LESSON MANAGEMENT PLAN

School : Salunaya High School Address : Salunayan, Midsayap, Cotabato

Subject : Earth and Life Science Grade Level : 11 Section : GAS B
Teacher: Arniel G. Catubig School Year : 2020 - 2021

Quarter Week Content and Content Standard Performance Standard Learning Competencies Code Delivery Date Delivery Rema
Mode rks
From To
st
1 Quarter 1-2 I. ORIGIN AND STRUCTURE OF The learners shall be able The learners: Online/Modu June June
THE EARTH to: 1. State the different S11/12ES-Ia- lar/Classroo 1, 12,
The learners demonstrate an 1. Conduct a survey to hypotheses explaining e1 m-based 2020 2020
understanding of: assess the possible the origin of the
geologic hazards that universe.
A. Universe and Solar System your community may 2. Describe the different S11/12ES-Ia-
experience. (Note: Select hypotheses explaining e2
1. the formation of the universe this performance the origin of the solar
and the solar system standard if your school is system.
B. Earth and Earth Systems in an area near faultlines, 3. Recognize the S11/12ES-Ia-
volcanoes, and steep uniqueness of Earth, e3
2. the subsystems (geosphere, slopes.) being the only planet in
hydrosphere, atmosphere, and the solar system with
biosphere) that make up the 2. Conduct a survey or properties necessary to
Earth design a study to assess support life.
3. the Earth’s internal structure the possible 4. Explain that the Earth S11/12ES-Ia-
hydrometeorological consists of four e4
hazards that your subsystems, across
community may whose boundaries
matter and energy flow.
5. Explain the current S11/12ES-Ia-
advancements/informa e5
tion on the solar system
6. Show the
contributions of S11/12ES-Ia-
personalities/people on e6
the Note: Select this
performance standard if
your school is in an area
 that is frequently hit by
tropical cyclones and is
usually flooded. )
understanding of the
earth systems
7. Identify the layers of
the Earth (crust, mantle, S11/12ES-Ia-
core). e7
8. Differentiate the
layers of the Earth. S11/12ES-Ia-
e8

3-5 II. EARTH MATERIALS AND The learners: Online/Modu June July
PROCESSES lar/Classroo 15, 3,
1. identify common S11/12ES-Ia-9 m-based 2020 2020
The learners demonstrate an
understanding of: rock-forming minerals
using their physical
A. Minerals and Rocks and chemical
1. the three main categories of properties
rocks.
2. the origin and environment
of formation of common
minerals and rocks 2. classify rocks into S11/12ES-Ib-
B. Exogenic Processes igneous, sedimentary, 10
3. geologic processes that and metamorphic
occur on the surface of the
Earth such as weathering,
Online/Modu
erosion, mass wasting, and
lar/Classroo
sedimentation (include the
3. describe how rocks S11/12ES-Ib- m-based
role of ocean basins in the 11
undergo weathering
formation of sedimentary S11/12ES-Ib-
4. explain how the
rocks) products of weathering 12
are carried away by
C. Endogenic Processes erosion and deposited
4. geologic processes that elsewhere
occur within the Earth 5. make a report on S11/12ES-Ib-
how rocks and soil 13
move downslope due to
the direct action of
gravity
5. the folding and faulting of
rocks
6. describe where the
Earth’s internal heat S11/12ES-Ib-
comes from. 14
7. describe how magma S11/12ES-Ib-
is formed (magmatism) 15

8. describe what S11/12ES-Ic-

happens after the 16
magma is formed
(plutonism and
volcanism) S11/12ES-Ic-
9. describe the changes 17
in mineral components
and texture of rocks due
to changes in pressure
and temperature
(metamorphism) S11/12ES-Ic-
10. compare and 18
contrast the formation
 of the different types of
igneous rocks S11/12ES-Ic-
11. describe how rocks 19
behave under different
types of stress such as Online/Modu
compression, pulling lar/Classroo
D. Deformation of the Crust
apart, and shearing m-based
6. plate tectonics

S11/12ES-Ic-
12. explain how the 20
continents drift S11/12ES-Ic-
13. cite evidence that 21
support continental
drift S11/12ES-Ic-
14. explain how the 22
movement of plates
leads to the formation
of folds and faults S11/12ES-Ic-
6-7 15. explain how the 23
seafloor spreads S11/12ES-Ic- July 6, July
16. describe the 24 2020 17,
structure and evolution 2020
of ocean basins

E. History of the Earth

7. how the planet Earth S11/12ES-Ic-
17. describe how layers 25
evolved in the last 4.6 billion
of rocks (stratified
years (including the age of the rocks) are formed S11/12ES-Ic-
Earth, major geologic time 18. describe the 26
subdivisions, and marker different methods
fossils). (relative and absolute
dating) to determine
the age of stratified S11/12ES-Ic-
rocks 27
19. explain how relative
and absolute dating
were used to determine
the subdivisions of S11/12ES-Ic-
geologic time 28
20. describe how Online/Modu
marker fossils (also lar/Classroo
known as guide fossils) m-based
are used to define and
identify subdivisions of S11/12ES-Ic-
the geologic time scale 29
21. describe how the
Earth’s history can be
interpreted from the
geologic time scale
 The learners: Online/Modu July Augu
8-10 A. Geologic Processes and lar/Classroo 20, st 7,
Hazards m-based 2020 2020
The learners demonstrate an
understanding of:
1. the different hazards caused by
geological processes 1. describe the various S11/12ES-If-30
(earthquakes, volcanic eruptions, hazards that may
and landslides) happen in the event of
B. Hydrometeorological earthquakes, volcanic
Phenomena and Hazards eruptions, and
2. the different hazards caused by landslides
hydrometeorological phenomena
(tropical cyclones, monsoons,
floods, and tornadoes or (ipo-ipo) 3. using hazard maps, S11/12ES-If-31
identify areas prone to
hazards brought about
by earthquakes,
volcanic eruptions, and
landslides
4. give practical ways of S11/12ES-If-32
coping with geological
hazards caused by
earthquakes, volcanic
eruptions, and
landslides
5. identify human S11/12ES-If-33
activities that speed up
or trigger landslides
6. suggest ways to help S11/12ES-If-34
lessen the occurrence of
C. Marine and Coastal Processes landslides in your
and their Effects community
3. the different hazards caused by
coastal processes (waves, tides,
sea-level changes, crustal
movement, and storm surges) 7. describe the various S11/12ES-Ig-
hazards that may 35
happen in the wake of
tropical cyclones, Online/Modu
monsoons, floods, or lar/Classroo
ipo-ipo S11/12ES-Ig- m-based
8. using hazard maps, 36
identify areas prone to
hazards brought about
by tropical cyclones,
monsoons, floods, or
ipo-ipo S11/12ES-Ih-
9. give practical ways of 37
coping with
hydrometeorological
hazards caused by
tropical cyclones,
monsoons, floods, or S11/12ES-Ih-
ipo-ipo 38
10. describe how
coastal processes result
in coastal erosion,
submersion, and S11/12ES-Ih-
saltwater intrusion 39
11. identify areas in
your community prone
to coastal erosion,
submersion, and S11/12ES-Ih-
saltwater intrusion 40
12. give practical ways
of coping with coastal
erosion, submersion, S11/12ES-Ih-
and saltwater intrusion 41
13. cite ways to prevent
or mitigate the impact
of land development,
waste disposal, and
construction of
structures on control
coastal processes
 Online/Modu
S11/12LT-IIa-1 lar/Classroo
The learners: m-based
I. INTRODUCTION TO LIFE
SCIENCE
The learners demonstrate an 1. explain the evolving S11/12LT-IIa-2
understanding of: concept of life based on
1. the historical development of emerging pieces of
the concept of life 2. the origin of evidence
the first life forms 3. unifying 2. describe classic
themes in the study of life experiments that model S11/12LT-IIa-3
conditions which may
have enabled the first
forms to evolve
3. describe how unifying
11-12 themes (e.g., structure Augu
2nd Quarter and function, evolution, Augus st 21,
The students shall be able and ecosystems) in the t 10, 2020
to: study of life show the 2020
connections among
value life by taking good living things and how
care of all beings, they interact with each
humans, plants, and other and with their
animals environment
S11/12LT-IIbd-
The learners: 4

S11/12LT-IIbd-
1. explain how cells 5
II. BIOENERGETICS carry out functions
The learners demonstrate an required for life
understanding of: 2. explain how
1. the cell as the basic unit of life photosynthetic
organisms use light S11/12LT-IIbd-
2. how photosynthetic organisms energy to combine 6
capture light energy to form carbon dioxide and
sugar molecules 3. how water to form energy- S11/12LT-IIbd-
organisms obtain and utilize rich compounds 7
energy 3. trace the energy flow
 from the environment S11/12LT-IIbd- Online/Modu
to the cells. 8 lar/Classroo
4. describe how m-based
organisms obtain and
utilize energy
5. recognize that
The learners shall be able organisms require
to: energy to carry out
functions required for
life
make a poster that shows
the complementary S11/12LT-IIej-
relationship of 13
photosynthesis and
III. cellular respiration S11/12LT-IIej-
PERPETUATION OF LIFE The learners: 14
The learners demonstrate an
understanding of: 1. describe the different
1. plant and animal reproduction ways of how plants S11/12LT-IIej-
reproduce 15
2. illustrate the
relationships among
structures of flowers,
fruits, and seeds S11/12LT-IIej-
3. describe the different 16
ways of how
representative animals
reproduce
S11/12LT-IIej-
4. explain how the 17
information in the DNA S11/12LT-IIej-
allows the transfer of 18
genetic information and
2. how genes work synthesis of proteins Sep.
5. describe the process S11/12LT-IIej- Augus 4,
13-14 of genetic engineering 19 t 24, 2020
6. conduct a survey of 2020
The learners shall be able the current uses of
to: genetically modified

3. how genetic engineering is
used to produce novel products
conduct a survey of organisms
products containing 7. evaluate the benefits
substances that can and risks of using GMOs
trigger genetic disorders
such as phenylketonuria S11/12LT-IIIaj-
20

The learners:

S11/12LT-IIIaj-
8. explain the different 21
metabolic processes
involved in the various
organ systems
IV.
HOW ANIMALS SURVIVE 9. describe the general S11/12LT-IIIaj-
The learners demonstrate an and unique 22
understanding of: characteristics of the
1. nutrition: getting food to cells different organ systems
2. gas exchange with the in representative
environment animals

3. circulation: the internal 10. analyze and

transport system appreciate the
4. the need for homeostasis functional relationships
5. salt and water balance and of the different organ
waste removal systems in ensuring
6. the immune system: defense animal survival
from disease
7. how hormones govern body S11/12LT-
activities IVae-23
8. the nervous system
9. the body in motion S11/12LT-
IVae-24
V. HOW PLANTS SURVIVE The learners:
The learners demonstrate an The learners shall be able
understanding of: to:
1. plant form and function 2. 11. describe the Sep. Sep.
plant growth and development make a presentation of structure and function 7, 18,
15-16 some diseases that are of the different plant 2020 2020
associated with the organs
various organ systems 12. explain the different S11/12LT-
metabolic processes IVfg-25
involved in the plant
organ systems

VI. THE PROCESS OF EVOLUTION

The learners demonstrate an The learners:
understanding of: S11/12LT-
1. the evidence for evolution IVfg-26
13. describe evidence of
2. the origin and extinction of evolution such as
species homology, DNA/protein
sequences, plate
tectonics, fossil record,
embryology, and
artificial
selection/agriculture
14. explain how S11/12LT-
populations of IVfg-27
organisms have
changed and continue
to change over time
The learners shall be able showing patterns of
to: descent with
modification from
design a setup on common ancestors to
propagating plants using produce the organismal
other methods such as diversity observed Sep. Oct.
hydroponics and today S11/12LT- 21. 2,
17-18 aeroponics 15. describe how the IVhj-28 2020 2020
present system of S11/12LT-
classification of IVhj-29
organisms is based on
evolutionary
relationships

VII. INTERACTION AND

 INTERDEPENDENCE The learners shall be able S11/12LT-
The learners demonstrate an to: The learners: IVhj-30
understanding of:
1. the principles of the ecosystem Design a poster tracing
2. biotic potential and the evolutionary changes 15. describe the
environmental resistance in a crop plant (e.g., rice principles of the
3. terrestrial and aquatic or corn) that occurred ecosystem
ecosystems through domestication 16. categorize the
different biotic potential
and environmental
resistance (e.g.,
diseases, availability of Oct. Oct.
food, and predators) 5, 16,
18-19 that affect population 2020 2020
4. how human activities affect the explosion
natural ecosystem 17. describe how the
different terrestrial and
aquatic ecosystems are
interlinked with one
The learners shall be able another
to:

prepare an action plan

containing mitigation
measures to address
current environmental
concerns and challenges
in the community