LESSON PLAN FOR CLASSROOM OBSERVATION

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the different phenomena that occur in the
atmosphere.
B. Performance standards The learners should be able to analyze the advantage of the location of the Philippines in
relation to the climate, weather, and seasons.
C. Learning Competencies Discuss how energy from the sun interacts with the layers of the earth. S7ES-IVd-5
D. Specific Objectives: At the end of the discussion, the students should be able to:
a. describe the different layers of the Earth’s Atmosphere;
b. label the five layers of the Earth’s atmosphere; and
c. appreciate/realize the importance of the Earth’s atmosphere.
II. CONTENT
A. Topics Layers of the Atmosphere
III. LEARNIG RESOURCES
A. References
1. Teacher’s Guide Pages Pages 300 - 303
2. Learner’s Guide Pages Pages 309 - 313
B. Other Learning Materials https://www.google.com/search?q=layers+of+the+atmosphere+labeling+worksheet&client
https://www.youtube.com/watch?v=LGvcwk5d-zM
IV. PROCEDURES (This includes preparatory activities such as PRAYER and CHECKING OF ATTENDANCE)
Preliminaries (3mins) At the start of the class, the teacher will ask one of the students to lead the prayer; and it
will be followed by the reading of the CLASS RULES.
CLASS RULES:
1. Always Observe Health Protocols.
2. Respect one another.
3. Do not make unnecessary noise.
4. Maintain Cleanliness.
5. Keep your phones away.
6. Participate actively in class activities.
7. Raise your hand if you want to answer. Do not answer in chorus.
A. Reviewing previous lesson ELICIT (5mins)
or presenting the new
On the screen, the teacher will display images of onions, bricks, and skin, and ask: “What
lesson
do they have in common?”

Students will be given ample time to brainstorm and discuss their ideas with one another.
They will be encouraged to ask questions and express their thoughts openly. The teacher
will then listen to their contributions.
Tell the students, “They all have layers! The onion, bricks, and skin shown in the pictures
demonstrate that they each have multiple layers.”

The teacher appreciates the students' ideas and

acknowledges those who provided the correct answers.
The teacher asks, “Why do you think some objects have
multiple layers?”

To help students answer the question, the teacher will

 present an image of a men wearing multiple layers of jackets.
The teacher will ask the students, “Why do you think someone would wear multiple
jackets in very cold areas?”

After listening to the students' responses, the teacher will explain, “They help protect the
man from feeling too cold and prevent him from catching a cold or getting sick.”
B. Establishing a purpose ENGAGE (8 mins)
for the lesson
C. Presenting Examples/ To introduce the lesson, the teacher will display a photo
instances of the new of the Earth along with its surrounding atmosphere.
lesson
The teacher will ask the students, “Did you know that
our planet needs layers of protection to remain a
habitable environment for all living organisms?”

ACTIVITY 1: JUMBLED LETTERS

The teacher will assign an activity where students will be grouped into five. This row will
be Group 1, and the other rows will represent Groups 2, 3, 4, and 5. The teacher will
present a basket containing jumbled letters. Your task is to arrange these letters to form a
word. Each group should choose a representative to paste the correct word on the board.

G1. EREHPSOSEM
G2. OTARTSSREHEP
G3. HEREPSTROPO
G4. THERMOHEREPS
G5. HEREPEXOS

ACTIVITY 2: LABEL ME!

The teacher instructed the students to stay with the group. She
then introduced a new activity called "Name Me." In this
activity, the teacher will show a picture of the atmosphere, and
the students are to label the corresponding layer of the
atmosphere using the words they formed in Activity 1.

“Today, we will discuss the layers of the Earth's atmosphere

and what is happening in each of these layers.”

The teacher will then present the learning objectives to the class.
D. Discussing new concepts EXPLORE (15 mins)
and practicing new skills For the exploration, students will complete two activities:
#1
E. Discussing new concepts Activity 1: Watch and Learn!
and practicing new skills Students will watch a video about the layers of the atmosphere. They should take notes in
#2 their notebook, including the name of each layer and at least one fact about each layer.
Video Link: https://www.youtube.com/watch?v=LGvcwk5d-zM
Activity 2: Stack It Up!
Using their notes and available materials from home (thick books or shoe boxes), students
will have to re-create their own layers of the atmosphere. They can also label each layer
using a paper and a pen. Teacher will also encourage students to be creative in their
output. Then, choose volunteers to share their stack and explain each layer of “their
atmosphere.”
Be sure to correct students if they do not layer their atmosphere correctly, but reassure
them there will be much more practicing throughout the lesson to get it right.

F. Developing Mastery (Leads EXPLAIN (12 mins)

 Formative Assessment 3)
Inform students, "As we have already learned, the atmosphere consists of five layers."
Then ask them, "What are the five layers, starting from the Earth's surface?"
(Troposphere, stratosphere, mesosphere, thermosphere, exosphere)

The teacher will present a slide for each layer of the atmosphere, highlighting its distinct
characteristics. Students will be encouraged to provide their insights on this information.

Layers of the Atmosphere

Scientists believe that the atmosphere has five distinctive layers, but the boundaries
between layers are not sharp and can be hard to measure precisely. The layers and some of
their features are:
a. Troposphere: This layer extends up to about 13 kilometers (km) from the Earth's
surface. This layer holds 75% of the atmosphere's mass. As you go higher, the
temperature drops from an average of about 13°C near the Earth’s surface to -
50°C at the top of the layer. The air pressure also drops from 1000 millibars (mb)
near the Earth’s surface to 100 mb at the top of the layer.
b. Stratosphere: This layer lies directly above the troposphere. It extends from
about 13km to 48km above the Earth's surface. The temperature of the bottom of
the layer is -50°C but at the top, its temperature is -15°C. The air pressure at the
bottom of the layer is about 100 mb but at the top of the layer, the air pressure is
only 1 mb.
c. Mesosphere: This layer lies directly above the stratosphere. It extends from about
48 km to 85 km above the Earth's surface. The temperature of the bottom of the
layer is -30°C but at the top, it is only -90°C. The air pressure at the bottom of the
layer is about 1 mb but at the top of the layer, the air pressure is only 0.01 mb.
d. Thermosphere: This layer lies directly above the mesosphere. It extends from
about 85 km to 700 km above the Earth's surface. The temperature of the bottom
of the layer is -90°C but at the top of the thermosphere it can be 350°C or higher.
The air pressure at the bottom of the layer is about 0.01 mb but at the top of the
layer the air pressure is very weak at about 0.000001 mb.
e. Exosphere: This layer is the uppermost layer, and it extends 10,000 km into
space. In fact, it blends with what scientists consider to be outer space! The pull of
Earth’s gravity is so small in this layer that molecules of gas escape into outer
space.

G. Finding practical ELABORATE (7 mins)

applications of concepts To provide additional information about the characteristics of each
and skills in daily layer of the atmosphere, the teacher presents a graph to the class that
H. Making generalizations illustrates the temperature changes in each atmospheric layer.
and abstractions about Ask students to answer the following questions:
the lesson a. Which layers present a higher temperature as the altitude
increases?
b. Which layers present a lower temperature as the altitude
increases?
c. What is the role of the atmosphere in sustaining life on earth?
d. What human activities have positive and negative effect to our
atmosphere?
I. Evaluating Learning EVALUATE (5 mins)
Short Quiz. Multiple Choice – Choose the correct answer from the choices provided in
each item.

1. Which phenomenon can only be seen in the thermosphere?

a. Ozone layer
 b. Northern Lights (Auroras)
c. Highlands
d. Orbiting satellites
2. The layers of the atmosphere are separated according to this change.
a. Altitude
b. Temperature
c. Elevation
d. Distance from the Sun
3. A layer of the earth’s atmosphere where weather occurs?
a. Stratosphere
b. Exosphere
c. Troposphere
d. Mesosphere
4. In what layer of the atmosphere is the air more stable and where ozone layer is
found?
a. Stratosphere
b. Exosphere
c. Troposphere
d. Mesosphere
5. Which of the following human activities may cause negative effects to the earth’s
atmosphere?
a. Replanting of Trees
b. Segregation of Wastes
c. Building Industrial Factories
d. Recycling of Wastes
J. Additional activities for EXTEND (5 mins)
application or remediation
1. In essay form, explain the importance of the ozone layer on earth.
Criteria:
Content – 50%
Organization – 30%
Grammar – 20%
2. For students who would like to learn further and conduct more research about the
layers of the atmosphere; the teacher will advise students to access Climate NASA
official website’s article on entitled: Earth's Atmosphere: A Multi-layered
Cake
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation
C. Did the remedial lessons work? No. of learners who
have caught up with the lesson
D. No. of learners who continue to require remediation
D. Which of my teaching strategies worked well? Why
did this work?
E. What difficulties did I encounter which my principal
or supervisor can help me solve?
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