School University of the Visayas – Pardo Campus Grade Level 5&6

Teacher Mary Sunsey A. Bacang Learning Area Science

Time & Date 1:00PM-2:30PM Quarter 4

Grade 5 Grade 6
I. Objectives
Content Standard Content Standard
• Demonstrates understanding of processes • Demonstrates understanding of natural
(weathering and soil erosion) that shape the disasters and knowledge of emergency
Earth’s surface and their effects on living preparedness during these disasters.
things and the environment.

Performance Standards Performance Standards

• Participates in projects that reduce soil erosion • Makes an emergency plan and prepares an
in the community. emergency kit for use at home and in school.

Learning Competencies and Objectives Learning Competencies and Objectives

The learners should be able to describe how rocks The learners should be able to describe the changes
turns into soil S5FE-IVA-1 on the Earth Surface as a result of the earthquakes
and volcanic eruptions S6ES-Iva-1
Learning objectives
At the end of the lesson the students will be able to: Learning objectives
a. demonstrate the process of weathering and At the end of the lesson the students will be able to:
erosion through their illustrations in the group a. depicts the changes on the Earth's surface due to
activity. earthquakes and volcanic eruptions in their
b. describe how rocks turn into soil through group activity.
weathering and erosion; and b. comprehends and explain the changes on the
c. develop an appreciation for the environment as Earth's surface as a result of earthquakes and
they understand the process of weathering and volcanic eruptions; and
erosion, and they will develop empathy by c. appreciates the natural processes that shape the
considering the impact of these processes. Earth's surface and develop a sense of curiosity
and respect for these processes. They will also
enhance their teamwork and collaboration skills
through the group activity.

II. Subject Matter

Topic: How Rocks Turn to Soil. Topic: Describe the Changes on the Earth’s Surface as
References: a result of Earthquakes and Volcanic Eruptions.
• K12 Curriculum Guide pp. 28&31 References:
• Science Gr 456 (4th Quarter) Multigrade BOW • K12 Curriculum Guide pp. 28&31
• Science 5 Self Learning Module • Science Gr 456 (4th Quarter) Multigrade BOW
• https://youtu.be/YZfwa8ItpsM?si • Science 6 Self Learning Module
=Aj3xm9JTxT3jIB3l • https://youtu.be/0SK-
Materials: jYdEgfE?si=kSGa2IIo2eBrXad2
• Visual Aids Materials:
• Realia Materials • Visual Aids • Videos and
• Videos and Pictures • Realia Materials Pictures
Skills: Skills:
• Analyzing • Attention to detail.
• Critical Thinking • Analyzing
Values: • Critical Thinking
• Appreciation Values:
• Responsibility • Appreciation
• Curiosity • Responsibility
Strategy: • Curiosity
• Collaborative Instruction Strategy:
• Interactive Instruction • Collaborative Instruction
• Interactive Instruction
III. Procedure
A. Preliminary Activity

• Prayer
• Energizer
• Classroom Management
• 1 minute of silence
• Checking of Attendance

B. Developmental Activities
Motivation

- The teacher will play the music and ask the students to stand up and dance “A Ram Sam Sam”
Review Review
T T
- The teacher will ask students the following - The teacher will ask students the following
questions: questions:

- What was the last topic all about? - Who among you here can recall our discussion
- Give me an example of rock formation. last meeting?
- Can somebody enumerate the layers of the
- The teacher will let the students read the earth?
objectives.
- The teacher will let the students read the
objectives.

Activity
G Activity
G
Water, Rocks and Soil! Simulating an Earthquake!

- The teacher will group the students in 2 groups. - The teacher will group the students in 2 groups.
- In this activity, the student will see how water - In this activity the teacher will let the student
affects breakdown of rocks to soil. perform on how do earthquakes occur?

Materials: Materials:
- Small and soft rocks samples. - 10 pcs. of books sheet of paper (preferably
- Glass jar half-filled with water. long coupon bond)
- Piece of clean cloth - Pencil small cards
- Rubber band - Eraser any small objects
What to do: What you need to do:
1. Put the small and soft rock samples that you have 1. Make two piles of book each with five (5) pieces of
prepared inside the glass jar half-filled with water then books. Put a sheet of paper on top of the piles. Put
cover it tightly. some objects on the paper like pencil and eraser or any
small object. The book will serve as the layers of
bedrock in the Earth’s crust, and the sheet of paper will
serve as the Earth’s surface.

2. Shake the glass jar for about 2 minutes.

2.Get the small cards and draw people, animals,

houses, buildings, and trees on each of them. Then,
slightly fold each half. Put the cards on top of the
paper.
3. Remove the cover of the glass jar. Replace it with
the piece of cloth tied at the brim of the bottle with the
use of the rubber band as shown in the illustration.

3. Slightly pull the third book from the first pile.

4. Turn the glass jar upside down to empty the water

in the bottle as shown in the illustration below. 4. Pull the two books slightly away from the other
books in the second pile.

5. Lift slightly the last book from the second pile.

5. When the water is gone, remove the piece of cloth
in the glass jar and examine the rock samples that you
placed inside.

- The teacher will ask the student the following - The teacher will ask the student the following
question: question:

1. What happened to the rock samples that you have 1. What happened to the objects on the top of the paper
placed inside the glass jar? when you slightly pulled the third book from the first
2. Where did the small particle in the glass jar come pile?
from? 2. What happened to the paper as you pulled, slid, and
3. What caused the rock to break in small pieces? lifted a book from the pile?
4. Are these small particles look the same with the 3. What will happen to the Earth’s surface when there
soil? are movements in the layers of bedrock in the Earth’s
crust?
4. What usually happens when two blocks of the Earth
suddenly slip past one another or break apart from
each other?
Analysis Analysis
I I
- The teacher will play a video about the factors - The teacher will play a video about earthquake
on how rocks turn into soil. and volcanoes.
- The teacher will present a visual aid and the - The teacher will ask the question to student and
students must find the agents of weathering in let them write their answer to a ¼ sheet of
the word puzzle and the student will write their paper.
answer in a ¼ sheet of paper
1. What are the effects of earthquakes and volcanic
eruptions on people and the environment?

- The teacher will paste a scramble letter in the

board and will let the students volunteer to
unscramble the letters to find the hidden
words.

• AKEQUTHEAR
- After the students answer the word puzzle, the
teacher will ask question to the students. • TEPLA
RIESABOUND
1. What happened to the rocks where the plants grow? • NICCAVOL
2. Do roots have something to do with in the TIONPURE
breakdown of rocks? How? • TUDENIMAG
3. Describe the rocks that you saw in the place where • ANOVOLC
people and animals often walk-through. How do they
look, like? Why?

Abstraction Abstraction
T T
- The teacher will discuss the process of - The teacher will discuss about the changes on
weathering and erosion, and how these the Earth’s Surface as a result of Earthquakes
processes turn rocks into soil. and Volcanic Eruptions
- The teacher will also discuss about the - The teacher will also discuss about the
following: following:
• Rock Weathering - What is an earthquake?
• different factors that contribute to rock - Kinds of Earthquake
• Agents of Weathering - Measuring an Earthquake
- Effects of an Earthquake
• Types of weathering
- Plate Boundaries and Plate Movements
- Encourage students to ask questions and
- Volcanic Eruptions
participate actively in the discussion.
- Types of Volcanic Eruptions
- Ask the students follow up questions on the
- Effects of Volcanic Eruptions
experiment they have done with their group at
- The teacher will encourage students to ask
the biggening of the class.
questions and participate actively in the
discussion.
- Ask the students follow up questions on how
the experiment they have done with their group
at the biggening of the class is related to the
lesson.
Application Application
G G
- The teacher will group the students into 3 - The teacher will group the students into 2
groups. groups.
- Each group will be given a question and will - Each group will be given a question and will
present their answer in front of the class. present their answer in front of the class.
Group 1 - How Plants break down rocks? Group 1- Illustrate the changes on Earth’s surface
Group 2 - How Man/ Animals Break down Rocks as a result of the earthquake through drawing.
Group 3 - How Weather break down rocks Group 2 - Making a poster showing the changes on
earth’s surface as a result of volcanic eruption.

IV. Evaluation

Exercise 1 A Exercise 1 A
Directions: Choose the letter of the correct answer. Directions: Fill in the blanks with the correct answer.
Write your answers in your answer sheet provided. Choose your answers from the box. Write your
___1. It is the breaking down of rocks into fragments. answer in your answer sheet provided.
A. Erosion C. Run off
B. Flooding D. Weathering

___2. A type of weathering that involves change in

the composition of rocks.
A. chemical C. both chemical and mechanical
B. mechanical D. none of the above
(1) ___________ are the rumbling, shaking, or rolling
___3. What do you call the process by which humans
of the Earth’s surface. (2) ___________ earthquake
extract stones from the mountains for construction
occurs when two tectonic plates move suddenly
purpose?
against each other. (3) ___________ earthquake
A. digging C. weathering
occurs in areas that are associated with volcanic
B. flattering D. quarrying
activities. (4) ___________is the energy released by
the earthquake form its focus. The ground around
___ 4. What happen to rock when it is exposed to
above the focus is called the (5) ___________. A (6)
higher temperature?
___________ is a huge wave produced when an
A. contracts C. expands
earthquake occurs under the sea. A (7) ___________
B. evaporates D. sinks
is an opening in the earth’s crust where lava, pyro
clasts, and gases are ejected onto the surface during
___ 5. An open pit mine where rocks can be
eruptions. (8) ___________ begins when pressure on
extracted.
the magma chamber forces magma up through the
A. landfill C. reservoir
conduit and out the volcano’s vents. The greater the
B. open-field D. quarry
viscosity of the magma, the more difficult it is for the
gases to escape from it. In this case, the eruption is a
(9) ___________ one, releasing huge volumes of
tephra. Basaltic magma has relatively low silica
content. It is less viscous, and gases can escape readily
from it. As a result, the volcanic eruption is (10)
___________ and a gentle flow of lava follows.
V. Assignments

A A
Directions: Explain how the following contributes to Direction: Make research about the 1990 Luzon
weathering of rocks. Complete the diagram below by earthquake and answer the following questions. Write
filling out missing information in the circle. Write your answers on a one whole sheet of paper.
your answers in a one whole sheet of paper.
1. When did the 1990 Luzon earthquake happen?
2. What is its magnitude?
3. Where is the epicenter of the 1990 Luzon
earthquake?