Leon National High School
SENIOR HIGH SCHOOL
F. Cabarles St., Leon, Iloilo
DETAILED LESSON PLAN
PAUL ANBEN C. Grade Level
Teacher: Grade 11 – AGUILAR
CAELIAN and Section:
Learning
EARTH SCIENCE Date: MARCH 11, 2021
Area
1. CONTENT
Exogenic Processes
2. OBJECTIVES
a. Content Standards
The learners demonstrate the understanding of:
1. 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. Performance Standard
1. Make a simple map showing places where erosion and landslides may pose
risks in the community
c. Most Essential Learning Competency
The learners will:
1. describe how rocks undergo weathering (S11ES-IIa-22)
d. Specific Objectives
At the end of the lesson, the learners should be able to:
1. define weathering and distinguish between the two main types of
weathering; and
2. identify the factors that affect the rate of weathering.
3. LEARNING RESOURCES
a. References
1. ES550 Geomorphology Lab. https://www.google.com.ph/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0C
BsQFjAAahUKEwjFsMLNhozJAhUiq6YKHe6QAso&url=http%3A%2F
%2Fwww.koofers.com%2Fohio-state-university-main-campus-osu
%2Fearthsci%2F550-geomorphology
%2F&usg=AFQjCNEyqaox1jqT4KGdYVGKVhsF2bWLKA&sig2=2vxi43P
iIYdHroNCOMj0QQ Accessed 3/32021
2. Breaking it down. http://www-tc.pbs.org/wnet/nature/files/2008/12/
breaking-it-down.pdf Accessed 3/32021
3. https://www.uwgb.edu/dutchs/planets/moon.htm (Accessed
3/32021)
4. http://science.opposingviews.com/weathering-moon-vsearth-
22633.html (Accessed: 3/32021)
5. Tarbuck, E.J., F.K. Lutgens, and Tasa, D. 2014. Earth An Introduction to
Physical Geology. Eleventh Edition. Prentice Hall.
6. Monroe, J.S., Wicander,R., and Hazlett, R. 2007. Physical Geology:
Exploring the Earth 6th edition. Thomson Brookes/Cole.
b. Materials
LCD projector, Laptop, Nail (new and rusted), Antacids (sodium bicarbonate),
Clear Plastic Cups, Mortar and Pestle, Vinegar, Timer
4. PROCEDURE
A. Preliminaries
1. Prayer
2. Checking of attendance
B. Reviewing the
previous lesson Review on how the Earth is shaped within time on their JHS Earth
or presenting the Science.
new lesson
C. Establishing the Show students a sample of a large rock. Ask them the possible natural
purpose for the agents and/or processes that can break down the rock into smaller pieces.
lesson Write their responses on the board and briefly discuss each.
After collecting their ideas about the topic in the motivation part, ask
D. Discussing new someone to define weathering in their own words. From then the learners
concepts and will:
practicing new 1. Formally define weathering.
skills #1 2. Name the three categories of weathering processes.
3. Briefly describe each and point out their main difference.
Activity No. 1
Use the following table to support the processes on how factors above
affect weathering.
How does it affect
Factors
weathering?
Rock Type:
Weathering rates roughly follow the
inverse of the order of crystallization.
E. Developing Rock Structure:
mastery (leads to The presence of cracks where agents of
formative weathering (water, plant roots, etc.) can
assessment) enter enhances weathering.
Topography:
Physical weathering occurs more quickly
on a steep slope than on a gentle one.
Time:
Longer time of exposure to agents of
weathering means higher rate of
weathering.
F. Making Activity 2: Break Me Down Indicator 3
generalizations
and abstractions This activity will focus on the types of weathering and the factors that
about the lesson influence the rate of weathering.
1. Divide the class into three groups. Give each group three antacid
(sodium bicarbonate) tablets, and three clear plastic cups. Explain to
the students that they will be preparing nine set-ups for this activity:
whole, broken, and crushed antacid tablets each added to assigned
liquid – room temperature water, hot water, and room temperature
vinegar.
2. Each group will be assigned a liquid in which to dissolve the antacid
tablets. Instruct the groups to label the cups according to the particle
size of the antacid they will be dissolving whole, broken, crushed.
Use a mortar and pestle to break and crush the two tablets while
leaving one of the tablets whole.
3. Put equal volume (100ml) of assigned liquid to the cups. Drop the
tablet (whole, broken, crushed) into the appropriate cups and record
the time from when the tablet is added to the liquid until when the
tablet has completely dissolved, and no traces of the tablet is visible.
Have the groups assign two students for each setup, one to drop the
tablet into the cup and one to record the time.
4. Have each group fill the table with dissolution times (in seconds) Indicator 1
they have recorded. The data should be posted in front where the
Gen. Physics 1
class can see.
Room Room MELC: Q1 W2
Temperature Hot Water Temperature
Water Vinegar Construct
Whole velocity vs.
Tablet time and
Broken acceleration vs.
Tablet time graphs,
respectively,
Crushed
corresponding
Tablet to a given
position vs.
5. Direct students to plot the dissolution times in a bar graph where Y time-graph and
axis is the dissolution time (s) and X axis is the Particle size (whole, velocity vs.
broken, crushed). They should use different colors to represent the time graph and
different liquids used in the activity. vice versa
(STEM_GP12K
INIb-16).
Rubric on the next sheet.
G. Evaluating Activity 3
learning Directions: Study the diagrams below and answer the following:
Which of the flow diagrams below illustrate physical weathering,
chemical weathering, and biological weathering? State your reason on the
space provided.
Fig. 1. Weathering Process A
Fig. 2. Weathering Process B
Fig. 3. Weathering Process C
Indicator 1
E-Tech
MELC: Q2 W8
Create a
Fig. 4. Weathering Process D reflexive piece
or output using
Guide Questions: an ICT tool,
platform, or
1. What takes place during weathering? application of
choice on the
2. How would you differentiate the three types of weathering?
learning
3. What do you think will happen if rocks will not undergo weathering? experience
Assignment: Geologist slash Vlogger undergone
during the
semester
(CS_ICT11/12-
ICTPT-IIt-23).
Imagine yourself as an appointed geologist in the Mines and Geosciences
Bureau of your community. One of your assigned duties is to survey and
study critical land areas in the locality. Your current project is to study and Indicator 2
investigate these sighted land areas that seemed to have been affected by
weathering phenomenon. You are tasked by the bureau to examine the
H. Additional said land area.
activities for
application or Tasks:
Indicator 3
remediation 1. Create a 3 to 5-minute VLOG examining the said areas.
2. Your objective is to collect data and explain the following:
a. evidence of weathering in the area.
b. the type of weathering based on your data.
c. possible evident cause of weathering.
d. give a hypothesis on the long-term effects of prolonged
weathering in the area.
3. Make your vlog fun, creative, and informative.
You may use costumes and props to make your vlog more creative.
Rubric on the next sheet.
4. REMARKS
______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
5. REFLECTION
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Prepared by: Noted by:
PAUL ANBEN C. CAELIAN JOSE ROLANDO RAFAEL C. CABANIG, PhD
Master Teacher II School Principal II
RUBRICS ON BREAK ME DOWN LAB ACTIVITY
4 3 2
1
Category (Exceeds (Meets (Needs
(Not Visible)
Expectations) Expectations) Improvement)
Followed procedure throughout
the activity and successfully
completed tasks.
Data and observations are recorded
accurately.
Graphs are drawn accurately and
clearly labelled.
Answers to discussion questions are
complete and written correctly and
accurately.
TOTAL
RUBRIC ON VIDEO BLOGGING (VLOG)
2
4 3 0
Criteria Needs Score
Excellent Adequate Incomplete
Improvement
Vlog
Vlog sometimes Vlog rarely
consistently
demonstrates demonstrates
demonstrates
Lin to Class clear and clear and
clear and
Content insightful links insightful links
insightful links
to weathering to weathering
to weathering
content. content.
content.
The vlog The vlog The vlog
displays a displays a displays a
mastery of the competency of inconsistency of
media, visual the media, visual the media, visual
Use of Media elements are elements are elements are
clear and clear and clear and
accurately accurately accurately
represent their represent their represent their
goal. goal. goal.
The learner The learner
The learner
displays a displays an
displays a clear
somewhat clear unclear
understanding of
understanding of understanding of
their working
their working their working
Delivery process and
process and process and
eloquently
eloquently eloquently
explains
explains explains
relevance to the
relevance to the relevance to the
topic.
topic. topic.
TOTAL
