K to 12 BASIC EDUCATION CURRICULUM

SENIOR HIGH SCHOOL – CORE SUBJECT

Grade: 11/12 Academic Year: 1

Core Subject Title: Earth and Life Science No. of Hours: 80 hours (20 Weeks)
Pre-requisite (if needed):

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 Earth’s 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.

GRADE 11
FIRST QUARTER
CONTENT CONTENT STANDARD LEARNING COMPETENCIES CODE
PERFORMANCE STANDARD

I. ORIGIN AND STRUCTURE The learners demonstrate an The learners shall be able to: The learners:
OF THE EARTH understanding of: S11/12ES-Ia-e-
1. Conduct a survey to assess 1. State the different hypotheses
1
A. Universe and Solar System 1. the formation of the the possible geologic explaining the origin of the
universe and the solar hazards that your universe.
B. Earth and Earth Systems system community may 2. Describe the different hypotheses
S11/12ES-Ia-e-
explaining the origin of the solar
experience. (Note: Select 2
2. the subsystems (geosphere, system.
hydrosphere, atmosphere, this performance standard 3. Recognize the uniqueness of
and biosphere) that make if your school is in an area Earth, being the only planet in the S11/12ES-Ia-e-
up the Earth near faultlines, volcanoes, solar system with properties 3
and steep slopes.) necessary to support life.
3. the Earth’s internal 4. Explain that the Earth consists of
structure 2. Conduct a survey or design four subsystems, across whose S11/12ES-Ia-e-
a study to assess the boundaries matter and energy 4
possible flow.
5. Explain the current
hydrometeorological S11/12ES-Ia-e-
advancements/information on the
hazards that your 5
solar system
community may 6. Show the contributions of S11/12ES-Ia-e-
personalities/people on the 6
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD LEARNING COMPETENCIES CODE

PERFORMANCE STANDARD

experience. (Note: Select understanding of the earth

this performance standard systems
if your school is in an area 7. Identify the layers of the Earth S11/12ES-Ia-e-
(crust, mantle, core). 7
that is frequently hit by
8. Differentiate the layers of the S11/12ES-Ia-e-
tropical cyclones and is Earth. 8
The learners demonstrate an usually flooded.) The learners:
II. EARTH MATERIALS AND
understanding of:
PROCESSES 1. identify common rock-forming S11/12ES-Ia-9
1. the three main categories minerals using their physical and
A. Minerals and Rocks of rocks chemical properties
2. the origin and environment 2. classify rocks into igneous,
of formation of common sedimentary, and metamorphic S11/12ES-Ib-10
minerals and rocks
B. Exogenic Processes 3. geologic processes that 3. describe how rocks undergo
S11/12ES-Ib-11
occur on the surface of the weathering
Earth such as weathering, 4. explain how the products of
erosion, mass wasting, and weathering are carried away by S11/12ES-Ib-12
sedimentation (include the erosion and deposited elsewhere
role of ocean basins in the 5. make a report on how rocks and
formation of sedimentary soil move downslope due to the S11/12ES-Ib-13
rocks) direct action of gravity
C. Endogenic Processes 4. geologic processes that 6. describe where the Earth’s
S11/12ES-Ib-14
occur within the Earth internal heat comes from.
7. describe how magma is formed
S11/12ES-Ic-15
(magmatism)
8. describe what happens after the
magma is formed (plutonism and S11/12ES-Ic-16
5. the folding and faulting of volcanism)
rocks 9. describe the changes in mineral
components and texture of rocks
S11/12ES-Ic-17
due to changes in pressure and
temperature (metamorphism)
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD LEARNING COMPETENCIES CODE

PERFORMANCE STANDARD

10. compare and contrast the

formation of the different types of
igneous rocks S11/12ES-Ic-18

11. describe how rocks behave under

different types of stress such as
compression, pulling apart, and S11/12ES-Ic-19
shearing
D. Deformation of the Crust 6. plate tectonics 12. explain how the continents drift S11/12ES-Id-20
13. cite evidence that support
S11/12ES-Id-21
continental drift
14. explain how the movement of
plates leads to the formation of S11/12ES-Id-22
folds and faults
15. explain how the seafloor spreads S11/12ES-Id-23
16. describe the structure and
S11/12ES-Id-24
evolution of ocean basins
7. how the planet Earth 17. describe how layers of rocks
E. History of the Earth S11/12ES-Ie-25
evolved in the last 4.6 (stratified rocks) are formed
billion years (including the 18. describe the different methods
age of the Earth, major (relative and absolute dating) to
S11/12ES-Ie-26
geologic time subdivisions, determine the age of stratified
and marker fossils). rocks
19. explain how relative and absolute
dating were used to determine
the subdivisions of geologic time S11/12ES-Ie-27

20. describe how marker fossils (also

known as guide fossils) are used
to define and identify subdivisions S11/12ES-Ie-28
of the geologic time scale
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD LEARNING COMPETENCIES CODE

PERFORMANCE STANDARD

21. describe how the Earth’s history

can be interpreted from the
geologic time scale S11/12ES-Ie-29

The learners demonstrate an The learners:

III. NATURAL HAZARDS,
understanding of:
MITIGATION, AND 1. describe the various hazards that
ADAPTATION 1. the different hazards may happen in the event of
S11/12ES-If-30
caused by geological earthquakes, volcanic eruptions,
A. Geologic Processes and processes (earthquakes, and landslides
Hazards volcanic eruptions, and
landslides)
2. the different hazards 3. using hazard maps, identify areas
B. Hydrometeorological
caused by prone to hazards brought about
Phenomena and Hazards S11/12ES-If-31
hydrometeorological by earthquakes, volcanic
phenomena (tropical eruptions, and landslides
cyclones, monsoons, floods, 4. give practical ways of coping with
and tornadoes or ipo-ipo) geological hazards caused by
S11/12ES-If-32
earthquakes, volcanic eruptions,
and landslides
5. identify human activities that
S11/12ES-If-33
speed up or trigger landslides
6. suggest ways to help lessen the S11/12ES-Ig-34
occurrence of landslides in your
community

3. the different hazards 7. describe the various hazards that

C. Marine and Coastal
caused by coastal may happen in the wake of
Processes and their S11/12ES-Ig-35
processes (waves, tides, tropical cyclones, monsoons,
Effects
sea-level changes, crustal floods, or ipo-ipo
movement, and storm 8. using hazard maps, identify areas
surges) prone to hazards brought about
S11/12ES-Ig-36
by tropical cyclones, monsoons,
floods, or ipo-ipo
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD LEARNING COMPETENCIES CODE

PERFORMANCE STANDARD

9. give practical ways of coping with S11/12ES-Ih-37

hydrometeorological hazards
caused by tropical cyclones,
monsoons, floods, or ipo-ipo
10. describe how coastal processes
result in coastal erosion,
S11/12ES-Ih-38
submersion, and saltwater
intrusion
11. identify areas in your community
prone to coastal erosion,
S11/12ES-Ii-39
submersion, and saltwater
intrusion
12. give practical ways of coping with
S11/12ES-Ii-40
coastal erosion, submersion, and
saltwater intrusion
13. cite ways to prevent or mitigate
the impact of land development,
S11/12ES-Ii-41
waste disposal, and construction
of structures on control coastal
processes
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

I. The learners demonstrate an The learners shall be able to: The learners:
INTRODUCTION TO understanding of:
S11/12LT-IIa-1
LIFE SCIENCE value life by taking good care of 1. explain the evolving concept of life
1. the historical development of all beings, humans, plants, and based on emerging pieces of
the concept of life animals evidence
2. the origin of the first life forms 2. describe classic experiments that
3. unifying themes in the study model conditions which may have S11/12LT-IIa-2
of life enabled the first forms to evolve
3. describe how unifying themes (e.g.,
structure and function, evolution,
and ecosystems) in the study of life
show the connections among living S11/12LT-IIa-3
things and how they interact with
each other and with their
environment
II. The learners demonstrate an The learners shall be able to: The learners:
BIOENERGETICS
S11/12LT-IIbd-4
understanding of: make a poster that shows the 1. explain how cells carry out
complementary relationship of functions required for life
1. the cell as the basic unit of life photosynthesis and cellular 2. explain how photosynthetic
respiration organisms use light energy to
2. how photosynthetic organisms combine carbon dioxide and water S11/12LT-IIbd-5
capture light energy to form to form energy-rich compounds
sugar molecules
3. how organisms obtain and 3. trace the energy flow from the
S11/12LT-IIbd-6
utilize energy environment to the cells.
4. describe how organisms obtain and
S11/12LT-IIbd-7
utilize energy
5. recognize that organisms require
energy to carry out functions S11/12LT-IIbd-8
required for life
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

III. The learners demonstrate an The learners shall be able to: The learners:
understanding of:
PERPETUATION OF 1. describe the different ways of how S11/12LT-IIej-13
LIFE conduct a survey of products plants reproduce
containing substances that can
2. illustrate the relationships among
trigger genetic disorders such as
1. plant and animal reproduction structures of flowers, fruits, and S11/12LT-IIej-14
phenylketonuria
seeds
3. describe the different ways of how
representative animals reproduce S11/12LT-IIej-15

2. how genes work 4. explain how the information in the

DNA allows the transfer of genetic
S11/12LT-IIej-16
information and synthesis of
proteins
3. how genetic engineering is 5. describe the process of genetic
engineering S11/12LT-IIej-17
used to produce novel
products 6. conduct a survey of the current
uses of genetically modified S11/12LT-IIej-18
organisms
7. evaluate the benefits and risks of
S11/12LT-IIej-19
using GMOs
IV. The learners demonstrate an The learners shall be able to: The learners:
understanding of:
HOW ANIMALS 1. nutrition: getting food to cells make a presentation of some 8. explain the different metabolic S11/12LT-IIIaj-20
SURVIVE 2. gas exchange with the diseases that are associated with processes involved in the various
environment the various organ systems organ systems
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

3. circulation: the internal

transport system
4. the need for homeostasis
5. salt and water balance and
waste removal
6. the immune system: defense 9. describe the general and unique
from disease characteristics of the different S11/12LT-IIIaj-21
7. how hormones govern body organ systems in representative
activities animals
8. the nervous system
9. the body in motion

10. analyze and appreciate the

functional relationships of the
S11/12LT-IIIaj-22
different organ systems in ensuring
animal survival
V. The learners demonstrate an The learners shall be able to: The learners:
HOW PLANTS understanding of:
SURVIVE design a setup on propagating 11. describe the structure and function
1. plant form and function plants using other methods such of the different plant organs S11/12LT-IVae-23
2. plant growth and development as hydroponics and aeroponics

12. explain the different metabolic

processes involved in the plant
organ systems
S11/12LT-IVae-24
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

The learners demonstrate an The learners shall be able to: The learners:

understanding of: 13. describe evidence of evolution such

as homology, DNA/protein S11/12LT-IVfg-25
1. the evidence for evolution Design a poster tracing the sequences, plate tectonics, fossil
evolutionary changes in a crop record, embryology, and artificial
VI. 2. the origin and extinction of plant (e.g., rice or corn) that selection/agriculture
THE PROCESS OF species occurred through domestication 13. explain how populations of
EVOLUTION organisms have changed and
continue to change over time
showing patterns of descent with S11/12LT-IVfg-26
modification from common
ancestors to produce the
organismal diversity observed today
14. describe how the present system of
classification of organisms is based S11/12LT-IVfg-27
on evolutionary relationships

VII. The learners demonstrate an The learners shall be able to: The learners:
INTERACTION AND
INTERDEPENDENCE understanding of: 15. describe the principles of the S11/12LT-IVhj-28
ecosystem
1. the principles of the prepare an action plan containing
ecosystem mitigation measures to address
16. categorize the different biotic
2. biotic potential and current environmental concerns
potential and environmental
environmental resistance and challenges in the community
resistance (e.g., diseases, S11/12LT-IVhj-29
3. terrestrial and aquatic availability of food, and predators)
ecosystems that affect population explosion
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

4. how human activities affect 17. describe how the different

the natural ecosystem terrestrial and aquatic ecosystems
are interlinked with one another

S11/12LT-IVhj-30
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

GLOSSARY
The process in the breeding of animals and in the cultivation of plants by which the breeder chooses to perpetuate only those forms having
Artificial Selection
certain desirable traits or characteristics

Bioenergetics Energy transformations and energy exchanges within and between living things and their environments

Calvin Cycle The term for the cycle of dark reactions in photosynthesis

Embryology The study of organisms at their early stages of development

Endogenic Refers to internal processes and phenomena that occur beneath the Earth's surface, or any other celestial body’s

Genetic Engineering The deliberate and controlled manipulation of genes in an organism, with the intent of making that organism better in some way
Genetically Modified An organism whose genetic material has been altered using genetic engineering techniques. Organisms that have been genetically modified
Organism include micro-organisms such as bacteria and yeast, insects, plants, fish, and mammals
Geologic Process A natural process whereby geological features are modified

The study of likeness in structure between parts of different organisms (e.g., the wing of a bat and the human arm) due to evolutionary
Homology
differentiation from a corresponding part in a common ancestor

Hydrometeorological The process or phenomenon of atmospheric, hydrological, or oceanographic nature that may cause loss of life, injury or other health
Hazards impacts, property damage, loss of livelihoods and services, social and economic disruption, or environmental damage
Metamorphism The process of dramatic changes in body form in the life cycle of some animals

Physiology The study of the functions of living things and their parts

Plate Tectonics The branch of geology that studies the folding and faulting of the Earth’s crust
Plutonism The formation of intrusive igneous rocks by solidification of magma beneath the earth's surface
Relative Dating A technique used to determine the age of fossils by comparing them with other fossils in different layers of rock
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

Code Book Legend

Sample: S11/12ES-Ia-e-1

LEGEND SAMPLE DOMAIN/ COMPONENT CODE

Learning Area and

Strand/ Subject or Science Earth Science ES
Specialization
First Entry S11/12

Grade Level Grade 11/12

Life Science LT

Domain/Content/
Uppercase Letter/s
Component/ Topic
Earth Science ES

-
Roman Numeral
*Zero if no specific quarter
Quarter First Quarter I

Lowercase Letter/s
*Put a hyphen (-) in between
letters to indicate more than a
Week Weeks one to five a-e
specific week
-
State the different
Arabic Number Competency hypotheses explaining 1
the origin of the universe

Prepared by: Checked by: Noted by:

MARLOU A. CABALBAG MICHAEL JAY E.ALASKA SHEILA F. TABIAN, MAEd

Teacher G12 SHS Academic Coordinator Principal
K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT