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SLG 2 - Earth Science

This document provides an overview of a lesson on Earth science. It discusses how Earth is a system composed of four interacting subsystems: the atmosphere, geosphere, biosphere, and hydrosphere. Matter and energy flow between these subsystems, and changes in one subsystem can impact the others. For example, drought impacts the biosphere and geosphere while global warming affects the biosphere and hydrosphere. The lesson defines a system and explains how the subsystems interact through diagrams and examples of processes like the carbon and water cycles.

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Jacob Kennedy Lipura
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357 views5 pages

SLG 2 - Earth Science

This document provides an overview of a lesson on Earth science. It discusses how Earth is a system composed of four interacting subsystems: the atmosphere, geosphere, biosphere, and hydrosphere. Matter and energy flow between these subsystems, and changes in one subsystem can impact the others. For example, drought impacts the biosphere and geosphere while global warming affects the biosphere and hydrosphere. The lesson defines a system and explains how the subsystems interact through diagrams and examples of processes like the carbon and water cycles.

Uploaded by

Jacob Kennedy Lipura
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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SLG No.

2
Subject Code/Number: Core 16
Subject Description: This learning area is designed to provide a general background understanding of
the Earth on a planetary scale. It presents the history of the Earth through geologic time. It discusses the
Earth’s structure and composition, the processes that occur beneath and on the Earth’s surface, as well
as issues, concerns, and problems pertaining to Earth’s surface.
Time Frame: Week 1

I. Introduction

Warm-up Activity:
Principal secretary nurse teachers
program coordinator janitor canteen
security guards students

Analyze the list for a few minutes. What do you think about the people on this list?

 Where would all of these people be found?


 What do they have in common?
 What would happen if we take one of the people off of the list? (erase/cross out one of
the names)
 Would the function of the group of people have to change? Why?
 Can you think of a word that would describe how all these people work together?

A. Learning Competency

 Explain that the Earth consists of four subsystems, across whose boundaries matter and
energy flow

B. Learning Outcomes

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


 define the concept of a system; and
 recognize the Earth as a system composed of subsystems.
II. Learning Content

The arrows in the diagram indicate the interaction among the components.

Figure 1: The Earth system.

A system is a set of interconnected components that are interacting to form a unified whole.
The Earth system is essentially a closed system. It receives energy from the sun and returns some of this
energy to space. The Earth is divided into different spheres; hydrosphere, the water portion:
atmosphere, the gaseous envelope; lithosphere, the solid component; and biosphere, the living
component of Earth. These spheres interact with one another, enabling Earth to sustain life. The
interaction of the spheres is what makes Earth a system –one sphere cannot act independently from the
rest.
Earth’s systems interact in many ways. Changes within one system can have a significant impact
on one or more of the others. For example, in times of drought, the change in the hydrosphere will have
an impact on the biosphere (living things) and the geosphere (sustainability to support plant life).
Changes in the atmosphere in the form of global warming can impact the biosphere by causing changes
in living organisms and the hydrosphere by changes in glacier melt causing rising seas.

Atmosphere
 The atmosphere is the thin gaseous layer that envelopes the lithosphere.
 The present atmosphere is composed of 78% nitrogen (N), 21% oxygen (O2), 0.9% argon, and
trace amount of other gases.
 One of the most important processes by which the heat on the Earth's surface is redistributed is
through atmospheric circulation.
 There is also a constant exchange of heat and moisture between the atmosphere and the
hydrosphere through the hydrologic cycle.
Geosphere
 The geosphere contains not only rock and soil but also comprises the layers of Earth; the crust,
mantle, outer, and inner cores.

Biosphere
 The biosphere is the set of all life forms on Earth.
 It covers all ecosystems—from the soil to the rainforest, from mangroves to coral reefs, and
from the plankton-rich ocean surface to the deep sea.
 For the majority of life on Earth, the base of the food chain comprises photosynthetic organisms.
During photosynthesis, CO2 is sequestered from the atmosphere, while oxygen is released as a
byproduct. The biosphere is a CO2 sink, and therefore, an important part of the carbon cycle.
 Sunlight is not necessary for life.

Hydrosphere
 About 70% of the Earth is covered with liquid water (hydrosphere) and much of it is in the form
of ocean water (Figure 3).
 Only 3% of Earth's water is fresh: two-thirds are in the form of ice, and the remaining one-third
is present in streams, lakes, and groundwater.
 The oceans are important sinks for CO2 through direct exchange with the atmosphere and
indirectly through the weathering of rocks.
 Heat is absorbed and redistributed on the surface of the Earth through ocean circulation.

III. Assessment

1. Label the different processes and phases of water involved in the phase of water cycle.

Figure 2: Hydrologic Cycle (Water cycle),

Use the following terms to complete the cycle:


- condensation - precipitation - evaporation
- transpiration - infiltration - surface run-off

2. In your own words, briefly explain the phase of water cycle.


3. In Figure 2: Hydrologic cycle, identify how energy and mass is exchanged among the subsystems.
Use different types of lines and boxes to differentiate between matter or materials and energy.
Use arrows to indicate the interaction among components.

IV. Extension of Learning

Now that you have an understanding of Earth’s systems, you create a poster using
pictures and words to show each of the systems. You can also include in your posters the role
energy plays in how the systems work.

V. REFERENCES

Licuanan, P. (2016). Teaching Guide for Senior High School Earth Science. Quezon City: Commission on Higher
Education

 https://www.earthonlinemedia.com/ebooks/tpe_3e/earth_system/natural_systems.html
 https://www.siemensstemday.com/downloads?path=activity/What%27s%20In%20A
%20System.pdf&fid=433&section=educators
 http://3.bp.blogspot.com/_YTb6ZblJu0o/TPMzp32R5aI/AAAAAAAAALg/vnul9ZgWt0M/s1600/W
aterCycleArt.jpg

Submitted by:

JAYSON E. CABABAT, LPT


Senior High School Teacher

Reviewed by:

MS. APPLE JOY L. RUPEREZ, LPT


Academic Program Coordinator

Noted by:

MRS. ANDRESA S. BULAWAN, LPT


Assistant Principal

Approved by:

DR. JUNREL P. ZARCO


Senior High School Principal/ Vice- President for Academic Affairs

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