ALIGNMENT CLASSROOM INSTRUCTION DELIVERY (ACID) PLAN

Grade: ______________11_______________ Semester: 1st

Core Subject Title: Earth and Life Science No. of Hours/Semester: 80 hours per semester

Prerequisites (if needed): ___________________________

1st Semester
Content Content Performance Learning Competencies Revised Highest Enabling Generic List of Teaching
Standard Standard Blooms Strategy to Use in Strategies
Taxonomy Developing the
(RBT) Highest Thinking
Skill to Assess
KUD Teaching
Classificatio Strategy
n
The learners The learners shall be The learners:
ORIGIN AND demonstrate an able to: Lecture by
STRUCTURE OF understanding of: teacher Reticular Activating
THE EARTH 1. State the different Knowledge Remembering Reticular Class discussion System (RAS)
A. Universe and 1. the formation 1. Conduct a hypotheses explaining Activating conducted by - The Reticular
Solar System of the universe survey to assess the origin of the System teacher Activating
and the solar the possible universe. (RAS) Recitation oral System (RAS) is
B. Earth and Earth system geologic hazards Alpha questions by a critical
Systems that your Ladder teacher component of
2. the subsystems community may Attribute answered orally the brain,
(geosphere, experience. (Note: 2. Describe the different Knowledge Remembering Listing by students which filters all
hydrosphere, Select this hypotheses explaining Concept (then what!) incoming
atmosphere, and performance the origin of the solar Map Discussion stimuli and
biosphere) that standard if your system. groups prepares
make up the school is in an area conducted by individuals for
Earth near faultlines, selected learning new
volcanoes, and student information.
3. the Earths steep slopes.) 3. Recognize the Knowledge Remembering chairpersons This primary
internal structure uniqueness of Earth, (yes, and what filtering system
2. Conduct a being the only planet in else!) communicates
survey or design a the solar system with Lecture- and alerts the
study to assess the properties necessary to demonstration brain and the
possible support life. by teacher (and rest of the
hydrometeorologic then what 145 body of
al hazards that other potential
your community techniques!) changes in the
may experience. environment,
(Note: Select this Lecture- which prepares
performance 4. Explain that the Earth Knowledge Remembering demonstration the learner for
standard if your consists of four by another new
school is in an area subsystems, across instructor(s) information
that is frequently whose boundaries from a special and
hit by tropical matter and energy flow. field (guest experiences.
cyclones and is speaker) Therefore, the
usually flooded.) Presentation by RAS ignites
Reticular a panel of ones curiosity
5. Explain the current Understandi Remembering Activating instructors or and interest in
advancements/informati ng System students learning new
on on the solar system (RAS) Presentations topics and
Alpha by student concepts,
Ladder panels from the which makes
Attribute class: class this an optimal
6. Show the Knowledge Remembering Listing invited to time for
contributions of Concept participate meaningful
personalities/people on Map Student reports learning.
the understanding of the by individuals Alpha Ladder
earth systems Student-group - Students could
reports by use an
committees Alpha Ladder
from the class to create topic
7. Identify the layers of Knowledge Remembering Debate vocabulary
the Earth (crust, mantle, (informal) on lists and
core). current issues display them
by students on the
from class classroom
8. Differentiate the layers Knowledge Remembering Class walls.
of the Earth. discussions Attribute Listing
conducted by a - Attribute
student or listing is a great
student technique for
committee ensuring all
Forums possible
Bulletin boards aspects of a
Small groups problem have
such as task been
oriented, examined.
discussion, Attribute
Socratic listing is
Collecting breaking the
problem down
Textbook
into smaller
 assignments and smaller
II. EARTH Reading bits and seeing
MATERIALS AND assignments in what you
PROCESSES journals, discover when
monographs, you do.
A. Minerals and 1. the three main etc. Concept Map
Rocks categories of Reading - A concept map
rocks 1. identify common rock- Knowledge Remembering assignments in or conceptual
forming minerals using Reticular supplementary diagram is a
their physical and Activating books diagram that
2. the origin and chemical properties System Assignment to depicts
environment of (RAS) outline portions suggested
formation of 2. classify rocks into Knowledge Remembering Alpha of the textbook relationships
common igneous, sedimentary, Ladder Assignment to between
minerals and metamorphic Attribute outline certain concepts. It is a
Listing supplementary graphical tool
Concept readings that
Map Crossword instructional
puzzles designers,
Construction of engineers,
3. geologic vocabulary lists technical
processes that Construction of writers, and
B. Exogenic occur on the 3. describe how rocks Knowledge Remembering summaries by others use to
Processes surface of the undergo weathering students organize and
Earth such as Required term structure
weathering, 4. explain how the Knowledge Remembering paper knowledge.
erosion, mass products of weathering Panel
wasting, and are carried away by discussion -
sedimentation erosion and deposited
Biographical
(include the role elsewhere
reports given
of ocean basins in
by students
the formation of 5. make a report on how Doing Applying
Reports on
sedimentary rocks and soil move
published
rocks) downslope due to the
research
direct action of gravity
studies and
experiments by
students
Library research
on topics or
problems
Written book
reports by
students
 Flannel boards
C. Endogenic 4. geologic Use of pretest
Processes processes that Flash cards
occur within the 6. describe where the Knowledge Remembering Flowcharts
Earth Earths internal heat Reticular Maps,
comes from. Activating transparencies,
System globes
5. the folding and 7. describe how magma is Knowledge Remembering (RAS) Mobiles
faulting of rocks formed (magmatism) Alpha Audio-tutorial
Ladder lessons
Attribute (individualized
8. describe what happens Knowledge Remembering Listing instruction)
after the magma is Concept
formed (plutonism and Map
volcanism)

9. describe the changes Knowledge Remembering

in mineral components
and texture of rocks due
to changes in pressure
and temperature
(metamorphism)

10. compare and contrast Knowledge Remembering

the formation of the
different types of igneous
rocks

D. Deformation of 6. plate tectonics 12. explain how the Understandi Remembering

the Crust continents drift ng
7. how the planet
E. History of the Earth evolved in the
Earth last 4.6 billion years 13. cite evidence that
(including the age of support continental drift Understandi Remembering
the Earth, major ng
geologic time
subdivisions, and
marker fossils).
14. explain how the Undertsandi Remembering
movement of plates ng Reticular
leads to the formation of Activating
folds and faults System
(RAS)
Alpha
Ladder
15. explain how the Understandi Remembering Attribute
seafloor spreads ng Listing
Concept
Map
16. describe the structure Knowledge Remembering
and evolution of ocean
basins

17. describe how layers Knowledge Remembering

of rocks (stratified rocks)
are formed

18. describe the different Knowledge Remembering

methods (relative and
absolute dating) to
determine the age of
stratified rocks

19. explain how relative Knowledge Remembering

and absolute dating were
used to determine the
subdivisions of geologic
time

20. describe how marker Knowledge Remembering

fossils (also known as
guide fossils) are used to
define and identify
subdivisions of the
geologic time scale
III. NATURAL
HAZARDS,
MITIGATION, AND
ADAPTATION

A. Geologic
Processes and Reticular
Hazards 1. the different 21. describe how the Knowledge Remembering Activating
hazards caused by Earths history can be System
geological processes interpreted from the (RAS)
(earthquakes, geologic time scale Alpha
volcanic eruptions, Ladder
and landslides) Attribute
Listing
Concept
Map

B.
Hydrometeorologica 2. the different 1. describe the various Knowledge Remembering
l Phenomena and hazards caused by hazards that may happen
Hazards hydrometeorologica in the event of
l phenomena earthquakes, volcanic
(tropical cyclones, eruptions, and landslides
monsoons, floods,
and tornadoes or
ipo-ipo) 2. using hazard maps, Doing Applying
identify areas prone to
hazards brought about by
earthquakes, volcanic
eruptions, and landslides

3. give practical ways of Understandi Remembering

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

4. identify human
C. Marine and activities that speed up
Coastal Processes 3. the different or trigger landslides
and their Effects hazards caused by
coastal processes 5. suggest ways to help Understandi Remembering Reticular
(waves, tides, sea- lessen the occurrence of ng Activating
level changes, landslides in your System
crustal movement, community (RAS)
and storm surges) Alpha
6. describe the various Knowledge Remembering Ladder
hazards that may happen Attribute
in the wake of tropical Listing
cyclones, monsoons, Concept
floods, or ipo-ipo Map

7. using hazard maps, Doing Applying

identify areas prone to
hazards brought about by
tropical cyclones,
monsoons, floods, or ipo-
ipo

8. give practical ways of Understandi Remembering

coping with ng
hydrometeorological
hazards caused by
tropical cyclones,
monsoons, floods, or ipo-
ipo

9. describe how coastal Knowledge Remembering

processes result in
coastal erosion,
submersion, and
saltwater intrusion

10. identify areas in your Knowledge Remembering

community prone to
coastal erosion,
submersion, and
saltwater intrusion

11. give practical ways of Knowledge Remembering

coping with coastal
erosion, submersion, and
 saltwater intrusion

12. cite ways to prevent Understandi Remembering

or mitigate the impact of ng Reticular
land development, waste Activating
disposal, and System
construction of (RAS)
structures on control Alpha
coastal processes Ladder
Attribute
Listing
Concept
Map

Performance Task

A Helping Hand to the Community

After a sudden heavy rainfall, the city nearest your municipality experienced a flash flood which swept across numerous houses and establishments. Knowing that the city has its own effective drainage system, the people are now baffled. It is
now the responsibility of the government and media to inform the public as to how this happened to the city. You can either be a TV host, a journalist, or an environmentalist.
a. TV Host You will have to make a video presentation on how to reduce the effects of climate change. (A 3 5 minute video on how to reduce the effects of climate change.)
b. Journalist You will write an essay which explains the effects of climate change and how to reduce it as well. (Hand-written 500-word essay about the effects of climate change and how to reduce it.)
c. Environmentalist You will conduct a half-day seminar among your fellow students. The subject will be about climate change and preventive measures of its effects. (If there are more than 10 students who will choose this option, they
can opt to collaborate with each other to conduct the seminar but must present their work individually.)
The public expects you to have a content-related, accurate, organized, and relevant output.
RUBRIC CRITERIA FOR TRANSFER TASK: