Lesson Guide in Earth Science
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
I. CONTENT
II. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Manual pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
III. PROCEDURES
1. Reviewing previous lesson
or presenting new lesson
(REVIEW)
2. Establishing a purpose of
the lesson
The learners demonstrate an understanding of the formation of the universe and the solar
system
The learners shall be able to create and present a hypothetical habitable planet using
recyclable/indigenous materials.
At the end of the session, students are expected to
1. Describe the characteristics of Earth that are necessary to support life. (S11ES-Ia-b-3)
1.1. Identify the factors that allow a planet to support life.
1.2. Describe the characteristics of a habitable planet.
1.3. Exhibit one’s appreciation on the uniqueness of the earth’s properties suited to
support life.
ORIGIN AND STRUCTURE OF THE EARTH
 Unique Characteristics of Planet Earth
Earth and Life Science Textbook
pp. 6-9
Earth and Life Science
(Quipper) (https://link.quipper.Com)
http://nssdc.gsfc.nasa.gov/planetary/factsheet
Review previous lesson on the Solar System:
 The different hypothesis in the creation of the Solar System
Activity 1. Leader Riddle
 The teacher will present riddles for the learners to guess and the students must
 (MOTIVATION) come up with the word “Earth”.
Activity 2. Get one MRT pass.
 Get one colored paper and pass the others to your classmates. As you get the
word, decide whether the word corresponds to the characteristics of the Earth.
Temperature Atmosphere Energy
e
Water Nutrients Lampshade

Technology Entertainment

Activity 1. Goldilocks and the Three Planets

3. Presenting  Students will be grouped into 3. Each group will be given an article entitled
examples/instances of the “Goldilocks and the Three Planets”.
new lesson  Use the information given in the article to answer the guided questions.
(PRE-ACTIVITY)  “Is Earth’s favorable climate an accident?”
 “Is life may be an integral part of Earth’s climate?”
4. Discussing new concepts  Students will read and analyze the article.
and practicing new skills 1  Manila paper will be used to present their answers.
(ACTIVITY PROPER)
Present the subject on the unique properties of planet earth. The different concepts on
the factors that make a planet habitable will be given emphasis:
1. Temperature - influences how quickly atoms and molecules move.
5. Discussing new concepts
2. Water -Dissolves & transports chemicals within and to and from a cell
and practicing new skills 2
3. Atmosphere – traps heat; shields the surface from harmful radiation, and
(DEEPENING)
provides chemicals needed for life, such as nitrogen and carbon dioxide.
4. Energy - Organisms use light or chemical energy to run their life processes.
5. Nutrients - Used to build and maintain an organism’s body.
Group Activity: Sing, Dance and Tableau
6. Developing mastery The students will create and present a hypothetical habitable planet using
(POST-ACTIVITY) recyclable/indigenous materials.
RUBRICS
INNOVATIVE AND CREATIVE

7. Finding practical applications
of concepts and skills in daily
living (APPLICATION)
8. Making generalizations and
abstractions about the lesson
(GENERALIZATION)
1. Evaluating learning
(ASSESSMENT)
(4) The planet model is innovative, creative, and with aesthetic value
(3) The planet model is somewhat innovative, creative and the presentation is adequate
(2) The planet model shows little innovation, creativeness and the presentation is
adequate
(1) The planet model shows no innovation, creativeness and is not well presented.
MATERIALS
(4) All materials used resemble the habitable planet. Variety of recyclable/indigenous
materials used.
(3) Materials used resemble the habitable planet,
(2) Do not clearly resemble habitable planet
(1) Do not resemble habitable planet all.
PRESENTATION/ EXPLANATION
(4) Detailed conclusions are reached from the evidence offered.
(3)Conclusions are reached from the evidence offered.
(2) There is some indication of conclusions from the evidence offered.
(1) No conclusions are made from the evidence offered.
ACTIVE INVOLVEMENT OF THE MEMBERS IN THE GROUP
(4) All the members performed their roles well.
(3) Some members performed on the average.
(2) Only few of the members performed.
(1) The group failed to perform well.
Students will answer the question
 How can you help in maintaining the planet earth’s condition that sustains life?
Based on the objectives stated previously, ask the following questions:
1. What are the physical and chemical properties of the terrestrial planets?
2. Enumerate and explain the factors that allow a planet to support life.
3. What do you think will happen if one of the factors is missing? Can Earth still host
life on it?
I. IDENTIFICATION: Supply the information needed by writing the correct answer on the
blank.
_____________1. It influences how atoms and molecules move in random motion.
_____________2. It is used to build and maintain an organism’s body.
_____________3. It can exist in the form of light or chemicals to run different life
processes.
_____________4. A substance that dissolves & transports chemicals within and to and
from a cell and is the fluids of most living organisms.
_____________5. It traps heat and shields us surface from harmful radiation; and
provides chemicals needed for life, such as nitrogen and carbon dioxide.

II. Essay: Answer the question. (In 3-5 sentences)

(10 pts)
The third planet in the Aliburbur solar system weighs half as the Earth, has no tectonic
activity detected, and has thick carbon dioxide (CO2) atmosphere and no moon. Surface
temperature is 10 degrees Celsius and has polar ice caps, dry riverbeds, and many
craters that can be seen from orbit. Will you consider this planet habitable? Why or why
not?

RUBRICS

TOTALITY:

Remarkable (5)
Answers are comprehensive, accurate and complete. Key ideas are clearly stated,
explained, and well supported.
Meets Expectations (4)
Answers are accurate and complete. Key points are stated and supported.
Satisfactory (3)
Answers are not comprehensive or completely stated. Key points are addressed, but not
well supported.
Needs Improvement (2)
Answers are partial or incomplete. Key points are not clear. Question not adequately
answered
 Did not meet the criteria (1)
Did not answer question.

2. Additional activities for
application or remediation
(REMEDIAL)
Prepared by:
Content ORGANIZATION
(Answers are clearly thought out and articulated.)
Remarkable (5)
Well organized, coherently developed, and easy to follow.
Meets Expectations (4)
Organization is mostly clear and easy to follow
Satisfactory (3)
Inadequate organization or development. Structure of the answer is not easy to follow.
Needs Improvement (2)
Organization and structure detract from the answer.
Did not meet the criteria (1)
Did not answer question.
Create a research paper about the exoplanets beyond our solar system. Do these
exoplanets exhibit the possibility of hosting life forms?

LOIDA ANN T. DAGAMI

Demonstration Teacher
Pampanga High School
Division of City of San Jose del Monte, (B)

Checked by:

RICARDO DE GUZMAN

Noted by:
LIBRADA M. RUBIO
EPS II, CLMD
RO III
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
C. References
1. Teacher’s Guide pages
2. Learner’s Manual pages
3. Textbook pages
Lesson Guide in Earth and Life Science
How genetic engineering is used to produce novel products
Conduct a survey of products containing substances that can trigger
genetic disorders such as phenylketonuria.
At the end of the session, students are expected to:
1. Evaluate the benefits and risks of using GMOs (S11/12LT-
IIej-19)
1.1 Identify the common products in the market that contains
GMO;
1.2 Engage in a class debate about GMOs, think critically,
and contribute their own information and ideas; and
1.3 Give the importance of genetic engineering in our daily
livin
PERPETUATION OF LIFE
Biology; Exploring Life Through Science, 2nd edition, Ramos, et.al.,
pp.334-347
 4. Additional Materials
from Learning Resource
(LR) portal
LINK : https://www.youtube.com/watch?v=7TmcXYp8xu4
D. Other Learning Resources

IV. PROCEDURES
1. Reviewing previous lesson Ask the students about what they have learned on the process of
or presenting new lesson genetic engineering.
(REVIEW)
2. Establishing a purpose of If you are a scientist/researcher, what new organisms/products would
the lesson you like to come up with? What will be its name? What is its
(MOTIVATION) purpose?
3. Presenting Discuss the following:
examples/instances of the  rules and regulations on a class debate
new lesson  mechanics for the debate
(PRE-ACTIVITY)  rubrics for the class debate

 Let the students watch a video about GMO crops

https://www.youtube.com/watch?v=7TmcXYp8xu4

 CLASS DEBATE
 Divide the class into 2 groups
 Team A and Team B
4. Discussing new concepts
and practicing new skills 1
Guide questions:
(ACTIVITY PROPER)
1. What are examples of GMOs and their corresponding uses?
2. Are GMO products harmful or not?
Example of GMO Use/Imporatnce
 The teacher will do the following:
5. Discussing new concepts
and practicing new skills 2  State latest news about GMO products and crops
(DEEPENING)  State latest researches and studies on GMOs

 Each group will fill out the table about the pros and cons of
GMOs
 A representative from each group will present the results.
6. Developing mastery
(POST-ACTIVITY) Benefits of GMOs Risks of GMOs

7. Finding practical
applications of concepts What are the products/crops available in local market which you think
and skills in daily living are genetically modified?
(APPLICATION)

Based on the objectives stated previously, ask the following

8. Making generalizations and questions:
abstractions about the 1. What are benefits and risks of GMO products?
lesson 2. What did you learn from the debate?
(GENERALIZATION) 3. What is the importance of genetic engineering in our
daily life?
 Essay Question:

Choose one question and answer briefly.

1. What are the benefits of GMO product/crops?

2. What are the health risks of GMO product/crops?
3. How does genetic engineering affect the daily human food
consumption?
Rubrics:

9. Evaluating learning

10. Additional activities for Search an article or latest news about GMO products and write its
application or remediation synopsis and reflection in one whole bond paper. Include the source
(REMEDIAL) of the information/data gathered.

Prepared by:
 ELMIE G. AMURAO
(Demonstrator)
Tarlac Province-Capas High School

Reviewed/Checked by:

MARICEL G. DULDULAO
Education Program Specialist

Noted:

LIBRADA M. RUBIO
EPS II, CLMD
RO III
Group No.________ Date: __________
Leader: ________________________________
Assistant Leader: ________________________
Members:
______________________________________
______________________________________
______________________________________
______________________________________

ACTIVITY NO. 1

Direction: Fill out the table below.

Example of GMO Use/Importance

Guide Questions:
1. Are GMO products harmful or not?

ACTIVITY NO. 2

Direction: Write the benefits and risks of GMOs on the given table below.

Benefits of GMOs Risks of GMOs