St.
Mary’s College of Catbalogan
(formerly Sacred Heart College)
Corner Mabini & Del Rosario St., Catbalogan City, 6700
PAASCU Accredited
(Grade School & High School Department)
UNIT LEARNING PACKAGE
S.Y. 2020 - 2021
SUBJECT: EARTH & LIFE SCIENCE
UNIT: 1 UNIT TOPIC: Earth Science
NO. OF WEEKS: 7 NO. OF DAYS: 14
QUARTER: FIRST
STAGE 1. DESIRED RESULTS (Learning Standards)
Statement: Demonstrate understanding of the origin, formation, and processes about the Earth.
KNOWLEDGE
LIST OF TOPICS (The pupils/students will
know…)
W1-D1: W1-D1:
 Universe & Solar System  origin, structure, and
composition of the
universe.
 properties of solar system.
 physical and chemical
properties of the earth and
its neighboring planets.
W1-D2: W1-D2:
 Earth Subsystems  concept of a system.
 subsystems of the earth.
 historical development of
earth’s subsystems.
W2-D1: W2-D1:
 Internal Structure of the  internal structure of the
Earth earth.
 Earth’s layers.
SKILLS
(The pupils/students will be
able to…)
W1-D1:
 describe the structure and
composition of the
universe.
 explain the big bang theory
and evidences supporting
the theory.
 explain the red shift and
how it is used as proof of
an expanding universe.
 identify the large and small
scale properties of the
solar system.
 discuss the different
hypotheses explaining the
origin of the solar system.
 recognize the difference in
the physical and chemical
properties between the
earth and its neighboring
planets.
 identify the factors that
allow a planet to support
life.
W1-D2:
 define the concept of a
system.
 recognize the earth as a
system composed of
subsystems.
 discuss the historical
development of the
concept of earth system.
W2-D1:
 describe the earth’s
interior (in terms of crust,
mantle, and core).
 compare the Earth’s
layers.
W2-D2:
 Minerals & Rocks
W3-D1:
 Exogenic Process
(Weathering)
W3-D2:
 Exogenic Process (Erosion
and Mass Wasting)
W4-D1:
 Endogenic Process
(Magma Generation)
W4-D2:
 Endogenic Process
(Continental Drift)
W2-D2:
 physical and chemical
properties of minerals.
 mineral groups.
 origin, formation and types
of rocks.
W3-D1:
 meaning and types of
weathering.
 rate of weathering.
W3-D2:
 agents of erosion and
deposition.
 causes of mass wasting.
 mass wasting processes.
W4-D1:
 magma generation.
 Bowen’s reaction series.
 magmatic differentiation
mechanism.
W4-D2:
 causes of metamorphic
texture.
 theory of continental drift.
W2-D2:
 demonstrate
understanding about the
physical and chemical
properties of minerals.
 classify minerals based on
chemical affinity.
 classify and describe the
three basic rock types.
 understand the different
geologic processes
involved in rock formation.
W3-D1:
 define weathering and
distinguish between the
two main types of
weathering.
 identify the factors that
affect the rate of
weathering.
W3-D2:
 identify the different agents
of erosion and deposition.
 describe the characteristic
surface features and
landforms created and the
processes that contributed
to their formation.
 identify the controls and
triggers of mass wasting.
 distinguish between
different mass wasting
processes.
W4-D1:
 know the sources and
significance of the earth’s
internal heat.
 understand and explain
the requirements for
magma generation.
 explain how and why
magma rises up.
 understand the concept of
Bowen’s reaction series.
 identify, understand, and
explain magmatic
differentiation mechanisms
operating beneath the
surface of the earth.
W4-D2:
 understand the different
index minerals used for
metamorphic rocks.
 understand what causes
the metamorphic texture.
 discuss the history behind
the theory of continental
drift.
 enumerate and explain the
evidence used to support
the idea of drifting
continents.
W5-D1: W5-D1:
 Deformation of the Crust  physiographic features of W5-D1:
ocean basins.  discuss the history behind
 seafloor spreading. the theory of continental
 theory of plate tectonics. drift.
 describe the continental
drift theory.
 enumerate and explain the
evidence use to support
the idea of drifting
continents.
 identify major
physiographic features of
ocean basins.
 describe the process of
seafloor spreading.
 demonstrate
understanding of the
theory of plate tectonics
and how plate tectonic
processes lead to changes
in earth’s surface features.
W5-D2: W5-D2: W5-D2:
 History of the Earth  geologic time scale.  explain how fossils have
 short human history. been used to define and
identify subdivision of the
geologic time scale.
 Describe how relative and
absolute dating were used
to subdivide geologic time.
 appreciate the immensity
of geologic time and
recognize that the earth
has a very long history.
 Recognize how short
human history is in relation
to the history of the earth.
W6-D1: W6-D1:
 Natural Hazards, Mitigation  earthquakes. W6-D1:
and Adaptation  landslides.  describe and explain the
hazards associated with
earthquakes.
 identify areas from the
Philippine map where
earthquakes are most
likely to happen.
 identify and give examples
of possible geologic
hazards associated with
earthquakes.
 demonstrate
understanding of the
scope of the effects and
damage of earthquakes by
determining the possibility
of such effects occurring in
their area and vicinity and
where it will most likely
happen.
 Manifest awareness by
participating in
earthquake-related hazard
prevention activities and
drills.
 identify and understand
how certain human

W6-D2: W6-D2:
 Hydrometeorological  hydrometeorological
Phenomena and Hazards
W7-D1: W7-D1:
 Marine and Coastal  marine and coastal
Processes
W7-D2: W7-D2:
 Marine and Coastal  effects of marine and
Processes (Effects)
activities can hasten the
occurrence of landslides.
 find possible and practical
solutions on how to lessen
these identified human
activities so as to lessen or
prevent the occurrence of
landslides.
 design an information
campaign to inform locals
how they contribute to the
occurrence of landslides in
their area.
W6-D2:
 identify and classify the
phenomena and hazards. different types of
hydrometeorological
hazards.
 evaluate their community
for potential hazards
induced by extreme
atmospherical conditions.
 become familiar with the
guidelines designed to
help people prepare for
and respond to the risks
associated with flooding
and other hazards.
 adapt and apply these
guidelines to their school
or to their community.
W7-D1:
 recognize the coastal
processes. processes that influence
the coastal landforms and
associated hazards.
 illustrate and describe how
the coastal processes
determine the present
coastal hazards whether
coastal erosion,
submersion or saltwater
intrusion.
W7-D2:
 identify and appraise their
coastal processes. chosen area within the
community for possible
coastal hazards.
 design a field activity of a
chosen coastal area to
assess or monitor the
present condition of the
area.
 explain the different ways
to cope with coastal
hazards, particularly on
coastal erosion,
submersion and saltwater
intrusion.
 evaluate the
appropriateness and
effectivity of the different
mitigation measures to
minimize or prevent
 various coastal hazards.

Transfer Goal(s): Apply concepts of the unit to save lives from natural hazards caused by natural
phenomenon.

Essential Questions:
1. What is the fate of the universe? Will the universe continue to expand or will it eventually contract
because of gravity?
2. How man altered the subsystems of the world?
3. How does each layer of the Earth differ from each other?
4. How can I effectively use my knowledge in Minerals and Rocks in identifying useful minerals and
rocks?
5. How does weathering affect the geography of the earth?
6. What is the main difference between erosion and mass wasting? Explain.
7. What is the importance of Earth’s internal heat? Explain.
8. Do you believe in the continental drift theory? Explain.
9. How does “seafloor spreading” affect the land formation in the ocean basins?
10. Explain the importance of geologic time scale in the study of earth’s earliest history?
11. How effective is the present mitigation and adaptation policies of the government against
earthquakes and landslides in protecting and saving lives?
12. How effective is the present mitigation and adaptation policies of the government against hydro
meteorological hazards in protecting and saving lives?
13. How do marine and coastal processes affect the lives of coastal communities?
14. How effective is the present mitigation and adaptation policies of the government against the hazards
posed by marine and coastal processes in protecting and saving lives?

Essential Understanding: The earth is constantly evolving since it began to exist billions of years ago.

(PCSS Defining Characteristic: Distinguished by a Culture of Excellence.

STAGE 2: ASSESSMENT EVIDENCE

UNIT OUTPUT:

Statement:
GOAL: Create a diorama that will be presented in the science exhibit on astronomy.
ROLE: Researcher
AUDIENCE: High school students
SITUATION: A local science museum invited you to participate in its “Science Exhibit on
Astronomy”. The director of the museum asked you to create a diorama that would feature the
physical environment of the earliest period of Earth. As a researcher in earth science, you know about
the different types of gases in the atmosphere and the soil condition of the primitive Earth. Hence, you
agree to support the museum exhibit by creating a diorama that will simulate the physical conditions
of the primitive Earth. The exhibit will be part of the itinerary of a science field trip and will be
visited by high school students.
PERFORMANCE (OUTPUT): Diorama
STANDARDS (RURICS):

Standards 25 20 15 10 5
Appearance
Content
Accuracy of
Facts
Creativity
OTHER EVIDENCES:
1. Long Quizzes
2. Monthly Test/Unit Test
3. Periodical Examinations
4. Worksheets
5. Graded recitation
6. Output
7. Assignments

REFERENCES/INSTRUCTIONAL MATERIALS:
 1. Teaching Guide for Senior High School (Earth Science)
2. Internet (Videos)
3. Laboratory Manual
4. AVR Materials

Prepared by: Checked by: Approved by:

Mr. JOSHUA R. GABIN MR. JEROM B. CANAYONG MRS. VILMA T. CABUEÑAS
Teacher SAC – Date Principal – Date
MS. AURA ANNE ROSE B. TAN
Academic Coordinator- Date