School NAPURO NATIONAL Grade Level GRADE 11

HIGH SCHOOL
Teacher MARIA SHARALENE M. Learning Area EARTH AND LIFE
LAMOSTE SCIENCE
DETAILED LESSON Teaching Dates and SEPTEMBER 12 (8:30- Quarter 1
PLAN Time 9:30/4:00-5:00)

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of geologic processes that occur on the surface of the Earth
such as weathering, erosion, mass wasting, and sedimentation (include the role of ocean basins in the
formation of sedimentary rocks)
B. Performance Standard The learners shall be able to:
1. Conduct a survey or design a study to assess the possible hydrometeorological 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/Objective The learners describe how rocks undergo weathering.
(write the LC Codes for each) S11/12ES-Ib-11
D. Specific Objectives At the end of this lesson, learners are expected to:
1. define weathering;
2. identify the two major type of weathering; and
3. describe how rocks undergo weathering.
II. CONTENT
III. LEARNING REFERENCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources Earth and Life Science Quarter 1 – Module 5: Exogenic Processes
IV. PROCEDURES Teacher’s Activity Learner’s Activity
A. Reviewing previous lesson or The teacher will ask for a volunteer to present A volunteer from the class will present the output made
presenting the new lesson his/her accomplished output regarding the and expound the details and run through the class as
rock cycle in class. to how s/he arrived at such an answer.
B. Establishing a purpose for the The teacher will present to the class the Lesson Objectives:
lesson expected lesson objectives to be 1. define weathering;
accomplished by the end of the discussion. 2. identify the two major type of weathering;
and
3. describe how rocks undergo weathering.
C. Presenting examples or The teacher will provide instructions to the Learners will follow the following instructions:
instances of the new lesson learners of the brief activity to nascence the 1. Prepare the needed materials: two pieces of
discussion. paper and match.
What happened to the two pieces of paper 2. Tear one paper, observe, and record your
after you tear and/or burn it? answer.
What is the difference between physical 3. Burn the other paper (with teacher
change and chemical change that took place supervision), and observe.
in the pieces of paper? 4. Identify the changes that take place after
tearing and burning of paper.
Student’s answers may vary.
D. Discussing new concepts and The teacher will flash a series of images to try
practicing new skills #1 to draw the learners into the focal of the WEATHERING – It is the disintegration of rocks, soil
discussion. and minerals together with other materials through
contact with Earth’s subsystems. This happens even
without movement or transportation. It refers to the
breaking down of soil and rocks and it occurs in situ or
on the spot. It is the gradual destruction of rock under
surface conditions, dissolving it, wearing it away or
breaking it down into progressively smaller pieces.

(Photo courtesy to National Geographic)

(Photo courtesy to Casual Geographical)

E. Discussing new concepts and
practicing new skills #2 What are the two types of weathering? 2 Types of Weathering:
1. Mechanical weathering or physical
weathering is the breakdown of rocks into
pieces without any change in its composition.
In this process, the size and shape of rocks

(Photo courtesy to Geology In)

What are the agents or factors that drives
physical and chemical weathering?

changes and this occurs because of the

following factors shown in the table below.
2. Chemical weathering is the process by
which rocks break down by chemical
reactions. In this process, new or secondary
minerals develop and sometimes replace the
original properties of the minerals in the
original rock or soil.

F. Developing mastery (leads to Identify the factors of physical weathering or Students answer:
Formative Assessment) the chemical reaction proceeding chemical 1. ORGANIC ACTIVITY – PHYSICAL
weathering shown in each picture. WEATHERING
2. HUMAN ACTIVITY – PHYSICAL
WEATHERING
3. BURROWING ANIMALS – PHYSICAL
WEATHERING
4. DISSOLUTION – CHEMICAL
WEATHERING
5. HYDROLYSIS – CHEMICAL
WEATHERING

G. Finding practical applications of The teacher will group the class into half. The The student will group themselves accordingly and
concepts and skills in daily living first group will be tasked to list down examples work on the task enthusiastically and quietly.
 of physical weathering that they encounter in
their daily life. The second group will then be
assigned to collate as many examples of
chemical weathering as their group could
possibly scribble. The group that got more
correct example will be hailed as the winner.
H. Making generalization and How can you identify a weathered rock just by The student’s response will vary, accordingly.
abstraction about the lesson merely looking?
How can you differentiate physical weathering
with chemical weathering through an
example?
I. Evaluating Learning ASSESSMENT:
Test I: Essay Student’s responses may vary.
Define weathering creatively using your own
understanding in not more than 1000 words. (5
pts.)
Test II: Image Identification
Identify the type of weathering shown in the
photo below and expound by providing the
agent that causes the weathering

1._____________ 2. ______________

3. _____________ 4. ______________

5. ______________

J. Additional activities for Create a concise graphic organizer that Students will compose a coherent graphic organizer of
application or remediation encapsulate the entire concept of exogenic their choice.
processes. Make sure to keep your copy for
future purposes.

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 this 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?

Checked by:

MA. VILLA B. CRUDA

Principal I