CACHAPERO ACADEME, INC.

Formerly CACHAPERO LEARNING SCHOOL, INC.

B7 L13 MAHOGANY ST. NARRA HOMES CARSADANG BAGO 2, CITY OF IMUS, CAVITE
TEL. NO (046) 471 - 7853
administrator@cai.edu.ph

FLEXIBLE INSTRUCTION DELIVERY PLAN (FIDP)

Academic Year 2022-2023
Grade: GRADE 11 Semester: 1st Semester
Core Subject Title: EARTH & LIFE SCIENCE No. of Hours/Semester: 80 HOURS
Prerequisites (If needed) ______________

Core Subject Description: This course makes senior high school students aware of the developmental stage that they are in, for them to better understand themselves and the significant people
around them as they make important career decisions as adolescents. The course consists of modules, each of which addresses a key concern in personal development. Using the experiential learning
approach, each module invites students to explore specific themes in their development. Personal reflections, sharing, and lectures help reveal and articulate relevant concepts, theories, and tools in
different areas in psychology.

Culminating Performance Standard: The learner is expected to be able to think critically and make concrete plans and decisions on the different aspects of his/her personal development; life and significant
relationship and career pathways.

What to Teach? Why Teach? How to Assess? What to Teach?

Highest Enabling Strategy to

Use in developing the
Learning competencies Highest Thinking Skill to Assess
Highest Thinking Skill to
Assess

Most Essential Performance Flexible

Content Content Standards
Topics Standards Assessment
KUD Enabling
KUD Most Activities Flexible Learning
Complete Classification RBT Level General
Classification Essential (FAA) Strategies (FLS)
Strategy
Performance
Checks

FIRST SEMESTER

1. The Origin of the The learners 1.1 Bigbang Theory The learners shall be The learners... Recognize the
Universe and the demonstrate an able to... uniqueness of
1.2 Steady State 1.1 Recognize the Knowing Knowing Evaluating Reasonin
Solar System understanding of… Earth, being
and Oscillating uniqueness of g & Proof
the only Essay Lecture Discussion
1.1 The formation of the Universe Earth, being
1.1 Conduct a planet in the (Face-to-Face)
universe and the the only -Difference
solar system
 solar system Theory survey to assess planet in the with between the
the possible solar system properties theories of
1.3 Nebular Theory
geologic/hydro with necessary to Universe’s
1.4 Encounter meteorological properties support life Origin
Theory hazards that necessary to
your support life
community may
experience.
2. Why Life on Earth 1 1 2 Understanding Explain that Understanding Creating Research on Reasonin Lecture Discussion
is Possible the Earth Natural g & Proof (ONLINE)
2 2 2.1 Explain that
consists of Phenomena
the Earth
2.1 The subsystems 2.1 The Origin of four and the
consists of
(geosphere, the Planet subsystems, connections of
four
hydrosphere, Earth across whose the four
subsystems,
atmosphere, and boundaries subsystems
across whose
biosphere) that matter and
boundaries
make up the Earth energy flow
matter and
energy flow

2.2 The Earth’s internal Lecture Discussion

structure) (Face-to-Face)

3. Minerals & Rocks 2.3 The Earth’s internal 1 1 Identify

structure common
2 2 Knowing Knowing Creating Procedural Reasonin
rock-forming
Report g&
3 3 minerals
Proofing
2.4 The origin and using their
3.1 Rock-forming 3.1 Identify physical and
environment of
Minerals common chemical
formation of
rock-forming Lecture Discussion
common minerals properties.
minerals (ONLINE)
and rocks Knowing
using their
physical and
chemical
properties.

3.2 Classify rocks

into igneous, Understanding
Classify rocks
sedimentary,
into igneous,
and
sedimentary,
metamorphic.
 3.3 Explain how and Connecti
the products metamorphic. ons
Understanding Creating Podcast
of weathering
are carried
away by
erosion and
deposited
elsewhere.

4. Geologic 4 1 4.1 Describe Knowing Describe Knowing Evaluating Essay Paper Reasonin Lecture Discussion
Processes on Earth’s where the Earth’s where the g& (Face-to-Face)
4.1 Geologic processes 2
Surface internal heat Earth’s Proofing
that on the surface
3 comes from. internal heat
of the Earth such as
comes from.
weathering, erosion, 4 Knowing
mass wasting, and
4.1 Weathering & 4.2 Describe how
sedimentation
Erosion magma is formed
(include the role of
(magmatism). Knowing
ocean basins in the Compare and
4.2 Sedimentation
formation of contrast the Lecture Discussion
sedimentary rocks) formation of (ONLINE)
4.3 Describe the Understanding Creating Organize an
the different Problem
physical and exhibit
types of Solving
chemical changes showing
igneous rocks
in rocks due to different kinds
changes in of rocks
pressure and
temperature
(metamorphism).

Understanding
4.4 Compare and
contrast the
formation of the
different types of
igneous rocks
5. Geologic 1 1 5.1 Explain how Understanding Explain how Understanding Creating Oral Recitation Reasonin
Lecture Discussion
Processes Within the the movement of the g&
2 2 (Face-to-Face)
Earth plates leads to the movement of Proofing
3 3 formation of folds plates leads
and faults to the
4 4 formation of
folds and
5 5
5.2 Describe how faults
5.1 Geologic processes 5.1 Earth’s Internal layers of ricks
that occur within Heat (stratified rocks)
Knowing
the Earth are formed
5.2 Rock Lecture Discussion
5.2 The folding and Formation and (ONLINE)
faulting of rocks Metamorphism

5.3 Plate tectonics

6. History of Earth 1 1 1 Knowing Describe how Knowing Remembering Group Represen

the Earth’s Activity tation
2 2 2
history can be /Worksheet/
3 3 3 interpreted
Reflection
from the
4 4 4 geologic time
scale SYNCHRONOUS
5 5 5
through Online or
6 6 6 In-Person

6.1 How the planet 6.1 How Layers of 6.1 Describe the
Earth evolved in the Rocks Are different
last 4.6 B years Formed methods
(including the age of (relative and Describe how
6.2 Earth's History the Earth’s
the Earth, major absolute
from Geologic history can be
geologic time dating) to
Time Scale interpreted
subdivisions, and determine
from the Knowing Creating
marker fossils) the age of Video
geologic time Represen
stratified Presentation
scale tation
 rocks Understanding

6.2 Explain how

relative and
absolute
dating were
used to
determine
the
subdivision of
geologic time

6.3 Describe how

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

7. Geological 1 1 Knowing Using hazard Knowing Applying Oral Commun SYNCHRONOUS

Processes and maps, recitation/ ication through Online or
2 2 In-Person
Hazards identify areas Essay
3 3 prone to
hazards
4 4 brought
about by
5 5
earthquakes,
6 6 volcanic
eruptions,
7 7 and
7.1 The different 7.1 Describe the landslides
hazards caused by various
geological processes hazards that
(earthquakes, may happen
volcanic eruptions, in the event
and landslides) of
earthquakes,
Knowing
volcanic
eruptions,
 and
landslides

7.2 Using hazard

maps,
identify areas
prone to
hazards
brought
about by
earthquakes,
volcanic
eruptions,
and
landslides

7.3 Identify
human
activities that
Knowing
speed up or
trigger
landslides

8. 1 1 1 Knowing Using hazard Knowing Evaluating Essay Reasonin

Hydrometeorological maps, g&
2 2 2
Phenomena and identify areas Proofing
Hazards 3 3 3 prone to
hazards SYNCHRONOUS
4 4 4 brought by through Online or
tropical In-Person
5 5 5
cyclones,
6 6 6 monsoons,
floods, and
7 7 7 ipo-ipo
8 8 8

8.1 The different 8.1 Using hazard

hazards caused by maps,
hydrometeorologica identify areas
l phenomena prone to
(tropical cyclones, hazards
 monsoons, floods, brought by
and tornadoes or tropical
ipo-ipo) cyclones,
monsoons,
floods, and
ipo-ipo SYNCHRONOUS
through Online or
In-Person
9. Marine and 1 1 1 Cite ways to Transfer Creating Program Reasonin
Coastal Processes prevent or Proposal g&
2 2 2 Knowing
mitigate the Proofing
3 3 3 impact of
land
4 4 4 development,
waste
5 5 5
disposal, and
6 6 6 construction
of structures
7 7 7 on control
8 8 8 coastal
processes
9 9 9

9.1 The different 9.1 Describe how

hazards caused by coastal
coastal processes processes
(waves, tides, sea- result in Transfer
level changes, coastal
crustal movements, erosion,
and storm surges) submersion,
and saltwater
intrusion

9.2 Cite ways to

prevent or
mitigate the
impact of
land
development,
waste
disposal, and
construction
 of structures
on control
coastal
processes

SECOND SEMESTER

1. Introduction to The learners The learners shall be The learners...

Life Science demonstrate an able to…
understanding of…

1.1 The historical

1.1 Value life by
development of the 1.1 The Evolving 1.1 Explain Understanding Explain Understanding
taking good
concept of life Concept of Life evolving evolving
care of all
concept of concept of
beings, humans, SYNCHRONOUS
life based on life based on
plants, and through Online or
the emerging the emerging
animals In-Person
pieces of pieces of
1 evidence evidence

2
1 2 1 Knowing Describe how Knowing Creating
unifying
2 3 2
themes (e.g.,
2.1 The origin of the 3.1 Classical 2.1 Describe how structure and
first life forms Experiments unifying function,
Video
That Led to the themes (e.g., evolution,
Presentation
Discovery of structure and and
of “A Day in
First Life function, ecosystems)
2.2 Unifying themes in the Life”
evolution, in the study
the study of life
and of life show
ecosystems) the
3.2 The origin of
in the study connections
the first life
of life show among living
forms
the things and
connections how they
among living interact with
3.3 Unifying each other
things and
themes in the and with their
how they
study of life environment
 interact with
each other
and with their
environment

3. Bioenergetics 1 1 1 1 Understanding Describe the Doing Creating Reasonin

different g&
2 2 2 2
ways of how Proofing
3 3 3 3 representativ
e animals
3.1 Plant and animal 3.1 Cell: The Basic 3.1 Conduct a 3.1 Describe the reproduce
reproduction Unit of Life survey of different
product ways of how
containing representativ
3.2 Photosynthesis substances that e animals Research
can trigger reproduce Paper
genetic Lecture Discussion
disorders such (Face-to-Face
as
phenylketonuri
1 1 a 1 Understanding Evaluate the Doing Creating Reasonin
benefits and g&
2 2 1 2
risks of using Proofing
3 3 3 GMOs
2
4 4 3 4 Research
4.1 How genes work 4.1 How 4.1 Describe the Paper
4
Organisms process of
Doing
Obtain and genetic
4.2 How genetic Utilize Energy engineering
engineering is used
to produce novel
products 4.2 Evaluate the
benefits and
risks of using
GMOs

5 1 6 1 Understanding Describe the Understanding Creating Represen

general and tation
5.1 Nutrition: getting 7
 food to cells 2 8 2 unique Podcast
characteristic
5.2 Gas exchange with 3 9 3
of the
the environment
4 9.1 Make a 4 different
presentation of organ
5 5 systems in
some diseases
that are representativ
5.1 The Energy 5.1 Describe the
associated with e animals
Flow from general and
Environment the various unique
to Cells organ systems characteristic
of the
different
organ
systems in
representativ
e animals

1 1 Understanding Analyze and Understanding Analyzing Reasonin SYNCHRONOUS

appreciate g and through Online or
2 2 Reflection
the functional Proofing In-Person
paper
3 3 relationships
of the organ
4 4 system in
ensuring
5 5
animal
6 6 survival

6.1 Circulation: The 6.1 Analyze and

internal transport appreciate
system the functional
relationships
6.2 The need for
of the organ
homeostasis
system in
6.3 Salt and water ensuring
balance and waste animal
removal survival

6.4 The immune system:

SYNCHRONOUS
defense from
 disease through Online or
In-Person
6.5 How hormones
govern body
activities

6.6 The nervous system

6.7 The body in motion

Informational
Blog

1 1 1 Understanding Explain how Understanding Creating Commun

populations ication
2 2 2
of organisms
3 3 3 have changed
and continue
4 4 4 to change
over time
5 5 5
showing
6 6 6 patterns of
descent with
7 7 7 modification
7.1 The evidence for 7.1 Design a poster 7.1 Explain how from
evolution tracing the populations common
evolutionary of organisms ancestors to
7.2 The origin and produce the
changes in a have changed
extinction of species organismal
crop plant (e.g., and continue
rice or corn) to change diversity
that occurred over time observed
through showing today
domestication patterns of
descent with
modification
from
common
ancestors to
produce the
organismal
diversity
observed
 today

Devising a
plan for
1 8 1 Knowing Categorize Knowing Creating specific Problem
the different community/sc Solving
2 8.1 Prepare an 2 hool to lessen
biotic
action plan impacts of
3 3 potential and
containing disaster
environmenta
4 mitigation 4 l resistance
measures to
(e.g.,
5 address current 5
diseases,
environmental
6 6 availability of
concerns and
food, and
7 challenges in 7 predators)
the community
1 8 that affect
population
2 8.1 Categorize explosion
the different
3
biotic
4 potential and
environmenta
5 l resistance
(e.g.,
6
diseases,
7 availability of
food, and
8 predators)
8.1 The principles of the that affect
ecosystem population
explosion
8.2 Biotic potential and
environmental
resistance

8.3 Terrestrial and

aquatic ecosystems

8.4 How human

activities affect the
natural ecosystem
Performance Task: IN GRASPS FORM
GOAL: Your group is task to prepare for a debate about different environmental issues. In this debate, students must discuss and give justice about the pros & cons of global modernization and its effect to the
environment and people.
Role: Debater
Audience: Earth & Life Science Instructor
Situation: As the Earth & Life Science instructor, I am assigned to discuss clearly and thoroughly the instructions for this debate. These are as follows:

How to conduct a class debate:

1. Introduce the topic
2. Assign the affirmative and the negative.
3. Give time for research
4. Keep track of time
5. Make a judgement

Steps for preparing a debate in a class:

1. Brainstorm ideas
2. Organize ideas
3. Structure the speeches
4. Prepare your speeches
5. Prepare the rest of the class

Rules: Each team has two or three constructive speeches, and two to three rebuttal speeches. The affirmative gives the first constructive speech, and the rebuttals alternate: negative, affirmative, negative,
affirmative. The affirmative has both the first & last speeches of the debate.

Standards and Criteria: Students must understand and follow the rules of this activity as well as to meet the following set of criteria.

DEBATE GRADING RUBRIC

Levels of Performance for AFFIRMATIVE Team

Criteria 4 3 2 1 Grade:

1. Organization & Completely Mostly clear Clear in some Unclear and  

Clarity: Main clear and and orderly in parts but not disorganized
 arguments and orderly all parts overall throughout
responses are outlined presentation
in a clear and orderly
way.

2. Use of Argument: Very strong Many good Some decent Few or no real  
Reasons are given to and arguments arguments, but arguments
support the resolution persuasive given, with some significant given, or all
arguments only minor problems arguments
given problems given had
throughout significant
problems

3. Use of cross- Excellent Good cross- Decent cross- Poor cross-  

examination and cross-exam exam and exam and/or exam or
rebuttal: Identification and defense rebuttals, with rebuttals, but rebuttals, failure
of weakness in against only minor with some to point out
Negative team’s Negative slip-ups significant problems in
arguments and ability team’s problems Negative team’s
to defend itself against objections position or
attack.  failure to
defend itself
against attack.

4. Presentation Style: All style Most style Few style Very few style  
Tone of voice, clarity of features features were features were features were
expression, precision of were used used used used, none of
arguments all convincingly convincingly convincingly them
contribute to keeping convincingly
audience’s attention
and persuading them
of the team’s case.

                                              
                                                                                                                                            

Levels of Performance for NEGATIVE Team

Criteria 4 3 2 1 Grade:

1.Organization & Completely Mostly clear Clear in some Unclear and  

Clarity: Main clear and and orderly in parts but not disorganized
arguments and orderly all parts overall throughout
responses are presentation
outlined in a clear
and orderly way.

2.Use of Very strong Many good Some decent Few or no real  

Argument: and arguments arguments, arguments
Reasons are given persuasive given, with but some given, or all
against the arguments only minor significant arguments given
resolution given problems problems had significant
throughout problems

3.Use of cross- Excellent Good cross- Decent cross- Poor cross-exam  

examination and cross-exam exam and exam and/or or rebuttal,
rebuttal: Identific and defense rebuttal, with rebuttal, but failure to point
ation of weakness against only minor with some out problems in
in Affirmative Affirmative slip-ups significant Affirmative
team’s arguments team’s problems team’s position
and ability to objections or failure to
defend itself defend itself
against attack.  against attack.

4.Presentation All style Most style Few style Very few style  
Style: Tone of features were features were features were features were
voice, clarity of used used used used, none of
expression, convincingly convincingly convincingly them
precision of convincingly
arguments all
contribute to
keeping
audience’s
attention and
 persuading them
of the team’s
case.

Product/Performance: You need to come up with:

● Live Performance
● Environmental awareness
● Application of Environmental principles of nature

Prepared by: Checked by:

ENGR. JOSHUA CRISTIAN D. SIMON, ECE,ECT NELA MAE G. CACHAPERO, LPT, MA.Ed.
Earth and Life Science Teacher School Principal