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Grade 11 School Baao National High School Grade Level 11

DAILY LESSON LOG Teacher Aileen B. Berdul Learning Area Earth and Life
Science
Teaching Dates and Time Quarter First

MONDAY TUESDAY WEDNESDAY THURSDAY


FRIDAY

I. OBJECTIVES The learner demonstrates the The learners demonstrate an The learners will be able to The learners
understanding of: the three understanding of the three develop and demonstrate an demonstrate an
A. Content Standards main categories of rocks. main categories of rocks, understanding of geologic understanding
and the origin and processes that occur on the of geologic
environment of formation of surface of the Earth such as processes that
common minerals and rocks weathering, erosion, mass occur on the
wasting, and sedimentation. surface of the
Earth such as
weathering,
erosion, mass
wasting, and
sedimentation.
The learners shall be able to The learners shall be able to The learners shall be able to The learners
B. Performance make a plan that the make a plan that the describe how rocks undergo make a simple
Standards community may use to community may use to weathering (S11/12ES-Ib-11) map showing
conserve and protect its conserve and protect its places where
resources for future resources for future erosion may
generations. The learners shall generations. The learners pose risks in
be able to identify common will be able to classify rocks the community.
rock-forming minerals using into igneous, sedimentary The learners
their physical and chemical and metamorphic explain how the
properties (S11/12ES-Ia-9). (S11/12ESIb-10) products of
weathering are
carried away
by erosion and
deposited
elsewhere
(S11/12ES-Ib-
12).
C. Learning
Competencies/ At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of
Write the LC code learners will be able to 1. learners will be able to 1. learners will be able to 1. this lesson, the
for each Demonstrate understanding Classify and describe the Define weathering and learners will be
about physical and chemical three basic rock types; 2. distinguish between the two able to: 1.
properties of minerals 2. Establish relationships main types of weathering 2. Identify the
Identify some common rock- between rock types and the Identify the factors that affect different agents
forming minerals 3. Classify origin and environment of the rate of weathering of erosion and
minerals based on chemical deposition/formation; 3. deposition 2.
affinity Understand the different Describe
geologic processes involved characteristic
in rock formation surface
features and
landforms
created and the
processes that
contributed to
their formation
Minerals and Rocks Minerals and rocks Exogenic processes Exogenic
II. CONTENT Processes
(Erosion and
Deposition)
III. LEARNING 46-55 56-64 65-69 70-78
RESOURCES
A. References
1. Teacher's
Guide pages
2. Learner's
Materials
pages
3. Textbook pages

4. Additional
Materials
from
LearningResource
(LR) portal
B. Other Learning
Resources

C. Materials Mineral Decision Tree, Mineral slide projector; For the Nail (new and rusted), antacids Jar with lid,
Identification Charts practice section: flash cards, (sodium bicarbonate), clear sand, gravel,
manila paper, marker pen, plastic cups, mortar and pestle, salt, board
adhesive tape stopwatch eraser, double-
sided tape
IV. PROCEDURES
A. Before the Lesson Review stock knowledge about Communicate learning Ask the students, "Can you Presentation of
minerals objectives name any natural cause or Learning
1. Do you consider water a Rocks are aggregate of process that could possibly Objectives
mineral?. 2. How about minerals. It can be break the rock into smaller
snowflake, or tube ice? Are composed of single mineral pieces?" Sediment Jar
these minerals? or more commonly, as an 1. Define weathering and name Demonstration
Show slide photographs of aggregate of two or more the two main categories of Write down the
several rock formations and minerals. A mineral name weathering processes (physical following key
give brief descriptions about can be used as a rock name and chemical). Describe how terms on the
them rocks disintegrate through board: A.
Show slide photographs of weathering processes. Explain Erosion B.
several rock formations and that weathering usually occurs Deposition C.
give brief descriptions about in situ (in place). Abrasion D.
them. 2. Discuss the processes by Alluvial fans E.
which mechanical weathering Oxbow lake F.
takes place. To demonstrate Glacier G.
physical weathering, place an Arete H.
effervescent antacid tablet on Drumlin I. Dune
the table and break or crush it J. Deflation K.
with a spoon. Explain to Ventifacts L.
students that this shows Barrier island
physical weathering as the M. Spit 3. Ask
tablet is broken into smaller the learners to
pieces without altering its construct a
composition. table with four
columns
labelled: Key
Terms, Can
Define It, Have
heard/read
about It, No
Idea about It,
and instruct
them to rate
their
knowledge of
the terms by
writing a check
on the
corresponding
column. 4.
Have the
learners write
down the
definition of
each term in
their own
words, if they
can. Activity:
Sediments 1.
Show learners
a tray
containing
sand.
Challenge
them to think of
as many ways
as they can to
move the sand
from one end
of the tray to
the other.
B. During the Lesson Concept Mapping of the 1. Define weathering and name Explain the
Activity: How to identify different rock types Prepare the two main categories of distinction
minerals. Present the Mineral in a Manila paper a flowchart weathering processes (physical between
Decision Tree to the class, as template similar as the one and chemical). Describe how weathering and
a visual guide in explaining the on the right and post it in the rocks disintegrate through erosion. Define
methods used by geologists to board. Call students to fill up weathering processes. Explain deposition and
identify minerals. the flowchart by taping the that weathering usually occurs describe the
Ask the students in groups to flash cards in their proper in situ (in place). general
identify one or more minerals. location. 2. Discuss the processes by conditions that
Or ask individual students to Rocks are classified on the which mechanical weathering commonly lead
come to the front to basis of the mode of takes place. to deposition of
demonstrate the process of formation. To demonstrate physical sediments.
identification to the class. a. weathering, place an Highlight the
Provide all students with a The three rock types are effervescent antacid tablet on thread
copy of the mineral charts. b. igneous, sedimentary and the table and break or crush it connects these
Provide a mineral sample metamorphic rocks. with a spoon. Explain to processes.
different mineral properties: Slow cooling forms large students that this shows Briefly review
interlocking crystals, a physical weathering as the the hydrologic
1. Luster – it is the quality texture called phaneritic. tablet is broken into smaller cycle to
and intensity of Fast cooling does not pieces without altering its illustrate the
reflected light exhibited promote the formation of composition. role of the sun
by the mineral large crystals. Aphanitic and gravity in
2. Hardness – it is a texture: fine-grained texture; Enumerate and discuss the driving these
measure of the minerals not visible to the factors that affect the type, processes
resistance of a mineral naked eye; relatively fast extent, and rate at which
(not specifically rates of cooling/solidification weathering takes place: explain the
surface) to abrasion. prevented the formation of processes of
3. Crystal Form/Habit large crystals. Porphyritic a. Climate weathering,
4. Color and streak texture: formed through two b. Rock type erosion, and
5. 5. Cleavage – the stages of crystallization: c. Rock structure deposition in
property of some magma partly cooled below d. Topography the context of
minerals to break along the surface of the Earth, e. Time systems, to
specific planes of giving time for the large help learners
weakness to form crystals to grow understand that
smooth, flat surfaces (phenocrysts) before it is the landscape
6. Specific Gravity – the extruded to the surface can be
ratio of the density of forming the fine-grained imagined as a
the mineral and the groundmass. Vesicular series of
density of water texture: voids created by intimately
7. Others – magnetism, rapid cooling which causes linked
odor, taste, tenacity, air bubbles to be trapped components.
reaction to acid, inside. Point out that
exogenic
The Rock Cycle • processes are
Show a quick video about essentially
the rock cycle driven by
forces
generated by
the Sun-Earth
system and by
the pull of
gravity. The
sun’s energy
drives the
water cycle and
gravity controls
rock and water
movement
downslope
Demonstrate
glacial erosion
by sticking
double-sided
tape on one
side of a board
eraser. Press
down and push
the eraser,
tape side,
down along the
length of a
paper sprinkled
with a mixture
of fine and
coarsegrained
sand. The
particles are
picked up and
pushed to a
different
location,
leaving
indentations
and parallel
grooves on the
paper.
C. After the Lesson 1. How does a vesicular An assessment homework Ask the students to get Activity:
texture in a volcanic can be given and to be together in pairs and answer Annotated
rock develop? submitted next meeting. the following questions. Have 2 sketch of areas
2. How do clastic rocks Each student will do or 3 pairs discuss their of erosion and
differ from non-clastic research on 3 rocks (one for answers in front of the class. deposition
rocks in terms of each rock type). Included in 1. List some everyday Have learners
process of formation? the discussion are the examples of weathering. use a map to
following: history of Identify and explain whether locate a river or
Explain how the physical formation, common these everyday occurrences coastline
features of sediments change environment of formation, show physical or chemical nearest their
during transport. common textures, common weathering. community.
use of the rock and the Direct them to
An assessment homework can localities 2. During your recent visit to identify
be given and to be submitted the cemetery, you noticed the locations of
next meeting. Each student will inscriptions on some erosion and
do research on 3 rocks (one headstones have become deposition by
for each rock type). Included in barely legible whereas making an
the discussion are the inscriptions on others are sharp annotated
following: history of formation, and clear. Cite three possible sketch of the
common environment of factors that contributed to the river or coast.
formation, common textures, present state of the headstone Explain how
common use of the rock and inscriptions. the different
the localities in the Philippines erosional and
where you can find them. depositional
features may
have formed.
Predict how the
river/coast may
change shape
in the future,
and identify
areas
susceptible to
fluvial/coastal
erosion.
Have each
learner
formulate three
review
questions that
cover the
content of the
lesson. Break
the class into
pairs and
instruct
learners that
they will quiz
their partners
using the
questions they
have prepared.
Each pair
should discuss
the correct
answers with
each other, and
submit their
questions
Homework, to be submitted
D. Assignment next meeting: List five minerals
and their common uses.
Identify the specific
property/properties that makes
the mineral suitable for those
uses.
V. REMARKS

VI. REFLECTION

PROMPTNESS: ACCURACY: NEATNESS: RATING: RATED BY: DATE: