Lesson Plan Earth Science

Department of Education – Region XII – Regional Mass Training of Grade 11 Senior High School Teachers – Group IIIB
LESSON PLAN IN EARTH SCIENCE
Learning Competency Code: S11ES-Ia-1

Learning Competencies: Describe the historical development of theories that
explain the origin of the universe.
l. Learning Objective:
1. Identify the theories that explain the origin of the universe;
2. Demonstrate the theories of the origin of the universe;
3. Appreciate the theories of the origin of the universe.
ll. Subject Matter:

A. Concept:
 Creation Theory
 Oscillation Theory
 Big Bang Theory
 Steady State Theory
B. Materials:
 Pictures
 Metacards
 Pentel Pen
 Cartolina
C. References:
 www.hawking.org.uk/the-origin-theory
 www.science.nationalgeographic.com/science
 www.livescience.com
 www.space.about.com
D. Process Skills:
 Communicating, inferring, analytical thinking, creating
E. Values Integration
 Cooperation
 Acceptance of Opinion
 Respect
lll. Learning Task
A. Engage
 Brain Storming through graphic organizer
When you hear ‘origin of the universe’ what comes into your mind?
 Let the students share their thoughts and ideas about the origin of the
universe
 Write their thoughts on the strips provided and post it on the board
around the diagram.
B. Explore
 Creative presentation of the different theories of the origin of the
universe.
 Students will be grouped into four.
 Leaders of the group will be given a task card.
 Choose one member of the group who will act as an observer.
 Students will be given 10 minutes to prepare and 5 minutes to present
their task.
 The teacher will provide a rubric for rating the presentation.
Group Theory Task

1 Big Bang Jingle
2 Oscillation Pantomime
Compilation of SHS Lesson Plans for Earth Science
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3 Creation Role Playing

4 Steady State News Casting
C. Explanation
The observer will explain the task that he/she has observed in relation to
the theory.
D. Elaborate
If you are given a chance to theorise the origin of the universe, from what
theory are you going to pattern it? Why?
E. Evaluate
Picture Analysis
 Four pictures will be posted on the board.
 Odd row students will analyse pictures 1 and 3
 Even row students will analyse pictures 2 and 4
 Students will identify and justify their answer in 2 to 3 sentences
IV. Assignment :
Submit one video clip about the origin of the solar system. (Group
activity)
-Compile the video clips in a CD to be passed after five days after.
Learning Competency Code: S11ES-Ia-2

Learning Competency: Compare the different hypothesis explaining the origin of
the Solar System.
I. Objectives:
a. Compare the different hypotheses explaining the origin of the solar
system;
b. Perform a role playing related to the different hypotheses on the origin
of the solar system;
c. Value the importance of knowing the evolution of the solar system.
II. Subject Matter:

a. Content : Universe and Solar System
b. Content Standard: The learner will demonstrate an understanding on
the formation of the universe
and the solar system
c. Materials : Paper and marker ,video clip
d. References : evolution-facts.com
e. Process Skills : Identifying, Explaining and Valuing
f. Values Integration: Appreciate the contribution of astronomers in their
scientific breakthrough.
III. Learning Task : Collaborative Learning ( 5E’s)

a. Engage
 Let the students perform the game (Dancing pair) by answering
the questions:
1. What is our solar system?
2. Why is it important for us to learn about our solar system?
3. Have you ever looked at the stars and wondered what lies
beyond?
b. Explore
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a. Divide the class into group then let them perform the activity.
Direction
 Show them a picture, let them answer the following questions
a.What do you see on the picture?

b.How did this happened?
c.What is the result on these phenomena?
c. Explain
 Show them a video on the origin of the solar system.
 Let them perform a role playing that explains the different
hypotheses on the origin of solar system.
 Give them at least 10 minutes to prepare and present their play.
 Use rubrics as assessment to assess their activity.
The Origin of the Solar System

 Nebular Theory- the sun and its planets supposedly
condensed out of swirling bodies of cold, dark, interstellar
clouds of dust.
 Fission Theory- tells that our sun burst one day and all
planets can form it.
 Capture Theory-suggest that our planet and moons were
wandering around the space and the planets were captured
by the gravity of our sun and the moons were captured by
the planet.
 Accretion Theory- tells that small chunks of the material
separately formed themselves into our Earth and the moon
 Planetary Collision Theory - says that our world is said to
have collided with a small planet.
 Stellar Collision Theory- suggest that our planets, moons
and the sun all spun off from a collision between stars, as
with most of the other theories
 Gas Cloud Theory- tells that gas clouds were captured by
our sun, which then mystery ally formed themselves at a
distance into planets and moons
d. Elaboration
 Let them make a graphic organizer that shows the relation of
different hypotheses on the origin of solar system.
 Let someone to discuss his/her output.
e. Evaluation
 Have a short paper-pen test (True or False)
IV. Assignment
Through any reference read and research on the features of the Earth and be
able to answer the following questions:
1. What are the unique features of the Earth among the other planet?
2. Identify and explain the different subsystem that makes up the Earth.
Write the word TRUE if the statement is correct and FALSE if it is not.
_________1. The sun is the center of the solar system.

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_________2. According to the nuclear theory the moon and its

planets supposedly condensed out of swirling cold, dark, interstellar
clouds of gas and dust.
_________3. The planetary collision theory tells that our world is
said to have collided with a small planet.
_________4. The gas theory suggests that the solar system was
form from a collision between stars.
_________5. The theory that tells the sun’s explosion leads to the
formation of planets.
CRITERIA Group 1 Group 2 Group 3 Group 4 Group 5
Mastery(50%)
Content(25%)
Teamwork(25%
)
Total
RUBRICS FOR ROLE PLAY
Learning Competency Code: S11ES-1a-b-3

Learning Competency: Describe the characteristics of Earth that are necessary to
support life.
I. Objectives:
1. Explain how layers of the earth can support life
2. Suggests some points on how to protect the layers of the earth that
support life.
II. SUBJECT MATTER:

CONCEPTS:
ATMOSPHERE – is the protective envelope of the earth.

Consist of different gases
LITOSPHERE – is the solid layer of the earth where we live.
HYDROSPHERE – the liquid part of the earth
BIOSPHERE - is made up of the parts of Earth where life exists.

- Extends from the deepest root systems of trees, to
the dark environment of ocean trenches, to lush rain
forests and high mountaintops.
MATERIALS:
BOOKS PROJECTOR ACTIVITY SHEET
REFERENCES:
INTEGRATED SCIENCE (CORAZON FELECERTA)
PROCESS SKILLS:
DIFFERENTIATED INSTRUCTION
VALUES INTEGRATION:
Protecting and valuing the different layers of the earth.
I. LEARNING TASK:

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ENGAGE:
Students will be given list of different words on the board and
they will make a concept map out of it. They will work by three.
Layers of the earth support life gases oxygen

Nitrogen water carbon dioxide
bodies of water ocean fresh water
underground water atmosphere hydrosphere
lithosphere rocks soil
Biosphere weather animals’ plants
EXPLORE:
Students will be grouped with minimum of 5 members and maximum of

eight. They will pick a name of planet on the box. Then they will answer
the question can you live in the planet that you have pick? Give at
least 2 reasons to support your answer.
EXPLAIN:
Students give their insights about the following questions:
1. What is the role of the atmosphere in our planet?
2. How does the ozone layer protect the earth?
3. The importance of oxygen to life, air, water and our bodies.
4. What are the different wonders of water in the different forms of life?
5. How being solid of the earth support life existence in this planet?
6. Can you live alone in the planet earth?
ELABORATE:
What if the situation on the earth is like in the moon what will happen to earth
during the day and during the night?
EVALUATE:
Individually the students will make a graphic organizer from the given list of
words according to their understanding about the different characteristics of earth
that support life. (Explain first what graphic organizer is, if possible give example).
Layers of the earth support life gases oxygen

Nitrogen water carbon dioxide
bodies of water ocean fresh water
underground water atmosphere hydrosphere
lithosphere rocks soil
Biosphere weather animals’ plants
II. ASSIGNMENT:
What are the contributions of moon to earth that can support life?

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Learning Competency Code: S11ES-1b-4
Learning Competency: Explain that the Earth consist of four sub-system

subsystem, across whose boundaries matter and energy flow.
I.OBJECTIVES:
1. Identify the earth subsystems;
2. Initiate and participate actively in the clean-up drive activity.
II-SUBJECT MATTER
A. Concept: Earth Subsystems
B. Materials
Marker, Manila paper, meta strips and tasks cards, video clips, laptop,
activity sheets, recyclable materials, garbage containers
C. References
Braganza, Ma. Chona.2005. Earth Science. Rev Ed.2005. Rex
Publication, Sampaloc Manila. pp ________
Anes, Myrna L. and Lee, Sergio J.2010. Lecture Notes in
Environmental Science. 2nd Ed. C & E Publishing, Quezon City. pp
________
D. Process Skills
Observing, predicting, analyzing, interpreting, classifying, organizing
Environmental Awareness, Love of Nature, Cooperation and
Being Good Stewards
III. LEARNING TASKS
A. Preliminary Activities
1. Review:
Strategy: A ball will be passed to every student while singing a song “Time to
be Happy”, when the word “ HAPPY” will be mentioned in the song, the person
who’s holding the ball will give his/ her answer on the following question ( below)
until 3 students had shared their ideas.
Q: Describe the characteristics of Earth that are necessary to support
life.
h
HAPPY
2.Unlocking of Difficulties: * Finding a Partner Activity*

Directions: “Collaborative Activity”
1. Each group will be given 2 brown envelopes.
 envelope 1 contains the words ( 4 earth subsystems)

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 envelope 2 contains the descriptions( phrases) of the 4

subsystems.
2. Four members of the group will be holding a word from envelope 1,
while the other 4 members will be holding the descriptions
(phrases) from envelope 2.
3. The teacher will then give an instruction to what word they are
going to pair.
ENVELOPE # 1 ENVELOPE # 2
ATMOSPHERE is the mixture of gases that surround the Earth
.
HYDROSPHERE is all waters on Earth, including subsurface and
atmospheric water.
GEOSPHERE is all living organisms on Earth, including those on

the land, in the water, and in the air.
BIOSPHERE is the solid portion of the Earth, which is made up

of rocks and minerals.
1. ENGAGEMENT
Strategy: “Brainstorming through Small Group Discussion”

Directions:
1. Group leaders will facilitate small group discussion about the
concept given below.
ATMOSPHERE
HYDROSPHERE EARTH BIOSPHERE

SUBSYSTEMS
GEOSPHERE
2. Every member of the group will give/ share his/her idea/s on how
are they going to initiate a clean – up drive activity to their assigned
subsystem.
3. Each group will think / make a plan on how they are going to
execute the activity (with the various problems we’re facing today).
2. EXPLORATION
Directions:
1. The group will then proceed to their assigned area of responsibility
(AOR).
2. Every group is given 30 minutes to do their assigned task.
TASKS
Group 1 – Hydrosphere - Clean the canal / river bank

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Group 2 – Biosphere Pick- up (plastics) /clean

the surrounding
Group 3 – Geosphere Segregate the garbage
Group 4 – Atmosphere Make a slogan about Clean
Air Act
3. EXPLAINATION
Directions:
1. After the clean-up drive activity, students will have to share
(within their group) about the experiences/ lessons gained
from the activity done (clean-up drive).
2. Group Reporters will share to the whole class (for 2 - 3
minutes) on had transpired during the group sharing.
4. ELABORATION:
 The teacher will share her observations /experiences during the
clean –up drive activity then relate it to science concepts /
lessons.
 The teacher will then thoroughly explain about the Earth which
consists of four subsystems, across whose boundaries matter
and energy flow.
5. EVALUATION
 Cite inspection ( use Rubrics as Scoring Guide)
IV. ASSIGNMENT:
1. Take pictures on the various problems visible for every subsystems
(at least one picture).
2. Upload those pictures in your account and send it to the subject
teacher’s email account.
3. Make some recommendations on how are you going to solve those
problems even in your own little way.
Learning Competency Code: S11ES-1b-5

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Learning Competency: Identify common rock-forming minerals using their physical

and chemical properties
I. Learning Objectives:
1. Give the physical and chemical properties of common rock-forming
minerals;
2. Recognize the importance of identifying common rock-forming minerals
using their physical and chemical properties;
3. Perform the activity on identifying common rock-forming minerals using
their physical and chemical properties.
II. Subject Matter:

A. Concepts: Common Rock-Forming Minerals
B. Materials: 8 rock samples, unglazed tile or piece of a broken clay pot,
piece of glass, steel knife, medicine dropper, diluted hydrochloric acid or
vinegar, small hammer,newspaper, hand lens, small hammer
C. References: Curriculum Guide in Earth Science, S11ES-Ib-5
Cortes, Leticia P., et al., Earth Science The Philippines in
Focus (2009), Institute for Science and Mathematics
Education Development University of the Philippines
http://www.csun.edu/khurts/ES300/Fritche/300minerals.html
http://www.geoworlds.com/histbookpdf/a10.pdf
D. Process Skills: Observing, describing, comparing, inferring, identifying
E. Value Integration: Cooperation in performing group activity
III. Learning Tasks

Unlocking of Difficulties:
1. M _ N _ R _ L – a naturally-formed solid element or compound
2. L _ _ E R - the appearance of a surface that reflects light
3. S_ R _ A K - the powder a rock or mineral leaves
behind when rubbed on
a rough surface
4. H A _ D _ E _ S - the resistance of a mineral to scratching or
cutting
5. C _ E _ V A _ E - breaks along definite planes
A. Engagement
1. Group the students.
2. Set norms in performing the activity.
3. Remind students to be careful in handling the materials.
4. Perform Activity 1, a Treasure Hunting activity entitled “Can You
Describe Me?”
 Each group will be given a box filled with mixture of
materials.
 They will examine the mixture then select/pick one
mineral/rock in it.
 The group will brainstorm and answer the questions; Can
you describe the mineral/rock you chose? Why did you
select that particular mineral/rock?
5. Allot at least five minutes for learners to work on the activity.
6. Let them present their output creatively through poem, song, chant,
role play, etc…
7. Relate the activity to the lesson to be discussed before proceeding
with the next activity.
B. Exploration
1. Same grouping and standards as of the previous activity will be
observed.
2. Students will perform two activities;
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Activity 2-“Can You Identify Me?”

Activity 3- “Can You Name Me?”
3. Supervise the students while performing the activities.
4. Allot time for the pupils to wrap-up and finalize their outputs.
C. Explanation
1. Discuss group outputs. Let each group present their work in class.
2. Give feedback.
3. Discuss the guide questions.
4. Emphasize key ideas.
5. Guide the students in generalizing the lesson.
D. Elaboration
 Minerals can be distinguished using various physical and/or chemical
characteristics, but, since chemistry cannot be determined readily in
the field, geologists us the physical properties of minerals to identify
them. These include features such as crystal form, hardness (relative
to a steel blade or you finger nail), colour, lustre, cleavage and streak
(the colour when a mineral is ground to a powder)
 The six minerals olivine, quartz, feldspar, mica, pyroxene and
amphibole are the commonest rock-forming minerals and are used as
important tools in classifying rocks, particularly igneous rocks.
 Other common rock-forming minerals
 Calcite: Calcite is a very common mineral in sedimentary rocks.
It is commonly white to grey in colour.
 Clays: Clay minerals are very fine grained and difficult to tell
apart in the field.
 Magnetite: Magnetite is common in igneous and metamorphic
rocks, and some sediments, though usually in only small
amounts (1 - 2 %).
 Pyrite: The commonest of the sulphide minerals, i.e. those
minerals containing sulphur as a principle component. It occurs
in all rock types, though usually only in small amounts. It is a
pale brassy yellow in colour with a metallic lustre and often
forms cube-shaped crystals. Also known as "fool's gold".
 Talc: Talc occurs in granular or foliated masses sometimes
known as soapstone. It is white to green, sometimes grey or
brownish. It is very soft and will be scratched by a finger nail. It
has a greasy feel.
E. Evaluation: Direction: Give at least five common rock-forming

minerals with their corresponding physical and
chemical properties.
Minerals Properties
1.
2.
3.
4.
5.
IV. Assignment
What are the three types of rocks?

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Activity 2
Can You Identify Me?
Materials:
3 rock samples
unglazed tile or piece of a broken clay pot
piece of glass
steel knife
medicine dropper
diluted hydrochloric acid or vinegar
small hammer
newspaper
hand lens
Procedure:
 Rub one rock sample on the unglazed tile.
1. What do you see on the tile?
2. What is its color?
3. Is the color of the mark the same as the color of the rock you
rubbed?
 Do the same with the other rock samples. For each sample, answer
questions 1 to 3.
 Scratch the rock sample with your thumbnail.
4. Did your thumbnail leave a mark on the rock?
 If your thumbnail did not leave a mark on the rock, scratch the rock
with a piece of glass. If no mark results, scratch the rock with a steel
knife.
 Copy Table 1. For each rock put a check under each object that
scratched it.
Table 1
Hardness Test
Rock Sample Thumbnail Glass Steel Knife
Rock #1
Rock #2
Rock #3
5. What property of the rock are you testing when you try to
scratch it with different
things?
6. How will you describe the rock samples scratched by your
thumbnail?
7. How will you describe the rock samples scratched by the
piece of glass?
8. How will you describe the rock samples scratched by the
steel knife?
 Try scratching each rock with the others.
9. Which of the three rocks is the softest? the hardest?
 Line your work table with newspaper to protect it from the acid. Place
the rock samples in a row on the newspaper. Fill the medicine dropper
with hydrochloric acid. Put a drop or more of the acid on each rock
sample. Use a hand lens in observing the rocks while making the test.
10. In what rock samples do bubbles form?
11. In which rock samples do bubbles not form?
12. What does bubbling tell about the rock?
 Examine one rock sample with the hand lens. Try breaking it. See how
it breaks. Do the same with other samples
13. Does the rock break into small, uneven pieces or regularly
shaped pieces or thin sheets?

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Table 2
Mohs Scale of Hardness and Equivalent Easy Test
Hardnes
s Mineral Easy Test
Rank
1 talc Touching the mineral leaves soft greasy flakes
on fingers; easily scratched by the fingernail.
2 gypsum Fingernail barely make scratch marks on
mineral.
3 calcite Mineral is easily cut by steel knife or scratched
by copper coin.
4 fluorite Steel knife edge easily makes scratch marks
on mineral but does not cut it; not hard enough
to scratch glass.
5 apatite Edge of steel knife pressed or rubbed hard on
mineral makes scratch marks; barely
scratches ordinary glass.
6 orthoclas Not scratched by steel knife. Steel file easily
e makes scratch marks; easily scratches window
glass and glass bottles.
7 quartz Mineral rubbed hard on glass and steel makes
scratch marks on them
8 topaz For minerals 8 to 10, no easy test except
9 corundum rubbing against next harder mineral; thus
10 diamond corundum leaves scratch marks on topaz and
diamond on corundum.
Activity 3
Can You Name Me?
Materials:
5 samples of different minerals or rocks
unglazed tile
piece of glass
steel knife
hand lens
small hammer
Procedure:
 Number the minerals or rock samples. Copy Table 3. Record your
observations in this table.
 Take a sample from your collection. Examine it for the physical
properties named in Table 2. For each sample do as follows:
Luster: Hold the sample against the light. Observe how it
reflects the light.
Describe the luster of the sample.
Color: Describe the color of the sample.
Streak: Rub the sample on an unglazed tile. Is the color of the
streak the same as the color of the sample?

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Hardness: Use the easy test given in Table 2 successively

starting from 1. Stop
when the sample is scratched. Record the hardness
number of the sample.
Cleavage Lightly tapping the sample with a small hammer,
or carefully break of a small piece. Does the mineral
Fracture break in uneven fragments or along certain planes? If
it breaks in uneven fragments, check the Fragment
column opposite the sample number. If it breaks along
definite planes, check the Cleavage column opposite
the sample number.
Table 3
Physical Properties of Some Minerals
Sample Luster Color Streak Hardnes Fracture Cleavag Name
s e
1
2
3
4
5
 Compare the observed properties with those given in the table of

common minerals and their properties. (Provide by Teacher)
 Identify your samples. Fill in the last column of Table 3.
 Why do geologist use more than one test to identify minerals?
Note: If the properties of your samples are not the same as the properties of the
minerals in Table given by the Teacher, either (1) your sample consists of several
minerals,
(2) it is not included in the list of minerals given, or (3) you did
not make accurate observations.
.
Learning Competency Code: S11ES-1c-6

Learning Competency: Classify rocks into igneous, sedimentary, and
metamorphic.
I. OBJECTIVES:
1. Give the classification of rocks;
2. Recognize the importance of classifying rocks; and
3. Observe the different properties/characteristics of rocks.
II. SUBJECT MATTER
Concepts: • Igneous rock is formed from molten rock that has cooled
and hardened.
• Sedimentary rock is formed from material that has settled
into layers and hardened.
• Metamorphic rock is a rock that has changed by heat and
pressure.
Materials:  An Apple

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 An orange
 A bottle of white out
 A bottle of clear nail polish
 Magnifying glass
 Index cards
 Egg carton for each set of rocks (labeled with numbers)
A set of nine rocks for each learning team (create a rock

identification key that corresponds with the associated rock
numbers).
 Basalt
 Conglomerate
 Gneiss
 Limestone
 Obsidian
 Sandstone
 Shale
 Slate
References:  Illinois State Board of Education. (n.d.)

www.isbe,state.il.us/ils/science/standards.htm
 Science and Engineering Practices (2013).
www.neuron.illinois.edu/files/sessions/541/NGSSposters.pdf
Process Differentiated Instruction (Analytical Thinking)

Skills:
Values Everybody is a unique individual. Avoid discrimination among your
Integration: groups.
III. LEARNING TASKS
Unlocking of Terminologies:
Difficulties Igneous hardness
Metamorphic color
Sedimentary mineral
Luster
Engage 1. Begin the lesson by putting up the apple. Ask the students
to describe the apple.
2. Record the responses on the chalk board.
3. After the students have described the apple, hold up an
orange. Again, ask the students to describe the orange.
4. Record responses on the chalk board.
5. Explain to students that they just described the properties of
the apple and orange. These properties are physical
characteristics that help us determine one object from
another.
Explore 1. Organize students into teams of three or four students.

2. Assign a team name for each learning team.
3. Write the learning team name on the egg carton. (For
example: Team A, Team B, Team C, Etc.)
4. Distribute the one egg carton rock set to each learning
team.
5. Advice students examine the rocks with and without
magnifying glass.
6. Advise each learning team to discuss the properties and
physical characteristics of each rock.
7. Once the learning team has discussed the properties and
physical characteristics, advice the teams to sort the rocks

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into a group based on a single property.

8. Advise the team to record the property of the sorted group
on an index card and place it face down.
9. Once each team has completed the previous step, distribute
Worksheet A.
10. Advise the students to examine the sorted group each team
has created and infer what the property or physical
characteristic the team used to sort the rocks.
11. Advise each team to discuss and record their observation
on Worksheet A.
Explain 1. Advise each learning team to explain what property or

physical characteristics they used to sort each group of
rocks.
2. Explain to students why shape and size are not reliable or

valid properties to sort or classify rocks and minerals.
Elaborate 1. Repeat steps in explore step #5 through step 2 in explain.

2. Clarify any misconceptions.
3. Advise students to record each of the rocks in their science
journal.
4. In addition, advise students to record the properties and
characteristics of each rock in their science journal.
Evaluation Assessment for this lesson will be primarily informal. The teacher
will perform assessment checks through individual and group
discussions during the lesson to ensure understanding and
comprehension. In addition, the teacher will review each student
worksheets in science journal for clarity, careful observations, and
accurate records.
VI. ASSIGNMENT
Make a reflective journal of the classification of rocks and their importance to

society.
Learning Competency Code: S11ES-1c-7

Learning Competency: Identify the minerals important to society
1. Name minerals important to society;
2. Cite the economic importance of minerals to society;
3. Take responsibility in safeguarding the natural resources.
II. Subject Matter

A. Concepts : Importance of minerals in society
B. Materials
cereal box(es)
multi vitamins box(es)
labels of beauty products
magnifying glass
C. References:
Earth Science: The Philippine in Focus

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7th Printing, June 2009

pp. 169-184
http://www.sdnhm.org/kids/minerals/how-to.html Rocks and minerals

http://geology.com/teacher/rocks.shtml Minerals and geology
http://education.usgs.gov/ Mineral Information Institute
D. Process Skills
Inferring
Communicating
Classifying
Safeguarding the natural resources
III. Learning Tasks

A. ENGAGEMENT
Estimated time: 3 minutes
Activity: List and Mark
 Students will individually list as many minerals as they can in a
piece of papers within a minute.
 They will then be asked to exchange papers with their seatmate.
 Compare their answers and crash out all minerals which they
both have in common.
 The remaining list of minerals combined will be their points.
B. EXPLORATION
Bridging questions:
Why are minerals important?
What minerals do we eat?
Activity: Creative Presentation

 Students will be group into five.
 Leader, secretary and reporter will be assigned to each group.
 Different materials will be distributed to each group (boxes of
multivitamin, cereal, milk, beauty products)
 Leaders will facilitate in the discussion/sharing within the group.
 Each group will then be asked to present their answers in a
creative way.
What are the minerals found in the label of the boxes?

Where are the sources of these minerals?
Aside from health benefits what are other uses of minerals?
C. EXPLANATION
Activity: Gallery Walk
 The creative output of the previous activity will then be
posted.
 Each reporter will be given two minutes to explain their output
to each batch of group who will visit the gallery.
 Members will go around the gallery headed by the leaders.
 The teacher will give a signal every two minutes.
 After the gallery walk, each group will select the top three
best outputs.
 The top three pointers will be declared as the best output.
D. ELABORATE
Activity: Video Presentation

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 A short video presentation on mining of minerals will be

shown.
Guide Questions:
-Do you know of any mining industry in Mindanao? Philippines?
-What is its impact on the economy of our country?
-What is its impact on the environment?
E. EVALUATION
Activity: Essay
Guide Question:
- Mining is a lucrative business, as a steward of God’s creation,
what is your stand about the mining industry in Mindanao?
IV. Assignment
 Search for the top most useful minerals in the society.
-Where can this be found?
Learning Competency Code: S11ES-1c-d-8

Learning Competency: Describe how minerals are found, mined and processed for
human use.
I. OBJECTIVES
1. Describe the different ways of finding mineral deposits.
2. Differentiate the basic types of extraction.
3. Discuss the general types of unit operation in mineral processing.
II- SUBJECT MATTER
A. CONCEPT: Mineral Resources

B. MATERIALS: Power Point Presentation, Manila Paper, Permanent Marker
C. REFERENCES:
1. Where do minerals come from? www. bgs.ac.uk
2. Mineral extraction . www.enviroliteracy.org
3. Mineral processing. https://en.wikipedia.org/wiki/mining
D. PROCESS SKILLS: Explaining, Analyzing
E. VALUES INTEGRATION: Appreciation of mineral resources
III. LEARNING TASKS
UNLOCKING OF DIFFICULTIES
Fill in the blank with letter to give the correct answer.
1. _ O _ _ _ N _ T I _ N
It is the process of reducing the particle size of materials.
2. _ X __ __ __ R T __ O N
It is the act of searching for the purpose of discovery of information or

resources.
3. __ O N __ E __ T __ __ T __ __ __
It is defined as the number of moles of a solute in a given volume of solution.
A. ENGAGEMENT
1. Ask the students if they have any jewelry.

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2. Ask the students if they know where it came from and how it is processed.
B. EXPLORATION
1. Ask the students to group themselves into five.

2. Let them make a flow chart using the given keywords for each group.
3. Advise the students to analyze the activities carefully.
C. EXPLANATION
1. Let the students discuss the flow chart.

2. The teacher guides the students during discussion.
D. ELABORATION
1. The teacher will discuss the different methods of finding, extracting and
processing minerals for human use.
2. The teacher will let the students improve or correct their flowchart without
looking at the notes.
E. EVALUATION
Get 1/2 sheet of paper crosswise and answer the question.
Give a particular type of mineral and choose what method of finding, extracting
and processing will you use and why?
IV - ASSIGNMENT
Get 1/2 sheet of paper crosswise and give your opinion on the process of
finding, extracting and processing mineral for human use.
Learning Competency Code: S11ES-1d-9

Learning Competency: Cite ways to prevent or lessen the environmental impact
that result from the exploitation, extraction, and use of mineral resources.
1. Discuss ways that will prevent or lessen the environmental impact that
result from the exploitation, extraction, and use of mineral resources.
2. Design a plan on how to conserve materials or equipment made of
minerals.
II. Subject Matter:

A. Concept: Human Activity and the Environment
B. Materials:
Manila paper
Masking tape
Projector- power point presentation
C. References:
Curriculum Guide in Earth Science- SIIES- Id- 9
Cortez, Leticia P.,et.al., Earth Science: The Philippines in Focus
(2009), Institute for Science and Math Education Development,
University of the Philippines, Diliman, Quezon City.
D. Process Skills:
Planning, Explaining
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E. Values Integration:
Conservation of mineral resources
III. Learning Tasks:

Unlocking of Difficulties
1. ___ ___ ___er ___ ___ ___
It is a substance naturally formed under the ground.
2. ___ ___ l ___
It is the first known metal.
3. ___ ___ ___ ___ g
It is the process of digging in mines to obtain minerals.
A. Engagement:
1. The teacher will ask the students the reasons of wearing jewelries like
ring, necklace, watch, and others.
2. The students will also be asked what the jewelries are made up of, and
their sources.
B. Exploration:
a. Request the students to form three groups. Each group will be given
topics to discuss among themselves. They will select a leader who will
explain the assigned topic. This is like an “envoy” activity in which one
group will go to the other group to discuss their output and so on.
1. Group I- the impact of exploiting mineral resources to the environment
and how to lessen them
2. Group II- the impact of extraction mineral resources to the environment
3. Group III- the impact of using mineral resources to the environment
b. Each group will make a plan on how to conserve equipment or
materials made of minerals that they are using every day.
C. Explanation:
1. Each group will select a leader who will explain their output in the
class.
2. Students may ask questions to the reporter.
D. Elaboration:
Students will answer the questions and the teacher will give his/ her input
or the teacher further elaborate.
1. Give five human activities related to the use of mineral resources.
What are their effects to the environment?
2. What are the ways on how to prevent or lessen their effects to the
environment?
3. Enumerate 5 materials made of minerals found in school and create a
plan on how to conserve them.
E. Evaluation:
1. Make a plan on how to conserve materials and equipment made of
minerals found at home by filling the table below with the needed
information.
Materials/ Equipment Ways to Conserve

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a.
b.
c.
2. Enumerate two human activities related to the use of mineral

resources and give their impacts to the environment as well as how to
lessen the impacts.
IV. Assignment:
Answer the questions on a ½ sheet of paper.
1. What are fossil fuels?
2. How are fossil fuels formed?
Learning Competency Code: S11ES-1e-11

Learning Competency: Explain how heat from inside the earth is tapped as source
of energy (geothermal) for human use.
1. explain how heat from inside the earth is tapped as a source of energy
(geothermal) for human use, and
2. draw a concept map on how geothermal energy is tapped as a source of
energy
3. appreciate the importance of geothermal energy by enumerating it’s long
term benefits.
II. Subject Matter:

A. Concepts: Geothermal energy is thermal energy generated and stored
in the earth. A non-renewable resource potential in the
B. Philippine soil. The heat from the earth can be used as an energy
source in many ways. It is used in homes, farming and industry.
C. Materials: paper strips, cut labeled figures, laptop (power point/video
presentation), writing materials and activity sheets.
C. References: -www.deped.gov.ph(SHS Core_Earth and Life Science
CG.pdf
-www.greenpeace.org/seasia/ph/.../10/the-state-of-water-in-the-phil.pdf
-Earth Science: An Illustrated Guide to Science, 2006 pages132-13
-Earth Science: An Illustrated Guide to Science, 2006 pages 64-66
D. Process skills: Observing, Analyzing, interpreting, interacting and
drawing
E. Values integration: Appreciate the importance of energy source
(geothermal)-renewable resource.
III. Instructional Procedure

A. Engage
 Each group will be given a paper strip, cut figures containing
words involved in the process on how heat energy (geothermal)
is tapped as a source of energy for human use.
 Arrange the paper strips and labeled figures based on its proper
sequence of events.
B. Explore

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After the video power point presentation, answer the following guide
questions;
 What do you think might happen if we will just rely solely on
hydroelectric power plants?
 What do you think are the benefits we can get from energy
source (geothermal)?
C. Explain
 Unfamiliar words that were used will be posted on the board
(use the paper strips)
 Member from each group will connect the right definition of the
given worn on the paper strips posted then explain.
D. Elaborate
 Group presentation of drawing in the class.
 Present the drawing showing the detail sequence/process on
how heat energy (geothermal) is tapped as source of energy.
 The group representative will also use the newly defined words
as she presents.
 Geothermal heat originates from earth's fiery consolidation of
dust and gas over four billion years ago.
 The geothermal energy is enormous and will last for several
millions of years and is therefore called renewable
IV. Assessment
Answer the following questions briefly.
 What is a geothermal energy?
 How does it come to the earth’s surface?
 Explain how heat from inside the earth is tapped as a source of
energy (geothermal) for human use, and
 Draw a concept map on how geothermal energy is tapped as a
source of energy
 Why is geothermal energy important to human? Enumerating
it’s long term benefits.
Rubrics
V. Assignment
If you are the secretary of the Department of Energy, would you
promote the use of heat energy (geothermal) to the community? Why and
why not. Justify your answer.
Learning Competency Code: S11ES-1e-12

Learning Competency: Explain how energy (hydroelectric) is harnessed from
flowing water.

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1. Discuss the processes involved in hydrologic cycle such as evaporation,
condensation, precipitation, interception, infiltration, percolation, transpiration,
storage, and run-off.
2. Identify the forms of energy involved in harnessing water flow to produce
electricity.
3. Discuss the factors that affect the production of energy using water flow.
4. Make a plan concerning the conservation of water resources in the
community.
II. Subject Matter:

A. Concepts:
1. Hydrological cycle involves the processes such as evaporation, condensation,
precipitation, interception, infiltration, percolation, transpiration, storage, and run-
off.
2. Electricity is produced by harnessing the potential to kinetic energy transformation
of
water stored in highland lake and waterfall.
3. Man can alter transpiration, storage, and run-off in the hydrological cycle.
B. References:
Tillery, Bill, (1999), Physical Science 4th ed., McGraw-Hill: Boston
C. Materials Used:
Activity A: Masking Tape, Manila paper, Crayons, Strips of paper
Activity B: Plastic soft drink bottle, plastic hose/straws, Pin/ needle, Aluminum foil.
D. Unlocking of Difficulties:
Forms of Energy
III. Instructional Procedure:
A. Engagement:
Students are motivated to answer questions asked by their teacher about El niño
and brown-outs.
The class is divided into 5 groups. Each group is divided into 2 subgroups.
Materials and activity papers are distributed to each group.
B. Exploration:
Students have to read the activity paper and decide themselves on how to execute
the instruction.
Manipulation of the materials, creativity and cooperation are required.
C. Explanation:
Activity A: Poster/Collage Making and Gallery Walk
The students will post their poster/collage on the wall and one member of the
group has to discuss a certain hydrological process in their poster/collage.
Activity B: Experimentation
The students will make a group report on the data obtained from the experiment.
D. Elaboration:
Students’ critiquing and discussion on the other group’s output. The teacher
will serve as moderator. Plan on water resources conservation will be included in the
discussion also. The teacher will do the polishing and wrap-up of the discussion.
E. Evaluation:
The students have to answer the work sheet at the end of the class.
IV. Assignment:
The students will answer the following questions:

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1. What are the different kinds of fossil fuels?

2. What are the advantages and disadvantages of geothermal energy and
hydroelectric energy?
Learning Competency Code: S11ES-If-14

Learning Competency: Recognized how water is distributed on Earth.
I. LEARNING OBJECTIVES:
At the end of the lesson, students should be able to:
1. Define basic terms and processes associated with hydrologic cycle;
2. Describe the distribution and availability of freshwater and saltwater on
Earth;
3. Realize how to conserve available source of freshwater.
II. SUBJECT MATTER:

A. Concept: Global water distribution- availability of freshwater on earth
B. Materials:
• 3 100-ml graduated cylinders
• container of water (10-ml/student)
• Water Cycle diagram
• inflatable globes- alternative: styroballs
• blue food coloring
• 1 clear plastic 2-L (2000 ml) bottle filled
with (blue) water
• 5 clear plastic 12 oz. cups
• permanent marker
• 1 water dropper
• paper towels/rags
• Where Is Water on Earth worksheet
C. Reference: Michigan Environmental Education Curricula Support

D. Process Skills: Predicting, measuring, calculating
E. Values Formation: conservation of natural resources

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III. LEARNING TASK:
ENGAGE:
 Opening question: “Where would you most like to take a family
vacation?”
Place 10 mL of water into a 100mL graduated cylinder representing
their destination choice of OCEAN, LAKE OR SNOW/ICE.
Discuss students’ responses after doing the activity on Where is
Water on Earth?
 Review of Hydrologic cycle- how water moves and is stored on
Earth.
Distribute a copy of the Water cycle diagram. Using the strips of
paper, students will match the strips with written processes of water
cycle on it to the water cycle diagram.
Group reporting of the output how they were able to match it or
another option is gallery walk. ( Student groups will answer the
water cycle diagram, one member will stay and will explain their
work while the rest of the group will rotate on works of other
groups.)
Review of different processes in water cycle could be done.
EXPLORE:
 Ask students to identify where their school is located. Let them
draw the location and ask them how does a drop of rain falling on
the school ground reach the nearest ocean.
They could draw to illustrate the process in manila paper.
( GALLERY WALK- teachers can design their own rubrics to fit the
learners)
 Estimate the percentage of Earth covered with water with a Game
of Globe Toss
Play a game of Globe Toss with students to answer the question:
What percentage of the Earth is covered with water?
Tell students to assign one member of the group to count tosses
and another student to record the number of “water and land”
responses on a table form.
Students should stand in circle and take turns throwing the
inflatable globes or styroballs to a total of 100 times. When a
student catches the globe, he/she must call out “water or land”
depending on which their right thumb is touching when the globe is
caught. Calculate the percentage of times the students’ thumbs
touched land or water.
EXPLAIN:
 How is water distributed on Earth and how much water is available for
human use?
-Distribute copy of worksheet on Where Is Water on Earth? to student
groups, along with 5 clear 12 oz. plastic cups, 100mL graduated
cylinder and a 2-L bottle filled with water representing all the water on
Earth.
-Have students label the 2-L bottle oceans and label the five cups:
lakes, icecaps and glaciers, rivers
*Predict-Observe-Explain

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-In the first column of the table, ask students to rank how much water
they think is found in each six locations, from 1 (most) to 6 (least). In
the left side of the second column, labelled “prediction” ask the
students to list the percentage of the Earth’s water they estimate is
found in each location. Multiply that percentage by 2000 to determine
how many mL that equals.
-Next, tell students to distribute the water in their 2-L bottle among the
5 labeled cups, keeping the “ocean” water in the 2-L bottle, according
to their predictions in their table.
-Ask student groups to report on their predicted distributions of water
on Earth.
-Discuss similarities and differences between the groups’ predictions.
 The teacher can either do the demonstration on the actual distribution

of water on Earth using the answer key on Where Is Water on Earth?
or let the students watch the video clip demonstrating the distribution of
water on earth.
- Have the class compare the actual percentage with their
predictions.
- While the correct quantities are displayed, ask students to answer
the questions at the bottom of the student worksheet on Where Is
Water on Earth?
ELABORATE:
 Revisit the question given earlier on the start of the lesson- “Where
would you most like to take a family vacation?”
-Compare where they would like to go to the amount of water found in
that form on the Earth’s surface.
-Ask the class whether they would like using salt water to make drink
mixes or orange juice or for taking a shower etc…
-Emphasized that while the Earth has an abundance of water, much of
the water is not available for human use because it is either not
freshwater, it is frozen or it is not easily accessible thus there is a need
to conserve available source of freshwater. ( Teacher can use
slides/Video to emphasize this )
EVALUATE: Ask students to answer the following questions in their science

journal notebook.
 Is there enough freshwater on Earth to meet everyone’s needs?
 How was your view of the world’s water supply changed after today’s
lesson?
Learning Competency Code: S11ES-If-g-15

Learning Competency: Identify the various water resources on Earth
 Name the different water resources.
 Discuss water cycle.
 Design methods of water recycling and conservation
II. Subject Matter:

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A. Concepts:
Main Concept : Earth Materials and Resources
Sub Concept: Identify the various water resources on Earth
B. Materials
 LCD Projector * Tripod
 Laptop * Bunsen Burner/Alcohol Lamp
 Video Clips * Ice
 250 ml beaker * Watch Glass
C. References
Braganza, Ma. Chona.2005. Earth Science. Rev Ed.2005. Rex

Publication, Sampaloc Manila.
Anes, Myrna L. and Lee, Sergio J.2010. Lecture Notes in

Environmental Science. 2nd Ed. C & E Publishing, Quezon City.
D. Process Skills
Predicting, Analyzing, Observing, Interpreting
Cooperation, Conservation of Water

A. Engagement
Using the brainstorming activity, the class will start by asking the
students questions which later will lead the free flowing discussion to
the main topic water.
B. Exploration
A series of experiments will be done to explore the properties of
water.
B1. Evaporation
1. Prepare 100ml water in a 250ml beaker.
2. Cover the beaker with watch glass and heat it using
the Bunsen burner.
3. Let water boil for 30 minutes .
4. Observe the events happened during heating.
5. Observe the volume of water
B2. Condensation
1. Prepare the beaker used from the previous
experiment. (Note: Do not discard the water inside)
2. Put the ice on top of the watch glass that covers the
beaker with water heated from the previous
experiment.
3. Observe the events happened.
4. What is found at the bottom of the watch glass.
Answer the table below based from the result of the

experiments.

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Table 1. Results of the Experiment B1 and B2.

Heated Cooled with Ice
Phase of Water
Volume of Water
Observation
C. Explanation
Reporting with the results of the experiments.
Additional Questions to Answer
C1. What causes water to evaporate? Discuss.
C2. Compare water volume before heating and after heating. Discuss.
D. Elaboration
D1. Water Cycle
D2. Basic Steps of water cycle
D3. The different water resources
1. Oceans and Seas
2. Lakes and Reservoir
3. Swamps
4. River Channels
5. Soil Moisture
6. Icecaps and Glaciers
7. Atmospheric Water
8. Biospheric Water
E. Evaluation
1. Name the different sources of water.
2. Construct a concept map of water cycle.
3. Design a scheme on how to conserve and recycle water.
Rubrics for Assessment for Question number 2 and 3.
5 points, If all the concepts are present.

4 points, if 2 concepts are present
3 points, if 1 concept is present
2 points, if no concept found.
IV. Assignment:
List down all human activities which affects water sources.
Learning Competency Code: S11ES-Ig-16

Learning Competency: Explain how different activities affect the quality and
availability of water for human use.
Objectives
1. Evaluate the quality of various water samples.

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2. Students will evaluate the effect of common pollutants on the quality of

water.
3. Students will research the impact of human activities on the presence of
pollutants in their own water source and the impact of the pollution.
III. Subject Matter
A. Concept: Human Activity and the Environment

B. Materials:
For the Explore and Explain portions of the lesson:
 You will need to purchase test kits to find the pH, nitrites, phosphates, and
chloride in the water. These can be purchased through scientific suppliers
and aquarium stores.
 Create a procedure sheet for each lab station that has the directions for each
test.
 bottled water, tap water, distilled water, and outdoor water
 distilled water mixed with fertilizer, pesticide, soap, and gasoline.
For the Evaluate portion of the lesson:
 Materials to create posters and brochures
Student handouts
Water quality testing lab worksheet

(For the Explore and Explain portions of the lesson.)
Open as PDF (51 KB, 4 pages; also available as Microsoft Word document)
Water quality experimental design graphic organizer
(For the Extend portion of the lesson.)
Map of water source (Falls Lake)
Three copies per student. Note: This map shows Falls Lake. You may need to
obtain a similar map for your area’s water source. (For the Extend portion of
the lesson.)
Open as PDF (114 KB, 1 page)
Water source map activities worksheet
(For the Extend portion of the lesson.)
Technology resources
Overhead projector
C. Reference:
1. By: Daniell DiFrancesca; http://www.learnnc.org/lp/editions/criticalthinking/6650
2. By: Kenan Fellows Program.https://kenanfellows.org/kfp-cp-sites/cp08/cp08/part-
4-water-quality/index.html
D. Process Skills:
Improve their ability to approach problems and questions scientifically. By
developing their ability to reason through problems they are becoming critical
thinkers.
Students are using their local water source as a basis for the monitoring plan it
helps them understand the importance of water health and safety.
III. Learning Tasks

A.Engage
Water pollution discussion
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Use the following example to begin the discussion of water pollution:
Kurt Vonnegut’s 1963 book Cat’s Cradle introduced a “new chemical” called
ice-nine. Ice-nine is a different form of water that is solid at room temperature.
Ice-nine trains regular water molecules to also be a solid at room
temperature. When a single crystal is introduced into water, the water almost
instantly becomes ice-nine as well. What would happen if ice-nine was
introduced into our water?
1. Introduce this idea to the students and chose one of the following activities to
help them engage in the topic:
1. Write a paragraph describing what would happen if ice-nine was
placed into our water (Falls Lake for instance).
2. As a class, discuss what would happen to all of the water on the planet
if ice-nine was introduced. What would happen to living things because
of this?
3. The discussion questions above can also be turned into small group
discussions.
2. After students have discussed the effects of ice-nine, ask them to compare
ice-nine to other pollutants that we add to water. What would happen if we
destroyed our water systems like ice-nine would?
B. Explore
Water quality
(Time: 55 minutes)
Students will complete a water quality lab to first study the differences among tap,
bottled, and outdoor water samples and then study the effects of soaps, fertilizers,
and oil products on water quality.
1. Students will use the Water quality testing lab worksheet to complete the lab.
2. Make sure the directions for these tests are available for the students at their
lab stations. You can type one combined direction sheet for the tests and
place it at each lab station.
C. Explain
Water quality follow-up
Complete the lab questions. The questions focus on analyzing the data and relating
the information to their own lives.
D.Elaborate
Water-monitoring plan
The students will create a water-monitoring plan for their local water source.
1. All materials are provided for Falls Lake in Raleigh, North Carolina. These
should be adjusted for your local water source. Students will need an outlined
map of their water source. A map of Falls Lake is provided with this lesson.
2. Students should first complete the Water source map activities worksheet and
complete the required map for each part.
3. The students should then discuss the Before You Begin questions listed near
the end of the worksheet with their groups and determine the focus of their
water-monitoring plan.
4. The students will then complete the Water quality experimental design
graphic organizer, which has been slightly adjusted for this particular activity.
5. Finally, the students will write a water-monitoring plan using their design.
E. Evaluate
Our water quality
Students should be allowed to choose and complete one of the following:

74
 Create a poster about how to protect their local water source.

 Create a brochure on how to protect their local water source.
 Present what they have learned about water quality in another creative way of
their choice.
A sample rubric based on content, depth, accuracy, graphics, and neatness is

provided below. Adjust as needed.
Water quality project rubric

Open as PDF (33 KB, 1 page; also available as Microsoft Word document
IV. Assignment
 The students’ water-monitoring plan should demonstrate their ability to design

an experiment using information gathered in the Water Quality Testing lab.
Students should be able to move beyond simply testing the water and be able
to organize the location, frequency, depth, and other factors that will affect
their water source. Review graphic organizer and plan for consideration of
these factors.
 The Evaluation section serves as an overall assessment of the student’s
knowledge of water quality.
Modifications
 The experimental design graphic organizer can be edited for any motor-skill
deficiencies by making it larger, or making it available to be typed on.
 If there is a water source, stream, or river near the school, visit and involve it
in the lesson.
 All basic modifications can be used for these activities.
Learning Competency Code: S11ES-Ig-16

Learning Competency: Suggest ways of conserving and protecting water
resources
I. OBJECTIVES
1. Identify the daily water consumption of human;
2. Suggest ways in conserving and protecting water resourcesthrough slogan.
SUBJECT MATTER
A. CONCEPT
A.1. Main Concept: Human Activity and the Environment
A.2. Sub-Concept: Ways of Conserving and Protecting Water
Resources
B. MATERIALS
1,000 milliliter (mL) graduated cylinder, 100-mL graduated cylinders,
medicine dropper, food coloring, manila paper, pentel pens, chalk and
blackboard, short bond paper, crayons, journal notebook
C. REFERENCES:
Boden, Alexander et al. Environmental Science
www.google.com
D. PROCESS SKILLS
Using Information, Organizing,Observing, Lettering
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E. VALUES INTEGRATION
Cooperation, Following Instructions, Team Work, Creativity
II. LEARNING SEQUENCE
Routinary Activities
 Prayer and Attendance
 Recall of the Classroom Rules
 Recap of the Previous Lesson
A. Unlocking of Difficulties/ Motivation

 Scrambled Words Activity
B. ENGAGEMENT
Strategy: Brainstorming
Activity: 1.Ask the students the estimated number of water liters used by
an individual during everyday activities.
To flush a toilet
_________ liters
To wash the dishes
_________ liters
To take a bath
_________ liters
To wash a small load of clothes in a washing machine
_________ liters
To brush teeth (running water continuously)
_________ liters
2. Ask the students to identify water uses outside of the home

and school (examples include irrigation, livestock watering,
fishing, industrial uses, mining, power generation, and
transportation)
C. EXPLORATION
Activity: Earth’s Water Distribution
Materials per Group: one 1,000 milliliter (mL) graduated cylinder, five
100-mL graduated cylinders, one medicine dropper, food
coloring.
Activity: Use the table below to determine the distribution of water
for this demonstration:
EARTH’S TOTAL EARTH’S TOTAL FRESH

WATER SUPPLY WATER SUPPLY (milliliter)
(milliliter)
Ocean (saltwater) Icecaps and glaciers
972 23
Freshwater Groundwater
28 4
Surface Water
2 drops
Water in air and soil
1 drop
Total water on earth Total fresh water on earth
1,000 28
1 liter = 1,000 milliliters

3 drops = 3 milliliters
Instructions:
 Fill one 1,000 mL graduated cylinder with colored water to the
1,000-mL line. This represents the Earth’s entire water supply
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 Pour 28 mL of the water into a 100 mL of graduated cylinder.

This represents the Earth’s total fresh water supply. The water
remaining in the first cylinder (972 mL) represents salt water
 Divide the 28 mL fresh water into smaller containers. Use the
amounts shown in the table.
 Explain to the students that the cylinder containing 972 mL of
water represents the salt water that we cannot drink without a
costly procedure to remove the salt.
 Ask the students which fresh water graduated cylinder
represents the most of fresh water on Earth (answer is the 23
mL cylinder representing icecaps and glaciers). Ask if this
source of fresh water is commonly used by humans.
 Review of List of Percentages on Earth’s total water and
freshwater water supply to demonstrate our limited water
resources.
D. EXPLANATION
Now that the students have an idea of where water comes from and how
much of this valuable resource is used in our daily lives, discuss why water
conservation is important.
 Explain to the students that in order to assure water is safe to use for
ourselves and future generations, we must prevent water pollution and
conserve the freshwater that is available on the earth.
 Explain sources of pollutants and possible ways that pollution can
enter our fresh water supply.
E. ELABORATION
Activity: Slogan-Making
Instruction: Using a short bond paper and crayons, make a slogan about
water conservation and water pollution prevention.
F. EVALUATION
Have the students write the following questions in their journals:
 What are water conservation tips were developed in class?
 What water conservation tips can be used at home?
 What water conservation tips can be used at school?
ASSIGNMENT
What: Make a Reaction Paper
Instruction: Cut out a portion from an old newspaper or print a journal/
news article from the internet that discuss about Water Pollution or
Water Conservation. Below it, write your reaction about the article
Where to Write: Short Bond Paper
When to Pass: _____, 2016
Learning Competency Code: S11ES-Ihi-17

Learning Competency: Identify human activities, such as farming, construction of
structure, and waste disposal, that affect the quality and quantity of soil.
1. Understand how people’s use of land, affects soil;
2. Appreciate the importance of soil;
3. Design a poster that campaigns for the conservation and protection of the
soil.
II. Subject Matter:

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Topic: Human Activity and the Environment

Subtopic: Importance of Soil
A. Concepts:
The way people use land can affect the levels of nutrients and pollution
in soil. Any activity that exposes soil to wind and rain can lead to soil loss.
Farming, construction and development, and mining are among the main
activities that impact soil resources.
B. Materials:
paper strips, marking pen, adhesive tape, 1/8 size illustration board, crayons,
apple, knife, activity sheets
C. References:
Lecture Notes in Environmental Science pp.125-129
www.classzone.com
D. Process Skills:
Understanding, identifying, designing
Valuing the great contribution of soil in human, animals, and
plants.Appreciating its unique role in developing areas.
III. Learning Tasks

Unlocking Difficulties
1. Review ( Recall previous lesson)
2. Preliminary Activity (Word Puzzle)
A. Engagement
How can you model Earth’s soil using an apple?
Procedure: 1. Fill in a row of the Apple Chart as you complete each step.
2. Cut the apple into quarters. Set aside three of the quarters.
3. Cut the remaining quarter in half. Set aside one of the three
piece.
4. Cut the remaining piece from step 3 into four pieces. Set aside
three of them.
5. Peel the skin off the remaining piece from step 4.
Question: How does the amount of fertile soil on Earth compare with what you
expected?
B. Exploration
How human activities do affects/contributes to the polluting of soil?
Activities Effect/s in Soil
Farming
Construction/development
Mining
Waste Disposal
C. Explanation
Student’s presentation and discussion of their output.
D. Elaboration
1. Why is soil considered as a necessary resource?
2. If you were a building a new home in an undeveloped area, what steps
would you take to reduce the impact of construction on the soil?
E. Evaluation
Design a poster that shows the conservation and protection of our soil.
Present it in class. Scores will be based on the given rubric.
IV. Assignment
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Identify some ways of conserving and protecting the soil for future use.
Write it on your lecture notebook.
Learning Competency Code: S11ES-Ii-19

Learning Competency: Describe how people generate different types of waste
(solid, liquid and gaseous) as they make use of various materials and resources in
everyday life.
I.Learning Objectives:
1. Cite some solid, liquid and gaseous wastes generated by people.
2. Show how these solid, liquid and gaseous wastes are produced.
3. Realize the importance of proper waste management.
II. Subject Matter:
A. CONCEPT
A.2 Main Concept: Human Activity and the Environment
A.2. Sub-Concept: Ways how people generate different types of waste
B. MATERIALS
Marker, manila paper, crayons, metastrips, video clip, laptop, activity
sheets
C. REFERENCES:
Lecture Notes in Environmental Science pp.124-125
D. PROCESS SKILLS
Observing, Inferring, Analyzing, Interpreting
Environmental Awareness, Love of Nature, Cooperation
III. Learning Tasks
Routinary Activities
 Prayer and Attendance
 Recall of the Classroom Rules
 Recap of the Previous Lesson
A.ENGAGEMENT
Strategy: Brainstorming
Activity: Wasteland
Activity Instructions:
1. A video clip will be shown to the class.
2. After the video presentation, the students will go back to their
respective groupings.
3. Each group will discuss and answer the given questions.
B. EXPLORATION
Teaching Strategy: Discovery
Activity: Ways of how people generate different types of waste
Pre-Activity Phase:
 Giving of Instructions
 Checking of Activity Materials
Activity Phase:
 Conducting of Activity by group
Post-Activity Phase:
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 Preparation of Group Report
C. EXPLANATION
Student’s presentation and discussion of their outputs.
D. ELABORATION
A video clip will be shown to the class to deepen their understanding on
the ways of how people generate different types of waste.
E. EVALUATION
Design a poster that shows how people generate different types of waste.
Present it in class.
IV. Assignment
List down ways of how your neighbourhood and community generate
different types of waste.
Learning Competency Code: S11ES-Ij-21

Learning Competency: Cite ways of reducing the production of waste at home and
in school
I. Learning Objectives :
1. Enumerate the different ways of reducing the production of waste at
home and in school.
2. Develop a strategy of good house keeping using 3R’s.
II. Subject Matter :
A. Concept: Reducing waste at home and in school

B. Materials : news papers , plastic containers of different shapes , used
clothing , scissors, paste
C. References : Lee, Sergio J. Environmental Science , 2nd Edition
D. Process Skills : Creativity , Cooperation and Sharing of Ideas
E. Values Integration: Taking responsibility at home and in school
III. Learning Tasks
1. Engagement :Conduct an activity using the materials brought by the

students.
2. Exploration : Ask the students to come up with something which
could be of use and beneficial both at home and in school out from the
materials. It must be clear to the students that originality is very
important as well as the over all appearance of the output.
3. Explanation : Ask one volunteer from the group to present their
output . If there are questions from the audience, other group members
can answer or share their ideas.
4. Elaboration : Time for the teacher to comment , even discuss and put
emphasis on the importance of reducing waste at home and in
school.
5. Evaluation : Recognize excellent work or even give reward in any
form a teacher can afford . Praise and give encouraging words to those
group who did not make it to the top.

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IV. Assignment : Bring used spiral notebooks , at least 3 notebooks each

student per group. Bring crochet thread ( 1 ball per group )
Learning Competency Code: S11ES-Ij-21

Learning Competency: Cite ways of reducing the production of waste at home and
around the community
I. Objectives :
1. Enumerate the different ways of reducing the production of waste at
home and in school.
2. Develop a strategy of good housekeeping by reuse and recycling
II. Subject Matter :
A. Concept: Reducing waste at home and in school

B. Materials : news papers , plastic containers of different shapes , used
clothing , scissors, paste
C. References : Lee, Sergio J. Environmental Science , 2nd Edition
D.Process Skills : Creativity , Cooperation and Sharing of Ideas

E.Values Integration: Taking responsibility at home and in school
III. Learning Tasks
A. Engagement :Conduct an activity using the materials brought

by the students.
B. Exploration : Ask the students to come up with something

which could be of use and benificial both at home and in school
out from the materials. It must be clear to the students that
originality is very important as well as the over all appearance of
the output.
C. Explanation : Ask one volunteer from the group to present their

output . If there are questions from the audience , other group
members can answer or share their ideas.
D. Elaboration : Time for the teacher to comment , even discuss

and put emphasis on the importance of reducing waste at
home and in school.
E. Evaluation : Recognize excellent work or even give reward in

any form a teacher can afford . Praise and give encouraging
words to those group who did not make it to the top.
IV. Assignment: Bring used spiral notebooks , at least 3 notebooks each

student per group. Bring crochet thread ( 1 ball per group )

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Learning Competency Code: S11ES-IIa-22

Learning Competency: Describe how rocks undergo weathering
I. Learning Objective/s
1.Cite examples of events that cause rock weathering;

2. Explain the features of rock before and after weathering;
3. Demonstrate processes of rock weathering.
II. Learning Substance Subject: Earth Science (Grade 11)
Topic: Earth Processes
Concept: Earth undergoes geological processes that occur in the surface

such as weathering, erosion, mass wasting, and sedimentation including soils and
rocks.
Time Frame: 2 Session
Materials:
 Pictures of wastes impact to the environment

 Brainstorming: cartolina/ manila paper, marker
 Rock Abrasion Experiment: rock chips, mass scale, wide-mouth plastic jar
with lid, sieve or strainer, plastic bucket
 Video Presentation: Downloaded video about rock weathering
Reference: K to 12 Senior High School Core Curriculum – Earth Science

December 2013, Picture surfed from www.google.com, Introduction to Earth
Science by Thompson G. (2012), Earth Science Textbook by Thomas
MacGuire (2005)
Process Skills: Analytical, Communication Skills, Inference

Making, Critical-Logical Thinking, Creativity
Values Integration: Love of Nature, Teamwork, Respect,

Appreciation, Open-mindedness, Arts and Aesthetics,
Diligence

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III. Learning Tasks

Daily Routine: Prayer, Attendance, Reminder
Motivation: Energizer
STAGE 1: Activate Prior Knowledge
Recall of Previous Lesson: Tell Something About the

Picture
Show picture showing waste and their impact to environment
STAGE 2: Acquire New Knowledge
Unlocking of Lesson Difficulties: Four Picture-One Word

Game
Lesson Proper:
Activity:
A.Engage: Brainstorming about rock and weathering

Divide the class into groups of 4-5 members per
group. Give them 3-5 minutes to brainstorm the topic of rock weathering
and let them present their group’s output.
B.Exploration: Conduct experimentation on rock abrasion mock-up

Same groupings of 4-5 members per group. Give
them worksheet to answer and the materials for the mock-up. Let them
prepare for the reporting.
Analysis
C.Explanation: Reading/ Reporting and Discussion

The assigned reporter will report and explain their
experimental results. The assigned critic and commenter from the other
groups will ask 1-2 questions.
Abstraction
D.Elaboration: Video Presentation

There will be a short video presentation. Each students
will be given worksheets to answer base from the video.
Some volunteers will be called to orally deliver their result.
STAGE 3: Attain Output
Application
E.Evaluation: Portfolio Making

Student will be given time to make their portfolio entry.
Generalization:
Most of the rocks were formed underground. If rocks stayed in

the same location and under the same conditions as where
they formed, they would probably be stable. But when rocks
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are exposed to conditions at Earth’s surface they change. This

change is called weathering.
Weathering is influenced by exposure to wind, water, oxygen,

plants, and animals. All of these agents contribute to breaking
down bedrock, the solid, or continuous, rock that extends into
Earth’s interior. The weathering of rock creates a loose
substance known as sediment.
There two types of rock weathering: Physical Weathering and

Chemical Weathering. Physical weathering includes frost
wedging, biological activities, exfoliation, and abrasion.
Not all rocks are worn down at the same rate. The harder a
rock is, the more resistant it is to physical, or mechanical,
weathering. Resistance to abrasion depends on the mineral
composition of a rock and how the rock is held together. The
harder a rock is, the more it resists physical weathering. The
more chemically stable its minerals are, the better a rock
resists chemical weathering. The final factor is climate.
IV. Learning Assessment STAGE 4: Assessment
The student’s scores in the activities shall serve as their

formative assessment in performance standard. The student’s
score in the Triad Quiz Bowl shall serve as Content Standard
Assessment.
Note: The groupings for the Triad Quiz Bowl will be announced ahead
of time for the group to review.
V. Learning Agreement Give reading worktext on rock

weathering to answer at home and review for tomorrow’s triad
quiz bowl.
Learning Competency Code: S11ES-IIa-b-23

Learning Competency: Explain how weathering are carried away by erosion and
deposited elsewhere
I. Objectives:
1. Discuss weathering and its product;
2. Identify the types of weathering;
3. Explain the product of weathering that are carried by erosion and
deposited.
II. Subject Matter:
A. Concept: WEATHERING
B. Materials:
Pictures of weathering
Manila paper
Paste
Marker

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Crayons
Pencil
C. References:
High School Science of today pp. 206 – 207

Earth Science pp. 98 – 101
http:// creativecommons.org.
D. Process Skills:
a. Communication Skills
b. Creativity and artistic skills
E. Value Integration:
1. Appreciate the importance of weathering to our mother

earth.
III. Learning Task:
A. Engagement:
Group the students into 3 groups, each group will be given pictures to be
classified into the types of WEATHERING.
B. Explanation:
Film viewing about the weathering.

Asked the group to identify the effects of weathering to the
environment and the population.
C. Exploration:
Group sharing of thought and ideas by answering the following question.
a. What are the types of weathering?

b. Identify the effects of weathering to our mother earth?
D. Elaboration:
Present the outputs of the group sharing and enhance the

misconception of the students.
E. Evaluation:
POSTER MAKING ABOUT THE EFFECTS OF WEATHERING
IV. Assignment:
Research: Types of Rocks
To be submitted next meeting, write on a whole sheet of paper.
Learning Competency Code: S11ES-IIb-22

Learning Competency: Explain how rocks and soil move downslope due to the
direct action of gravity.
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I. OBJECTIVES
1. Explain how rocks and soil move downslope due to direct action of
gravity.
2. Discuss the causes of mass movements.
3. Be aware of the mitigating factors to reduce hazards.
II. SUBJECT MATTER
CONCEPTS : Mass Movement of Soil
MATERIALS : collection of pictures, crayons, colored

pens
REFERENCES : Internet/ Earth Science books
PROCESS SKILLS : Communication Skill
Creativity
III. LEARNING TASKS
A. ENGAGEMENT
STRATEGY/PICTURE ANALYSIS/GROUP ACTIVITY
Based on the pictures presented ask the students
to classify the characteristics of mass movements.
B. EXPLORATION
STRATEGY/QUESTION AND ANSWER/GROUP ACTIVITY
1. What are your basis of classification?
2. What are the common characteristics they have?
C. EXPLANATION
SRATATEGY/REPORTING-
BY GROUP-OUTPUT
D. ELABORATION
DISCUSSION
Characteristics of mass movement-
a. Pictures presented
b. Actual experiences of students /sharing time
With in 10 minutes preparation: through painting/group
1. Causes of mass movements
2. Mitigating factors to avoid risks of movements
IV.EVALUATION
1. What are the example mass movement of soil?

2. Why there is mass movement?
3. What are the mitigating factors to avoid risks of movements?
V.ASSIGNMENT
WHY EARTH’S INTERIOR IS HOT?
Ref: Internet/science books/encyclopedias
Learning Competency Code: S11ES-IIb-c-23

Learning Competency: Explain why the Earths’ interior is hot

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1. Identify the source of the earth’s internal heat

2. Exhibit awareness on earth’s internal heat
3. Demonstrate how convection takes place in the mantle
II. Subject matter:
A. Content: Earth Processes
B. Materials: Beaker, alcohol lamp, food coloring, oil, match
C. References: Earth and Science module, pp. 68-72
D. Process Skills: Identifying and Demonstrating
E. Values Integration: Exhibit awareness on the sources of earth’s
internal heat
III. Learning Task
Unlocking of difficulty
Convection- If a material is able to move, even if it moves very slowly,
convection currents form.
a. Engage/Elicit
Make a KWL chart about the structure of the Earth
What do you know? What do you want to What do you want to

know? learn?
b. Explore
The students will watch a video clip on the sources of earth’s internal
heat and answer the following guide questions:
1. What are the sources of earth’s internal heat?
2. Among the sources of internal heat, which are you familiar with?
c. Explain
The students will perform Activity 1 entitled “Convection Process” for
15 minutes. Each group should have 1 leader and 1 secretary. After
the activity they will have a reporting based on the following guide
questions:
1. What did you observe about the activity?
2. When you put your hand on the beaker fill with boiling oil, does your
hand warm up because of convection? Explain.
d. Elaborate
Let the students draw a diagram showing the direction of the
convection in the Earth’s mantle.
e. Evaluation
In 1/2 cw, identify the sources of the Earth’s internal heat and explain
each. (2 pts each)
IV. Assignment
In your notebook, research the following:
1. Magma
2. Lava
Learning Competency Code: S11ES-IIc-24

Learning Competency: Describe how magma is formed
I. Learning Objectives

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a. Illustrate how magma is formed; and

b. Explain how magma is formed
II. Subject Matter

A. Concept: Magma Formation
B. Materials: Strips of paper with questions; Multimedia projector;
White screen; Video clip about magma formation; Art materials
C. References: Sulit- Braganza, Maria Chona. Earth Science. Revised
Edition 2005
www.youtube.com
phet.edu.colorado
D. Process Skills: Creativity; Oral Communication
E. Values Integration: Love of Nature; Cooperation
III. Learning Tasks

A. Engage
Group the students into 5-6 groups. Conduct a “fish bowl”
activity in which each group will pick a question from the bowl and the
members will answer it using their prior knowledge.
B. Explore
The teacher will play a 10-minute video clip about how magma is
formed. After the students have watched the video they are going to
make an illustration on how magma is formed as seen on the video, to
be done by group for another 10 minutes.
C. Explain
Ask each group to present to the class their output and make their
explanations on how magma is formed.
D. Elaborate
The class will do the critiquing of the works of other groups. The
teacher will facilitate the discussion and will add additional concepts
about the topic.
E. Evaluate
The teacher will rate the outputs of the students using rubrics.
IV. Assignment
What will happen to the magma after it was formed?
Learning Competency Code: S11ES-IIc-25

Learning Competency: Describe what happens after magma is formed.
I. Objective/s:
a. Explain the movement of the magma from the mantle to Earth’s
surface;
b. Describe volcanic eruption.
II. Subject Matter

A. Concept: Earth’s Processes
1. Magma cools as it enters shallower and cooler levels of the
earth.
2. Pressure drops because the weight of overlying rock decreases.
B. Materials:
Power point of the subject matter, video clip of the subject matter, wax,
Bunsen burner, cooking pot or beaker.

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C. References: Thompson, G., Turk, J., 2011. Introduction to Earth

Science, Cengage Learning, pp. 163-164.
D. Processes Skills: Explaining, Describing, Illustration, experimentation
E. Value Integration: Appreciate the magma behavior, Teamwork.
III. Learning Tasks

-unlocking of lesson difficulties
magma, lava, metamorphic rocks, types of magma, volcanic eruption
A. Engagement:
They will make a KWL chart about the magma rising from The Earth’s
mantle.
What do you know What do you want to know What do you want to
learn
B. Explore
The teacher will show a video clip on the movement of magma from
the mantle to the Earth’s surface.
C. Explaination
During volcanic eruption, there are a lot of materials being emiitted
aside from magma. Magma flows out of the volcano crater becomes lava
D. Elaboration
Boiling wax at extreme hot temperature, what happens to the wax that
overflows of the cooking pot or beaker as it cools down?
E. Evaluation
Explain how the magma rises from the mantle to the Earth’s surface.
IV. Assignment I/4 sheet of paper.

Name the materials emitted by volcano during eruption.
Learning Competency Code: S11ES-IIc-d-26

Learning Competency: Describe the changes in mineral components and texture
of rocks due to changes in pressure and temperature (metamorphism).
I. LEARNING OBJECTIVES
A. Describe the changes in mineral components and texture of rocks due
to change in pressure and temperature;
B. Give examples and economic importance of metamorphic rocks; and
C. Make a diagram showing how metamorphism occur.
II. SUBJECT MATTER

A. Concepts
1. Metamorphism: This refer to changes in the mineral composition
and texture of rocks subjected to high temperature and pressure
within the earth.
2. Common metamorphic rocks
2.1 Slate (very fine-grained, very slaty texture, produces flat
fragments)
• a good roofing material
• decorative gardening stones
• a base for snooker tables

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• writing board
2.2 Marble (fine- to coarse-grained, granoblastic texture)
• use for building materials and artwork
• beautiful for statues and decorative items
• ground up marble is also a component of toothpaste, plastics,
and paper
II.3 Schist (medium - to - coarse grained, chistose texture)

• sometimes used as building and landscape materials
II.4 Quartzite (fine-to coarse-grained texture, granoblastic texture)

• crushed quartzite is sometimes placed under railroad tracks
because it is very
Hard and durable
II.5 Graphite •used for lead in pencils
3. Any type of rock – igneous, sedimentary, or metamorphic - can

become a metamorphic rock. All that is needed is enough heat
and/or pressure to alter the existing rock’s physical or chemical
makeup without melting the rock entirely. Rocks change during
metamorphism because the minerals need to be stable under the
new temperature and pressure conditions. The need for stability
may cause the structure of minerals to rearrange and
form new minerals. Ions may move between minerals to create

minerals of different chemical composition. Hornfels, with its
alternating bands of dark and light crystals, is a good example of
how minerals rearrange themselves during metamorphism.
Extreme pressure may also lead to foliation, the flat layers that form
in rocks as the rocks are squeezed by pressure. Foliation normally
forms when pressure is exerted in only one direction. Metamorphic
rocks may also be non-foliated. Quartzite and limestone, are non-
foliated. (See separate sheet for the rocks sample.)
B. Materials
1. Activity Sheets ( see separate sheet)
C. References
1. CK-12 Earth Science High School
Dana Desonie, Ph.D. (DanaD)
Pages 117-121
2. Study.com/academy /lesson/metamorphism-of-rocks-definition-
process-influencing-factors.html
3. www.rsc.org/Education/Teachers/Resources/jesei/meta/home.htm
D. Process Skills
1. Accuracy in handling the materials
2. Safety precautions
3. Developing self-confidence by expressing individual opinions
1. Workmanship
2. Honesty in expressing oneself
III. LEARNING TASKS
OPTION 1:The lesson should be started by presenting video clips/pictures

showing different statues found in other places just to elicit ideas or
information regarding how these materials made of.
OPTION 2: Ask students about their travel experiences so as to gather
ideas about structural design of the buildings, how garden are being
landscaped and even the road tracks and pavement might be mentioned.
A. ENGAGE

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( Video and Picture Analysis )(The teacher will download related

videos or pictures.)
1. The gathered ideas above either from option 1 or 2, will be used as
basis to start the lesson.
2. Students will be divided into 5 or 6 groups. Each group will be given
one video clip/picture.
Ask: Analyze the video clip/picture. List down at least 3 important
materials used in the construction and design. ( Expected
answers are marble, granite, the kind of tiles used. The teacher will
just add materials which failed to mention.)
B. EXPLORE
OPTION 1
1. Different activities will be given to demonstrate metamorphism and
to explain how marbles , graphite etc. were formed.(See separate
sheet.)
2. One member of the group is expected to report the output of the
activity.
OPTION 2
( videos showing metamorphism.)
Suggested URL: Study.com/academy/lesson/metamorphism-of-rocks-
definition-process-influencing-factors.html
C. EXPLAIN
Rotational Activities
The assigned envoy for each group is expected to share the output of
the activities to other groups.
D. ELABORATE
The concepts gathered from the activities will be enhanced by giving a
matching type test.(Suggested Type:Listed in COLUMN A are types of
metamorphic rocks and in COLUMN B are descriptions of components
and texture of the rocks.)
E. EVALUATE
Students are asked to draw a diagram or illustration showing
metamorphism and the kinds of rocks form. Students are required to
color the rocks showing the correct components and texture.
( Teacher will prepare rubrics as basis point system.)
Example Illustration/diagram:
IV. ASSIGNMENT

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Activity 1
Apparatus
Each student (or group) will need

 Shallow transparent dish (a plastic Petri dish is ideal)
 100 cm3 beaker
 Bunsen burner, tripod, gauze and heatproof mat
 Cloth for handling the hot beaker
Chemicals

 1 raw egg white
 Salt (sodium chloride)
The teacher will need
 Samples of different types of metamorphic rock, for example marble or
quartzite. Suitable lumps can be obtained from a geological supplier.
Safety notes
 Care is needed when lifting the beaker of boiling water from the tripod and
pouring the water into the Petri dish.
 It is the responsibility of the teacher to carry out an appropriate risk
assessment.

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The activity
Place the white of an egg in a Petri dish. Place about 50 cm 3 of water in a beaker
and add two or three spatulas-full of salt to the water (to increase the boiling point)
and bring the water to the boil.
When the water is boiling, carefully take the beaker off the tripod and place it in the
centre of the egg white on the Petri dish as shown in Figure below. Leave for 10
minutes and observe again. You should be able to see that a thin layer of egg white
in contact with the beaker has ‘cooked’ and changed texture, ie it has become white
and rubbery.
The beaker of water represents an igneous intrusion, the cooked egg white
represents themetamorphic aureole and the unchanged egg white models
unchanged country rock. The igneous intrusion is, of course, always hotter than the
country rock.
This simulation can then lead into a discussion about how contact with extreme heat
can alter the texture of existing rocks.
At this point some examples of contact metamorphic rocks, such as marble or
quartzite, are useful to show to students.
Activity 2
Apparatus

 A box of used matchsticks, or some short lengths of spaghetti
 Two rulers (approximately 30 cm)
Chemicals
The teacher will need
 A piece of slate, preferably with colour bands from the original bedding (or a
photograph). Suitable samples can be obtained from a geological supplier.
The activity
Pour some used matchsticks, or short pieces of spaghetti onto the bench, so that
they lie in all directions. These represent the microscopic, flaky clay minerals in
mudstone or shale. Take two rulers and place one on either side of the matchsticks
and push them together, trapping the matchsticks and forcing them to line up parallel
to the moving rulers.
This simulates the formation of slate, where the tiny, flaky clay minerals in a
mudstone or shale are realigned at right angles to the lateral forces. Such forces
74
could be found near destructive plate margins, in between two approaching

continents.
In practice, the temperature also rises at the same time. This makes the clay
minerals recrystallise to form new minerals although there is no analogy to this in the
simulation.
The slate will split along the planes made by the new minerals more easily than
along the original bedding. This property is called rock cleavage, see Figure 2. You
can use the matchsticks / spaghetti to show how such rocks can split along the
cleavage by using a ruler to separate the aligned ‘minerals’. Simply slide a ruler
between the aligned pieces of spaghetti and move them apart.
A piece of slate, cut thinly, under the microscope showing the cleavage
running from top left to bottom right formed by the aligned minerals. The
forces causing this acted from top right and bottom left
Try to match the way the pieces are lying with a piece of roofing slate. Sometimes,
such slate shows different coloured bands lying at an angle to the cleavage, see
Figure below. This is the remains of the bedding layers of the original mudstone or
shale.
This sample of slate shows coloured layers at about 50 o to the cleavage. The
coloured layers show the bedding of the original shale.
Under conditions of ever-increasing temperatures and pressures, such slates can be

metamorphosed into higher grade metamorphic rock such as schists and ultimately
gneisses.
Activity 3
Apparatus

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 Modelling clay
 Disposable plastic cup (eg vending machine coffee cup)
 Stirring rod
 A sea shell (eg cockle)
Chemicals

 A little plaster of Paris (calcium sulfate-½-water)
Safety
 Wear eye protection

 It is the responsibility of the teacher to carry out an appropriate risk
assessment.
The activity
Many metamorphic rocks, such as slate, are formed deep below ground, under great
pressure. They sometimes contain fossils which have been badly squashed. The
result of the squashing gives clues about the directions of the pressures which
squeezed the rocks.
1. Soften the modelling clay.
2. Make a mould by pressing the outside of a shell carefully into the clay. Make
a rim around the mould to contain the plaster.
3. Carefully remove the shell, to leave the imprint in the clay.
4. Squeeze the mould so as to change the shape of the shell imprint, by first
choosing whether to squeeze it from top to bottom or from side to side.
Alternatively, you could push one side up and the opposite side down. This
sort of twisting is called shearing.Whichever you choose, do not distort the
shape too much. Note down how you squeezed the mould, it will be important
later.
5. Mix up some plaster of Paris in a disposable plastic cup. Place less than 1
cm of water in the cup and stir in enough plaster to make a runny cream.
6. Pour the plaster into the distorted mould and leave it for a few minutes to set.
7. Leave any remaining plaster to set in the cup. Wash the stirring rod.
8. When your plaster fossils have set, take your fossil cast out of the modelling
clay and then carefully scratch your initials on the base.
9. Pass your fossil on to a nearby group. See if they can work out the directions
of the pressures which you used to distort the fossil.
10. Do the same for theirs. Did you get it right?
11. How could the same distortion have been produced by forces acting in
different direction.
Learning Competency Code: S11ES-IId-28

Learning Competency: Identify the layers of the Earth
1. Enumerate the layers of the earth;
2. Describe the structure of the solid earth and its interior.
I. Subject Matter
A. Concepts: Layers of the Earth
B. Materials: Power point presentation of the earth’s layer,
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model and reference books.

C. Reference: Breaking Through: Integrated Science
Corazon Felicerta & Leticia B. Pinar
Copyright 2006
pp. 193-194
web sites:
www.geography4kids.com
http://videos.howstuffworks.com
http://www.kidsgeo.com
D. Process Skills: Communicating, Predicting, Inferring

E. Values Integration: Cooperation and acceptance of opinions
II. Learning Strategies

A.1. Engagement: Key term review
Estimated Time: 5 mins.
Inner Core: Innermost, denser, hottest, mostly Fe.
Outer Core: Mostly Fe, surrounds inner core, liquid.
Lower Mantle: Thickest layer, ultra heavy rocks.
Upper Mantle: Part of lithosphere, brittle.
Crust: You leave on it, relatively paper thin, brittle,
least dense, floats on the mantle.
Lithosphere: Solid part of the Earth.
Asthenosphere: Layer of deformable rocks below the lithosphere.
A.2. Motivation:
1. Where do we live now?
2. What is the shape of the Earth?
3. How big and deep is the Earth?
4. What is inside the Earth?
B. Exploration:

1. Students will be group into five. A leader, secretary, and reporter will
be decided by the group members.
2. Each group will be given 15 minutes to fill out the table below.
Presentation of the output will follow after.
The Layers of the Earth

Layer Thickness
C. Explain/Group Reporting:
The students will have the same group for this activity. Each group will
be given guide question to discuss among the group members and
another reporter will do the presentation.
Guide Question:
1. Why does life exist in the lithosphere?
2. Which layer is most important? Defend your answer.

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D. Elaborate:
The group will study the differences and commonalities of earths’

layer through venn diagram.
Venn diagram
crust
core mantle
 Cite the importance of the layers of the earth.

 Do you think the thickness of the different layers of the earth be the
same 10,000,000 years after? Defend your answer.
III. Assignment
Compare the composition, depth and properties of the Earth’s layer.
Learning Competency Code: S11ES-IIe-29

Learning Competency: Differentiate the Layers of the Earth from each other.
1. Describe the layers of the earth;
2. Compare the compositions of each layer;
3. Recognize the importance of convection and conduction in earth
surface.
II. Subject Matter: Layers of Earth

A. Concepts:
♦Earth is made up of the three layers: the crust, mantle, and core.
♦ Lithosphere is a solid part of the celestial body.
♦convection is movement of a gas or liquid in which the warmer parts
move up and the colder parts move down.
♦conduction is the movement of heat or electricity through
something(such as metal or water).
B. Materials:
Fact sheets
Video clip on layers of the earth(http:youtube.com)
Avocado/melon fruit or picture can be.
C. Reference:
CK-12 Earth Science High School page 44-48.
http: You tube.com

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D. Process skills:
Students will develop confidence in delivering details on the given task.
Develop awareness on the cause and effect of human activities on
earth.
III. Learning Task:
A. Engagement:
♦students are group into 3. Each group will assign leader.
♦Let them cut an avocado into half vertically. They will observe and
identify the shape, thickness and composition of each layer
.
B. Exploration:
The teacher will provide factsheet related about the topic. Each group
will discuss the different concept and present in the following manner:
Group A NEWS CASTING (CRUST)
Group B TALK SHOW ( MANTLE)
Group C GAME SHOW (CORE)
C. Explanation:
After the presentation, the teacher will ask the following questions:
1. What is the difference between crust, mantle and core? What are
the composition present in each Layer?
2. Describe the properties of each of these parts of the earth’s interior:
crust, mantle, and core. What are they made of? How hot are they?
What are their physical appearance?
D. Elaboration:
The teacher will show a video presentation (http.youtube.com) and

afterwards that the teachers will do the recap.
E. Evaluation:
Trace and explain the diagram of convection within Earth’s mantle?
Note: refer to figure 6.8(convection) page 47 / www.ck12.org
IV. Assignment:
1. When you put your hand above pan filled with boiling water, does your
hand warm up because of convection or conduction?
2. If you touch the pan, does your hand warm up because of convection
or conduction? Based on your answer, which type of heat transfer
moves heat more easily and efficiently?

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Learning Competency: Discuss evidence that support continental drift
Duration: 2 days
I. LEARNING OBJECTIVE:
1. identify the different evidences of continental drift;
2. justify the different evidences that support the continental drift;
3. construct a 3D model of planet earth that best shows the evidences of
continental drift.
II. SUBJECT MATTER
 Concept: Earth Science

 Reference: CK-12 Earth science from High School pg. 165 By: Dana
Designee Ph.D
 Materials: Newspaper, Crayons, Paper, Glue, Masking Tape, Cartolina
 Process Skills: Deductive Skills, Identifying, Constructing
 Values Integration: Critical Thinking, Creativity, Teamwork
III. LEARNING TASK
Engagement
Reassembling the Pieces!

Assembling a puzzle can reveal a hidden meaning
1. Working with a partner, obtain one sheet of newspaper per person
2. Tear your sheet of newspaper into six (6) to eight (8) large pieces.
Trade your pieces with your partner.
3. Try to fit the pieces of newspaper together.
Exploration
1. What evidence did you use to put the pieces together?

2. How do your pieces of newspaper serve as a model of the theory of
continental drift?
3. Get one half sheet of paper. Enumerate / List down evidences that support
the continental drift.
Explanation
1. Ask for four volunteers to read their work. Give particular example to
support the
evidences.
2. Allow students to compare their work and discuss their identified evidences
to their
partner.
Elaboration
Divide the students into eight (8) groups of five (5). Construct a 3D model that
presents the
evidence of continental drift using the materials found inside the classroom.
Evaluation
Write a 2 paragraph (10 sentences each) essay in a 1 whole sheet of paper.

Summarise the
evidences and give specific example(s) to support the continental.
Criteria:
1. Quality - 40%
2. Content - 30%

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3. Clarity - 20%
3. Neatness - 10%
———
100%
IV. ASSIGNMENT
Write your answers in one half (1/2) sheet of paper

1. Define what is seafloor spreading.
i. What are effects of sea floor spreading.
Lesson Plan in Earth Science

Learning Competency: Describe the continental drift theory ( 1hour)
1. Explain the continental drift theory
2. Appreciate the work of Alfred Wegener
II. Subject Matter

Concept: Continental Drift Theory
Material: Cartolina or manila paper, Scissors, Scotch tape, crayons
Reference:
Books: Exploring The Natural World Series
Websites: https://www.youtube.com/watch?v=Meh4B1v8YE
study.com/academy/lesson/alfred-wegeners-theory-of-continental-
drift.html
Process Skills: Analyzing, Creating, Investigating
Values Integration: Appreciation
III. Learning Task
A. Engagement: Students will perform an activity by group. “I’m back “
B. Exploration: The Teacher will show a Map to the students and will ask
guide questions.
1. Observe the coastline of the South America and Africa .

2. Do you think the coastline of South America will fit the
coastline of Africa like pieces of a puzzle?
3. Can you say that they were a single landmass before?
4. What might be the reason why they are no longer a single
land mass?
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C. Explanation: The teacher will now explain the answers to the guide
questions.
 Yes the coastline of South America fits to the Coastline of
Africa. This is exactly what Wegener noticed. When he
looked at the map, he felt that the continents were like
pieces of a jigsaw puzzle.
 They were once a single landmass and there is a reason
why they are now separated.
D. Elaboration: The teacher will now elaborate the continental drift

theory by showing a video clip. Afterwards the teacher will do a
short recap of the theory presented.
E. Evaluate: The students will answer the following questions.
a. If the continental drift theory was not discovered, do you think

you will be able to notice that the continents are like pieces of a
puzzle?
b. If you were in Wegener’s place, will you also question the
existing explanations if you think that you have a better idea?
What will you do to assert your ideas?
c. Wegener’s work was not accepted right away, how would you
feel if your work was be rejected by others?
d. In took 50 years before some people looked back on Wegener’s
Theory, what lesson could we learn from this?
IV. Assignment:
1. Look for evidences supporting the continental drift theory.
Activity
I’m Back!
Materials: Manila Paper/Cartolina

Crayons
Clear Tape
Scissors
Instruction:
1. Divide the class into 6 groups by counting off 1 to 6.
2. For ten minutes draw anything you want on the manila paper then color.
3. Split your drawing by cutting your manila paper freely into 15 pieces. Your
leader will collect all the pieces.
4. Group 1 will exchange 6, group 2 to group 4 and group 3 to group 5.
5. Wait for further instruction
a. Using a scotch tape paste the drawings back together.
b. The first group to raise their finished puzzle will be given special prize

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Learning Competency: Evidence that support continental drift
Duration: 2 days
I. LEARNING OBJECTIVE:
1. Identify the different evidences of continental drift;
2. Justify the different evidences that support the continental drift and;
3. Construct a 3D model of planet earth that best shows the evidences of
continental drift.
II. SUBJECT MATTER
 Concept: Earth Science

 Reference: CK-12 Earth science from High School pg. 165 By: Dana
Designee Ph.D
 Materials: Newspaper, Crayons, Paper, Glue, Masking Tape, Cartolina
 Process Skills: Deductive Skills, Identifying, Constructing
 Values Integration: Critical Thinking, Creativity, Teamwork
III. LEARNING TASK
Engagement
Reassembling the Pieces!

Assembling a puzzle can reveal a hidden meaning
1. Working with a partner, obtain one sheet of newspaper per person
2. Tear your sheet of newspaper into six (6) to eight (8) large pieces.
Trade your pieces with your partner.
3. Try to fit the pieces of newspaper together.
Exploration
1. What evidence did you use to put the pieces together?

2. How do your pieces of newspaper serve as a model of the theory of
continental drift?
3. Get one half sheet of paper. Enumerate / List down evidences that support
the continental drift.
Explanation
1. Ask for four volunteers to read their work. Give particular example to
support the evidences.
2. Allow students to compare their work and discuss their identified evidences
to their partner.
Elaboration
Divide the students into eight (8) groups of five (5). Construct a 3D model that
presents the
evidence of continental drift using the materials found inside the classroom.
Evaluation
Write a 2 paragraph (10 sentences each) essay in a 1 whole sheet of paper.

Summarize the evidences and give specific example(s) to support the continental.
Criteria:
1. Quality - 40%
2. Content - 30%
3. Clarity - 20%
3. Neatness - 10%
———
100%
IV. ASSIGNMENT

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Write your answers in one half (1/2) sheet of paper

1. Define what is seafloor spreading.
2.What are effects of sea floor spreading.
Learning Competency Code: S11ES-IIf-32

Learning Competency: Explain how the seafloor drift ( 2 days)
1. Understand the concept of captured magnetism directions on the sea
floor that provides evidence of sea floor spreading over time.
2. Explain how seafloor spreads.
II. Subject Matter:

A. Sea-Floor Spreading
B. References: http://nationalgeographic.org/encyclopedia/seafloor-
spreading/
C. Science Processes: observing, identifying, discussing
D. Materials: Two magic markers of different colors, two large sheets
of paper, two desks that can be pushed together and pulled apart, a
map of ocean basins, compasses, bar magnets, projector to view
ppt. of plate tectonics plate tectonic.ppt
III. Procedure:
A. ENGAGE (Brainstorming)
1) Ask students to imagine they are in a deep submersible submarine, and to

describe what they think the ocean floor looks like. Is it flat, or are there
any mountain ranges and valleys?
2) Show the students an actual map of the ocean floor. Tell them that the
ocean floor is the last real unexplored frontier on Earth.
3) Ask students if they see any patterns in the ocean floor topography. This
is a good time to talk about how the recognition of patterns in nature (i.e.
observations about nature) is an important part of the process of scientific
discovery.
Students should ask themselves:

1) How does this model help explain the widening of the ocean basins?
2) What technology do geologists use to prove sea-floor spreading?
3) What features on the ocean floor does the model explain?
B. EXPLORATION (Group Activity)

Students will use the materials listed to construct a model of captured
magnetism directions on the sea floor. Begin by setting up a model of bar
magnets and compasses that shows how polarity can change. Place eight bar
magnets and seven magnets in an area visible to students.
The compasses should be placed at alternate ends of the magnets, as

to disorient the compasses. After explaining how this phenomenon relates to

74
the captured magnetism directions on the Atlantic sea floor, students will begin
the activity.
Students will turn two desks so that they are facing each other and
almost touching. Each student should take a piece of paper and place them
together in the slight gap between the desks as far down as they can go while
still having a grip on the paper. Students will practice pulling both papers out
of the desk at the same time and at the same rate of movement (this is the
spreading ridge). Students should each pull their own paper toward
themselves, so that the effect is like the new crust forming and then spreading
out from the ridge. Once that is accomplished, each student should take a
different colored marker. Start with a little bit of paper showing. Following your
directions, both students very slowly pull the paper out at the same rate, have
one student color both pieces of paper along the ridge with one marker, so
that there is a strip of color parallel to the ridge. This color represents rocks
that are formed with their magnetic minerals facing toward a magnetic pole
that is in the north (normal polarity). When the magnetic pole has faded and
then shifts to the south (reversed polarity), the second student should take the
second colored marker and make the same type of strip of color. Students will
continue to change directions at your instruction. When the exercise is
complete, ask students to explain what has been demonstrated.
C. EXPLANATION
Ask students to discuss and describe how the evidence of reversed polarity in
the rocks gives credence to seafloor spreading.
Use the power point referenced in the materials list to help explain the
concept the student has just explored. Sea-Floor Spreading.ppt
D. ELABORATION
Ask the students to discuss and describe the mirror image effect they see on
the two sheets of paper. Have them discuss what may happen to the sea-
floor at the other end of the rift. Why does the sea-floor not continue to grow
wider and wider? Guide students to relate this to the rock cycle, magma, and
mantle.
E. EVALUATION (Group Activity)

Students will demonstrate a level of understanding of the material through
observed and written evidence.
Student pairs will tape the papers together down the center (what would be
the middle of the ocean ridge) and label the following:
(I) the rift zone
(2) the strips of color that represent N (normal) polarity and those that
represent S (reversed) polarity
(3) where the oldest rocks are located
(4) where the youngest rocks are located
IV. Assignment
The students will do a research on the structure and evolution of the ocean
basins.
Small Group Activity Rubric - Group Participation Rubric

74
Please make note of both attached rubrics. You will be assessed on how well
you meet the following criteria. You will be given an opportunity to reflect
upon your participation as well as that of your group’s performance.
Could be better Satisfactory Excellent
 Group
members
contributed
regularly, and
 Group
fully.
members
 They posted
made
 Group members early,
regular and
did not make checked in
adequate
regular and often to
contribution
adequate report their
s to the
contributions to the progress and
discussions
Participation discussions encourage
 They
 They did not others
engaged in
engage in  They
discussing
discussing Group engaged in
Group
management and discussing
manageme
organization Group
nt and
management
organizatio
and came to
n
consensus
on how to
organize the
Group.
 Group  Group
members members all
posted contributed
 Not all Group
Activities some but and
members posted
not all described the
required ideas for
responses responses
Collaboratio  Group members  Group  Group

n did not discuss or members members all
participate all participated
 The Group didn't participated and offered
reach consensus or  Work was ideas,
make necessary shared suggestions,
decisions equally and advice
 Work was not among the  Group
divided fairly group showed
 Disproportionate  The group evidence of
work done by posted the creative
teammates, as assignment problem-
evidenced in solving
discussions  Tasks were
divided in an
efficient way,
with work
shared
equally

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 Group posted
in a timely
manner

74
Individual Participation (Small Group) Rubric
Criteria Could Be Better Satisfactory Excellent
Made some comments

Made no
Participation in on others suggestions Made suggestions
suggestions or
decision- or agreed on how to and helped manage
comments to help
making within manage the group group through the
manage the group
the group through the activity activity process
through the activity
process
Did not interact or Met the minimum

Participated
did not meet the requirements for the
Interaction with throughout the period
minimum group activity but did
group and met or exceeded
requirements for not participate
the requirements.
the group activity. throughout the period.
Contributed to the
Contributed to some of assignment and did
Contribution to Did not contribute
the activity but not all part in fulfilling the
the group to the activity.
or did not do fair share. requirements for the
assignment.
Followed the task

Got behind and/or Completed the tasks
Group assignment and
tasks were effectively and on
performance completed most of
incomplete time.
them on time.
Reviewed other group Reviewed other

Individual Did not review other postings and group postings and
Follow-Up group postings commented but did not commented as
comment as instructed instructed
Learning Competency Code: S11ES-IIf-33

Learning Competency: Describe the structure and evolution of ocean basin
I. Objectives: After completing this competency, happy students should be
able to:
1. Identify the structure of the ocean basin from the given illustration;
2. Describe the structure of the ocean basin;
3. Discuss the evolution of the ocean basin; and
4. Appreciate the importance of ocean basin in forming the aesthetical
structures of the earth surfaces.
II. Subject Matter: Structure and Evolution of the Ocean Basin

A. Concept:
Topography of the Ocean Basins
The ocean basins are not featureless Earth surfaces (Figure 10p-1).
Much of our knowledge about the topographic features that exist here
are derived from the following technologies: seismic surveying; echo
sounder; side-scan sonar; and the measurement of the height of sea

74
surfaces by satellites. Most of the general information concerning the

depth of the ocean basins were made after World War I when the
echo sounder was developed for military purposes. This instrument
accurately determines the time between the emission of a strong
acoustic pulse and the detection of its echo. Using this principle
scientists can determine the distance from the sounder to the ocean
bottom.
Some of the dominant topographic features associated with the ocean basins include:
Figure 10p-1: The following image displays the topography of the
Earth's terrestrial land surface and ocean basins. Data for the image
comes from satellite altimetry and ship depth soundings, and U.S.
Geological Survey digital elevation maps (DEM) of the Earth's land
surface. In the ocean basin, the gradation from red to yellow to green to
blue indicates increasing depth. A number of topographic features
associated with the ocean basin can be seen in this image. The red
area that borders the various landmasses is the continental shelf. This
feature is structurally part of the continental landmasses despite the
fact that it is under water. The yellow to green zone around the
continental shelf is the continental slope and continental rise. The
blue region in the various ocean basins constitutes the ocean floor. In
the center of ocean basins, the mid-oceanic ridges can be seen with a
color ranging from green to yellow to orange. (Modified from image
available at the Seafloor Topography Website, Institute of
Geophysics and Planetary Physics, University of California at San
Diego).
Continental shelf is a shallow (average depth 130 meters)

gently sloping part of the continental crust that borders the
continents (see Figure 10p-1 and Figure 10p-2). The extent of
this feature varies from tens of meters to a maximum width of
about 1300 kilometers.

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Figure 10p-2: Marginal features found at the interface of the

continents and the ocean basins.
The continental slope extends from the continental shelf at an

average depth of about 135 meters (see Figure 10p-2). The
base of this steeply sloping (from 1 to 25°, average about 4°)
topographic feature occurs at a depth of approximately 2000
meters, marking the edge of the continents. The width of the
slope varies from 20 to 100 kilometers. Both the continental
shelf and slope are considered structurally part of the
continents, even though they are below the sea surface. The
boundary between the continental slope and shelf is called
the continental shelf break.
Submarine canyons are V-shaped canyons cut into

the continental slope to a depth of up to 1200 meters. The
submarine canyons are cut perpendicular to the running
direction of the continental slope. Many canyons are associated
with major rivers such as the Congo, Hudson, and others.
The continental rise is found at the base of the continental
slope (see Figure 10p-1 and Figure 10p-2). The depth of the
rise ranges from 2000 to 5000 meters deep. Its breadth is up
300 kilometers wide. This feature was created by the merging of
accumulated deposits at the mouths of the many submarine
canyons. Each canyon's thick fan-shaped sedimentary deposit
is called an abyssal fans.
The ocean floor is found at the base of the continental rise in
water 4000 to 6000 meters deep (see Figure 10p-1). The ocean
floor accounts for nearly 30% of the Earth's surface. The
composition of the ocean floor consists of a relatively thin layer
(on average 5 kilometers thick) of basaltic rock with an average
density of 3.0 grams per cubic centimeter (continents - granite
rocks - density 2.7 grams per cubic centimeter).
Numerous volcanoes populate the floor of the ocean basins.
Scientists estimate that there are approximately 10,000
volcanoes on the ocean floor.
Mid-oceanic ridge is normally found rising above the ocean
floor at the center of the ocean basins (see Figure 10p-1).
These features are involved in the generation of new oceanic
crust from volcanic fissures produced by mantle up-welling.
Some volcanic islands are part of the mid-ocean ridge system
(Iceland). The mid-oceanic ridge constitutes 23% of the Earth's
surface. In the center of the mid-oceanic ridge is a rift valley,
between 30 to 50 kilometers wide, that dissects 1000 to 3000
meters deep into the ridge system.
B. Material: Moulding Clay and work sheets (attachments 1 & 2)

74
C. References: http://www.physicalgeography.net/fundamentals/10p.html
https://www.youtube.com/watch?v=wP380-
Iaoos&list=PLh_SR8L_ylO399u56saPk51ItGY9WhOnQ
D. Process Skills: Identifying and describing structures of ocean

basin
Illustrating ocean basin
E. Values Integration: Appreciating the beautiful structures of nature

under the ocean.
A. Engagement:
On the board are scattered terms about the structure of the ocean
basin and their definition written on strips of cartolina/manila paper.
The students will try to match the following terms with their respective
definitions:
continental shelf ocean floor mid oceanic ridge

continental slope oceanic trench
continental rise volcanic island
B. Exploration:
The students will be given copies of the Diagram of the Structure of

the Ocean Basin found in the attachment 1. They will identify the
numbered parts of the diagram collaboratively with the members of the
group.
C. Explanation:
Students will explain their output. Rubrics will be used to gauge their
performance in doing the assigned task.
D. Elaboration:
Create a model of the oceanic basin using a clay. The analytic rubrics
to be used should indicate the highest point in which the group’s Model
must contain labelled basalts and volcanoes.
E. Evaluation:
Given a passage about the origin of ocean basin and its configuration
(refer to the attachment 2), a group envoy will deliver in front of the
class the summary of the passage. All important terminologies will be
listed by each group in the white board. The first group to complete the
sstask will receive the highest points.
IV. Assignment:
Write the complete definition of each terminology listed by each group
as indicated in the evaluation part of the lesson.

74
Attachment 1
Diagram of the Structure of the Ocean Basin
Attachment 2 Origin of the Ocean Basins
The ocean basins are the result of tectonic forces and

processes. All of the ocean basins were formed from volcanic rock that
was released from fissures located at the mid-oceanic ridges. The
oldest rocks found in these basins are approximately 200 million years
old. This is a lot younger than the oldest continental rocks which have
ages greater than 4 billion years. The reason for this discrepancy is
simple. Tectonic processes destroy old oceanic rocks! Oceanic rock is
returned to the Earth's mantle when oceanic crust is subducted.
Many of these subduction zones occur at the continental
margins where oceanic crust meets continental crust. Subduction
also creates the ocean's deep trenches.

Ocean Basin Configuration
The current spatial configuration of the ocean basins is a by-product

of plate tectonics. The creation of new oceanic crust at the mid-
oceanicridge moves the continents across the Earth's surface and
creates zones of subduction. At the areas of subduction, oceanic
crust is forced into the mantle after it collides with continental crust.
Over the past 200 million years, the Atlantic basin has been the most
active area of oceanic crust creation. The Atlantic Ocean formed about
200 million years ago as the Pangaean continent began drifting apart.
180 million years ago, North American separated from South America
and Africa. North America then joined with Eurasia creating Laurasia.
By 135 million years ago, South America began separating from Africa.
North America and Eurasia split a few million years after.
http://www.physicalgeography.net/fundamentals/10p.html
LESON PLAN IN EARTH SCIENE
Learning Competency Code: S11ES-IIg-h-34

Learning Competency: Explain how the movement of plates leads to the formation
of folds, faults, trenches, volcanoes, rift valley, & mountain ranges.
I. LEARNING OBJECTIVES:
1. Identify the movements of the plates and the corresponding result.
2. Demonstrate how the motion of tectonic plate affects the earth.

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3. Appreciate the different forms caused by the movement of the

plates.
II. SUBJECT MATTER:

PLATE TECTONICS
A. CONCEPTS
Movement of Tectonic Plates
B. MATERIALS
Pictures, video clips, diagrams
C. REFERENCES
Cortez, Leticia P.,et.al., Earth Science: The Philippines in Focus
(2009), Institute for Science and Math Education Development,
University of the Philippines, Diliman, Quezon City.
D. PROCESS SKILLS
Identifying, Explaining, Demonstrating
Appreciating and valuing the different formation due to the
movement of the plates.
III. LEARNING TASKS

A. ENGAGEMENT
Show pictures and videos on the different plate movement.
B. EXPLORATION
Draw and label the earth’s plate tectonics movement using clay
collaboratively.
C. EXPLANATION
Students will explain their output.
Rubrics will be used to address students’ performance.
Table below is a suggested rubric in assessing students’ performance.
Student is Student is Student is Student lacked

able to unable to not able to knowledge of
Demonstrate
identify and identify or both identify topic.
Knowledge of
explain the explain and explain
Process
concepts. concepts. the
concepts.
(4) (3) (2) (1)
D. ELABORATION
Students will write down a question to be asked to the presenter
which will be answered after each presentation.
Teacher will summarize the topic.
E. EVALUATION
Multiple Choice. Select the letter of the correct answer.

74
1. What geologic feature is formed when the plates are moving away
from each other?
A. Mountain
B. Rift valley
C. Trenches
D. Volcano
2. What geologic feature is formed when the plates are moving

towards each other?
A. Mountain
B. Rift valley
C. Oceanic ridges
D. Trenches
3. These are fractures in the Earth’s crust created by different types of
forces acting on the lithosphere.
A. Faults
B. Oceanic ridges
C. Rift valleys
D. Trenches
IV. ASSIGNMENT
Bring a picture of the layers of rocks.
Learning Competency Code: S11ES-IIh-35

Learning Competency: Describe how layers of rocks (stratified rocks) are formed
I. Objectives:
1. Explain how the layers of stratified rocks are formed;
2. Construct a model of stratified rock.
II. Subject Matter: How the Layers of Stratified Rocks are Formed
A. Concept:
Stratified rocks are rocks that possess planes of stratification or
cleavage and can be easily split up along the planes. This type of
rocks show a layered structure in their natural environment.
Example: gravel, sand, stone, limestone, gypsum, etc.
B. Material: Illustration, worksheet, ICT, modelling clay (different
colors)
C. References:
http://www.world_builders.org/lessons/less/les2/formsed.html
D. Process Skills: analyzing, observing, constructing
E. Values Integration: Appreciating the beauty of the stratified
rocks formation.

A. Engagement:
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The teacher will show an illustration to the students and ask them what
they have observed.
B. Exploration:
 The students will be divided into 5 groups.

 The teacher will give them illustration and its description.
 The students will arrange the given illustration according to its
chronological order.
C. Explanation:
The students will present their work through reporting.

D. Elaboration:
The teacher will ask the students the following questions:

1. What is stratified rocks?
2. How were the stratified rocks formed?
E. Evaluation:
The students will construct a model that will represent the stratified
rocks per group using modelling clay of different colors.
 Assignment:
Bring examples of stratified rocks.
Learning Competency Code: S11ES-IIh-i-36

Learning Competency: describe the different methods (relative and absolute
dating) of determining the age of stratified rocks.
Objectives:
a. differentiate relative dating from absolute dating;
b. draw the process of relative and absolute dating;
c. appreciate the varied uses of relative dating and absolute dating.
II SUBJECT MATTER: Major Events in Earth’s Past

A. Concept: Dating is a process of estimating the age of ancient materials and
deposits remain on determining the chronology or calendar of events in
history. Types of dating are absolute dating and relative dating. Absolute
dating is a process of determining the age of specified time scale in
Archaeology and Geology. Relative dating is a science of defining the relative
order of past events without necessarily determining their absolute age.
B. Materials: video clips, activity sheet
C. References:
http://sciencelearn.org.nz/Contexts/Dating-the-Past/Science-Ideas-
andConcepts/Absolute-dating
http://www2.nature.nps.gov/geology/parks/grca/age/index.cfm
http://education.usgs.gov/images/schoolyard/GrandCanyonAge.jpg
D. Process Skills: Identifying, Analyzing, Illustrating

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E. Values Integration: Appreciation of the applications of relative and absolute

dating
III LEARNING TASKS

A. Engage: Video presentation and analysis
Show a video clip on the appearance of the Grand Canyon using this site
www.history.com/topics/grand-canyon/videos and ask the students the following
questions.
1. Which are the oldest rocks?
2. Which are the youngest?
B. Explore: A Neighborhood walk within the school. Let students observe the
structure of the building and ask students of the following questions:
1. Which is older, the bricks on the building or the building itself?
2. Are there repairs or cracks on the sidewalks that came after the sidewalk
was built?
3. Look for “absolute” ages such as cornerstones, dates carved into fresh
concrete, or dates stamped on manhole covers. List them down.
C. Explain: Group reporting: The students will report their output. The outputs will
be checked by the teacher. Students will view the video clip about relative and
absolute dating using the website https://www.youtube.com/watch?
v=CiL8WCbhqmg.
Video presentation: Video: Comparing radiocarbon dating methods
D. Elaborate: Have students work alone or in pairs to find an article or paper that
uses radiometric age dating terms, for example: oldest rocks, Cretaceous-Tertiary
boundary, Native American fire ring. Then as a class compile a chart to show:
1. What materials were dated?

2. Which method was used (e.g. Carbon 14, potassium-argon, etc)?
3. What was the result? What was the material?
4. From the chart, which methods are best for older materials? Which for
youngest? Can you tell why?
E. Evaluation: Compose a jingle related to relative and absolute dating. Present

your jingle in the class. The students will be given points using the rubrics below.
a. Mastery -------------- 50%

b. Relevance to the theme ---------------- 35%
c. Participation/Cooperation -------------- 15%
IV ASSIGNMENT: Fill in the puzzle with the right answers and compose your poem
using your answers from the crossword puzzle. The poem will be graded using the
rubrics below.
Category 4 3 2 1
Word Choice Writer uses Writer uses Writer uses Writer uses an
vivid words great words words that lack immature and
and phrases and phrases in variety and limited
that paint a that sometimes it is sometimes vocabulary
picture in the paint a picture dull and that is not at
reader’s mind. in the reader’s boring. grade level.
Every word is mind.

74
in the perfect
place.
Grammar and If mistakes in Writer makes Writer makes Writer makes 5
Spelling grammar and 1-2 mistakes in 3-4 mistakes or more
spelling are spelling and in spelling or mistakes in
made it is clear grammar. grammar. spelling or
that they were grammar
made on and/or the
purpose to project is
advance the presented in
poem. Other pencil.
wise- no
mistakes were
made.
Adding The writer The writer may The writing The ideas and
Personality seems to be be writing from does not the way they
(voice) writing from experience, but “belong” to the are expressed
experience. there is some writer. It is seem to
The ideas are lack of boring, dull, or belong to
fresh and new! ownership. It seems rushed. someone else.
does not There seems
always sound to be little
fresh and new. effort shown
and/or it is
presented in
pencil.
Literary The writer uses The writer uses The writer The writer
Devices 3 or more 3 or more uses less than does little to
literary devices literary 3 literary attempt
and they are devices. They devices. The identifying
clearly and attempt to label attempt to literary devices
correctly and identify label and or did not
labeled and them, but identify them is include any
identified. some mistakes incorrect, no literary devices
were made. obvious or within their
rushed. poetry.
Length 20 or more 18-20 lines 15-17 lines Less than 15
lines lines

74
ACROSS
1. This is used to see if an object is older or younger than object (also can be an
event
4. A word that describes an animal or anything that was once had many but has died
out
6. A period of time in the geologic timescale beginning about 4.6 billion years ago
and ending about 540 million years ago
7. A sequence of life by fossils found in the Earth's crust 8.About 200 million years
ago this single landmass that was one landmass of all the present-day continents
9. Estimating the age of a sample by measuring the unstable atoms in the sample
(can be a event)
10. A period of time in the geologic timescale beginning about 248 million years ago
lasting about 183 million years
and ending 248 billion years ago
12. An imprint of once a living thing
DOWN
2. The time in which Earth's history in a certain time in time
continuing until the present day
5. A type of scientists that uses fossils to reconstruct what happened in the past
before humans existed
Learning Competency Code: S11ES-IIi-37

Learning Competency: Explain how relative and absolute dating were used to
determine the subdivisions
of geologic time.
I. Objectives:
a. Identify and enumerate the different subdivision of geologic time.
b. Trace the development of the evolution of geologic time by making
a timeline.
c. Appreciate the use of various methods in tracing the earth’s
evolution.
II. Subject Matter
a. Concept : The Earth’s Eon of Geologic Time: Precambrian

Time
b. Materials : Terrarium, Animal Toys, Coloured Paper, Marker
c. Reference : Experiences on Earth Space Science, pp. 392-394
d. Process Skills : Identifying and Enumerating the main
concepts and sub concepts.
e. Values Integration: Appreciating the usefulness and significance of
past future events.
III. Learning Task

a. ENGAGE (Brainstorming)
 Let them answer the given scenario:
Suppose you were to mark dot on a piece of paper making 1 dot
every second. How long would take you to make a million dot
after another without ever stopping? How would it take you to
make 4 600 million years?

74
b. EXPLORE
 Group/ Collaborative learning
 Give them 10 minutes to trace the evolution of the Earth’s
geologic time by making a timeline.
 Discuss it to their group mates.
c. EXPLAIN (Group Reporting)

 Ask them to present their output to the class and let them
discuss how dating help us determine the evolution.
d. ELABORATE
 Supply lacking and provide supplements on the important
concepts and sub concepts.
 Using toys, terrarium and other objects, let them
illustrate/design the different geologic time.
 Use a rubric as a tool of assessment.
e. EVALUATION
 Let them make an assay that draws the various geologic time
and how did was traced through the aid of relative and absolute
dating.
IV. Assignment
 Collect any materials that may consider as an evidence of

changes on geologic time(Precambrian Time) such as pictures
or any tangible object.
 Attach on it, is the reason how this object considered.
ACTIVITY RUBRICS
PRESENTATION OF
KNOWLEDGE
4 - The students will
able to identify and
explain the concepts
clearly.
able to identify or
clearly.
able to identify and
clearly.
1 – No
presentation/output at
all
LESSON PLAIN IN EARTH SCIENCE
Learning Competency Code: S11ES-Ii-j-38

Learning Competency: Describe how index fossils (also known as guide fossils)
are used to define and identify subdivisions of geologic time.

74
At the end of the lesson, students should be able to:
1. define index fossils operationally;
2. describe the role of index fossils in determining the ages of rock
layers; and
3. draw conclusion about the earth using the relative age of rock
layers.
II. Subject Matter: History of the Earth

A. Concept
Index fossils
B. Materials
Video clip (Relative Dating with Fossils: Index Fossils as Indicators of
Time)
Newspapers
Pencils
C. Reference
http://www.uncp.berkeley.edu/education/explorations/tours/stories/guide/index.html
D. Process Skills
Creating, describing, and drawing conclusion
Relating the significance of knowing the age of mankind and its
surroundings.
III. Learning Tasks

A. Engagement
Estimated Time: 5 minutes
Graphic organizer on fossils
Let the students share their idea/concept about fossils.
Fossils
B. Exploration
Students will make a model of rock layers using newspapers.
Guide questions:
1. What properties of the papers did you use to order them?
2. If the ordered newspaper represented a section of layered rocks,
what
could you tell me about the top layer and the bottom layer?
C. Explanation
Group Reporting
Students will present the result of their activity.
D. Elaboration
Give challenge questions to the students.
1. If a pencil is placed between two of the newspapers layers, what
might this represent?
2. If the newspapers represent the layers of the rock, what can we

74
determine about the age of the pencil that was placed in the
stack?
(If the pencil represent an index fossil, we can determine its
relative
age because it is only found in a specific layer.)
E. Evaluation
How is the geologic time scale of the earth be determined using the
age of
the rock layer?
III. Assignment
Make a video clips about the history of the earth through geologic time.
Learning Competency Code: S11ES-IIj-39

Learning Competency: Describe the history of the Earth through geologic time.
a. Name the different eras of geologic time;
b. Describe the history of the Earth through geologic time;
c. Recognize the use of geologic time scale in the study of history of the
earth.
II. Subject Matter: History of the Earth
A. Concepts:
The geologic time is a system of chronological measurement
that relates stratigraphy to time which is used by geologists,
palaeontologists, and other Earth scientists to describe the
timing and relationships between events that have occurred
throughout Earth’s history.
B. Materials:
Chart of geologic time scale , pictures/metacards , pen , paper ,
adhesive tape
C. References:
Experiences in Earth-Space Science ; pp. 392-393
http://youtube.com
D. Process Skills:
Describing past and present events.
Recognizing the purpose and usefulness of data.
E. Values Education:
Valuing the importance of using concepts in solving day to day
problems.
A. Engagement:
Show a chart/ or a short video on geologic time periods.
B. Exploration:
Students will be given pictures/ metacards according to their
previous groups. They will arrange the correct order of the given
pictures/metacards according to their existence on Earth
collaboratively.
C. Explanation:
Students will present and explain their outputs in class.
*Rubrics will be used to assess student’s performances.
D. Elaboration:

74
The class will discuss the differences in each period after the
presentation of each group.
The teacher then synthesize the discussion.
E. Evaluation:
Complete the table below. Fill in the correct ERA and PERIOD
on the existence of the following organisms in the geologic time scale.
ERA PERIOD ORGANISM

Crustaceans
T rex Dinosaur
Trilobites
Mammals
Amphibians
IV. Assignment:
Research on the types of career involving the study of geologic time.

74

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Department of Education – Region XII – Regional Mass Training of Grade 11 Senior High School Teachers – Group IIIB

LESSON PLAN IN EARTH SCIENCE

Learning Competency Code: S11ES-Ia-1

ll. Subject Matter:

lll. Learning Task

Group Theory Task

3 Creation Role Playing

LESSON PLAN IN EARTH SCIENCE

Learning Competency Code: S11ES-Ia-2

II. Subject Matter:

III. Learning Task : Collaborative Learning ( 5E’s)

a.What do you see on the picture?

The Origin of the Solar System

_________1. The sun is the center of the solar system.

Compilation of SHS Lesson Plans for Earth Science

_________2. According to the nuclear theory the moon and its

RUBRICS FOR ROLE PLAY

LESSON PLAN IN EARTH SCIENCE

Learning Competency Code: S11ES-1a-b-3

II. SUBJECT MATTER:

ATMOSPHERE – is the protective envelope of the earth.

LITOSPHERE – is the solid layer of the earth where we live.

HYDROSPHERE – the liquid part of the earth

BIOSPHERE - is made up of the parts of Earth where life exists.

Compilation of SHS Lesson Plans for Earth Science

Layers of the earth support life gases oxygen

Students will be grouped with minimum of 5 members and maximum of

Layers of the earth support life gases oxygen

LESSON PLAN IN EARTH SCIENCE

Learning Competency Code: S11ES-1b-4

Learning Competency: Explain that the Earth consist of four sub-system

III. LEARNING TASKS

2.Unlocking of Difficulties: * Finding a Partner Activity*

Compilation of SHS Lesson Plans for Earth Science

 envelope 2 contains the descriptions( phrases) of the 4

ATMOSPHERE is the mixture of gases that surround the Earth

GEOSPHERE is all living organisms on Earth, including those on

BIOSPHERE is the solid portion of the Earth, which is made up

Strategy: “Brainstorming through Small Group Discussion”

HYDROSPHERE EARTH BIOSPHERE

Group 1 – Hydrosphere - Clean the canal / river bank

Group 2 – Biosphere Pick- up (plastics) /clean

LESSON PLAN IN EARTH SCIENCE

Learning Competency Code: S11ES-1b-5

Compilation of SHS Lesson Plans for Earth Science

Learning Competency: Identify common rock-forming minerals using their physical

II. Subject Matter:

III. Learning Tasks

Activity 2-“Can You Identify Me?”

E. Evaluation: Direction: Give at least five common rock-forming

What are the three types of rocks?

Compilation of SHS Lesson Plans for Earth Science

Compilation of SHS Lesson Plans for Earth Science

Compilation of SHS Lesson Plans for Earth Science

Hardness: Use the easy test given in Table 2 successively

 Compare the observed properties with those given in the table of

Learning Competency Code: S11ES-1c-6

II. SUBJECT MATTER

Compilation of SHS Lesson Plans for Earth Science

A set of nine rocks for each learning team (create a rock

References:  Illinois State Board of Education. (n.d.)

Process Differentiated Instruction (Analytical Thinking)

III. LEARNING TASKS