IMMACULATE CONCEPTION ACADEMY

City of Dasmariñas, Cavite

SCIENCE DEPARTMENT
S.Y. 2020-2021

K-12 Curriculum Map

Earth and Life Science
Grade 11
Prepared by: Department Heads: Principals: Noted by:
Name of Teacher/s
Ms.Ana Marie E. Alvaran Ms. Lucilyn S. Niere
Ms. Marie Suzette S. Lim Ms. Belinda G. Magsino Celia S. Rasing
Ms. Justine N. Ilaran Ms. Rhieza P. Umandal Ms. Veronica H. Medina School Director
Mr. Allan Melgar Mr. Yuri Anthony D. Abad
Ms. Evangeline Buelos
Ms. Myhla Len Carpio
 IMMACULATE CONCEPTION ACADEMY
City of Dasmariñas, Cavite
SCIENCE DEPARTMENT
S.Y. 2020-2021

Philosophy, Vision, Mission Goals and Objectives

The mission of ICA is to provide students exceptional real life and enduring learning opportunities to produce college and employment-ready graduates
by implementing comprehensive and coherent knowledge and skills for professional work and lifelong learning designed to help students discover and
pursue possible career track

ICA’s vision is to be leading institution that delivers creative, innovative, globally competitive, patriotic, and compassionate graduate who are able to uplift
their standard of living and contribute to national and international development.

To nurture and challenge all learners, ICA:

1. Promotes collective appreciation of changing demands

2. Provide classroom equipped with the state-of-the-art technology conducive to teaching –learning activities
3. Emphasize learners to be well prepared with skills and professional qualifications
4. Aware of its cultural heritage and identity
5. Embraces human growth and spiritual development
6. Challenge students to be geared towards socio-economic uplift
7. Supports national and internationally responsive academic programs
 IMMACULATE CONCEPTION ACADEMY
City of Dasmariñas, Cavite
SCIENCE DEPARTMENT
S.Y. 2020-2021

CORE LEARNING AREA STANDARD:

The learners demonstrate understanding of basic science concepts and application of science-inquiry skills. They exhibit scientific attitudes and values to
solve problems critically, innovate beneficial products, protect the environment and conserve resources, enhance the integrity and wellness of people,
make informed decisions, and engage in discussions of relevant issues that involve science, technology, and environment.

KEY STAGES STANDARD:

At the end of Grade 11, the learners should have acquired healthful habits and have developed curiosity about self and their environment using basic
process skills of observing, communicating, comparing, classifying, measuring, inferring and predicting. This curiosity will help learner’s value science as
an important tool in helping them continue to explore their natural and physical environment. This should also include developing scientific knowledge or
concepts.

GRADE LEVEL STANDARD:

At the end of Grade 11, learners can describe the structure of organisms that enable life’s function, discuss the metabolism and survival processes that
exist in plant and animals, determine the reasons as the characteristics are related from one generation to the next, explain the interaction of an organism
with living and non-living things in their environment to obtain and use matter and energy, investigate patterns to biotechnology and knowledge of life
science have affected mankind.

Essential Performance Based Institutional Core

Learning Output/21st
Unit Topic Question / Standard Competencies Assessment Activities/ Performance Values
century skills
Essential Tasks
Understanding
 IMMACULATE CONCEPTION ACADEMY
City of Dasmariñas, Cavite
SCIENCE DEPARTMENT
S.Y. 2020-2021

FIRST QUARTER
Week 1
 House Rules  Discussion of the
 ICA Vision/Mission house rules
 Republic Act 9729  Discuss the vision
climate change and mission of
 Republic Act 9710 Immaculate
gender and Conception
development in the Academy
Philippines  Discussion on
Climate Change and
Gender and
Development

Week 2 Essential CONTENT STANDARD The learners should be able PERFORMANCE LESSON
Questions: to: BASED ACTIVITY
1. The formation of the
1. What is the fate universe and the solar A1. State the different A1. Column Table Learning Competencies 1. Describes the structure Innovative
MODULE 1 of the universe? system. hypotheses explaining Assessed and composition of the
the origin of the universe. Universe. High Achievement of
UNIT 1: The Origin and 2. Will the universe 2. The subsystems Compare and Contrast. 2. Explain the source of a All
structure of the Earth continue to expand, (geosphere, hydrosphere, A2. Describe the different What are the similarities star's energy.
or will it eventually atmosphere, and hypotheses explaining A2. Short Essay and differences among 3. Explains the concept of Collaboration
contract because of biosphere) that the origin of the solar these three terrestrial the Red Shift and how it
the gravity? make up the Earth system. planets? used as an evidence for an Cooperation
Description of Activity: expanding universe. 4.
3. What is the A3. Recognize the Applies understanding of
correct sequence of 3. The Earth’s internal uniqueness of Earth, being 1. Print and cut-out the Doppler effect to
inner to outer structure the only planet in the solar A3. Seatwork photographs of terrestrial differentiate between
planets? system with planets Venus, Earth, and source of sound in two
PERFORMANCE properties necessary to Mars. Place photographs movie clips.
4. Is the Solar STANDARD: support life. side by side. 5. Describes the cosmic
System unique or 2. Divide the class into microwave background
rare? 1. Conduct a survey to A4. Explain that the Earth groups of 3 to 5. Give radiation and its
assess the possible geologic consists of four each group a copy of significance
5. What is the hazards that subsystems, across whose A4. Diagram Table 1 for reference. 6. States the different
possibility of your community may boundaries Ask each group to write hypotheses that preceded
 IMMACULATE CONCEPTION ACADEMY
City of Dasmariñas, Cavite
SCIENCE DEPARTMENT
S.Y. 2020-2021

finding a similar experience. (Note: Select matter and energy flow. down on a piece of the Big Bang Theory of
system within the this performance standard if paper similarities and the origin of the universe.
Milky Way Galaxy? your school is in an area A5. Explain the current differences among the 7. Explain the origin and
What about an Earth near fault lines, volcanoes, advancements/information planets. Give the evolution of the Universe
like planet? and on the solar students 15 minutes to according to the Big Bang
steep slopes.) system. A5. Sharing complete the task. Theory.
3. Ask the learners to 8. Name the different
2. Conduct a survey or A6. Show the contributions provide possible components of the solar
design a study to assess the of explanations for their system.
possible personalities/people on the observations using the 9. Name the large scale
hydrometeorological understanding A6. Mapping information in Table 2, and small-scale features of
hazards that your of the earth systems. together with previous the solar system.
community may knowledge about the 10. Discuss the different
experience. (Note: Select A7. Identify the layers of planets. hypotheses regarding the
this the Earth (crust, 4. After the task, ask a origin of the solar system
performance standard if mantle, core). representative from each and recognizing their
your school is in an area A7. Labeling group to present their weaknesses.
that is frequently hit by A8. Differentiate the layers observations. . 11. Discuss the origin and
tropical of the Earth. evolution of the solar
cyclones and is usually system based on the most
flooded.) A8. Sharing PERFORMANCE current hypothesis (Proto
BASED ACTIVITY Planet Hypothesis)
12. Enumerate the most
Learning Competencies recent advancements in
Assessed the understanding of the
Solar System
Egg-cellent Earth
activity: using hard-
boiled egg as a model of
Earth’s structure

Description of Activity:

1. Have students form

small groups (of 3 or 4)
and provide them with
hard-boiled egg, paper
plate, plastic knife, and
marker. Explain to
IMMACULATE CONCEPTION ACADEMY
City of Dasmariñas, Cavite
SCIENCE DEPARTMENT
S.Y. 2020-2021

students that they will be

using the egg as a model
to represent the earth’s
structures. Instruct the
students to describe the
eggshell and identify
what part of the earth the
eggshell represents.
2. Ask students to crack
the eggshell by gently
rolling the egg against
the table. Have them
describe the appearance
of the eggshell and
identify the part of the
earth the broken eggshell
represents.
3. Ask students to
carefully cut the egg in
half. Students should
mark the center of the
yolk with a dot using a
marker. They should
identify which parts of
the Earth interior are
modelled by the cut egg
(shell, white, yolk, dot),
and describe how the
model demonstrates
characteristics of these
layers (solid, liquid, etc.).
Each student should
make an annotated sketch
with actual parts of the
egg labeled on the left
side and the layers of the
Earth they represent on
the other side.
4. When students are
 IMMACULATE CONCEPTION ACADEMY
City of Dasmariñas, Cavite
SCIENCE DEPARTMENT
S.Y. 2020-2021

done with their task,

display (project a
transparency of)a cross
section of the Earth’s
layers to compare with
the egg model.
5. Lead a brief discussion
with students having
them identify the
similarities and
differences between the
egg model and the
corresponding layers of
the Earth.

Week 3 Essential CONTENT STANDARD: The learners should be able PERFORMANCE LESSON
Questions: to: BASED ACTIVITY
1. The three main 1. List some everyday
MODULE 1 1.Do you consider categories of rocks A1. Identify common rock- A1. Sharing Learning Competencies examples of weathering.
water as a mineral? forming minerals A1.1 Seatwork Assessed 2. Identify and explain
2. The origin and using their physical and whether these everyday Innovative
UNIT II: Earth Materials and 2. Snowflake, or environment of chemical properties Exogenic Process occurrences show physical
Processes tube ice? Are these formation of common or chemical weathering. Collaboration
minerals? minerals and rocks A2. Classify rocks into Description of Activity: 3. During your recent visit
igneous, sedimentary, A2. Table to the cemetery, you Cooperation
3. Which among the 3. Geologic processes and metamorphic classification/analysis 1. Instruct students to noticed the inscriptions on
following mineral that occur on the write a short account, some headstones have
groups, if any, surface of the Earth A3. Describe how rocks based on the photo, of become barely legible
contain silicon: such as weathering, undergo weathering changes which could whereas inscriptions on
halides, carbonates erosion, mass wasting, and A3-A4. Sharing occur on the slope to others are sharp and clear.
or sulfides? sedimentation A4. Explain how the reduce its stability and Cite three possible factors
(include the role of products of weathering are allow mass movement to that contributed to the
4.Which is more ocean basins in the carried away by erosion and take place. present state of the
abundant in the formation of deposited 2. On the photo, rock headstone inscriptions. Innovative
Earth’s crust: sedimentary rocks) elsewhere layers dipping toward the 4. Know the sources and
silicates or all the ocean creates a classic significance of the Earth's High Achievement of
other mineral 4. Geologic processes A5. Make a report on how situation for a internal heat All
 IMMACULATE CONCEPTION ACADEMY
City of Dasmariñas, Cavite
SCIENCE DEPARTMENT
S.Y. 2020-2021

groups combined? that occur within the rocks and soil move rockslide/debris slide. 5. Understand and explain
Earth downslope due to the direct Weaker rock layers may the requirements for Collaboration
5. How does streak action of A5. Sharing act as slippage surface magma generation.
differ from color, 5. The folding and Gravity A5.1 Diagram Analysis causing the overlying 6. Describe what happens Cooperation
and why is it more faulting of rocks layers to slide into the to the powder when the
reliable for rock A6. Describe where the sea. Following a heavy water starts to boil.
identification? 6. Plate tectonics Earth’s internal heat comes rain, mass movement Explain why this occurs
from. may occur on the dipping
Essential 7. How the planet Earth A6-A9. Short Essay layers. Earthquake,
Understandings: evolved in the last 4.6 A7. Describe how magma undercutting thru surf
billion years is formed action or a combination
1.Water is solid and (including the age of (magmatism) of these may also trigger
crystalline. the Earth, major mass movement.
geologic time A8. Describe what happens
2.Tube ice is not a subdivisions, and after the magma is formed
mineral, because it marker fossils). (plutonism and volcanism)
is not naturally
occurring. But a A9. Describe the changes in
snowflake possesses mineral components and PERFORMANCE
all the properties PERFORMANCE texture of rocks due to BASED ACTIVITY
under the definition STANDARD: changes in pressure and
of a mineral. temperature Learning Competencies
1. Conduct a survey to (metamorphism) Assessed
assess the possible geologic
hazards that A10. Compare and contrast Mass Wasting
your community may the formation of the
experience. (Note: Select different types of igneous Description of Activity:
this performance standard if rocks
your school is in an area Place a blackboard eraser
near fault lines, volcanoes, A11. Describe how rocks on the table. Ask students
and behave under different what will happen – Innovative
steep slopes.) types of stress such as A10. Sharing nothing. Place the eraser
compression, pulling apart, on a smooth, slanted High Achievement of
2. Conduct a survey or and shearing surface –the eraser will All
design a study to assess the slide down. Explain that
possible A12. Explain how the similar to the blackboard Collaboration
hydrometeorological continents drift A11. Short Essay on a slanted surface,
hazards that your rocks and rock debris can Cooperation
community may A13. Cite evidence that also move down-slope
 IMMACULATE CONCEPTION ACADEMY
City of Dasmariñas, Cavite
SCIENCE DEPARTMENT
S.Y. 2020-2021

experience. (Note: Select support continental drift through the process

this called mass wasting.
performance standard if A14. Explain how the
your school is in an area movement of plates leads to
that is frequently hit by the formation of folds and A12-A17.
tropical cyclones and is faults Presentation/Sharing
usually
flooded.)

A15. Explain how the

seafloor spreads

A16. Describe the structure

and evolution of ocean
basins

A17. Describe how layers

of rocks (stratified rocks)
are formed

A18. Describe the different

methods (relative and
absolute dating) to
determine the age of
stratified rocks

A19. Explain how relative

and absolute dating were
used to determine the
subdivisions of
geologic time A18. Seatwork

A20. Describe how marker

fossils (also known as guide
fossils) are used to define
and identify subdivisions of
the geologic time scale
A19-A21. Short Essay
 IMMACULATE CONCEPTION ACADEMY
City of Dasmariñas, Cavite
SCIENCE DEPARTMENT
S.Y. 2020-2021

A21. Describe how the

Earth’s history can be
interpreted from the
geologic time scale

Week 4 Essential Questions: CONTENT STANDARD: The learners should be able PERFORMANCE LESSON
to: BASED ACTIVITY
MODULE 1 1. What are 1. The different hazards DETERMINE
landslides? caused by geological A1. Describe the various A1. Sharing POTENTIAL HAZARDS Innovative
UNIT III: Natural Hazards, processes (earthquakes, hazards that may happen in Learning Competencies IN THE AREA.
Mitigation, and Adaptation 2. What may cause volcanic eruptions, and the event of earthquakes, Assessed High Achievement of
or trigger landslides) volcanic eruptions, and Using the topographic and All
landslides? landslides Ask them to describe the hazard maps of the DENR,
2. The different hazards coastlines. You may get discuss with the students Collaboration
3. How human caused by A2. Using hazard maps, different answers: the potential hazards in the
activities can hasten hydrometeorological identify areas prone to A2. Recitation irregular, smooth outline, area. Cooperation
the occurrence of phenomena hazards brought about by straight. You may ask 1. Students must survey
landslides? (tropical cyclones, earthquakes, them if they have an idea the area. Observe
monsoons, floods, volcanic eruptions, and of why coastlines exhibit carefully.
4. How do you think and tornadoes or landslides such forms. 2. Using their field
this phenomenon ipo-ipo) notebooks, they should
was formed? A3. Give practical ways of Description of Activity: record what they observe.
3. The different hazards coping with geological A3-A5 Sharing Indicating if the feature
5. What could have caused by coastal hazards caused by Show the effects of they have observed is
triggered it to processes (waves, earthquakes, volcanic coastal erosion leading to more of a product of
happen? tides, sea-level changes, eruptions, and landslides the destruction of houses erosional or depositional
crustal and other infrastructures process.
6. How will this movement, and A4. Identify human along the coasts and the 3. Ask them to indicate in
phenomenon affect storm surges) activities that speed up or steepening of the coastal their maps where these
a community? trigger landslides area. b. Show the effects potential hazards are
of submergence due to found.
A5. Suggest ways to help either the rising sea level 4. Discuss results with the
lessen the occurrence of or the lowering of coastal students. Give some points
landslides in your lands. Picture 5 shows for discussion to help
community how easily seawater can teachers.
 IMMACULATE CONCEPTION ACADEMY
City of Dasmariñas, Cavite
SCIENCE DEPARTMENT
S.Y. 2020-2021

Essential overtop sea dikes 5. Come up with a final

Understandings: A6. Describe the various especially during stormy hazard map of the area
hazards that may happen in weather - a problem with the inputs of the
1. identify and PERFORMANCE the wake of tropical made worse by rising sea students.
classify the different STANDARD: cyclones, monsoons, level and/or the
types of floods, or ipo-ipo A6. Sharing subsidence of land. 6. Recognize the coastal
hydrometeorologica 1. Conduct a survey to processes that influence
l phenomena / assess the possible geologic A7. Using hazard maps, the coastal landforms and
processes and hazards that identify areas prone to associated hazards.
hazards. your community may hazards brought about by 7. Illustrate and describe
experience. (Note: Select tropical cyclones, how the coastal processes
2.evaluate this performance standard if monsoons, floods, or ipo- determine the present
communities for your school is in an area ipo A7. Recitation coastal hazards whether
potential hazards near fault lines, volcanoes, coastal erosion,
induced by extreme and A8. Give practical ways of submersion or saltwater
atmospheric and steep slopes.) coping with intrusion.
hydrologic hydrometeorological
conditions. 2. Conduct a survey or hazards caused by 8. Give the list of
design a study to assess the tropical cyclones, countries with the longest
3. understanding of possible monsoons, floods, or ipoipo A8. Sharing coastlines
the term hydrometeorological A8.1 Seatwork (http://geography.about.co
"hydrometeorologic hazards that your A9. Describe how coastal m/od/lists/a/ longest-
al". community may processes result in coastal coastlines.htm).
experience. (Note: Select erosion, submersion, and 9. Compare the size of the
4. definition of a this saltwater intrusion Philippines in terms of its
hydrometeorologica performance standard if area (does this refer to the
l process your school is in an area length of the coastlines,
that is frequently hit by A10. Identify areas in your A9. Recitation areal extent etc?) relative
5. study the two tropical community prone to coastal to the rest of the countries
maps paying cyclones and is usually erosion, submersion, and in the list.
particular attention flooded.) saltwater intrusion 10. Show to the students
to the outlines of the that even if the Philippines
continents (for the A11.Live practical ways of (teacher pointing to the
world map) and for coping with coastal erosion, Philippines) is small in
the Philippines, the submersion, and saltwater A10. Sharing area compared to the rest
outlines of the intrusion of the countries, it ranked
islands. 4th in terms of the length
A12. Cite ways to prevent of its coastline.
6. Coastal Erosion is or mitigate the impact of
 IMMACULATE CONCEPTION ACADEMY
City of Dasmariñas, Cavite
SCIENCE DEPARTMENT
S.Y. 2020-2021

the wearing away of land development, waste

the land by the sea disposal, and
and is done by construction of structures
destructive waves. on control coastal processes A11-A12. Sharing

Week 5 Essential CONTENT STANDARD: The learners should be able PERFORMANCE LESSON
Questions: to: BASED ACTIVITY
MODULE 2 1. The historical 1. discuss the historical
1.What is life? development of the A1. Explain the evolving A1. Recitation development of the
UNIT I: concept of life concept of life based on A1.1 Seatwork Learning Competencies concept of life including
Looking at Life: An 2.How did life emerging pieces of Assessed theories, experiments and Innovative
Introduction to Life Science started? 2. The origin of the first evidence evidences.
life forms 1. Bring to class reading 2. describe the conditions High Achievement of
3.What are some A2. Describe classic A2. Recitation materials (books, on early Earth that made All
theories and 3. Unifying themes in experiments that model journals etc.) and printed the origin of life possible
evidences pertaining the study of life conditions which may have handouts. Provide and the first life forms. 3. Collaboration
to life? enabled the first students with handouts discuss the unifying
forms to evolve regarding historical themes of life and how Cooperation
4.When did the first development of the they are interconnected.
life forms emerged? A3. Describe how unifying concept of life including 4. Expound more on the
PERFORMANCE themes (e.g., A3.Sharing theories and evidences. characteristics/ properties
5. Does life come STANDARD: structure and function, 2. Provide each group of life by citing examples
from life or non- evolution, and with one piece of white
life? 1. Value life by taking good ecosystems) in the study of cartolina/ manila paper,
care of all life show the writing and coloring
beings, humans, plants, and connections among living materials (this can be
Essential animals things and how pre-assigned to students
Understandings: they interact with each before coming to class).
other and with their
1.describe the environment Description of Activity:
conditions on early
Earth that made the Each group will be
origin of life tasked to make a poster
possible and the first pertaining to the
life forms. historical development of
the concept of life
2. Explain how including theories and
Francisco Redi evidences. Students will
 IMMACULATE CONCEPTION ACADEMY
City of Dasmariñas, Cavite
SCIENCE DEPARTMENT
S.Y. 2020-2021

proved the choose the topic based on

‘Biogenesis’ theory. the provided list (no
duplication). Guide the
3.how living things students in preparing the
interact with each posters.
other and with their
environment

4. Expound more on
the characteristics/
properties of life by
citing examples.

Week 6 Essential CONTENT STANDARD: The learners should be able PERFORMANCE LESSON
Questions: to: BASED ACTIVITY
MODULE 2 1. The cell as the basic 1. Give examples of the Innovative
1.What are the unit of life A1. Explain how cells carry A1. Recitation Learning Competencies different types of cell
UNIT II: levels of out functions A1.1 Seatwork Assessed work which all require High Achievement of
Bioenergetics: The Complexity organization? 2. How photosynthetic required for life energy in the form of ATP All
of Cells organisms capture Drawing Activity a. mechanical – beating of
2. How many light energy to form A2. Explain how A2. Video cilia; contraction of Collaboration
pyruvate molecules sugar molecules photosynthetic organisms Description of Activity: muscle cells; cytoplasmic
are produced? use light energy to combine flow b. transport – active Cooperation
3. How organisms carbon dioxide and Individually or in groups, transport c. chemical –
3.How many CO2 obtain and utilize water to form energy-rich students may be asked to synthesis of polymers
are released from energy compound. draw a typical plant or from monomers
the oxidation of animal cell as seen in
pyruvate? PERFORMANCE A3. Trace the energy flow college textbooks. 2. Give an overview of
STANDARD: from the environment to the A3. Concept map Drawings should clearly the three major stages of
4.How many acetyl cells. reflect the fine structure cellular respiration and
CoA will enter the 1. Value life by taking good of the organelles as seen mention that they should
citric acid cycle? care of all A4. Describe how in the electron occur in the given order.
beings, humans, plants, and organisms obtain and microscope. a. Glycolysis is the
5.How many CO2 animals utilize energy A4. Sharing • Each structure in #1 breakdown of glucose to
are released from above should be labeled pyruvate where small
the citric acid cycle? A5. Recognize that properly. amounts of ATP are
organisms require energy to • With a red ball pen, produced. This process
 IMMACULATE CONCEPTION ACADEMY
City of Dasmariñas, Cavite
SCIENCE DEPARTMENT
S.Y. 2020-2021

6. Total number of carry out functions required A5. Recitation show the flow of occurs in the cytoplasm of
CO2 released from for life membranes from the the cell.
the oxidation of one outer nuclear envelope to b. Citric acid cycle or
molecule of the rough and smooth ER tricarboxylic acid cycle or
glucose? to the Golgi complex and Krebs cycle degrades
Essential to other micro bodies. pyruvate to carbon
Understandings: • Ask students what will dioxide, water, ATP and
happen if any organelle reducing power in the
1. Review the forms is damaged or become form of NADH, H+. This
of energy defective. stage happens in the
matrix of the
2. Describe the first mitochondria.
two laws of c. Oxidative
thermodynamics phosphorylation which
includes electron transport
3. Differentiate the chain and chemiosmosis
nature of enzyme generates high amounts of
activity ATP. This stage occurs in
the inner membrane of the
4. Explain mitochondria.
photosynthesis as a
re-dox process

5.Diagram the
events in light
reactions

6. Illustrate the
Calvin cycle

LONG TEST EXAMINATION

FIRST PERIODICAL EXAMINATION

 IMMACULATE CONCEPTION ACADEMY
City of Dasmariñas, Cavite
SCIENCE DEPARTMENT
S.Y. 2020-2021

Essential Performance Based Institutional Core

Learning Output/21st
Unit Topic Question / Standard Competencies Assessment Activities/ Performance Values
century skills
Essential Tasks
Understanding
SECOND QUARTER
Week 1 Essential CONTENT STANDARD PERFORMANCE LESSON
Questions: The learners should be able BASED ACTIVITY
Module 2 1. Plant and animal to: 1. Identify the different
1. What is the reproduction Learning Competencies ways how plants
UNIT III: difference between 2. How genes work A1. Describe the different A1. Recitation Assessed reproduce.
Perpetuation of Life sexual and asexual 3. How genetic A1.1 Seatwork 2. Define pollination and
ways of how plants
reproduction? engineering is used its importance on
to produce novel reproduce fertilization and
assign the students to
2. What are the products A2. Presentation bring representative reproduction.
different plant A2. Illustrate the A2.1 Recitation 3. Differentiate asexual
sample of the different
organs responsible PERFORMANCE relationships among reproduction from asexual
plants from the song
for sexual STANDARD: structures of flowers, fruits, reproduction.
reproduction? for Bahay Kubo. The student 4. Learn the advantage and
and seeds
asexual 1. Conduct a survey of can bring real plant parts, disadvantage of both types
reproduction? products containing A3. Describe the different pictures, drawings, etc. to of reproduction. 5. Relate
substances that can A3-A5. Recitation be identified with the how the different types of
ways of how
3. What is the trigger genetic disorders different plants from the reproduction are being
importance of the such as phenylketonuria representative animals used in farming practices
reproduce song.
stamen? of the in the Philippines
carpel?
A4. Explain how the Description of Activity:
Essential information in the DNA
Understanding: Group the class into
allows the transfer of
groups with six
genetic information
1. Describe the members, assigning
and synthesis of proteins
process of remaining students
pollination. How it equally to the formed
plays a role in A5. Describe the process of
genetic engineering groups. Each group
sexual reproduction
in plants? should have a sample of
A6. Conduct a survey of the all the plants in the song.
 IMMACULATE CONCEPTION ACADEMY
City of Dasmariñas, Cavite
SCIENCE DEPARTMENT
S.Y. 2020-2021

2. What are the current uses of Identify the sequence of

different types of genetically modified participation of the
pollination? How is organisms A6. Sharing groups, by their numbers
one advantageous
(i.e. group 1 goes first,
over the other
method? last group the last),
through the length of a
stick or in any which way
the teacher chooses to
identify the sequence.

Week 2 Essential CONTENT STANDARD: The learners should be able PERFORMANCE LESSON
Questions: to: BASED ACTIVITY
1. Nutrition: getting 1. Know the structure
1. What are the food to cells A1. Explain the different A1. Recitation Learning Competencies function relationship in the Innovative
MODULE 2 different processes 2. Gas exchange with metabolic processes Assessed various organ systems
involved in the the environment involved in the various 2. Able to synthesize the High Achievement of
UNIT IV: processing of food? 3. Circulation: the organ systems 1. The class can have a various functions of the All
How Animals Survive? 2. What is the internal transport discussion in terms of organ systems in the day-
difference between system A2. Describe the general absences as a result of to-day activity of an Collaboration
intracellular and 4. The need for homeostasis and unique transmission of diseases individual
extracellular 5. Salt and water characteristics of the A2. Recitation such as bulutong tubig 3. Used their knowledge Cooperation
digestion? balance and waste different organ (chicken pox), colds, flu of physiological processes
3. What is the removal systems in representative and other infectious to understand the different
difference between 6. The immune system: animals diseases during a school diseases associated with
mechanical and defense from disease year. Students can give the organ systems
chemical digestion? 7. How hormones A3. Analyze and appreciate their reason why they did 4. Know the structure
4. What is the govern body the functional not contract the illness, function relationship in the
importance of activities relationships of the A3. Sharing or why they did contract various organ systems
mechanical 8. The nervous system different organ systems A3.1 Seatwork it in terms of the lesson 5. Able to synthesize the
digestion? 9. The body in motion in ensuring animal survival learned. The teacher can various functions of the
also relate, why organ systems in the day-
Essential PERFORMANCE individuals who live in a today activity of an
Understanding: STANDARD: very clean environment individual
are more prone to 6. Used their knowledge
1. Give the different 1. Make a presentation of infection than those who of physiological processes
structures some diseases that are are not. to understand the different
responsible for associated with diseases associated with
 IMMACULATE CONCEPTION ACADEMY
City of Dasmariñas, Cavite
SCIENCE DEPARTMENT
S.Y. 2020-2021

mechanical the various organ systems the organ systems

digestion and their
representative
organism.
2. Relate the ability
of the stomach to
inflate and deflate to
its function, to store
food.
3. What is an
enzyme? What is its
function in
digestion?
4. Why is there a
need for different
digestive enzymes?

Week 3 Essential CONTENT STANDARD: The learners should be able PERFORMANCE LESSON
Questions: to: BASED ACTIVITY
1. Plant form and 1. Know the structure
MODULE 2 1. Why is there a function A1. Describe the structure A1. Recitation Learning Competencies function relationship in the
need for a vascular 2. Plant growth and and function of the different A1.1 Seatwork Assessed various organ systems
UNIT V: tissue, such as the development plant organs 2. Able to synthesize the Innovative
How Plants Survive? xylem and phloem, 1. As an assignment, ask various functions of the
in the bulk transport PERFORMANCE A2. Explain the different the class/group to organ systems in the day- Collaboration
of materials? Is STANDARD: metabolic processes A2. Recitation research on the different to-day activity of a plant
diffusion not involved in the plant organ planting season in the 3. Used their knowledge Cooperation
enough? Design a setup on systems Philippines. The groups of physiological processes
2. In relation to the propagating can focus on different to understand the
concept of plant plants using other methods crop in different propagation of plants 4.
transport, how can such provinces or the teacher Understand and apply the
the story of Rizal’s as hydroponics and can specifically assign implication of climate
“Si matsing at si aeroponics this to the groups. change to food production
Pagong” be 2. Reporting of the
explained by your different crops and their
knowledge of this impact to the respective
concept? region/provinces, such as
3. In root pressure, GDP, economy, etc.
what will happen if 3. The teacher report on
 IMMACULATE CONCEPTION ACADEMY
City of Dasmariñas, Cavite
SCIENCE DEPARTMENT
S.Y. 2020-2021

there will be the timeline of the

backflow of water in different typhoons hitting
the roots? the Philippines for the
4. Will there be built past ten years. The
of water pressure? teacher can include the
5. How will the heavily affected
translocation of provinces and when did
sugar be affected if the typhoons hit these
transpiration of provinces.
water stops? 4. Based on this, ask the
6. How does the groups on the implication
variety of plant of the typhoon to the
color affect the farming practices in the
amount of stored country and how can the
energy a plant can farmers or the
produce? government used this
knowledge in mitigating
impacts of climate
change.

Week 4 Essential CONTENT STANDARD: The learners should be able PERFORMANCE LESSON 1
Questions: to: BASED ACTIVITY
MODULE 2 1. The evidence for 1.Present evidence in Innovative
1. What’s missing in evolution A1. Describe evidence of A1. Presentation what is your opinion? support of evolution
UNIT VI: the initial 2. The origin and extinction evolution such as 2. Design a poster tracing Collaboration
The Process of Evolution Lamarckian of species homology, DNA/protein Learning Competencies the evolutionary changes
illustration? sequences, plate Assessed in a crop plant (e.g. rice or Cooperation
2. How did the PERFORMANCE tectonics, fossil record, corn) that occurred
giraffes grow their STANDARD: embryology, and For 5–7 minutes have through domestication
necks and legs? artificial students jot responses to 3. Explain how organisms
3. Explain the 1. Design a poster tracing selection/agriculture these two statements and are classified based on
driving force of the one diagram on a 3x5 evolutionary relationships
evolution of the evolutionary changes in a A2. Explain how note card.
giraffes. crop plant (e.g., rice or populations of organisms a. Evolution is only a
4. Disprove corn) that have A2. Recitation theory; it hasn't been
Lamarck’s occurred through changed and continue to A2.1 Seatwork proven.
mechanism of domestication change over time showing b. Evolution has never
evolution. patterns of descent with been observed.
 IMMACULATE CONCEPTION ACADEMY
City of Dasmariñas, Cavite
SCIENCE DEPARTMENT
S.Y. 2020-2021

5. Relate modification from common c. Keep the response

Lamarckian ancestors to options simple, e.g. “Jot
evolution with produce the organismal down one thing you
Pokemon evolution diversity observed today know or one question
(Pokemon is a you have.”
Japanese cartoon A3. Describe how the
series) present system of
6. What are the classification of organisms
criteria needed for is based on A3. Sharing
Darwinian evolution evolutionary relationships
to take place?
7. Which factor
dictates the survival
of the species?

Week 5 Essential CONTENT STANDARD: The learners should be able PERFORMANCE LESSON
Questions: to: BASED ACTIVITY
MODULE 2 1. The principles of 1. Understand the basic Innovative
1. What is the ecosystem A1. Describe the principles A1. Recitation law concepts of ecology
UNIT VII: population 2. Biotic potential and of the ecosystem (Trophic Levels and Collaboration
Interaction and explosion? environmental Learning Competencies Energy Flow)
Interdependence 2. What causes resistance A2. Categorize the different Assessed 2. Illustrate the following Cooperation
population 3. Terrestrial and biotic potential and A2. Recitation cycles: water, carbon,
explosion? Aquatic ecosystems environmental resistance 1. Students are required nutrient (nitrates,
3. Is there a human 4. How human (e.g., diseases, availability to submit a research phosphates) and relate
population activities affect of food, and predators) that paper on the RH Law. these to water
explosion? the natural affect population explosion • First Part: On the pros conservation, global
and cons of the law – warming and climate
PERFORMANCE A3. Describe how the Student should cite change, and
STANDARD: different terrestrial and references of the various nutrient/organic pollution.
aquatic ecosystems are opinions that they have 3. Define and differentiate
1. Prepare an action plan interlinked with one read. • Second Part: biotic potential and
containing another A3. Sharing Write their personal environmental resistance
mitigation measures to A3.1 Seatwork views about the law. 4. Illustrate and explain
address current the different population
environmental concerns distribution patterns
and challenges in the 5. Differentiate population
community size and density
 IMMACULATE CONCEPTION ACADEMY
City of Dasmariñas, Cavite
SCIENCE DEPARTMENT
S.Y. 2020-2021

6. Understand the different

mechanisms that regulated
population density.

LONG TEST EXAMINATION

SECOND PERIODICAL EXAMINATION

Guidelines in completing your curriculum map

1. Download your curriculum guide depending on subject assignments

2. Teacher’s guide and textbook is also a must
3. Additional guide for accomplishing activities and assessment can be acquire on prepared dll of deped http://www.depedresources.com/
http://www.depedresources.com/grade-1-daily-lesson-log-2nd-quarter/https://sanayguro.wordpress.com/2016/08/26/download-dll-new-format/
4. Grade 7-10 you may use the module issued by PEAC last INSET
5. Workbook-http://depedclub.com/k-12-workbooks/