PROJECT ELICIT (SHS)

PROJECT ELICIT TEMPLATE NO. 3

BUDGET OF WORK WITH UNPACKED COMPETENCIES

SUBJECT: EARTH & LIFE SCIENCE SEMESTER: FIRST

WEEK NO. 1

UNIT I ORIGIN AND STRUCTURE OF THE EARTH

CONTENT STANDARDS The learners demonstrate an understanding of the formation of the universe and the solar system.

PERFORMANCE STANDARDS The learners shall be able to conduct a survey to assess the possible geologic hazards that your community may experience.

LEARNING COMPETENCIES The learners shall be able to:

 state the different hypotheses and theories explaining the origin of the universe (S11/12ES-Ia-e-1).
 describe the different hypotheses explaining the origin of the solar system (S11/12ES-Ia-e-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)

WEEK DAY 1 DAY 2 DAY 3 DAY 4

WEEK 1 1. Describe the structure and
composition of the
Universe;
2. Explain the red-shift and
how it used as proof of an
expanding universe; and
3. Be grateful for everything
that has happened since the
beginning of time, knowing
that it eventually led to our
existence.
1. State the different 1. Identify the large scale and 1. Recognize the difference
hypothesis that preceded small scale properties of the in the physical and
the Big Bang Theory of the Solar System; chemical properties
Origin of the Universe; 2. Discuss the different between the Earth and its
2. Explain the Big Bang hypotheses explaining the neighboring planets; and
Theory; and origin of the solar system; 2. Identify the factors that
and allow a planet to support
3. Appreciate the importance
3. Appreciate the importance life.
of the processes and events
of the processes and events 3. Treasure and take care of
that led to the formation of that led to the formation of the things around us for
the Universe. the Solar System. they are all part of Earth’s
life-giving process.

WEEK NO. 2

CONTENT STANDARDS The learners shall be able to:

 understand the subsystems (geosphere, hydrosphere, atmosphere, and biosphere) that make up the Earth.
 develop and demonstrate an understanding of the internal structure of the Earth.
PERFORMANCE STANDARDS The ;eraners shall be able to conduct a survey to assess the possible geologic hazards that your community may experience.

LEARNING COMPETENCIES The learners shall be able to:

 explain that the Earth consists of four subsystems, across whose boundaries matter and energy flow (S11/12ES-Ia-e-4)
 show the contributions of personalities/people on the understanding of Earth Systems (S11/12ES-Ia-e-6).
 explain the current advancements/information on the solar system (S11/12ES-Ia-e-5)
 identify the layers of the Earth (S11/12ES-Ia-e-7)
 differentiate the layers of the Earth from each other (S11/12ES-Ia-e-8).

WEEK 2 DAY 1 DAY 2 DAY 3 DAY 4

1. Define the concept of a
system;
2. Recognize the Earth as a
system composed of
subsystems; and
3. Realize the importance of
the relationships and
interactions of the Earth’s
subsystems.
1. Discuss the historical
development of the concept
of Earth System;
2. Become familiar with the
most recent advancements/
information on the solar
system; and
3. Appreciate the
contributions made by
scientists in the
development of the concept
of Earth System.
1. Describe the Earth’s SUMMATIVE TEST for UNIT 1
interior (in terms of crust,
mantle, core);
2. Compare the Earth’s layers;
and
3. Demonstrate values of
being attentive and
cooperative.

WEEK NO. 3

UNIT II

CONTENT STANDARDS The learners demonstrate an understanding of the three main The learners demonstrate an understanding of the three main categories of
categories of rocks. rocks, and the origin and environment of formation of common minerals
and rocks.

PERFORMANCE STANDARDS 1. Conduct a survey to assess the possible geologic hazards that your community may experience. (Note: Select this performance standard if your
school is in an area near fault lines, volcanoes, and steep slopes.)

2. Conduct a survey or design a study to assess the possible hydrometeorological hazards that your community may experience. ( Note: Select
this performance standard if your school is in an area that is frequently hit by tropical cyclones and is usually flooded. )
LEARNING COMPETENCIES The learners shall be able to identify common rock-forming The learners will be able to classify rocks into igneous, sedimentary and
minerals using their physical and chemical properties (S11/12ES- metamorphic (S11/12ESIb-10)
Ia-9).

WEEK DAY 1 DAY 2 DAY 3 DAY 4

WEEK 3 1. Enumerate important
physical and chemical
properties of minerals;
2. Identify some common rock-
forming minerals.
1. Classify minerals based on
their chemical compositions.
2. Show appreciation of the
importance of minerals.
1. Identify and differentiate
the three types of rocks;
2. Explain how and what type of
environment each of these rock
types are formed;
-
1. Explain how rocks are
transformed from one rock type
to another through the rock
cycle;
2. Identify and describe the
different geologic processes that
operate within the rock cycle.

WEEK NO. 4

CONTENT STANDARDS The learners demonstrate an understanding of: Geologic processes that occur on the surface of the Earth such as weathering, erosion, mass
wasting, and sedimentation (include the role of ocean basins in the formation of sedimentary rocks)

PERFORMANCE STANDARDS 1. Conduct a survey to assess the possible geologic hazards that your community may experience. (Note: Select this performance standard if your
school is in an area near faultlines, volcanoes, and steep slopes.)

2. Conduct a survey or design a study to assess the possible hydrometeorological hazards that your community may experience. ( Note: Select
this performance standard if your school is in an area that is frequently hit by tropical cyclones and is usually flooded. )

LEARNING COMPETENCIES The learners shall be able to The learners explain how the The learners make a report on how rocks and soil move downslope due to
describe how rocks undergo products of weathering are carried the direct action of gravity (S11/12ES-Ib-13)
weathering (S11/12ES-Ib- away by erosion and deposited
11) elsewhere (S11/12ES-Ib-12)

WEEK 4 DAY 1 DAY 2 DAY 3 DAY 4

1. Describe how rocks undergo 1. Explain the process of erosion;
weathering; 2. Identify the different types and
2. Distinguish between the two agents of erosion and
main types of weathering; deposition
3. Identify the factors that 3. Describe characteristic surface
contribute to weathering. features and landforms created
and the processes that
contributed to their formation .
1. Identify factors that cause mass
wasting;
2. Distinguish between different
mass wasting processes.
3. Differentiate between rapid and
slow mass wasting.
1. Enumerate different measures
to prevent mass wasting.
2. Report the result of their a
survey through a multimedia
in order to assess the possible
hydrometeorological hazards
that their community may
experience.
 WEEK NO. 5

UNIT III NATURAL HAZARDS, MITIGATION, AND ADAPTATION

CONTENT STANDARDS 1.The learners demonstrate an understanding of the geologic processes that occur within the Earth

PERFORMANCE STANDARDS The learners will be able to make a simple map showing places where erosion and landslides may pose risks in the community.

LEARNING COMPETENCIES Explain why the Earth’s interior is hot (S11ES-IIb-c-23), and describe how magma is formed (S11ES-IIc-24).

WEEK DAY 1 DAY 2 DAY 3 DAY 4

WEEK 5 1. Identify the sources of the
Earth’s internal heat.
2. Describe the different
processes responsible for
the transfer of heat.
1. Explain the different
conditions required in the
generation of magma.
2. Give the requirements for
magma generation.
1. Explain how and why
magma rises up.
2. Identify, understand and
explain magmatic
differentiation mechanisms
operating beneath the
surface of the Earth.
1. Understand the different
metamorphic facies.
2. Describe the processes
and factors that cause
the metamorphic
texture.

WEEK NO. 6

CONTENT STANDARDS The learners demonstrate an understanding of continental drift.

PERFORMANCE STANDARDS The learners shall be able to, using maps, diagrams, or models, predict what could happen in the future as the tectonic plates continue to
move.

LEARNING COMPETENCIES 1.Describe the continental drift theory (S11ES-IIe-30)

2. Discuss evidence that support continental drift (S11ES-IIe-31)
3. Describe how rocks behave under different types of stress such as compression, pulling apart, and shearing (S11ES-IId-27)

WEEK 6 DAY 1 DAY 2 DAY 3 DAY 4

 1. Discuss the history behind
the continental drift theory.
2. Describe the continental
drift theory.
1. Enumerate the evidences 1. Define folds and faults. 1. Identify major
used to support the idea of 2. Explain how rocks are physiographic features of
drifting continents. deformed by stress and ocean basins.
2. Explain each evidences that undergo solid deformation 2. Describe the process of
support continental drift (strained). seafloor spreading
3. Demonstrate an
understanding of the
theory of plate tectonics
and how plate tectonic
processes lead to
changes in Earth’s
surface features.

WEEK NO. 7

UNIT II-E HISTORY OF THE EARTH

CONTENT STANDARDS The learners demonstrate an understanding of:

How the planet Earth evolved in the last 4.6 billion years (including the age of the earth, major geologic time subdivisions, and marker (fossils)

PERFORMANCE STANDARDS The learners shall be able to:

1. Conduct a survey to assess the possible geologic hazards that your community may experience. (Note: Select this performance
standard if your school is in an area near fault lines, volcanoes, and steep slopes.)

2. Conduct a survey or design a study to assess the possible hydrometeorological hazards that your community may experience.
(Note: Select this performance standard if your school is in an area that is frequently hit by tropical cyclones and is usually
flooded.)

LEARNING COMPETENCIES The learners shall be able to:

1. explain how relative and absolute dating were used to determine the subdivisions of geologic time
(S11/12ES- Ie-27);

2. describe how marker fossils (also known as guide fossils) are used to define and identify subdivisions of the geologic time scale
(S11/12ES-Ie-28).

3. describe how the Earth’s history can be interpreted from the geologic time scale (S11/12ES-Ie-29)

WEEK DAY 1 DAY 2 DAY 3 DAY 4

-
WEEK 7 At the end of the lesson, the learners At the end of the lesson the learners At the end of the lesson the learners
will be able to: will be able to: will be able to:

1. Acquire familiarity with the
Geologic Time Scale;
2. Show the contributions of
different personalities in the
establishment of the Geologic Time
Scale; and
3. Live according to the natural
principles of geology.
1. Describe how relative and
absolute dating were used to
subdivide geologic time;
2. Explain how fossils have been
used to define and identify
subdivision of the geologic time
scale; and
3. Follow the principles of the
different dating methods.
1.Appreciate the immensity of
geologic time and recognize that the SUMMATIVE TEST
Earth has a very long history;
2. Identify the timing and duration
of the major events in Earth’s
History; and
3. Recognize how short human
history is in relation to the history of
the Earth.

WEEK NO. 8

UNIT III NATURAL HAZARDS , MITIGATION, AND ADAPTATION

CONTENT STANDARDS The learners demonstrate an understanding of:

1. The different hazards caused by geological processes (earthquakes, volcanic eruption, and landslides)
2. The different hazards caused by hydrometeorological phenomena (tropical cyclones, monsoons, floods, and tornadoes or ipo-ipo)

PERFORMANCE STANDARDS The learners shall be able to:

1. Conduct a survey to assess the possible geologic hazards that your community may experience. (Note: Select this performance
standard if your school is in an area near fault lines, volcanoes, and steep slopes.)
2. Conduct a survey or design a study to assess the possible hydrometeorological hazards that your community may experience.
(Note: Select this performance standard if your school is in an area that is frequently hit by tropical cyclones and is usually flooded.
)
LEARNING COMPETENCIES The learners:
1. Describe the various hazards that may happen in the event of earthquakes, volcanic eruptions, and landslides (S11/12ES-If-30)
2. Using hazard maps, identify areas prone to hazards brought about by earthquakes, volcanic eruptions, and landslides (S11/12ES-
If-31)
3. Give practical ways of coping with geological hazards caused by earthquakes, volcanic eruptions, and landslides (S11/12ES-If-32)
4. Identify human activities that speed up or trigger landslides (S11/12ES-If-33)
5. Suggest ways to help lessen the occurrence of landslides in your community (S11/12ES-If-34)
WEEK DAY 1 DAY 2 DAY 3 DAY 4

WEEK 8 At the end of the lesson, the learners
will be able to:
1. Describe and explain the
hazards associated with
earthquakes, volcanic
eruptions, and landslides;
At the end of the lesson, the learners
will be able to:
1. Identify areas from the
Philippine map where
earthquakes are most likely
to happen; and
At the end of the lesson, the learners
will be able to:
1. Demonstrate their
understanding of the scope
of the effects and damage of
earthquakes by
At the end of the lesson, the
learners will be able to:
1. Identify and understand
how certain human
activities can hasten the
occurrence of landslides
 2. Identify and give examples
of possible geologic hazards
associated with
earthquakes, volcanic
eruptions, and landslides;
2. Design an information determining the possibility
campaign to inform locals of such effects occurring in
living in the earthquake their area and vicinity and
prone areas where it will most likely
happen; and
2. Manifest awareness by
participating in earthquake-
related hazard prevention
activities and drills.
2. Find possible and
practical solutions on
how to lessen these
identified human
activities so as to lessen
or prevent the
occurrence of landslides.
3. Design an information
campaign to inform
locals how they
contribute to the
occurrence of landslides
in their area.

WEEK NO. 9

UNIT III NATURAL HAZARDS, MITIGATION, AND ADAPTATION

CONTENT STANDARDS The different hazards caused by coastal processes (waves, tides, sea-level changes, crustal movement, and storm surges.

PERFORMANCE STANDARDS Conduct a survey or design a study to assess the possible hydrometeorological hazards that your community may experience.

LEARNING COMPETENCIES Describe the various hazards that may happen in the wake of tropical cyclones, monsoons, floods, or ipo-ipo. S11/12ES-Ig-35

Using hazard maps, identify areas prone to hazards brought about by tropical cyclones, monsoons, floods, or ipo-ipo S11/12ES-Ig-36

Give practical ways of coping with hydrometeorological hazards caused by tropical cyclones, monsoons, floods, or ipo-ipo. S11/12ES-Ih-37

Describe how coastal processes result in coastal erosion, submersion, and saltwater intrusion. S11/12ES-Ih-38

Identify areas in your community prone to coastal erosion, submersion, and saltwater intrusion. S11/12ES-Ii-39

Give practical ways of coping with coastal erosion, submersion, and saltwater intrusion. S11/12ES-Ii-40

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

WEEK DAY 1 DAY 2 DAY 3 DAY 4

WEEK 9 1. Identify and classify the different 1. Familiar with the guidelines 1. Explain the different ways to cope Summative Assessment for
types of hydrometeorological (government and private with coastal hazards, particularly on Marine and Coastal Processes
hazards. institutions) designed to help people coastal erosion, submersion and and their Effects
prepare for and respond to the risks saltwater intrusion. (L.C. No. 7- 13)
 2. Describe the various hazards that
may happen in the wake of tropical
cyclones, monsoons, floods, or ipo-
ipo.
3. Evaluate their community for
potential hazards induced by
extreme atmospheric and
hydrologic conditions.
associated with flooding and other
hazards.
2. Illustrate and describe how the
coastal processes determine the
present coastal hazards whether
coastal erosion, submersion or
saltwater intrusion.
2. Evaluate the appropriateness and
effectivity of the different mitigation
measures to minimize or prevent
various coastal hazards.
3. Recognize the potential threats of
living in earthquake, landslide, and
flood-prone areas

3. Recognize the coastal processes

that influence the coastal landforms
and associated hazards.

FIRST QUARTER EXAMINATION

WEEK NO. 1

UNIT I INTRODUCTION TO LIFE SCIENCE

CONTENT STANDARDS The learners demonstrate an 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. The learners shall be able to appreciate and value life by taking good care of all beings, humans, plants
and animals.

PERFORMANCE STANDARDS Through a group activity, learners shall be able to create a poster or PowerPoint presentation to cite specific examples on how they can value
life and why living things have to be cared for.

LEARNING COMPETENCIES The learners shall be able to:

 explain the evolving concept of life based on emerging pieces of evidence (S11/12LT-IIa-1);
 describe classic experiments that model conditions which may have enabled the first life forms to evolve; (S11/12LT-IIa-2); and
 describe how unifying themes (e.g. structure and function, evolution and ecosystems) in the study of life show connections among
living things and how they interact with each other and with their environment; (S11/12LT-IIa-3)

WEEK DAY 1 DAY 2 DAY 3 DAY 4

WEEK 1 4. explain how biology contribute
to the understanding of life;
5. perform an activity to identify
biological concepts involved in
certain activities that humans
normally perform in everyday
living.
6. Contrast the various
explanations for the origin of
4. Explain the origin of the first
cell;
5. Explain the importance of
cyanobacteria in the
development of new life forms;
1. Prepare posters (to be used
for gallery walk) pertaining to
the historical development of
the concept of life including
theories and evidences.
2. Use gallery walk to give key
information about the
historical development of the
concept of life; and
4. Identify the characteristics that
all living things share;
5. Discuss the unifying themes of
life and how they are
interconnected;
6. Illustrate the organizational
levels in living things; and
7. Perform a group activity to
create a poster or PowerPoint
 life. (i.e. Cosmozoic theory,
Panspermia, Divine creation,
Abiogenesis theory etc.)
6. Trace the evolution of life on
earth from the earliest species
to the present species.
3. Manifest a variety of cognitive
skills involving analysis,
evaluation and synthesis as
well as promote cooperation,
listening skills and team
building.
presentation to cite specific
examples on how they can
value life and why living things
have to be cared for.

WEEK NO. 2

UNIT 2 BIOENERGETICS

CONTENT STANDARDS The learners demonstrate an understanding of:

 the cell as the basic unit of life, the different cell organelles, and their functions.
 of energy flow and transformation; how autotrophs capture the energy of the sun and convert it to chemical energy

PERFORMANCE STANDARDS The learners shall be able to:

 construct a three-dimensional model of a plant or animal cell using materials that can be recycled and are biodegradable.
 recite the events in photosynthesis, explain how CO2 is transformed into sugars, and make a poster that illustrates “division of labor”
in chloroplasts.

LEARNING COMPETENCIES The learners shall be able to:

 explain how cells carry out functions required for life. (S11/12LT - IIbd - 4);
 explain how photosynthetic organisms use light energy to form energy-rich compounds. (S11/12LT - IIbd – 5)
 trace the energy flow from the environment to cells. (S11/12LT - IIbd – 6)

WEEK 2 DAY 1 DAY 2 DAY 3 DAY 4

1. describe the difference
between prokaryotic and
eukaryotic cells;
2. explain the functions of
various cell
structures/organelles;
3. trace the history of cell by way
of a timeline;
4. construct a three-
dimensional model of a plant
or animal cell using
materials that can be
recycled and are
biodegradable.
5. enumerate structures unique
to plant cells/animal
cells/bacteria.
1. Enumerate the stages of
photosynthesis;
2. Differentiate between light
dependent and light
independent reactions;
3. Discuss how green plants
capture energy from sunlight;
4. Explain what happens to the
ATP and NADPH made during
the second stage of
photosynthesis.
1. Illustrate the following:
 Light reactions in
photosynthesis
 Calvin cycle
2. Write the balance chemical
equation for photosynthesis
and identify its by-products;
3. Identify other photosynthetic
organisms.
 WEEK NO. 3

UNIT 2 BIOENERGETICS

CONTENT STANDARDS The learners demonstrate an understanding of how organisms obtain and utilize energy.

PERFORMANCE STANDARDS The learners shall be able to make a poster or diagram that shows the complementary relationship of photosynthesis and cellular respiration.

LEARNING COMPETENCIES The learners shall be able to:

 describe how organisms obtain and utilize energy. (S11/12LT-IIbd-7)

 recognize that organisms require energy to carry out functions required for life. (S11/12LT-IIbd-8)

WEEK 3 DAY 1 DAY 2 DAY 3 DAY 4

1. Enumerate the stages of
cellular respiration;
2. Identify the requirements and
products of each stage in the
process of breakdown of
molecules from glucose to
carbon dioxide and water;
3. Explain glycolysis in cellular
respiration;
4. Discuss how ATP is used by
cells;
1. Illustrate Krebs cycle and
electron transport chain;
2. Contrast fermentation and
oxidative respiration;
3. Explain the role of oxygen in
oxidative respiration;
4. State the products for each
stage in cellular respiration.
1. Describe the relationship of SUMMATIVE TEST for UNITS 1 & 2
photosynthesis and cellular
respiration;
2. Make a poster or diagram that
shows the complementary
relationship of photosynthesis
and cellular respiration.

WEEK NO. 4

UNIT III PERPETUATION OF LIFE

CONTENT STANDARDS The learners demonstrate an understanding of plant and animal reproduction.

PERFORMANCE STANDARDS The learners shall be able to create a graphic organizer of both types of reproduction in plants and animals.
LEARNING COMPETENCIES The learners describe the
different ways of how plants
reproduce
(S11/12LT-IIej-1)
WEEK DAY 1
WEEK 4 1. Differentiate asexual
reproduction from asexual
reproduction.
2. Identify the sexual
reproduction and asexual
reproduction in plants.
3. Cite the advantages and
disadvantages of both types
of reproduction in plants.
CONTENT STANDARDS The learners demonstrate an The learners demonstrate an understanding of how genetic engineering is used to produce novel products.
understanding of how genes
work
PERFORMANCE STANDARDS The learners shall be able to conduct a survey of products containing substances that can trigger genetic disorders such as phenylketonuria.
LEARNING COMPETENCIES The learners explain how the
information in the DNA
allows the transfer of genetic
information and synthesis of
proteins
(S11/12LT-IIej-16)
WEEK 5 DAY 1
1. Describe and synthesize the
implication of the central
dogma.
2. Explain the process of
replication, transcription
and translation.
3. State how the information in
the DNA allows the transfer
The learners illustrate the
relationships among structures of
flowers, fruits, and seeds
(S11/12LT-IIej-14)
DAY 2
1. Relate the structure to
function relationship in
biological system
2. State the structure to
function relationship
among flowers, fruits and
seeds
WEEK NO. 5
The learners describe the process
of genetic engineering
(S11/12LT-IIej-17)
DAY 2
1. Define and explain the
process of genetic
engineering.
2. Relate their knowledge of
the central dogma on
genetic engineering.
3. Report on the result of
their survey of products
containing substances
that can trigger genetic
The learners describe the different ways of how representative animals
reproduce (S11/12LT-IIej-15)
DAY 3 DAY 4
-
1. Identify the asexual and 1. Relate how animal
sexual reproduction in reproduction impacts
animals; ecosystem imbalance
2. Cite the advantage and 2. Create a graphic organizer
disadvantage of both types of both types of
of reproduction reproduction in plants and
animals.
The learners conduct a survey of The learners evaluate the benefits
the current uses of genetically and risks of using GMOs
modified organisms (S11/12LT-IIej-19)
(S11/12LT-IIej-18)
DAY 3 DAY 4
1. Conduct a survey on the 1. Create a poster or slogan on
current uses of genetically the implication/s, both positive
modified organisms. and negative, of GMO in the
2. Report on the results of the Philippines.
survey on the different 2. Debate on the advantage and
uses of genetically modified disadvantage of GMOs.
organisms.
 of genetic information and disorders such as
synthesis of proteins. phenylketonuria.

WEEK NO. 6

UNIT III HOW ANIMALS SURVIVE

CONTENT STANDARDS The learners demonstrate an understanding of:

a. nutrition, specifically as to how food get into cells
b. circulatory: the internal transport system
c. gas exchange with the environment
d. the need for homeostasis

PERFORMANCE STANDARDS The learners shall be able to make a presentation of some diseases that are associated with the various organ systems.

LEARNING COMPETENCIES The learners explain the different metabolic processes involved in the various organ systems and describe the general and unique
characteristics of the different organ systems in representative animals (S11/12LT-IIIaj-20 and S11/12LT-IIIaj-21)

WEEK DAY 1 DAY 2 DAY 3 DAY 4

WEEK 5 1. Differentiate the parts and
functions of the digestive system
among simple and complex type of
organisms.
2. Explain intracellular digestion
from extracellular digestion.
3. Trace the journey of a meal
through the digestive tract.
1. Understand the need for a
transport system in the body
2. Differentiate open circulatory
system from close circulatory
system
3. Identify the features of man’s
circulatory system.
WEEK NO. 7
1. Understand the difference
between aerobic respiration and
anaerobic respiration
2. Describe the process of gas
exchange during respiration.
1. Identify the different processes
involve in waste removal
2. Discuss the production and
excretion of urine
3. Enumerate major wastes
produced by humans.

CONTENT STANDARDS The learners demonstrate an understanding of:

PERFORMANCE STANDARDS
a. immune system
b. how hormones govern body activities
c. the nervous system
d. the body in motion
The learners shall be able to write a journal citing the importance of all the body systems.

LEARNING COMPETENCIES The learners explain the different metabolic processes involved in the various organ systems and describe the general and unique
characteristics of the different organ systems in representative animals (S11/12LT-IIIaj-20 and S11/12LT-IIIaj-21)
WEEK 7 DAY 1 DAY 2 DAY 3 DAY 4

1. Give the importance of the
immune system
2. Explain innate immunity and
adaptive immunity
1. Define hormones and explain its
importance to the body
2. Illustrate the role of hormones in
maintaining the body’s internal
balance
1. Identify the function of the 1. Explain how muscles work
nervous system 2. Differentiate exoskeleton from
2. Trace the pathway of a nerve endoskeleton
impulse from a sense organ that
 3. Define pathogen and explain how perceives a stimulus to the body 3. Discuss some disorders
it causes immune response parts that respond to the stimulus associated with skeletal system
4. Understand what specific immune and muscular system
response is

WEEK NO. 8

UNIT IV How Plants Survive

CONTENT STANDARDS The learners demonstrate an understanding of plant form and function and plant growth and development.

PERFORMANCE STANDARDS The learners shall be able to design a setup on propagating plants using other methods such as hydroponics and aeroponics.

LEARNING COMPETENCIES The learners explain the different metabolic processes involved in the various organ systems and describe the structure and function of the
different plant organs (S11/12LT-IIIaj-22 and S11/12LT-IIIaj-23)

WEEK DAY 1 DAY 2 DAY 3 DAY 4

-
WEEK 8 At the end of the lesson, the At the end of the lesson, the students At the end of the lesson the SUMMATIVE TEST for
students should be able to: should be able to: students, should be able to:
Unit 4: How Animals
1. know the structure function 1. describe how plants 1. label the diagram using the Survive and
relationship in the various reproduce; and descriptions found; and Unit 5: How Plants
organ systems (fruits, Survive
flowers and seeds); and 2. explain the different 2. design a setup on
metabolic processes propagating plants using
2. synthesize the various involved in the plant organs. other methods such as
functions of the organ hydroponics and
systems in the day-to-day aeroponics.
activity of a plant
WEEK NO. 9

UNIT VI and VII THE PROCESS OF EVOLUTION and INTERACTION AND INTERDEPENDENCE

CONTENT STANDARDS The learners demonstrate an understanding of:

1. The evidence of evolution

2. The origin and extinction of species
3. The principles of ecosystem
4. Biotic potential and environmental resistance
5. Terrestrial and aquatic ecosystems

PERFORMANCE STANDARDS The learners shall be able to:

1. Design a poster tracing the evolutionary changes in a crop plant (e.g. rice or corn) that occurred through domestication
 2. Prepare an action plan containing mitigation measures to address current environmental concerns and challenges in the
community

LEARNING COMPETENCIES The learners:

Day 1:

1. Describe the evidence of evolution such as homology, DNA/protein sequences, plate tectonics, fossil record, embryology, and
artificial selection/agriculture (S11/12LT-IVfg-25)

Day 2:

2. Explain how the populations of organisms have change over time showing patterns of descent with modification from common
ancestors to produce the organismal diversity observed today (S11/12LT-IVfg-26)
3. Describe how the present system of classification of organisms is based on evolutionary relationships (S11/12LT-IVfg-27)

Day 3:

4. Describe the principles of the ecosystem (S11/12LT-IVfg-28)

5. Categorize the different biotic potential and environmental resistance (e.g. diseases, availability of food, and predators) that affect
population explosion (S11/12LT-IVfg-29)
6. Describe how the different terrestrial and aquatic ecosystems are interlinked with one another (S11/12LT-IVfg-30)

WEEK DAY 1 DAY 2 DAY 3 DAY 4

WEEK 9 At the end of the lesson, the learners
will be able to:
1. Present evidence in support of
evolution
2. Design a poster tracing the
evolutionary changes in a crop plant
(e.g. rice or corn) that occurred
through domestication
3. Explain how organisms are
classified based on evolutionary
relationships
At the end of the lesson, the learners At the end of the lesson, the learners Summative Test
will be able to: will be able to:
Unit VI: The Process of Evolution
1. Create a concept map of the 1. Illustrate the following cycles:
historical developments of the water, carbon, nutrient (nitrates, and
Theory of Evolution phosphates) and relate these to Unit VII: Interaction and
water conservation, global warming
2. Differentiate Lamarckian Interdependence
and climate change, and
Evolution and Darwinian Evolution nutrient/organic pollution.
through illustrations or models
2. Illustrate and explain the
3. Understand Darwin’s Theory of population distribution patterns,
Evolution and clarify and different mechanisms that
misconceptions about the Theory of regulated population density
Evolution
3. Discuss how the human
populations affect ecosystems.

SECOND QUARTER EXAMINATION