Classroom Instruction Delivery Alignment Map (CIDAM)

Grade: 11/12 Semester: 1st

Core Subject Title: Earth and Life Science No. of Hours/Semester 80 hours (20 weeks)
Prerequisites (if needed) NONE
Core Subject Description: This learning area is designed to provide a general background for the understanding of Earth Science and Biology. It presents the history of the Earth through geologic time. It discusses the
Earth’s structure, composition, and processes. Issues, concerns, and problems pertaining to natural hazards are also included. It also deals with the basic principles and processes in the study of biology. It covers life
processes and interactions at the cellular, organism, population, and ecosystem levels.

Culminating Performance Standard: The learners shall be able to conduct a survey to assess the possible geologic/hydrometeorological hazards that your community may experience.

Power Standard: Come up with an action plan about prevention and mitigation of geological and hydrometeorological hazards.

1st Quarter

Highest Enabling
Strategy to use in
Highest Thinking Skill to Assess
Developing the highest
Performance Standards Learning Competencies Thinking skill to assess

Assessment Technique Enabling

RBT Teaching
Content Content Standards General
Level WW QA PC Strategy
Strategy

KUD KUD
Beyond Class Classi
Minimum Minimum Beyond minimum
Minimum ificat ficatio
ion n
The The learners MULTI The
I. ORIGIN AND The learners The learners learners The learners: PLE REPRESE
shall be learners
1.Recognize the NTATION
STRUCTURE demonstrate shall be able able to 1. State the different U UNDER Flow CHOIC shall
Brainstorming
OF THE EARTH an understanding of: to: conduct a Different U hypotheses of the STANDI chart E
an action NG conduct a
A. Universe and 1.the formation of 1. Conduct a hypotheses origin of the
Solar System the universe and survey or plan to explaining the universe. IDENT geologic/
assess the hydromete
the solar system design a study possible origin of the IFICAT
B. Earth and to assess the geologicAl universe. ION orological
Earth Systems 2. the subsystems possible /hydromete survey that
orological
(geosphere, hydromelteoro- hazards MATC is
hydrosphere, logical hazards that your 2. Describe HING comprehen
atmosphere, and that your community the different TYPE
may sive, Field Work
biosphere) thatmake up community hypotheses
experience. scientific
the Earth may expe- explaining the ESSAY
rience. origin of the and
3. the Earth’s internal (Note: Select solar system. practical
structure this which
performance determines
Appreciate the
standard if 3. Recognize uniqueness of the the hazards
your school is the unique- Earth found in
in an area ness of their area
that is Earth, and degree
frequently being the
of harm
hit by tropical only planet
cyclones and in the solar these may
is usually system with cause on
flooded). properties the
necessary community
to support ’s safety
life. and well-
being.
4. Explain
that the Analyzed the four U UNDER
Earth consists subsystem of the STANDI REPRESE
of four earth NG NTATION
subsystems,
across
whose
boundaries
matter and
FLOW
energy flow. CHART
U

5. Explain the Understand the

Current current K APPLYI
advancement advancement or NG CONNEC
s/information information of the TION
solar system
on the solar
system

Recognized the
6. Show the contributions of
the people on the APPLIY
Contributions ING
of personali- K understanding of
the earth system.
ties/people on
the under-
standing of
the earth
systems

7. Identify the
layers of the CREATI PROBLE
Show the layers of D NG
Earth the earth M-
(crust, mantle SOLVIN
 , core). G

8.Different-
iate the layers
of the Earth.

U LABE
LLIN
II. EARTH The learners The learners: G
MATERIALS demonstrate an 1.identify
AND understanding of: common rock
PROCESSES 1. the three main -forming
A. Minerals and categories of rocks . minerals
Rocks 2. the origin and using their
environment of physical and
formation of common chemical
minerals and rock. properties
2. classify
rocks into The learners shall
igneous, differentiate the UNDER
sedimentary, different kinds of U STANDI
rocks NG CONNEC
and meta- types/formation.
morphic . TING
B. Exogenic
Processes 3. geologic processes
that occur on the
surface of the Earth 3. describe
such as weathering, how rocks
erosion, mass wasting, undergo U
and sedimentation weathering
(include the role of GRAPHIC
ocean basins in the 4.explain ORGANIZ
formation of how the ER
sedimentary rocks) products
of weather- Analyze on how
the geological K ANALY
ing are ZING
carried away by process happened. COMMUN
erosion and ICATION
deposited
elsewhere

5. make a
report on
how rocks
and soil K
move
downslope SMALL
due to the
 direct action AND
C. Endogenic 4.geologic processes Of gravity. GROUP
Processes that occur within the DISCUSSI
Earth
6. describe ON
where the
5. the folding and Earth’s
faulting of rocks internal heat
comes from.

7.describe D
how
magma is
formed
(magmatism) UNDER REPRESE
U NTATION
STANDI
8. describe NG
what happens The learners shall
classify the
after the different
magma is geological
formed processes occur
(plutonism within the earth
and volcanism U

9. describe
the changes
in mineral
components
and texture of
rocks due to
changes in
pressure and
temperature.

10. compare
and contrast
the formation
of the different
types of
igneous rocks

11. describe
PROBLEM
how rocks
behave CREA SOLVING
under TING
different
types of
 stress such as
compression,
pulling apart,
D. Deformation of and shearing
the Crust 6. plate tectonics D

12. explain
how the
continents
drift

13. cite evidence

that support
continental
drift U UNDE REPRESE
RSTAN NTATION
14. explain DING
how the U
movement
of plates
leads to the
formation of The learners will
K demonstrate on
folds and how the different LABEL
faults plate tectonics LING
moved.
15. explain
how the
seafloor
spreads

E. History of the 17. describe

Earth 7. how the planet how layers
Earth evolved in the of rocks
last 4.6 billion years (stratified
(including the age of rocks) are
the Earth, major forme
geologic time
subdivisions, and 18. describe
marker fossils). the different
methods
(relative and U
absolute
dating) to
determine the
age of
 stratified
rocks

19. explain
how relative
and absolute
dating were
used to
determine the
subdivisions
of geologic
time

20. describe K REPRESE

how NTATION
marker
U REME
fossils (also MBER
known as ING
guide fossils)
are used
to define
and identify
The learners shall
subdivisions CONNECT
identify the
of the U ION
different fossils.
geologic APPL
time scale D YING
21. describe
how the
Earth’s
history
can be
interpreted
from the The learners shall
geologic portray the earth’s
time scale history from the
geologic time
The learners: scale.
1. describe
III. NATURAL the various
HAZARDS, The learners hazards that REPRESE
MITIGATION, demonstrate an may happen U UNDE
RSTAN NTATION
AND understanding of: in the event
ADAPTATION 1. the different of earthquake DING
A. Geologic hazards caused by s, volcanic
Processes and geological processes eruptions,
Hazards (earthquakes, volcanic and landslides The learners shall
eruptions, and classify the
 landslides) U different
hydrometeorologic
2. using hazard al and hazards
maps, identify about landslide,
B. areas prone earthquake,
Hydrometeorolog 2. the different to hazards volcanic eruptions.
ical Phenomena hazards caused by brought
and Hazards hydrometeorological about by
phenomena (tropical earthquakes,
cyclones, monsoons, volcanic
floods, and tornadoes eruptions, and
or ipo-ipo) landslides

3. give practical
ways of
coping with
geological
hazards caused
by earthquakes,
volcanic eruptions,
and landslides

4. identify
human
activities that D
speed up or
trigger
landslides

5. suggest
ways to help
lessen the
occurrence of
C. Marine and landslides in COMMUN
your community ICATION
Coastal Processes 3. the different
and their Effects hazards caused by
coastal processes 6. describe the U ANAL
(waves, tides, sea- various hazards YZIN
level changes, crustal that may G
movement, and storm happen in the
surges wake of
tropical cyclones,
monsoons, The learners shall
floods, or analysed the
ipo-ipo different hazards
caused by coastal
7. using hazard processes.
 maps,
identify areas
prone to
hazards
brought
about by
tropical
cyclones,
monsoons,
floods, or
ipo-ipo

8. give
Practical
ways of
coping with
hydrometeorological
hazards
caused by
tropical
cyclones,
monsoons,
floods, or
ipo-ipo U

9. describe
how coastal
processes
result in
coastal
erosion,
submersion,
and saltwater
intrusion

10. identify
areas in your
community
prone to
coastal
erosion,
submersion,
and saltwater
intrusion
 11. give
practical
ways of
coping with
coastal
erosion,
submersion,
and saltwater
intrusion

12. cite ways

to prevent
or mitigate
the impact
of land
development,
waste
disposal, and
construction
of structures
LIFE SCIENCE on control
coastal
processes.
I.
INTRODUCTIO The learners
N TO LIFE shall be able to: The learners:
SCIENCE The learners value life by 1. explain
demonstrate an taking good the evolving
COMMUN
understanding of: care of all concept of ICATION
1. the historical beings, life based K ANAL
development of the humans, plants, on emerging
and animals
YZIN
concept of life pieces of
2. the origin of the evidence G
first life forms
3. unifying themes in
the study of life 2. describe \ The learners shall
classic K appreciate the
experiments historical
that model development of
conditions life and its origin.
which may
have enabled
the first
forms to
evolve
 3. describe
How
unifying
themes
(e.g.,
structure
and
function,
evolution,
and eco-
systems) U
in the study
of life show
the
connections
among
living
things and
how they
interact
with each
other and
with their
environment

II.BIOENERG The learners The learners:

ETICS The learners 1.explain
shall be able to:
demonstrate an how cells
make a poster
understanding of: carry out
that shows the
1. the cell as the basic functions UNDE REPRESE
complementary
unit of life required U RSTA NTATION
relationship of
2. how photosynthetic for life
organisms capture
photosynthesis NDIN
and cellular G
light energy to form
respiration
sugar molecules 2. explain
3. how organisms how
obtain and utilize photo-
energy synthetic K The learners shall
organisms trace the basic unit
use light of life and the
energy to photosynthetic.
combine
carbon
dioxide
and water
 to form
energy-rich
compounds

4. describe
how
organisms
obtain and
utilize
energy

5. recognize
that
organisms
require
energy to U
carry out
functions
required
for life.

The learners:
III. 1describe
PERPETUATIO The learners the
N OF LIFE demonstrate an different U UNDE REPRESE
understanding of: ways of RSTAN NTATION
1. plant and animal how DING
reproduction plants
2.How genes reproduce
work.
2. illustrate The learners shall
3. how genetic the understand the
engineering is used to relation- U different ways of PROBLEM
produce novel ships plant and animals CREA SOLVING
products among reproduction. TING
structures
of flowers
, fruits,
and seeds

3. describe
the
different D
ways of
 how
represent-
ative
animals
reproduce

5. describe
e the U
process
of g
enetic
engineeri
-ng
6conduct a
survey of the
current
uses of
genetica lly
modified
organisms

7. evaluate the
benefitsand
risks of using REPRESE
GMOs U UNDE NTATION
RSTAN
The learners: DING
8. explain
The learners
IV. HOW the
The learners shall be able to:
ANIMALS different
demonstrate an make a
SURVIVE
presentation of
metabolic U
understanding of: processe The learners
1. nutrition: getting some diseases
that are
s involve U classify the UNDE
food to cells ed in the benefits of GMO
associated with RSTAN
2. gas exchange with various in humans.
the environment the various DING
organ
3. circulation: the organ systems
systems
internal transport The learners
system K recognized and
4. the need for show the needs,
homeostasis 9. describe circulation on how
5. salt and water the general the animals and
balance and waste andunique plants survived
removal characteristics and also the
6. the immune system: of the benefits of animals
defense from disease differrent and plantys to
7. how hormones organ humans.
 govern body activities systems
8. the nervous system in repre-
9. the body in motion sentative
animals

10. analyze
and U
apprec-
iate the
func-
tional
relations
hips of
the
differe-
nt organ
systems
in e
ensuring
animal
survival

The learners The learners:

V. HOW shall be able to: 11. des-
PLANTS design a setup Cribe
SURVIVE The learners on propagating The
demonstrate an plants using Struct-
understanding of: other methods ure and
1. plant form and such as function
function hydroponics of the
2. plant growth and aeroponics differ-
and rent
development plant
organs
U
12. explain
the
different
metabo-
lic
proc-
esses
involved
The learners: S11/12LT-IVfg-25
13. Describe
Evidence
of evolution
in the
such as
plant organ
homology,
systems
DNA/protein
K
sequences, plate tectonics,
fossil record, embryology,
VI.
and artificial
THE PROCESS The learners
selection/agriculture
OF EVOLUTION shall be able to:
S11/12LT-IVfg-26
The learners Design a poster
13. explain how tracing the
U
populations of demonstrate an
understanding of: evolutionary
organisms have changes in a
changed and 1. the evidence for
evolution crop plant (e.g.,
continue to change rice or corn)
over time showing 2. the origin and
extinction of species that occurred
patterns of through The learner shall
descent with domestication trace the different
modification from evolutions.
common
ancestors to
produce the
organismal
diversity
observed today
The learners
14. describe
VII. shall be able to:
how the
INTERACTION prepare an
The learners
present
AND system action plan 13. describe
demonstrate an
ofINTERDEPEND
classification containing The principle
understanding of:
ofENCE
organisms is
1. the principles of the mitigation of Ecosystem. REPRESE
based on
ecosystem measures to U UNDE NTATION
evolutionary RSTAN
2. biotic potential and address current
relationships environmental DING
environmental
resistance concerns and
3. terrestrial and challenges in
aquatic ecosystems the community
4. how human The learners shall
activities affect the appreciate the
natural ecosystem U principles of
ecosystem.
 .

U
Performance task: The learners shall conduct a geologic/ hydrometeorological survey that is comprehensive, scientific and practical which determines the hazards found in their area and degree of harm these may cause on
the community’s safety and well-being.

Literal transfer task: Using background information on earth’s origin, subsystems, materials and processes, students conduct a survey to come up with an action plan about prevention and mitigation of geological and
hydrometeorological hazards.