COLEGIO SAN AGUSTIN- MATI, INC

St. Augustine Compound, Dahican, Mati City, Davao Oriental

Flexible Instruction Delivery Plan (FIDP)

School Year 2021 – 2022

Core Subject Title: Earth and Life Sciences Quarter: First

Grade level: 11 Semester: 1
No. of Hours/Semester: 80 hours
Prerequisites (If needed):

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: Conduct a survey to assess possible geological and hydrometeorological hazards that the community may experience.
Performance Task: Construct a concept map to explain the interconnectedness between the Earth’s four subsystems.
Time
What to Teach Why Teach How to Assess How to Teach Allotme
nt

Learning Competencies Highest Thinking Skills to Assess

Flexible
Most Flexible Assessment
Performance Enabling Learning
Content Content Standards Essential KUD KUD RBT Activities (FAA)
Standards Complete Most Essential Strategy Strategies
Topics Classification Classification Level Performance (FLS)
Check(s)

The learners
demonstrate an The learners shall
The learners: The learners:
be able to:
understanding of:

Origin 1. The formation Earth and 1. Conduct a survey 1. State the different 1. Recognize the
and of the universe Earth to assess the hypothesis uniqueness of
Structure and the solar Subsyste possible geologic explaining the Knowing Earth, being
of the system ms hazards that your origin of the the only Understanding Analyzing Journal writing Communicati Journal log
Earth 2. The subsystems community may universe. planet in the
experience on
(geosphere, 2. Describe the solar system
2. Conduct a survey
hydrosphere, different with
or design a study
atmosphere, and hypotheses properties
 biosphere) that to assess the explaining the Understanding necessary to
make up the possible origin of the solar support life.
Earth hydrometeorologic system 2. Explain that 1 Week
3. The Earth’s al hazards that 3. Recognize the the Earth
internal your community uniqueness of consist of
structure may experience. Earth, being the four
only planet in the subsystems,
solar system with across whose
properties boundaries
necessary to matter and
support life Understanding energy flow.
4. Explain that the
Knowing Understan Concept Map Representatio Concept
Earth consists of
ding n mapping
four subsystems,
across whose
boundaries matter
and energy flow
5. Explain the current
advancements/infor
mation on the solar
system
6. Show the
contributions of
personalities/peopl
e on the
understanding of Knowing
the earth systems
7. Identify the layers
of the Earth (crust,
mantle, core)
8. Differentiate the
layers of the Earth.

Understanding

Knowing
 Knowing

Understanding

Prepared by: Checked and Noted by:

MS. NORLYN M. GOLEZ MS. VINA GRACE D. MABANDOS
Subject Teacher Academic Coordinator/School Principal

COLEGIO SAN AGUSTIN- MATI, INC

St. Augustine Compound, Dahican, Mati City, Davao Oriental

Flexible Instruction Delivery Plan (FIDP)

School Year 2021 – 2022

Core Subject Title: Earth and Life Sciences Quarter: First

Grade level: 11 Semester: 1
 No. of Hours/Semester: 80 hours
Prerequisites (If needed):

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: Conduct a survey to assess possible geological and hydrometeorological hazards that the community may experience.
Performance Task: Make a concept map summarizing earth materials and processes.
Time
What to Teach Why Teach How to Assess How to Teach Allotm
ent

Learning Competencies Highest Thinking Skills to Assess

Flexible
Most Flexible Assessment
Performance Enabling Learning
Content Content Standards Essential KUD KUD RBT Activities (FAA)
Standards Complete Most Essential Strategy Strategies
Topics Classification Classification Level Performance (FLS)
Check(s)

The learners
demonstrate an The learners shall
The learners: The learners:
be able to:
understanding of:

Earths 1. The three main 1. Mineral 1. Conduct a survey 1. Identify common 1. Identify
Materials categories of s and to assess the rock-forming common rock-
and rocks. Rocks possible geologic minerals using their Knowing forming Knowing Remembe Modified True or Representatio Field
Processe 2. The origin and hazards that your physical and minerals using ring False n Survey/Pictur
s environment of community may chemical properties their physical e Analysis
formation of experience 2. Classify rocks into and chemical
2. Exogeni 2. Conduct a survey
common Process igneous, properties
or design a study
minerals and sedimentary, and 2. Classify rocks
to assess the
rocks possible metamorphic into igneous,
Concept
3. Geologic hydrometeorologic 3. Describe how rocks sedimentary,
Understanding mapping
processes that al hazards that undergo weathering and
occur on the your community 4. Explain how the metamorphic Analyzing Concept map Communicati
Understanding on
surface of the may experience. products of 3. Explain how
Earth such as weathering are the products of
weathering, carried away by weathering are
erosion, mass erosion and Understanding carried away
wasting, and deposited by erosion and Article
sedimentation elsewhere. deposited
4. Geologic 5. Make a report on elsewhere analysis/
processes that how rocks and soil 4. Describe concept
occur within the move downslope Understanding where the Communicati mapping
Earth due to the direct Earth’s on
Understanding Analyzing Essay
5. The folding and action of gravity internal heat
faulting of rocks 6. Describe where the coms from
Earth’s internal 5. Describe how
heat comes from magma is
7. Describe how formed
magma is formed 6. Compare and
8. Describe what contrast the
happens after the formation of
magma is formed the different Concept
Communicati mapping
9. Described the Doing types of
on
changes in mineral igneous rocks
components and Understanding Analyzing Concept map
texture of rocks due Concept
to changes in Communicati mapping
pressure and on
temperature
10.Compare and Knowing Understan Concept map
contrast the ding
Understanding
formation of the Venn
different types of Reasoning Diagram
igneous rocks and Proof
11.Describe how
rocks behave Analyzing
Knowing Understanding Essay
under different
types of stress
such as
compression,
pulling apart, and
shearing

Understanding
 Understanding

Understanding

Prepared by: Checked and Noted by:

MS. NORLYN M. GOLEZ MS. VINA GRACE D. MABANDOS
Subject Teacher Academic Coordinator/School Principal

COLEGIO SAN AGUSTIN- MATI, INC

St. Augustine Compound, Dahican, Mati City, Davao Oriental

Flexible Instruction Delivery Plan (FIDP)

School Year 2021 – 2022

Core Subject Title: Earth and Life Sciences Quarter: First

Grade level: 11 Semester: 1
No. of Hours/Semester: 80 hours
Prerequisites (If needed):
 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: Conduct a survey to assess possible geological and hydrometeorological hazards that the community may experience.
Performance Task: Make a concept map summarizing earth materials and processes.
Time
What to Teach Why Teach How to Assess How to Teach Allotm
ent

Highest Thinking Skills to

Learning Competencies
Assess

Flexible Flexible
Most
Performance Assessment Enabling Learning
Content Content Standards Essential
Standards KUD KUD RBT Activities Strategy Strategies
Topics Complete Most Essential
Classification Classification Level (FAA) (FLS)

Performance
Check(s)

The learners The learners shall

demonstrate an The learners: The learners:
be able to:
understanding of:
Earths 1. Plate tectonic 1. Deformati 1. Conduct a 1. Explain how Understanding 1. explain how the Understanding Analyzing Journal writing Communication Case study
Materials 2. How the planet on of crust survey to assess the continents movements of
and Earth evolved in the 2. History of the possible drift plates leads to the
Processe last 4.6 billion years Earth geologic hazards 2. Cite evidence formation of folds
Understanding
s (including the age of that your that support and faults
the Earth, major community may continental 2. describe how layers Understanding Analyzing Flow chart Communication Jigsaw
geologic time experience drift of rocks (stratified
subdivisions and 2. Conduct a survey 3. Explain how Understanding rocks) are formed Understanding Analyzing Written report Communication Picture
marker fossils) or design a study the movement 3. describe the Analysis
to assess the of plates leads different methods
possible to the (relative and
hydrometeorolog formation of absolute dating) to
ical hazards that folds and faults determine the age Picture
Understanding Analyzing Written report Communication Analysis
your community 4. Explain how of stratified rocks
may experience. the seafloor Understanding 4. explain how
spreads relative and
5. Describe the absolute dating
structure and Understanding were used to
evolution of determine the
 ocean basins subdivisions of Understanding Analyzing Written report Communication Constructin
6. Described how geologic time. g a scaled
layers of rocks Understanding 5. Describe how the Geologic
(stratified Earth’s history can Time Table
rocks) are be interpreted from
formed the geologic time
7. described the scale.
different Understanding
methods
(relative and
absolute
dating) to
determine the
age of
stratified rocks
8. explain how
relative and Understanding
absolute dating
were used to
determine the
subdivisions of
geologic time
9. describe how
marker fossils Understanding
(also known as
guide fossils)
are used to
define and
identify
subdivisions of
the geologic
time scale
10.describe how Understanding
the Earth’s
history can be
interpreted
from the
geologic time
scale

Prepared by: Checked and Noted by:

MS. NORLYN M. GOLEZ MS. VINA GRACE D. MABANDOS
Subject Teacher Academic Coordinator/School Principal
 COLEGIO SAN AGUSTIN- MATI, INC
St. Augustine Compound, Dahican, Mati City, Davao Oriental

Flexible Instruction Delivery Plan (FIDP)

School Year 2021 – 2022

Core Subject Title: Earth and Life Sciences Quarter: First

Grade level: 11 Semester: 1
No. of Hours/Semester: 80 hours
 Prerequisites (If needed):

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: Conduct a survey to assess possible geological and hydrometeorological hazards that the community may experience.

Time
What to Teach Why Teach How to Assess How to Teach Allotm
ent

Highest Thinking Skills to

Learning Competencies
Assess

Flexible Flexible
Most
Performance Assessment Enabling Learning
Content Content Standards Essential
Standards KUD KUD RBT Activities Strategy Strategies
Topics Complete Most Essential
Classification Classification Level (FAA) (FLS)

Performance
Check(s)

The learners The learners shall

demonstrate an The learners: The learners:
be able to:
understanding of:
Natural 1. The different 1. Conduct a 1. Describe the Understanding 1. Describe the Understanding Applicatio Essay Connections Situation
Hazards hazards caused by survey to assess various hazards various hazards n analysis
Mitigatio geological the possible that may happen that may happen in
n, and processes geologic hazards in the event of the event of
Adaptati (earthquake, that your earthquakes, earthquakes,
on volcanic eruptions community may volcanic volcanic eruptions,
and landslides) experience eruptions, and and landslides
2. The different 2. Conduct a survey landslides Knowledge 2. Using hazard maps, Knowledge Map analysis Representation
hazards caused by or design a study 2. Using hazard identify areas prone Remembe Web
hydrometeorologic to assess the maps, identify to hazards brought ring Simulation
al phenomena possible areas prone to about by
(tropical cyclones, hydrometeorolog hazards brought earthquakes,
monsoons, floods ical hazards that about by volcanic eruption,
and tornadoes or your community earthquakes, and landslide
ipo-ipo) may experience. volcanic 3. Identify human
3. The different eruption, and activities that speed
hazards caused by landslide Doing up or trigger Knowledge Essay Representation
Remembe Picture
coastal processes 3. Give practical landslides
(wives, tides, sea- ways of coping 4. Using hazard maps, ring analysis
level changes, with geological identify areas prone
crustal movement, hazards caused to hazards brought Knowledge Map analysis Representation
and storm surge) by earthquakes, about by tropical
Remembe Web
volcanic cyclones,
eruptions, and monsoons, floods, ring Simulation
landslides or ipo-ipo
4. Identify human Knowledge 5. Describe how
activities that coastal processes
speed up or result in coastal Knowledge Essay Representation
trigger landslides erosion, Understan Videoclips
5. Suggests ways to Doing submersion, and ding
help lessen the saltwater intrusion
occurrence of 6. Cite ways to
landslides in prevent or mitigate Doing Action plan Problem
your community the impact of land Creating output solving Case Study
6. Describe the Understanding development, waste
various hazards disposal, and
that may happen construction of
in the wake f structures on
tropical cyclones, control coastal
monsoons, processes
floods, or ipo-ipo
7. Using hazard Knowledge
maps, identify
areas prone to
hazards brought
about by tropical
cyclones,
monsoons,
floods, or ipo-ipo Doing
8. Give practical
ways of coping
with
hydrometeorolog
ical hazards
caused by
tropical cyclones,
monsoons,
floods, or ipo-ipo
9. Describe how
coastal processes Knowledge
result in coastal
erosion,
submersion, and
saltwater
 intrusion
10.Identify areas in
your community Knowledge
prone to coastal
erosion,
submersion, and
saltwater
intrusion
11.Give practical
ways of coping Doing
with coastal
erosion, and
submersion, and
saltwater
intrusion
12.Cite ways to
prevent or Doing
mitigate the
impact of land
development,
waste disposal,
and construction
of structures on
control coastal
processes

Prepared by: Checked and Noted by:

MS. NORLYN M. GOLEZ MS. VINA GRACE D. MABANDOS
Subject Teacher Academic Coordinator/School Principal