Lesson Guide in Earth and Life Science

I. OBJECTIVES

Geologic processes that occur on the surface of the Earth such

A. Content Standards as weathering, erosion, mass wasting, and sedimentation
(include the role of ocean basins in the formation of sedimentary
rocks)

The learners shall be able to

Conduct a survey to assess the possible :
B. Performance
geologic hazards and
Standards
hydrometeorological hazards
that your community may experience.

C. Learning At the end of the session, students are expected to:

Competencies/
Objectives 1. Describe how rocks undergo weathering (S11/12ESIg-11)

II. CONTENT  EARTH MATERIALS AND PROCESSES

(Exogenic Processes)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Earth and Life Science (Rex Publishing)
pages
2. Learner’s
Manual pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
Link :
B. Other Learning http://www.as.uky.edu/academics/departments_programs/EarthE
Resources nvironmentalSciences/EarthEnvironmentalSciences/Educational
%20Materials/Documents/elearning/module07swf.swf

IV. PROCEDURES

A. Reviewing previous Review on the classification of rocks into igneous, sedimentary

lesson or presenting and metamorphic rocks.
new lesson Let the students relate the previous lesson to the types of rocks
(REVIEW) and the processes they undergo.

B. Establishing a Video Clip on Weathering

purpose of the Downloaded File:
lesson (Factors That Affect the Rate of Weathering
(MOTIVATION)
Guide Question:

1
 Based on the video clip,
A. How is cookie chip being used to describe weathering
process?
B. What are the elements that may cause weathering?

C. Presenting
examples/instances
of the new lesson
(PRE-ACTIVITY)

Ask the following Guide Questions to the students:

1. Identify the geologic process/es being shown in the slides?

2. Based on the figure above, how is weathering occur during the
rock cycle process?
3. What do you think is the relationship of of the other geologic
processes to weathering as a process?

Present the following terms. The students will identify them as process
or agent and as physical/mechanical or chemical weathering.
 Wind
 Frost wedging
 Contraction/expansion
 Oxidation
 Water
 Plant growth
 Dissolving
 Gravity
D. Discussing new  Hydrolysis
 Exfoliation
concepts and
practicing new skills
1 Divide the class into three (3) groups. To complete the table below, the
(ACTIVITY PROPER) students will try to classify the terms given as process or agent and
putting a check to classify it as physical or chemical.
Process Agent Physical/mec chemical
hanical

2
 Analysis of Theories, Concepts and Principles
E. Discussing new 1. What are the geologic processes and agents responsible for
concepts and weathering?
practicing new skills 2. How is mechanical weathering differ from chemical
2 weathering? Explain.
(DEEPENING) 3. What are the mechanical weathering processes/agents?
4. What are the chemical weathering processes/agents?

Group Activity:

The teacher will divide the class into three (3) groups. Each
group will be given picture/s or illustration/s of the different
processes and agents of weathering. The group will then answer
the following guide questions for each picture.
1. What is being described by the picture?
2. What do you think is the agent or process that makes
weathering possible?

Picture A

F. Developing mastery
Picture B
(POST-ACTIVITY)

Picture C

3
 Picture D

Picture E

Picture
F

G. Finding practical Let the students give geologic processes or agents that are most
applications of likely to happen in your locality.
concepts and skills If possible, the students will take pictures for evidence.
in daily living
(APPLICATION)
H. Making
generalizations and 1. Based on the objectives stated previously, ask the

4
 abstractions about following questions:
the lesson A. What is weathering?
(GENERALIZATION) B. What are the types of weathering?
C. How is physical weathering differ from chemical
weathering?

Make a concept map which will describe weathering and its type.

Rubrics:

(5 points) Exceptional – student responses far exceed what is

expected
(4 points) Excellent – information is factually accurate and offers
I. Evaluating learning
extra supporting facts.
(ASSESSMENT)
(3 points) Good – The student somewhat responds beyond the
basic level of the question to provide supporting details and or
interpretation.
(2 points) Fair – student responses, although somewhat correct,
are lacking in relevant details and supporting examples and or
interpretation.
(1 point) Not Mastered - student responses are largely incorrect.

This tutorial requires Flash but is a nice review of mechanical

J. Additional activities and chemical weathering with some animations.
for application or
remediation http://www.as.uky.edu/academics/departments_programs/EarthE
(REMEDIAL) nvironmentalSciences/EarthEnvironmentalSciences/Educational
%20Materials/Documents/elearning/module07swf.swf