Lesson Guide in Earth and Life Science

I. OBJECTIVES
I. ORIGIN AND STRUCTURE OF THE EARTH
A. Content Standards
B. Earth and Earth Systems
1. Conduct a survey to assess the possible geologic hazards that
your community may experience. (Note: Select this performance
standard if your school is in an area near faultlines, volcanoes,
B. Performance
and steep slopes.)
Standards
2. Conduct a survey or design a study to assess the possible
hydrometeorological hazards that your community may
experience.
At the end of the session, students are expected to:
8. Differentiate the layers of the Earth. (S11/12ES-Ia-e-8)
C. Learning a. illustrate the layers of the earth
Competencies/ b. describe the different chemical and mechanical
Objectives compositions of the layers of the earth
c. appraise the value of understanding the layers of the earth
to every day life
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Manual pages
Miller, G. T., Jr. et. al. Earth Science. Rex Book Store, Inc., 2016.
3. Textbook pages
Abon, Catherine C. Earth Science. Commission on Higher
Education, 2016.
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources

IV. PROCEDURES
A. Reviewing previous Recall the different layers of of the Earth. Let the students relate
lesson or presenting these to the things in the surrounding that they observe to have
new lesson similar layers of the Earth, example egg, avocado, etc.
(REVIEW)
B. Establishing a Group the students into three. Each group must plant within the
purpose of the school garden. Let them identify which of the layers of the Earth
lesson they have encountered when they planted. Ask the students
(MOTIVATION) what are the characteristics they have observed.

C. Presenting Using The Earth's Layers Foldable© http://www.dinah.com, let

examples/instances the students identify and illustrate the layers of the Earth.
of the new lesson
(PRE-ACTIVITY)

1
 Video clip https://www.youtube.com/watch?v=hHteUIS0OFY
Let the students determine the different chemical and
mechanical/physical properties of the layers of the Earth.

Group activity.Group the students into three. Each group will be

assigned with each layer of the earth as a topic. Each group
D. Discussing new should be able determine the mechanical/physical properties of
concepts and the layers of the Earth. Let the students use the table below:
practicing new skills
1 Layers of the Earth Mechanical/ Chemical
(ACTIVITY PROPER)
Physical Properties Properties
Crust
Mantle
Core

E. Discussing new Analysis of Theories, Concepts and Principles

concepts and 1. Illustrate the layers of the earth.
practicing new skills 2. Compare and contrast different mechanical/physical and
2 chemical properties of the layers of the earth.
(DEEPENING)
F. Developing mastery Individual activitiy. Let the students draw and label the different

2
 (POST-ACTIVITY) layers of the earth.
1. Compare and contrast the mechanical/physical and chemical
properties of the earth.
2. Explain the logical reasons why do these properties occur for
each layer of the earth.
G. Finding practical Let the students identify the different activities that they
applications of encounter the different parts of the layers of the earth.
concepts and skills
in daily living
(APPLICATION)
H. Making Based on the objectives stated previously, ask the following
generalizations and questions:
abstractions about 1. What are the different layers of the earth?
the lesson 2. Discuss the mechanical/physical and chemical properties
(GENERALIZATION) of the earth.
1. What layer of the Earth has the highest Earth’s mass (67%)?
2. Which layer of the earth has ranges from only 2 miles in some
areas of the ocean floor to 75 miles deep under mountains?
3. Which layer of the Earth has the greatest temperature,
pressure, and density?
I. Evaluating learning
4. Which of the layers of the Earth is composed of the melted
(ASSESSMENT)
metals nickel and iron?
5. What is the layer of the Earth that has a temperature and
pressure that is so great that the metals are squeezed together
and are not able to move about like a liquid, but are forced to
vibrate in place as a solid?
J. Additional activities Let the students research on the different human activities and
for application or natural events that involves the different layers of the earth.
remediation (example planting of trees and volcanic eruption)
(REMEDIAL)