Template 2: DEFINITIVE BUDGET OF WORK FOR SY 2021-2022 Learning Area: Earth and Life Science Grade Level: 11/12 Team Leader: Reynald Alfred A. Recede Maria Carmina R. Martin, Alma Castaño, Jasmin B.Tiongson QUARTER 1 Content Standard: The learners demonstrate understanding of the subsystems (geosphere, hydrosphere, atmosphere, and biosphere) that make up the Earth Performance Standard: The learners should be able to conduct a survey to assess the possible geologic/ hydrometeorological hazards that your community may experience. No. of Days # MELC taught Remarks 1 WEEK 1 Day 1-2: Recognize the uniqueness of Earth, being the only planet in the solar system with properties necessary to support life (S11/12ES-Ia-e- 3). 2 Day 3: Explain that the Earth is consists of four subsystems in which there is a constant flow of 4 Days matter and energy across boundaries (S11/12ES-Ia-e- 4) 3 Day 4: Identify common rock-forming minerals using their physical and chemical properties (S11/12ES-Ia-9) Content Standard: The learners demonstrate understanding of 1. the three main categories of rocks 2. the origin and environment of formation of common minerals and rocks 3. geologic processes that occur on the surface of the Earth such as weathering and erosion Performance Standard: The learners should be able to conduct a survey to assess the possible geologic/ hydrometeorological hazards that your community may experience. No. of Days # MELC taught Remarks WEEK 2 4 Day1-2: Classify rocks into igneous, sedimentary, and metamorphic (S11/12ES-Ib10) 4 Days Day 3-4: Explain how the products of weathering are carried by erosion and deposited 5 elsewhere (S11/12ES-Ib-12) Content Standard: The learners demonstrate understanding of 1. the three main categories of rocks 2. the origin and environment of formation of common minerals and rocks 4. geologic processes that occur within the Earth Performance Standard: The learners should be able to conduct a survey to assess the possible geologic/ hydrometeorological hazards that your community may experience. No. of Days # MELC taught Remarks 6 7 Describe where the Earth’s internal heat comes from. (S11/12ES-Ib-14) WEEK 3 Day 1: Describe the effect of the accretion of dust and gas particles on the internal heat of the earth. Day 2: Describe the effect of radioactive decays and frictional heating on the internal heat of the earth 4 Days Describe how magma is formed (magmatism) (S11/12ES-Ic-15) Day 3: Explain the three processes that melt the asthenosphere to form magma. Day 4: Describe the conditions of magma formation Content Standard: The learners demonstrate understanding of 1. the three main categories of rocks 2. the origin and environment of formation of common minerals and rocks 4. geologic processes that occur within the Earth Performance Standard: The learners should be able to conduct a survey to assess the possible geologic/ hydrometeorological hazards that your community may experience. No. of Days # MELC taught Remarks Describe the physical and chemical changes in rocks due to changes in pressure and temperature (metamorphism) WEEK 4 8 Day 1: Describe the condition in the magma that changes the chemical composition of rocks. Day 2: Explain the effect of temperature on the type of rocks. Compare and contrast the formation of the different types of igneous rocks (S11/12ES-Ic-1) 9 4 Days Day 3: Describe magma as a source of igneous rocks Day 4: Differentiate types of igneous rocks according to formation and texture Content Standard: The learners demonstrate understanding of the subsystems (geosphere, hydrosphere, atmosphere, and biosphere) that make up the Earth Performance Standard: The learners should be able to conduct a survey to assess the possible geologic/ hydrometeorological hazards that your community may experience. No. of Days # MELC taught Remarks 10 WEEK 5 Day 1: Explain how the movement of plates leads to the formation of folds and faults (S11/12ESId-22). Day 2-3: Describe how layers of rocks (stratified rocks) are formed(S11/12ES-Ie-25) 4 Days 11 Day 4: Describe the different methods (relative and absolute dating) to determine the age of stratified rocks (S11/12ES-Ie-26) 12 Content Standard: The learners demonstrate understanding of the subsystems (geosphere, hydrosphere, atmosphere, and biosphere) that make up the Earth Performance Standard: The learners should be able to conduct a survey to assess the possible geologic/ hydrometeorological hazards that your community may experience. No. of Days # MELC taught Remarks 13 14 WEEK 6 Day 1: Explain how relative and absolute dating were used to determine the subdivisions of geologic time (S11/12ES-Ie-27) Day 2-3: Describe how the Earth’s history can be interpreted from the geologic time scale (S11/12ES-le-29) 4 Days Day 4: Describe the various hazards that may happen in the event of earthquakes, volcanic 15 eruptions, and landslides; (S11/12ES-if-30) Content Standard: The learners demonstrate understanding of the different hazards caused by geological processes (earthquakes, volcanic eruptions, and landslides) Performance Standard: The learners should be able to conduct a survey to assess the possible geologic/ hydrometeorological hazards that your community may experience. No. of Days # MELC taught Remarks WEEK 7 Using hazard maps, identify areas prone to hazards brought about by earthquakes, volcanic eruptions, and landslides (S11/12ES-If-31) Day 1: Using hazard map, identify areas prone to hazard brought about by the earthquake and volcanic eruptions and cite practical ways of coping with hazards caused by the earthquake 4 Days and volcanic eruptions Day2: Using hazard map, identify areas prone to hazard brought about by landslides and cite 16 practical ways of coping with hazards caused by them. Identify human activities that speed up or trigger landslides (S11/12ES-If-33) 17 Day 3: Identify and understand how human activities can speed up the occurrence of landslides. Day 4: Cite possible and practical solutions on how to lessen these identified human activities and create an informational campaign on them. Content Standard: The learners demonstrate understanding of the different hazards caused by hydrometeorological phenomena (tropical cyclones, monsoons, floods, and tornadoes or ipo-ipo) and, the different hazards caused by coastal processes (waves, tides, sea-level changes, crustal movement, and storm surges) Performance Standard: The learners should be able to conduct a survey to assess the possible geologic/ hydrometeorological hazards that your community may experience. No. of Days # MELC taught Remarks WEEK 8 Using hazard maps, identify areas prone to hazards brought about by tropical cyclones, monsoons, floods, or ipo-ipo (S11/12ES-Ig-36) 18 Day 1: Using hazard maps, identify areas prone to hazards brought about by tropical cyclones, monsoons, floods, or ipo-ipo and cite ways of coping with hydrometeorological hazards. Day 2: Identify guidelines designed to help people prepare for and respond to the risks associated with flooding and other hazards and create an information campaign on how to apply them in school and the community. 19 Day 3: Describe how coastal processes result in coastal erosion, submersion, and saltwater intrusion (S11/12ES-Ih-38) 20 Day 4: Cite ways to prevent or mitigate the impact of land development, waste disposal, and construction of structures on control coastal processes S11/12ES-Ii-41 4 Days QUARTER 2 Content Standard: The learners demonstrate understanding of the historical development of the concept of life, the origin of the first life forms, and the unifying themes in the study of life Performance Standard: The learners shall be able to value life by taking good care of all beings, humans, plants, and animals # 21 MELC Explain the evolving concept of life based on emerging pieces of evidence (S11/12LT-IIa-1) WEEK 1 Day 1: Explain the historical development of the concept of life Day 2: Identify the origin of the first life forms Day 3: Describe classic experiments that model conditions which may have enabled the first forms to evolve Day 4: Show the importance of understanding the origin of life through simulation experiments Number of days taught Remarks Remarks 4 Days Content Standard: The learners demonstrate understanding of the historical development of the concept of life, the origin of the first life forms, and the unifying themes in the study of life Performance Standard: The learners shall be able to value life by taking good care of all beings, humans, plants, and animals 22 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 (S11/12LT-IIa-3) WEEK 2 Day 1: Describe how structure in the study of life show the connections among living things Day 2: Identify how functions in the study of life show the connections among living things 4 Days Day 3: Explain how evolution in the study of life show the connections among living things Day 4: Value life by taking good care of all beings, humans, plants, and animals Content Standard: The learners demonstrate understanding of plant and animal reproduction Performance Standard: The learners shall be able to conduct a survey of products containing substances that can trigger genetic disorders such as phenylketonuria 23 Describe the different ways of how representative Number of days Remarks animals reproduce (S11/12LTIIej- 15) taught WEEK 3 The MELC does not include plant Day 1: Identify the different ways how animals reproduction although the Content reproduce Standard includes plant reproduction. 4 Days Day 2: Differentiate sexual reproduction from asexual reproduction Day 3: Give the advantages and disadvantages of both types of reproduction Day 4: Relate how animal reproduction impacts ecosystem imbalance Content Standard: The learners demonstrate an understanding of 1. plant and animal reproduction 2. how genes work; and 3. how genetic engineering is used to produce novel products Performance Standard: The learners shall be able to conduct a survey of products containing substances that can trigger genetic disorders such as phenylketonuria 24 WEEK 4 Day 1: Describe the process of genetic engineering (S11/12LT-IIej- 17) Day 2: Evaluate the benefits and risks of using 4 Days 25 GMOs (S11/12LT-IIej- 19) Day 3: Enumerate products containing substances that can trigger genetic disorders Day 4: Conduct a survey of products containing substances that can trigger genetic disorders such as phenylketonuria Content Standard: The learners demonstrate understanding of 1. nutrition: getting food to cells 2. gas exchange with the environment 3. circulation: the internal transport system 4. the need for homeostasis 5. salt and water balance and waste removal 6. the immune system: defense from disease 7. how hormones govern body activities 8. the nervous system 9. the body in motion Performance Standard: The learners shall be able to make a presentation of some diseases that are associated with the various organ systems MELC Number of days Remarks taught 26 27 Describe the general and unique characteristics of the different organ systems in representative animals (S11/12LT-IIIaj- 21) WEEK 5 Day 1: Describe the functions and identify organs and diseases involved in the digestive system, circulatory system, respiratory system, excretory system, and immune system of representative animals Day 2: Describe the functions and identify organs and diseases involved in the endocrine system, skeletal system, muscular system, and nervous system of representative animals Day 3: Analyze and appreciate the functional relationships of the different organ systems in ensuring animal survival (S11/12LT-IIIaj- 22) 4 Days Day 4: Make a presentation of some diseases that are associated with the various organ systems Content Standard: The learners demonstrate understanding of the evidence for evolution and the origin and extinction of species Performance Standard: The learners shall be able to design a poster tracing the evolutionary changes in a crop plant (e.g., rice or corn) that occurred through domestication # MELC Number of days Remarks taught WEEK 6 28 Day 1-2: 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 S11/12LTIVfg- 26 29 Day 3: Describe how the present system of 4 Days classification of organisms is based on evolutionary relationships S11/12LT-IVfg- 27 Day 4: Design a poster tracing the evolutionary changes in a crop plant (e.g., rice or corn) that occurred through domestication Content Standard: 1. The learners demonstrate understanding of the principles of the ecosystem 2. biotic potential and environmental resistance 3. terrestrial and aquatic ecosystems 4. how human activities affect the natural ecosystem concerns and challenges in the community Performance Standard: The learners shall be able to prepare an action plan containing mitigation measures to address current environmental and challenges in the community Categorize the different biotic potential and 30 environmental resistance (e.g., diseases, availability of food, and predators) that affect population explosion S11/12LT-IVhj- 29 WEEK 7 Day 1: Describe the factors that determine biotic potential Day 2: Determine the effects of environmental resistance to biotic potential Day 3: Correlate biotic potential and environmental resistance to population explosion Day 4: Prepare an action plan containing mitigation measures to address current environmental and challenges in the community Validator John Keeneth M. Ferrera TAPAT 4 Days EPS In charge Dr. Maripaz T. Mendoza SDO Pasay City Dr. Lea Q. Prondo SDO Valenzuela City Ms. Jessica S. Mateo SDO Marikina City Mr. Hernan L. Apurada SDO Makati City
