Republic of the Philippines

Department of Education
Region V - Bicol
SCHOOLS DIVISION OFFICE OF ALBAY
San juan high school
San juan, oas, albay

DAILY LESSON PLAN IN EARTH AND LIFE SCIENCE 11/12

I. OBJECTIVES

A. Content The learner demonstrates understanding of the origin and environment of formation of
Standards common minerals and rocks.

B. Performance Conduct a survey to assess the possible geologic/ hydrometeorological hazards that your
Standards community may experience.

C. Learning In this lesson, you should be able to identify common rock-forming minerals using their
Competencies physical and chemical properties. (S11/12ES-1a-9)
/ Objectives
Specifically, you should be able to:

1. distinguish minerals from nonminerals;

2. identify rock-forming minerals using their properties, and;
3. recognize the significance of minerals in everyday life.

II. CONTENT Rock-Forming Minerals

III. LEARNING RESOURCES

A. References  Aborde, J. (2020). Science 11 Self-Learning Module, Quarter 1 - Module 3: Rock-Forming

Minerals, Department of Education Regional Office V
B. Other  Pellant, C. (2010). Rocks and Minerals. Dorling Kindersley Publishing Inc.
Learning  Greene, L., Yelton, S., Haine, D., Stadelman, T. (2019). Rocks and Minerals. Retrieved
Resources from https://ie.unc.edu/wp-content/uploads/sites/277/2019/09/4th-Grade-Rocks-
Minerals_Final-Version.pdf?fbclid=IwAR0Df4wDyWkWczA9Q5jB0oCkYdw8GsOxiM9Z-
OwqdfzdI-EmL0jG4kdEfzE
 Lumen Learning. Identifying Minerals retrieved from
https://courses.lumenlearning.com/wmopen-geology/chapter/outcome-identifying-
minerals/
 Ing, H. (2021). What Are Minerals? Retrieved from https://geology.com/minerals/
 Fairley, E. Rock-Forming Minerals retrieved from https://geologyglasgow.org.uk/local-
rocks/rock-forming-minerals/
 Easy Teachers Worksheet. Identifying Unknown Minerals retrieved from
https://www.easyteacherworksheets.com/pages/pdf/science/answermixed/rocks/
8.html
 Ward’s Science (2021) Retrieved from
https://www.wardsci.com/cms/geology_study_cards?fbclid=
IwAR1Gz6j67wiwh8Fdvy9XG0sZUyIqGCoMuxtCwf9XoDfV1W6OEqMdl_MxkX0
 Bhattacharyya, P., Branlund, J. (2021). Review of Minerals and Rocks retrieved from
https://serc.carleton.edu/integrate/teaching_materials/mineral_resources/activity1-
2.html
IV.PROCEDURES Teachers Tasks Students Tasks

A. Preliminar Prayer Lead the prayer

y Activities Checking of Attendance Class monitor checks the attendance
Checking of cleanliness and orderliness of the Maintain cleanliness and orderliness
classroom. Observe house rules
Setting of House Rules
B. Elicit Review of the Previous Lesson

Let us see if you can still recall the different Earth

subsystems. Identify what subsystem is represented
by each item below. Write the answer in your
notebook.
1. air 1. atmosphere
2. rocks 2. geosphere
3. plants 3. biosphere
4. oceans 4. hydrosphere
5. magma 5. geosphere

TELL: The Earth’s geosphere is mainly composed of

rocks. This makes up the solid part of the Earth. “Yes!”
That’s why it is important that we understand rocks
and how it is formed. For this lesson, we are going
to learn what composes rocks, what are its
properties and its uses. Are you ready for today’s
lesson?
C. Engage Storytelling:

The teacher will start off the lesson with a fictional

narrative about his walk home from work.

“Yesterday, I decided to walk home because it was a

beautiful day. As I was walking home, I stopped “Minerals!”
several times because I noticed some things on the
ground. First, I came across a solid material that is
glassy green in color so I picked it up. Then a little
further down the road I came across another one, a
yellow dull looking item. As I continued my walk
home, I kept finding more and more interesting
solid items. When I got home, I realized that I had a
large collection of solid materials having variety of
colors, texture, appearance, shape and weight. What
do you think these materials are called?

“Yes, they are called minerals. Do you know what

minerals are?”

Minerals are solid, either free,

uncombined native elements or
elemental compounds with a few
notable exceptions like water,
mercury and opal. They have definite
atomic structures and chemical
compositions which vary within fixed
limits.

D. Explore TELL: To meet the definition of “mineral” used by

most geologists, a substance must meet five
requirements:
1. Naturally occurring – means that it is not
produced by people
2. Inorganic – means that the substance is not
made by an organism
3. Solid – means that it is not liquid or gas at
standard temperature and pressure
4. Definite chemical composition - means that all
 occurrences of that mineral have a chemical
composition that varies within a specific limited
range.
5. Ordered internal structure – means that the
atoms in a mineral are arranged in a systematic
and repeating pattern.

DO: The teacher will distribute the activity sheets.

Instruct the students to accomplish the tasks and
answer the guide questions.

ACTIVITY NO. 1: Mineral or Not?

ACTIVITY NO. 1: Mineral or Not?

Guide Questions:
Guide Questions:
1.
 Plastic Bottle is not a mineral
1. Briefly explain why each substance does or
does not meet the criteria to be considered because it is not naturally
as a mineral. occurring substance.
 Plastic Bottle  Rock Salt is a mineral because it
 Rock Salt is solid, inorganic and natural. It
 Coal is chemically homogenous
 Ice sharing the same chemical
 Glass formula NaCl. It is also crystalline
which means that the atoms are
2. List down three (3) more substances that orderly arranged and in
meet the criteria of a mineral. repeating pattern.
3. Do you think the five criteria discussed  Coal is not a mineral because it is
above are sufficient enough in identifying derived from dead plants that
and classifying minerals? Yes or No? Why? cannot decay, meaning it is
organic.
 Ice is a mineral because it is
inorganic and natural. It is
chemically homogeneous (with
formula H2O) and is crystalline. It
becomes a nonmineral if it melts
into water.
 Glass is not a mineral because the
atoms are not arranged in an
ordered and repeating pattern.
Glass is not crystalline.

2. Answers may vary.

 Gold
 Talcum Powder
 Pencil Lead

3. No, because to accurately

identify and categorize
minerals there is a need to
examine their physical and
chemical properties.
E. Explain TELL: Mineralogists are scientists who study
minerals. One of the things mineralogists must do is
identify and categorize minerals. While a
mineralogist might use a high-powered microscope
 to identify some minerals, most are recognizable
using physical properties. The physical properties of
minerals are related to their chemical composition
and bonding. These physical characteristics include:
color and streak, luster, hardness, density and
specific gravity, crystal habit, cleavage and fracture,
diaphaneity.

ACTIVITY NO. 2
Identifying Unknown Minerals

Use the information about color, hardness, luster

and dominant breakage of minerals given in the
tables below to provide the name of the unknown
mineral in the table at the bottom of the page. The
first one is done for you.

ACTIVITY NO. 2
Identifying Unknown Minerals

Guide Questions:
Guide Questions:
1. No, While the color of a
1. The color of a mineral, as seen in natural mineral helps in identifying
light, is an obvious and useful identification those minerals with
feature. But, is it reliable to solely observed characteristic colors, there
this physical property to identify a mineral? are pitfall in relying solely on
Justify your answer. colors. Many minerals occur
2. Hardness of a mineral is commonly in variety of colors while a
measured on the Mohs Scale which ranges large number of minerals are
from hardness 1 (Talc) to hardness 10 white or colorless.
(Diamond) where each mineral can scratch
those with a lower scale number. Following 2. Apatite/Hornblende, Fluorite,
this principle, which mineral/s can be Mica/Calcite,
scratched by feldspar? Gypsum/Kaolinite, Talc
3. Based from what you learned in the activity,
key the correct order of steps or procedures 3. ___5__ Evaluate any other
in identifying a mineral by numbering 1-5 in physical properties necessary
the space before the description. to determine the mineral’s
identity.
_____ Evaluate any other physical properties
necessary to determine the mineral’s __3___ Identify its cleavage or
identity. fracture.
_____ Identify its cleavage or fracture. ___1_ Look at it closely on all
visible sides to see how it
_____ Look at it closely on all visible sides to reflects or emits light. (color)
see how it reflects or emits light. (color)
___4__ Name its luster.
_____ Name its luster.
___2__ Test its hardness.
_____ Test its hardness.

F. Elaborate The teacher will process the responses of the The students will listen to the
 students in the activity and further discuss the
different properties of minerals. The teacher will
also discuss the common rock-forming minerals.
Properties of Minerals:
Color is the appearance of the object caused by
light either being reflected or emitted. The color
given by the mineral in its powder form is called
streak. Luster describes the way light is reflected
off a mineral’s surface. Hardness of a mineral
pertains to its resistance to being scratched.
Density describes the amount of matter present in
a certain amount of space or volume while specific
gravity is a measure of a mineral’s density as
compared to water. The habit is the characteristic
appearance of a crystal which has been determined
by its predominate form. If a mineral break and
forms a smooth surface, it is called cleavage. If the
mineral breaks unevenly it is fractured.
Diaphaneity or transparency refers to the way in
which light passes through a mineral specimen.
Common Rock-forming Minerals
Although there are around 5000 different mineral
species, only a few form rocks and are called “rock-
forming minerals”. Most minerals are “accessory
minerals” that occur in small quantities within a
rock. The common rock-forming minerals are
plagioclase feldspars, alkali feldspar, quartz,
amphiboles, micas, olivine, pyroxenes, calcite and
dolomite.
G. Evaluate Concept Map
H. Extend Geology Specimen Key Cards
Instructions: Access the Geology Specimen Key
Cards through this link
https://www.wardsci.com/cms/geology_study_car
discussion. After the discussion, the
students should be able to generalize
the concepts discussed.
Key Concepts:
• Minerals are inorganic, naturally-
occurring, crystalline solids with
definite chemical composition.
• The chemical property of a mineral
constitutes its chemical composition
which is expressed in its physical
properties.
• Some physical properties of
minerals are color and streak,
hardness, cleavage and fracture,
luster, crystal form and habit,
density, specific gravity and
diaphaneity. These properties are
used to identify minerals.
• Although there are thousands of
minerals, only very few groups are
involved in rock-formation. Major
rock-forming minerals are
plagioclase feldspar, alkali feldspar,
quartz micas, amphiboles, pyroxene,
olivine, calcite and dolomite.
• Minerals are used in a wide array of
products such as jewelries, ceramics,
dyes, salts, cosmetics and
technologies. Minerals are also
important in the electrical, steel and
construction industries.
Concept Map
 ds?
fbclid=IwAR1Gz6j67wiwh8Fdvy9XG0sZUyIq
GCoMuxtCwf9XoDfV1W6OEqMdl_MxkX0 and select
five (5) minerals from the list. Study each mineral
key card and fill in the table below. You may print
the key cards for your reference. Follow the
example below.

REMARKS  This lesson employs 7Es Inquiry Model and the diversity of learners and their varied
learning needs will be considered throughout the lesson.
 Formative assessments will be done throughout the lesson.
 A rubric will be used in the activities.
 Concepts in other learning areas were integrated in this lesson.
REFLECTION

Prepared by:

ROMNICK N. MAGDARAOG
Teacher II