LESSON PLAN

Earth and Life Science

CONTENT Exogenic Processes

GRADE LEVEL GRADE 12

TIME ALLOTMENT 1 Hour

DATE July 25, 2019
PREPARED BY NUEVALYN F. INOVEJAS

LEARNING COMPETENCIES AND OBJECTIVES

The learners shall be able to describe how rocks undergo weathering
(S11/12ES-Ib-11)

1. Identify the factors that affect the rate of weathering.

Learning Resources:
• Teacher’s Guide pp 65-69
• https://www.youtube.com/watch?v=mjFUuKOC8H8

PROCEDURES
ELICIT
 MOL
Group students using NHT (Number Head Together)
Attendance check

ENGAGE
 Show students a sample of large rock.
 Student will answer the following question:
1. Can you name any natural cause or process that could possibly break the rock into pieces?
2. If the early earths crust was mainly composed of rocks, why do we have layers of soil on
the surface now?
3. Where did these soil came from?
 Students write their responses on the cartolina and and discuss with the class.(by group)

EXPLORE
 Students will perform the activity “BREAK ME DOWN!” by group using the following
materials:
* 4 beaker * water ( hot,cold and warm)
* antacid tablet

EXPLAIN (Teach Concept. Include interaction between teacher and student)

Learners will present their group output to the class and explain the following:
 In which setup did the reaction occur most rapidly? In which setup did it occur most slowly?
 What is the relationship between particle size and speed it takes for the tablet to dissolve? How
does this relationship apply to weathering in nature?
 Compare dissolution times in room temperature water and hot water. What is the relationship
between temperature and weathering rate?

ELABORATE

Let students brainstorm on the following concepts:

 During your recent visit to the cemetery, you noticed the inscriptions on some headstones have
become barely legible whereas inscriptions on others are sharp and clear. Cite three possible
factors that contributed to the present state of the headstone inscriptions.
 List some everyday examples of weathering. Identify and explain whether these everyday
occurrences show physical or chemical weathering.
EVALUATE
Learners will be asked to identify the following situation ( chemical weathering or physical weathering)

EXTEND

 Define weathering and distinguish between the two main types of weathering.
 Learners will fill up their reflective journal.

Remarks:

Reflection: