Republic of the Philippines

DEPARTMENT OF EDUCATION
Schools Division Office of Albay
Legazpi City

Session Title: CONSOLIDATION LEARNING CAMP IN SCIENCE 7

Lesson 9: The Atmosphere of Earth
No. of Participants: Male ____ Female ____ Total ____
Participants’ Profile: Science Teachers
Duration: 30 mins

I. Objectives

The 30-minute session should be able to provide a walkthrough on the learning delivery of a sample lesson for the National Learning Camp in
Science 7: Earth Science.

Specifically, the participants should be able to:

1. Identify the parts of the lesson templates for the National Learning Camp;
2. Rationalize the flow of concepts in each lesson emphasizing the Structure of the Observed Learning Outcome (SOLO) Framework by J.
Biggs and K. Collis; and
3. Integrate simple fun-filled and play-based activities in the lesson delivery.

II. Key Understanding/Content:

1. What do I already know?

2. What do I need to learn?
3. What concepts should I be familiar with?
 Knowledge Building
 Knowledge Enrichment
 Knowledge Checker
4. What activities do I need to accomplish?

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5. What did I learn?
III. Session Guide

Objective
Materials/
The participants Key Learning Points Methodology Time/Duration
Slide No.
should be able to:
Manifest interest in the Consolidation Learning Camp in Science 7 Introduction: Laptop, LCD 3 mins.
session. Lesson 9: The Atmosphere of Earth Check the arrangements of the room including the sound Projector, Sound
system, presentation materials, etc. System, Workshop
Materials
DO: Greet the participants and establish rapport.

Show the title slide Slide No. 1

DO: Remind the participants of the shift of lesson

objectives across various branches of Science.
Demonstrate their ability What do I need to know? Say: This is Component 1: Short of Review based on the Slide No. 2 4 mins.
to elicit the prior template. The term was changed into a question to
knowledge of their Note: There is air all around the Earth’s surface promote active engagement and ensure the use of
learners. but the layer of air is extremely thin compared developmentally appropriate terms for our learners.
to the size of the Earth.

Ask:
Q1. What is the atmosphere?
Q2. What is in the atmosphere?
Q3. Can humans harm the atmosphere? How?
Rationalize the lesson What do I need to learn? Say: This part represents Component 2: Slide No. 3 3 mins.
objectives based on the Lesson/Intention.
lesson design templates.  Understand the presence of the Earth’s
atmosphere. Note: Elaboration may be done to relate its context to the
 Recall the features of the Earth’s previous slide.
atmosphere.
 Develop an understanding of the
importance of the Earth’s atmosphere to
life.
Identify strategies for What concepts should I be familiar with? Say: This part represents the Slides No. 4 - 5 5 mins.
unlocking language Component 3: Lesson Language Practice
difficulties for their  Atmosphere
learners.  Atmospheric Note: This part of the session unlocks the language
 Diameter difficulties of the learners
 Approximately

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 Carbon dioxide Ask: What creative ways/approaches can you think of to
 Oxygen deliver this learning component?

atmos - Greek in origin

- vapor or steam
sphaera - Latin in origin
spaira - Greek in origin
- globe or ball
Demonstrate their skills What activities do I need to accomplish? Say: This part represents the Slides No. 6 - 9 7 mins
in processing the Component 4: Lesson Activity. The other terms were also
comprehension of their A. Knowledge Building replaced as shown on the slides.
learners through guide
questions. The Atmosphere of Earth Note: Emphasize the integration of a reading activity as
an approach to also address the concern on literacy.
The Earth’s atmosphere surrounds our planet
and is mostly composed of air. Do: Provide the participants an opportunity to ask
questions to practice their content processing skills.
The atmosphere is essential to living things – it Emphasize the importance of knowledge processing to
provides carbon dioxide for plants and oxygen ensure the understanding of the learners and mitigate
for animals. The two main gases that make up possible misconceptions.
the atmosphere are nitrogen (approximately
78%), and oxygen (approximately 21%).
Carbon dioxide, argon, and traces of other
gases make up the rest. The total content of
water in the atmosphere is about 0.25%,
mostly made up of water vapor.

The number of atmospheric gases reduces as

the distance from the Earth’s surface
increases. Scientists describe the atmosphere
as having five distinctive layers, but the
boundary between each layer is not sharp and
can be hard to measure precisely.

B. Knowledge Enrichment

Ask the following process questions:

1. What is the atmosphere?
2. What are the main gases that make
up the atmosphere?
3. Why are the gases in the atmosphere
important for life?

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C. Knowledge Checker

Ask the following process questions:

1. How far is the atmosphere from the
center of the Earth?
2. What forms of water can be found in
the atmosphere?
3. How would you represent the
Atmosphere's relative thickness
compared to the Earth's overall size?
Generalize the lesson What did I learn? Say: This part represents the Slides No. 10 - 12 4 mins.
based on the provided Component 5: Lesson Conclusion.
guide questions.  Can you give me at least one concept
that you have learned about the
atmosphere?
 What concept did you find difficult to
understand?
 What strategies do you think may help
you in answering difficult questions?
Ask questions about the “Wisdom is not a product of schooling but of Say: The parts of the lesson template are true to all Slides No. 13 - 14 4 mins.
presentation if there are the lifelong attempt to acquire it.” lessons. Teachers for the NLC are encouraged to
any. triangulate the learning delivery based on the provided
-Albert Einstein materials.

Note: You may ask the participants of some possible

questions for clarification.
TOTAL 30 mins

Prepared by: Noted by:

RYAN L. OJANO JADE O. ALBERTO

Teacher III Education Program Supervisor - Science
Malapay High School SDO Albay

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