Flexible Instruction Delivery Plan (FIDP)

Grade: 12/11 Semester: FIRST SEMESTER

Core Subject Title: EARTH AND LIFE SCIENCE No. of Hours/Semester: 80 hours (20 Weeks)
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: (Earth Science) The learners shall be able to conduct a survey to assess possible geological and hydrometeorological hazards that the community may
experience.
(Life Science) Prepare an action plan containing mitigation measures to address current environmental concerns and challenges in the community.

What to Teach? Why Teach? How to Assess? What to Teach?

Highest Enabling Strategy to

Learning competencies Highest Thinking Skill to Assess Use in developing the Highest
Most Thinking Skill to Assess
Content Performance
Content Essential
Standards Standards KUD KUD Flexible Assessment Enabling
Topics RBT Flexible Learning
Complete Classific Most Essential Classific Activities (FAA) General
ation Level Strategies (FLS)
ation Performance Checks Strategy

Quarter: FIRST QUARTER

I. ORIGIN AND The learners Universe Conduct a The learners… K Online

STRUCTURE OF demonstrat and the survey to
● State the different A- Recorded Video
THE EARTH e an Solar assess the
hypotheses explaining discussion or video
understandi System possible
the origin of the clip with guide
ng of: geologic/hydro-
A. Universe universe. Online questions leading
meteorological
and the Solar to habitability of
hazards that
A- Bubble Topical the Earth.
System your
● The Organizer/Web
formation community S- Interactive
Mapping on
of the may experience Discussion on
Habitability of Planet
Earth. Habitability of
universe
Planet Earth.
and the S-Interactive Activity
● Describe the different U via Zoom/Google H- Recorded video
solar system
hypotheses explaining classroom discussion with
the origin of the solar guide questions
system H- Bubble Topical leading to
Organizer on habitability of the
Habitability of Planet Earth.
Earth.
Distance
 Distance Offline-
Module(Bubble
Offline-Bubble Topical
Topical Organizer
Organizer or Essay
on Habitability of
explaining the
Planet Earth.
● Recognize the U ● Recognize the U Ana uniqueness of Earth Comm
uniqueness of Earth, uniqueness of Earth, Blended
Blended
being the only planet in being the only planet
In-person-
the solar system with in the solar system In-person-interactive
Interactive
properties necessary to with properties activity on Habitability
discussion or
support life. necessary to support of Planet Earth.
activity, Think-pair-
life.
share on
Habitability of
Planet Earth.

B. Earth and Earth and ● Explain that the Earth U ● Explain that the Earth K Und Online (Worksheets) Represe Online
Earth’s Earth’s consists of four consists of four ntation
A- Picture analysis A- Video Analysis of
System System subsystems, across subsystems, across
(Earth’s Subsystems) the Subsystems w/
whose boundaries whose boundaries
guide questions.
matter and energy flow. matter and energy S-Interactive Activity
(link)
flow. via Zoom/Google
● Explain the current U classroom S-Brainstorming via
advancements/informa zoom or interactive
H- Combination of A &
tion on the solar system discussion
S activities
● Show the contributions K H- Combination of
of personalities/people A & S activities
on the understanding of Distance
Distance
the earth systems
Offline- Poster Making
Offline-
● Identify the layers of K of the four subsystems.
the Earth (crust, mantle, Module (Learning
core). packets on the four
Blended Earth’s subsystems.

In-person- Interactive Blended

activity (4 Pics, 1 Word,
In-person-
Picture parade)
Interactive
discussion or
activity, Think-pair-
share, Buzz
discussion
II. EARTH -the three Mineral and Conduct a survey ● Identify common K ● Identify K Rem ONLINE -A,S,H Represen Online
MATERIALS main Rocks to assess the rock-forming minerals common rock-forming tation
possible 1.Pre-assessment A- Picture analysis
AND categories using their physical and minerals using their
geologic/ hydro of the properties of
PROCESSES of rocks chemical properties. physical and chemical (identifying physical and
meteorological properties. chemical properties of
common rock-
hazards that your forming minerals
rock-forming minerals.
community may
-the origin experience. S-Interactive
2. Picture analysis
and activity Think-pair-
(worksheet)
environmen and-Share
t of 3. Interactive game / (Differences between
formation of activity (PPT) Rocks and Minerals)
common
DISTANCE- O H- Both A & S
minerals
and rocks 1. Module (worksheet / Distance
Concept Mapping)
(identifying physical and Offline-
chemical properties of Module - Picture
rock-forming minerals. analysis of the
BLENDED-I properties of
common rock-
1. Interactive game (PPT) forming minerals
Classify rocks into (identifying physical and
igneous, chemical properties of Blended
sedimentary, and rock-forming minerals.
In-person-
A.Minerals and metamorphic Interactive activity,
Rocks Classify rocks into
Small group
igneous, sedimentary,
discussion on
and metamorphic
(Differences between
U U Ana Rocks and Minerals)
ONLINE -A,S,H
All Modalities
Short Quiz (Comparison
Venn Diagram, Table
and contrast of rocks
Completion
activity (PPT)
(Comparison and
DISTANCE- O contrast of rocks
activity (PPT)
1. Module (worksheet )
Comparison and contrast (Classifying the three
of rocks types of rocks)

BLENDED-I Comm.
1. Interactive game (PPT)
Comparison and contrast
 of rocks

geologic Exogenic describe how rocks undergo U explain how the products U Ana ONLINE Commu ONLINE
processes Processes weathering of weathering are carried nication
A. Exogenic that occur on away by erosion and 1. Objective Essay A-Rally Table (I know
Processes the surface of deposited elsewhere (Situational analysis on it is …because)
the Earth the different types of
-explain how the products of Exogenic Processes) S-Think-pair-and-
such as weathering are carried away U share (Idea/Prior
weathering, by erosion and deposited knowledge about
erosion, mass elsewhere exogenic processes)
wasting, and DISTANCE
sedimentation H- (Both A & S)
1. Objective Essay
(include the
● -make a report on (Situational analysis on DISTANCE
role of ocean
how rocks and soil move the different types of
basins in the Module-
downslope due to the direct Exogenic Processes)
formation of Prerecorded vid
action of gravity D
sedimentary presentation/
rocks)
Printed material
BLENDED
BLENDED
1. Objective Essay
(Situational analysis on Small Group
the different types of Discussion
Exogenic Processes)

geologic Endogenic -describe where the Earth’s U -Describe where the U Ana (nb.-includes the first 3 Communi ONLINE
processes Processes internal heat comes from. Earth’s internal heat LCs of Endogenic cation
B. Endogenic that occur comes from. Processes) A-Picture analysis, -
Processes within the
ONLINE of the 3 topics
Earth -describe how magma is Communi
formed (magmatism) U -describe how magma is U 1. Pre-assessment on the cation S- Jigsaw Online
formed (magmatism) first 3 topics discussion

2. Picture/Video analysis H- Both A & S

-describe what happens after (PPT)
the magma is formed -Describe the physical and DISTANCE
(plutonism and volcanism) chemical changes in rocks 3. Concept map of key Communi
cation Modules
due to changes in concepts learned from the
pressure and temperature lesson B- Panel Discussion
U U
-describe the changes in (metamorphism)
DISTANCE
mineral components and
texture of rocks due to 1. Module
changes in pressure and -compare and contrast the
BLENDED Reasonin -Venn diagram on
temperature (metamorphism) formation of the different
types of igneous rocks 1. Interactive game (PPT) g and pressure and
U Proof temperature
 -compare and contrast the U (metamorphism)
formation of the different
types of igneous rocks -Explain how the
movement of plates leads
the folding to the formation of folds -Group activity
and faulting of and faults
rocks ● -describe how U
rocks behave under Represen
different types of stress tation
such as compression, -Simulation
pulling apart, and shearing
U

Deformatio The learners ● explain how the U ONLINE ONLINE

n of the shall be able to, continents drift
A - Essay explaining A - Video Clip
Crust using maps,
the mechanisms of Analysis and
D. Deformation diagrams, or
plates and how are reflection paper
of the Crust models, predict
these forces contribute (Essay)
what could
to the movements of
happen in the S- Lecture of
● plate plate that leads to
future as the related concepts
tectonics formations of folds and
tectonic plates (Interactive
● cite evidence that K faults
continue to discussion)/Brainst
support continental drift
move. orming of
ideas/thoughts
-Worksheet/Data
Analysis (Mountain H – Essay/reaction
● explain how the Explain how the
ranges as evidence of paper on the video
movement of plates movement of plates
U plate tectonics) with clip
leads to the formation leads to the formation
 of folds and faults U of folds and faults post laboratory D(OR)- Reading of
S11/12ES - questions materials/modules

Id-22 S- Sharing of ideas on B- Lecture of

how mechanisms related concepts
provide evidences for (Interactive
the plate movements discussion)/Brainst
● explain how the Ana Commu orming of
seafloor spreads H - Essay/sharing of nication ideas/thoughts
U ideas

● describe the structure DISTANCE

and evolution of ocean
basins OR - Worksheets ex.
K Data Analysis
(Mountain ranges as
evidence of plate
tectonics) with post
laboratory questions

BLENDED

Worksheets Data
Analysis (Mountain
ranges as evidence of
plate tectonics) with
post laboratory
questions

E. History of ● how the History of ● describe how layers of K ● describe how K Und ONLNE Represe
the Earth planet the Earth rocks (stratified rocks) layers of rocks ntation
A- flow A- Module &
Earth are formed (stratified rocks) are
chart/concept map Concept Mapping
evolved in formed S11/12ES -Ie-
that will encapsulate
the last 25 S- Discussion & flow
their understanding
4.6 billion chart presentation
of the
years
steps/processes on H – Module study,
(including
how rocks are writing an outline
the age of
formed or flow chart
the Earth,
major S – Individual/Group D – Outlining the
geologic Presentation processes on how
rocks are formed
time
subdivisio
ns, and
marker
fossils).
● describe the different
methods (relative and
absolute dating) to
determine the age of
stratified rocks
●explain how relative and
absolute dating were
used to determine the
subdivisions of geologic U determine the
time
● describe how marker
fossils (also known as
H – Group/individual B - Outlining the
presentation, Flow processes on how
Chart rocks are formed,
Concept Mapping,
Discussion & flow
DISTANCE chart presentation
Module/Worksheets
Completion of Flow
chart/concept map that
will encapsulate their
understanding of the
steps/processes on how
rocks are formed
BLENDED
Discussion & flow chart
presentation
● describe the different ALL MODALITIES All Modalities-
methods (relative
Geologic Profiling with
and absolute dating)
the aid of pictures of
to determine the age U Ana Comm
rock samples, table
of stratified rocks
completion, followed
S11/12ES -Ie-26
by observation
● explain how relative questions
and absolute dating
were used to
subdivisions of
geologic time
S11/12ES -Ie-27
U Ana Comm
 guide fossils) are used K
to define and identify
subdivisions of the
geologic time scale

● describe how the
Earth’s history can be
U Geologic Profiling with
interpreted from the
geologic time scale
● describe how the U Ana ALL MODALITIES Comm
Earth’s history can be
interpreted from the
the aid of pictures of
geologic time scale
rock samples, table
S11/12ES -Ie-29
completion, followed
by observation
questions

III. NATURAL 1. the Geologic 1.describe the various ● Describe the various ONLINE AND BLENDED: commun Video clip and
HAZARDS, different Processes hazards that may hazards that may ication reflection
Essay explaining the
MITIGATION, hazards and happen in the event of happen in the event
various dangers that Interactive
of earthquakes,
AND caused by Hazards earthquakes, volcanic may occur during discussion
volcanic eruptions,
ADAPTATION geological eruptions, and K K Rememb earthquakes, volcanic
and landslides
A. Geologic processes landslides ering eruptions, and
Processes and (earthquak landslides
2.using hazard maps,
Hazards es, volcanic
identify areas prone to
eruptions,
hazards brought about
and
by earthquakes,
landslides)
volcanic eruptions, and
landslides

3.give practical ways of

coping with geological
hazards caused by
earthquakes, volcanic
eruptions, and
landslides

4.identify human
activities that speed up
or trigger landslides

5. suggest ways to help

lessen the occurrence
of landslides in your
community
B. the Hydromet 6.describe the various ● Using hazard maps, ONLINE AND BLENDED: Commu Interactive
Hydrometeor different eorologic hazards that may identify areas prone nication discussion
Individual worksheets
ological hazards al happen in the wake of to hazards brought
about by tropical
Phenomena caused by Phenome tropical cyclones,
cyclones, monsoons,
and Hazards hydromete na and monsoons, floods, or U U Applying
floods, or ipo-ipo
orological Hazards ipo-ipo
phenomen
7. using hazard maps,
a (tropical
identify areas prone to
cyclones,
hazards brought about
monsoons,
by tropical cyclones,
floods, and
monsoons, floods, or
tornadoes
ipo-ipo
or ipo-ipo)
8.give practical ways of
coping with
hydrometeorological
hazards caused by
tropical cyclones,
monsoons, floods, or
ipo-ipo

C. Marine and the Marine 9.describe how coastal ● Describe how coastal ONLINE AND BLENDED: commun Video clip and
Coastal different and processes result in processes result in ication reflection
Essay explaining how
Processes and hazards Coastal coastal erosion, coastal erosion,
coastal processes result Interactive
submersion, and
their Effects caused Processes submersion, and in coastal erosion, discussion
saltwater intrusion
by and their saltwater intrusion K K Rememb submersion, and
coastal Effects ering saltwater intrusion
10. identify areas in
processe
your community prone
s (waves,
to coastal erosion,
tides,
submersion, and
sea-level
saltwater intrusion
changes,
crustal 11. give practical ways
moveme of coping with coastal
nt, and erosion, submersion,
storm and saltwater intrusion
surges)
12.cite ways to prevent
or mitigate the impact
of land development,
waste disposal, and
 construction of
structures on control
coastal processes
SECOND QUARTER

● How Characteris Can ● Explain how can we U ● Explain how can we U U (A) - Essay (connection Connecti Discussion via
living tics of Life differentiate identify living from identify living from between the on google meet
things on the non-living things non-living things characteristics of life.)
shared different through their observed through their
(S)-Sharing idea on
same characteristics characteristics. observed concept mapping
how the characteristics
characteri of living things. characteristics
are connected or
stics
related to each other.

● How Photosynt Describe the Explain the importance U Explain the importance U U Essay how Connecti Concept mapping
photosynt hesis significant of of chlorophyll and other of chlorophyll and photosynthesis works on
hesis photosynthesis pigments in other pigments in and how each process
works in human life photosynthesis photosynthesis interrelated Discussion
and and
environment.
Brainstorming

● How Cellular Describe the Explain the different U Explain the different U D Draw a diagram that Creating Concept mapping
cellular Respiratio different cellular respiration. cellular respiration. explains the different
respiratio n cellular cellular respiration
Differentiate their Differentiate their
n occur respiration and (interactive)
function and function and
differentiate
components. components.
base on their
process and
Discussion
function.

III. ● how Central conduct a ● explain how the U

PERPETUATIO genes Dogma survey of information in the
N OF LIFE work products DNA allows the
● how containing transfer of genetic
genetic substances information and
engineeri that can synthesis of proteins
ng is trigger
used to genetic
produce disorders
novel such as
products phenylketonu
ria

Genetic ● describe the process U Describe the U Ana ONLINE Commu ONLINE
Engineerin of genetic engineering process of genetic nication
A-Individual A -(Concept
g engineering Worksheets (Table Mapping or making
Completion a graphic organizer
-Application, Process w/ Essay describing
Involved, Advantages, the processes
Disadvantages of involve in Genetic
Genetic Engineering) Engineering)

S- Group Activity: S- Brain Storming,

Worksheets/ Discussion with
Presentation of outputs Video Clip
presentation via
(Genetic Engineering)
Google Meet/
H- Group Activity: Zoom
Worksheets/
H-(Concept
Presentation of outputs
Mapping or making
(Genetic Engineering) a graphic organizer
w/ Essay describing
DISTANCE the processes
involve in Genetic
OR- Individual
Engineering)
Worksheets (Genetic
Engineering) Brain Storming,
Discussion with
BLENDED
Video Clip
IPOC- Group Activity: presentation via
Worksheets/ Google Meet/
Presentation of outputs Zoom

(Genetic Engineering) DISTANCE

Blended OR- Module,

Concept Mapping
or making a graphic
organizer w/ Essay
describing the
processes involve in
Genetic
 Engineering)

IPOC-

Guided Discussion,
Small Group
discussion

● conduct a survey of D
the current uses of
genetically modified
organisms

● evaluate the benefits U Evaluate the U Eva Online Reasoni ONLINE

and risks of using benefits and risks ng and
A-Article Analysis/ A –Downloadable
GMOs of using GMOs Proof
Activity Sheets
Argumentative Essay
-Article Analysis on
(Pros & Cons of GMOs) Pros and Cons of
GMOs
S- Article Analysis/
Argumentative Essay/ S- Brain Storming,
Debate Discussion via
Google Meet/
(Pros & Cons of GMOs) Zoom
H- Article Analysis/ H- Downloadable
Argumentative Essay/ Activity Sheets-
Debate (Pros & Cons of Article Analysis on
GMOs) Pros and Cons of
GMOs DISTANCE
Distance
OR-
OR- Article Analysis/
Module/Activity
Argumentative Essay
Sheets -Article
(Pros & Cons of GMOs)
Analysis on Pros
Blended and Cons of GMOs

IPOC- Article Analysis/ BLENDED

Argumentative Essay/
IPOC-
Debate
Guided Discussion,
(Pros & Cons
Debate

IV. HOW ● the need Homeostasi make a *analyze and appreciate U *analyze and U Ana ONLINE Commu A: Vid.
ANIMALS for s presentation of the functional appreciate the nication Presentation
SURVIVE A: Essay on the
homeost some diseases relationships of the functional relationships (prerecorded
relationship of the
 asis that are different organ systems in of the different organ different organ discussion)
associated ensuring animal survival systems in ensuring systems in ensuring
with the animal survival animal survival
various organ S: interactive
systems discussion
S: sharing of thought
on the relationship of
the different organ H: interactive
systems discussion

H: Essay/sharing of
thought
OR: Module
(prerecorded
discussion)
OR: Worksheet on the
relationship of the
different organ
systems IPOC-

interactive
Discussion

● gas Metabolism *explain the different K *explain the different K Und Commu
exchange metabolic processes metabolic processes nication
involved in the various involved in the ONLINE A:
in with
the organ systems various organ
A: Essay on how the Interactive
environm systems
different metabolic Discussion
ent processes occur in the
various organ systems
*describe the general and
unique characteristics of
the different organ S: Interactive
K S: Sharing of idea on
systems in representative discussion
how the different
animals
metabolic processes
occur in the various
organ systems

H: essay/sharing of
ideas
H: interactive

discussion
 OR: worksheet

OR: Module
(prerecorded
discussion)

IPOC-

Interactive
discussion

plant form Plant Form, design a setup describe the structure K describe the K Rem ONLINE Represe Picture Analysis
and Function, on propagating and function of the structure and ntation
different plant organs function of the A: Picture analysis on Interactive
function Growth & plants using
Developme other methods different plant organs the structure and discussion
function of the
nt such as
different plant organs
hydroponics
and aeroponics
plant
growth and S: Picture analysis
developmen
t
H: picture Analysis

OR: Picture analysis

the NATURAL Design a 1.describe evidence of K - explain how U Ana Commu Guided Discussion
evidence SELECTION poster tracing evolution such as populations of nication
for the homology, organisms have
evolution evolutionary DNA/protein changed and
changes in a sequences, plate continue to
crop plant tectonics, fossil record, change over time
(e.g., rice or embryology, and showing patterns
corn) that artificial of descent with
occurred selection/agriculture modification from
through common
domestication ancestors to
produce the
organismal
diversity observed
today
the origin 2- explain how U 1.describe how K
and populations of the present
extinction organisms have system of
of species changed and continue classification of
to change over time organisms is
showing patterns of based on
descent with evolutionary
modification from relationships
common ancestors to
produce the organismal
diversity observed
today

3. describe how the K

present system of
classification of
organisms is based on
evolutionary
relationships
1. the TAXONOM prepare an *describe the K categorize the U Ana Commu Guided Discussion
principles Y action plan principles of the different biotic nication
of the containing ecosystem potential and
ecosystem mitigation environmental
measures to resistance (e.g.,
address diseases, availability
2. biotic current of food, and
environmenta * categorize the predators) that affect
potential A
l concerns different biotic population explosion
and
and potential and
environme
challenges in environmental
ntal
the resistance (e.g.,
resistance
community diseases, availability of
food, and predators)
ECOSYSTEM that affect population
3.
explosion
terrestrial
and
aquatic
* describe how the
ecosystems
different terrestrial and
aquatic ecosystems are
 4. how interlinked with one
human another
activities
affect the K
natural
ecosystem

Performance Task: (with internet access/gadgets) Create a three-minute audio visual presentation (AVP) showing tips on what to do before, during, after an assigned hazard. (rubric assisted)
(without) Create a brochure showing tips on what to do before, during, after an assigned hazard. (rubric assisted)