FLEXIBLE INSTRUCTIOANAL DELIVERY PLAN FOR SHS

THIS IS AN FIDP THAT WILL HELP THE TEACHERS TO PLAN THEIR TEACHING ABOUT EARTH AND LIFE SCIENCE FOR GRADE 11 STUDENTS. THIS IS LIKE PLANNING ABOUT WHAT WILL YOU TEACH, HOW WILL YOU TEACH, INCLUDING ALL THE ACTIVITIES AS WELL AS STRATEGIES TO MAKE YOUR TEACHING FUN AND INTERACTIVE. THIS IS VERY USEFUL WHEN THE TEACHER WANTS THE LEARNING FOR HIS STUDENTS BEST.

1. Malasiqui Catholic School
Malasiqui, Pangasinan 2421 Philippines
S.Y. 2024-2025
impact of advocacies communicated via an ICT project
for social change camp
FLEXIBLE INSTRUCTION DELIVERY PLAN (FIDP)
Grade: Grade 11 Semester: 1
st
Semester
Core Subjects Title: Earth and Life Science No. of Hours/ Semester: 80 Hours
Prerequisites (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.
Culminating Performance Standard: The learners will demonstrate their ability to apply scientific and analytical skills by conducting a comprehensive survey of geologic hazards within their community. They will
be expected to produce a detailed report that accurately identifies potential hazards, analyzes the associated risks, and proposes practical recommendations for mitigating these hazards.
Formation Standard: The learners will develop an appreciation for the majesty of God’s creation and an understanding of the Earth’s formation as part of God’s grand design. Foster a sense of responsibility and
stewardship towards natural resources and the environment as part of Catholic teachings on caring for creation. Cultivate empathy and a sense of global solidarity, reflecting Catholic values of compassion and
assistance to those affected by natural disasters. Encourage respect for all forms of life and the environment, recognizing the inherent value of every creature as part of God’s creation. Reinforce the connection
between faith and science, promoting a holistic view of creation that honors both scientific inquiry and spiritual reverence.
Content Content
Standard
Most Essential
Topics
Performance
Standards
Learning Competencies Highest Thinking Skill to
Assess
Highest Enabling Strategy to
Use in Developing the
Highest Thinking Skill to
Assess
Complete KUD Most EssentialKUD
RBT
Level
Flexible
Assessment
Activities
(FAA)
Enabling
General
Strategy
Flexible
Learning
Strategies
(FLS)
Performanc
e Check (s)
1
st
Quarter
I. Origin and
Structure of The
Earth
A. Universe and
Solar System
The learners
demonstrate an
understanding
of:

A. Universe and
Solar System (the
formation of the
The
learners
shall be
able to:
1. Conduct
The learners:
1. State the different
hypotheses
explaining the origin
of the universe.
K
1. Explain the
different
hypotheses
regarding the
origins of the
universe and the
K UnderstandingConcept
Map
RepresentationOrganize a
peer
teaching
WHAT TO TEACH WHY TEACH HOW TO ASSESS HOW TO TEACH

2. Malasiqui Catholic School
Malasiqui, Pangasinan 2421 Philippines
S.Y. 2024-2025
B. Earth and
Earth Systems
1. the formation
of the universe
and the solar
system.
2. the subsystems
(geosphere,
hydrosphere,
atmosphere, and
biosphere) that
make up the
Earth
universe and the
solar system)
B. Earth and
Earth Systems
(the subsystems
(geosphere,
hydrosphere,
atmosphere, and
biosphere) that
make up the
Earth)
a survey to
assess the
possible
geologic
hazards
that your
communit
y may
experience
.
2. Describe the
different hypotheses
explaining the origin
of the solar system.
3. Recognize the
uniqueness of Earth,
being the only planet
in the solar system
with properties
necessary to support
life.
K
K
solar system,
and the unique
characteristics
of Earth that
enable it to
support life.
session.
4. Explain that the
Earth consists of four
subsystems, across
whose boundaries
matter and energy
flow.
5. Explain the
current
advancements/
information on the
solar system.
6. Show the
contributions of
personalities/people
on the understanding
of the earth systems.
7. Identify the layers
U
U
K
K
1. Explain that
the Earth
consists of four
subsystems
(geosphere,
hydrosphere,
atmosphere, and
biosphere),
across whose
boundaries
matter and
energy flow.
2. Explain the
current
advancements/
information on
the solar system.
3. Show the
contributions of
personalities/
people on the
understanding of
the earth systems.
4. Differentiate
U
U
K
K
Analyzing
Analyzing
Remembering
Understanding
Subsystems
Interaction
Diagram
Solar
System
Poster
Earth
Systems
Contributions
Match-Up
Communication
Communication
Representation
Representation
Use an
educational
mobile app
designed for
interactive
learning.
Utilize
mobile
devices and
visual aids.
Use digital
tools
Encourage
them to use

3. Malasiqui Catholic School
Malasiqui, Pangasinan 2421 Philippines
S.Y. 2024-2025
of the Earth (crust,
mantle, core).
8. Differentiate the
layers of the Earth.
K
the layers of the
Earth (crust,
mantle, core).
Earth
Layers
Diagram
online
resources to
find accurate
information.
II. Earth
Materials and
Processes
A. Minerals and
Rocks
The learners
demonstrate an
understanding
of:
1. the three main
categories of
rocks
A. Minerals and
Rocks (the origin
and environment
of formation of
common minerals
and rocks)
The learners:
1. identify common
rock-forming
minerals using their
physical and
chemical properties
K 1. Identify
common rock-
forming
minerals using
their physical
and chemical
properties
K UnderstandingCase
Study
Analysis
Active
Engagement
and Critical
Thinking
Students
will discuss
through
online
platforms.
2. the origin and
environment of
formation of
common minerals
and rocks
2. classify rocks into
igneous,
sedimentary, and
metamorphic
K 1. Classify rocks
into igneous,
sedimentary, and
metamorphic
K RememberingPuzzleRepresentationCollaborative
puzzle-
solving
activity.
B. Exogenic
Processes
3. geologic
processes that
occur on the
surface of the
Earth such as
weathering,
erosion, mass
wasting, and
sedimentation
(include the role
of ocean basins in
the formation of
sedimentary
rocks)
B. Exogenic
Processes
(geologic
processes that
occur on the
surface of the
Earth such as
weathering,
erosion, mass
wasting, and
sediment action
(include the role
of ocean basins in
the formation of
sedimentary
rocks)
3. describe how rocks
undergo weathering
4. explain how the
products of
weathering are
carried away by
erosion and deposited
elsewhere
5. make a report on
how rocks and soil
move downslope due
to the direct action of
gravity
K
U
U
1. Explain how
rocks undergo
weathering, are
carried away by
erosion, and are
deposited
elsewhere, and
how gravity
influences the
movement of
rocks and soil
downslope.
K UnderstandingWeathering
and Erosion
Sketch
RepresentationStudents
will watch a
short,
engaging
video.
C. Endogenic
Processes
4. geologic
processes that
occur within the
Earth
C. Endogenic
Processes
(geologic
processes that
6. describe where the
Earth’s internal heat
comes from.
K 1. Describe where
the Earth’s
internal heat
comes from.
K Understanding Heat
Source
Diagram
RepresentationProvide a
flexible and
interactive
way.

4. Malasiqui Catholic School
Malasiqui, Pangasinan 2421 Philippines
S.Y. 2024-2025
occur within
the Earth) 7. describe how
magma is formed
(magmatism)
8. describe what
happens after the
magma is formed
(plutonism and
volcanism)
9. describe the
changes in mineral
components and
texture of rocks due
to changes in
pressure and
temperature
(metamorphism)
10. compare and
contrast the
formation of the
different types of
igneous rocks
11. describe how
rocks behave under
different types of
stress such as
compression, pulling
apart, and shearing
K
K
U
K
2. Describe the
entire process of
magma formation
and its subsequent
effects, including
magmatism,
plutonism, and
volcanism.
3. Describe the
changes in
mineral
components and
texture of rocks
due to changes in
pressure and
temperature
(metamorphism)
4. Compare and
contrast the
formation of the
different types of
igneous rocks
5. Describe how
rocks behave
under different
types of stress
such as
compression,
pulling apart, and
shearing
K
K
U
K
Understanding
Understanding
Analyzing
Understanding
Magma
Formation
and Its
Effects
Diagram
Metamorphic
Rock
Identification
Igneous Rock
Classification
Stress on
Rocks
Representation
Representation
Communication
Representation
Provide
additional
resources or
support
Virtual lab
and guided
practice.
Video or
presentation
on igneous
rocks
Students
will use an
interactive
online
simulation.
5. the folding and
faulting of rocks
D. Deformation
of the Crust
6. plate tectonicsD. Deformation n
of the
Earth’s Crust
(plate tectonics)
12. explain how the
continents drift
U 1. Explain how
the movement
of tectonic
plates leads to
U AnalyzingCreate a
Concept
Map
Analyzing Utilize an
interactive
digital
simulation.
13. cite evidence that
support continental
K

5. Malasiqui Catholic School
Malasiqui, Pangasinan 2421 Philippines
S.Y. 2024-2025
drift the formation of
various
geological
features
(mountains,
volcanoes,
rivers, and
coastal features)
and phenomena
such as
continental drift,
seafloor
spreading, folds,
faults, and the
evolution of
ocean basins.
14. explain how the
movement of plates
leads to the
formation of folds
and faults
U
15. explain how the
seafloor spreads
U
16. describe the
structure and
evolution of ocean
basins
K
E. History of the
Earth
7. how the planet
Earth evolved in
the last 4.6
billion years
(including the
age of the Earth,
major geologic
time
subdivisions, and
marker fossils).
E. History of the
Earth (how the
planet earth
evolved in the last
4.6 billion years
(including the age
of the earth, major
geologic time
subdivisions, and
marker fossils)
17. describe how
layers of rocks
(stratified rocks) are
formed
K 1. Describe how
the Earth's
history can be
interpreted from
the geologic
time scale by
understanding
the formation of
stratified rocks,
the methods of
dating these
rocks, and the
use of marker
fossils.
U AnalyzingTimeline
Poster
Problem
Solving
Offer digital
tools (like
online
timeline
creators).18. describe the
different methods
(relative and absolute
dating) to determine
the age of stratified
rocks
K
19. explain how
relative and absolute
dating were used to
determine the
subdivisions of
geologic time
U
20. describe how
marker fossils (also
known as guide
fossils) are used to
define and identify
subdivisions of the
geologic time scale
K
21. describe how the
Earth’s history can be
K

6. Malasiqui Catholic School
Malasiqui, Pangasinan 2421 Philippines
S.Y. 2024-2025
interpreted from the
geologic time scale
III. Natural
Hazards,
Mitigation, and
Adaptation
A. Geologic
Processes and
Hazards
The learners
demonstrate an
understanding
of:
1. the different
hazards caused
by geological
processes
(earthquakes,
volcanic
eruptions, and
landslides)
A. Geologic
Processes and
Hazards
The learners:
1. describe the
various hazards that
may happen in the
event of earthquakes,
volcanic eruptions,
and landslides
K 1. Describe the
various hazards
that may happen
in the event of
earthquakes,
volcanic
eruptions, and
landslides
U AnalyzingEssay CommunicationVirtual
Hazard
Exploration
and
Response
Simulation
B.
Hydrometeorological
Phenomena and
Hazards
2. the different
hazards caused
by
hydrometeorological
phenomena
(tropical
cyclones,
monsoons,
floods, and
tornadoes or ipo-
ipo)
B.
Hydrometeorological
phenomena and
Hazard
2. using hazard
maps, identify areas
prone to hazards
brought about by
earthquakes, volcanic
eruptions, and
landslides
K 1. Using hazard
maps, identify
areas prone to
geological
hazards
(landslides,
earthquakes,
and volcanic
activity) and
suggest practical
ways to cope
with and lessen
the occurrence
of these hazards.
2. Identify
human activities
that trigger
landslides and
suggest ways to
reduce their
occurrence in
the community.
U
U
Evaluating
Analyzing
Hazard
Map
Infographic
Identifying
and
Mitigating
Landslide
Triggers
Problem
Solving
Communicating
Offer both
digital and
physical
map-making
options.
Adapt the
activity
based on
available
resources
and student
needs.
3. give practical
ways of coping with
geological hazards
caused by
earthquakes, volcanic
eruptions, and
landslides
U
4. identify human
activities that speed
up or trigger
landslides
K
5. suggest ways to
help lessen the
occurrence of
landslides in your
community
U
C. Marine and 3. the different C. Marine and 6. describe the various K 1. Describe the K UnderstandingHazard RepresentationShow a

7. Malasiqui Catholic School
Malasiqui, Pangasinan 2421 Philippines
S.Y. 2024-2025
Coastal Processes
and their Effects
hazards caused
by coastal
processes (waves,
tides, sea-level
changes, crustal
movement, and
storm surges)
Coastal Processes
and their Effects
hazards that may
happen in the wake of
tropical cyclones,
monsoons, floods, or
ipo-ipo
various hazards
that may happen
in the wake of
tropical cyclones,
monsoons, floods,
or ipo-ipo
2. Using hazard
maps, identify
areas prone to
hazards brought
about by tropical
cyclones,
monsoons, floods,
or ipo-ipo, and
suggest practical
ways to cope with
and mitigate the
impact of these
hazards.
3. Describe how
coastal processes
result in coastal
erosion,
submersion, and
saltwater
intrusion.
4. Identify areas
in your
community prone
to coastal erosion,
submersion, and
saltwater
intrusion and give
practical ways of
coping with these
hazards.
5. cite ways to
prevent or
U
K
U
U
Evaluating
Understanding
Analyzing
Analyzing
Identification
and Impact
Chart
Hazard
Analysis
Coastal
Process
Interactive
Diagram
Coastal
Hazard
Mapping
and
Response
Interactive
Coastal
Problem
Solving
Representation
Communication
Communication
short video
or images.
Allow
students to
choose
between
creating
their hazard
maps using
online
mapping
tools or
drawing by
hand on
printed
maps.
Provide
additional
resources or
guidance.
Provide
differentiated
support
based.
Provide
additional
guidance or
7. using hazard maps,
identify areas prone to
hazards brought about
by tropical cyclones,
monsoons, floods, or
ipo-ipo
K
8. give practical ways
of coping with
hydrometeorological
hazards caused by
tropical cyclones,
monsoons, floods, or
ipoipo
U
9. describe how coastal
processes result in
coastal erosion,
submersion, and
saltwater intrusion
K
10. identify areas in
your community prone
to coastal erosion,
submersion, and
saltwater intrusion
K
11. give practical ways
of coping with coastal
erosion, submersion,
and saltwater intrusion
U
12. cite ways to prevent
or mitigate the impact
U

8. Malasiqui Catholic School
Malasiqui, Pangasinan 2421 Philippines
S.Y. 2024-2025
of land development,
waste disposal, and
construction of
structures on control
coastal processes
mitigate the
impact of land
development,
waste disposal,
and construction
of structures on
control coastal
processes.
6. Conduct a
comprehensive
survey to assess
the potential
geologic hazards
and create a
detailed report
that includes the
findings, an
analysis of the
risks, and
recommendations
for mitigating
these hazards.
D Creating
Impact
Scenarios
Hazard
Mapping
and
Reporting
Problem
Solving
structured
templates
Provide
written
materials
and
encourage
detailed
note-taking
and report
writing.
Performance Task: The learners will conduct a comprehensive survey to assess the potential geologic hazards in their community. The learners will create a detailed report that includes their findings, an analysis of
the risks, and recommendations for mitigating these hazards.
Goal: To conduct a survey that accurately identifies and evaluates the geologic hazards present in your community, and to produce a report with actionable recommendations for risk mitigation.
Role: You are a community geologist working with a local environmental agency. Your role is to gather data, analyze potential hazards, and communicate your findings effectively to community stakeholders.
Audience: Your primary audience includes community leaders, local government officials, and residents who need to understand and address geologic hazards.
Situation: Your community is concerned about potential geologic hazards such as landslides, earthquakes, and volcanic activity. Your task is to use your skills to assess these risks and provide valuable insights for
improving community safety.
Product/Performance: You will produce a detailed report that includes:
A summary of the survey methodology.
Identified geologic hazards and their potential impacts.
Risk analysis for each hazard.
Recommendations for mitigating these hazards.
Visual aids (maps, charts) to support your findings.
Standards: The final output will be evaluated based on survey methodology, identification of hazards, risk analysis, recommendations, visual aids, presentation and accessibility, and adherence to standards.
Rubric for Performance Task
Criteria Exemplary (5) Proficient (4) Satisfactory (3) Needs Improvement (2)
Survey MethodologyMethodology is thoroughly described, including
detailed procedures, tools used, and data collection
techniques.
Methodology is described with some
detail on procedures and tools used.
Methodology is mentioned but lacks
detail on procedures and tools.
Methodology is unclear or incomplete,
lacking detail on procedures and tools.

9. Malasiqui Catholic School
Malasiqui, Pangasinan 2421 Philippines
S.Y. 2024-2025
Identification of
Hazards
All relevant geologic hazards are accurately identified
and clearly described.
Most relevant geologic hazards are
identified and described.
Some hazards are identified, but
descriptions are incomplete or unclear.
Hazards are poorly identified or
described with significant inaccuracies.
Risk Analysis Risk analysis is comprehensive, accurate, and
includes well-supported evaluations of each hazard.
Risk analysis is accurate and includes
evaluations of each hazard.
Risk analysis is somewhat accurate but
lacks depth or clarity.
Risk analysis is inaccurate or incomplete,
with unsupported evaluations.
Recommendations Recommendations are clear, actionable, and well-
supported by data; addresses all identified hazards.
Recommendations are clear and
actionable, addressing most hazards.
Recommendations are provided but lack
clarity or are only partially actionable.
Recommendations are unclear, not
actionable, or missing for several
hazards.
Visual Aids Visual aids (maps, charts) are highly effective, clear,
and enhance understanding of the report.
Visual aids are clear and support the
report effectively.
Visual aids are present but may lack
clarity or effectiveness.
Visual aids are unclear, missing, or do
not support the report effectively.
Presentation and
Accessibility
Report is well-organized, professional, and accessible
to both technical and non-technical audiences.
Report is organized and mostly
accessible to the intended audience.
Report is somewhat organized but may
be challenging for some audiences.
Report is poorly organized and not
accessible to the intended audience.
Adherence to
Standards
Report adheres to all professional standards for
scientific research and reporting, with high accuracy.
Report mostly adheres to professional
standards with minor errors.
Report meets some professional
standards but contains notable errors.
Report does not meet professional
standards, with significant errors.
Prepared by: Checked by:
Ms. Joana Marie S. Abalos Mr. Reyjie M. Macaranas
Subject Teacher Subject Area Coordinator
Noted
Mr. Charlie S. Arenas
Senior High School Principal