EARTH AND LIFE

SCIENCE
SESSION OBJECTIVES
At the end of this training, the SHS teachers will be able to teach
the subject Earth and Life Science competently during the
teaching demonstration and return demonstration. Specifically,
the teachers will be able to:
1. explain the content of the curriculum guide;
2. exhibit the pedagogical approaches applicable in teaching
the subject area; and
3. identify the appropriate assessment that is suited to the
subject content.
 EARTH AND LIFE SCIENCE
QUARTER 2
Grade: 11/12
Academic Year: 1
Core Subject Title: Earth and Life Science
No. of Hours: 80 hours (20 Weeks)
Pre-requisite (if needed): None
 EARTH AND LIFE SCIENCE
QUARTER 2
Core Subject 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 Earths
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.
ACTIVITY 1: CRITICAL CONTENT
FOR QUARTER 2
Working as a group, identify at least two (2) contents
which can be considered critical and give
justifications.
Critical contents are those that may affect the
curriculum standards requirement which may
include materials, facilities, precautionary measures,
student and teacher readiness and other significant
concerns.
ACTIVITY 2: CRITICAL CONTENT
FOR QUARTER 2
Fill out the template below:
Critical Learning Reason(s)
Content Competencies

Presentation of output follows.

EARTH AND LIFE
SCIENCE
QUARTER 2
EARTH AND LIFE SCIENCE QUARTER 2
EARTH AND LIFE SCIENCE QUARTER 2
EARTH AND LIFE SCIENCE QUARTER 2
EARTH AND LIFE SCIENCE QUARTER 2
EARTH AND LIFE SCIENCE QUARTER 2
 CRITICAL CONTENT
Sample Critical Content Learning Competencies Reason

The Process of Evolution Describe evidence Teacher and student

Evidence of evolution of evolution such as readiness on the
Origin and extinction of
homology, concept of evolution
species
DNA/protein Learner must have
sequences, plate taken the lesson on
tectonics, fossil evolution and its
record, embryology, evidences in Grade
and artificial 10
selection/agricultur Conflicting ideas
e and misconceptions
 CRITICAL CONTENT
Sample Critical Content Learning Competencies Reason

The Process of Evolution Explain how

Evidence of evolution populations of
Origin and extinction of organisms have
species changed and continue
to change over time
showing patterns of
descent with
modification from
common ancestors to
produce the
organismal diversity
observed today.
 CRITICAL CONTENT
Sample Critical Content Learning Competencies Reason

The Process of Evolution Describe how the

Evidence of evolution present system of
Origin and extinction of
classification of
species
organisms is based
on evolutionary
relationships.
 Learners revisit the mechanisms
Content Progression- involved in the inheritance of traits
Biodiversity and and the changes that result from
these mechanisms. Learners explain
Evolution G10 how natural selection has produced
a succession of diverse new species.
Variation increases the chance of
living things to survive in a changing
environment.
G9 Learners learn that most species that have
once existed are now extinct. Species
become extinct when they fail to adapt to
changes in the environment.
Learners learn that species refers to a group of organisms that
G8 can mate with one another to produce fertile offspring. They learn
that biodiversity is the collective variety of species living in an
ecosystem. This serves as an introduction to the topic on
hierarchical taxonomic system.
 CRITICAL CONTENT
Sample Critical Content Learning Competencies Reason

. Perpetuation of Life Describe the process of Teacher readiness and

2.1 how genes work genetic engineering. understanding of
2.2 how genetic Conduct a survey of the recombinant DNA and
engineering is used to current uses of genetic engineering.
produce novel products genetically modified Misconceptions of
organisms. learners on GMOs and
Evaluate the benefits GM products.
and risks of using Concepts in genetic
GMOs engineering require a
deeper understanding
of Genetics and its
processes
 Learners are introduced to the
Content Progression- structure of the DNA molecule
Heredity and its function.
They also learn that changes
G10 that take place in sex cells are
inherited while changes in
body cells are not passed on.
Learners study the structure of genes
G9 and chromosomes, and the functions
they perform in the transmission of
traits from parents to offspring.
Learners study the process of cell division by
G8 mitosis and meiosis. They understand that
meiosis is an early step in sexual reproduction
that leads to variation.
ACTIVITY 2: LEARNING PLAN FOR
QUARTER 2
Learning Suggested Appropriate Learning Action
Competencies Teaching Assessment Cell
(focusing on Strategies/Activit Opportunities
critical content) y

Presentation of output follows:

 SAMPLE LEARNING PLAN FOR QUARTER 2

Learning Competencies Suggested Appropriate Learning Action

(focusing on critical Teaching Assessment Cell
content) Strategies/ Opportunities
Activity
Describe evidence of Cooperative Paper-pencil
evolution such as learning assessment
homology, DNA/protein Structured Concept
sequences, plate lab activity mapping
tectonics, fossil record, Data analysis debate
embryology, and
artificial
selection/agriculture
 SAMPLE LEARNING PLAN FOR QUARTER 2
Learning Suggested Appropriate Learning Action
Competencies Teaching Assessment Cell
(focusing on Strategies/Activit Opportunities
critical content) y
Describe the Inquiry-based Rubrics
process of genetic approach Info-
engineering. (Structured
disseminatio
Conduct a survey inquiry)
of the current uses Film showing n on GMOs
of genetically Case study on Summative
modified GMOs Assessment
organisms
Evaluate the
benefits and risks
of using GMOs