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Lesson Plan in Earth Science

I. OBJECTIVES
The learners demonstrate an understanding of the distribution of arable land
A. Content Standards
on earth.
Make a plan that the community may use to conserve and protect its
B. Performance Standards
resources for future generations.
At the end of the session, students are expected to:
1.1 Identify human activities, such as farming, construction of structures,
and waste disposal, that affect the quality and quantity of soil
(S11ES-lh-18).
C. Learning Competencies/
1.2 Demonstrate activities such as farming, construction of structures,
Objectives
and waste disposal that affect the quality of soil.
1.3 Appreciate the significance of identifying how human activities such
as farming, construction of structures and waste disposal affect the
quality of soil.
II. CONTENT Human activity and the environment
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Manual
pages
3. Textbook pages
Teaching Guide for Senior High School Commission on Higher Education, K
4. Additional Materials
to 12 Transition Program Management Unit - Senior High School Support
from Learning
Team Manual
Resource (LR) portal
Link : k12@ched.gov.ph
B. Other Learning Link : k12@ched.gov.ph
Resources
IV. PROCEDURES
Review on suggest ways of conserving and protecting water resources.
A. Reviewing previous
Let the students relate the previous lectures of suggesting ways of
lesson or presenting new
conserving and protecting water resources to identifying human activities,
lesson
such as farming, construction of structures, and waste disposal, that affect
(REVIEW)
the quality and quantity of soil.
(10 minutes)
Group Game Activity - List down all human activities that may affect the
quality and quantity of soil.

Divide the class into 3-5 groups, depending on the class size. This is a quick,
B. Establishing a purpose of 3-minute exercise. Ask each group to list down all human activities that they
the lesson could think of that could adversely affect the quality and quality of soil. It is
(MOTIVATION) expected that they will come up with similar answers. Once the 3-minute
mark is up, each group should stop writing further. Go through the answers
of each group and cross out answers that are similar. The group that ends
up with the most answers wins the game.

1
Round up the activity by filling in the gaps - identifying human activities that
have not been mentioned. Use the guide list below.

Guide List:
1. Agricultural Depletion
2. Overgrazing Animals
3. Deforestation
4. Mining
5. Development and Expansion
6. Recreational activities, like driving vehicles off-road or hiking
(10 minutes)
C. Presenting Lecture and discussion on human activities that affect the quality and
examples/instances of the quantity of soil.
new lesson Teaching Guide for Senior High School Commission on Higher Education, K
(PRE-ACTIVITY) to 12 Transition Program Management Unit - Senior High School Support
Team p. 169
Practice (10 minutes)
As a discovery exercise, divide the class into suitable-sized groups
(depending on the class size), and ask the groups to list down examples (of
D. Discussing new concepts
local places they know of) where any of the above mentioned human
and practicing new skills 1
activities have been observed or still being observed. Give them 5 minutes to
(ACTIVITY PROPER)
work in their groups then ask the elected group leaders to present their
examples to the class. Each group will be given 2 minutes to present. (10
minutes - 2 minutes per group x 5 groups)
E. Discussing new concepts Updates regarding human activities that affect the quality of soil.
and practicing new skills 2
(DEEPENING)
(15 minutes)
Reflection Activity: Ask the class how soil can be conserved and protected
for future generations.
F. Developing mastery • Draw a table on the board with 2 columns. Label the first column "Source of
(POST-ACTIVITY) Erosion" and the second "Strategies for Prevention". Ask for volunteers to
populate the second column. You may opt to have them fill up the first
column too, for review/recall purposes. Use the table to fill gaps on the list.
Allot 10 minutes for the class to fill the table and another 5 minutes for you to
complete it.
G. Finding practical
Let the students express their appreciation on the significance of identifying
applications of concepts
how human activities such as farming, construction of structures and waste
and skills in daily living
disposal affect the quality of soil.
(APPLICATION)
Based on the objectives stated previously, asks the following questions:
H. Making generalizations
1. What are the human activities, such as farming, construction of
and abstractions about
structures, and waste disposal, that affect the quality and quantity of
the lesson
soil.
(GENERALIZATION)

I. Evaluating learning
Essay
(ASSESSMENT)

2
Question:

1.Write human activities that affect the quality and quantity of


soil?

Rubrics:

(5 points) Exceptional – student responses far exceed what is


expected
(4 points) Excellent – information is factually accurate and
offers extra supporting facts.
(3 points) Good – The student somewhat responds beyond the basic level of the ques
supporting details and or interpretation.
(2 points) Fair – student responses, although somewhat
correct, are lacking in relevant details and supporting
examples and or interpretation.
(1 point) Not Mastered - student responses are largely
incorrect.
J. Additional activities for Make a report or compilation of various recorded human activities that affect
application or remediation the quality of soil in the Philippines.
(REMEDIAL)

Prepared by:

Marigold T. Abesamis
Division of Nueva Ecija

Marilyn M. Mendoza
Tarlac Province Division

Checked by:
DR. RICARDO A. DE GUZMAN
Facilitator

Noted by:
DR. LIBRADA M. RUBIO
Trainer, Region III