School Surigao del Norte National High Grade Level / Grade 11 STEM (Carson)

School Section
Daily
Teacher SARAH JANE B. MIASCO Learning Area Earth Science
Lesson SHS T-II
Plan Date and December 1, 2022 Quarter Quarter 1
Time 7:50-8:30 AM, Thursday

OBJECTIVES:
At the end of the lesson, the learners will be able to:
1. identify the different agents of weathering;
2. identify the different types of physical, chemical, and biological weathering;
3. perform how the types of weathering occur; and
4. explain how rocks undergo weathering.
A. CONTENT
The learners demonstrate an understanding of geologic processes that occur on the surface of the Earth
STANDARDS
(e.g. weathering)
B. PERFORMANCE The learner will be able to demonstrate understanding of weathering through:
STANDARDS
1. giving examples on how rocks undergo weathering ; and
2. categorizing the different types of weathering by citing samples.

C. LEARNING Describe how rocks undergo weathering

COMPETENCY
D. LEARNING
COMPETENCY SS11/12ES-IIa-22
CODE
E. CONTENT EARTH PROCESSES (Exogenic Processes)
F. LEARNING
RESOURCES
a. References
1. Teacher’s Guide pages Note: Curriculum Guide, MELC
2. Learner’s material pages Module - Alternative Delivery Mode
3. Textbook pages
4. Additional Materials for Supplementary Learning Materials in Earth Science (Phoenix)
Learning Resource (LR
portal)
b. Other Learning Prepared ppt about the topic, laptop, and pictures.
Resources
ANNOTATIONS
(Indicators to be
G. PROCEDURES Teacher’s Activity Student’s Activity
observed during
the demonstration)
Preliminary Activities Let us start the class with a prayer. Diamola: Let us put ourselves in
Prayer Everybody please stand. May I request the presence of God.
Diamola to please lead the prayer. In the name of the Father, the Son,
and of the Holy Spirit. Amen.
Our Father, Who art in heaven,
hallowed be Thy name; Thy
kingdom come; Thy will be done
on earth as it is in heaven. Give us
this day our daily bread; and
forgive us our trespasses as we
forgive those who trespassed
against us; and lead us not into
temptation, but deliver us from evil.
Amen.
In the name of the Father, the Son,
and of the Holy Spirit. Amen.

Good morning, class. Please check the Good morning, Ma’am Miasco.
floor for some pieces of paper or litters We’re glad to see you.
Greetings then throw it on the trash bins before you
take your sits. (Students start picking trashes)
 For your attendance, how many are absent Student: 5, ma’am.
for today?

Checking of Attendance Who are these students, Curada? Curada: Balasta, Marquez, Catulay,
Libor, and Betito, ma’am.

Do they have any excuse letter so that I Curada: Yes, ma’am. Our class
can excuse them for today? president has their excuse letters.

(Class president presented the

excuse letters to the teacher.)

Okay, so how was your holiday? Students: It was good ma’am

because we were able to take a rest.

Announcement, Reminder Well that’s great. I would just like to

and Class Rules remind everyone that we still have few KRA 1 – Objective
days to go before Christmas. So we should 1 (INDICATOR 1)
comply all the needed requirements before Apply knowledge of
we go on vacation para during vacation Students: Yes, ma’am. content within and
dili na kamo maistorbo and focus na across curriculum
kamo sa iju rest from school teaching areas.
requirements, okay?
Another thing, do we have nearsighted
and/or farsighted here? Please inform me Student: Ma’am si Dela Pena
so that I can transfer you to the seat you medyo hayap daw, di sija
are comfortable with. makaklaro.
Oh, you transfer here in front. Do not
hesitate to tell me class if you have KRA 2 – Objective
problem and if you’re not comfortable 6
with something in the class. Also, please (INDICATOR 5)
remember to avoid using cellphones Maintain learning
during our discussion. If you have a call, All: Noted Ma’am. environments that
just raise your hand and inform me so that promote fairness,
you can entertain your call outside. respect and care to
encourage learning.
I am calling for the classroom officers to
please facilitate this section in putting into
practice all the classroom rules and
regulations.

To review what we discussed last time, let

A. Reviewing previous us have a short recall on what you Each student starts to write their
lesson/present new understand about “Rocks”. We have the answers on the board.
lesson word “ROCK” on the board and I want
each one of you to write a word or phrase
related to this term or the things that you
learned about this term.

Okay, very good class. So these were the

details and information that we have
discussed last time. It’s a good thing that
most of you can still remember our
discussion.
For our new topic. I’d like you to read the
lesson objectives so that we will know
what the things you need to endure are.
Everybody, please read.
At the end of the lesson, the learners will
be able to:
1. identify the different agents of
weathering;
2. identify the different types of physical,
chemical, and biological weathering;
3. perform how the types of weathering
Students read the lesson objectives
At the end of the lesson, the
learners will be able to:
1. identify the different agents of
weathering;
2. identify the different types of
physical, chemical, and biological
weathering;
3. describe physical, chemical, and
biological weathering; and
4. explain how rocks undergo
 occur; and weathering
4. explain how rocks undergo weathering.

Okay, thank you.

B. Establishing a Purpose This time, I will show some photos and Students will analyze and try to
for the Lesson you will have to see and analyze each. give their ideas.
MOTIVATION
Student: Ma’am, all the photos
displayed broken pieces of rocks.

Very good! All of these pictures presented

rocks that are broken into smaller pieces.
And we call that process, the Weathering.
C. Presenting examples/ ACTIVITY TIME! KRA 1 – Objective
instances of the new 4
lesson The class will be divided into 6 groups. (INDICATOR 6)
ACTIVITY Groups 1, 3, and 5 will be doing the Maintain learning
Physical (Mechanical), while the last 3 environments that
groups will be performing the Acid rain nurture and inspire
activity. learners to
a. Physical (Mechanical) Weathering participate,
Activity cooperate and
Chalk is a great material to use to Each group will start to perform collaborate in
demonstrate weathering because chalk is a their assigned activity. continued learning.
soft sedimentary rock made of calcite.

Materials: salt, sidewalk chalk, plastic

container with a lid, teaspoon

Tips: Make observations about the chalk

before beginning the activity. Have
students sketch the chalk and predict what
will happen when it is shaken in a plastic
container with salt for two minutes.
Procedure:
 Place a teaspoon of salt in a plastic Student 1: 1.a) Before placing the
container with a small piece of chalk in the container, it was intact
sidewalk chalk. at first, no small substance or
 Set a timer and place the lid securely granules. After shaking the
on the container. container with chalk and salt in it,
 Shake for two minutes. its granules mixed with the salt and
 Observe the chalk after shaking and the chalk’s size decreased.
compare it to the chalk before it was
shaken with salt. Student 2: 1.b) We can compare
this activity to weathering because
b. Factors That Affect Weathering (Acid
they have the same concept in
Rain)
breaking down solid particles such
This is a great demo to show how
as rocks.
breaking of rock affects the time it takes
for weathering to occur.

Materials: 2 antacid tablets, warm water, 2

plastic cups, spoon, stopwatch

In this activity, the antacid tablet

represents the rock.

Directions: Have students predict if the

whole tablet or the crushed tablet will
 dissolve faster.
Procedure:
 Crush one antacid tablet. Place it in 100
mL of warm water and stir. Use the
stopwatch to measure the time until the
tablet dissolves.
 Repeat with the whole antacid tablet.

Guide Questions:
1. Physical (Mechanical) Weathering
Activity: Student 3: 2.a) Both tablets melted
1.a) How will you compare the chalk after placing it in the cups with
before and after it was shaken warm water. But, the crushed tablet
with salt? melted faster compared to the
1.b) How this is like weathering? whole tablet.
2. Acid rain Activity:
2.a) What have you observed with the Student 4: 2.b) Smaller pieces have
2 tablets after placing it in the more surface area for water and
cups with water in it? gases to react with the rock.
2.b) What conclusions can you draw
why smaller pieces of rock
weather faster?

WEATHERING
Weathering is the process of breakdown
D. Discussing new concepts of rocks at the Earth’s surface, by the
and practicing new skills action of water, ice, acids, salts, plants, KRA 1 – Objective
ABSTRACTION animals, gravity and changing 1 (INDICATOR 1)
temperatures. Apply knowledge of
There are three types of weathering: content within and
physical weathering, chemical weathering, across curriculum
and biological weathering. teaching areas.

Agents of Weathering
1. Water - Either in liquid or solid form is
one of the agents of mechanical
weathering. In liquid form, it seeped into
cracks and crevices of rocks and when the
temperature dropped, it freezes and
definitely will expand in the form of ice.
The ice then works as a wedge which
slowly widens the cracks and splits the
rock. When the ice melts, the liquid water
performs the act of erosion by carrying
away the tiny rock fragments
lost in the split. KRA 1-Objective 3
2. Salt - In the process of haloclasty, salts (INDICATOR 2 )
served as an agent of weathering. Display proficient
Saltwater sometimes gets into the cracks use of Mother
and pores of rock. When it evaporates, salt Tongue,Filipino and
crystals are left behind and grow in the English to facilitate
cracks and pores which caused pressure teaching and
on the rock and slowly break it apart. learning.
3. Temperature - Temperature changes
can also contribute to weathering through
the process called thermal stress. During
thermal stress, rock tend to expand with
heat and contract with low temperature.
As this happens repeatedly, the structure
of the rock weakens and over time
crumbles.
4. Plants - also served as agents of
weathering. Its contribution take place
when the seed of a tree being spread in the
environment sprout in soil that has
collected in a cracked rock. As the roots
grow, they widen the cracks, eventually
breaking the rock into pieces. Over time,
trees can break apart even large rocks.
Even small plants, such as mosses, can
enlarge tiny cracks as they grow.
5. Animals - animals that tunnel
underground, such as moles and prairie
dogs, also work to break apart rock and
soil. Other animals dig and trample rock
aboveground, causing rock to slowly
crumble.

Types of Weathering
A. Physical Weathering - is caused by
the effects of changing temperatures KRA 1 -Objective
on rocks, causing the rock to break 3 (INDICATOR 3)
apart. The process is sometimes Use effective verbal
assisted by water. and non-verbal
Types of physical weathering: classroom
1. Abrasion. communication
2. Freeze-thaw. strategies to support
3. Exfoliation. learning
B. Chemical Weathering - is caused by understanding,
rainwater reacting with the mineral grains participation,
in rocks to form new minerals (clays) and engagement and
soluble salts. achievement.
There are different types of chemical
weathering, the most important are:
1. Carbonation – carbon dioxide in the air
dissolves in rainwater and becomes
weakly acidic. This weak “carbonic acid”
can dissolve limestone as it seeps into
cracks and cavities. Over many years,
solution of the rock can form spectacular
cave systems.
2. Hydrolysis – the breakdown of rock by
acidic water to produce clay and soluble
salts. Hydrolysis takes place when acid
rain reacts with rock-forming minerals
such as feldspar to produce clay and salts
that are removed in solution. The only
common rock-forming mineral that is not
affected is quartz, which is a chemically
resistant mineral. Therefore, quartz and
clay are the two of the most common
minerals in sedimentary rocks. KRA 1 -Objective
3. Hydration – a type of chemical 3 (INDICATOR 9)
weathering where water reacts chemically Adapt and use
with the rocks, modifying its chemical culturally
structure. Example: H2O (water) is added appropriate teaching
to CaSO4 (calcium sulfate) to create strategies to address
CaSO4 + 2H2O (calcium sulfate the needs of learners
dihydrate). It changes from anhydrite to from indigenous
gypsum. groups.
4. Oxidation – the breakdown of rock by
oxygen and water, often giving iron- rich
rocks a rusty-colored weathered surface.
C. Biological weathering - occurs when
rocks are weakened by different biological
agents like plants and animals.
It can be classified into:
1. Biological Weathering by Physical
Means: Burrowing animals like shrews,
moles and earthworms create holes on the
ground by excavation and move the
rock fragments to the surface. These

E. Developing Mastery
(Leads to formative
assessment)
APPLICATION
(Finding practical
applications of concepts
and skills in daily living)
fragments become more exposed to other
environmental factors that can further
enhance their weathering. Furthermore,
humans also indirectly contribute to
biological weathering by different
activities that cause rocks to break.
2. Biological Weathering by Chemical
Compounds: Some plants and animals
also produced acidic substances that react
with the rock and cause its slow
disintegration.
Group the following statements as to KRA 2 – Objective
Physical, Chemical or Biological 8 (INDICATOR 7)
Weathering by writing them down on the Apply a range of
table provided below. successful strategies
that maintain
learning
environments that
motivate learners to
1. Balete tree grows at the wall of the building. work productively
2. Construction workers use power tools to by assuming
break the rocks. responsibility for
3. Insects secrete acidic substance on rocks. their own learning.
4. Glaciers carve its pathways.
5. Rainwater combined with iron on rocks
produces rusts.
6. Carbon dioxide mix with water produces
carbonic acid that reacts with
rocks.
7. Water freezes in a large crack of a rock.
8. Strong winds blow small particles of the
rocks.
9. Rocks form bubbles after the heavy pour of
acid rain.
10. Rocks fall down from the mountain and
break.

F. Making Generalization
about the lesson
The teacher asks the students about the
lesson for the day and how it affects their
daily experiences.
Now class, can you give some examples
or your personal experiences na
nakalaong kamu na “Oi, sa weathering
man ini.”
Student 1: Me, ma’am. Whenever I
ride the tricycle, puros lubak an
dayan na ako maagian kada adlaw
and kuman makalaong na ako na it
is because of weathering why these
bumpy roads exist. Since it has
cracks in it and when water sips
into those cracks magsugod na ajun
diha an process of weathering.

Student 2: “Ma’am, learning about

Nice one. What a great analogy you have weathering is important for us to
there. How about the importance of know the reasons behind why we
learning this topic. Anyone, who wants to have rocks of different shapes and
give their idea? on how these rock formation take
place. Most especially, it makes us
realize how amazing our creator
made all of these things engaging in
Exactly. Thank you very much! different process.”
G. Evaluate Learning KRA 3– Objective
9 (INDICATOR 8)
Design, adapt and
The teacher will show statements about implement teaching
weathering and the students will answer Students’ answers: strategies that are
by showing a thumbs up, if the statement responsive to
is correct or thumbs down, if it is learners with
incorrect. 1. disabilities,
1. Gravity is one of the agents of 2. giftedness and
weathering. talents.
2. Exfoliation occurs when water 3.
continually seeps into cracks, freezes and
 expands eventually breaking the rock
apart. 4.
3. Carbonation occurs when carbon
dioxide dissolved in water makes acid and 5.
reacts with rocks.
4. Burrowing animals cannot contribute 6.
on weathering of rocks. 7.
5. Hydrolysis takes place when acid rain
reacts with rock-forming minerals such as 8.
feldspar to produce clay and salts that are
removed in solution. 9.
6. Animals produce acidic compounds that
can cause rock disintegration. 10.
7. Sulfur dioxide and nitrogen oxide when
mix with water produces basic substance
that can break down rocks’ components.
8. Humans indirectly contribute on
weathering.
9. Water alters chemical components of
rocks that cause weathering.
10. Earthworms are physical weathering
agent.
H. Additional activities for Create a photo gallery of places showing
application or the examples of weathering in your
remediation locality. Upload this on social media and
put a #weathering # the type of
weathering. Tag it with your teachers and Noted Ma’am!
classmates.

Again let’s all read the lesson objectives if
we were able to attain them all.
1. identify the different agents of
weathering;
2. identify the different types of physical,
chemical, and biological weathering;
3. perform how the types of weathering
occur; and
4. explain how rocks undergo weathering.
Very good! I am so happy that you were
able to obtain the lesson objectives for
today.
Closing After the class, the teacher asks the
students to stand and let someone to lead
the prayer and clean the classroom as
they go.
Students read the lesson objectives
1. identify the different agents of
weathering;
2. identify the different types of
physical, chemical, and biological
weathering;
3. describe physical, chemical, and
biological weathering; and
4. explain how rocks undergo
weathering.
Everybody stand and let us put
ourselves in the presence of God.
In the name of the Father, of the
Son, and of the Holy Spirit. Amen.
Thanks be to God, now and forever.
Amen.
In the name of the Father, of the
Son, and of the Holy Spirit. Amen.

That’s a wrap for today. Before anything Goodbye and thank you Ma’am
else, once again check your surroundings Miasco!
for any dirt. I’ll see you again tomorrow,
class. Thank you and goodbye!

Prepared by: Checked by:

SARAH JANE B. MIASCO FLORAMYR P. SARVIDA, Ed.D., MT-I

SHS T-II Subject Group Head – STEM III B
Date & time observed: December 1, 2022, Thursday at 7:50-8:30am
Observers: __________________________________
__________________________________