.

OBJECTIVES
The learners demonstrate an understanding of:
A. Content Standards weathering and soil erosion shape the Earth’s surface and affect living
things and the environment.
The learners shall be able to:
B. Performance Standards
participate in projects that reduce soil erosion in the community.
Investigate extent of soil erosion in the community and its effects on living things
and the environment.
C. Learning Competencies/ 1. Identify the agents of soil erosion.
Objectives Write the LC 2. Explain how each agents of soil erosion resulted to the said
code for each phenomenon.
3. Draw or cut some pictures showing the agents of soil erosion

II. CONTENT SOIL EROSION

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
Science Beyond Boarders Grade V Textbook and Phoenix Books Grade 5, LRMDS
3. Textbook pages
Phoenix Guide and K to 12 CG
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Curriculum Guide S5MT S5FE-IVb-2
Resources
IV. PROCEDURES
(ELICIT) Picture it out!
Guess the word that could describe the four pictures. Write
your answer in the boxes below. The number of the box could tell the
number of letters the word has.

A. Reviewing previous
lesson or presenting the
new lesson

(ENGAGE) “ GUESS WHAT”

Activity Instruction:

B. Establishing a purpose a) Show a picture of a rock that breaks.

for the lesson b) Ask the pupil if what they think happens after rocks break?
c) Give some reward to the pupil who got the correct answer.
d) If no one in the class answered it correctly, lead them to the idea that after a
rock breaks, some of its fragments becomes part of the soil.
 (ENGAGE)“PICTURE ANALYSIS”

Activity Instruction/s:
a) Present a picture to the class showing an eroded soil.
b) Ask the pupils of what they can say about the given picture.

C. Presenting
examples/instances of
the new lesson

Photo credits: Baggao Vice Mayor Rowel

Gazmen
(EXPLORE) “EXPLORE AND DISCOVER”
Activity Instruction/s:
a) Recall the standards to follow in doing a group activity.
b) Let the class go to their respective groups with their respective group-member role.
c) Provide each group with activity sheet.
If the class is divided into 2, let group 1 do the activity entitled, “Shower them All”
and let group 2 do the activity entitled “Blow them All”.
If the class is divided into 4, let group 1 and 2 do the activity entitled, “Shower them
D. Discussing new concepts
All” and group 3 and 4 do the activity entitled “Blow them All”.
and practicing new skills
#1
(Please see the attached activity sheets entitled, “Shower Them All” and “Blow
Them All”)
d) Present to the class the Group Work Rubric before the activity proper.
(Please see the attached rubric for this group activity)
e) Supervise the pupils while doing the activity and give assistance whenever needed.
f) Allot time for the pupils to wrap up and finalize their answers after the activity.
g) Instruct them that they will present their answers in class after all of the groups are
done with their work through reporting.

E. Discussing new concepts (EXPLORE) “SIMULATING EROSION”

and practicing new skills
#2 a) Recall the standards to follow in doing a group activity.
b) Let the class go to their respective groups with their respective group-member role.
c) Provide each group with activity sheet entitled, “Simulating Erosion”.
(Please see the attached activity sheet entitled, “Simulating Erosion”)
d) Present to the class the Group Work Rubric before the activity proper.
(Please see the attached rubric for this group activity)
e) Supervise the pupils while doing the activity and give assistance whenever needed.
f) Allot time for the pupils to wrap up and finalize their answers after the activity.
g) Instruct them that they will present their answers in class after all of the groups are
 done with their work through reporting.

(EXPLAIN) “I-REPORT!”
Activity Instruction:
a) Each group’s assigned reporter will present their answers to the class
through a field reporter be like.
F. Developing mastery
b) The field reporter will give his/her report using the questions given in the
(leads to Formative
Assessment 3) activity sheets. It’s the group’s discretion on how to make their intro.
c) The teacher will facilitate the presentation to correct some misconceptions.
d) Each group will be graded through a rubric.
(Please see the attached rubrics for reporting)
(ELABORATE)
LET’S APPLY IT” (DAY 2)
Activity Instruction:
A. Explain briefly how the following scenarios cause soil erosion.
a) Deforestation
b) Strong winds
c) Floods
d) construction
B.
1. Which agent do you think contribute the most to soil erosion? Why?
2. How does water cause soil erosion?

BACKGROUND INFORMATION FOR THE TEACHER

G. Finding practical
applications of concepts
and skills in daily living
 Erosion is the wearing away of soil by wind, water, gravity, or human
impact. It occurs naturally but can be made worse by human activities
such as farming, logging, and mining. The most common type of erosion
happens when soil is washed off a slope by rainwater.
 The implications of soil erosion by water extend beyond the removal of
valuable topsoil. Crop emergence, growth and yield are directly affected
by the loss of natural nutrients and applied fertilizers. Seeds and plants
can be disturbed or completely removed by the erosion. Organic matter
from the soil, residues and any applied manure, is relatively lightweight
and can be readily transported off the field, particularly during spring thaw
conditions. Pesticides may also be carried off the site with the eroded
soil.

 Soil quality, structure, stability and texture can be affected by the loss of
soil. The breakdown of aggregates and the removal of smaller particles or
entire layers of soil or organic matter can weaken the structure and even
change the texture. Textural changes can in turn affect the water-holding
capacity of the soil, making it more susceptible to extreme conditions
such as landslides and drought.

(ELABORATE)“COMPLETE ME” (DAY 2)

H. Making generalizations
Activity Instruction:
and abstractions about
the lesson
a) Complete the diagram by filling out the missing information in the
circles. Then give at least one example per agent of erosion.
 (EVALUATE) “TEST YOURSELF” (DAY 3)

Activity Instructions:
A. Write the word TRUE if the statement is correct. If the statement is
false, replace the underlined words to make the statement true.

1. The movement of rocks from one place to another is called -

weathering.
2. Sediments are materials transported due to erosion.
3. The faster the running water is, the slower the soil erosion would be.
4. Sand dunes are ridges of sand formed by waves.
5. Erosion is faster and greater on land surfaces with gradual slope.
6. Gardening can also cause erosion because soil is moves as we
mine the ground.
7. A slope is a flat surface of the land.
8. Small volumes of soil and sand are transported when they are used
I. Evaluating learning in the construction of houses.
9. When burrowing animals dig in the ground, some rock and soil
particles stick to their bodies.
10. Landslide can be caused by water, wind, and humans.

Answer key:
1. False-erosion
2. True
3. False-faster
4. False-winds
5. False-steeper
6. False-dig
7. False-inclined
8. False-huge
9. True
10. False-erosion
(EXTEND)
Take a photo of your surrounding that shows soil erosion. Paste it on
J. Additional activities for the space provided and write 2 ways to lessen or prevent this.
application or
remediation

V. REMARKS

VI. REFLECTION
 A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
C. Did the remedial lessons work? No. of learners who have caught
up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these
work?
F. What difficulties did I encounter which my principal or supervisor
can help me solve?
G. What innovation or localized materials did I use/discover which I
wish to share with other teachers?

Jeanly D. Manlatican
Teacher I
Writer/s:
Santiagol Elementary School
Division of Davao Oriental

Evaluator/s:

ACTIVITY SHEET NO. 1

SHOWER THEM ALL

 Activity Title

Science Skills: Observing, Comparing, Inferring

You will need:

 2 shallow pans
 6 cups of garden soil
 6 bottles of 500ml water

What to do:

1. Get two shallow pans and fill them with garden soil. Label one pan as A and the other as B.
2. Pour water gradually into the soil on the first pan. What happened to the soil? Describe the movement of the soil.
3. Repeat procedure number 2 on the second pan. This time, pour water rapidly into the soil. What happened? Compare
the difference in terms in the movement of the soil from first one.
4. Record the time and measure the distance of your observation.

Questions:
1. In which setup did the soil move faster? Why?
2. In which setup did the soil move farther? Why?
3. Which setup moved more soil? Why?
4. What happen to the color of the water Why?
5. What can you conclude about erosion in the experiment?

ACTIVITY SHEET NO. 2

BLOW THEM ALL

 Activity Title

Science Skills: Observing, Comparing, Inferring

You will need:

 1 cup of sand
 Hard cardboard
 Paper plate
What to do:

1. Pour 1 cup of fine sand on a paper plate.

2. Slowly fan the sand a bit faster. What happens?
3. Next, fan the sand a bit faster. What happens?
4. Try different speeds of fanning. Draw what shape forms each time you change the speed.

Questions:

1. How does the speed of fanning affect the shape of the sand formed?
2. How can you relate this with the shape of the sand dunes formed in Paoay, Ilocos Norte?

ACTIVITY SHEET NO. 3

 SIMULATING EROSION
Activity Title

Science Skills: Observing, Measuring, Predicting

You will need:

 3 tray pans
 6 cups garden soil
 3 wooden blocks of three different sizes
 3 bottles of 500 mL water

What to do:

1. Place the wooden blocks on the flat surface. Label each block as A, B, and C.
2. Place once tray pan on each column in a slanting position.
3. Pour two cups of garden soil and spread it on each pan.
4. Pour one bottle of water each pan with soil.
5. Record your observation in the following table.

Column Observations

Questions:

1. Which pan had the least amount of soil eroded? The greatest?
2. Explain how does the slope of land affect the rate of erosion?
I
EXEMPLAR SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
GRADE V FOUR 2-DAY 1-3

RUBRICS FOR GROUP ACTIVITY

Group Name: ___________________ Date :______________ Score: _________
Members: Name of Teacher :___________________________________

Category Excellent Good Satisfactory Needs Improvement

4 3 2 1
Contribution to Group Consistently and actively Works toward Works toward group goals Works toward group goals
works toward group goals; group goals without with occasional prompting only when prompted
_________ willingly accepts and occasional prompting;
fulfills individual role accepts and fulfills
within group individual role within
group
Working and Sharing With Helps the group identify Willingly participates in Participates in needed Participates in needed
Others necessary changes and needed changes; usually changes with occasional changes when prompted
encourages group action does the assigned work prompting; often needs and encouraged; always
for change; always does and rarely needs reminding to do the or often relies on others to
_________ the assigned work without reminding assigned work do the work
having to be reminded
Focus on Task On task the entire time On task most of the time Frequently off task Off task
__________
TOTAL : Comments:

___________

RUBRIC FOR REPORTING

Group Name: _________________ Date :______________ Score: _________

I
EXEMPLAR SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
GRADE V FOUR 2-DAY 1-3

Members: Name of Teacher :____________________________________

Criteria Excellent Good Satisfactory Needs Improvement

4 3 2 1
Understanding of the Has clear understanding Has good understanding Has fair understanding of Presentation is off topic
Topic of the topic of the topic the topic
(50%)
Presentation The group’s The group’s The group’s The group’s
(50%) representatives show representatives show representatives were representatives lack
confidence, engage some confidence, engage unsure of responsibility, confidence, audience are
audience, speak loudly audience, can be heard engage audience bored, and body language
and clearly and use and use some appropriate intermittently, the voice is is lacking.
appropriate body body language. hard to hear and use
language. some movement.
TOTAL: Comments: