EARTH AND LIFE SCIENCE

SESSION OBJECTIVES
At the end of this training, the SHS teachers will be
able to teach the subject Earth and Life Science
competently during the teaching demonstration and
return demonstration. Specifically, the teachers will be
able to:
1. explain the content of the curriculum guide;
2. exhibit the pedagogical approaches applicable
in teaching the subject area; and
3. identify the appropriate assessment that is suited
to the subject content.
ACTIVITY 1: THE CURRICULUM GUIDE
Identify the different
statements/phrases whether it is
part of the content standard (CS),
performance standard (PS) or
learning competency (LC)
 LEARNING COMPETENCY (LC)

The learners should be able to

explain that Earth consists of four
subsystems, across whose
boundaries matter and energy
flow.
 PERFORMANCE STANDARD (PS)

The learners should be able to

make a plan that the community
may use to conserve and protect
its resources for future use.
 LEARNING COMPETENCY (LC)

The learners should be able to

differentiate the layers of the Earth.
 CONTENT STANDARD (CS)

The learners demonstrate

understanding of relative dating,
the major divisions of the geologic
time scale and how the planet
Earth evolved in the last 4.6 billion
years.
 PERFORMANCE STANDARD (PS)

The learners should be able to

design a set-up on propagating
plants using other methods such as
hydroponics and aeroponics.
 CONTENT STANDARD (CS)

The learners demonstrate

understanding of plant
reproduction, how genes work and
how genetic engineering is used to
produce novel products
 LEARNING COMPETENCY (LC)

The learners should be able to

evaluate the benefits and risks of
genetic engineering.
 LEARNING COMPETENCY (LC)

The learners should be able to

explain the metabolic processes
involved in the plant organ
systems.
 PERFORMANCE STANDARD (PS)

The learners should be able to

conduct a survey of products
containing substances that can
trigger genetic disorders such as
phenylketonuria.
 LEARNING COMPETENCY (LC)

The learners should be able to

state the different hypotheses
explaining the origin of the
universe.
How is the content
standard, performance
standard and learning
competency differ from
one another?
EARTH AND LIFE SCIENCE QUARTER 1

Grade: 11/12
Academic Year: 1
Core Subject Title: Earth and Life Science
No. of Hours: 80 hours (20 Weeks)
Pre-requisite (if needed): None
EARTH AND LIFE SCIENCE QUARTER 1
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 Earths 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.
ACTIVITY 1: CRITICAL CONTENT FOR
QUARTER 1
Working as a group, identify at least two (2) contents
which can be considered critical and give
justifications.
Critical contents are those that may affect the
curriculum standards requirement which may
include materials, facilities, precautionary measures,
student and teacher readiness and other significant
concerns.
ACTIVITY 2: CRITICAL CONTENT FOR
QUARTER 1
Fill out the template below:

Critical Learning Reason(s)

Content Competencies

Presentation of output follows.

EARTH AND LIFE SCIENCE
QUARTER 1
EARTH AND LIFE SCIENCE QUARTER 1
EARTH AND LIFE SCIENCE QUARTER 1
EARTH AND LIFE SCIENCE QUARTER 1
EARTH AND LIFE SCIENCE QUARTER 1
EARTH AND LIFE SCIENCE QUARTER 1
CRITICAL CONTENT
Sample Critical Learning Reason
Content Competencies
Deformation of the Explain how the Lack of materials
Crust continents drift. and facilities
- Plate Tectonics Cite evidence that Readiness of
support continental learners for the
drift content/topic
Explain how the Teachers
movement of plates competence in
leads to the teaching the
formation of folds content
and faults.
CRITICAL CONTENT
Sample Critical Learning Reason
Content Competencies
Deformation of the Explain how the
Crust seafloor spreads.
- Plate Tectonics Describe the
structure and
evolution of
ocean basins.
 CRITICAL CONTENT
Sample Critical Content Learning Reason
Competencies
Geologic Processes Describe the Prior to this topic,
and Hazards various hazards students should have
The different hazards that may gained mastery on
caused by geological happen in the the Earths
processes event of endogenic and
(earthquakes, volcanic earthquakes, exogenic processes
eruptions, and volcanic before they apply it
landslides) eruptions and to the concept of
landslides hazard and disaster.
 CRITICAL CONTENT
Sample Critical Learning Reason
Content Competencies
Geologic Processes Using hazard maps,
and Hazards identify areas prone
The different hazards to hazards brought
caused by geological about by
processes earthquakes,
(earthquakes, volcanic eruptions,
volcanic eruptions, and landslides
and landslides)
 CRITICAL CONTENT
Sample Critical Learning Reason
Content Competencies
Geologic Processes 4. Identify
and Hazards human activities
The different hazards that speed up
caused by geological or trigger
processes landslides
(earthquakes,
volcanic eruptions,
and landslides)
 CRITICAL CONTENT
Sample Critical Learning Reason
Content Competencies
Geologic Processes Suggest ways to
and Hazards help lessen the
The different hazards occurrence of
caused by geological landslides in
processes your
(earthquakes, community.
volcanic eruptions,
and landslides)
CURRICULUM STANDARDS AND PREVIOUS
LEARNING
The spiral approach is a technique often used
in teaching where first the basic facts of a
subject are learned, without worrying about
details. Then as learning progresses, more and
more details are introduced, while at the same
time they are related to the basics which are
reemphasized many times to help enter them
into long-term memory.
 Advantages of the
Spiral Progression
Approach

Mastery of concepts -
One keeps moving Improved retention-
Reinforces what is already
upward but keeps learned; concepts are
returning to the revisited; One learns best
fundamentals through the repeated
experience of a concept.
 Advantages of the
Spiral Progression
Approach

Rich breadth and Continuum

depth of vertical and
knowledge horizontal
achieved articulation
Content Progression- Using maps, learners will discover that
volcanoes, earthquake epicenters, and
Geology mountain ranges are not randomly scattered
in different places but are located in the same
G10 areas. This will lead to an appreciation of plate
tectonicsa theory that binds many geologic
processes such as volcanism and
earthquakes.

Being located along the Ring of Fire, the Philippines

is home to many volcanoes. Using models, learners
G9 will explain what happens when volcanoes erupt.
They will describe the different types of volcanoes
and differentiate active volcanoes from inactive
ones. They will also explain how energy from
volcanoes may be tapped for human use.
As a result of being located along the Ring of Fire, the
G8 Philippines is prone to earthquakes. Using models, learners will
explain how quakes are generated by faults. They will try to
identify faults in the community and differentiate active faults
from inactive ones.
 Spiral curriculum is also aligned
with Bruner's theory of discovery
One learns learning, which posits that
best students learn best by building
through the on their current knowledge.
repeated
experience key concepts are presented
of a repeatedly throughout the
concept curriculum, but with
deepening layers of
complexity.
CURRICULUM STANDARDS REQUIREMENT

The content and content standard may

require activities that utilize fragile or
hazardous materials such as chemicals,
complicated apparatus or equipment. These
activities should be conducted in a proper
venue such as laboratory rooms and should
be properly guided by the instructor or
teacher, following precautionary measures as
indicated.
ACTIVITY 2: LEARNING PLAN FOR
QUARTER 1
Develop a learning plan by identifying
appropriate strategies or activities for different
competencies.
List down appropriate assessment that should
target a particular type such as formative or
summative.
Identify learning action cell session
opportunities.
ACTIVITY 2: LEARNING PLAN FOR
QUARTER 1
Learning Suggested Appropriate Learning Action
Competencies Teaching Assessment Cell Opportunities
(focusing on Strategies/Activity
critical content)

Presentation of output follows:

 SAMPLE LEARNING PLAN FOR QUARTER 1
Learning Suggested Appropriate Learning Action
Competencies Teaching Assessment Cell Opportunities
(focusing on Strategies/Activity
critical content)
Explain how Jig-saw puzzle Rubrics Mentoring
the continents activity Summative Coaching
drift. Use of video assessment Peer teaching
Cite evidence clips Debate
that support Cooperative
continental learning using
drift structured
worksheets
 SAMPLE LEARNING PLAN FOR QUARTER 1
Learning Suggested Appropriate Learning Action
Competencies Teaching Assessment Cell Opportunities
(focusing on Strategies/Activity
critical content)
Geologic Processes Cooperative learning Summative Mentoring
and Hazards thru Group Dynamics/ Assessment:
Group Discussion 1. Survey and Coaching
~ Describe the various Documentary Analysis Inset
hazards that may Lecture Method / 2. Case Study
happen in the event of Guided class discussion 3. Poster Making
earthquakes, volcanic 4. Essay Writing
eruptions and
landslides