I.

LEARNING COMPETENCY:
A. CONTENT STANDARDS : The learners demonstrate an understanding of:
the geologic processes that occur within the Earth
B. PERFORMANCE STANDARDS : The learners shall be able to: Conduct a survey to
assess the possible geologic hazards that your community may experience.
(Note: Select this performance standard if your school is in an area near fault
lines, volcanoes, and steep slopes.); Conducting a survey or designing a study to
assess the possible hydro meteorological hazards that your community may
experience. (Note: Select this performance standard if your school is in an area
that is frequently hit by tropical cyclones and is usually flooded.)
C. LEARNING COMPETENCIES :
C.1. Describe where the Earth’s internal heat comes. (S11/12ES-Ib-14)
C.2. Describe how magma is formed (magmatism). (S11/12ES-Ic-15)

II. SUBJECT MATTER

TOPIC Endogenic Processes
SUB-TOPIC None
REFERENCE https://drive.google.com/file/d/0B869YF0KEHr7OUExTnVSMjJUSE0/view?fbclid=IwAR1_bG-

51EzMT5LIiaeqGN1IzzFHSBw_1_7SPmOjYaViIrPLo_UJS5xeudw

https://www.slideshare.net/adryanval/earth-life-science-endogenic-processes-week-6

https://en.wikipedia.org/wiki/Magmatism?

fbclid=IwAR12tvmhsc0MzR2UimbSDrpHT24x8cRq9DhjBSNmPfhMcRxNjdNVWV3hOy0

https://ops.instructure.com/courses/10087/pages/earths-internal-heat-source?

fbclid=IwAR2qUJ1t76haD65c7KBb7B6v1dsntYADYAKJYXV41sOIvpG60Z7HxpHLZyo

https://sciencing.com/three-ways-magma-can-form-8149142.html?

fbclid=IwAR1bIWqgRL3bOWFjlM1YARZIUSFSaXwaJcpgq3liS4yYJ-j5qyXgo9gNN7A

COREVALUES COMMITMENT. The students are committed in learning

INTEGRATION because the lesson corresponds with their daily life.
MATERIALS/ PowerPoint presentation, Google classroom, video
RESOURCES
STRATEGIES Interactive Discussion
III. PROCEDURES
A. ROUTINES
1. Prayer
2. Vision and Mission Recitation
3. Greetings
 4. Checking of Attendance
5. Checking of Agreement

B. MOTIVATIONAL ACTIVITY:
Teacher will ask the students to arrange the following jumbled letters to
form words related to the topic and give some insights/ideas about the formed
words/terms.

C. STATING LEARNING COMPETENCIES

Teacher will post and have the learning competencies shared to the whole
class. Explain what are expected from the students at the end of the lesson.
D. DEVELOPMENTAL
Day 1
PRE-TEST None
ACQUIRE (35 minutes) ● Introduce the lesson briefly by stating that they will
be learning about Endogenic Processes. Relate the
motivational activity to the lesson of the day.

● Teacher plays a video about the Earth’s internal

heat.
Questions to be asked after watching the video:
a. What are the two main sources of heat?
b. What is the difference between the two sources
of heat?

● The students will be given more examples about

two main sources of heat.
Content:
Our planet is a dynamic one. It has been active since it
formed with the solar system.
Geologic process continuously shaped its surface which
has been operating in the earliest stage of the evolution of
the planet.
Endogenic Processes

⮚ are geological processes that occur beneath the

 surface of the Earth.

⮚ It is associated with energy originating in the

interior of the solid earth.
The Forces within the earth that cause the ground to
move are called Endogenic Forces.

Earth’s internal heat

Two main sources of heat:
1. Primordial Heat – Heat generated during earth’s
formation.
Sources:
a. Accretion Energy – Heat released from collision of
planetary objects during the early formation of the
planets.
b. Adiabatic Compression – Heat generated as materials
are compressed.
c. Core Formation Energy – Heat from the earth’s core.
2. Radioactive Heat – Heat generated by the term
radioactive decay.

The estimated internal temperature of the Earth

a. The mantle and asthenosphere are considerably hotter
than the lithosphere, and the core is much hotter than the
mantle.
b. Core-mantle boundary: 3,700°C
c. Inner-core – outer-core boundary: 6,300°C±800°C
d. Earth’s center: 6,400°C±600°C

How is the earth’s internal heat distributed?

 Convection – When a fluid, such as air or a liquid, is
heated and then travels away from the source, it carries
the thermal energy along. The fluid above a hot surface
expands, becomes less dense, and rises.
Mechanisms that occur when boiling water:

● There is a heat source at the bottom of the water.

● The heat rises to the top from the bottom, causing

the surface water to become hot. It radiates its
heat into the air and then cools.

● The cooler water sinks into the space vacated by

the ascending warmer water. This cooler water
starts to warm up, while the water that rises starts
to cool.

● The process continues, forming a top-to-bottom

circulation of water.
Conduction - The molecules in a substance move faster as
they become heated. These fast-moving molecules cause
other molecules to move faster. Collisions between the
particles result in the transfer of energy, which warms the
substance. Solid substances, in which molecules are close
together, make relatively good conductors.

MAKE MEANING Activity (Individual-Oral) *Integration of 7C’s

(Communication)
The students will answer the essential question orally.
“Where does the Earth’s internal heat come from?”

Call students to express their answers about the essential

question.
(Time Allotment: 5 minutes)
Activity 1 (through LMS) *Integration of 7C’s (Critical
Thinking)
 “Earth’s Internal Heat”

The students will answer the activity through google form

which is posted on the google classroom. They need to
submit the activity after the allotted time given to them
within that day.

A. Identify what is being described in each sentence.

1. It is a geological process that occurs beneath the

surface of the Earth.
2. Heat released from collision of planetary objects during
the early formation of the planets.
3. Heat generated as materials are compressed.
4. Heat generated by the term radioactive decay.
5. Heat generated during earth’s formation.

(Time Allotment: 15 minutes)

Day 2
ACQUIRE ( 35 minutes) ● Introduce the lesson briefly by stating that they will
be learning about Magmatism.

● The students will be given more examples about

how magma is formed.
Content:
Magmatism – happens when magma generates and develops
into Igneous rocks.
Magma

⮚ Magma on the earth's surface changes names and is

called lava.

⮚ Magma forms by partial melting of silicate rocks

either in the mantle, continental or oceanic crust.
Evidence for magmatic activity is usually found in the
 form of igneous rocks – rocks that have formed from
magma.

Magma Formation
a. Crust and mantle are almost entirely solid, indicating that
magma only forms in special places where pre-existing solid
rocks undergo melting.

b. Melting due to decrease in pressure (decompression

melting): The decrease in pressure affecting a hot mantle
rock at a constant temperature permits melting forming
magma. This process of hot mantle rock rising to shallower
depths in the Earth occurs in mantle plumes, beneath rifts
and beneath mid-ocean ridges.

c. Melting as a result of the addition of volatiles (flux

melting): When volatiles mix with hot, dry rock, the volatile
decreases the rock’s melting point and they help break the
chemical bonds in the rock to allow melting.

d. Melting resulting from heat transfer from rising magma

(heat transfer melting): A rising magma from the mantle
brings heat with it that can melt the surrounding rocks at the
shallower depths.

Where does magma form?

1. Mid-ocean ridges

⮚ The rising magma in the mantle convection cell

brings heat to the surface, transferring heat to the
overlying rocks.

⮚ The transfer of heat due to the convection is

accompanied by a decrease in pressure or
decompression associated with the spreading of the
tectonic plates.
 2. Mantle plumes

⮚ The transfer of heat and the compression result in

magma generation.

⮚ The source of heat for mantle plumes is much

deeper.
3. Subduction zones

⮚ Oceanic crustal rocks are formed along spreading

centers, typically beneath several kilometers of sea
water.

MAKE MEANING Activity 1 (Individual-Oral) *Integration of 7C’s

(Communication)
The students will answer the essential question orally.

“How can magma possibly form?”

Call students to express their answers about the essential

question.

(Time Allotment: 5 minutes)

Activity 2 (through LMS) *Integration of 7C’s: (Critical

thinking, Creativity)

The students will answer the activity through google form

which is posted on the google classroom. They need to
submit the activity after the allotted time given to them
within that day.

A. Write True if the statement is correct about Magma

formation and False if not.
 _________1. The increase in pressure affecting a hot mantle
rock at a constant temperature permits melting forming
magma.
_________2. When volatiles mix with hot, dry rock, the
volatile decreases the rock’s melting point and they help
break the chemical bonds in the rock to allow melting.
_________3. Crust and mantle are almost entirely liquid,
indicating that magma only forms in special places where
pre-existing solid rocks undergo solidification.
_________4. Melting resulting from heat transfer from rising
magma.
_________5. Magma forms by partial melting of igneous
rocks either in the mantle, continental or oceanic crust.
_________6. Magmatism happens when magma generates
and develops into Igneous rocks.
_________7. The increase in pressure affecting a hot mantle
rock at a constant temperature permits melting forming
magma.
_________8. Evidence for magmatic activity is usually
found in the form of igneous rocks – rocks that have formed
from magma.
_________9. A rising magma from the mantle brings heat
with it that can melt the surrounding water at the shallower
depths.
_________10. Melting is the result of the addition of
volatiles.
(Time Allotment: 20 minutes)

AGREEMENT Describe the physical and chemical changes in rocks

due to changes in pressure and temperature
(metamorphism)

The students will gather information on the internet and

they need to put all the information needed on the google
 document attached in google classroom.

The submission of the Agreement is on or before September

14 (Carroll) and September 15 (Shakespeare) after the real
time class.

The schedule of our next virtual class is on September 14,

1:00-3:00 pm (CARROLL) and September 15, 1:00-3:00 pm
(SHAKESPEARE). Please make sure to attend the google class
ten minutes before the actual time.

Day 3
Online Learning Plan – Use of Learning Management System
ACQUIRE ( 30 minutes)
● Teacher will post or upload in the LMS so that the
learners can access the materials.

● The Teacher will play a video about Magmatism.

MAKE MEANING
● Instructional enrichment activity to be posted and
accessed through the LMS.
Activity 3 * Integration of 7C’s (Critical Thinking)

The students will make a summary report based on the

video that they watched.

The students will answer the activity through google

document which is posted on the google classroom. The
deadline of submission of the activity is on September 9, at
9:00 am (Carroll) and September 11, at 3:00 pm
(Shakespeare).
 TRANSFER
● Output Accomplishment to be posted and accessed
through the LMS

DAY 4- Online CHAT

All students are subject for Online CHAT. They are to be
classified into groups: (1) enrichment learning, (2) had
problems to comply or attend during real-time TL: and /
or did not achieve the competency. Fill out the form
below.

https://docs.google.com/forms/d/e/FAIpQLScIa
HvryE7krjBWdh3YlwBjAyzFgKlk08_DYOw2BsgLjdkpg
/viewform?usp=sf_link

E. CLOSING
GENERALIZATION
● Where does the earth’s internal heat come from?

● How does magma form?

TRANSFER (Weekly Output 2)

The students will answer the weekly output through google

document which is posted on the google classroom.
The deadline of submission of the weekly output is on
September 16 at 3:00 pm (Carroll) and September 18 at 3:00
pm (Shakespeare).

A. Perform the following:

1.Illustrate how the earth’s internal heat is distributed.
 2. Make a timeline on how magma can form.

REFLECTION

A. No. of learners who earned 75% on 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