De La Salle Araneta University
Pioneer in Agricultural Sciences and Veterinary Medicine
Integrated School
SY 2024 – 2025
LASALLIAN LEARNING PLAN
Prepared by
Subject Code
Subject
Christian Dave A. De Leon, LPT, MASE
EARTHSCI101
Earth and Life Science
DLSAU Vision and Mission
DLSAU Core Values
De La Salle Araneta University is a leading industry-aligned and globally-linked Catholic educational institution committed to
experiential teaching and learning for the creation of new knowledge in food security, animal welfare, and entrepreneurship towards
societal transformation.
In faith, DLSAU is committed to building a community that sees the goodness and likeness of God in each member, thus being
moved to contributing to each other’s growth and development in the service of society.
As a service-driven institution, DLSAU is passionately committed to excellence in teaching and learning towards the building of an
academic community characterized by efficiency, effectiveness, and integrity.
Target SDGs
[For STEM 11 subjects only]
Subject Description
Strand/ Track
Core Subject (Non-STEM Strands)
Term & School Year Term 1 – SY 2024 – 2025
Inclusive Date/s
July 1 – September 27, 2024
Together and by association, DLSAU is committed to become a catalyst for societal transformation through poverty alleviation.
1. SDG 2: Zero hunger
5. SDG 12: Responsible Consumption and Production
2. SDG 3: Good Health and Well-Being
6. SDG 14: Life Below Water
3. SDG 6: Clean and Water Sanitation
7. SDG 15: Life on land
4. SDG 11: Sustainable Cities and Communities
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.
Content Standard/s
Performance Standard/s
[from DepEd Curriculum Guide]
[from DepEd Curriculum Guide]
The learners demonstrate an understanding of:
1. the theories explaining the origin of the universe and the solar system.
2. the subsystems (geosphere, hydrosphere, atmosphere, and biosphere) that
make up the Earth.
3. the three main categories of rocks, as well as the origin and environment of
formation of common minerals and rocks
4. the various processes that occur on the surface and within the Earth and
connect it to its internal structure and geologic features.
The learners shall be able to:
1. Conduct a survey to assess the possible geologic and/or
hydrometeorological hazards that your community may experience.
2. value life by taking good care of all beings, humans, plants, and
animals.
3. make a poster that shows the complementary relationship of
photosynthesis and cellular respiration.
4. conduct a survey of products containing substances that can trigger
303 Victoneta Avenue, Potrero, Malabon Philippines 1476
(+632) 8330-9228 to 33 loc. 2117 or 2118, (+632)3618598
De La Salle Araneta University
Pioneer in Agricultural Sciences and Veterinary Medicine
Integrated School
SY 2024 – 2025
5. the geologic time scale through the rock and fossil records and life forms that
genetic disorders such as phenylketonuria.
existed in the last 4.6 billion years.
5. make a presentation of some diseases that are associated with the
6. the different hazards caused by geologic processes and hydrometeorological
various organ systems.
phenomena.
6. design a setup on propagating plants using other methods such as
7. the historical development of the concept of life, as well as on its unifying
hydroponics and aeroponics.
themes.
7. Design a poster tracing the evolutionary changes in a crop plant (e.g.,
8. the cell as the basic unit of life and how energy flows in it.
rice or corn) that occurred through domestication.
9. plant and animal reproduction in the context of genetic level and how it is being
8. prepare an action plan containing mitigation measure to address
applied to produce novel products.
current environmental concerns and challenges in the community.
10. the general anatomy and physiology of representative animal and plant groups
At the end of the term, the students should understand:
1. the various theories on the origin of the universe and the solar and its connection on how the earth supports life and the
interaction between the subsystems of the earth.
2. The earth is constantly changing, governed by the laws of nature which may result in potential risks and hazards.
Big Idea/
3. The characteristics that all living things share in common.
Enduring Understanding
4. The flow of energy and how the continuity of life takes place on a cellular level.
5. The organization of the physiological functions in both animals and plants
6. The importance of evidence from rocks and fossil in describing the history and evolution of life on Earth.
At the end of the term, the students should be able to understand the following questions:
1. What do existing theories on the origin of the universe and of the solar system tell us about the interconnection of the
earth’s subsystems and how it supports life?
2. How do the various geologic processes and other natural hazards affect human life?
Essential Question/s
3. How do the unifying themes of life contribute to knowing how living things function?
4. What is the primary importance of the cell in providing energy and reproduction in living things?
5. What is the connection of the various organ systems in plants and animals in maintaining organismal survival?
6. What does the rock and fossil evidence tells us about the existence and adaptation of life on Earth?
303 Victoneta Avenue, Potrero, Malabon Philippines 1476
(+632) 8330-9228 to 33 loc. 2117 or 2118, (+632)3618598
De La Salle Araneta University
Pioneer in Agricultural Sciences and Veterinary Medicine
Integrated School
SY 2024 – 2025
STUDENT LEARNING OUTCOME
EARTHSCI101 | TERM 1
On completion of the subject, the student is expected to be able to do the following:
ELGA
Culturally Grounded Critical and Creative
Thinker
Effective Communicator
Virtue-guided decision-maker
LEARNING OUTCOME/S
LO1. Understand the origin of the earth and its relationship to the interaction among the subsystems of the earth.
LO2. Plan an action to inform people about the effects of Earth’s geologic processes with respect to the different
natural hazards.
LO3. Initiate meaningful community involvement projects that encompasses the improvement of living.
LO4. Describe how the principles of evolution and ecology can be utilized in maintaining balance.
Engaged and Service-Driven Citizen
Reflective Lifelong Learner and Competent self- LO5. Appreciate the interconnection of the different organ systems in both plants and animals in promoting quality of
nurturer
living.
LO6. Value how the changes that occurred Earth’s history can be used in preserving the existence of life on the planet.
GRADING SYSTEM
The student will be graded according to the following:
Written Works (25%)
Performance Tasks (50%)
Examination (25%)
•
•
•
•
•
•
•
Lesson Playlists
Mastery Tests
Worksheets
Inquiry Lab Activities (Enabling Tasks for PETA)
Infamous PH Disasters (Midterm PETA0)
Biology @ Work Mini-Exhibit (Final PETA)
Midterm and Final Written Examinations
BUDGET OF WORK
EARTHSCI101 | TERM 1
303 Victoneta Avenue, Potrero, Malabon Philippines 1476
(+632) 8330-9228 to 33 loc. 2117 or 2118, (+632)3618598
CORE SUBJECT
• 90 and above – Outstanding (O)
• 85 to 89 – Very Satisfactory (VS)
• 80 to 84 – Satisfactory (S)
• 75 to 79 – Fairly Satisfactory (FS)
• 74 and below – Did Not Meet Expectations (DNME)
***The Computation of the Subject Grade will be based on the
average of the Midterm and Final Grades
De La Salle Araneta University
Pioneer in Agricultural Sciences and Veterinary Medicine
Integrated School
SY 2024 – 2025
TIME
ALLOTMENT
Week 1-2
Week 3
Week 4
LEARNING OUTCOME/S/
CBL (Challenge-Based Learning)
STAGE
LEARNING ACTIVITIES WITH
ENABLING TASKS (ET)
TOPICS
LEARNING OBJECTIVE/S/
COMPETENCY/IES
Origin and Structure of the
Earth
• Theories on the Origin of the
Universe
• The origin of the Solar System
• Life on Earth
• Earth’s Subsystems
• S11/12ES-Ia-e-2 Describe the
different hypotheses explaining the
origin of the solar system.
• ES-Ia-e- 3 Recognize the
uniqueness of Earth, being the only
planet in the solar system with
properties necessary to support
life.
• S11/12ES-Ia-e- 4 Explain that the
Earth consists of four subsystems,
across whose boundaries matter
and energy flow.
Rocks and Mineral Resources
• Composition, Structure, and
Properties of Minerals
• Common Rock-forming
Elements
• The Rock Cycle and
Classification of Rocks
• S11/12ES-Ia-9 Identify common
rock-forming minerals using their
physical and chemical properties.
• S11/12ES-Ib-10 Classify rocks into
igneous, sedimentary, and
metamorphic.
(CBL: Engage) – The students should
be able to classify different rock
samples and identify the distinguishing
characteristics of its mineral
properties.
Earth’s Processes
- Weathering, Erosion, and
Deposition
- Magma and Volcanism
- Faulting Deformation and
Diastrophism
- Metamorphism
- Internal Structure of the
Earth and Plate Tectonics
• S11/12ES-Ia-e-7 Identify and
differentiate the layers of the Earth.
• S11/12ES-Ib-11 describe how rocks
undergo weathering.
• S11/12ES-Ib-12 explain how the
products of weathering are carried
away by erosion and deposited
elsewhere.
• S11/12ES-Ib-14 Describe where
the Earth’s internal heat comes
LO2. Plan an action to inform people
about the effects of Earth’s geologic Lecture-Discussion
and
processes with respect to the Exogenic
Processes
different natural hazards.
LO1. Understand the origin of the
earth and its relationship to the
interaction among the subsystems of
the earth.
(CBL: Engage) – The students should
be able to understand the concept of
how the different subsystems of the
earth interact with one another.
(CBL: Engage) – The students should
be able to observe how the different
forces in and out of the earth shape
the features of the crust.
303 Victoneta Avenue, Potrero, Malabon Philippines 1476
(+632) 8330-9228 to 33 loc. 2117 or 2118, (+632)3618598
ET: Enabling task can be a combination of
competencies that will accomplish by the
students as a preparation for the Terminal
Tasks)
Lecture-Discussion on the
Theories on the Origin of the
Universe and Solar System and its
connection
WW: Situation Analysis on the
Interaction of the Subsystems of the
Earth.
PT: Inquiry Lab Simulation on the
concepts Planetary Motion and Big
Bang Theory
Lecture-Discussion on the
Properties of Minerals and Rock
Cycle and Groups (with Video
Watching)
PT: Inquiry Lab on Mineral Properties
and Rock Group Identification
on
the
Endogenic
WW: Lesson Playlist on Exogenic
and Endogenic Processes
De La Salle Araneta University
Pioneer in Agricultural Sciences and Veterinary Medicine
Integrated School
SY 2024 – 2025
Week 5
Natural Hazards, Mitigation, and
Adaptation
- Geologic Hazards
- Hydrometeorological
Hazards
- Marine and Coastal
Hazards
from.
• S11/12ES-Ic-15-16 describe how
magma is formed (magmatism) and
what happens after (plutonism and
volcanism)
• S11/12ES-Ic-17 Describe the
physical and chemical changes in
rocks due to changes in pressure
and temperature (metamorphism)
• S11/12ES-Ic-18 compare and
contrast the formation of the diverse
types of igneous rocks.
• S11/12ES-Id-22 Explain how the
movement of plates leads to the
formation of folds and faults.
• S11/12ES-If-30 Describe the
various hazards that may happen in
the event of earthquakes, volcanic
eruptions, and landslides.
• S11/12ES-If-31 Using hazard
maps, identify areas prone to
hazards brought about by
earthquakes, volcanic eruptions,
and landslides
• S11/12ES-If-33 Identify human
activities that speed up or trigger
landslides.
• S11/12ES-Ig-36 Using hazard
maps, identify areas prone to
hazards brought about by tropical
cyclones, monsoons, floods, or ipoipo.
• S11/12ES-Ih-38 Describe how
coastal processes result in coastal
erosion, submersion, and saltwater
LO2. Plan an action to inform people Lecture-Discussion on Natural
about the effects of Earth’s geologic Hazards
processes with respect to the
different natural hazards.
WW/ET1: Examining the Risks and
Hazards
of
Geologic
and
Hydrometeorological
Processes
(CBL: Investigate) – The students
should be able to simulate how natural
PT/ET2: Inquiry Lab on a Disaster
hazards such as earthquakes and
Resilient Model House
typhoons can be used to construct a
disaster resilient model house.
303 Victoneta Avenue, Potrero, Malabon Philippines 1476
(+632) 8330-9228 to 33 loc. 2117 or 2118, (+632)3618598
De La Salle Araneta University
Pioneer in Agricultural Sciences and Veterinary Medicine
Integrated School
SY 2023 – 2024
Weeks 6-7
Week 8
PeTa Making (Midterms)
- Infamous Disasters in
Philippine History
- (Midterm Exams – 6th/7th)
Introduction to Life Science and
Bioenergetics
- The Unifying Themes of
Life
- The Cell
- Life Energy Processes:
Photosynthesis and
Cellular Respiration
intrusion.
• S11/12ES-Ii-41 cite ways to prevent
or mitigate the impact of land
development, waste disposal, and
construction of structures on control
coastal processes.
o Students should be able to
demonstrate their understanding of
the different natural hazards in
promoting awareness on disaster
readiness and risk reduction.
• S11/12LT-IIa-1 Explain the evolving
concept of life based on emerging
pieces of evidence.
• S11/12LT-IIa-3 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 -IIbd-4 explain how cells
conduct functions required for life.
• S11/12LT -IIbd-5 explain how
photosynthetic organisms use light
energy to combine carbon dioxide
and water to form energy-rich
compounds.
(CBL: Act) – The students should be
able to produce a creative news
documentary narrating a historic
infamous disaster in the Philippines to
promote Disaster Preparedness
MIDTERM PETA (Terminal Task):
Infamous Disasters in Philippine
History
LO3. Initiate meaningful community Lecture-Discussion
on
the
involvement
projects
that Introduction to Life Science and
encompasses the improvement of Bioenergetics
living.
(CBL: Engage) – The students should WW: Lesson Playlist on Introduction
be able to trace the pathway of energy to Life Science and Bioenergetics
within the cellular level.
PT/ET1: Inquiry Lab on Life Energy
Processes
303 Victoneta Avenue, Potrero, Malabon Philippines 1476
(+632) 8330-9228 to 33 loc. 2117 or 2118, (+632)3618598
De La Salle Araneta University
Pioneer in Agricultural Sciences and Veterinary Medicine
Integrated School
SY 2023 – 2024
Week 9-10
Week 11
Anatomy, Physiology, and the
Perpetuation of Life
- Sexual Reproduction in
Plants and Animals
- Asexual Reproduction in
Plants and Animals
- Genes and Genetic
Engineering
- Comparative Organismal
Biology of Plants and
Animals
a. Nutrition
b. Gas Exchange
c. Circulation
d. Excretion
e. Homeostasis
f. Control and
Regulation
g. Locomotion
• S11/12LT-IIej- 13-15 Describe the
diverse ways of how representative
plants and animals reproduce.
• S11/12LT-IIej- 17 Describe the
process of genetic engineering.
• S11/12LT-IIIaj- 21 Describe the
general and unique characteristics
of the different organ systems in
representative animals.
• S11/12LT-IIIaj- 22 Analyze and
appreciate the functional
relationships of the different organ
systems in ensuring animal
survival.
• S11/12LT -IVae-23 describe the
structure and function of the
different plant organs.
History of the Earth, Evolution,
and Interdependence of Life
- Stratigraphy and relative
Ages
- Absolute Dating
- Fossils and the Geologic
Time Scale
- Earth’s History
- Evidence and Mechanism
of Evolution
- Principles of Ecology
a.
• S11/12ES-Ie-25 Describe how
layers of rocks (stratified rocks) are
formed.
• S11/12ES-Ie-26 Describe the
different methods (relative and
absolute dating) to determine the
age of stratified rocks.
• S11/12ES-Ie-27 Explain how
relative and absolute dating were
used to determine the subdivisions
of geologic time.
• S11/12ES-Ie-29 Describe how the
Earth’s history can be interpreted
from the geologic time scale.
• S11/12LT-IVfg- 26 Explain how
populations of organisms have
Lecture-Discussion
on
the
Anatomy, Physiology, and the
Perpetuation of Life
LO5. Appreciate the interconnection
of the different organ systems in both WW: Lesson Playlist on Anatomy,
plants and animals in promoting Physiology, and the Perpetuation of
quality of living.
Life
PT/ET2: Inquiry Lab on Comparative
Organismal Biology of Plants and
Animals
LO4. Describe how the principles of
evolution and ecology can be utilized
in maintaining balance.
(CBL: Investigate) – The students
should be able examine how the
formation of fossils within rock layers
can be essential in determining the
history of life in Earth.
303 Victoneta Avenue, Potrero, Malabon Philippines 1476
(+632) 8330-9228 to 33 loc. 2117 or 2118, (+632)3618598
Lecture-Discussion on the History
of the Earth, Evolution, and
Interdependence of Life
WW: Lesson Playlist on History of the
Earth,
Evolution,
and
Interdependence of Life
PT/ET3: Inquiry Lab Simulation on
Fossil Formation.
De La Salle Araneta University
Pioneer in Agricultural Sciences and Veterinary Medicine
Integrated School
SY 2023 – 2024
Week 12
Week 13
PeTa Making (Finals)
Biology @ Work Mini Gallery
Diorama Exhibit
(Final Exams)
changed and continue to change
over time showing patterns of
descent with modification from
common ancestors to produce the
organismal diversity observed
today.
• S11/12LT-IVfg- 27 Describe how
the present system of classification
of organisms is based on
evolutionary relationships.
• S11/12LT-IVhj- 29 Categorize the
different biotic potential and
environmental resistance (e.g.,
diseases, availability of food, and
predators) that affect population
explosion.
o Students should be able to
demonstrate their understanding
of the processes in living things to
inform people of its relevance.
LO6. Value how the changes that
occurred Earth’s history can be used
in preserving the existence of life on
the planet.
(CBL: Investigate) – The students
should be able to design their
prospective research methodologies
that will be aligned on the research
gap that they’ve established.
ENDTERM PETA (Terminal Task):
(CBL: Act) – The students should be
Biology @ Work Mini-Gallery Diorama
able to create and design a mini-exhibit
Exhibit
diorama demonstrating the different
earth’s processes.
FINAL EXAMINATION
303 Victoneta Avenue, Potrero, Malabon Philippines 1476
(+632) 8330-9228 to 33 loc. 2117 or 2118, (+632)3618598
De La Salle Araneta University
Pioneer in Agricultural Sciences and Veterinary Medicine
Integrated School
SY 2024 – 2025
PERFORMANCE TASK PLAN & LEARNING ACTIVITIES ALIGNMENT
EARTHSCI101 | TERM 1
TERMINAL TASK/ MAJOR PERFORMANCE TASK
(Terminal Task is the Major Performance Task in GRASP Form. Please ensure that the enabling tasks prepare the students towards the completion of the
major PT.)
Midterms Performance Task: Infamous Disasters in PH History
You are part of an investigative documentary show in a known-Media broadcasting station in the country, you were tasked to
prepare a news report on an infamous disaster in the history of our country. Create a 5 minute creative documentary on the
assigned disaster to your group. Your final output must emphasize on the following: (a) scientific explanation of the hazards, (b)
how it caused the risks and/or fatalities, and (c) what do you think are the possible approaches on how the risks can be
minimized.
Criteria
Creativity and
Sources of
Content
(x 3)
Data Gathering
and Argument
Building
(x 2.5)
Excellent
(4)
Presentation has an
exceptional amount of
valuable material and is
extremely beneficial to the
intended audience; uses
creative presentation
techniques, which
enhance and enliven the
presentation and
information, and serve the
content in an effective and
appropriate way.
There are plenty of
supporting information,
evidences, and images to
make the presenter’s
point.
Proficient
(3)
Satisfactory
(2)
Needs Improvement
(1)
Presentation has a good
amount of materials and
is beneficial to the
intended audience; uses
creative presentation
techniques, which enliven
the presentation of
information and serve the
content in a satisfactory
way.
Presentation has moments
where valuable materials
are present, but content is
still lacking; uses creative
presentation techniques,
but which at times distract
from or fail to serve the
content.
Presentation contains
valuable materials; uses
creative presentation
techniques, which fail to
enliven the presentation
of information, or which
consistently distract
from or fail to serve the
content.
The presenter provides
enough support for
his/her argument, but
some images seem
purely decorative, and a
couple of details need
further clarification
There is a fair amount of
supporting information.
The presenter does not
sufficiently elaborate on
many details, and the
images added little aid to
make the issue more
understandable
The presenter relies too
heavily on short bullet
points on the
presentation and does
not provide enough oral
elaboration. The images
are purely decorative.
303 Victoneta Avenue, Potrero, Malabon Philippines 1476
(+632) 8330-9228 to 33 loc. 2117 or 2118, (+632)3618598
LEARNING MANIFESTATIONS
Knowledge/ Skills to be evaluated
(Transfer Goal):
Students should be able to
demonstrate their understanding of:
• the different natural hazards in
promoting awareness on
disaster readiness and risk
reduction.
• the processes in living things to
inform people of their
relevance.
Platform/s to be used to conduct/
perform the task:
• Microsoft Word via OneDrive
• Flipgrid (or any other VideoEditing Platforms)
Platform/s to be used for
submission:
• MS Teams (Assignments
Tab and Private Channel for
Group Consultation)
De La Salle Araneta University
Pioneer in Agricultural Sciences and Veterinary Medicine
Integrated School
SY 2023 – 2024
Presentation
(x 2.5)
Organization
(x 2.5)
Video Quality
(x 2)
Effectively and engagingly
conveys topics both
visually and orally; allows
for audience engagement;
is polished throughout
(audible, well-paced,
visually appealing; etc.)
Conveys topics both
visually and orally; allows
for audience
engagement; is generally
polished (audible, wellpaced, visually appealing,
etc.)
Events and messages are
presented in an effective,
systematic and logical
order. The order
establishes effective use of
information for persuasion
It includes properly cited
sources.
Details are logical and
persuasive information is
effectively used. The
content includes a clear
point of view with a
progression of ideas and
supporting information.
Includes properly cited
sources.
The online symposium
was made complete
described by good
transition of the scenes
and having a few
technical errors.
The online symposium
was made complete
described by good
transition of the scenes
and having no technical
errors
Conveys topics both
visually and orally; allows
for minimal audience
engagement; insufficiently
polished (at times
inaudible, poorly paced,
visually undistinguished,
etc.)
The sequence appears as
a disconnected series of
scenes with no unifying
main idea. It tried to
persuade however not
maximized its intention.
Includes few citations and
few facts.
There is little persuasive
information and only
one or two facts about
the topic are articulated.
Information is incorrect,
out of date, or
incomplete. No citations
included.
The online symposium
was made complete but
lacks good transition of the
scenes and having some
technical errors
The online symposium
was not made complete
described by lacking
transition of the scenes
and having lots of
technical errors
Conveys topics either
visually or orally; allows
for little or no audience
engagement not
polished (inaudible.
Poorly paced, visually
undistinguished)
End-Term Performance Task: Biology @ Work Mini-Gallery Exhibit
The entire class will be divided into groups in which you will be having a interactive mini-exhibit of mini-scale dioramas of
various processes in living things that were discussed during the entire term. Your output will be graded using the rubrics
below:
CRITERIA
4
3
2
1
Understanding of the Showed full
Showed substantial
Showed limited
Showed no
Science Concept
knowledge of the
knowledge of the
knowledge of the
knowledge of the
(x3)
concept.
concept.
concept.
concept.
Output showed
Output showed
Output showed creativity
Output is very
Showmanship
creativity to some
creativity with
and some attention to
ordinary and lacked
(x4)
extent and lacked
attention to details.
details.
attention to details.
attention to details.
303 Victoneta Avenue, Potrero, Malabon Philippines 1476
(+632) 8330-9228 to 33 loc. 2117 or 2118, (+632)3618598
De La Salle Araneta University
Pioneer in Agricultural Sciences and Veterinary Medicine
Integrated School
SY 2023 – 2024
Idea Development
(x3)
Relevant ideas are
exceptionally
developed;
exceptional use of
descriptive details
and examples;
booth is
exceptionally
focused on an idea,
feeling or
experience.
Relevant ideas are
effectively developed;
effective use of
descriptive details and
examples; booth is
sufficiently focused on
an idea, feeling or
experience.
Design
(x2.5)
Attachments,
paraphernalia and
aesthetic of the
booth exceptionally
complemented the
topic.
Attachments,
paraphernalia and
aesthetic of the booth
support the topic but
some are
misplaced/unrelated.
Relevant ideas are
adequately developed;
adequate used of
descriptive details and
examples; booth
adequately focuses on
an idea, feeling or
experience.
Relevant ideas are
inadequately
developed;
inadequate use of
descriptive details
and examples; booth
inadequately focuses
on an idea, feeling or
experience.
Attachments,
paraphernalia and
aesthetic of the booth
have significant errors
Attachments,
paraphernalia and
aesthetic of the
booth appear
randomly chosen
and not supporting
the topic at all.
OTHER REFERENCES:
• Campbell, N & Reece J. (2008) Biology 8th Edition. Pearson Publishing.
• Olivar, J.T., Ramos, A.C.M., & Ramos, J.D.A. (2016) Exploring Life Through Science: Earth and Life Science. Phoenix Publishing House.
• Religioso, T.F. & Vengco, L.G. (2016) You and the Natural World: Earth and Life Science. Phoenix Publishing House.
• Sia, S.R.D. & Cortez, L.A.S., (201) Science in Today’s World for Senior High School: Earth and Life Science. SIBS Publishing House.
• Tarbuck, E. and Lutgens, F. (2006) Earth Science. Pearson Publishing Inc.
303 Victoneta Avenue, Potrero, Malabon Philippines 1476
(+632) 8330-9228 to 33 loc. 2117 or 2118, (+632)3618598