Classroom Instruction Delivery Alignment Map (CIDAM)

Grade: 11/12 Semester: 1st

Core Subject Title: Earth and Life Science No. of Hours/Semester 80 hours (20 weeks)
Prerequisites (if needed) NONE
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 the possible geologic/hydrometeorological hazards that your community may experience.

Power Standard: Come up with an action plan about prevention and mitigation of geological and hydrometeorological hazards.

1st Quarter

Highest Enabling
Strategy to use in
Highest Thinking Skill to Assess
Developing the highest
Performance Standards Learning Competencies Thinking skill to assess

Assessment Technique
Content Content Standards
Enabling
RBT Teaching
KUD KUD General
Level WW QA PC Strategy
Beyond Class Classi Strategy
Minimum Minimum Beyond minimum
Minimum ificat ficatio
ion n

The The learners MULTI The

I. ORIGIN AND The learners The learners learners REPRESE
The learners: S11/12ES-Ia-e-1 PLE learners
STRUCTURE demonstrate shall be able shall be 1.Recognize the Flow NTATION Brainstorming
able to 1. State the U different U UNDER chart CHOIC shall
OF THE EARTH an understanding of: to: conduct a Different hypotheses of the STANDI E conduct a
A. Universe and 1.the formation of 1. Conduct a an action hypotheses origin of the NG
Solar System the universe and survey or plan to universe. geologic/
assess the explaining the IDENT
the solar system design a study hydromete
possible origin of the IFICAT
B. Earth and to assess the geologicAl universe. ION orological
Earth Systems 2. the subsystems possible /hydromete survey that
(geosphere, hydromelteoro- orological is
hazards S11/12ES-Ia-e-2 MATC Field Work
hydrosphere, logical hazards 2. Describe HING comprehen
that your
atmosphere, and that your community the different TYPE sive,
biosphere) thatmake up community may hypotheses
the Earth may expe- experience. scientific
explaining the ESSAY
rience. and
origin of the
3. the Earth’s internal (Note: Select solar system. practical
structure this which
performance S11/12ES-Ia-e-3 determines
standard if Appreciate the
3. Recognize uniqueness of the the hazards
your school is the unique- Earth found in
in an area ness of their area
that is Earth, and degree
frequently being the
of harm
hit by tropical only planet
cyclones and in the solar these may
is usually system with cause on
flooded). properties the
necessary community
to support ’s safety
life. and well-
being.
S11/12ES-Ia-e-4
4. Explain
that the Analyzed the four U UNDER FLOW REPRESE
U CHART NTATION
Earth consists subsystem of the STANDI
of four earth NG
subsystems,
across
whose
boundaries
matter and
energy flow.

S11/12ES-Ia-e-5
5. Explain the
Understand the CONNEC
Current K current K APPLYI
advancement advancement or NG TION
s/information information of the
on the solar solar system
system

Recognized the
S11/12ES-Ia-e-6
6. Show the contributions of
the people on the APPLIY
Contributions understanding of ING
of personali- the earth system.
ties/people on
the under-
standing of
the earth
systems

7. Identify the PROBLE

layers of the Show the layers of D CREATI LABE M-
U the earth NG SOLVIN
Earth LLING
(crust, mantle G
 , core).

8.Different-
iate the layers
of the Earth.

II. EARTH The learners The learners:

MATERIALS demonstrate an 1.identify
AND understanding of: common rock
PROCESSES 1. the three main -forming
A. Minerals and categories of rocks . minerals
Rocks 2. the origin and using their
environment of physical and
formation of common chemical
minerals and rock. properties
2. classify
rocks into The learners shall
differentiate the
igneous, U different kinds of U UNDER GRAPHIC
sedimentary, rocks STANDI CONNEC ORGANIZ
and meta- types/formation. NG TING
morphic .
ER
B. Exogenic
Processes 3. geologic processes
that occur on the
surface of the Earth 3. describe S11/12ES-Ib-11
such as weathering, how rocks
erosion, mass wasting, undergo
and sedimentation weathering
(include the role of
ocean basins in the 4.explain S11/12ES-Ib-12
formation of how the
sedimentary rocks) products
of weather- Analyze on how
the geological K ANALY
ing are K process happened. ZING COMMUN
carried away by ICATION SMALL
erosion and AND
deposited GROUP
elsewhere
DISCUSSI
5. make a ON
report on
how rocks
and soil
move
downslope
due to the
 direct action
C. Endogenic 4.geologic processes Of gravity. D
Processes that occur within the
Earth
6. describe
where the
5. the folding and Earth’s
faulting of rocks internal heat
comes from.

7.describe
how
magma is
formed U The learners shall REPRESE
classify the U UNDER
(magmatism) different STANDI NTATION
geological NG
8. describe processes occur
what happens within the earth
after the
magma is
formed
(plutonism
and volcanism

9. describe
the changes
in mineral
components
and texture of
rocks due to
changes in
pressure and
temperature.

10. compare
and contrast
the formation
of the different
types of
igneous rocks

11. describe PROBLEM

how rocks D
CREA SOLVING
behave TING
under
different
types of
 stress such as
compression,
pulling apart,
D. Deformation of 6. plate tectonics and shearing
the Crust

12. explain
how the
continents U
drift

13. cite evidence The learners will

that support demonstrate on
continental K how the different
plate tectonics U UNDE LABEL
REPRESE
drift LING
moved. RSTAN NTATION
DING
14. explain
how the
movement
of plates
leads to the
formation of
folds and
faults

15. explain
how the
seafloor
spreads

E. History of the 7. how the planet 17. describe

Earth Earth evolved in the how layers U
last 4.6 billion years of rocks
(including the age of (stratified
the Earth, major rocks) are
geologic time forme
subdivisions, and
marker fossils). 18. describe
the different
methods
(relative and
absolute
dating) to
determine the
age of
 stratified
rocks

19. explain
how relative K
and absolute
dating were
used to
determine the
subdivisions
of geologic
time
The learners shall
S11/12ES-Ie-28
REPRESE
20. describe identify the U REME NTATION
how U different fossils.
marker
MBER
fossils (also ING
known as
guide fossils)
are used
to define
and identify
CONNECT
subdivisions The learners shall ION
of the portray the earth’s APPL
geologic history from the D YING
time scale geologic time
21. describe scale.
how the
Earth’s
history
can be
interpreted
from the
geologic
time scale

The learners: The learners shall

1. describe classify the
III. NATURAL The learners the various U different
hydrometeorologic U UNDE REPRESE
HAZARDS, demonstrate an hazards that
MITIGATION, understanding of: may happen al and hazards RSTAN NTATION
AND 1. the different in the event about landslide, DING
ADAPTATION hazards caused by of earthquake earthquake,
A. Geologic geological processes s, volcanic volcanic eruptions.
Processes and (earthquakes, volcanic eruptions,
Hazards eruptions, and and landslides
landslides)
 2. using hazard
maps, identify
B. 2. the different areas prone
Hydrometeorolog hazards caused by to hazards
ical Phenomena hydrometeorological brought
and Hazards phenomena (tropical about by
cyclones, monsoons, earthquakes,
floods, and tornadoes volcanic
or ipo-ipo) eruptions, and
landslides

3. give practical
ways of
coping with D
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 COMMUN
C. Marine and 3. the different landslides in The learners shall ICATION
Coastal Processes hazards caused by your community analysed the
and their Effects coastal processes different hazards U ANAL
(waves, tides, sea- 6. describe the caused by coastal YZIN
level changes, crustal various hazards processes. G
movement, and storm that may
surges happen in the
wake of
tropical cyclones,
monsoons,
floods, or
ipo-ipo
S11/12ES-Ig-36
7. using hazard
 maps,
identify areas
prone to
hazards
brought
about by
tropical
cyclones,
monsoons,
floods, or
ipo-ipo

S11/12ES-Ih-37
8. give
Practical
ways of U
coping with
hydrometeorological
hazards
caused by
tropical
cyclones,
monsoons,
floods, or
ipo-ipo

9. describe S11/12ES-Ih-38
how coastal
processes
result in
coastal
erosion,
submersion,
and saltwater
intrusion

S11/12ES-Ii-39
10. identify
areas in your
community
prone to
coastal
erosion,
submersion,
and saltwater
intrusion
 S11/12ES-Ii-40
11. give
practical
ways of
coping with
coastal
erosion,
submersion,
and saltwater
intrusion

12. cite ways

to prevent
or mitigate
the impact
of land
development,
waste
disposal, and
construction
of structures
LIFE SCIENCE on control
coastal
processes.
I.
INTRODUCTIO
N TO LIFE The learners The learners The learners: S11/12LT-IIa-1
SCIENCE demonstrate an shall be able to: 1. explain \ The learners shall
understanding of: the evolving K appreciate the COMMUN
value life by ICATION
1. the historical taking good concept of historical K ANAL
development of the care of all life based development of YZIN
concept of life beings, on emerging life and its origin.
2. the origin of the pieces of
G
humans, plants,
first life forms and animals evidence
3. unifying themes in
the study of life S11/12LT-IIa-2
2. describe
classic
experiments
that model
conditions
which may
have enabled
the first
forms to
evolve
 3. describe U
How
unifying
themes
(e.g.,
structure
and
function,
evolution,
and eco-
systems)
in the study
of life show
the
connections
among
living
things and
how they
interact
with each
other and
with their
environment
II.BIOENERGE The learners S11/12LT-IIbd-4
demonstrate an The learners:
TICS 1.explain
understanding of: The learners
1. the cell as the basic shall be able to: how cells K The learners shall UNDE REPRESE
unit of life make a poster carry out trace the basic unit
that shows the functions U RSTA NTATION
2. how photosynthetic of life and the
organisms capture complementary required photosynthetic.
NDIN
light energy to form relationship of for life G
sugar molecules photosynthesis
3. how organisms and cellular
obtain and utilize respiration 2. explain
energy how
photo-
synthetic
organisms
use light
energy to
combine
carbon
dioxide
 and water

to form
energy-rich
compounds

4. describe
how U
organisms
obtain and
utilize
energy

5. recognize
that
organisms
require
energy to
carry out
functions
required
for life.

III. The learners The learners: The learners shall S11/12LT-IIej-13

PERPETUATIO demonstrate an 1describe understand the U UNDE
N OF LIFE understanding of: the U different ways of RSTAN REPRESE
1. plant and animal different plant and animals NTATION
DING
reproduction ways of reproduction.
2.How genes how
work. plants
reproduce
3. how genetic S11/12LT-IIej-14
engineering is used to 2. illustrate
produce novel the PROBLEM
CREA SOLVING
products relation-
D TING
ships
among
structures
of flowers
, fruits,
and seeds
S11/12LT-IIej-15
3. describe
the
different U
ways of
 how
represent-
ative
animals
reproduce
S11/12LT-IIej-17
5. describe
e the
process
of g
enetic
engineeri
-ng
6conduct a S11/12LT-IIej-18
survey of the
current
uses of
genetica lly
modified
organisms

7. evaluate the
benefitsand The learners REPRESE
risks of using U classify the U UNDE NTATION
GMOs benefits of GMO RSTAN
in humans.
S11/12LT-IIIaj-20 DING
The learners: 1. Alcohol Thermometer, -
8. explain 20ºC to 110ºC
IV. HOW The learners the The learners 2. Beaker, 250 ml.,
ANIMALS demonstrate an The learners different K recognized and U borosilicate
SURVIVE understanding of: shall be able to: metabolic show the needs, 3. Beral Pipette Dropper, 1
1. nutrition: getting make a processe circulation on how UNDE ml. capacity
food to cells presentation of s involve the animals and RSTAN4. Graduated Cylinder, 10
2. gas exchange with some diseases ed in the plants survived
the environment DING ml., soda lime
that are various and also the 5. Test Tube, Ø 16mm x
3. circulation: the associated with organ benefits of animals 150mm long
internal transport the various systems and plantys to 6. Wash Bottle, plastic, 250
system organ systems humans. ml.
4. the need for
homeostasis S11/12LT-IIIaj-21 Dissecting Set
5. salt and water 9. describe
balance and waste the general
removal andunique
6. the immune system: characteristics
defense from disease of the U
7. how hormones differrent
govern body activities organ
8. the nervous system
 9. the body in motion systems
in repre-
sentative
animals

10. analyze
and
apprec-
iate the
func-
tional
relations
hips of
the
differe-
nt organ
systems
in e
ensuring
animal
survival

The learners:
V. HOW The learners 11. des-
PLANTS demonstrate an The learners Cribe
SURVIVE understanding of: shall be able to: The U
1. plant form and design a setup Struct-
function on propagating ure and
2. plant growth plants using function
other methods of the
such as differ-
hydroponics rent
and aeroponics plant
and organs
development
12. explain
the
different K
metabo-
lic
proc-
esses
involved
 in the
plant organ
systems

VI.
THE PROCESS The learners The learner shall
OF EVOLUTION demonstrate an The learners trace the different U
understanding of: shall be able to: evolutions.
1. the evidence for Design a poster
evolution tracing the
2. the origin and evolutionary
extinction of species changes in a
crop plant (e.g.,
rice or corn)
that occurred
through
domestication

The learners
VII. demonstrate an The learners
INTERACTION understanding of: shall be able to:
AND 1. the principles of the prepare an 13. describe The learners shall
INTERDEPEND ecosystem action plan The principle appreciate the
ENCE 2. biotic potential and of Ecosystem. U principles of U UNDE REPRESE
containing NTATION
environmental mitigation ecosystem. RSTAN
resistance measures to DING 4. explain how the information in the DNA allows the trans
3. terrestrial and address current of genetic information and synthesis of proteins
aquatic ecosystems environmental
4. how human concerns and
activities affect the challenges in
natural ecosystem the community
The learners: . S11/12LT-IVfg-25
13. Describe
Evidence U
of evolution
such as
homology,
DNA/protein
sequences, plate tectonics,
fossil record, embryology,
and artificial
selection/agriculture
S11/12LT-IVfg-26
13. explain how
populations of
organisms have
changed and K
continue to change
over time showing
patterns of
descent with
modification from
common
ancestors to
produce the
organismal
diversity
observed today

14. describe
how the
present system
of classification U
of organisms is
based on
evolutionary
relationships
Performance task: The learners shall conduct a geologic/ hydrometeorological survey that is comprehensive, scientific and practical which determines the hazards found in their area and degree of harm these may cause on
the community’s safety and well-being.

Literal transfer task: Using background information on earth’s origin, subsystems, materials and processes, students conduct a survey to come up with an action plan about prevention and mitigation of geological and
hydrometeorological hazards.