The document provides a flexible instruction delivery plan for an Earth Science course for 11th grade students. It outlines the core subject description, performance standards, essential topics to be taught, and how student learning will be assessed. The plan details the content and standards to be covered in each unit, including the origin and structure of Earth, Earth materials and processes, Earth processes, and the history of Earth. For each unit, it identifies the key learnings, assessments to evaluate understanding and higher-order thinking skills, and enabling strategies to develop those skills. The culminating performance standard requires students to devise plans for resource conservation and environmental protection.
Core Concepts Backgrounder and Evaluation StrategiesMining Matters
Mining Matters Core Concepts are standalone classroom ready activities that reflect key foundational ideas in Earth science. Sourced from our archives of curriculum-linked teacher resources, each activity reflects an integral part of many important concepts and theories in the various disciplines that comprise the Geosciences.
In an effort to be of service to all of our teacher-partners, these activities have been assembled as a way to support individual teachers without the need to attend a pre-requisite teacher training workshop. All the contents of the Core Concepts resource support current teaching practices that values hands-on experience where students take an active role in learning. Any rocks and minerals samples as well as print resources required for successful classroom delivery can be sourced through Mining Matters.
Core Concepts Backgrounder and Evaluation StrategiesMining Matters
Mining Matters Core Concepts are standalone classroom ready activities that reflect key foundational ideas in Earth science. Sourced from our archives of curriculum-linked teacher resources, each activity reflects an integral part of many important concepts and theories in the various disciplines that comprise the Geosciences.
In an effort to be of service to all of our teacher-partners, these activities have been assembled as a way to support individual teachers without the need to attend a pre-requisite teacher training workshop. All the contents of the Core Concepts resource support current teaching practices that values hands-on experience where students take an active role in learning. Any rocks and minerals samples as well as print resources required for successful classroom delivery can be sourced through Mining Matters.
Unit Plan - Year 10 - Big Ideas of ScienceAndrew Joseph
A unit plan currently being implemented in a school on the north side of Brisbane. The unit sticks closely to the curriculum, with lessons to give students experience in a variety of research and presentation modes, culminating in a presentation as the formal assessment. The presentation must follow the progression of one of the big ideas of science through history,from its inception to our current understanding.
SCI101-1501A-08 Introduction to the SciencesTask NamePhase 5 I.docxkenjordan97598
SCI101-1501A-08 Introduction to the Sciences
Task Name: Phase 5 Individual Project
Deliverable Length: 4–5 pages (not including Title and Reference pages)
Details:
Weekly tasks or assignments (Individual or Group Projects) will be due by Monday and late submissions will be assigned a late penalty in accordance with the late penalty policy found in the syllabus. NOTE: All submission posting times are based on midnight Central Time.
The final paper for this course has multiple sections. Please read the following carefully.
Review the comments from your instructor, and make revisions to your Phase 4 Individual Project. Fix/add to Phase 4 IP assignment from the comments I gave you. Remember all changes need to be in red. After you have re-accomplished the phase 4 IP, add the 200-300 word essay on non-renewable fuel to the bottom?
Add 1 additional reference. Be sure to include the reference as both an in-text citation and an entry on your Reference list.
(Here are the comments from the instructor)
"Hi Ricky: Total points earned (rounded): 110 out of 150 (73%). Task Requirements points earned: 26.25 out of 37.5 (70%). Demonstration and application of knowledge points earned: 57.75 out of 82.5 (70%). Academic writing and format points earned: 25.5 out of 30 (85%). Late Penalty: 15% Strengths: Good paper, well written. Opportunities for improvement: You didn't once mention Wegner anywhere in your paper. Also I would have like to have seen you cover the fossils in the Reasons scientists now agree to continental drift paragraph. I would like to see a little more on the ring of fire... Additional Comments: A good paper but late. You cited your references well
Geographic evidence supporting the theory of continental drift
There is so much evidence today that supports the theory of continental drift. Through scientific research, many scientists have looked into different facts which support the continental drift theory. Some of the pieces of evidence available include the ocean floor which demonstrates ruggedness. Some scientists have confirmed the repeated reversal of the magnetic field of the earth which confirms that the continents are drifting away from each other (University of Columbia, n.d.). A hypothesis of the spreading of seafloor and the oceanic crust recycling associated with it. In addition to this, the pattern of earthquakes and volcanic activity are concentrated along the oceanic trenches and submarine mountain ranges. These are located at the edges of the tectonic plates.
Reasons scientists now agree to continental drift but did not agree to it in the past
There are various reasons why scientists agree to the continental drift theory. Although scientist at first did not accept the theory about continental drifting, there is some evidence which confirm that the theory has a lot of sense in it. First, there is so much evidence which proves that the continents lie on very big slabs called the tectonic plates. The activity.
Week 9 Earth and Space SciencesThe Earth and Space Sciences sub-s.docxmelbruce90096
Week 9: Earth and Space SciencesThe Earth and Space Sciences sub-strand
This week we will be exploring the Science Understanding sub-strand of Earth and Space Sciences. The study of Earth and Space Sciences focuses on developing students’ understandings of their place both within the broader universe and at a much closer level developing their understanding of geological processes and the weather and environment on Earth. We will continue our exploration of models to support understanding and provide examples of how to use digital technology in our science lessons.
Begin by watching the video Science & Space: Solar System 101(National Geographic Kids, 2014). What do you recall from your own education and what is new information for you?
Then watch the short video Make a mini solar system (ABC Splash, 2014) about modelling a mini solar system and think about how do we get across to students the sheer size of something as big as the solar system?
The week at a glance
Explore
Investigate
Dynamic Earth
Extending the use of models
Science and culture (an introduction to the Science as a Human Endeavour strand)
Suggested activities
Primary Connections resource and audio tour: Earthquake explorers
Primary Connections resource and audio tour: Earth's place in space
Links to and use of digital technologies
Planning toolkit
Science & Space: Solar System 101 (2014)<http://tinyurl.com/phy5khd>
Make a mini solar system (ABC Splash, 2014) <http://ab.co/1uBjHvr>
Click to go to theABC splash website for resources and ideas for teaching this topic.Dynamic Earth
The Australian Curriculum: Science (ACARA, 2014) Earth and Space sciences sub-strand is concerned with "Earth’s dynamic structure and its place in the cosmos." You can read the full description of this sub-strand within the Australian Curriculum: Science Content structure overview (ACARA, 2014). What does ‘ Earth’s dynamic structure and its place in the cosmos’ mean within a primary school and what we need to teach from F-6?Scope and sequence
The scope and sequence chart for Earth and space sciences allows us, at a glance, to see the content descriptions from Foundation to Year 6 and therefore how students’ understanding of Earth and space sciences progresses in both depth and breadth (ACARA, 2014). As shown in the scope and sequence screenshot, in Foundation year students learn that daily and seasonal changes in our environment, including the weather, affect everyday life and by Year 6 that sudden geological changes or extreme weather conditions can affect Earth’s surface.
Foundation Year
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Earth and space sciences
Daily and seasonal changes in our environment, including the weather, affect everyday life.
Observable changes occur in the sky and landscape.
Earth's resources including water, are used in a variety of ways.
Earth's rotation on its axis causes regular changes, including day and night.
Earth's surface changes over time as a result of natural process.
Resources Utilisation and development DAV CLASS VIII FT.EDU EASE CLASSES.pptxEduEaseClasses
This ppt is all about The DAV Class-VIII SSt. (Geography). Refer to it. It is a beautifully made presentation go through it. You can use this for your notes writing purposes.
Nutraceutical market, scope and growth: Herbal drug technologyLokesh Patil
As consumer awareness of health and wellness rises, the nutraceutical market—which includes goods like functional meals, drinks, and dietary supplements that provide health advantages beyond basic nutrition—is growing significantly. As healthcare expenses rise, the population ages, and people want natural and preventative health solutions more and more, this industry is increasing quickly. Further driving market expansion are product formulation innovations and the use of cutting-edge technology for customized nutrition. With its worldwide reach, the nutraceutical industry is expected to keep growing and provide significant chances for research and investment in a number of categories, including vitamins, minerals, probiotics, and herbal supplements.
Unit Plan - Year 10 - Big Ideas of ScienceAndrew Joseph
A unit plan currently being implemented in a school on the north side of Brisbane. The unit sticks closely to the curriculum, with lessons to give students experience in a variety of research and presentation modes, culminating in a presentation as the formal assessment. The presentation must follow the progression of one of the big ideas of science through history,from its inception to our current understanding.
SCI101-1501A-08 Introduction to the SciencesTask NamePhase 5 I.docxkenjordan97598
SCI101-1501A-08 Introduction to the Sciences
Task Name: Phase 5 Individual Project
Deliverable Length: 4–5 pages (not including Title and Reference pages)
Details:
Weekly tasks or assignments (Individual or Group Projects) will be due by Monday and late submissions will be assigned a late penalty in accordance with the late penalty policy found in the syllabus. NOTE: All submission posting times are based on midnight Central Time.
The final paper for this course has multiple sections. Please read the following carefully.
Review the comments from your instructor, and make revisions to your Phase 4 Individual Project. Fix/add to Phase 4 IP assignment from the comments I gave you. Remember all changes need to be in red. After you have re-accomplished the phase 4 IP, add the 200-300 word essay on non-renewable fuel to the bottom?
Add 1 additional reference. Be sure to include the reference as both an in-text citation and an entry on your Reference list.
(Here are the comments from the instructor)
"Hi Ricky: Total points earned (rounded): 110 out of 150 (73%). Task Requirements points earned: 26.25 out of 37.5 (70%). Demonstration and application of knowledge points earned: 57.75 out of 82.5 (70%). Academic writing and format points earned: 25.5 out of 30 (85%). Late Penalty: 15% Strengths: Good paper, well written. Opportunities for improvement: You didn't once mention Wegner anywhere in your paper. Also I would have like to have seen you cover the fossils in the Reasons scientists now agree to continental drift paragraph. I would like to see a little more on the ring of fire... Additional Comments: A good paper but late. You cited your references well
Geographic evidence supporting the theory of continental drift
There is so much evidence today that supports the theory of continental drift. Through scientific research, many scientists have looked into different facts which support the continental drift theory. Some of the pieces of evidence available include the ocean floor which demonstrates ruggedness. Some scientists have confirmed the repeated reversal of the magnetic field of the earth which confirms that the continents are drifting away from each other (University of Columbia, n.d.). A hypothesis of the spreading of seafloor and the oceanic crust recycling associated with it. In addition to this, the pattern of earthquakes and volcanic activity are concentrated along the oceanic trenches and submarine mountain ranges. These are located at the edges of the tectonic plates.
Reasons scientists now agree to continental drift but did not agree to it in the past
There are various reasons why scientists agree to the continental drift theory. Although scientist at first did not accept the theory about continental drifting, there is some evidence which confirm that the theory has a lot of sense in it. First, there is so much evidence which proves that the continents lie on very big slabs called the tectonic plates. The activity.
Week 9 Earth and Space SciencesThe Earth and Space Sciences sub-s.docxmelbruce90096
Week 9: Earth and Space SciencesThe Earth and Space Sciences sub-strand
This week we will be exploring the Science Understanding sub-strand of Earth and Space Sciences. The study of Earth and Space Sciences focuses on developing students’ understandings of their place both within the broader universe and at a much closer level developing their understanding of geological processes and the weather and environment on Earth. We will continue our exploration of models to support understanding and provide examples of how to use digital technology in our science lessons.
Begin by watching the video Science & Space: Solar System 101(National Geographic Kids, 2014). What do you recall from your own education and what is new information for you?
Then watch the short video Make a mini solar system (ABC Splash, 2014) about modelling a mini solar system and think about how do we get across to students the sheer size of something as big as the solar system?
The week at a glance
Explore
Investigate
Dynamic Earth
Extending the use of models
Science and culture (an introduction to the Science as a Human Endeavour strand)
Suggested activities
Primary Connections resource and audio tour: Earthquake explorers
Primary Connections resource and audio tour: Earth's place in space
Links to and use of digital technologies
Planning toolkit
Science & Space: Solar System 101 (2014)<http://tinyurl.com/phy5khd>
Make a mini solar system (ABC Splash, 2014) <http://ab.co/1uBjHvr>
Click to go to theABC splash website for resources and ideas for teaching this topic.Dynamic Earth
The Australian Curriculum: Science (ACARA, 2014) Earth and Space sciences sub-strand is concerned with "Earth’s dynamic structure and its place in the cosmos." You can read the full description of this sub-strand within the Australian Curriculum: Science Content structure overview (ACARA, 2014). What does ‘ Earth’s dynamic structure and its place in the cosmos’ mean within a primary school and what we need to teach from F-6?Scope and sequence
The scope and sequence chart for Earth and space sciences allows us, at a glance, to see the content descriptions from Foundation to Year 6 and therefore how students’ understanding of Earth and space sciences progresses in both depth and breadth (ACARA, 2014). As shown in the scope and sequence screenshot, in Foundation year students learn that daily and seasonal changes in our environment, including the weather, affect everyday life and by Year 6 that sudden geological changes or extreme weather conditions can affect Earth’s surface.
Foundation Year
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Earth and space sciences
Daily and seasonal changes in our environment, including the weather, affect everyday life.
Observable changes occur in the sky and landscape.
Earth's resources including water, are used in a variety of ways.
Earth's rotation on its axis causes regular changes, including day and night.
Earth's surface changes over time as a result of natural process.
Resources Utilisation and development DAV CLASS VIII FT.EDU EASE CLASSES.pptxEduEaseClasses
This ppt is all about The DAV Class-VIII SSt. (Geography). Refer to it. It is a beautifully made presentation go through it. You can use this for your notes writing purposes.
Similar to FIDP_EarthScience_1stand2ndQuarter.docx (20)
Nutraceutical market, scope and growth: Herbal drug technologyLokesh Patil
As consumer awareness of health and wellness rises, the nutraceutical market—which includes goods like functional meals, drinks, and dietary supplements that provide health advantages beyond basic nutrition—is growing significantly. As healthcare expenses rise, the population ages, and people want natural and preventative health solutions more and more, this industry is increasing quickly. Further driving market expansion are product formulation innovations and the use of cutting-edge technology for customized nutrition. With its worldwide reach, the nutraceutical industry is expected to keep growing and provide significant chances for research and investment in a number of categories, including vitamins, minerals, probiotics, and herbal supplements.
Slide 1: Title Slide
Extrachromosomal Inheritance
Slide 2: Introduction to Extrachromosomal Inheritance
Definition: Extrachromosomal inheritance refers to the transmission of genetic material that is not found within the nucleus.
Key Components: Involves genes located in mitochondria, chloroplasts, and plasmids.
Slide 3: Mitochondrial Inheritance
Mitochondria: Organelles responsible for energy production.
Mitochondrial DNA (mtDNA): Circular DNA molecule found in mitochondria.
Inheritance Pattern: Maternally inherited, meaning it is passed from mothers to all their offspring.
Diseases: Examples include Leber’s hereditary optic neuropathy (LHON) and mitochondrial myopathy.
Slide 4: Chloroplast Inheritance
Chloroplasts: Organelles responsible for photosynthesis in plants.
Chloroplast DNA (cpDNA): Circular DNA molecule found in chloroplasts.
Inheritance Pattern: Often maternally inherited in most plants, but can vary in some species.
Examples: Variegation in plants, where leaf color patterns are determined by chloroplast DNA.
Slide 5: Plasmid Inheritance
Plasmids: Small, circular DNA molecules found in bacteria and some eukaryotes.
Features: Can carry antibiotic resistance genes and can be transferred between cells through processes like conjugation.
Significance: Important in biotechnology for gene cloning and genetic engineering.
Slide 6: Mechanisms of Extrachromosomal Inheritance
Non-Mendelian Patterns: Do not follow Mendel’s laws of inheritance.
Cytoplasmic Segregation: During cell division, organelles like mitochondria and chloroplasts are randomly distributed to daughter cells.
Heteroplasmy: Presence of more than one type of organellar genome within a cell, leading to variation in expression.
Slide 7: Examples of Extrachromosomal Inheritance
Four O’clock Plant (Mirabilis jalapa): Shows variegated leaves due to different cpDNA in leaf cells.
Petite Mutants in Yeast: Result from mutations in mitochondrial DNA affecting respiration.
Slide 8: Importance of Extrachromosomal Inheritance
Evolution: Provides insight into the evolution of eukaryotic cells.
Medicine: Understanding mitochondrial inheritance helps in diagnosing and treating mitochondrial diseases.
Agriculture: Chloroplast inheritance can be used in plant breeding and genetic modification.
Slide 9: Recent Research and Advances
Gene Editing: Techniques like CRISPR-Cas9 are being used to edit mitochondrial and chloroplast DNA.
Therapies: Development of mitochondrial replacement therapy (MRT) for preventing mitochondrial diseases.
Slide 10: Conclusion
Summary: Extrachromosomal inheritance involves the transmission of genetic material outside the nucleus and plays a crucial role in genetics, medicine, and biotechnology.
Future Directions: Continued research and technological advancements hold promise for new treatments and applications.
Slide 11: Questions and Discussion
Invite Audience: Open the floor for any questions or further discussion on the topic.
Richard's entangled aventures in wonderlandRichard Gill
Since the loophole-free Bell experiments of 2020 and the Nobel prizes in physics of 2022, critics of Bell's work have retreated to the fortress of super-determinism. Now, super-determinism is a derogatory word - it just means "determinism". Palmer, Hance and Hossenfelder argue that quantum mechanics and determinism are not incompatible, using a sophisticated mathematical construction based on a subtle thinning of allowed states and measurements in quantum mechanics, such that what is left appears to make Bell's argument fail, without altering the empirical predictions of quantum mechanics. I think however that it is a smoke screen, and the slogan "lost in math" comes to my mind. I will discuss some other recent disproofs of Bell's theorem using the language of causality based on causal graphs. Causal thinking is also central to law and justice. I will mention surprising connections to my work on serial killer nurse cases, in particular the Dutch case of Lucia de Berk and the current UK case of Lucy Letby.
THE IMPORTANCE OF MARTIAN ATMOSPHERE SAMPLE RETURN.Sérgio Sacani
The return of a sample of near-surface atmosphere from Mars would facilitate answers to several first-order science questions surrounding the formation and evolution of the planet. One of the important aspects of terrestrial planet formation in general is the role that primary atmospheres played in influencing the chemistry and structure of the planets and their antecedents. Studies of the martian atmosphere can be used to investigate the role of a primary atmosphere in its history. Atmosphere samples would also inform our understanding of the near-surface chemistry of the planet, and ultimately the prospects for life. High-precision isotopic analyses of constituent gases are needed to address these questions, requiring that the analyses are made on returned samples rather than in situ.
This presentation explores a brief idea about the structural and functional attributes of nucleotides, the structure and function of genetic materials along with the impact of UV rays and pH upon them.
Nucleic Acid-its structural and functional complexity.
FIDP_EarthScience_1stand2ndQuarter.docx
1. FLEXIBLE INSTRUCTION DELIVERY PLAN
S.Y. 2022 - 2023
Grade: 11 Semester: 1st
Core Subject Title: EARTH SCIENCE No. of Hours/Semester: 80
Prerequisites (If needed): ______
Core Subject Description: This learning area is designed to provide a general background for the understanding of the Earth on a planetary scale. It pr esents the history of the Earth
through geologictime. It discusses the Earth’s structure and composition, the processesthat occur beneath and on the Earth’s surface,as well as issues, concerns,and problems pertaining
to Earth’s resources.
Culminating Performance Standard: The learner is able to devise a plan that the community may: use to conserve and protect its resources for future generations; implement to minimize
waste when people utilize materials and resources; utilize to enhance their awareness of Earth’s history and how this can help them to be motivated to take good care of their own place in
general.
What to Teach? Why Teach? How to Assess? What to Teach?
Content
Content
Standards
Most Essential
Topics
Performance
Standards
Learning Competencies
Highest Thinking Skill to
Assess
Highest Enabling Strategy
to Use in developing the
Highest Thinking Skill to
Assess
Complete
KUD
Classificati
on
Most
Essential
KUD
Classificati
on
RBT Level
Performanc
e Checks
Enabling
General
Strategy
Flexible
Learning
Strategies
(FLS)
2. I.ORIGIN AND
STRUCTURE OF
THE EARTH
A. Universeand
The Solar
System
The learners
demonstrate
an
understanding
of:
1. The
formation
of the
universe
andthe
solar
system
1. Scientific
Origin of the
Universe
2. The
Universe
3. The Milky
Way
4. Scientific
Origin of the
Solar System
5. The Solar
System
6. The Planet
Earth
7. Basic Parts
Aboutthe
Earth
The learners
shall be able
to…
1. Makea
concept
mapand
use it to
explain
how the
geosphere,
hydrospher
e,
atmospher
e, and
biosphere
are
interconnec
ted
2. describe the
historical
development
of theories
thatexplain
the origin of
the Universe
3. compare the
different
hypotheses
explaining
the origin of
the Solar
System
K
U
Describe the
historical
development
of theories
thatexplain
the origin of
the Universe
Comparethe
different
hypotheses
explaining the
origin of the
Solar System
K
U
Understand
ing
Analyzing
Sequenci
ng or
Flow
Chart
Sorting
and
Classifyin
g
Representati
on
Communicat
ion
True or
False
Multiple
Choice
True or
False
Multiple
Choice
B. Earth Systems 2. The
subsystem
s
(geosphere
,
hydrospher
e,
atmospher
e, and
biosphere)
thatmake
up the
earth
1. Biogeochemi
cal Cycle
2. FoodChain
andFood
Web
3. describe the
characteristic
s of Earth
thatare
necessary to
supportlife
4. explain that
the Earth
consistsof
four
subsystems,
across whose
boundaries
matter and
energy flow
K
U
Describe the
characteristic
s of Earth that
are necessary
to supportlife
Explain that
the Earth
consistsof
four
subsystems,
across whose
boundaries
matter and
energy flow
K
U
Understand
ing
Analyzing
Pictionar
y
Writing
Conclusi
ons
Representati
on
Communicat
ion
Enumerat
ion
Essay
Concept
Mapping
3. II.EARTH
MATERIALSAND
PROCESSES
A. Minerals and
Rocks
B. Mineral
Resources
1. The three
main
categories
of rocks
2. The origin
and
environme
nt of
formation
of
common
minerals
and rocks
1. Physical
Properties
and
Classificatio
n of
Minerals
2. Classificatio
ns of Rocks
andtheir
Formation
3. Typesof
Mineral
Resources
4. Environment
al Impact of
Mining
5. Environment
ally
Sustainable
Mining
1. Makea
plan that
the
community
may use to
conserve
andprotect
its
resources
for future
generations
2. Prepare a
plan that
the
community
may
implement
to minimize
waste
when
people
utilize
materials
and
resources
1. identify
common
rock-forming
minerals
usingtheir
physicaland
chemical
properties
2. classify rocks
into igneous,
sedimentary,
and
metamorphi
c
3. identify the
minerals
importantto
society
4. describe how
ore minerals
are found,
mined, and
processed
for human
use
5. cite waysto
preventor
lessen the
environment
al impact
K
U
K
K
D
Identify
common
rock-forming
minerals
usingtheir
physicaland
chemical
properties
Classify rocks
into igneous,
sedimentary,
and
metamorphic
Identify the
minerals
importantto
society
Describe how
ore minerals
are found,
mined, and
processedfor
humanuse
Cite ways to
preventor
lessen the
environmenta
l impactthat
result from
K
U
K
K
D
Understand
ing
Analyzing
Understand
ing
Rememberi
ng
Creating
Labelling
Exercise
Pictionar
y
Sorting
and
Classifyin
g
Vocabula
ry
Exercise
Project
Exercises
Representati
on
Communicat
ion
Representati
on
Representati
on
Problem
Solving
True or
False
Identificat
ion
Enumerat
ion
Enumerat
ion
Fill in the
clanks
Portfolio
4. thatresult
from the
exploitation,
extraction,
anduse of
mineral
resources
the
exploitation,
extraction,
anduse of
mineral
resources
C. Energy
Resources
3. The
various
sourcesof
energy
(fossil
fuels,
geotherma
l,
hydroelect
ric)
1. Formation
of Fossil
Fuels
2. Geothermal
Energy
3. Geothermal
Power Plant
4. Environment
al Concerns
Related to
the Use of
Fossil Fuels
1. describe how
fossil fuels
are formed
2. explain how
heat from
inside the
Earth is
tappedas a
source of
energy
(geothermal)
for human
use
3. cite waysto
addressthe
different
environment
al concerns
related to
the use of
fossil fuels,
K
U
D
Describe how
fossil fuels
are formed
Explain how
heat from
inside the
Earth is
tappedas a
source of
energy
(geothermal)
for human
use
Cite ways to
addressthe
different
environmenta
l concerns
related to the
use of fossil
fuels,
K
U
D
Rememberi
ng
Evaluating
Creating
Flow
Chart
Video
Analysis
Project
Exercises
Representati
on
Reasoning
andProof
Problem
Solving
Labelling
Essay
Portfolio
5. geothermal
energy, and
hydroelectric
energy
geothermal
energy, and
hydroelectric
energy
D. Water
Resources
4.Theamount
of usable water
on Earth
1. Water
Resources
2. Characteristi
cs of Water
3. Hydroelectri
c Energy
1. recognize
howwateris
distributed
on Earth
2. identifythe
various
water
resourceson
Earth
3. explainhow
different
activities
affectthe
qualityand
availabilityof
waterfor
humanuse
4. suggestways
of
conserving
and
protecting
water
resources
K
K
K
D
Recognize
howwateris
distributed
on Earth
Identifythe
variouswater
resourceson
Earth
Explainhow
different
activities
affectthe
qualityand
availabilityof
waterfor
humanuse
Suggestways
of conserving
and
protecting
water
resources
K
K
K
D
Rememberi
ng
Rememberi
ng
Understand
ing
Creating
Sorting
and
Classifyin
g
Vocabula
ry
Exercise
Problem
Analysis
Project
Exercise
Representati
on
Representati
on
Representati
on
Problem
Solving
Matching
Type
Enumerat
ion
Essay
Portfolio
6. E. Soil
Resources
5.The
distributionof
arable land on
Earth
1. Human
Activities
Affecting
Soil
2. Conserving
and
Protecting
the Soil
1. identify
human
activities,
such as
farming,
construction
of
structures,
and waste
disposal,
that affect
the quality
and quantity
of soil
2. give waysof
conserving
and
protecting
the soil for
future
generations
K
D
Identify
human
activities,
such as
farming,
construction
of structures,
and waste
disposal,that
affectthe
qualityand
quantityof
soil
Give waysof
conserving
and
protecting
the soil for
future
generations
K
D
Understand
ing
Creating
Pictionar
y
Project
Exercise
Representati
on
Problem
Solving
True or
False
Portfolio
F. Human
Activities and
the
Environment
6.Waste
generation
management
1. Waste
Generation
2. Waste
Managemen
t
3. Waste
Disposal
4. Effects of
Waste
1. describe
howpeople
generate
different
typesof
waste (solid,
liquid,and
gaseous) as
theymake
use of
various
materials
K Describe how
people
generate
different
typesof
waste (solid,
liquid,and
gaseous) as
theymake
use of various
materialsand
K Understand
ing
Sorting
and
Classifyin
g
Representati
on
Enumerat
ion
7. and
resourcesin
everydaylife
2. explainhow
different
typesof
waste affect
people’s
healthand
the
environment
U
resourcesin
everydaylife
Explainhow
different
typesof
waste affect
people’s
healthand
the
environment
U Applying Problem
Analysis
Communicat
ion
Essay
III.EARTH
PROCESSES
A. Exogenic
Processes
1. geologic
processes
that occur
on the
surface of
the Earth
such as
weatherin
g, erosion,
mass
wasting,
and
sedimenta
tion
(include
the role of
ocean
basinsin
the
formation
of
1. Geological
Processes
1. Make a
simple map
showing
places
where
erosionand
landslides
may pose
risksinthe
community
2. Using
maps,
diagrams,
or models,
predict
whatcould
happenin
the future
as the
tectonic
plates
1. describe
howrocks
undergo
weathering
2. explainhow
the products
of
weathering
are carried
away by
erosionand
deposited
elsewhere
3. explainhow
rocks and
soil move
downslope
due to direct
K
U
U
Describe how
rocks
undergo
weathering
Explainhow
the products
of weathering
are carried
away by
erosionand
deposited
elsewhere
Explainhow
rocks and soil
move
downslope
due to direct
K
U
U
Understand
ing
Analyzing
Analyzing
Labelling
Exercise
Situation
Analysis
Situation
Analysis
Representati
on
Communicat
ion
Communicat
ion
Matching
Concept
Mapping
Concept
Mapping
8. sedimenta
ry rocks)
continue to
move
actionof
gravity
actionof
gravity
B. Endogenic
Processes
2. geologic
processes
that occur
withinthe
Earth
1. Magma
Formation
2. Volcanism
3. Productsof
Volcanic
Eruptions
4. Mineral
Metamorphi
sms
1. explainwhy
the Earth’s
interioris
hot
2. describe
howmagma
isformed
3. describe
what
happens
aftermagma
isformed
4. describe the
changesin
mineral
components
and texture
of rocksdue
to changesin
pressure and
temperature
(metamorphi
sm)
U
K
K
K
explainwhy
the Earth’s
interiorishot
Describe how
magma is
formed
Describe
what
happensafter
magma is
formed
Describe the
changesin
mineral
components
and texture
of rocksdue
to changesin
pressure and
temperature
(metamorphi
sm)
U
K
K
K
Evaluating
Rememberi
ng
Rememberi
ng
Understand
ing
Video
Analysis
Sequenci
ng or
Flow
Chart
Sequenci
ng or
Flow
Chart
Labelling
Exercise
Reasoning
andProof
Representati
on
Representati
on
Essay
Multiple
Choice
Matching
Multiple
Choice
C. Deformation
of Crust
3. foldingand
faultingof
rocks
1. Rock
Deformation
2. Layers of the
Earth
3. Earthquakes
1. describe
howrocks
behave
under
different
K Describe how
rocks behave
under
different
typesof
K Understand
ing
Hands-
on
Modelin
g Demo
Representati
on
True or
False
9. typesof
stresssuch
as
compression
, pulling
apart, and
shearing
2. identifythe
layersof the
Earth
3. differentiate
the layersof
the Earth
fromeach
other
K
K
stresssuch as
compression,
pullingapart,
and shearing
Identifythe
layersof the
Earth
Differentiate
the layersof
the Earth
fromeach
other
K
K
Rememberi
ng
Understand
ing
Pictionar
y
Compari
son
Table
Representati
on
Representati
on
Identificat
ion
Matching
D. Plate
Tectonics
4. the
internal
structure
of the
Earth
5. continental
drift
6. seafloor
spreading
1. Continental
Drift
2. Seafloor
Spreading
3. Theory of
Plate
Tectonics
1. describe the
continental
drifttheory
2. explainhow
seafloor
spreads
3. explainhow
the
movement
of plates
leadstothe
formationof
folds,faults,
trenches,
volcanoes,
K
U
U
Describe the
continental
drifttheory
Explainhow
seafloor
spreads
Explainhow
the
movementof
platesleads
to the
formationof
folds,faults,
trenches,
volcanoes,
K
U
U
Understand
ing
Analyzing
Applying
Sequenci
ng or
Flow
Chart
Predict-
Observe-
Explain
Video
Analysis
Representati
on
Communicat
ion
Connection
True or
False
Essay
Concept
Mapping
10. riftvalleys,
and
mountain
ranges
riftvalleys,
and
mountain
ranges
IV.HISTORY OF
THE EARTH
A. Major Events
in Earth’sPast
1. relative
and
absolute
dating
2. the major
subdivision
s of
geologic
time
(including
index
fossils)
3. howthe
planet
Earth
evolvedin
the last 4.6
billion
years
1. The
Geologic
Time
2. Absolute
Geologic
Time Scale
3. Fossils
4. Typesof
Fossil
1. Describe
the
possible
eventsthat
occurredin
a certain
area based
on the rock
layers
found
therein
1. describe
howlayers
of rocks
(stratified
rocks) are
formed
2. describe the
different
methods
(relative and
absolute
dating) of
determining
the age of
stratified
rocks
3. explainhow
relative and
absolute
datingwere
usedto
determine
the
subdivisions
of geologic
time
4. describe
howindex
K
K
U
K
Describe how
layersof
rocks
(stratified
rocks) are
formed
Describe the
different
methods
(relative and
absolute
dating) of
determining
the age of
stratified
rocks
Explainhow
relative and
absolute
datingwere
usedto
determine
the
subdivisions
of geologic
time
Describe how
index fossils
K
K
U
K
Rememberi
ng
Understand
ing
Applying
Understand
ing
Labelling
Exercises
Sorting
and
Classifyin
g
Writing
Conclusi
on
Representati
on
Representati
on
Connections
Representati
on
Matching
Enumerat
ion
Concept
Mapping
True or
False
11. fossils(also
knownas
guide fossils)
are usedto
define and
identify
subdivisions
of the
geologic
time scale
5. describe the
historyof
the Earth
through
geologic
time
K
(alsoknown
as guide
fossils) are
usedto
define and
identify
subdivisions
of the
geologictime
scale
Describe the
historyof the
Earth through
geologictime
K Rememberi
ng
Vocabula
ry
Exercises
Sequenci
ng or
Flow
Chart
Representati
on
Matching
Performance Tasks:
On the top of COVID-19 pandemic, environmental problems are continue rising in our country. As an elected SK Chairman in your barangay, you and your fellow youth leaders are tasked by your
barangay Captaintoorganize a webinar where people in yourcommunity will be thebeneficiaries. This will disseminateinformationabouttheEarth’shistory, properhandlingofvariousresources available
in your barangay to minimize waste, andconservationand protectionof these resources for future generations. In addition, you and your fellow youth leaders need to be the speakers who will tackle the
Earth’s history in brief, proper handling of resources, and conservation and protection of resources. You have to make sure that the people in your community will take part and be well informed of the
topics you will discuss. You will be graded according to organization, quality of Information, insights.
Goal – Conduct a webinar where in you will disseminate information about the Earth’s history, proper handling of various resources available in your barangay to minimize waste, and conservation and
protection of these resources for future generations.
Role – You as speaker who will tackle the Earth’s history in brief, proper handling of resources, and conservation and protection of resources.
Audience – People in your community.
Situation–Onthe topof COVID-19 pandemic, environmentalproblemsarecontinuerising in ourcountry. Asan elected SK Chairmanin yourbarangay, youandyour fellow youthleadersare taskedby your
barangay Captain to organize a webinar where people in your community will be the beneficiaries.
Product – Webinar via multimedia presentation
Standard – Organization, quality of Information, insights.
12. Rubric:
Criteria Excellent (4) Satisfactory (3) Fair (2) Needs Improvement (1)
Organization Information is very organized
with well-constructed
paragraphs and correct usage
of subheadings.
Information is organized with
well-constructed paragraphs.
Information is organized but
paragraphs are not well-
constructed.
Information appears to be
disorganized.
Quality of Information Information clearly relates to
the main topics. It includes
several supporting details
and/or examples. It is factual
and correct.
Information clearly relates to
the main topics. It provides
one to two supporting details
and/or examples. It is factual
and correct.
Information clearly relates to
the main topics. No details
and/or examples are given.
Information is factual, but
some folk myths are included.
Information has little to do
with the main topics. It is
suspect to being correct and
factual,and rather draws from
folk myths.
Insights The presentation shows
relevant and in-depth
expression of thoughts or
ideas that are directly
connected to the topics.
Most of the thoughts or ideas
expressed in the presentation
are connected to the topics.
The thoughts of ideas
expressed in the presentation
show little connection to the
topics.
The thoughts or ideas
expressed in the presentation
are not connected to the
topics.
PREPARED BY:
Mr. Al A. Yutoc
Subject Teacher
CHECKED BY:
MR. EDGAR S. MERCADO, LPT
Academic Coordinator - SHS