Classroom Instruction Delivery Alignment Map (CIDAM)

Grade: 11 Semester: 1ST Date period: June 11 to July 5, 2019

Subject: Earth and Life Science No. of Hours: 13 hours

Course Description: 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.
Culminating Performance Standard: At the end of the lesson the learners will be able to recognize the origin and structure of the Earth using a graphic organizer.

Semester : 1st
Content/ Content Performance Standard Learning Competencies Highest Thinking Skills to Assess Highest Enabling Strategy to
Topic/Title Standard (K- Knowledge; U-Understanding: D-Doing) (HTSA) be used in Developing HTSA Resources
KUD KUD Assessment Technique Enabling Teaching Curriculum Guide
Classification Classification
MINIMUM Minimum Beyond Minimum RBT LEVEL General Strategy CODE
Strategy
WW QA PC
I. ORIGIN AND The learners The learner shall be The learners; The learners;
STRUCTURE OF demonstrate able to:
THE EARTH understanding of: Summative Oral
assessment recitation
A. Universe and 1. the formation of 1. Conduct a survey to State the different Describe the Understanding Identificatio Individual task Lecture by S11/12ES
K U
Solar System the universe and assess the possible hypotheses explaining historical n the teacher -Ia-e-1
the solar system; geologic hazards that the origin of the development of
B. Earth and your community may universe. theories that
Earth Systems 2. the subsystems experience. (Note: explain the origin
(geosphere, Select this performance of the Universe.
hydrosphere, standard if your school
atmosphere, and is in an area near fault Describe the different K Compare the U Group task Discussion S11/12ES
Analyzing
biosphere) that lines, volcanoes, and hypotheses explaining different Concept groups -Ia-e-2
make up the steep slopes.) the origin of the solar hypotheses Map conducted
Earth, and; system. explaining the by selected
2. Conduct a survey or origin of the solar student
3. the Earth’s design a study to system.
internal structure. assess the possible
hydrometeorological Recognize the Explain the U Analyzing Oral Brainstorming Recitation S11/12ES
U
hazards that your uniqueness of Earth, characteristics of Essay recitation oral -Ia-e-3
community may being the only planet Earth that are questions
experience. in the solar system necessary to by the
with properties support life. teacher
necessary to support answered
life. orally by the
students
 Explain that the Earth Give examples of Oral Individual task Lecture by
(Note: Select this consists of four U the earth U Analyzing recitation the teacher
performance standard if subsystems, across subsystems and S11/12ES
your school is in an whose boundaries explain their -Ia-e-4
area that is frequently matter and energy functions in the
hit by tropical cyclones flow. ecosystem.
and is usually flooded.)
Explain the current Give examples of
advancements/inform K the current U Brainstorming Class
Understanding
ation on the solar discoveries in Quiz discussions S11/12ES
system understanding conducted -Ia-e-5
more things by a student
outside the Earth. or student
committee
Show the Identify the
contributions of K scientists with K Individual Lecture by
personalities/people significant Remembering Quiz Task the teacher S11/12ES
on the understanding contributions to -Ia-e-6
of the earth systems our knowledge of
Earth.

Identify the layers of Give the Oral Individual Lecture by

the Earth (crust, K characteristics of U recitation Task the teacher S11/12ES
mantle, core). each layer of the Understanding Identificatio -Ia-e-7
Earth (crust, n
mantle, and core).

Differentiate the Compare the s

layers of the Earth. K different layers of U Analyzing Group task Small
the crust using a Concept groups such S11/12ES
graphic organizer. Map as task -Ia-e-8
oriented.
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 minutes 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

CRITERIA 4 3 2 1 SCORE
Content Shows a full understanding of the topic. Shows a good understanding of Shows a good understanding Does not seem to understand
the topic. of parts of the topic. the topic very well.
The information given is thorough and The information given contains The information given is The information given is
Accuracy additional relevant information was also correct information. correct but lacks some incorrect.
given. important
Organization Data given is carefully arranged in a logical Data given is well-arranged. Data is arranged but lacks Data given is missarranged.
manner. proper flow.
The output is highly imaginative and The output is imaginative and The output is weak in The output fails to garner
Creativity garnered a high degree of interest. garnered a moderate degree of convincing and garnered a interest.
interest. low degree of interest.