Republic of the Philippines

Department of Education
Region XI
Division of Davao de Oro
Lorenzo S. Sarmiento Sr. National High School
LESSON PLAN

Teacher: Reynaldo J. Marin Jr. Subject: Science Time Required: 10:00am-12:00nn

nd
Grade Level: 11 Grading Period: 2 Semester S.Y. 2020-2021
Lesson/Topic: Earth Science: “What are the Rocks Telling Us?” Date: April 22, 2021
I. OBJECTIVES
A. Content standards The learner is able to describe the possible events that occurred
in a certain area based on the rock layers found therein.
1. Performance The learners shall be able to:
standards a. Make sense of a scientific diagram of rock layers and use
it for evidence to describe the phenomena that would have
taken place to create the observed strata.
b. Create a new diagram as a model to predict change over
time in rock strata.
2. Learning Objectives At the end of the lesson the students will be able to:
a. Make measurements and use various quantitative units to
describe phenomena and will practice converting
quantities from one unit to another.
b. Use maps (topographic and geologic) to estimate
distances, visualize landforms, and locate / identify
geographic and geologic features.
c. Demonstrate the ability to integrate new data with their
current understanding of geologic systems to formulate or
evaluate a hypothesis.
II. CONTENT Rock Strata
III. LEARNING
RESOURCES
A. References
1. Teachers Guide Mutya K- 12 Compliant Core– Earth and Life Science for Senior
Pages High School 2016 pp. 129-132
2. Learners Material Mutya K- 12 Compliant Core– Earth and Life Science for Senior
pages High School 2016 pp. 129-132
3. Text book pages pp.129-132
4. Additional materials Source:https://www.southalabama.edu/geology/haywick/GY111
from learning source /inclined.pdf
Source: https://www.youtube.com/watch?v=fYSeM63Fv0s
B. Other Learning Power point
Materials/Resources Bond Paper
Pencil
Coloring materials
Manila Paper
Marker
Colored Papers
Glue
Scissors
Ruler
IV. PROCEDURES
A. Reviewing previous ELICIT( GAME TIME)
lesson or presenting A. Preliminaries
the new lesson  Prayer
 Greetings
 Checking of Attendance
 Ice breaker
The teacher will present scramble words to introduce the new
lesson.
Scrambled Words Answer
NASONDSTE SANDSTONE
STELIMOEN LIMESTONE
LSAHE SHALE
TALBAS BASALT
KOCR ATASTR ROCK STRATA
YOGGELO GEOLOGY
Present the objectives:
At the end of the lesson the students will be able to:
a. Make measurements and use various quantitative units to
describe phenomena and will practice converting
quantities from one unit to another.
b. Use maps (topographic and geologic) to estimate
distances, visualize landforms, and locate / identify
geographic and geologic features.
c. Demonstrate the ability to integrate new data with their
current understanding of geologic systems to formulate or
evaluate a hypothesis.
B. Establishing a Engage
purpose for the The teacher will shows different pictures
lesson

C. Presenting examples The teacher will instruct the students to distinguish the pictures
of the new lesson shown and answer the following questions.
1. In a layered sequence, which of the layers was formed
first? Which last?
2. If a rock is tilted, folded or metamorphosed, which
came first, the rock or the tilting/folding/metamorphism?
3. Studying the strata of the Earth can tell us?
D. Discussing new Group task: Students will have had experience working with
concept and and making sense of geological models showing rock strata.
practicing new skills Ideally, they’ll have looked at strata in person; otherwise, they
no. 1 would have compared diagrams of strata with photographs and
 handled rocks from these strata. They would have then used
data from these resources to create scientific models to explain
phenomena such as earthquakes, erosion, and formation of
sedimentary rock.
E. Discussing new The day prior to the activity, the class has already been
concept and grouped into 5 and instructed to bring the necessary materials
practicing new skills that will be used in the activity. The students are required to
no. 2 bring their own materials for the group activity (Only the groups
and materials needed are announced).

On the day of the activity, the groups will be instructed by the

teacher on what to do and will be shown with 2 diagrams for
reference, the first one is an illustration with alphabet as
indicators and the second one is an actual system of rock
strata.

The students must answer the following guide questions and

create a diagram based on the reference provided by the
teacher. (75 minutes)
1. Describe the geologic history of the rock layers in
the top diagram - note which was formed first,
second, third, and last and describe how you know.
2. What does E represent? Where did it happen on
the timescale of the formation of these layers?
3. What is your evidence and reasoning to place E
there on the timescale?
4. Recreate a diagram to model what the rock strata
might look like in one million years. Use your
background knowledge to predict at least two
reasonable changes. Below the model, explain why
those two changes could happen.
F. Developing mastery The teacher will call a representative from each group to
(leads to formative present their output and reflection about the said activity
Assessment 3) through oral presentation in the class. (9 minutes per group,
total of 45 minutes for oral presentation)
G. Finding practical ELABORATE
applications of The teacher will discuss about the Rock Strata and its formation
concepts and skills in through PowerPoint presentation.
daily living 1. Rock layers- In geology and related fields, a stratum
(plural: strata) is a sedimentary rock layer or soil with
inside reliable qualities that recognize it from different
rock layers. The "stratum" is the crucial unit in a
stratigraphic section and structures the study's premise of
stratigraphy.
2. Characteristics of rock layers- Every rock layer is for
the most part one of various parallel rock layers that lie
one upon another, set around characteristic procedures.
They may stretch out over a huge number of square
kilometers of the Earth's surface. Strata are normally seen
as groups of diverse shaded or contrastingly organized
material uncovered in bluffs, street cuts, quarries, and
waterway banks. Individual groups may fluctuate in
thickness from a couple of millimeters to a kilometer or
more. Every band speaks to a particular method of
affidavit: stream residue, shoreline sand, coal bog, sand
ridge, magma bed, and so on.
3. Naming of rock layers- Geologists study rock strata and
sort them by the material of beds. Each particular layer is
normally doled out to the name of sheet, generally in view
 of a town, stream, mountain, or locale where the
arrangement is uncovered and accessible for study. For
instance, the Burgess Shale is a thick introduction of dim,
once in a while fossiliferous, shale uncovered high in the
Canadian Rockies close Burgess Pass. Slight
refinements in material in an arrangement may be
portrayed as "individuals" (or now and again "beds").
Arrangements are gathered into "gatherings" while
gatherings may be gathered into "supergroups".
4. Formation- A formation or geological formation is the
basic unit of lithostratigraphy. An arrangement comprises
of a sure number of rock strata that have an equivalent
lithology, facies or other comparable properties.
Developments are not characterized on the stone's
thickness strata they comprise of and the thickness of
distinctive formation can thus change broadly.
The idea of formally characterized layers or strata is key
to the geologic control of stratigraphy. Arrangements can
be separated into individuals and are themselves
regularly divided in gatherings.

History
 Most of the rocks exposed at the surface of Earth are
sedimentary--formed from particles of older rocks that
have been broken apart by water or wind. The gravel,
sand, and mud settle to the bottom in rivers, lakes, and
oceans. These sedimentary particles may bury living and
dead animals and plants on the lake or sea bottom. With
the passage of time and the accumulation of more
particles, and often with chemical changes, the
sediments at the bottom of the pile become rock. Gravel
becomes a rock called conglomerate, sand becomes
sandstone, mud becomes mudstone or shale, and the
animal skeletons and plant pieces can become fossils.
 As early as the mid-1600's, the Danish scientist Nicholas
Steno studied the relative positions of sedimentary rocks.
He found that solid particles settle from a fluid according
to their relative weight or size. The largest, or heaviest,
settle first, and the smallest, or lightest, settle last. Slight
changes in particle size or composition result in the
formation of layers, also called beds, in the rock.
Layering, or bedding, is the most obvious feature of
sedimentary rocks.
 Sedimentary rocks are formed particle by particle and
bed by bed, and the layers are piled one on top of the
other. Thus, in any sequence of layered rocks, a given
bed must be older than any bed on top of it. This Law of
Superposition is fundamental to the interpretation of
Earth history, because at any one location it indicates the
relative ages of rock layers and the fossils in them.
 Layered rocks form when particles settle from water or
air. Steno's Law of Original Horizontality states that most
sediment, when originally formed, were laid down
horizontally. However, many layered rocks are no longer
horizontal. Because of the Law of Original Horizontality,
we know that sedimentary rocks that are not horizontal
either were formed in special ways or, more often, were
moved from their horizontal position by later events, such
as tilting during episodes of mountain building.
H. Making ELABORATE
 generalization and Answer the following questions. Base your answer on the
abstraction about the graphics provided.
lesson

1. Igneous intrusion D is younger than layers B, C, and E

according to _____.
a. Law of superposition
b. Law of cross-cutting relationships
c. Original horizontality
d. Uniformitarianism
2. Which of these is in the correct order from oldest to most
recent?
a. B, C, A, D, E
b. D, C, B, A, E
c. C, B, A, D, E
3. According to the diagram, the age of rock layers in two
different locations can be matched by
a. Being found at the same elevation
b. Being the same type of rock
c. Having the same rock types either above or below
d. Containing the same index fossils
4. Which of the following statements about fault D are
accurate?
a. It is younger than layer C
b. It is younger than intrusion I
c. It happened before layer H
d. It happened after layer B
5. This picture is most clearly depicting
a. Law of superposition
b. Law of cross-cutting relationships
c. Original horizontality
d. Uniformitarianism
I. Evaluating learning EVALUATE
Rubrics Related to the Learning Targets:
• Students make sense of a scientific diagram of rock layers
and use it for evidence to describe the phenomena that would
have taken place to create the observed strata.
Basic (10 points) Developing (15 points)
Proficient (20 points) Advanced (25 points)

• Students create a new diagram as a model to predict change

over time in rock strata.
Basic (10 points) Developing (15 points)
Proficient (20 points) Advanced (25 points)
J. Additional activities (EXTEND)
for the application of Instruction: Research about famous places where rock
 remediation formations are seen and share what you think is the importance
of studying stratified rocks to history, education and geology.
Provide at least 2 pictures and put it in a long bond paper.
Rubrics:
Creativity- 5 points
Explanation- 5 points
Grammar- 5 points
Total: 15 points
V. REFLECTION A. No. of students who earned 80% in the evaluation
B. No. of students who required additional activities for
remediation
C. Did the remedial lesson work?
D. Which teaching strategy work well? Why did these work?
E. What difficulties did I encounter?
F. What innovation materials did I use/discover I wish to share
with my teachers?
WRITER/S Reynaldo J. Marin Jr.
EVALUATOR/S