UNIVERSITY OF LA SALETTE, INCORPORATED

HIGH SCHOOL
MALVAR, SANTIAGO CITY
SCHOOL YEAR 2019-2020

SYLLABUS IN EARTH SCIENCE

FOR SENIOR HIGH SCHOOL

(K TO 12 SCIENCE CURRICULUM BASED)

Prepared by:

MR. RACEPER ROMULUS DE VILLA

and

MR. MARK JAYSON OCAMPO

Science Teachers
 Noted by:

MRS. RHOENA DIGNA NG

Coordinator, SHS Science Department

Approved by:

PRISCILA O. ILAGAN, Ph.D.

ULSHS Principal
COURSE DESCRIPTION

This course is designed to provide environmental awareness and acts as scaffolding for the development of skills necessary for engineering,
geology, and other related courses that require the proper manipulation of the environment and its resources. Aside from information inaccessible to
the lower grades, this course is also packed with activities that would hone critical thinking and data retention in order for the youth of tomorrow may
contribute Earth Science knowledge to the betterment of the society.

CONTENT STANDARD
Geological education aims to develop scientific understanding among learners that will prepare them to be well-versed and active people who
are able to make sound course of action regarding uses of scientific information that may have social, health, or environmental impacts. Through this
curriculum, the subject provides opportunities that students who may or may not be passionate and attuned with geology to not only pursue
engineering and geology courses and other related jobs but also to be globally competitive with regards to scientific knowledge. By being geologically
informed they will value and respect the world around us and also be moral persons in executing scientific activities, thereby becoming stewards of
the living.

KEY STAGE STANDARDS

At the end of Grade 12, the learner should have developed scientific and environmental literacy so that they will not be isolated from the
society where they live, will not be overwhelmed by change, and can make rational choices on issues confronting them. Having been exposed to
scientific investigations related to real-life, they should recognize that the central feature of an investigation is that if one variable is changed (while
controlling all others), the effect of the change on another variable is measured. After this course, the learners should be geologically knowledgeable
and be eligible for the tertiary education.
GRADE LEVEL STANDARDS
 Learners will have deeper comprehension of the different aspects of the Earth, its resources, and what is beyond our planet

 Learners will become attuned to various mapping and identification techniques related to Earth Science
 FIRST QUARTER: EARTH SCIENCE
Content Standards: The learners demonstrate an understanding of: Performance Standards: The learners shall be able to:
 The formation of the universe and the solar system.  Make a concept map and use it to explain how the geosphere, hydrosphere, atmosphere,
 The subsystems (geosphere,hydrosphere,atmosphere, and biosphere) that make up the and biosphere are interconnected.
earth.  Make a plan that the community may use to conserve and protect its resources for future
 The three main categories of rocks. generations
 The origin and environment of formation of common minerals and rocks  Prepare a plan that the community may implement to minimize waste when people utilize
 The various sources of energy (fossil fuels, geothermal, hydroelectric) materials and resources
 The amount of usable water on earth.
 The distribution of arable land on Earth.
 Waste generation and management
Lesson Title and Essential Understanding Essential Question Content Knowledge Skills/ Core Values and Activities Assessment Resources/ Book
time Competencies Points of Strategies/ Strategies References
Integration Differentiated
Instruction
Week 1  The exact time of The Salettinian learner Topic:: The Salettinian Focus: Formative Earth Science
Earth’s formation and will keep considering: THE UNIVERSE AND THE learner shall have Social  Debate Assessment (STEM Track) by
how and when life SOLAR SYSTEM developed the Awareness and  Voluntary  Reflect Upon; Diwa Learning
Discussion
developed remain  How did the following responsibility Earth Science Systems Inc. 2016
 Panel
unsettled. universe begin? Sub-topics: competencies: (STEM track)
Discussion
 How did the solar  Classical Astronomy  Describe the At times in our p.5 Earth and Life
 Drawing
 The history of Earth system come  The Copernican historical life, we  Socratic  What I have Science by Sia,
and Solar system, is about? Revolution development of encountaer Dialogue learned so Shila Rose D. &
understood as going  why is it the big  Planetary Motion theories that failures and the  Concept far?; Earth Cortez Leah Amor,
through a series of key bang theory is the  Galileo Galilei explain the feeling of being map Science SIBS Publishing
physical and chemical most acceptable  Isaac Newton and origin of the ignored. But it (STEm Track) House, Inc. 2016
processes that leads theory of the Orbital Motion universe. doesn’t mean p.11
to the formation of origin of the  The Great Chain of  Compare the that we will just Summative The Earth: Its
life. universe? Origins different end it up there. Assessment materials,
 what are the  A Survey of the Solar hypothesis Be like our  Chapter Quiz; processes and
 Different versions of different theories System explaining the scientist and Earth and Life history (Essentials
the beginning of time that explain the  The Story of Planet origin of the philosopher Science by of Earth Science)
challenge the big bang origin of the solar Building solar system who stood up in Joni Albarico, by Marquez,
theory, though it system?  Planets orbiting the face of p.6-8,17-19 Edanjarlo J &
remains the most other Stars criticism and Gabo, Astrid
acceptable failures Korina, St.
explanation of the Bernadette
origin of the universe Publishing House
from a single source of Corporation, 2016
incredible density and
energy.
  There are different
theories that tries to
explain the origin of
the universe and the
solar system
Week 2  The world is The Salettinian learner Topic: The Earth and its The Salettinian Focus:  question Formative Earth Science
interconnected and will keep considering: Subsystem learner shall have Social and Assessment (STEM Track) by
interdependent in so developed the awareness and answer  What I Have Diwa Learning
many ways. Living or  What are the Sub-topics: following love of nature.  concept Learned so Systems Inc. 2016
Non-living things are different spheres  The Physical Science competencies: diagram far? Earth
important in the that make up Perspective of the  Describe the The world is  field work Science Earth and Life
survival and earth? Subsystems of the characteristic of interconnected  4F’s Chart (STEM Track) Science by Sia,
sustainability of our  how do Earth earth that are and  Venn p.22 Shila Rose D. &
planet.. interactions of the  The Environmental necessary to interdependent Diagram  Beyond Walls Cortez Leah Amor,
 Earth is a system earth’s system Perspective of the support life. in so many  Games 2.2 Earth SIBS Publishing
composed of four affect life on Subsystems of the  Explain that the ways. Living or  Reporting Science House, Inc. 2016
major spheres that earth? Earth earth consists of Non-living  Cause and (STEM Track)
interacts with one  what makes the  Models and Systems four things are Effect p.27 The Earth: Its
another to help earth suitable for  Physical Geography subsystems, important in the analysis  Earth and Life materials,
sustain life life?  The Atmosphere, across whose survival and by Religioso processes and
 earth’s dynamism  what causes Temperature, and boundaries sustainability of p.44 history (Essentials
continues as the changes on the Earth’s Energy matter and our planet Summative of Earth Science)
geosphere, earth’s Budget energy flow Assessment by Marquez,
hydrosphere, subsystem?  Characteristics of In our life, every  Chapter Edanjarlo J &
atmosphere, and the Atmosphere little action may Assessment Gabo, Astrid
biosphere interact  Energy Transfer create an effect Earth and Life Korina, St.
with one another Process to the whole. Science by Bernadette
allowing matter and  Earth’s Energy Let us always be Joni Publishing House
energy to circulate on Budget sensitive of Albarico,p.76- Corporation, 2016
earth.  Air Temperature what we say 77
 all four major  Weather and and what we  Performance
subsystem of earth Climate do. Task: Making
can function  Complexity of the a Terrarium
independently, but for Earth’s Subsystems Appreciate the
the most part, they love of God by
have multiple underdstanding
interactions with one his creation
another. As part of
earth’s system, human
actions can have an
impact to the
environment
Week 3  Rock and Minerals The Salettinian learner Topic:: Minerals and The Salettinian Focus:  journal Formative Earth Science
 form through different will keep considering: Rocks learner shall have Life is a cycle. At writing Assessment (STEM Track) by
processes and at developed the times, we are in  comic strip  Earth and Life Diwa Learning
different areas of  Why is it that Sub-topics: following the stage of  cause and Science by Systems Inc. 2016
earth. minerals are  Earth’s Planetary competencies: melting or effect Religioso,
 minerals are the considered the Structure  Identify breaking. We  think pair p.73,79 Earth and Life
building blocks of building blocks of  Minerals common rock- should share Summative Science by Sia,
rocks rock?  Rocks forming remember that  picture Assessment Shila Rose D. &
 Where do rocks minerals using just like rocks, and video  Chapter Cortez Leah Amor,
come from? their physical we have to pass analysis Assessment SIBS Publishing
and chemical a cycle that will  panel Earth and Life House, Inc. 2016
properties make us the discussion Science by
 Classify rocks most precious  Frayer Joni The Earth: Its
into igneous, and strongest of Model Albarico,p.90- materials,
sedimentary every rock.  Growing 92,110-111 processes and
and Crystals history (Essentials
metamorphic  Concept of Earth Science)
map :Earth by Marquez,
and Life Edanjarlo J &
Science by Gabo, Astrid
Sia p.50 Korina, St.
Bernadette
Publishing House
Corporation, 2016
Week 4  Natural system and The Salettinian learner Topic: Mineral Resources The Salettinian Focus:  flow chart Formative Earth Science
material cycling make will keep considering: learner shall have Stewardship  role play: Assessment (STEM Track) by
possible the formation Sub-topics: developed the  Mining  Recitation Diwa Learning
and replenishment of  how does the  How are the Earth’s following We should Economics  Inquiry Lab Systems Inc. 2016
earth’s resource but in earth replenish rocks recycled? competencies: responsibly  recitation Summative
most cases, the rate of itself?  What are Mineral  Identify the obey policies in  case Assessment Earth and Life
extraction and use is  how minerals are Resources and what minerals mining analysis  Chapter Science by Sia,
far slower than the mined and are the important to  film Assessment Shila Rose D. &
rate of replenishment. processed? Environmental the society We should viewing Earth and Life Cortez Leah Amor,
 Mineral resources are  How can Earth’s Effects of Using  Describe how appreciate the  Facts on Science by SIBS Publishing
mainly important as parts be them? ore minerals are beauty of Line Joni House, Inc. 2016
they serve as materials conserved and  How long will found, mined minerals and the  Journal Albarico,p.95,
in the production of preserve? supplies of and processed things that they entry 100 The Earth: Its
structures, machines Nonrenewable for human use can do in our materials,
and others. The Mineral Resources  Cite ways to bodies processes and
extraction of minerals, last? prevent or history (Essentials
however, is  How can we use lessen the of Earth Science)
exploitative and Mineral Resources environmental by Marquez,
destructive, and can more sustainable? impact that Edanjarlo J &
result in result from the Gabo, Astrid
 environmental exploitation, Korina, St.
degradation. extraction and Bernadette
 Not all minerals have use of mineral Publishing House
economic value. Those resources Corporation, 2016
that are considered
important are called
mineral resources
because they are
useful to man.
 Sustainable
development is the
key to establishing a
long-lasting and
friendly partnership
with Earth.
Week 5  Geothermal energy The Salettinian learner Topic: Energy Resources The Salettinian Focus:  Panel Formative Earth Science
harnesses electricity will keep considering: learner shall have As humans, Discussion Assessment (STEM Track) by
by tapping the heat Sub-topics: developed the sometimes we  Cause and  Rate your Diwa Learning
 Energy efficiency as Effect
stored at the earth’s  How can we help following become tired understandin Systems Inc. 2016
Analysis
crust. the environment an important Energy competencies: and exhausted g
 Reporting
 Energy presents a in putting up, Resource  Describe how in life, we even  Thumbs up, Earth and Life
 Idea Box
great contribution in maintaining, and  Cutting Energy fossil fuels are become  Video thumbs down Science by Sia,
nation building. using power Waste formed hopeless at Presentatio Summative Shila Rose D. &
plants?  Advantages and  Explain how times. But God n Assessment Cortez Leah Amor,
 What general Disadvantages of heat from inside will not let us  Chapter SIBS Publishing
statement can you using Solar Energy the earth is surrender. He Assessment House, Inc. 2016
make about the  Advantages and tapped as a provided us Earth and Life
supply of fossil Disadvantages of source of sources of Science by The Earth: Its
fuels, given what using Hydropower energy energy and Joni Albarico, materials,
you know about  Advantages and (geothermal) inspiration just p.90-92 processes and
their formation? Disadvantages of for human use like how He history (Essentials
using Wind Power  Explain how provided the of Earth Science)
 Advantages and energy world with the by Marquez,
Disadvantages of (hydroelectric) sources of Edanjarlo J &
using Biomass as an is harnessed energy. We Gabo, Astrid
Energy Resource from flowing should always Korina, St.
 Advantages and water. take care of Bernadette
Disadvantages of  Cite ways to those God-given Publishing House
using Geothermal address the creatures Corporation, 2016
power different
 Advantages and environmental
Disadvantages of concerns
using Hydrogen as related to the
 an Energy Resource use of fossil
 The Transition to a fuels,
more Energy geothermal
Sustainable Future energy, and
 Advantages and hydroelectric
Disadvantages of energy.
using Oil
 Advantages and
Disadvantages of
using Natural Gas
 Advantages and
Disadvantages of
using Coal
Week 6  Freshwater and arable The Salettinian learner Topic: Water Resources The Salettinian Focus:  Journal Formative Earth Science
lands are unevenly will keep considering: learner shall have Awareness on Writing Assessment (STEM Track) by
distributed all over the Sub-topics: developed the the  Making it  Brain Diwa Learning
globe. As such, the  Why is the water  Will we have enough following conservation Real; Our Exercise; Our Systems Inc. 2016
global need for clean table constantly usable Water? competencies: and protection Changing Changing
water and fertile land changing?  Extracting  Recognize how of water Environme Environment Earth and Life
demands competition  How can we Groundwater water is resources. nt by by DIWA Science by Sia,
and exploitation in conserve and  Dam Building distributed on DIWA p.155 Shila Rose D. &
resources use. Hence, protect our water  Water Transfer earth Enhance one’s p.193 Summative Cortez Leah Amor,
there is an urgent resources?  Conversion of  Identify the health by  Cause and Assessment SIBS Publishing
need to look into our Saltwater to various water drinking safe Effect  Quiz: water House, Inc. 2016
habits and practices of Freshwater resources on and potable analysis Resources,
using the water and  Sustainable use of earth water  Reporting (Exploring The Earth: Its
land. Water  Explain how Life Through materials,
 By saving water, you  Threat Reduction of different Science processes and
are saving energy too. Flooding activities affect Series Olivar history (Essentials
Energy is used to the quality and II, p.63-65) of Earth Science)
process and distribute availability of  Performance by Marquez,
water to different water for task: Slogan Edanjarlo J &
households and human use Making: Gabo, Astrid
establishment. The  Suggest ways of Conserving Korina, St.
amount of energy conserving and and Bernadette
used for water protecting Protecting Publishing House
production depends water resources Water Corporation, 2016
on the demand of
each consumer.
 While earth is
surrounded with 70%
water, only less than
2.5% of it can be used
 for human needs.
Hence everyone is
encouraged to
conserve water
because there is really
not enough safe water
for everyone’s use.
Week 7  Freshwater and arable The Salettinian learner Topic: Soil Resources The Salettinian Focus:  Brainstrom Formative Earth Science
lands are unevenly will keep considering: learner shall have We should focus ing Assessment (STEM Track) by
distributed all over the Sub-topics: developed the on activities that  Video  Seatwork Diwa Learning
globe. As such, the  Why do you think  Major soil following are earth presentati  Recitation Systems Inc. 2016
global need for clean we need to make components competencies: friendly on  Brain
water and fertile land soil productive?  Characteristics of  Identify human  Soil Exercise; Our Earth and Life
demands competition soil activities, such Stewardship Analysis Changing Science by Sia,
and exploitation in  Development of Soil as farming,  Interactive Environment Shila Rose D. &
resources use. Hence, Horizons construction of We should Discussion by DIWA Cortez Leah Amor,
there is an urgent  Factors affecting structures and know how to p.203 SIBS Publishing
need to look into our Soil Formation waste disposal, manage wastes Summative House, Inc. 2016
habits and practices of  Soil Fporming that affect the that may harm Assessment
using the water and Regimes quality and the  Quiz Soil The Earth: Its
land.  Soil as a Critical quantity of soil environment Resources materials,
Natural Resource  Give ways of (Exploring processes and
 Human production of conserving and Restore land Life Through history (Essentials
food, materials, and protecting the agriculture Science of Earth Science)
energy is anchored on soil for future Series, Olivar by Marquez,
soil. generation II, p.104-105) Edanjarlo J &
 Describe how Gabo, Astrid
people generate Korina, St.
different types Bernadette
of waste (solid, Publishing House
liquid, and Corporation, 2016
gaseous) as
they make use
of various
materials and
resources in
everyday life.
Week 8  Ecosystem are The Salettinian learner Topic: Human Activity The Salettinian Focus:  Group Quiz Formative Earth Science
complex ecological will keep considering: and the Environment learner shall have Social  Agree or Assessment (STEM Track) by
environments that developed the awareness and Disagree  Games Diwa Learning
have developed for  How do human following responsibility;  Guided  Recitation Systems Inc. 2016
billion of years. They affects the competencies: love of nature Reflection  Seatwork
are stable and self- environment?  Explain how Question Summative Earth and Life
 maintaining systems.  How can we different types Always show  60-second Assessment Science by Sia,
However human minimize the of waste affect concern to the speech  Poster Shila Rose D. &
activities have severely impact of human people’s health environment.  Film viewing Making: Cortez Leah Amor,
interfered with the activities on the and the We only have Campaign on SIBS Publishing
natural working environment? environment one living earth Reducing the House, Inc. 2016
components of this  Cite ways of amount of
stable system. reducing the Stewardship wastes in the The Earth: Its
production of environment materials,
waste at home, processes and
in school, and history (Essentials
around the of Earth Science)
community by Marquez,
Edanjarlo J &
Gabo, Astrid
Korina, St.
Bernadette
Publishing House
Corporation, 2016

SECOND QUARTER: EARTH SCIENCE

Content Standards: The learners demonstrate an understanding of: Performance Standards: The learners shall be able to:
 Geologic processes that occur on the surface of the Earth such as weathering, erosion, mass  Make a simple map showing places where erosion and landslides may pose risks in the
waiting, and sedimentation (include the role of ocean basins in the formation of community.
sedimentary rocks)  Using maps, diagrams, or models, predict what could happen in the future as the tectonic
 Geologic processes that occur within the earth plates continue to move.
 Folding and faulting of rocks  Describe the possible geologic events that occurred in a certain area based on the rock
 The internal structure of the earth layers found therein
 Continental drift
 Seafloor spreading
 Relative and absolute dating
 The major subdivisions of geologic time (including index fossils)
 How the planet Earth evolved in the last 4.6 billion years
Lesson Title and Essential Understanding Essential Question Content Knowledge Skills/ Core Values and Activities Assessment Resources/ Book
time Competencies Points of Strategies/ Strategies References
Integration Differentiated
Instruction
Week 9  Earth’s structure is The Salettinian learner Topic: Earth processes The Salettinian Focus: Formative Earth Science
naturally altered by will keep considering: learner shall have Humans just like  Venn Assessment (STEM Track) by
internal (endogenous) Sub-topics: developed the rocks, undergo Diagram  Chapter Diwa Learning
and external  How do rocks  Nature of Exogenic following changes they  Research Assessment Systems Inc. 2016
(exogenous) natural undergo processes competencies: face trials and  Reporting Earth and Life
forces. Since humans weathering?  Weathering  Describe how pressure but in  Picture Science by Earth and Life
are part of Earth’s  How do products  Variability in rocks undergo the end, they analysis Joni Albarico, Science by Sia,
 system, they are not of weathering are Weathering weathering become the  Laboratory p.122 Shila Rose D. &
spared from the carried away by  Mass Wasting  Explain how the best of Activity:So  Earth and Life Cortez Leah Amor,
effects of these erosion?  Weathering, Mass products of themselves ur Trick Science by SIBS Publishing
geologic changes. Wasting, and the weathering are (Exploring Religioso House, Inc. 2016
Landscape carried away by Life p.88,91,94
erosion and Through Summative The Earth: Its
deposited Science, Assessment materials,
elsewhere Olivar II,  Chapter processes and
 Explain how p.123) Assessment history (Essentials
rocks and soil  Map Earth and Life of Earth Science)
move making Science by by Marquez,
downslope due showing Joni Edanjarlo J &
to the direct places Albarico,p. Gabo, Astrid
action of gravity where 117-118, 132- Korina, St.
erosion 134 Bernadette
and Publishing House
landslide Corporation, 2016
are at risk.
Week 10  Earth’s structure is The Salettinian learner Topic: Endogenic The Salettinian Focus:  Map Formative Earth Science
naturally altered by will keep considering: Processes learner shall have Prayer,Penance analysis Assessment (STEM Track) by
internal (endogenous) developed the and Zeal  Simulation  Earth and Life Diwa Learning
and external  Why the earth’s Sub-topics: following Activity Science by Systems Inc. 2016
(exogenous) natural interior is hot?  Landforms and competencies: We need to stop  Earth Religioso
forces. Since humans  What happens Geomorphology  Explain why the worrying about Science p.114,118 Earth and Life
are part of Earth’s after magma was  Tectonic Forces, Earth’s interior challenges that (STEM Summative Science by Sia,
system, they are not formed? Rock Structure, and is hot acts as Track) p.40 Assessment Shila Rose D. &
spared from the Landforms  Describe how earthquakes in  Laboratory  Chapter Cortez Leah Amor,
effects of these  Earthquakes magma is our lives but Activity Assessment SIBS Publishing
geologic changes.  Igneous Processes formed instead let us Earthquak Earth and Life House, Inc. 2016
and Landforms  Describe what always be e waves Science by
 Distribution of happens after prepared and Joni Albarico, The Earth: Its
Endogenic magma is ready. p.146-148 materials,
Processes formed processes and
 Describe the history (Essentials
changes in of Earth Science)
mineral by Marquez,
components Edanjarlo J &
and texture of Gabo, Astrid
rocks due to Korina, St.
changes in Bernadette
pressure and Publishing House
temperature Corporation, 2016
(metamorphism
 )
 The forces that drive The Salettinian learner Topic: Deformation of The Salettinian Focus: Formative Earth Science
the geologic processes the Crust learner shall have Deformation is  Group Assessment (STEM Track) by
will keep considering:
of Earth exert stress developed the not always Discussion  Diwa Learning
Sub-topics: negative. In the Layers of Summative Systems Inc. 2016
on rocks. The effects  How rocks behave following
the Earth
of these tensions form during the  Plate Tectonics competencies: crust, Assessment
 Simulation
the landscape of following  Growth of  Describe how deformation  Deformation Earth and Life
 Drawing
Earth. The intricacies conditions:compre Continents rocks behave produces of the Science by Sia,
of these landforms ssion,tension,shea under different different Crust(Explori Shila Rose D. &
make some of the ring and types of stress landforms that ng Life Cortez Leah Amor,
breathtaking natural confining? such as give beauty to Through SIBS Publishing
tourist spots such as compression, our Science House, Inc. 2016
the chocolate hills of pulling apart, environment. Series Olivar
bohol. and shearing We may II, p.146-147 The Earth: Its
 Identify the encounter materials,
layers of the deformation in processes and
earth some point of history (Essentials
 Differentiate our lives but we of Earth Science)
the layers of the have to know by Marquez,
earth from each that when we Edanjarlo J &
other are being Gabo, Astrid
deformed, we Korina, St.
are being Bernadette
prepared for Publishing House
much better life. Corporation, 2016
Week 11  Earth has changed and The Salettinian learner Topic: Continental Drift The Salettinian Focus:  Games Formative Earth Science
continues to change. will keep considering: learner shall have We should  Modelling Assessment (STEM Track) by
The continental drift Sub-topics: developed the anticipate  Panel  Quiz Diwa Learning
theory came closest to  how does science  Internal structure of following changes in our Discussion Continetal Systems Inc. 2016
being the accepted prove that earth competencies: environment  Quick Drift (The
theory, within the continents are  Continental drift  Describe the Lab:Earth Earth: Its Earth and Life
scientific community, drifting? theory continental drift and Life Materials, Science by Sia,
which explains how  what makes  Plate boundaries  Discuss Science by Processes Shila Rose D. &
earth has changed massive plates evidence that Sia p.55 and History, Cortez Leah Amor,
through the move? support Marquez, SIBS Publishing
movement of its  how do we continental drift Gabo, p.102 House, Inc. 2016
plates. explain the Summative
 present-day continent existence of our Assessment The Earth: Its
where once lumped country’s  Chapter materials,
together as one landmarks and Assessment processes and
supercontinent. tourist spots? Earth and Life history (Essentials
 what evidences Science by of Earth Science)
 tectonic plate proved that the Joni by Marquez,
 movements are driven Earth’s Albarico,p. Edanjarlo J &
by different forces landmasses have 153,157,163- Gabo, Astrid
 interactions along split? 164 Korina, St.
plate boundaries form Bernadette
different bodies of Publishing House
water and landforms. Corporation, 2016
 mountain and
mountain ranges are
formed when tectonic
plates converge.
 the theory of plate
tectonics helps to
explain the formation
of the earth’s crust
and its movement

Week 12  All of Earth’s The Salettinian learner Topic: Seafloor The Salettinian Focus:  Drawing Formative Earth Science
processes created the will keep considering: Spreading learner shall have We should allow  Simulation As sessment (STEM Track) by
ocean basins and developed the changes in our  Reporting  Forming the Diwa Learning
 Sub-topics:
continents. How the seafloor following lives; changes  Outside Seafloor Systems Inc. 2016
spread?  Chronology of that may Classroom Summative
 Seafloor spreading is a Modern ocean Basin competencies:
continuous process  How does the  Explain how the contribute to Activity Assessment Earth and Life
movement of Development our own  Group  Quiz:Seafloor Science by Sia,
where tensional forces  Major ocean basins seafloor spread
plates leads to the development presentatio Spreading Shila Rose D. &
on both sides of the  Describe the n
plates cause them to formation of folds, structure and (Exploring Cortez Leah Amor,
constantly move faults, trenches, evolution of Life Through SIBS Publishing
apart. volcanoes, rift ocean basins Science House, Inc. 2016
valleys and  Explain how the Series, Olivar
mountain ranges? movement of II, p.168-169 The Earth: Its
plates leads to materials,
the formation of processes and
folds, faults, history (Essentials
trenches, of Earth Science)
volcanoes, rift by Marquez,
valleys, and Edanjarlo J &
mountain Gabo, Astrid
ranges Korina, St.
Bernadette
Publishing House
Corporation, 2016
Week 13  The stratification of The Salettinian learner Topic: History of the The Salettinian Focus:  Concept in Formative Earth Science
rocks works like a will keep considering: Earth learner shall have Excellence a box Assessment (STEM Track) by
 journal where all of developed the  Recitation  Quiz: History Diwa Learning
the significant events  How did life Sub-topics: following  Timeline of the Earth Systems Inc. 2016
during a particular evolve through  Major events in competencies:  Group and methods
period of time are the course of earth  Describe how discussion of dating Earth and Life
documented in one earth?  Relative Age layers of rocks  Brainstormi (The Earth: its Science by Sia,
ng
layer. Therefore the  How did scientists  Absolute Dating (stratified rocks) Materials, Shila Rose D. &
 KWL Chart
rocks and soils where trace the history Techniques are formed processes Cortez Leah Amor,
we currently stand are of Earth?  Describe the and History, SIBS Publishing
already documenting  What does rock different Marquez, House, Inc. 2016
the actions we do stratigraphy tell methods Gabo.p.138-
today to the about geologic (relative and 139 The Earth: Its
environment. time? absolute dating) Summative materials,
 Relative dating of determining Assessment processes and
provides the correct the age of  Chapter history (Essentials
sequence of events stratified rocks Assessment of Earth Science)
and not the actual  Explain how Earth and Life by Marquez,
numerical dates of the relative and Science by Edanjarlo J &
rocks. Absolute dating absolute dating Joni Gabo, Astrid
on the other hand were used to Albarico,p.172 Korina, St.
provides the determine the -173 Bernadette
approximate age of subdivisions of Publishing House
the rock through geologic time Corporation, 2016
radiometric dating.

Week 14  Geological time The Salettinian learner Topic: Major The Salettinian Focus:  Timeline Formative Earth Science
provides a scientifically will keep considering: Subdivisions of Geologic learner shall have Live according  group Assessment (STEM Track) by
supported Time (including index) developed the to the natural discussion  What I have Diwa Learning
chronological history  What is the following principles of  brainstorm learned so Systems Inc. 2016
of the Earth’s geologic significance of the competencies: geology ing far? Earth
and biologic evolution. geologic time  Describe how  KWL Chart Science Earth and Life
 Living things evolve to scale? index fossils  Guided (STEM Science by Sia,
adapt in the ever  What are fossil (also known as Instruction Track)p.63-64 Shila Rose D. &
changing environment markers? Why are guide fossils)  Comic Summative Cortez Leah Amor,
of Earth; thus, they used as are used to Strip Assessment SIBS Publishing
origination and indicators of define and  Concept  Chapter House, Inc. 2016
extinction of species is certain period of identify Mapping Assessment
a natural process. geologic time? subdivisions of Earth and Life The Earth: Its
 Who organized the geologic Science by materials,
the geologic time scale Joni processes and
timescale? Why is Albarico,p.17 history (Essentials
it important to 9-180,185 of Earth Science)
establish a by Marquez,
 timescale? Edanjarlo J &
Gabo, Astrid
Korina, St.
Bernadette
Publishing House
Corporation, 2016
Week 15  Earth’s crust solidified The Salettinian learner Topic: How the Planet The Salettinian Focus:  Story Formative Earth Science
during its cooling will keep considering: Earth Evolved in the last learner shall have We should Telling Assessment (STEM Track) by
phase, but internal 4.6 billion years developed the always involve  Concept  Seatwork Diwa Learning
components remain  How old is the following oneself in Mapping Summative Systems Inc. 2016
molten. Therefore Earth? Sub-topics: competencies: discovering  Gallery Assessment Earth and Life
continuous heat flows  Geologic Time Scale  Describe the Earth’s past. walk  Quiz How the Science by Sia,
from within earth  Earth’s Past history of the  Video Planet Earth Shila Rose D. &
Earth through Anlysis evolved in Cortez Leah Amor,
geologic time the last 4.6 SIBS Publishing
scale billion years House, Inc. 2016
 Outdoor The Earth: Its
activity: materials,
description of processes and
possible history (Essentials
geological of Earth Science)
events by& Gabo, Astrid
occurred in a Korina, St.
certain area Bernadette
based on the Publishing Hou
rock
layersfound
therin.

Text Book:
DIWA Senior High School Series: Earth science (STEM Track); DIWA Learning System 2016, Makati City, Philippines
References:
 Earth Science (STEM Track) by Diwa Learning Systems Inc. 2016
 Earth and Life Science by Sia, Shila Rose D. & Cortez Leah Amor, SIBS Publishing House, Inc. 2016
 The Earth: Its materials, processes and history (Essentials of Earth Science) by Marquez, Edanjarlo J & Gabo, Astrid Korina, St. Bernadette Publishing House Corporation, 2016
 Integrated Science by De Vera, Miriam P., Trinitas Publishing, Inc. 2006
 Exploring the Realms of Science Integrated Science by Magleo, Lucy Austria & Bernas, Veronica Simundo, Jo-ES Publishing House, Inc. 2011
 Science, Environment, Technology and Society Integrated Science by Samano, Esmeralda C. & Santiago, Florenda I. SIBS Publishing House Inc. 2010
 Our Changing Environment 2nd Edition by DIWA Learning Systems Inc., 2011
 Earth and Life Science by Lilia G. Vengco and Teresita F. Religioso; Phoenix Publishing House Inc. 2016
 Conceptual Science Beyond, Earth and Life Science by Raymond A. Baltazar, Ceasar Ryan U. Cuarto and Jigger P. Leonor Ph.D; Brilliant Creations Publishing, Inc. 2016
 Earth and Life S

 cience by Glen R. Mangali, Mylene D.G Olivia, Charity I. Mulig-Cruz, and Flordeliza r. Estira; DIWA Learning System Inc. 2016