Republic of the Philippines

Department of Education
Region X
Schools Division Office of Valencia City

VP-GREEN VALE ACADEMY, INC.

School ID No. : 405069

CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP

Grade: 11 Semester: 1st

Core Subject Title:Earth and Life Science No. of Hours/Semester: 80hrs

Prepared by: ALAN C. BALILI

1st Semester

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

10. compare and

contrast the formation
of the different types of Rememberin
igneous rocks g
Understand
ing
6. plate tectonics

7. how the planet

Earth evolved in 12. explain how the Understand
the last 4.6 billion continents drift ing
years (including the Rememberin
age of the Earth, g
major geologic 13. cite evidence that
time subdivisions, support continental drift  Reticular
and marker fossils). Undertsand Activating
ing System
(RAS)
 Alpha
Ladder
14. explain how the  Attribute
movement of plates Rememberin Listing
leads to the formation Understand g  Concept
of folds and faults ing Map

Knowledge
15. explain how the Rememberin
seafloor spreads g
D. Deformation of
the Crust
16. describe the Knowledge
E. History of the structure and evolution
Earth of ocean basins
Rememberin
g
17. describe how layers Knowledge
of rocks (stratified rocks)
are formed
 18. describe the
different methods Rememberin
(relative and absolute Knowledge g
dating) to determine the
age of stratified rocks

Rememberin
19. explain how relative g
and absolute dating
were used to determine Knowledge
the subdivisions of
geologic time
Rememberin
g
20. describe how marker
fossils (also known as
guide fossils) are used to
define and identify
subdivisions of the Rememberin
geologic time scale g

 Reticular
Activating
Rememberin System
g (RAS)
Knowledge  Alpha
Ladder
1. the different  Attribute
hazards caused by Listing
geological  Concept
processes 21. describe how the Map
(earthquakes, Earth’s history can be Rememberin
volcanic eruptions, interpreted from the g
and landslides) geologic time scale

Knowledge
III. NATURAL 2. the different
HAZARDS, hazards caused by
MITIGATION, AND hydrometeorologic 1. describe the various
ADAPTATION al phenomena hazards that may
(tropical cyclones, happen in the event of Doing
monsoons, floods, earthquakes, volcanic
and tornadoes or eruptions, and
A. Geologic ipo-ipo) landslides
Processes and
Hazards
2. using hazard maps, Understand Rememberin
identify areas prone to ing g
hazards brought about
by earthquakes, volcanic
eruptions, and
landslides
 Reticular
3. give practical ways of Activating
coping with geological System
hazards caused by (RAS)
earthquakes, volcanic Understand  Alpha
B. 3. the different eruptions, and ing Ladder
Hydrometeorologic hazards caused by landslides  Attribute
al Phenomena and coastal processes Listing
Hazards (waves, tides, sea- 4. identify human Rememberin  Concept
level changes, activities that speed up Knowledge g Map
crustal movement, or trigger landslides
and storm surges)
5. suggest ways to help
lessen the occurrence of
landslides in your
community Doing
Applying
6. describe the various
hazards that may
happen in the wake of
tropical cyclones,
monsoons, floods, or
ipo-ipo Understand Rememberin
ing g
7. using hazard maps,
identify areas prone to
C. Marine and hazards brought about
Coastal Processes by tropical cyclones,
and their Effects monsoons, floods, or
ipo-ipo
Knowledge
8. give practical ways of
coping with
hydrometeorological Rememberin
hazards caused by g
tropical cyclones,
monsoons, floods, or Knowledge
ipo-ipo

9. describe how coastal Rememberin

processes result in g
coastal erosion,
submersion, and Knowledge
saltwater intrusion  Reticular
Activating
10. identify areas in your System
community prone to Applying (RAS)
coastal erosion, Understand  Alpha
submersion, and ing Ladder
saltwater intrusion  Attribute
Listing
11. give practical ways  Concept
of coping with coastal Map
erosion, submersion, Rememberin
and saltwater intrusion g

12. cite ways to prevent

or mitigate the impact
of land development,
waste disposal, and
construction of
structures on control
coastal processes Rememberin
g

Rememberin
g
Rememberin
g

Rememberin
g
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.

Using background information on Earth’s origin, subsystems, materials, and processes, students conduct a survey to assess geological and hydrometeorologic all hazards

all hazards as a springboard for research.

Prepared by ALAN C. BALILI

Subject Teacher

Approved by: ERBEN M. TORRES

School Principal