CLASSROOM INSTRUCTION D

Grade: 11
Core Subejct Title: Earth and Life Science
GROUP 1

Core Subject Description: This learning area is designed to provide a general background for the understanding of Ea
the processes that occur beneath and on the Earth’s surface, as well as issues, concerns

Culminating Performance Standard: Conduct a survey to assess possible geological and hydrometeorological hazard

Power Standard : At the end of the first grading period, the students will be able to create an infographic paper abou
and its possible effects to people and their environment. The class will be divided into 4 groups according to subsyste
It will be rated according to the rubric attached.

Performance Standards
Content
Content Standards

BEYOND
MINIMUM MINIMUM

FIRST QUARTER
I. ORIGIN AND The learners The learner is able to…
STRUCTURE OF THE demonstrate an
EARTH understanding of…

1. The Universe and 1. the formation of 1. Conduct a survey Students exposure

Solar System the universe to assess the possible on the different

and the solar geologic hazards that hypothesis about

system your community may the formaton of the
experience. universe and the
solar system as
well as their
 knowledge about
the layers ans
subsystems of the
Earth contribute
to the students'
ability to
formulate
generalizations

Prepared by:
GROUP 1
Rhea Aguilar Polinar
Gloria D. Catbagan
Danica V.Umali
Cheryl Palaran
Irish Ann C. Villacote
Marshaley L. Malubay
Gerick Dave M. Vender
M INSTRUCTION DELIVERY ALIGNMENT MAP

und for the understanding of Earth Science and Biology. It presents the history of the Earth through geologic time. It discussess
ace, as well as issues, concerns, and problems pertaining to Earth’s resources.

nd hydrometeorological hazards that the community may experience.

eate an infographic paper about the earths’ subsystems (atmosphere, hydrosphere, geosphere, biosphere), the hazards it may c
4 groups according to subsystems assigned. The output will be on a long photo paper minimum of 2 pages and maximum of 4 p

Learning Competencies
Re-grouped
Competenc
ies

KUD BEYOND
KUD
Classific Classific
MINIMUM MINIMUM
ation ation

The learner…

1. State the different hypotheses K Students Under L1 to L3

explaining the origin of the universe. compose a stan of
journal log ding Chapter 1
2. Describe the different hypotheses K about the
explaining the origin of the solar earth being
system. the only
planet that
3. Recognize the uniqueness of K can support
Earth, being the only planet in the life, respect
solar system with properties and what to do to
necessary to support life. help in the ecozoic
living
gh geologic time. It discussess the Earth’s structure and composition,

iosphere), the hazards it may cause

of 2 pages and maximum of 4 pages. Semester: 1st Semester
No. of hours/Sem40 Hours/Semester
Prerequisites:________________________

Highest
Thinking
Skills to Highest Enabling Strategy to Use in
Assess developing the Highest Thinking
Skill to Assess

Assessment Techinique
Enabling General Teaching
RBT Level Strategy Strategy
WW QA PC

understanding / representation

picture
understanding / representation analysis,
gallery walk,
video analysis,
journal log
understanding / representation
ACID PLAN
Functions (30 hours) Business Math (13 hours)

Learning Content Learning Content

Time Frame
Competencies Standards Competencies Standards

L1 L24
C1 and C2 1 hour C1
L5 L25
L2 C1 1 hour L26 C1
L3 C1 2 hours L27 C1
L4 C1 1 hour L28
C1
L6 L29
C2 2 hours
L7 L30 C1
L8 L31
C2 1 hour C1
L9 L32
L10 L33
C2 2 hours
L11 L34 C2
L12 C2 1 hour L35
L1 L36
C2
L7 C3 2 hours L37
L15 L38
C3
L2 L39
C3 1 hour
L3 L40 C3
L4
C3 1 hour
L5
L6 C3 1 hour
L8
C3 2 hours
L9
L10
C3 2 hours
L11
L12
C3 2 hours
L13
L14 C3 1 hour
L16
C3 1 hour
L17
L18 C3 2 hours
L19
C3 1 hour
L20
L21
C3 2 hours
L22
L23 C3 1 hour
TOTAL: 54 HOURS
 Logic (11 hours)

Learning Content
Time Frame Time Frame
Competencies Standards

L41
1 hour
L42 C1 2 hours
2 hours L45
1 hour L43 C1 1 hour
L44 C1 2 hours
1 hour
L46
C1 2 hours
2 hours L47
L48 C1 1 hour
2 hours
L49 C1 1 hour
L50
C2 2 hours
1 hour L51

1 hour

1 hour

1 hour
 RBT (Revised Bloom's Taxonomy)
PROBLEM SOLVING(Doing math/ doing task)
REASONING AND PROOF (Making Sense)
COMMUNICATION(discussing or writing about one's thinking)
CONNECTIONS(to other mathematical ideas, to other disciplines)
REPRESENTATION(modelling, writing)

KUD Thingking Skills Enabling General Strategy

Classification RBT to develop thinking skills

Doing Creating Problem Solving

Evaluating Reasoning and Proof
Understanding Analyzing Communication
Applying Connection
Applying Connection
Knowing Understanding
Representation
Remembering
 Taxonomy)

s thinking)
er disciplines)

Specific Teaching
Strategies

Literary Response; Differentiated Activities

Learning Logs, Debate
6 Thinking Hats, Peer Response, Literary Circles, Jigsaws
Graphic Organizers
Graphic Organizers
Read Aloud, Silent Reading, Mnemonics
 Topic/Lesson Name

Content Standards
The learners demonstrate an understanding of the formation of the univers

Performance Standards

LearningCompetency
1. describe the historical development of theories that

2. compare the different hypotheses explaining

Specific Learning Outcomes

Time Allotment

LESSON OUTLINE:

Introduction

Motivation

Instruction/Delivery

Practice

Enrichment

Evaluation

Materials

Resources
 Teaching Guide Template

ding of the formation of the universe

explain the origin of the Universe

the origin of the Solar System

Unit Performance Standard
What are students expected to be able to do?

Culminating Performance Standard:

Enabling Performance Standards

Transfer Goal
What in the long run after SHS can students
do on their own with what they learned?
Performance Task Scenario
What real life situation can students put
themselves in where they can perform the
transfer goal?

Performance Task:

Performance Checks