GRADES 1 to 12

DAILY LESSON LOG

School
Teacher
Teaching Dates and Time

Apolonio Samson Senior High School

Mr. Love Genesis L. Ng
June 27-30 (7:00 AM - 10:00 AM)

Session 1
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Material pages
3.
4. Textbook
Additionalpages
Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES

A. Reviewing previous lesson or

presenting the new lesson

Session 2

Grade Level
Learning Area
Quarter
Session 3

The subsystems that make up the Earth.

The Atmosphere

Explain that the Earth consists of four subsystems, across whose boundaries matter and energy
The Hydrosphere
The Lithosphere

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BEC Prototype Lesson Plan

BEC Prototype Lesson Plan

BEC Prototype Lesson Plan

Show a colored satellite picture of the Earth.

Ask the students to identify features that are
unique to Earth.

1. The days topic for discussion is the

hydrosphere. Three fourths of the earth is
water and man cannot live without water.
2. Recall the water cycle. Recall also
everything learned about density.

With the advent of modern technology, it has

become much easier to locate places on Earth.
Ask the students about Global positioning
System (GPS) and how it can be used to give
the exact location of any place on Earth. Bring
pictures of a commercially available GPS
receiver, if available. Discuss the possible
applications of such a device.

1. Distribute Activity 32.2 Land, Air and Water

Part 1 to the existing groups.
2. Assign half of the groups to map out the
Northern hemisphere and the other half to the
southern hemisphere.
3. While it is easy to see that a greater part of
the Earth is covered with water, this activity
should enable the students to make a more
quantitative comparison. Hopefully, this should
also make them appreciate this better.
4. Go around to make sure that all the major
land areas have been mapped. You may wish
to skip the small islands.

B. Establishing a purpose for the

lesson.

Gather the measurements and get an average

of the total land and water area. Get the
following land and water ratio for :
The entire Earth
The northern hemisphere
The southern hemisphere
C. Presenting examples/instances In which hemisphere is there a greater land to
of the new lesson
water ratio ?
The students may find it hard to believe that
the atmosphere is so thin in comparison to the
size of the Earth. Solicit student opinions about
this.

Tell the students that there is one important type of

movement of ocean waters and this is the density
current. Explain that the earths surface is not
heated evenly. The equatorial region is heated
more strongly than the polar regions thus the polar
waters have lower temperature and the equatorial
waters have a higher temperature. This causes the
sinking of the waters at the polar region towards the
equator and the rising of the tropical water towards
the polar regions. As a result, there is movement of
the ocean water. The difference in the density of
water also causes movement of the water.
Atmospheric oxygen dissolves directly in water. In
very deep lakes, the oxygen cannot penetrate the
bottom of the water when the surface water is warm
and at the same time the minerals at the bottom of
the lake cannot reach the surface. This situation will
continue for as long as the density of surface water
remains low. When the surface water cools, the
density becomes greater and the surface water
sinks carrying with it the dissolved oxygen. The
oxygen will then be used by animals, plants and
bacteria that live at the bottom of the ocean. As the
surface water sinks, the bottom water is pushed up
carrying minerals which will then be used by
organisms living at the surface of the water

Discuss the Lithosphere

D. Discussing new concepts and

practicing new skills #1

Allow the groups to share their analyses with the

class.
The analysis should show the following:
In January, it is generally cooler over land than
over water in the Northern hemisphere. For the
southern hemisphere, land areas are warmer. As a
hint for the explanation, mention the fact that it is
summer (in the temperate latitudes) in the
southern hemisphere in January.
In July, land areas are warmer than water areas in
the northern hemisphere. In the southern
hemisphere, land areas are bit cooler than the water
areas. This difference however, is not as
Tell the students that water quality has truly
pronounced as that in the northern hemisphere.
become a concern for all nations in the world.
A very striking difference between the northern
As the number of population increases it is
and southern hemisphere is the separation of the
getting more and more difficult to get clean
lines in January and July. A dramatic difference in
the spacing of lines in January and July can be seen water because they use the lakes and rivers as
dumping places. There is a need to make laws
in the northern hemisphere. In January, there is a
closer spacing of lines over the land areas. This
regarding the treatment of wastewater
indicates that there is a greater change of
temperature with latitude.
In contrast, there is little change in the separation
of lines in January and July for land areas in the
southern hemisphere. This means that there is a
smaller change of temperature with distance in land
areas in this hemisphere. What could possibly cause
this ? (Clue: Compare the ratio of land to water for
the two hemispheres)

Show the different layers of the Earth. Let

the students identify each layers. The
teacher will elaborate the functions of
each layer.

E. Discussing new concepts and

practicing new skills #2

1. Describe the changes in temperature with

altitude. What happens to the temperature of
the atmosphere as altitude increases?
2. Identify the gases present in each layer.
What happens to density of these gases as
altitude increases? What could be the reasons
for this? (Relate this to the rising of smoke
from a chimney)
3. What happens to air pressure as altitude
increases? (Imagine what would happen to a
balloon as it moves higher into the
atmosphere.)
4. Does the kind of gas in each layer affect the
temperature of that layer. Why do you say so?

Assign differentiated problems by group

Answer and Discuss the assigned

problems orally

F. Developing Mastery

Why do mountain climbers bring along

G. Finding practical applications of
portable oxygen tanks when they go up
concepts and skills in daily living
amountain.

There is a need to conserve water. Without

water it would be impossible for man to live on
earth. Drinking water has become scarce and
almost everyone is now using bottled water for
drinking.

H. Making generalizations and

abstractions about the lesson

I. Evaluating learning

The atmosphere envelops the Earth. It is made up

of gases of different concentrations.
The atmosphere can be grouped into several
layers according to the variation in temperature.
The troposphere is the lowest layer. It is about 10
to 18 km from Earths surface. In this layer,
temperature decreases with increasing altitude.
Weather phenomena occur in this layer.
The stratosphere extends to a height of 45 km.
Tell the students that water quality has truly
Within this layer is the ozone layer, which absorbs
become a concern for all nations in the world.
most of the ultraviolet radiation from the sun.
As the number of population increases it is
The mesosphere extends to about 80 km from
getting more and more difficult to get clean
Earths surface. The temperature here decreases
water because they use the lakes and rivers as
with height.
The thermosphere is a thin layer of air above the dumping places. There is a need to make laws
regarding the treatment of wastewater.
mesosphere. Electrically charged particles called
ions are found here. It is responsible for the
transmission of radio waves used in broadcasting.
The lowest layer is the densest part due to the
concentration of gases present. Most gases stay in
this layer because of the pull of gravity on the
molecules. 99% of the atmosphere lies in this area.
The interaction of land, water, sun and air causes
the formation of weather in the troposphere.

1. Why does temperature decrease with height

in the troposphere ?
2. How does the atmospheric pressure change
with altitude ?
Describe the movement of the ocean
3. Why is there an increase of temperature
waters.
with height in the thermosphere ?
4. How does the ozone layer protect animals
on Earth ?

Ask students to generalize the importance

of the lithosphere

Ask the students the following questions:

1. If one of the layers of the Earth was not
created, how the other layers would
probably interact?
2. What is the importance of the
lithosphere?

J. Additional activities for

application
V. REMARKS

11
Earth and Life Science
First

on 3

ies matter and energy flow.

sphere

Session 4

The Biosphere

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Lesson Plan

BEC Prototype Lesson Plan

n technology, it has
ocate places on Earth.
lobal positioning
can be used to give 1. Ask: What is your environment made of?
place on Earth. Bring
y available GPS
cuss the possible
vice.

2. Give follow up questions like: How does your

environment affect you? How do you affect the
environment in return?

1. This lesson enables students to observe

their immediate environment It will help them
become more conscious of the different
components and how these interact with each
other. The students are expected to participate
actively in the question and answer session
and to arrive at the operational definition of
the biosphere.

rs of the Earth. Let

ach layers. The
1. Let students do "Activity -What Makes
he functions of
up the Biosphere"

roblems by group

e assigned

1. Ask students to present their outputs.

2. Using a diagram, illustrate the two-way
interaction between the physical and biological
components of the environment. Emphasize
how energy influences these interactions.

This situation highlights the need to protect

the biological component of our environment
You joined a mountain hiking club. On the way
down, you see birds you havent seen before.
One of your friends said lets catch the bird
and bring it home as pet. What will you tell
your friend and why?

Summarize the discussion by explaining that in

the natural sciences, the environment is
everything that surrounds us: air, water, soil,
rocks, plants, animals and sunlight. This
definition is extended to mean all the physical
and biological factors that affect us and we
lize the importance
affect in return.

llowing questions:
f the Earth was not
layers would

nce of the

Strictly speaking, our environment also has

educational, political, economic and sociocultural dimensions. Furthermore, our
environment can refer to local, national and
global as well as past, present and future.

Give three statements on how people affect

the quality of soil, water and air when they cut
trees in the forest. Give another three
statements on how cutting of trees affect
people in return.