ALIGNMENT CLASSROOM INSTRUCTION DELIVERY (ACID) PLAN Grade: ___________ ___11_________ ______
Semester: 1st
Core Subject Title: Earth and Life Science
No. of Hours/Semester: Hours/Semester: 80 hours per semester Prerequisites (if needed): ___________________________ ___________________________
Content
Content Standard
Performance Standard
1st Semester Learning Competencies
Revised Bloom’s
Taxonomy (RBT)
Highest Enabling Strategy to Use in Developing the Highest Thinking Skill to Assess
Generic List of Teaching Strategies
KUD Classificatio n ORIGIN AND STRUCTURE OF THE EARTH A. Universe and Solar System
B. Earth and Earth Systems
The learners demonstrate an understanding of: 1. the formation of the universe and the solar system 2. the subsystems (geosphere, hydrosphere, atmosphere, and biosphere) that make up the Earth 3. the Earth’s internal structure
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 faultlines, volcanoes, and steep slopes.) 2. Conduct a survey or design a study to assess the possible hydrometeorologic al hazards that your community may experience.
Teaching Strategy
The learners:
1. State the different hypotheses explaining the origin of the universe.
Knowledge
Remembering
2. Describe the different hypotheses explaining the origin of the solar system.
Knowledge
3. Recognize the uniqueness of Earth, being the only planet in the solar system with properties necessary to support life.
Knowledge
Remembering
Reticular Activating System (RAS) Alpha Ladder Attribute Listing Concept Map
Remembering
Lecture by teacher Class discussion conducted by teacher Recitation oral questions by teacher answered orally by students (then what!) Discussion groups conducted by selected student chairpersons (yes, and what else!) Lecturedemonstration by teacher (and then what 145 other techniques!)
Reticular Activating System (RAS) - The Reticular Activating System (RAS) is a critical component of the brain, which filters all incoming stimuli and prepares individuals for learning new information. This primary filtering system communicates and alerts the brain and the rest of the body of potential changes in the environment,
(Note: Select this performance standard if your school is in an area that is frequently hit by tropical cyclones and is usually flooded.)
4. Explain that the Earth consists of four subsystems, across whose boundaries matter and energy flow.
Knowledge
Remembering
5. Explain the current advancements/informati on on the solar system
Understandi ng
Remembering
6. Show the contributions of personalities/people on the understanding of the earth systems
Knowledge
Remembering
7. Identify the layers of the Earth (crust, mantle, core).
Knowledge
Remembering
8. Differentiate the layers of the Earth.
Knowledge
Remembering
Reticular Activating System (RAS) Alpha Ladder Attribute Listing Concept Map
Lecturedemonstration by another instructor(s) from a special field (guest speaker) Presentation by a panel of instructors or students Presentations by student panels from the class: class invited to participate Student reports by individuals Student-group reports by committees from the class Debate (informal) on current issues by students from class Class discussions conducted by a student or student committee Forums Bulletin boards Small groups such as task oriented, discussion, Socratic Collecting Textbook
which prepares the learner for new information and experiences. Therefore, the RAS ignites one’s curiosity and interest in learning new topics and concepts, which makes this an optimal time for meaningful learning. Alpha Ladder - Students could use an Alpha Ladder to create topic vocabulary lists and display them on the classroom walls. Attribute Listing - Attribute listing is a great technique for ensuring all possible aspects of a problem have been examined. Attribute listing is breaking the problem down into smaller
II. EARTH MATERIALS AND PROCESSES
A. Minerals and Rocks
1. the three main categories of rocks
2. the origin and environment of formation of common minerals
1. identify common rockforming minerals using their physical and chemical properties
Knowledge
2. classify rocks into igneous, sedimentary, and metamorphic
Knowledge
Remembering
Remembering
Reticular Activating System (RAS) Alpha Ladder Attribute Listing Concept Map
B. Exogenic Processes
3. 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)
3. describe how rocks undergo weathering
Knowledge
Remembering
4. explain how the products of weathering are carried away by erosion and deposited elsewhere
Knowledge
Remembering
5. make a report on how rocks and soil move downslope due to the direct action of gravity
Doing
Applying
assignments Reading assignments in journals, monographs, etc. Reading assignments in supplementary books Assignment to outline portions of the textbook Assignment to outline certain supplementary readings Crossword puzzles Construction of vocabulary lists Construction of summaries by students Required term paper Panel discussion Biographical reports given by students Reports on published research studies and experiments by students Library research on topics or problems Written book reports by students
and smaller bits and seeing what you discover when you do. Concept Map - A concept map or conceptual diagram is a diagram that depicts suggested relationships between concepts. It is a graphical tool that instructional designers, engineers, technical writers, and others use to organize and structure knowledge.
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C. Endogenic Processes
4. geologic processes that occur within the Earth
5. the folding and faulting of rocks
D. Deformation of the Crust E. History of the Earth
6. plate tectonics 7. 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).
6. describe where the Earth’s internal heat comes from.
Knowledge
7. describe how magma is formed (magmatism)
Knowledge
8. describe what happens after the magma is formed (plutonism and volcanism)
Knowledge
9. describe the changes in mineral components and texture of rocks due to changes in pressure and temperature (metamorphism)
Knowledge
Remembering
10. compare and contrast the formation of the different types of igneous rocks
Knowledge
Remembering
12. explain how the continents drift
Understandi ng
Remembering
Understandi ng
Remembering
13. cite evidence that support continental drift
Remembering
Remembering
Remembering
Reticular Activating System (RAS) Alpha Ladder Attribute Listing Concept Map
Flannel boards Use of pretest Flash cards Flowcharts Maps, transparencies, globes Mobiles Audio-tutorial lessons (individualized instruction)
14. explain how the movement of plates leads to the formation of folds and faults
Undertsandi ng
Remembering
15. explain how the seafloor spreads
Understandi ng
Remembering
16. describe the structure and evolution of ocean basins
Knowledge
Remembering
17. describe how layers of rocks (stratified rocks) are formed
Knowledge
Remembering
18. describe the different methods (relative and absolute dating) to determine the age of stratified rocks
Knowledge
Remembering
19. explain how relative and absolute dating were used to determine the subdivisions of geologic time
Knowledge
Remembering
20. describe how marker fossils (also known as guide fossils) are used to define and identify subdivisions of the geologic time scale
Knowledge
Remembering
Reticular Activating System (RAS) Alpha Ladder Attribute Listing Concept Map
III. NATURAL HAZARDS, MITIGATION, AND ADAPTATION
A. Geologic Processes and Hazards
1. the different hazards caused by geological processes (earthquakes, volcanic eruptions, and landslides)
21. describe how the Earth’s history can be interpreted from the geologic time scale
Knowledge
Remembering
B. Hydrometeorologica l Phenomena and Hazards
2. the different hazards caused by hydrometeorologica l phenomena (tropical cyclones, monsoons, floods, and tornadoes or ipo-ipo)
1. describe the various hazards that may happen in the event of earthquakes, volcanic eruptions, and landslides
Knowledge
Remembering
2. using hazard maps, identify areas prone to hazards brought about by earthquakes, volcanic eruptions, and landslides
Doing
Applying
3. give practical ways of coping with geological hazards caused by earthquakes, volcanic eruptions, and landslides
Understandi ng
Remembering
4. identify human
Reticular Activating System (RAS) Alpha Ladder Attribute Listing Concept Map
C. Marine and Coastal Processes and their Effects
3. the different hazards caused by coastal processes (waves, tides, sealevel changes, crustal movement, and storm surges)
activities that speed up or trigger landslides 5. suggest ways to help lessen the occurrence of landslides in your community
Understandi ng
Remembering
6. describe the various hazards that may happen in the wake of tropical cyclones, monsoons, floods, or ipo-ipo
Knowledge
Remembering
7. using hazard maps, identify areas prone to hazards brought about by tropical cyclones, monsoons, floods, or ipoipo
Doing
Applying
8. give practical ways of coping with hydrometeorological hazards caused by tropical cyclones, monsoons, floods, or ipoipo
Understandi ng
Remembering
9. describe how coastal processes result in coastal erosion, submersion, and saltwater intrusion
Knowledge
Remembering
10. identify areas in your community prone to coastal erosion, submersion, and saltwater intrusion
Knowledge
Remembering
11. give practical ways of coping with coastal erosion, submersion, and
Knowledge
Remembering
Reticular Activating System (RAS) Alpha Ladder Attribute Listing Concept Map
saltwater intrusion 12. cite ways to prevent or mitigate the impact of land development, waste disposal, and construction of structures on control coastal processes
Understandi ng
Remembering
Reticular Activating System (RAS) Alpha Ladder Attribute Listing Concept Map
Performance Task “A Helping Hand to the Community” After a sudden heavy rainfall, the city nearest your municipality experienced a flash flood which swept across numerous houses and establishments. Knowing that the city has its own effective drainage system, the people are now baffled. It is now the responsibility of the government and media to inform the public as to how this happened to the city. You can either be a TV host, a journalist, or an environmentalist. a.
TV Host – You will have to make a video presentation on how to reduce the effects of climate change. (A 3 – 5 minute video on how to reduce the effects of climate change.)
b.
Journalist – You will write an essay which explains the effects of climate change and how to reduce it as well. (Hand-written 500-word essay about the effects of climate change and how to reduce it.)
c.
Environmentalist – You will conduct a half-day seminar among your fellow students. The subject will be about climate change and preventive measures of its effects. (If there are more than 10 students who will choose this option, they can opt to collaborate with each other to conduct the seminar but must present their work individually.)
The public expects you to have a content-related, accurate, organized, and relevant output.
RUBRIC CRITERIA FOR TRANSFER TASK: