DMC COLLEGE FOUNDATION

BASIC EDUCATION DEPARTMENT – JUNIOR HIGH SCHOOL

A De La Salle Supervised School
Fr. Patangan Road, Sta. Filomena, Dipolog City 7100 Teaching Minds. Touching Hearts. Transforming Lives

LEARNING MODULE
SUBJECT INTRODUCTION TO THE GRADE 12 QUARTER FIRST
PHILOSOPHY OF THE HUMAN
PERSON
UNIT TOPIC PHILOSOPHY: THE DISCIPLINE AND ITS METHOD
UNIT DESIGNER/S MR. JOHN G. LOBO

DESIRED RESULTS
CONTENT PERFORMANCE TRANSFER
STANDARD STANDARD GOAL
The learners demonstrate The learners shall be able The students will be able to
an understanding of… to… independently use their
learning to…

1. The learner understands 1. The learner reflects on a 1. Reflect on a concrete

the meaning and process of concrete experience in a experience in a
doing philosophy. philosophical way. philosophical way from
holistic perspective thus
become reflective,
responsible and critical in
assessing real life
situations.

2. The learner 2. The learner evaluate 2. Evaluate election

demonstrates various ways
of doing philosophy
opinions. candidates’ platforms(be it
local or student –
government) during
campaign period and use
their learning and analysis
to judge the best candidate
for their election.

3. The learner understands 3. The learner distinguishes 3. Distinguish his/her own

the human person as an his/her own limitations and
embodied spirit. the possibilities for his/her
transcendence.
limitations and
transcendence and use this
knowledge to help the
community develop a
culture of acceptance.

4. The learner understands 4. The learner is able to 4. Demonstrate the virtues

the interplay between demonstrate the virtues of of prudence and frugality by
humans and their prudence and frugality showing care and
environments. towards his/her preservation in their
environment. environment/community to
promote healthy well-
beings and sustainable
 development.
LEARNING COMPETENCIES
KNOWLEDGE PROCESS

1.1 Distinguish a holistic perspective 1.4 Do a philosophical reflection on a

from a partial point of view. concrete situation from a holistic
1.2 Recognize human activities that perspective.
emanated from deliberate reflection.
1.3 Realize the value of doing
philosophy in obtaining a broad
perspective on life.

2.1 Distinguish opinion from truth.

2.2
2.Compare the different hypotheses
explaining the origin of the Solar
System

3.Describe the characteristics of Earth

that are necessary to support life

4.Explain that the Earth consists of four

subsystems, across whose boundaries
matter and energy flow

GRADUATE ATTRIBUTES

Socially responsible -is a duty every individual has to perform so as to maintain a

balance between the economy and the ecosystems.

Knowledgeable is showing understanding and skill gained through experience or

education.

ENDURING UNDERSTANDING ESSENTIAL QUESTION/S

Students will understand that: Students will keep considering the following
questions:

a. Everything changes due to a. Why is everything not permanent?

different events. b. Why do some bad events have
b. Impacts of different events to a stronger and more lasting
status quivery. consequences than good events?
c. Everything depends on everything c. Why is everything connected to
else. everything else?
d. Significant actions lead to major d. How can certain actions cause
changes that last. permanent change?
e. The present can be learned from e. What can we learn from the past
the past
 VALUES INTEGRATION

To appreciate God’s creation and to love the environment.

To preserve the Environment for the next generation.

LESSON TOPIC BUDGET

COVERAGE

UNIT 1
Chapter 1:“Universe and the Solar System”
Chapter 2:“Earth: History and Geologic Time
Chapter 3:“Earth: Structure and Subsystem”

Teaching days Specific Learning Objectives

1-4  Describe the historical development of theories that explain the
origin of the universe
 Compare the different hypothesis explaining the origin of the
solar system
5-  Describe the characteristic of Earth that are necessary support
life
 Explain that Earth consists of four subsystem across whose
boundaries matter and energy flow
 Differentiate the layers of Earth from one another and describe
how energy flows within the layers
 Describe how energy flow influences the water cycle
 Describe the ecological process that evolves matter and
energy and
 Describe the interrelationship of organism to the different
subsystems of Earth
5-8  Describe how rocks undergo weathering
 Explain how the products of weathering are carried by erosion
and deposited elsewhere;
 Explain how rocks and soil move down slope due to the direct
action of gravity;
 Explain why Earth’s interior is hot:
 Describe how magma is formed ( magmatism)
 Describe what happens after the magma is formed ( plutonism
and volcanism);
 Describe the changes in mineral components and texture of
rocks due to changes in pressure and temperature
(metamorphism)
 Describe how rocks behave under different types of stress
such as compression, pulling apart, and sharing;
  Describe the drift theory;
 Discuss the evidences that continental drift;
 Explain how the seafloor spreads; and
 Explain how movement of plates leads to the formation of
folds, faults, trenches, volcanoes, rift valleys, and mountain
ranges

8-10  Describe how layers of rocks ( stratified rocks) are formed:

 Describe the different methods ( relative and absolute dating)
to determine the age of stratified rocks;
 Explain how relative and absolute dating were used to
determine the subdivisions of geologic time
 Describe how marker fossils (also known as guide fossils) are
used to define and identify subdivisions of the geologic
timescale;
 Describe how Earth’s history can be interpreted from the
geologic timescale.

LEARNING PLAN
INTRODUCTION
Day 1
Prayer
Classroom management

PERFORMANCE TASK

ENGAGING SCENARIO
The class were shown images of before and after of places, landmarks and
infrastructures and reflect on the possible causes of its changes.

PRE-ASSESMENT AND INTRODUCTION OF PERFORMANCE TASK

Introduce the essential questions of this unit and elicit responses from students:

1. Why is everything not permanent?

2. Why do some bad events have stronger and more lasting consequences than
good events?
3. Why is everything connected to everything else?
4. How can certain actions cause permanent change?
5. What can we learned from the past?
Students present their answers and allow them to share personal stories and
experiences.

Day 2

INTRODUCTION:

MOTIVATION:
a. Write the phrase ORIGIN OF THE UNIVERSE on the board and KWL chart
template to the students.
 b. Ask the students to fill in the first two columns of the KWL chart, that is, what they
already know and what they want to know more about how universe began.
c. Call two or three representatives from each group to explain the entries in the
KWL chart.

LESSON PROPER:
Present the essential question, how are scientist able to formulate various theories that
explain the origin of the universe?

INTERACTION:

DI activities:
a. Divide the class again into four groups and them that they are going to discover
some principles that help scientists formulating various present hypotheses in
explaining the origin of the universe.
b. Mention that each group will go through the four learning stations where
information cards can be found. There will be a 10-minute time allotment for each
group to stay on a specific learning station and answer the guide question
included. After the time allotment, the group will move to the next learning station
until everyone has completed answering the guide question.
c. Once all the students are done, enumerate and describe briefly to the class the
different hypotheses explaining the origin of the universe namely: The Big Bang
Theory, and the alternatives to the Big Bang Theory, Steady-state universe,
eternal inflation or level II multiverse, oscillating universe.
d. Emphasize to the class to the class the significance of the evidence and concepts
they discovered from the learning stations. Call students from time to time during
the class discussion.
e. Ask the students, why do you think the Bang Bang is the most accepted theory
explaining the origin of the universe?
REFLECTION:
Call several students to answer the essential question and complete the third column of
the KWL chart distributed earlier.
GENERALIZATION:
a. Call three to five students to summarize important ideas learned from each
learning stations.
b. State the different theories explaining the origin of the universe.
HOMEWORK: ( Advanced preparation of materials for the next topic)
a. Ask the students to prepare “Fast Facts” card that will show basic information of
the following members of the solar system: Venus, Earth, Earth’s Moon, Mars,
Jovian Planets, Europa, Titan
b. Information for each solar system member must include the following category:
Size, distance from the sun, presence of liquid and gaseous compounds,
Geologic Activities, Light received from the sun

DAY 3-4

INTRODUCTION:
MOTIVATION:
a. Shows photos of the selected members of the solar system and ask students’
knowledge about the solar system. Check their prior knowledge by asking them
to enumerate the members of the solar system.
LESSON PROPER:

ESSENTIAL QUESTION:

a. Present the essential question to the class by asking, how can the current
breakthroughs in the solar system affect our lives?

INTERACTION:

DI Activities:

a. Call some students and ask, why is Pluto now considered a dwarf planet?
b. Discuss IAU resolution that describes “major planets”, “dwarf planet” and “small
solar system bodies”.
c. Present the web-based activity. Students in groups will search and present
important facts on the following: NASA’s New Horizon Mission, Rosetta Mission,
Curiosity Space Probe, Huygens Probe, Europa Jupiter System Mission.
d. Call each group to share to the class about current discoveries made by the
mentioned space missions. Allow for dynamic discussion.
e. Summarize students’ answers through a multimedia presentation.

REFLECTION:

a. Let the students answer the question, would it be practical for our local
government to allocate a portion of the national budget in space development
program?

GENERALIZATION:
Call several students to summarize everything they learned in the activity

DAY 5

INTRODUCTION:
MOTIVATION:
a. Show multiple photos of Earth taken by Voyager 1 Spacecraft 4 billion miles
away, tagged as “The Pale Blue Dot” and ask the students why is the Earth a
very unique planet?

LESSON PROPER:

ESSENTIAL QUESTION:
a. Present the essential question, is Earth a unique planet?
b. Call two to three students to give their insights on the essential question. Monitor
for misconceptions that may arise.

INTERACTION:

DI activities:
a. Group the students and tell them that they are going to perform the activity “ what
makes a planet habitable?” using their information cards. Distribute activity
sheets and guide them with the corresponding procedures.
b. After the activity, call random students to present their results. Let this serve as
 the springboard for a dynamic class discussion.
c. Emphasize then to the students the uniqueness of Earth supporting life. Call the
students from time to time during class discussion and lead them back essential
question presented earlier.
d. As an extension activity, the groups will investigate Inverse-Square Law to show
relationship of distance with the area of the illuminated square produced by an
LCD projector or overhead projector(OHP). Ask the students, what happens to
the area of illuminated square on the board if the light source ( LCD/OHP) is
moved farther twice its original position? thrice and four times its original
position? Elicit responses from the students to check their prediction and let them
use tape measure and calculate for the illuminated area to test their predictions.
e. Check students’ findings by calling some of the groups to present their result.
Associate students’ result to the solar system by using Mercury as an example,
which is 0.39 A.U from the sun.
f. Mention that according to the Inverse Square Law, the amount of light reaching
Mercury is inversely proportional to Mercury’s distance from the sun, so
1/(0.39)2=6.575. Thus, the amount of light reaching Earth. Ask the students, if
the Earth would be placed twice farther from its present position, how would the
organism like plants affected?

REFLECTION:
Tell the class reflects on their personal uniqueness and how can they use these
uniqueness to make themselves a better stewards of God’s creations.

GENERALIZATION:
a. Ask again the essential question and elicit responses from the students.
b. Recognize the uniqueness of Earth, being the only planet in the solar system
with properties necessary to support life.

DAY 6-7

INTRODUCTION:

MOTIVATION:

a. Show the class a video clipping of a local news report on a natural disaster such
as flashfloods and erosions due to typhoons.
b. Have the students in pairs think of the consequences that these disasters might
bring to other sectors of the community. Elicit for their insight after several
minutes.

LESSON PROPER:

ESSENTIAL QUESTIONS:
Present the essential question, how is everything connected to everything else? Why
do Earth’s subdivision boundaries matter?

INTERACTION:

DI Activities:
a. Introduce the four subsystems to the class: Geosphere, hydrosphere,
atmosphere, and biosphere and the processes and cycles associated to each.
 Call foe students active participation in the discussion.
b. Divide the class into several groups and distribute different photographs among
each group that show different earth cycles and processes: typhoons, El Niño,
ozone change, tectonics, erosion, weathering, nutrient cycles, ocean waves,
volcanoes, photosynthesis La Niña.
c. Present Activity on “Subsystem interaction” and tell the class to brainstorm and
find out particular two (or more) earth subsystems interact to make the cycle or
process in the picture possible. Have them justify their answer afterwards and
answer the question, how does matter and energy flow during the interaction of
the Earth’s subsystem?
d. After the group activity, process their answers by enabling them to present their
justifications. Correct for a misconception that will arise.

REFLECTION:

a. Refer to the essential question and elicit for students’ answer and reactions by
calling three to five members of the class.
b. Play the song “ Ang lahat ng Bagay ay Makaugnay “ and have to write their
reflection on their notebooks.

GENERALIZATION:

a. As closing, ask the students, what subsystems interact that make the matter and
energy flows in the Earth?
b. Finally, explain that the Earth consists of four subsystems, across whose
boundaries matter and energy flow.

DAY 8

INTRODUCTION:

MOTIVATION:

LESSON PROPER:

ESSENTIAL QUESTIONS:

a. Present the essential question to the class by asking, how do the scientific
community today benefit from contributions of people in the past on the
understanding the earth subsystem?

INTERACTION:

DI Activities:

a. Students in small groups will present the contributions done by specific scientist
shown below who contributed to the understanding if the earth subsystems: Reid
A. Bryson, Oliver Heaviside, Arthur Edwin Kennelly, Robert Watson-Watt,
Charles Fabry and Henri Buisson. Its properties were G. M. B. Dobson, James
Hutton, William Smith, Beno Gutenberge, Andrija Mohorovicic, Alfred Wegener,
Sir George Strong Nares, Sir C. Wyville Thomson, Charles Darwin, Eduard
Suess, Vladimir Vernadsky, Marq de Villiers.
 b. Summarize student’s answer by using a table.

REFLECTION:

a. Return to the essential question and elicit for more students responses.
Emphasize later that we all learn fro people who we meet and that is why
everyone should show
Respect to others.

GENERALIZATION:
a. Call several students to summarize everything they learned in the activity.

DAY 9-10

INTRODUCTION:

MOTIVATION:

a. Play the song “ Layers of the Earth “ by Rhythm, Ryyme and Results from
https://www.youtube.com/watch?v=Q91xGaxYzY
b. Activate students’ prior knowledge by asking, what are the different layers of he
Earth and their basic features? Elicit for student responses.

LESSON PROPER:

ESSENTIAL QUESTION:

a. Present the essential question to the class by asking, how do scientists se

empirical observation to discover what lies beneath our crust?

INTERACTION:

DI Activities:

a. Call a volunteer from the class to generate transverse and longitudinal waves.
b. Distinguish between P-waves and S-waves.
c. Ask the class, since seismic waves are basically waves, can these waves
experience reflection and refraction as it propagates from the source? Probe the
students further using this follow up question, since Earth’s layer are made up of
materials with varying features like density, how can this affect the speed and
direction of the seismic waves?
d. Let the students perform Activity 3: “Mapping the Earth’s Interior” and instruct
them the procedure to be done.
e. After the activity, allow several students to discuss their results and explain the
different layers of the Earth and how are these layers determined using seismic
waves. Correct for any misconception that may arise.

REFLECTION:

a. Allow the students to write their new learning in this topic. Also, have them to
write their answers on the essential questions presented before the activity.
GENERALIZATION:

a. Call several students to summarize everything they learned in the activity. Ask
this closing question, how did scientists use seismic data to identify the different
layers of the Earth?

INTEGRATION
Goal

Role

Audience

Situation

Product

Standards

SCORING GUIDE FOR PRODUCT