This document contains the course outline for Earth and Life Science for the 2nd semester of SY 2020-2021 at Novaliches High School. It outlines 61 objectives that students should be able to achieve by the end of the semester relating to Earth science, biology, evolution, and ecosystems. The course will be taught over 29 sessions covering topics like the layers of the Earth, rock classification, plate tectonics, dating methods, hazards, life processes, genetics, and evidence of evolution. Students will be assessed through quizzes, long tests, and performance tasks with the final grade based 40% on written work and 60% on performance tasks.
Week 4.1 microclimates and microclimatologyEmma Carson
This document provides an overview of microclimates and microclimatology. It defines a microclimate as a climate within a small, spatially defined area that can be differentiated from the surrounding climate. Microclimates are influenced by various inputs like solar radiation, wind, and moisture. The document discusses how humans interact with and alter microclimates. It also outlines the study of microclimatology, including cases examining urban heat islands, plant habitats, and the microclimate impacts of infrastructure like the Sphinx of Giza.
This document provides an overview of the Eduqas Geology A level specification. It summarizes the three papers that make up the qualification, including the topics covered and assessment methods. These papers cover geological investigations, principles and processes, and applications. The document also previews some of the specific concepts and skills students will learn, such as studying rock deformation, volcanoes, natural resources, geological modeling, fossils, geohazards, dinosaurs, and potential geoscience careers.
This document outlines the curriculum guide for Earth and Life Science for 11th grade students at St. Peter's College in Ormoc City, Philippines for the 2021-2022 academic year. The curriculum is divided into two semesters, with the first semester covering topics like the solar system, Earth's subsystems, rocks and minerals, natural hazards, and the second semester covering the introduction to life science, metabolic processes, evolution, and ecology. Each topic includes the relevant competencies, suggested activities like group work, presentations, and their time allotment. The guide provides a framework for teachers to help students develop an understanding of Earth and life science concepts through engaging lesson plans and assessments.
مقدمة وتعريف قناة جيوفيليا ونبذة قصيرة عن علم الجيولوجيا Geophilia Inc
This document provides information about the field of geology and the Geophilia YouTube channel and website. It defines geology as the study of the Earth, including its composition, history, and processes. It outlines the major branches of geology like geophysics, paleontology, and hydrogeology. It describes the scope of courses available on the Geophilia channel which cover individual topics in 1-2 months or the full field in 1-1.5 years. Certificates can be earned by passing exams. The document encourages learning geology through the non-academic route of self-education using their online resources.
EARTH-AND-LIFE-SCIENCE GRADING SYSTEM AND COURSE OVERVIEW.pptxjessirylascano2
This document outlines the grading system and content standards for an Earth and Life Science class. It will be graded based on written works, performance tasks, and quarterly assessments. The content includes the formation of the universe, Earth's structure and systems, rocks and minerals, plate tectonics, geological and weather hazards, the history and origin of life, genetics, human body systems, evolution, and ecosystems. It is divided into standards to be covered each quarter.
This document contains a sample quarterly lesson plan for an Earth Science class for grades 11-12. It includes 4 content standards, 4 performance standards, and outlines 7 weekly topics to be covered in the 1st quarter, including the formation of the universe and solar system, Earth's subsystems, rocks and minerals, and natural resources. It also provides 6 weekly topics to be covered in the 2nd quarter, such as geologic surface and internal processes, continental drift, and methods of dating geological events. The lesson plan identifies the essential learning competencies and expected duration for students to meet each topic.
This document provides instructions for an activity where students create a timeline of major events in Earth's history stretching back 4.6 billion years. Students work in groups to place cards labeling 15 key events, like the formation of oceans and continents, rise of atmospheric oxygen, evolution of mammals, extinction of dinosaurs, and more recent extinctions, in the appropriate places on a tape-marked timeline. The activity is designed to help students visualize the immense scale of geologic time and understand how Earth and life have changed over billions of years.
This document contains descriptions of various topics related to the environment and Earth sciences. It provides the topic name, a brief description of the topic, and assigns it to a panel. Some of the topics covered include atmospheric kinetics, behavioural ecology, biogeochemical cycles, boundary layer meteorology, climate and climate change, community ecology, conservation ecology, earth engineering, and earth resources.
Week 4.1 microclimates and microclimatologyEmma Carson
This document provides an overview of microclimates and microclimatology. It defines a microclimate as a climate within a small, spatially defined area that can be differentiated from the surrounding climate. Microclimates are influenced by various inputs like solar radiation, wind, and moisture. The document discusses how humans interact with and alter microclimates. It also outlines the study of microclimatology, including cases examining urban heat islands, plant habitats, and the microclimate impacts of infrastructure like the Sphinx of Giza.
This document provides an overview of the Eduqas Geology A level specification. It summarizes the three papers that make up the qualification, including the topics covered and assessment methods. These papers cover geological investigations, principles and processes, and applications. The document also previews some of the specific concepts and skills students will learn, such as studying rock deformation, volcanoes, natural resources, geological modeling, fossils, geohazards, dinosaurs, and potential geoscience careers.
This document outlines the curriculum guide for Earth and Life Science for 11th grade students at St. Peter's College in Ormoc City, Philippines for the 2021-2022 academic year. The curriculum is divided into two semesters, with the first semester covering topics like the solar system, Earth's subsystems, rocks and minerals, natural hazards, and the second semester covering the introduction to life science, metabolic processes, evolution, and ecology. Each topic includes the relevant competencies, suggested activities like group work, presentations, and their time allotment. The guide provides a framework for teachers to help students develop an understanding of Earth and life science concepts through engaging lesson plans and assessments.
مقدمة وتعريف قناة جيوفيليا ونبذة قصيرة عن علم الجيولوجيا Geophilia Inc
This document provides information about the field of geology and the Geophilia YouTube channel and website. It defines geology as the study of the Earth, including its composition, history, and processes. It outlines the major branches of geology like geophysics, paleontology, and hydrogeology. It describes the scope of courses available on the Geophilia channel which cover individual topics in 1-2 months or the full field in 1-1.5 years. Certificates can be earned by passing exams. The document encourages learning geology through the non-academic route of self-education using their online resources.
EARTH-AND-LIFE-SCIENCE GRADING SYSTEM AND COURSE OVERVIEW.pptxjessirylascano2
This document outlines the grading system and content standards for an Earth and Life Science class. It will be graded based on written works, performance tasks, and quarterly assessments. The content includes the formation of the universe, Earth's structure and systems, rocks and minerals, plate tectonics, geological and weather hazards, the history and origin of life, genetics, human body systems, evolution, and ecosystems. It is divided into standards to be covered each quarter.
This document contains a sample quarterly lesson plan for an Earth Science class for grades 11-12. It includes 4 content standards, 4 performance standards, and outlines 7 weekly topics to be covered in the 1st quarter, including the formation of the universe and solar system, Earth's subsystems, rocks and minerals, and natural resources. It also provides 6 weekly topics to be covered in the 2nd quarter, such as geologic surface and internal processes, continental drift, and methods of dating geological events. The lesson plan identifies the essential learning competencies and expected duration for students to meet each topic.
This document provides instructions for an activity where students create a timeline of major events in Earth's history stretching back 4.6 billion years. Students work in groups to place cards labeling 15 key events, like the formation of oceans and continents, rise of atmospheric oxygen, evolution of mammals, extinction of dinosaurs, and more recent extinctions, in the appropriate places on a tape-marked timeline. The activity is designed to help students visualize the immense scale of geologic time and understand how Earth and life have changed over billions of years.
This document contains descriptions of various topics related to the environment and Earth sciences. It provides the topic name, a brief description of the topic, and assigns it to a panel. Some of the topics covered include atmospheric kinetics, behavioural ecology, biogeochemical cycles, boundary layer meteorology, climate and climate change, community ecology, conservation ecology, earth engineering, and earth resources.
Geochemistry branches of geolchemistry.pptxIsmailKatun1
This document provides an introduction to geochemistry and its branches. It defines geochemistry as using chemistry to understand Earth processes. The goals of geochemistry are determining the distribution of elements in Earth and the solar system, and studying chemical reactions of geological relevance to understand past and future geochemical processes. It discusses fields of geology that rely on geochemistry, including mineralogy, petrology, environmental science, and more. It also outlines the main branches of geochemistry, such as environmental geochemistry, isotope geochemistry, cosmochemistry, biogeochemistry, and organic geochemistry. In closing, it lists some modern sub-disciplines of geochemistry.
This document outlines a lesson plan on Earth's structure and what makes it habitable. It discusses Earth's formation over 4.6 billion years through accretion. It describes Earth's layers - the inner and outer core, mantle, and thin crust. Earth is divided into four interacting subsystems: the geosphere, hydrosphere, atmosphere, and biosphere. What makes Earth uniquely habitable is its distance from the Sun, protective magnetic field, insulating atmosphere, and presence of water and carbon - key ingredients for life. Students will compare properties of Earth, Venus and Mars and create representations of planetary structures.
The document provides details of the Earth and Life Science curriculum for senior high school students. It covers various topics including the origin and structure of Earth, Earth materials and processes, natural hazards and their mitigation, and an introduction to life science. For each topic, it lists the relevant content standards, learning competencies, and science equipment needed. The curriculum aims to provide students with a general understanding of Earth science concepts like plate tectonics, geological time scale, and life science topics such as cellular processes, genetics, and animal organ systems.
SHS-Core_Earth-and-Life-Science-CG_with-tagged-sci-equipment.pdfLea Mae Cu-Tomnob
1) The document outlines an Earth and Life Science curriculum for senior high school students. It details various topics related to Earth science, including the origin and structure of Earth, Earth materials and processes, natural hazards, and the history of Earth. 2) It also covers topics in life science such as an introduction to life, bioenergetics, and cellular respiration. 3) For each topic, it lists learning competencies, performance standards, and codes that students are expected to demonstrate understanding of.
Budget of work of earth and life scienceJohndy Ruloma
1) The document outlines an Earth and Life Science curriculum for grades 11-12. It covers topics like the origin and structure of Earth, Earth materials and processes, natural hazards, and an introduction to life science.
2) For each topic, it lists content standards, learning competencies, and science equipment needed. For example, under "Origin and Structure of Earth" are competencies on the formation of the universe and solar system, Earth's internal structure, and plate tectonics.
3) It provides overviews of the curriculum units on biogeochemical cycles, energy flow, and the systems that allow animal survival. Performance standards assess understanding through activities like a hazards survey or presentation on disease.
The document provides instructions for students to create a geological timeline showing major developments and extinctions in life over Earth's history. It includes a table with important events in geological eras labeled by their approximate time in millions/billions of years ago. The timeline activity aims to help students understand evolution and life on Earth in the proper context of deep geological time scales.
This document outlines an Earth Science curriculum guide for senior high school students. It covers four main content areas: the origin and structure of Earth, Earth materials and processes, Earth processes, and the history of Earth. Some key topics included are the formation of the universe and solar system, plate tectonics, rock and mineral formation, natural resources and their impact on the environment. The curriculum aims to provide students with an understanding of Earth's geological history and processes, as well as human activities related to resource use and waste management. It includes specific learning competencies and codes for each content standard.
1. The document outlines an Earth and Life Science curriculum for senior high school students covering topics like the origin and structure of Earth, Earth materials and processes, natural hazards and adaptation, and an introduction to life science.
2. It includes content and performance standards, as well as over 40 specific learning competencies covering subjects such as the formation of the universe, plate tectonics, rock types, geological and weather hazards, cell biology, and principles of evolution.
3. The curriculum is designed to provide students with a general understanding of Earth Science and Biology concepts through hands-on learning activities like conducting surveys of local hazards and designing posters on topics like the evolution of crop plants.
This document provides an overview of an introductory earth science course. It outlines course logistics, objectives, and topics including what geology is, practical applications, and the differences between physical and historical geology. It also briefly describes the origin of the universe, solar system, and Earth as well as plate tectonics theory and how it explains Earth's internal processes and dynamics.
Soil is the biologically active, porous medium that develops below the land surface as a result of interactions between the atmosphere, biosphere, lithosphere, and hydrosphere. It consists of mineral and organic components, air and water. The pedosphere refers to the envelope where soils occur and soil formation processes are active. Soils form through weathering of parent materials like rock and consist of horizontal layers called horizons that differ in properties. The pedon is the three-dimensional unit of soil.
This document provides a curriculum map for a Grade 5 science class unit on Earth's atmosphere and the solar system. The unit consists of 12 lessons over several days covering topics like the hydrologic cycle, heating of land and water, tropical cyclones, climate, seasons, the solar system, and more. Each lesson has clear learning objectives and incorporates activities, discussions, presentations, worksheets and quizzes to help students understand key concepts and practice critical thinking. The overarching goal is for students to realize the complexity of natural systems and promote initiative in identifying and resolving environmental issues.
These factors interact in complex ways to create a habitable environment on Earth. The unique combination of these conditions makes our planet an oasis of life in the cosmos and underscores the significance of preserving and protecting the delicate balance that sustains life on Earth.
This document summarizes information from an Earth Day flag display and collection at Dartmouth College's Kresge Physical Sciences Library from April 16-22, 2012. It provides brief descriptions of the Earth Day flag, the origins of Earth Day, and the start of Dartmouth's Environmental Studies Program in 1970. It also lists titles and descriptions of materials in the library's collection related to Earth science, sustainability, and the environment.
This document provides an introduction to a unit on the terrestrial environment and the biosphere. It begins by outlining the objectives and overview of the unit. The unit will introduce the components of the biosphere, ecosystems and biomes, and interactions among the spheres. It then defines key terms like biosphere, environment, and discusses the three main spheres of the biosphere - the atmosphere, hydrosphere, and lithosphere. The document provides examples of terrestrial and aquatic biomes and discusses abiotic and biotic factors within ecosystems. It also explores interactions between the spheres through examples like the water cycle and food chains/webs.
This document provides an overview of the Grade 10 Earth and Space science curriculum in the Philippines. It covers two main modules on plate tectonics and Earth's interior. The plate tectonics module describes plate boundaries, processes at boundaries like earthquakes and volcanoes, and activities to teach these concepts. The Earth's interior module covers the internal structure of Earth and evidence that supports plate movement, with additional hands-on activities. The curriculum aims to explain geological phenomena based on the theory of plate tectonics.
The document provides an overview of an environmental management course. It discusses nine course topics related to human interactions with the environment, including rocks and minerals exploitation, energy/agriculture/water management, oceans/fisheries, natural hazards, atmosphere, population, and ecosystems. Assessment methods are not described in detail. The course aims to provide local and global perspectives on sustainability, human needs/values, and the future of the environment.
Soil is formed through the interaction of the lithosphere, atmosphere, hydrosphere, and biosphere. It is the biologically active, porous medium that develops below the land surface. Soil consists of mineral and organic components, with pore spaces filled with either air or water. As the interface between these spheres, soil impacts ecosystem dynamics and the Earth system as a whole. It is classified based on its horizons, which form layers with different properties over time through soil-forming factors like climate, organisms, relief, and parent material.
The geologic time scale (GTS) is a system of chronological dating that relates geological strata (stratigraphy) to time. Geologists have divided Earth's history into a series of time intervals. These time intervals are not equal in length like the hours in a day. Instead the time intervals are variable in length. This is because geologic time is divided using significant events in the history of the Earth.
Geochemistry branches of geolchemistry.pptxIsmailKatun1
This document provides an introduction to geochemistry and its branches. It defines geochemistry as using chemistry to understand Earth processes. The goals of geochemistry are determining the distribution of elements in Earth and the solar system, and studying chemical reactions of geological relevance to understand past and future geochemical processes. It discusses fields of geology that rely on geochemistry, including mineralogy, petrology, environmental science, and more. It also outlines the main branches of geochemistry, such as environmental geochemistry, isotope geochemistry, cosmochemistry, biogeochemistry, and organic geochemistry. In closing, it lists some modern sub-disciplines of geochemistry.
This document outlines a lesson plan on Earth's structure and what makes it habitable. It discusses Earth's formation over 4.6 billion years through accretion. It describes Earth's layers - the inner and outer core, mantle, and thin crust. Earth is divided into four interacting subsystems: the geosphere, hydrosphere, atmosphere, and biosphere. What makes Earth uniquely habitable is its distance from the Sun, protective magnetic field, insulating atmosphere, and presence of water and carbon - key ingredients for life. Students will compare properties of Earth, Venus and Mars and create representations of planetary structures.
The document provides details of the Earth and Life Science curriculum for senior high school students. It covers various topics including the origin and structure of Earth, Earth materials and processes, natural hazards and their mitigation, and an introduction to life science. For each topic, it lists the relevant content standards, learning competencies, and science equipment needed. The curriculum aims to provide students with a general understanding of Earth science concepts like plate tectonics, geological time scale, and life science topics such as cellular processes, genetics, and animal organ systems.
SHS-Core_Earth-and-Life-Science-CG_with-tagged-sci-equipment.pdfLea Mae Cu-Tomnob
1) The document outlines an Earth and Life Science curriculum for senior high school students. It details various topics related to Earth science, including the origin and structure of Earth, Earth materials and processes, natural hazards, and the history of Earth. 2) It also covers topics in life science such as an introduction to life, bioenergetics, and cellular respiration. 3) For each topic, it lists learning competencies, performance standards, and codes that students are expected to demonstrate understanding of.
Budget of work of earth and life scienceJohndy Ruloma
1) The document outlines an Earth and Life Science curriculum for grades 11-12. It covers topics like the origin and structure of Earth, Earth materials and processes, natural hazards, and an introduction to life science.
2) For each topic, it lists content standards, learning competencies, and science equipment needed. For example, under "Origin and Structure of Earth" are competencies on the formation of the universe and solar system, Earth's internal structure, and plate tectonics.
3) It provides overviews of the curriculum units on biogeochemical cycles, energy flow, and the systems that allow animal survival. Performance standards assess understanding through activities like a hazards survey or presentation on disease.
The document provides instructions for students to create a geological timeline showing major developments and extinctions in life over Earth's history. It includes a table with important events in geological eras labeled by their approximate time in millions/billions of years ago. The timeline activity aims to help students understand evolution and life on Earth in the proper context of deep geological time scales.
This document outlines an Earth Science curriculum guide for senior high school students. It covers four main content areas: the origin and structure of Earth, Earth materials and processes, Earth processes, and the history of Earth. Some key topics included are the formation of the universe and solar system, plate tectonics, rock and mineral formation, natural resources and their impact on the environment. The curriculum aims to provide students with an understanding of Earth's geological history and processes, as well as human activities related to resource use and waste management. It includes specific learning competencies and codes for each content standard.
1. The document outlines an Earth and Life Science curriculum for senior high school students covering topics like the origin and structure of Earth, Earth materials and processes, natural hazards and adaptation, and an introduction to life science.
2. It includes content and performance standards, as well as over 40 specific learning competencies covering subjects such as the formation of the universe, plate tectonics, rock types, geological and weather hazards, cell biology, and principles of evolution.
3. The curriculum is designed to provide students with a general understanding of Earth Science and Biology concepts through hands-on learning activities like conducting surveys of local hazards and designing posters on topics like the evolution of crop plants.
This document provides an overview of an introductory earth science course. It outlines course logistics, objectives, and topics including what geology is, practical applications, and the differences between physical and historical geology. It also briefly describes the origin of the universe, solar system, and Earth as well as plate tectonics theory and how it explains Earth's internal processes and dynamics.
Soil is the biologically active, porous medium that develops below the land surface as a result of interactions between the atmosphere, biosphere, lithosphere, and hydrosphere. It consists of mineral and organic components, air and water. The pedosphere refers to the envelope where soils occur and soil formation processes are active. Soils form through weathering of parent materials like rock and consist of horizontal layers called horizons that differ in properties. The pedon is the three-dimensional unit of soil.
This document provides a curriculum map for a Grade 5 science class unit on Earth's atmosphere and the solar system. The unit consists of 12 lessons over several days covering topics like the hydrologic cycle, heating of land and water, tropical cyclones, climate, seasons, the solar system, and more. Each lesson has clear learning objectives and incorporates activities, discussions, presentations, worksheets and quizzes to help students understand key concepts and practice critical thinking. The overarching goal is for students to realize the complexity of natural systems and promote initiative in identifying and resolving environmental issues.
These factors interact in complex ways to create a habitable environment on Earth. The unique combination of these conditions makes our planet an oasis of life in the cosmos and underscores the significance of preserving and protecting the delicate balance that sustains life on Earth.
This document summarizes information from an Earth Day flag display and collection at Dartmouth College's Kresge Physical Sciences Library from April 16-22, 2012. It provides brief descriptions of the Earth Day flag, the origins of Earth Day, and the start of Dartmouth's Environmental Studies Program in 1970. It also lists titles and descriptions of materials in the library's collection related to Earth science, sustainability, and the environment.
This document provides an introduction to a unit on the terrestrial environment and the biosphere. It begins by outlining the objectives and overview of the unit. The unit will introduce the components of the biosphere, ecosystems and biomes, and interactions among the spheres. It then defines key terms like biosphere, environment, and discusses the three main spheres of the biosphere - the atmosphere, hydrosphere, and lithosphere. The document provides examples of terrestrial and aquatic biomes and discusses abiotic and biotic factors within ecosystems. It also explores interactions between the spheres through examples like the water cycle and food chains/webs.
This document provides an overview of the Grade 10 Earth and Space science curriculum in the Philippines. It covers two main modules on plate tectonics and Earth's interior. The plate tectonics module describes plate boundaries, processes at boundaries like earthquakes and volcanoes, and activities to teach these concepts. The Earth's interior module covers the internal structure of Earth and evidence that supports plate movement, with additional hands-on activities. The curriculum aims to explain geological phenomena based on the theory of plate tectonics.
The document provides an overview of an environmental management course. It discusses nine course topics related to human interactions with the environment, including rocks and minerals exploitation, energy/agriculture/water management, oceans/fisheries, natural hazards, atmosphere, population, and ecosystems. Assessment methods are not described in detail. The course aims to provide local and global perspectives on sustainability, human needs/values, and the future of the environment.
Soil is formed through the interaction of the lithosphere, atmosphere, hydrosphere, and biosphere. It is the biologically active, porous medium that develops below the land surface. Soil consists of mineral and organic components, with pore spaces filled with either air or water. As the interface between these spheres, soil impacts ecosystem dynamics and the Earth system as a whole. It is classified based on its horizons, which form layers with different properties over time through soil-forming factors like climate, organisms, relief, and parent material.
The geologic time scale (GTS) is a system of chronological dating that relates geological strata (stratigraphy) to time. Geologists have divided Earth's history into a series of time intervals. These time intervals are not equal in length like the hours in a day. Instead the time intervals are variable in length. This is because geologic time is divided using significant events in the history of the Earth.
Similar to budget-of-work-earth-and-life-science.pdf (20)
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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How to Add Chatter in the odoo 17 ERP ModuleCeline George
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This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
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Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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Budget of Work - Earth and Life Science
Biology (Pamantasan ng Lungsod ng Maynila)
Studocu is not sponsored or endorsed by any college or university
Budget of Work - Earth and Life Science
Biology (Pamantasan ng Lungsod ng Maynila)
Downloaded by Maricris Jane (mjperante1323@gmail.com)
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2. SCHOOLS DIVISION OFFICE
Quezon City
NOVALICHES HIGH SCHOOL
Lakandula St., T.S Cruz Subdivision, Brgy. San Agustin
Novaliches, Quezon City
COURSE OUTLINE FOR EARTH & LIFE SCIENCE
2nd
Semester
SY 2020-2021
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.
Objectives:
At the end of the semester students shall be able to:
1. State the different hypotheses explaining the origin of the universe.
2. Describing the different hypotheses explaining the origin of the solar system.
3. Recognize the uniqueness of Earth, being the only planet in the solar system with properties necessary to
support life.
4. Explain that the Earth consists of four subsystems, across whose boundaries matter and energy flow.
5. Explain the current advancements/ information on the solar systems.
6. Identify the layers of the Earth.
7. Differentiate the layers of the Earth.
8. Identify common rock-forming minerals using their physical and chemical properties.
9. Classify rocks into igneous, sedimentary, and metamorphic.
10. Describe how rocks undergo weathering.
11. Explain how the products of weathering are carried away by erosion and deposited elsewhere.
12. Make a report on how rocks and soil move downslope due to the direct action of gravity.
13. Describe where the Earth’s internal heat comes from.
14. Describe how magma is formed (magmatism).
15. Describe what happens after the magma is formed (plutonism and volcanism).
16. Describe the changes in mineral components and texture of rocks due to changes in pressure and
temperature.
17. Compare and contrast the formation of the different types of igneous rocks.
18. Describe how rocks behave under different types of stress such as compression, pulling apart and shearing.
19. Explain how the continents drift.
20. Cite evidence that support continental drift.
21. Explain how the movement of plates leads to the formation of folds and faults.
22. Explain how the seafloor spreads.
23. Describe the structure and evolution of ocean basins.
24. Describe how layers of rocks (stratified rocks) are formed.
25. Describe the different methods (relative and absolute dating) to determine the age of stratified rocks.
26. Explain how relative and absolute dating were used to determine the subdivisions of geologic time.
27. Describe how marker fossils (also known as guide fossils) are used to define and identify subdivisions of the
geologic time scale.
28. Describe how the Earth’s history can be interpreted from the geologic time scale.
29. Describe the various hazards that may happen in the event of earthquakes, volcanic eruptions, and landslides.
30. Using hazard maps, identify areas prone to hazards brought about by earthquakes, volcanic eruptions, and
landslides.
31. Give practical ways of coping with geologic hazards caused by earthquakes, volcanic eruptions and landslides.
32. Identify human activities that speed up or trigger landslides.
33. Suggest ways to help lessen the occurrence of landslides in your community.
34. Describe the various hazards that may happen in the wake of tropical cyclones, monsoons, floods or ipo-ipo.
35. Give practical ways of coping with hydrometeorological hazards caused by tropical cyclones, monsoons,
floods, or ipo-ipo.
36. Describe how coastal processes result in coastal erosion, submersion, and saltwater intrusion.
37. Identify areas in your community prone to coastal erosion, submersion, and saltwater intrusion.
38. Give practical ways of coping with coastal erosion, submersion, and saltwater intrusion.
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3. 39. Cite ways to prevent or mitigate the impact of land development, waste disposal, and construction of
structures on control coastal processes.
40. Explain the evolving concept of life based on emerging pieces of evidence.
41. Describe classic experiments that model condition which may have enabled the first forms to evolve.
42. Describe how unifying themes (e.g. structure and function, evolution, and ecosystems) in the study of life
show the connections among living things and how they interact with each other and with their environment.
43. Explain how cells carry out functions required for life.
44. Explain how photosynthetic organisms use light energy to combine carbon dioxide and water to form energy-
rich compounds.
45. Recognize that organisms require energy to carry out functions required for life.
46. Describe the different ways of how plants reproduce.
47. Explain how the information in the DNA allows the transfer of genetic information and synthesis of proteins.
48. Describe the process of genetic engineering.
49. Conduct a survey of the current uses of genetically modified organisms.
50. Evaluate the benefits and risks of using GMOs.
51. Explain the different metabolic processes involved in the various organ systems.
52. Describe the general and unique characteristics of the different organ systems in representative animals.
53. Analyze the relationships of the different plant organs.
54. Describe the structure and function of the different plant organs.
55. Explain the different metabolic processes involved in the plant organ systems.
56. Describe the evidence of evolution such as homology, DNA/protein sequences, plate tectonics, fossil record,
embryology, and artificial selection/agriculture.
57. Explain how populations of organisms have changed and continue to change over time showing patterns of
descent with modification from common ancestors to produce the organismal diversity observed today.
58. Describe how the present system of classification of organisms is based on evolutionary relationships.
59. Describe the principles of ecosystem.
60. Categorize the different biotic potential and environmental resistance (e.g., diseases, availability of food, and
predators) that affect the population explosion.
61. Describe how the different terrestrial and aquatic ecosystems are interlinked with one another.
Pre-requisite: None
Reference/s:
• Earth and Life Science by Refran, Tolentino and Genuino- Vibal Publishing House, Inc.
• Earth and Life Science by Bayo-Ang, Coronacion, Jorda and Restubog- Educational Resources Corporation
Grading System:
CORE SUBJECT- Earth and Life Science
Written Work
• Quizzes
• Long Test
40%
Performance Task
• PeTa (4 per Quarter) 60%
100%
Session No. of
Hours
Target Date Content Standard Activity
1st
Quarter
1 1 Lesson #1: Unique Earth
2 1 Lesson #2: Earth Subsystems
3 2 Lesson #3: Minerals and Rocks
5 1 Lesson #4: Classification of Rocks
6 1 Lesson #5: Exogenic Processes
LONG TEST #1
7 1 Lesson #6: Earth’s Internal Heat
8 1 Lesson #7: Magmatism
10 1 Lesson #8: Metamorphism
11 1 Lesson #9: Types of Igneous Rocks
13 1 Lesson #10: Folds and Faults
LONG TEST #2
14 1 Lesson #11: Relative and Absolute Dating
15 1 Lesson #12: Geologic Time Scale
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4. 16 1 Lesson #13: Various Hazards (Earthquake,
Volcanic Eruptions, Landslides)
17 1 Lesson #14: Hazards Map
18 1 Lesson #15: Human Activities related to
Hazards
19 1 Lesson #16: Mitigation of land
development, waste disposal, and
construction of structures on control
coastal processes
1st
SUMMATIVE ASSESMENT
Session No. of
Hours
Target Date Content Standard Activity
20 1 Lesson #1: Introduction to Life Science
21 1 Lesson #2: Characteristic of Life
22 1 Lesson #3: Plant Reproduction
23 1 Lesson #4: Animal Reproduction
24 1 Lesson #5: Genetic Engineering
25 1 Lesson #6: Benefits of GMO
LONG TEST #1
26 1 Lesson #7: Characteristics of Different
Organ System of Representative Animals
27 1 Lesson #8: Functional Relationships of
Different Organ System
28 1 Lesson #9: The Process of Evolution
29 1 Lesson #10: Evidence of Evolution
2nd
SUMMATIVE ASSESMENT
Prepared By:
Krisna Kay Cortes- Fernandez
SHS Teacher
Checked By:
JOSEPH L. ADAN, Ph. D.
Year-Level Chairman
Noted By:
LUIS P. TAGAYUN, Ed.D.
Principal IV
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