Performance Standard
The learners shall be able to make a concept map and use it to explain how
the geosphere, hydrosphere, atmosphere, and biosphere are interconnected.
Learning Competencies
The learners describe the characteristics of Earth that are necessary to
support life (S11ES-Ia-b-3).
Specific Learning Outcomes
At the end of this lesson, the learners will be able to:
• recognize the difference in the physical and chemical properties between

the Earth and its neighboring planes; and
• identify the factors that allow a planet to support life.
MATERIALS: Projector; hard copy of figures
RESOURCES:
1. Olivar, Jose et al. (2016) Exploring Life Through Science Earth Science,
2. Vengco, Lilia G. et. al. (2016) You and the Natural World Earth Science,
Other Resources
(1) Montana State University. (n.d.). Interstellar Real Estate - Defining the
Habitable Zone. Retrieved from
https://btc.montana.edu/ceres/html/Habitat/habitablezone.htm
(2) National Aeronautics and Space Administration. (2015). Planetary Fact
Sheet. Retrieved from http://nssdc.gsfc.nasa.gov/planetary/factsheet/
(3) National Science Foundation. (n.d.). Crash Landing! Student Activity Sheet.
Retrieved from
http://www.voyagesthroughtime.org/planetary/sample/lesson5/pdf/5_3_1sa
s_crashland.pdf
(4) National Science Foundation. (n.d.). Goldilocks and the Three Planets.
Retrieved from http://www.voyagesthroughtime.org/planetary/sample/
lesson5/pdf/goldilocks.pdf
(5) National Science Foundation. (n.d.). Lesson 5: Activity 3: Habitable Worlds.
Retrieved from http://www.voyagesthroughtime.org/planetary/
sample/lesson5/z_act3.htm
(6) https://btc.montana.edu/ceres/html/Habitat/habitablezone.htm
(7) http://nssdc.gsfc.nasa.gov/planetary/factsheet/
I. INTRODUCTION:
Communicating learning objectives
1. Introduce the following specific learning objectives:

• Recognize the difference in the physical and chemical properties between
the Earth and its
neighboring planets
• Identify the factors that allow a planet to support life.
2. Review the previous lessons on the Solar System.

• Origin
• Components
• Terrestrial vs Gas Planets
II. MOTIVATION:
FOUR PICS ONE WORD GAME
Using the letters provided in each picture, ask the learners the four-letter
word that describes the images.
Explain as to why the humanity’s failure to protect the environment and life
here on Earth is likely due to the following:
• Inability to recognize the full consequence of his/her actions
• Lack of appreciation of how truly unique the Earth is
III. INSTRUCTION / DELIVERY:
Activity 1: Compare and Contrast the Planets

1. Print and cut-out photographs of three terrestrial planets, namely Venus,
Earth, and Mars. Place the photographs side by side.
2. Divide the class into groups of three to five. Give each group a copy of
“Comparison of the features of Venus, Earth, and Mars” for reference. Ask
each group to write down on a piece of paper the similarities and differences
among the planets. Give the learners 15 minutes to complete the task.
3. Ask the learners to provide possible explanations for their observations

using the information in Table 2 and their prior knowledge on the planets.
4. After the task, ask a representative from each group to present their
observations.
Activity 2: Interstellar Crash Landing (National Science Foundation, n.d.,)

(http://www.voyagesthroughtime.org/planetary/sample/lesson5/pdf/5_3_1s
as_crashland.pdf)
1. Ask students what factors would a planet habitable. Learners should try to
elaborate on their responses.
2. Provide a copy of Table 2 - "Factors that Make a Planet Habitable" to each
of the group (can be the same grouping as Activity 1). Ask students to read
the document carefully and compare their answers they have given at the
start of the activity
Table 2: Factors that make a planet habitable (National Science Foundation,
n.d.,)
http://www.lpi.usra.edu/education/explore/our_place/hab_ref_table.pdf
3. Ask the students to imagine themselves in an interstellar voyage. Their

spaceship suffers mechanical problems and will be forced to land. Fortunately
they are passing through the Yanib System, which is composed of a sun-like
star surrounded by seven planets, some of which have moons. The profiles of
planets and moons of the Yanib System are listed on Table 3 (Provide each
group a copy of Table 3).
Students are to decide the best place to land their ship.
4. Ask students to write down on a piece of paper their choice of planet or

moon. Reasons for their choice should also be written down. Reasons why
they did not choose the other planets should also be included.
Table 3 Profiles of Planets and Moons of Yanib System. Modified from:

http://www.voyagesthroughtime.org/planetary/sample/lesson5/pdf/5_3_1sa
s_crashland.pdf
IV. PRACTICE:
Each group should present their work in front and the teacher will provide
additional information as the students present their work.
V. ENRICHMENT:
Terraforming Mars
Have the learners write a 200 word report/essay on the following topic:
‘Can man alter Mars environment to make it more suitable for human
habitation? How?’
VI. EVALUATION:
Pen and Paper Test

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EARTH SCIENCE

EARTH SCIENCE REMARKS / DATE

Lesson 3: Earth Systems

Content Standard JULY 8-9, 2019

The learners shall be able to understand the subsystems (geosphere,

Specific Learning Outcomes

At the end of this lesson, the learners will be able to:

1. Define the concept of a system;

(1)Carleton College. (n.d.). Earth System Science. Retrieved from:

(2) National Oceanic and Atmospheric Administration. (n.d.). Teaching

3) National Oceanic and Atmospheric Administration. (n.d.). The Major Earth

(4) National Oceanic and Atmospheric Administration. (n.d.). El Niño, La Niña,

III. INSTRUCTION / DELIVERY: Discuss topics regarding Earth System.

Using an illustration or diagram identify how energy and mass is exchanged

Pen and Paper Test

EARTH SCIENCE REMARKS / DATE

Lesson 4: The Universe and Solar System

Content Standard JULY 10-11, 2019

Specific Learning Outcomes

At the end of this lesson, the learners will be able to:

• recognize the difference in the physical and chemical properties between

MATERIALS: Projector; hard copy of figures

Communicating learning objectives

1. Introduce the following specific learning objectives:

2. Review the previous lessons on the Solar System.

FOUR PICS ONE WORD GAME

III. INSTRUCTION / DELIVERY:

Activity 1: Compare and Contrast the Planets

3. Ask the learners to provide possible explanations for their observations

Activity 2: Interstellar Crash Landing (National Science Foundation, n.d.,)

3. Ask the students to imagine themselves in an interstellar voyage. Their

4. Ask students to write down on a piece of paper their choice of planet or

Table 3 Profiles of Planets and Moons of Yanib System. Modified from:

Pen and Paper Test

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