Classroom Instruction Delivery Alignment Map (CIDAM)

Grade: 11 Semester: 1st

Core Subject Title: Earth and Life Science No. of Hours/Semester: 80 hours
Prerequisites (If needed):_______________________________

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: Make a Science Investigatory Project (S.I.P.) on environment preservation
Power Standard: To design an information pamphlet to be distributed to the public about what to do before, during, and after a typhoon.
First Quarter
Highest Enabling Strategy to Use in Developing the Highest Thinking
Performance Standards Learning Competencies Highest Thinking Skill to Assess Skill to Assess
Content Content Standards Beyond KUD KUD ASSESSMENT TECHNIQUE
Minimum Minimum Beyond Minimum RBT Level Enabling General Strategy Teaching Strategy
Minimum Classification Classification WW QA PC
The learners demonstrate The learners
shall be able The learners...
an understanding of… to...
Justify the
Describe how coastal anthropogenic
processes result in impact caused by
Student-centered
coastal erosion, Understanding residents in Understanding Evaluating Essay Oral recitation Communication
approach
submersion, and coastal areas and
saltwater intrusion the severe
euthropication
Explain the
Identify areas in your identified factors
community prone to concerning the
Constructed Student-centered
Conduct a coastal erosion, Knowing issue of coastal Understanding Analyzing Essay Connection
III. NATURAL response approach
survey or submersion, and erosion on
HAZARDS, Conduct a saltwater intrusion marginalized areas
3. The different hazards design a study
MITIGATION, creative in urban cities
caused by coastal to assess the
AND dramatization Conduct an
processes (waves, tides, possible
ADAPTATION about the information
sea-level changes, crustal hydrometeorolo
C. Marine and sequence of the Give practical ways of awareness to
movement, and storm gical hazards
Coastal formation of the coping with coastal small communities Facilitated Student-centered
surges) that your Understanding Doing Synthesizing Activity sheet Communication
Processes and universe. erosion, submersion, in coastal areas information drive approach
community may
their Effects and saltwater intrusion the threats they
experience.
may get in living
there
Have a little report
Cite ways to prevent or
on the
mitigate the impact of
environmental
land development,
consciousness to Student-centered
waste disposal, and Understanding Doing Applying Short quiz Report Communication
people residing on approach
construction of
coastal areas and
structures on control
the latter steps in
coastal processes
helping it
Performance Task: When it comes to disaster readiness, preparation is key. Due to susceptibility of the Philippines, Filipinos must be prepped for any hazards and disasters we are exposed to. The information we receive from the media and credible agencies working on
monitoring and forecast of these events should be considered. As members of Philippine Institute of Volcanology and Seismology (PHIVOLCS) Information Committee as resident engineer, seismologist, physicist, and forecast anchor, you are going to inform people of the
different hazards encountered during geologic processes, hydrometeorological processes, and marine/coastal processes. You shall come up with a three-minute audio-visual presentation (AVP) depicting scenarios that may happen during emergencies related to the
aforementioned processes.
Literal Transfer Task: The learners should be able to apply concepts of Astronomy in the context of weather disturbances.