Template 2: DEFINITIVE BUDGET OF WORK FOR SY 2021-2022

Learning Area: Earth and Life Science Grade Level: 11/12 Team Leader: Reynald Alfred A. Recede
Maria Carmina R. Martin, Alma Castaño, Jasmin B.Tiongson

QUARTER 1

Content Standard: The learners demonstrate understanding of the subsystems (geosphere, hydrosphere, atmosphere, and biosphere)
that make up the Earth
Performance Standard: The learners should be able to conduct a survey to assess the possible geologic/ hydrometeorological
hazards that your community may experience.
No. of Days
# MELC taught Remarks
1 WEEK 1
Day 1-2: Recognize the uniqueness of Earth, being the only planet in the solar system with
properties necessary to support life (S11/12ES-Ia-e- 3).
2 Day 3: Explain that the Earth is consists of four subsystems in which there is a constant flow of 4 Days
matter and energy across boundaries (S11/12ES-Ia-e- 4)
3 Day 4: Identify common rock-forming minerals using their physical and chemical properties
(S11/12ES-Ia-9)

Content Standard: The learners demonstrate understanding of 1. the three main categories of rocks 2. the origin and environment of
formation of common minerals and rocks 3. geologic processes that occur on the surface of the Earth such as weathering and
erosion
Performance Standard: The learners should be able to conduct a survey to assess the possible geologic/ hydrometeorological
hazards that your community may experience.
No. of Days
# MELC taught Remarks
WEEK 2
4 Day1-2: Classify rocks into igneous, sedimentary, and metamorphic (S11/12ES-Ib10)
4 Days
Day 3-4: Explain how the products of weathering are carried by erosion and deposited
5 elsewhere (S11/12ES-Ib-12)
Content Standard: The learners demonstrate understanding of 1. the three main categories of rocks 2. the origin and environment of
formation of common minerals and rocks
4. geologic processes that occur within the Earth
Performance Standard: The learners should be able to conduct a survey to assess the possible geologic/ hydrometeorological
hazards that your community may experience.
No. of Days
# MELC taught Remarks
Describe where the Earth’s internal heat comes from. (S11/12ES-Ib-14)
WEEK 3
Day 1: Describe the effect of the accretion of dust and gas particles on the internal heat of the
6 earth.
Day 2: Describe the effect of radioactive decays and frictional heating on the internal heat of 4 Days
the earth
Describe how magma is formed (magmatism) (S11/12ES-Ic-15)
7
Day 3: Explain the three processes that melt the asthenosphere to form magma.
Day 4: Describe the conditions of magma formation
Content Standard: The learners demonstrate understanding of 1. the three main categories of rocks 2. the origin and environment of
formation of common minerals and rocks 4. geologic processes that occur within the Earth
Performance Standard: The learners should be able to conduct a survey to assess the possible geologic/ hydrometeorological
hazards that your community may experience.
No. of Days
# MELC taught Remarks
Describe the physical and chemical changes in rocks due to changes in pressure and
temperature (metamorphism)
8 WEEK 4
Day 1: Describe the condition in the magma that changes the chemical composition of rocks.
Day 2: Explain the effect of temperature on the type of rocks. 4 Days
Compare and contrast the formation of the different types of igneous rocks (S11/12ES-Ic-1)
9 Day 3: Describe magma as a source of igneous rocks

Day 4: Differentiate types of igneous rocks according to formation and texture

Content Standard: The learners demonstrate understanding of the subsystems (geosphere, hydrosphere, atmosphere, and
biosphere) that make up the Earth
Performance Standard: The learners should be able to conduct a survey to assess the possible geologic/ hydrometeorological
hazards that your community may experience.
No. of Days
# MELC taught Remarks

10 WEEK 5
 Day 1: Explain how the movement of plates leads to the formation of folds and faults (S11/12ES- 4 Days
Id-22).
Day 2-3: Describe how layers of rocks (stratified rocks) are formed(S11/12ES-Ie-25)
11
Day 4: Describe the different methods (relative and absolute dating) to determine the age of
12 stratified rocks (S11/12ES-Ie-26)
Content Standard: The learners demonstrate understanding of the subsystems (geosphere, hydrosphere, atmosphere, and biosphere)
that make up the Earth
Performance Standard: The learners should be able to conduct a survey to assess the possible geologic/ hydrometeorological
hazards that your community may experience.
No. of Days
# MELC taught Remarks
WEEK 6
Day 1: Explain how relative and absolute dating were used to determine the
13 subdivisions of geologic time (S11/12ES-Ie-27)
Day 2-3: Describe how the Earth’s history can be interpreted from the geologic time
14 scale (S11/12ES-le-29)
4 Days
Day 4: Describe the various hazards that may happen in the event of earthquakes, volcanic
15 eruptions, and landslides; (S11/12ES-if-30)
Content Standard: The learners demonstrate understanding of the different hazards caused by geological processes (earthquakes,
volcanic eruptions, and landslides)
Performance Standard: The learners should be able to conduct a survey to assess the possible geologic/ hydrometeorological
hazards that your community may experience.
No. of Days
# MELC taught Remarks
WEEK 7
Using hazard maps, identify areas prone to hazards brought about by earthquakes, volcanic
eruptions, and landslides (S11/12ES-If-31)
Day 1: Using hazard map, identify areas prone to hazard brought about by the earthquake and
volcanic eruptions and cite practical ways of coping with hazards caused by the earthquake
and volcanic eruptions 4 Days
Day2: Using hazard map, identify areas prone to hazard brought about by landslides and cite
16 practical ways of coping with hazards caused by them.
 Identify human activities that speed up or trigger landslides (S11/12ES-If-33)
Day 3: Identify and understand how human activities can speed up the occurrence of
17 landslides.

Day 4: Cite possible and practical solutions on how to lessen these identified human activities
and create an informational campaign on them.
Content Standard: The learners demonstrate understanding of the different hazards caused by hydrometeorological phenomena
(tropical cyclones, monsoons, floods, and tornadoes or ipo-ipo) and, the different hazards caused by coastal processes (waves,
tides, sea-level changes, crustal movement, and storm surges)
Performance Standard: The learners should be able to conduct a survey to assess the possible geologic/ hydrometeorological
hazards that your community may experience.
No. of Days
# MELC taught Remarks
WEEK 8
Using hazard maps, identify areas prone to hazards brought about by tropical cyclones,
monsoons, floods, or ipo-ipo (S11/12ES-Ig-36)

Day 1: Using hazard maps, identify areas prone to hazards brought about by tropical cyclones,
18 monsoons, floods, or ipo-ipo and cite ways of coping with hydrometeorological hazards.

Day 2: Identify guidelines designed to help people prepare for and respond to the risks 4 Days
associated with flooding and other hazards and create an information campaign on how to
apply them in school and the community.
Day 3: Describe how coastal processes result in coastal erosion, submersion, and saltwater
19 intrusion (S11/12ES-Ih-38)

Day 4: Cite ways to prevent or mitigate the impact of land development, waste disposal, and
20 construction of structures on control coastal processes S11/12ES-Ii-41

QUARTER 2

Content Standard: The learners demonstrate understanding of the historical development of the concept of life, the origin of the first
life forms, and the unifying themes in the study of life
Performance Standard: The learners shall be able to value life by taking good care of all beings, humans, plants, and animals
 # MELC Number of days Remarks
taught
21 Explain the evolving concept of life based on Remarks
emerging pieces of evidence (S11/12LT-IIa-1)
WEEK 1
Day 1: Explain the historical development of the
concept of life
Day 2: Identify the origin of the first life forms
Day 3: Describe classic experiments that 4 Days
model conditions which may have enabled the
first forms to evolve
Day 4: Show the importance of understanding
the origin of life through simulation experiments

Content Standard: The learners demonstrate understanding of the historical development of the concept of life, the origin of the first
life forms, and the unifying themes in the study of life
Performance Standard: The learners shall be able to value life by taking good care of all beings, humans, plants, and animals

Describe how unifying themes (e.g., structure

and function, evolution, and ecosystems) in the
study of life show the connections among living
things and how they interact with each other
22 and with their environment (S11/12LT-IIa-3)
WEEK 2
Day 1: Describe how structure in the study
of life show the connections among living things

Day 2: Identify how functions in the study

of life show the connections among living things 4 Days

Day 3: Explain how evolution in the study

of life show the connections among living things
Day 4: Value life by taking good care of all
beings, humans, plants, and animals

Content Standard: The learners demonstrate understanding of plant and animal reproduction
Performance Standard: The learners shall be able to conduct a survey of products containing
substances that can trigger genetic disorders such as phenylketonuria
23 Describe the different ways of how representative Number of days Remarks
animals reproduce (S11/12LTIIej- 15) taught
WEEK 3 The MELC does not include plant
Day 1: Identify the different ways how animals reproduction although the Content
reproduce Standard includes plant reproduction.
Day 2: Differentiate sexual reproduction from 4 Days
asexual reproduction
Day 3: Give the advantages and disadvantages
of both types of reproduction
Day 4: Relate how animal reproduction impacts
ecosystem imbalance
Content Standard: The learners demonstrate an understanding of 1. plant and animal reproduction 2. how genes work; and 3. how
genetic engineering is used to produce novel products
Performance Standard: The learners shall be able to conduct a survey of products containing
substances that can trigger genetic disorders such as phenylketonuria
24 WEEK 4
Day 1: Describe the process of genetic
engineering (S11/12LT-IIej- 17)
Day 2: Evaluate the benefits and risks of using
25 GMOs (S11/12LT-IIej- 19) 4 Days

Day 3: Enumerate products containing

substances that can trigger genetic disorders
Day 4: Conduct a survey of products containing
substances that can trigger genetic disorders
such as phenylketonuria
Content Standard: The learners demonstrate understanding of 1. nutrition: getting food to cells 2. gas exchange with the environment
3. circulation: the internal transport system 4. the need for homeostasis 5. salt and water balance and waste removal 6. the immune
system: defense from disease 7. how hormones govern body activities 8. the nervous system 9. the body in motion
Performance Standard: The learners shall be able to make a presentation of some diseases that are associated with the various
organ systems
MELC Number of days Remarks
taught
 Describe the general and unique characteristics
26 of the different organ systems in representative
animals (S11/12LT-IIIaj- 21)

WEEK 5
Day 1: Describe the functions and identify organs
and diseases involved in the digestive system,
circulatory system, respiratory system, excretory
system, and immune system of representative 4 Days
animals
Day 2: Describe the functions and identify organs
and diseases involved in the endocrine system,
skeletal system, muscular system, and nervous
system of representative animals
Day 3: Analyze and appreciate the functional
27 relationships of the different organ systems in
ensuring animal survival (S11/12LT-IIIaj- 22)

Day 4: Make a presentation of some diseases that

are associated with the various organ systems
Content Standard: The learners demonstrate understanding of the evidence for evolution and the origin and extinction of species
Performance Standard: The learners shall be able to design a poster tracing the evolutionary changes in a crop plant (e.g., rice or
corn) that occurred
through domestication
# MELC Number of days Remarks
taught
WEEK 6
28 Day 1-2: Explain how populations of organisms
have changed and continue to change over
time showing patterns of descent with
modification from common ancestors to produce
the organismal diversity observed today S11/12LT-
IVfg- 26
29 Day 3: Describe how the present system of
classification of organisms is based on 4 Days
evolutionary relationships S11/12LT-IVfg- 27
 Day 4: Design a poster tracing the evolutionary
changes in a crop plant (e.g., rice or corn) that
occurred through domestication
Content Standard: 1. The learners demonstrate understanding of the principles of the ecosystem 2. biotic potential and
environmental resistance 3. terrestrial and aquatic ecosystems 4. how human activities affect the natural ecosystem concerns and
challenges in the community
Performance Standard: The learners shall be able to prepare an action plan containing mitigation measures to address current
environmental and challenges in the community
Categorize the different biotic potential and
30 environmental resistance (e.g., diseases,
availability of food, and predators) that affect
population explosion S11/12LT-IVhj- 29
WEEK 7
Day 1: Describe the factors that determine biotic
potential

Day 2: Determine the effects of environmental 4 Days

resistance to biotic potential
Day 3: Correlate biotic potential and
environmental resistance to population explosion
Day 4: Prepare an action plan containing
mitigation measures to address current
environmental and challenges in the community

Validator EPS In charge

John Keeneth M. Ferrera Dr. Maripaz T. Mendoza
TAPAT
SDO Pasay City
Dr. Lea Q. Prondo
SDO Valenzuela City
Ms. Jessica S. Mateo
SDO Marikina City
Mr. Hernan L. Apurada
SDO Makati City