Learning Package 2

St.
Mary’s College of Catbalogan

(formerly Sacred Heart College)
Corner Mabini & Del Rosario St., Catbalogan City, 6700
PAASCU Accredited
(Grade School & High School Department)
LEARNING PACKAGE
(WEEK 3)
SUBJECT: EARTH SCIENCE DAY: 05
GRADE AND SECTION: STEM 11 DATE:
A. OPENING PRAYER
Dear Jesus, my Savior,

I do not know what's ahead of me.
But knowing that you're ahead of me,
is enough to give me great confidence
to believe that all will turn out very well.
Today, let me praise and glorify you,
for accompanying me in my journey.
The future threatens my peaceful heart,
but I put all my care in your loving hands.
Today, let me thank and exalt your name,
for pouring out in me your choiced graces.
I don't deserve these wonderful blessings,
I am awed and my spirit is filled with joy.
Dear God, my enemies are still there,
the challenges seem so huge and wide,
and the wounds are still fresh and painful,
but I placed all my hope and trust in you.
Amen.
B. INTRODUCTION
B1. Learning Package: Test and Tell
B2. Learning Competency(ies):

B2.1 Knowledge: Physical and chemical properties of mineral.
B2.2 Skills:
 demonstrate understanding about physical & chemical properties of minerals and will be able
to identify certain minerals using specific tests.
B3. Essential Question(s):

1. How can I effectively use my knowledge in Minerals and Rocks in identifying useful minerals and
rocks?
B4. Essential Understanding: Key concept of the unit are essential in understanding the importance of
Earth’s Materials and Resources to human consumption.
(PCSS Defining Characteristic: Distinguished by a Culture of Excellence)
B5. Instructions to Parents/Tutors:
C. PRELIMINARIES
C1. Pre-test:
C2. Review: How can we say that the Earth is still evolving?
C3. Activating Prior Knowledge (APK): In our chemistry class how do we define minerals? How about
elements?
D. LESSON PROPER
D1. Instructions/Lesson
 Mineral Properties
1. Luster – it is the quality and intensity of reflected light exhibited by the mineral
a. Metallic – generally opaque and exhibit a resplendent shine similar to a polished metal
b. Non-metallic – vitreous (glassy), adamantine (brilliant/diamond-like), resinous, silky, pearly, dull
(earthy), greasy, etc.
2. Hardness – it is a measure of the resistance of a mineral (not specifically surface) to abrasion.
3. Color and streak – Color maybe a unique identifying property of certain minerals (e.g. malachite – green, azurite –
blue). There are also lots of minerals that share similar or the same color/s. In addition, some minerals can exhibit a range
of colors. The mineral quartz for example, can be pink (rose quartz), purple (amethyst), orange (citrine), white (colorless
quartz) etc. Streak on the other hand is the color of a mineral in powdered form. Note that the color of a mineral could be
different from the streak. For example, pyrite (FeS 2) exhibits golden color (hence the other term of pyrite which is Fool’s
Gold) but has a black or dark gray streak. Streak is a better diagnostic property as compared to color. Streak is inherent to
almost every mineral. Color maybe unreliable for identification as impurities within the minerals may give the minerals a
different color.
4. Crystal Form/Habit –The external shape of a crystal or groups of crystals is displayed / observed as these crystals grow
in open spaces. The form reflects the supposedly internal structure (of atoms and ions) of the crystal (mineral). It is the
natural shape of the mineral before the development of any cleavage or fracture. Examples include prismatic, tabular,
bladed, platy, reniform and equant. A mineral that do not have a crystal structure is described as amorphous.
5. Cleavage – It is the property of some minerals to break along parallel repetitive planes of weakness to form smooth, flat
surfaces. These planes of weakness are inherent in the bonding of atoms that makes up the mineral. These planes of
weakness are parallel to the atomic planes and appear to be repeating within the mineral. When minerals break evenly in
more than one direction, cleavage is described by the number of cleavage directions and the angle(s) between planes (e.g.
cleavage in 2 directions at 90 degrees to each other).
6. Fracture – Some minerals may not have cleavages but exhibit broken surfaces that are irregular and non-planar. Quartz
for example has an inherent weakness in the crystal structure that is not planar. Examples of fracture are conchoidal,
fibrous, hackly, and uneven among others.
7. Specific Gravity – It is the ratio of the weight of a mineral to the weight of an equal volume of water. A bucket of silver
(SG 10) would weigh 10 times more than a bucket of water (SG 1). It is a measure to express the density (mass per unit
volume) of a mineral. The specific gravity of a mineral is numerically equal to density.
8. Others – There are certain unique properties of minerals that actually help in their identification (e.g. magnetism, odor,
taste, tenacity, reaction to acid, etc.). Magnetite is strongly magnetic; sulfur has distinctive smell; halite is salty; calcite
fizzes with acid as with dolomite but in powdered form.
D2. Activities (Knowledge/Skills)

Exercise I.
1. Cellphone
2. Ladle
3. Wristwatch
4. Fluorescent lamp
5. Key
From the listed things above, search and identify minerals that those things contain.
D3. Values Integration
Core Value: Service (Stewardship)
Social Integration: Love of God’s creation
Lesson Across Discipline: Geography
Faith/Biblical Reflection:
John 1:3
“Through him all things were made; without him nothing was made that has been made.”
E. ASSESSMENT
1. What is the difference between a mineral's streak and color? Why is streak more reliable for
rock identification?
2. Differentiate habit and a cleavage plane.
F. SUMMARY
F1. Summary: With the discussion that we had today, what insights/significant thing you have learned?
F2. Action: As a Marian student, how will you help preserve the Earth’s mineral reservoir?
E. PURPOSEFUL ASSIGNMENT
 Is salt a mineral or not?
Prepared by: Checked by: Approved by:
MR. JOSHUA R. GABIN MR. JEROM B. CANAYONG VILMA T. CABUEÑAS

Teacher SAC – Date Principal - Date
MS. AURA ANNE ROSE B. TAN

Academic Coordinator- Date
St. Mary’s College of Catbalogan

PAASCU Accredited
LEARNING PACKAGE
(WEEK 3)
A. OPENING PRAYER
Heavenly Father,
With humble heart, we beg you ...
create a BIG SPACE for You in our heart,
and bless our life with love, faith and hope.
Let our life be a beautiful offering in your eyes,
and let our words and actions glorify your name.
We are yours Lord, use us according to your design,
but never forget to bless all our prayers and dreams.
And most of all, before we begin this wonderful day,
bless all our loved ones with your BEST GRACES.
All for your greater glory,
now and forever. Amen.
B. INTRODUCTION

B2.1 Knowledge: Mineral groups.
B2.2 Skills: Classify minerals based on its chemical affinity.
B3. Essential Question(s): How can we effectively use the various tests in classifying mineral group?
C. PRELIMINARIES
C1. Pre-test:
C2. Review: Name at least 5 mineral properties.
C3. Activating Prior Knowledge (APK): How do we classify elements in the periodic table?
D. LESSON PROPER
1. Silicates – minerals containing 2 of the most abundant elements in the Earth’s crust, namely, silicon and oxygen. When
linked together, these two elements form the silicon oxygen tetrahedron – the fundamental building block of silicate
minerals. Over 90% of the rock-forming minerals belong to this group. Aside from Si (46.6 % by wt.) and O (27.7%), the
other most common elements that make the earth’s crust are Al (8.1), Fe (5.0), Ca (3.6), Mg (3.1), Na (2.8) and K 2.6).
2. Oxides – minerals containing Oxygen anion (O2-) combined with one or more metal ions
3. Sulfates – minerals containing Sulfur and Oxygen anion (SO4)- combined with other ions
4. Sulfides – minerals containing sulfur anion (S2)- combined with one or more ions. Some sulfides are
sources of economically important metals such as copper, lead and zinc.
5. Carbonates – minerals containing the carbonate anion (CO 3)2- combined with other elements
6. Native Elements – minerals that form as individual elementsa.
a. Metals and Inter-metals – minerals with high thermal and electrical conductivity, typically with metallic luster, low
hardness (gold, lead)
b. Semi-metals – minerals that are more fragile than metals and have lower conductivity (arsenic, bismuth)
c. Nonmetals – nonconductive (sulfur, diamond)
7. Halides – minerals containing halogen elements combined with one or more elements
Exercise I.
 Research at least 5 examples for each mineral group.
John 1:3
E. ASSESSMENT
 Which among the following mineral groups, if any, contain silicon: halides, carbonates or sulfides?
Explain.
 Which is more abundant in the Earth’s crust: silicates or all the other mineral groups combined?
Explain.
F. SUMMARY
F2. Action: How will you be able to help other people using your knowledge in classifying mineral groups?
 Is Rock a mineral or not?



PAASCU Accredited
LEARNING PACKAGE
(WEEK 4)
A. OPENING PRAYER
Most High,
Glorious God, enlighten the darkness of our hearts
Give us lord a correct faith, a certain hope, a perfect charity, sense and knowledge so that we may carry out your holy
will.
All these we ask through your Son Jesus Christ, in union with the Holy Spirit and through the intercession of the Blessed
Virgin Mary and the prayers of Mother Ignacia de Espiritu Santo. Amen
B. INTRODUCTION

B2.1 Knowledge:
 rock type.
 processes involved in rock formation.
B2.2 Skills:
 identify and describe the three basic rock types.
 establish relationships between rock types and their mode of origin and environments of
deposition/formation.
 understand the different geologic processes involved in rock formation.
B3. Essential Question(s): What do butterflies and metamorphic rocks have in common?
C. PRELIMINARIES
C1. Pre-test:
C2. Review: Give and describe at least 3 mineral group.
C3. Activating Prior Knowledge (APK): How does metamorphic rock vary from sedimentary?
D. LESSON PROPER
1. Igneous Rocks.
- these are rocks that are derived from the cooling and solidification of magma or lava
- from solidified molten rock materials, usually hard and crystalline
- rate of cooling as one of the most important factors that control crystal size
- solidification can occur along the surface of the earth or beneath the surface of the earth
2. Discuss sedimentary rocks

- these are rocks that are formed at or near the surface of the Earth
- sedimentary processes include: weathering of rocks, erosion, sediment transport and
deposition (compaction and cementation)
- common sedimentary features: fossil assemblages and stratification
- fossil assemblages: remains and traces of plants and animals that are preserved in rocks
- stratification or layering (strata which is >1cm is called bedding and < 1cm is called lamination):
layering is the result of a change in grain size and composition; each layer represents a distinct
period of deposition
3. Discuss metamorphic rocks
- formed below the surface of the earth through the process of metamorphism with the
recrystallization of minerals in rocks due to changes in pressure and temperature conditions
- contact and regional metamorphism
Exercise I.
Fill in this concept map based on rock type and formation.

John 1:3
E. ASSESSMENT
1. How do clastic rocks differ from non-clastic rocks in terms of process of formation?
2. Explain how the physical features of sediments change during transport.
3. Differentiate between a foliated and non-foliated rock.
F. SUMMARY
F2. Action: How can you use concept in rock type and formation in real life scenario?
Search for an example of a sedimentary rock in your area and take a picture of it.



PAASCU Accredited
LEARNING PACKAGE
(WEEK 4)
A. OPENING PRAYER
Dear God,
With joy and peace in my heart,
I am ready to face the new day
with great hope and expectation.
I may not know what's store for me today,
but I'm ready to face them with confidence.
I may not have the skills to manage my life,
but I know your wisdom will be at my side.
I may not have the guts to walk on fire,
but I know you will always walk with me.
I may not have all the treasures on earth,
but I am willing to share what I have for others.
I may not have all the qualities to be your disciple,
but I am ready to be sent where you want me to go.
Revived my fighting spirit.
Let not discouragement, failure,
criticism and hopelessness,
stop me from doing what is right.
You are my God,
in you I place all my cares.
But please be patient with me, O Lord,
when I doubt and question your plans.
Just gently remind me to trust you again,
and allow your mysterious plans to unfold.
And so, before I begin this day,
let me gather all your graces at hand.
And let your sweet Words assure me,
that all will be well - for you are at my side. Amen.
B. INTRODUCTION

B2.1 Knowledge:
 importance of minerals to society.
 formation of mineral deposits.
B2.2 Skills:
 understand the importance of the different minerals to the society.
 understand the different ways on how the mineral deposits are formed.
B3. Essential Question(s): What is the importance of minerals to the society?
C. PRELIMINARIES
C1. Pre-test:
C2. Review: What are the three types of rocks?
C3. Activating Prior Knowledge (APK): Here in Samar do you know a mining site? Or do you know what is
mining?
D. LESSON PROPER
1. Magmatic Ore Deposits
- valuable substances are concentrated within an igneous body through magmatic processes such as crystal
fractionation, partial melting and crystal settling.
- magmatic processes can concentrate the ore minerals that contain valuable substances after accumulating
elements that were once widely dispersed and in low concentrations within the magma.
2. Hydrothermal Ore Deposits

- concentration of valuable substances by hot aqueous (water-rich) fluids flowing through fractures and pore
spaces in rocks
- hydrothermal solutions - are hot, residual watery fluids derived during the later stages of magma
crystallization and may contain large amount of dissolved metals. These can also originate from the ground
water circulating at depth that is being heated up by a cooling and solidifying igneous body or along depths
with known geothermal gradient.
- Such hot water can dissolve valuable substances (at low concentrations) from rocks. As the metal enriched
hot waters move into cooler areas in the crust, the dissolved substances may start to precipitate
- There are numerous hydrothermal mineral deposits as compared to the different types of deposits
3. Sedimentary Ore Deposits

- Some valuable substances are concentrated by chemical precipitation coming from lakes or seawater
(http://www.tulane.edu/~sanelson/eens1110/minresources.htm)
4. Placer Ore Deposits

- Deposits formed by the concentration of valuable substances through gravity separation during sedimentary
processes.
- Usually aided by flowing surface waters either in streams or along coastlines.
- Concentration would be according to the specific gravity of substances, wherein the heavy minerals are
mechanically concentrated by water currents and the less-dense particles remain suspended and are carried
further downstream.
- Usually involves heavy minerals that are resistant to transportation and weathering.
- Common deposits are gold and other heavy minerals such as platinum, diamonds and tin;
- The source rock for a placer deposit may become an important ore body if located.
5. Residual Ore Deposits

- A type of deposit that results from the accumulation of valuable materials through chemical weathering
processes.
- During the process, the volume of the original rock is greatly reduced by leaching.
- Important factors for the formation of residual deposit include parent rock composition, climate (tropical and
sub-tropical: must be favorable for chemical decay) and relief (must not be high to allow accumulation)
- Common deposits are bauxites and nickeliferous laterites.
- Bauxite, the principal ore of aluminum, is derived when aluminum-rich source rocks undergo intense
chemical weathering brought by prolonged rains in the tropics, leaching the common elements that include
silicon, sodium and calcium through leaching.
- Nickeliferous laterites or nickel laterites are residual ore deposits derived from the laterization of olivine-rich
ultramafic rocks such as dunite and peridotite. Like in the formation of bauxite, the leaching of nickel-rich
ultramafic rocks dissolves common elements, leaving the insoluble nickel, magnesium and iron oxide mixed in
the soil.
- Secondary Enrichment Deposits are derived when a certain mineral deposit becomes enriched due to
weathering.
Exercise I.
1. Show one mineral card at a time and ask the students to identify which household item they think
contains that mineral.

John 1:3
E. ASSESSMENT
1. Create an illustration of how mineral deposits are formed?
F. SUMMARY
F2. Action: As a Marian student, how can you influence others to help preserving mineral resources for future
use?
1. Is vitamins a mineral or not?



PAASCU Accredited
LEARNING PACKAGE
(WEEK 5)
A. OPENING PRAYER
Lord Jesus,
Teach us to love You above all,
Teach us to love our neighbor as we love ourselves.
Grant us the strength and determination to do what conforms to Your commands so that we may be Your faithful
followers and disciples.
B. INTRODUCTION

B2.1 Knowledge:
 life cycle of mineral resources.
 impact of mining.
B2.2 Skills:
 analyze the life cycle of mineral resources.
 understand the impact of mining.
B3. Essential Question(s): How can we minimize the impact of mining?

How can we help the government in enforcing mining policies?
C. PRELIMINARIES
C1. Pre-test:
C2. Review: What is the status of our global mineral resources?
C3. Activating Prior Knowledge (APK): How did we get our minerals?
D. LESSON PROPER
A. Mineral Exploration
- Discuss major stages involved in mineral exploration (https://www.cde.int/sites/default/files/
documents/mineral_exploration_part_1.pdf and part2.pdf)
- The steps enumerated below are used or considered based on how they are needed during exploration. These steps are
written within the context of a general exploration project where some activities may vary depending on the type of
commodity being explored.
1. Project Design: This is the initial stage in formulating a project. This involves review of all available data (geologic
reports, mining history, maps, etc.), government requirements in acquiring the project, review of social, environmental,
political and economic acceptability of the project, and budget and organization proposals.
2. Field Exploration: This stage involves physical activities in the selected project area. This can be subdivided into three
phases:
A. Regional Reconnaissance:The main objective is to identify targets or interesting mineralized zones covering a
relatively large area (regional). In general, the activities involve regional
surface investigation and interpretation.
B. Detailed Exploration: This involves more detailed surface and subsurface activities with the objective of finding and
delineating targets or mineralized zones.
C. Prospect Evaluation: The main objective is to assess market profitability by (1) extensive resource, geotechnical and
engineering drilling (2) metallurgical testing and (3) environmental and societal cost assessment.
3. Pre-production Feasibility Study: The feasibility study determines and validates the accuracy of all data and
information collected from the different stages. The purpose is for independent assessors to satisfy interested investors to
raise funds and bring the project into production.
• Demonstration 1 (core sampling)
- The teacher will demonstrate how geologists delineate mineral deposits beneath the Earth’s surface (modified from the
activity “Cupcake Core Sampling”; source: The Life Cycle of a Mineral Deposit – A Teacher’s Guide for Hands-On
Mineral Education Activities)
B. Mining Methods
• Identify and explain some of the vital considerations needed to know on the different methods to mine a mineral deposit.
- For example, upon knowing the geometry of the ore body, there are appropriate safety ways to mine the minerals and
proper assessment of maximizing profit.
1. Surface Mining
- Utilized to extract ore minerals that are close to Earth’s surface
- Different types include open pit mining, quarrying, placer mining and strip mining.
2. Underground Mining
- Utilized to extract ore minerals from the orebody is that is deep under the Earth’s surface

Exercise I.
Draw a concept map about the whole process of mining.

John 1:3
E. ASSESSMENT
1. How is it possible for materials presently considered as waste become economically mineable
in the future?
2. What is the importance of the different stages of exploration?
F. SUMMARY
F2. Action: As a Marian student, how can you help government in minimizing the obnoxious impact of mining
in our environment?
1. An open-pit mine may in the future be converted into an underground mine. Why would this happen?
2. Enumerate several ways to rehabilitate a mined-out area.



PAASCU Accredited
LEARNING PACKAGE
(WEEK 5)
A. OPENING PRAYER
Lord Jesus,
Teach us to love You above all,
Teach us to love our neighbor as we love ourselves.
Grant us the strength and determination to do what conforms to Your commands so that we may be Your faithful
followers and disciples.
B. INTRODUCTION

B2.1 Knowledge:
 Fossil fuel formation.
 Harnessing renewable energy.
B2.2 Skills:
 Describe how fossil fuels are formed.
 Explain how heat from inside the earth is tapped as a source of energy for human use.
 Explain how energy is harnessed from flowing water.
 Create individual models explaining how fossil fuels are, and how geothermal and hydroelectric energy
are harnessed for human use.
B3. Essential Question(s): Suggest ways in conserving energy for future consumption.
C. PRELIMINARIES
C1. Pre-test:
C2. Review: How important mining to society?
C3. Activating Prior Knowledge (APK): Where does our electricity comes from? The gasoline that we used
for our motorcycle?
D. LESSON PROPER
Fossil energy sources, including oil, coal and natural gas, are non-renewable resources that formed when
prehistoric plants and animals died and were gradually buried by layers of rock. Over millions of years,
different types of fossil fuels formed -- depending on what combination of organic matter was present, how
long it was buried and what temperature and pressure conditions existed as time passed.
Today, fossil fuel industries drill or mine for these energy sources, burn them to produce electricity, or refine
them for use as fuel for heating or transportation. Over the past 20 years, nearly three-fourths of human-
caused emissions came from the burning of fossil fuels.
The Energy Department maintains emergency petroleum reserves, ensures responsible development of

America’s oil and gas resources and executes natural gas regulatory responsibilities. In addition, scientists at
the Energy Department’s National Labs are developing technologies to reduce carbon emissions and ensure
fossil energy sources play a role in America’s clean energy future.

Exercise I.
List down your electrical consumption for the previous month and think of ways in which it can be a law for
your home to follow for lesser electrical consumption.

John 1:3
E. ASSESSMENT
1. Name and briefly explain the 6 policy programs embodied in the DOE’s Energy Reform Agenda.
2. Give one situation that shows energy usage abuse and provide solution/s how can this be solved.
F. SUMMARY
F2. Action: As a Marian student, how can you help the school in decreasing its electricity consumption?
 Give at least 5 possible solutions for electricity shortage in the country



PAASCU Accredited
LEARNING PACKAGE
(WEEK 6)
A. OPENING PRAYER

Amen.
B. INTRODUCTION

B2.1 Knowledge: Environmental impact of renewable energy consumption.
B2.2 Skills: Identify ways to address the different environmental concerns related to the use of
fossil fuels, geothermal and hydroelectric energies.
B3. Essential Question(s): Suggest new ways in protecting the environment against the negative impact of
renewable energy consumption.
C. PRELIMINARIES
C1. Pre-test:
C2. Review: How do energy resources vary in terms of usage?
C3. Activating Prior Knowledge (APK): What are the impacts of industrial revolution?
D. LESSON PROPER
The materials used in creating renewable energy installations include neodymium, dysprosium, cadmium,
tellurium, gallium, indium and selenium. These materials have been used only recently, which means that
there are limited or no recycling systems yet. A solution to facilitate the large-scale recycling of these
materials needs to be designed to avoid problems in the future. There are not currently enough renewable
power plants to be retired that could be studied to address this issue empirically.
Hydropower’s environmental impacts depend on where the installation is located. For instance, a tropical
hydropower installation that is big and shallow can result in GHG emissions when it swamps and kills
vegetation. Carbon dioxide (CO2) is released in such instances, as well as methane (CH4), a GHG that is
about 30 times more powerful than CO2 at trapping heat within the atmosphere.
Solar panels, designed to absorb the sun’s rays as a source of energy to be used for electricity or heating,
must be evaluated as well. Solar energy does not operate at night without a storage device such as a
battery, and cloudy weather can lead to unreliability during the day. Solar energy remains useful, but
further research must be done in order to have a fuller understanding of how to maximize its benefits.

Exercise I.
Search for more environmental impact of using renewable energy sources.
John 1:3
E. ASSESSMENT
Compare the environmental impact of using renewable energy sources rather than non-renewable in terms of
degree.
F. SUMMARY
F2. Action: As a Marian student, how will you influence others to lessen the usage of energy for lesser
environmental impact?
 In your respective brgy. Search and ask for laws regarding the lessening the impact of using renewable
energy sources.



PAASCU Accredited
LEARNING PACKAGE
(WEEK 6)
A. OPENING PRAYER

Amen.
B. INTRODUCTION

B2.1 Knowledge:
 Water distribution on Earth.
 Impact of human activities to the quality of water on Earth.
B2.2 Skills:
 Describe how water is distributed on earth.
 Identify the various water resources on earth.
 Explain how different activities affect the quality and availability of water for human use.
 Suggest ways of conserving and protecting water resources.
B3. Essential Question(s): How can we preserve and protect potable water resources?
C. PRELIMINARIES
C1. Pre-test:
C2. Review: To what extent is the environmental impact of using renewable energy sources?
C3. Activating Prior Knowledge (APK): And how many percent is the water in the whole earth?
D. LESSON PROPER
The distribution of water on the Earth’s surface is extremely uneven. Only 3% of water on the surface is fresh;
the remaining 97% resides in the ocean. Of freshwater, 69% resides in glaciers, 30% underground, and less
than 1% is located in lakes, rivers, and swamps. Looked at another way, only one percent of the water on the
Earth’s surface is usable by humans, and 99% of the usable quantity is situated underground.
All one needs to do is study rainfall maps to appreciate how uneven the distribution of water really is. The
white areas on the map below had annual rainfall under 400 mm for the last year, which makes them semi-arid
or arid. And, remember, projections are for significant acidification to occur in many dry regions and for more
severe rainfall events to characterize wet regions.

Exercise I.
Have a data from your last month’s water consumption. Then suggest ways to your home wherein you can
lessen your water consumption.

John 1:3
E. ASSESSMENT
1. Where and in what forms is water available on Earth?
2. How does water move from atmosphere to the ground and back
F. SUMMARY
F2. Action: As a Marian student, how can you help conserve water in our school?
1. How much freshwater is found at the Earth’s surface?
2. How much freshwater can be found underground?



PAASCU Accredited
LEARNING PACKAGE
(WEEK 7)
A. OPENING PRAYER

Amen.
B. INTRODUCTION

B2.1 Knowledge:
 Qualities and quantities of soil on earth.
 Impact of human activities that affect the quality and quantity of soil.
B2.2 Skills:
 identify human activities such as farming that affect the quality and quantity of soil.
 give ways of conserving and protecting the soil for future generations.
B3. Essential Question(s): How can we intellectually use our lands for better and well organized society?
C. PRELIMINARIES
C1. Pre-test:
C2. Review: How can we promote effectively wise water consumption?
C3. Activating Prior Knowledge (APK): Do you know the types of soil?
D. LESSON PROPER

Exercise I.
List down all human activities that may affect the quality and quantity of soil.

John 1:3
E. ASSESSMENT
1. Enumerate and briefly explain the human activities that causes soil depletion.
F. SUMMARY
F2. Action: As a Marian student, how can you use the concept of Soil Resources effectively?
1. Investigate the soil in your nearby area if it is arable or not.



PAASCU Accredited
LEARNING PACKAGE
(WEEK 7)
A. OPENING PRAYER

Amen.
B. INTRODUCTION

B2.1 Knowledge: Impact of waste generation and management.
B2.2 Skills:
 Describe the type of waste generated by a typical household.
 Enumerate and describe the environmental and health impact of the improper disposal of
household waste.
 Appreciate the enormity of the problem of waste disposal in the Philippines.
 Propose ways to reduce the volume of municipal waste.
 Describe the wastes produced from different sources and their effect on human health and the
environment.
B3. Essential Question(s): How can we control household waste effectively?
C. PRELIMINARIES
C1. Pre-test:
C2. Review: How can we identify an arable land?
C3. Activating Prior Knowledge (APK): Why is there a garbage?
D. LESSON PROPER

Exercise I.
Weigh your garbage in your house and after that think and list down ways on which you can reduce your
household waste.

John 1:3
E. ASSESSMENT
1. Make a 300-word essay on how we can save our planet from garbage?
F. SUMMARY
F2. Action: As a Marian student, how can you protect and preserve our environment using the knowledge you
gain in this lesson?
How can we reduce our waste in home, in school, and in the community?



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Learning Package 2

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St.

Mary’s College of Catbalogan

Dear Jesus, my Savior,

B2. Learning Competency(ies):

B3. Essential Question(s):

(PCSS Defining Characteristic: Distinguished by a Culture of Excellence)

B5. Instructions to Parents/Tutors:

D2. Activities (Knowledge/Skills)

 Is salt a mineral or not?

Prepared by: Checked by: Approved by:

MR. JOSHUA R. GABIN MR. JEROM B. CANAYONG VILMA T. CABUEÑAS

MS. AURA ANNE ROSE B. TAN

St. Mary’s College of Catbalogan

B2. Learning Competency(ies):

(PCSS Defining Characteristic: Distinguished by a Culture of Excellence)

B5. Instructions to Parents/Tutors:

C2. Review: Name at least 5 mineral properties.

 Is Rock a mineral or not?

Prepared by: Checked by: Approved by:

MR. JOSHUA R. GABIN MR. JEROM B. CANAYONG VILMA T. CABUEÑAS

MS. AURA ANNE ROSE B. TAN

St. Mary’s College of Catbalogan

B2. Learning Competency(ies):

(PCSS Defining Characteristic: Distinguished by a Culture of Excellence)

B5. Instructions to Parents/Tutors:

C2. Review: Give and describe at least 3 mineral group.

2. Discuss sedimentary rocks

Fill in this concept map based on rock type and formation.

D3. Values Integration

MR. JOSHUA R. GABIN MR. JEROM B. CANAYONG VILMA T. CABUEÑAS

MS. AURA ANNE ROSE B. TAN

St. Mary’s College of Catbalogan

B2. Learning Competency(ies):

B3. Essential Question(s): What is the importance of minerals to the society?

(PCSS Defining Characteristic: Distinguished by a Culture of Excellence)

B5. Instructions to Parents/Tutors:

C2. Review: What are the three types of rocks?

2. Hydrothermal Ore Deposits

3. Sedimentary Ore Deposits

4. Placer Ore Deposits

5. Residual Ore Deposits

D3. Values Integration

1. Create an illustration of how mineral deposits are formed?

MR. JOSHUA R. GABIN MR. JEROM B. CANAYONG VILMA T. CABUEÑAS

MS. AURA ANNE ROSE B. TAN

St. Mary’s College of Catbalogan

B2. Learning Competency(ies):

B3. Essential Question(s): How can we minimize the impact of mining?

(PCSS Defining Characteristic: Distinguished by a Culture of Excellence)

B5. Instructions to Parents/Tutors:

C2. Review: What is the status of our global mineral resources?

D2. Activities (Knowledge/Skills)

D3. Values Integration

Prepared by: Checked by: Approved by:

MR. JOSHUA R. GABIN MR. JEROM B. CANAYONG VILMA T. CABUEÑAS

MS. AURA ANNE ROSE B. TAN

St. Mary’s College of Catbalogan

B2. Learning Competency(ies):

(PCSS Defining Characteristic: Distinguished by a Culture of Excellence)

B5. Instructions to Parents/Tutors:

C2. Review: How important mining to society?

The Energy Department maintains emergency petroleum reserves, ensures responsible development of