Flexible Instruction Delivery Plan (FIDP)

Grade: 12 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: The learners shall be able to conduct a survey to assess possible geological and hydrometeorological hazards that the community may experience.

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

Highest Enabling Strategy to
Use in developing the
Learning competencies Highest Thinking Skill to Assess
Highest Thinking Skill to
Most
Content Performance Assess
Content Essential
Standards Standards KUD Flexible Assessment Flexible
Topics KUD Enabling
Classifi RBT Activities (FAA) Learning
Complete Classific Most Essential General
cation Level Performance Checks Strategies
ation Strategy
(FLS)
Quarter: FIRST QUARTER
I. ORIGIN The learners Universe Conduct a The learners… K Online Communication Online
AND demonstrate and the survey to assess  State the different A- Bubble Topical A-
STRUCTURE an Solar the possible hypotheses explaining Organizer Recorded
OF THE understandin System geologic/hydro- the origin of the S-Interactive Activity Video
EARTH g of: meteorological universe. H- Bubble Topical discussion
A. Universe hazards that Organizer or video
and the Solar  The your clip with
System formation community Distance guide
of the may experience Offline-Bubble Topical questions
 Describe the different U Organizer or Essay S-
universe and
the hypotheses explaining explaining the Interactive
solar system the origin of the solar uniqueness of Earth Discussion
system H-
Blended Recorded
In-person-interactive video
activity discussion
with guide
questions
 Recognize the U Recognize the U Ana
uniqueness of Earth, uniqueness of Earth,
Distance
being the only planet in being the only planet
Offline-
the solar system with in the solar system
Module
properties necessary to with properties
support life. necessary to support
Blended
life.
In-person-
Interactive
discussion
or activity,
 Think-pair-
share
B. Earth and Earth and  Explain that the Earth U  Explain that the Earth K Und Worksheets Representation Online
Earth’s Earth’s consists of four consists of four Online A- Video
System System subsystems, across subsystems, across A- Picture analysis Analysis
whose boundaries matter whose boundaries S-Interactive activity S-
and energy flow. matter and energy H- Picture Analysis brainstormi
flow. ng via
 Explain the current U Distance zoom or
advancements/informati Offline- Poster Making interactive
on on the solar system of the four subsystems. discussion
 Show the contributions K H- Video
of personalities/people Blended Analysis
on the understanding of In-person- Interactive
the earth systems activity Distance
 Identify the layers of the K Offline-
Earth (crust, mantle, module
core).
Blended
In-person-
Interactive
discussion
or activity,
Think-pair-
share, Buzz
discussion
II. EARTH -the three Mineral and  Identify common rock- K  Identify common K Rem ONLINE Representation Think-pair-
MATERIALS main Rocks forming minerals using rock-forming minerals 1. Pre-assessment and-Share
AND categories of their physical and using their physical 2. Picture analysis (Differences
PROCESSES rocks chemical properties. and chemical (worksheet) between
properties. 3. Interactive game / Rocks and
A. Minerals -the origin activity (PPT) Minerals)
and Rocks and  Classify rocks into U  Classify rocks into U Ana
environment igneous, sedimentary, igneous, sedimentary, DISTANCE
of formation 1. Module (worksheet / Connection
and metamorphic and metamorphic Essay
of common Concept Mapping) (Classifying
minerals and the three
rocks BLENDED types of
1. Interactive game (PPT) rocks)

 
B.

 
C.
Deformatio The learners  explain how the U ONLINE ONLINE
n of the shall be able to, continents drift A - Essay explaining A - Video
D. Crust using maps, the mechanisms of Clip
Deformation of diagrams, or plates and how are Analysis
the Crust models, predict these forces contribute and
 plate
what could to the movements of reflection
tectonics
happen in the plate that leads to paper
future as the formations of folds and (Essay)
tectonic plates faults S- Lecture
continue to of related
move. cite evidence that K -Worksheet/Data concepts
support continental drift Analysis (Mountain (Interactive
ranges as evidence of discussion)
explain how the Explain how the plate tectonics) with /Brainstor
movement of plates movement of plates U post laboratory ming of
leads to the formation of U leads to the formation Ana questions Communication ideas/thoug
folds and faults of folds and faults S- Sharing of ideas on hts
S11/12ES - how mechanisms H–
Id-22 provide evidences for Essay/react
the plate movements ion paper
explain how the seafloor
H - Essay/sharing of on the
spreads U
ideas video clip
D(OR)-
describe the structure Reading of
DISTANCE
and evolution of ocean materials/m
OR - Worksheets ex.
basins K odules
Data Analysis
(Mountain ranges as B- Lecture
evidence of plate of related
tectonics) with post concepts
laboratory questions (Interactive
discussion)
BLENDED /Brainstor
Worksheets Data ming of
Analysis (Mountain ideas/thoug
ranges as evidence of hts
plate tectonics) with
post laboratory
questions

E. History of  how the History of describe how layers of K  describe how layers K Und ONLNE Representation
the Earth planet the Earth rocks (stratified rocks) of rocks (stratified A- flow A- Module
Earth are formed rocks) are formed chart/concept map & Concept
evolved in S11/12ES -Ie-25 that will encapsulate Mapping
the last their understanding of S-
4.6 billion the steps/processes on Discussion
years how rocks are formed & flow
(including S – Individual/Group chart
the age of Presentation presentatio
the Earth, H – Group/individual n
major presentation, Flow H–
geologic Chart Module
time study,
subdivisio DISTANCE writing an
ns, and Module/Worksheets outline or
marker Completion of Flow flow chart
fossils). chart/concept map that D–
will encapsulate their Outlining
understanding of the the
steps/processes on how processes
rocks are formed on how
rocks are
BLENDED formed
Discussion & flow chart B-
presentation Outlining
the
processes
on how
rocks are
formed,
Concept
Mapping,
Discussion
& flow
chart
presentatio
n
 describe the different  describe the different ALL MODALITIES
methods (relative and methods (relative and Geologic Profiling with Reasoning and
absolute dating) to absolute dating) to the aid of pictures of Proof
determine the age of determine the age of rock samples, table
stratified rocks stratified rocks completion, followed
S11/12ES -Ie-26 by observation
U U Eval
 explain how relative and  explain how relative questions
absolute dating were and absolute dating
used to determine the were used to
subdivisions of geologic determine the
time subdivisions of
geologic time
S11/12ES -Ie-27
 describe how marker
fossils (also known as K
guide fossils) are used to
define and identify
subdivisions of the
geologic time scale
  describe how the  describe how the
Earth’s history can be K Earth’s history can be
interpreted from the interpreted from the
geologic time scale geologic time scale
S11/12ES -Ie-29

  

SECOND QUARTER
  

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 Communicatio ONLINE
Engineerin of genetic engineering process of genetic A-Individual n A-
g Worksheets (Genetic (Concept
engineering
Engineering) Mapping
S- Group Activity: w/ Essay)
Worksheets/ S- Brain
Presentation of outputs Storming,
(Genetic Engineering) Discussion
H- Group Activity: via Google
Worksheets/ Meet/
 Presentation of outputs Zoom
(Genetic Engineering) H-(Concept
Mapping
DISTANCE w/ Essay)
OR- Individual DISTANCE
Worksheets (Genetic OR-
Engineering) Module,
(Concept
BLENDED Mapping
IPOC- Group Activity: w/ Essay)
Worksheets/ BLENDED
Presentation of outputs IPOC-
(Genetic Engineering) Guided
Blended Discussion
 conduct a survey of D
the current uses of
genetically modified
organisms

 evaluate the benefits U Evaluate the U Eva Online Reasoning and ONLINE
and risks of using benefits and risks A-Article Analysis/ Proof A–
GMOs of using GMOs Argumentative Essay Downloada
(Pros & Cons of GMOs) ble Activity
S- Article Analysis/ Sheets -
Argumentative Essay/ Article
Debate Analysis on
(Pros & Cons of GMOs) Pros and
H- Article Analysis/ Cons of
Argumentative Essay/ GMOs
Debate (Pros & Cons of S- Brain
GMOs) Storming,
Distance Discussion
OR- Article Analysis/ via Google
Argumentative Essay Meet/
(Pros & Cons of GMOs) Zoom
Blended H-
IPOC- Article Analysis/ Downloada
Argumentative Essay/ ble Activity
Debate Sheets-
(Pros & Cons Article
Analysis on
Pros and
Cons of
GMOs
DISTANCE
 OR-
Module/Ac
tivity
Sheets -
Article
Analysis on
Pros and
Cons of
GMOs
BLENDED
IPOC-
Guided
Discussion,
Debate

Performance Task: ___________________________________________________________________________________________________________________________