School Rolando R. Andaya Sr.

Memorial High Grade Level 11 A & 11 B

School
DAILY Teacher/Department Ariane I. Lagatic (SHS) Learning Area EARTH & LIFE SCIENCE
LESSON LOG Teaching Dates and Time July 21,2019 M-Th / (11B) 2:00-3:00 pm Quarter/Semester 1st
Quarter/2nd Semester
(11 Chamomile)
Session 1
July 21,2019
Monday
I. OBJECTIVES
A. Content Standard The learners will be able to develop and demonstrate an understanding of geologic processes that occur on the surface of the Earth such as weathering,
erosion, mass wasting, and sedimentation.
B. Performance Standard The learners shall be able to describe how rocks undergo weathering
C. Learning At the end of the lesson, the learners will be able to;
Competencies/Objectives 1. Distinguished two types of weathering.
(Write the LC code for each) 2. Identify the factors that affect the rate of weathering.
3. Perform multi-step procedure in the activity entitled “Break me Down”.
4. Value the importance of Weathering in various disciplines.
II. CONTENT
Exogenic Process –Factors that affect the rate of weathering
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 83-69
2. Learner’s Material pages Retrieved from http://www.cpalms.org/Public/PreviewResourceLesson/Preview/51001
4. Additional Material from CG. Page 2/Slide presentation page 1-59 c/o Professor Rucha from Bicol University
Learning Resource (LR) Portal
B. Other Learning Resources Biology (Tarbuck and Lutgens), Science (Thompson and Turk), internet resources, NASA/IAU/PAS power pointsarbuck, Lutgens, and Tasa. Earth An
Introduction to Physical Geology 11thed, 2014, p 122, activity sheets adopted from: http://sciencenetlinks.com/lessons/history-atom-ancient-greeks/,ppt
adopted from https://www.slideshare.net/AbbieMahinay/lesson-3-atomos-aristotle-and-alchemy-chemistry-before-modern-history
PROCEDURES
ELICIT
A. Reviewing previous lesson Recalling the past lesson through “The Last team Standing”
or presenting the new lesson Student will list terms that they understand last meeting and tell something about it.
B. Establishing a purpose for “Q and A”
the lesson  Show students a sample of a large rock. Ask the students the following questions,
Can you name any natural cause or process that could possibly break the rock into smaller pieces?"
 “If the early Earth’s crust was mainly composed of rocks, why do we have layers of soil on the surface now? How do these soils formed?
Where these soils did came from.
 Teacher will show headstone inscriptions and will ask the following question;
 What do you think are the possible reasons that contributed to the present state of the headstone inscriptions?

C. Presenting Examples/
instances of the new lesson

CHEMISTRY BIOLOGY ENGINEERING TOURISM

 Chemistry & Biology Elements and compounds extracted from the rocks and minerals by weathering processes supply nutrients for plant uptake.
 Engineers Goel et al. (2013) studied the importance of rock dynamics in civil engineering/mining activities and also reported the performance study
of underground structures subjected to blasting and seismicity particularly in soft and weathered rock mass conditions
  Weathering provide engineers the knowledge on Age constrained, some knowledge of stress history, Some knowledge of exposure history, Stone
selected for uniformity and contrast, Detailed knowledge of stone properties. Facilitation of environmental monitoring, Forces one to focus on
solutions rather than the exploration of problems
 In Tourism, beauty of rock formation serves as tourist attraction.
KWL Chart
Teacher will give 2 minutes to complete the KWL Chart
K-Know: What do you already know about factors that affect the rate of weathering.
W-Want to know: What do you want to know about physical and chemical weathering.
EXPLORE
D. Discussing new concepts Students will group into five and will be able to perform the activity entitled “Fast talk” Student will be graded according to the rubrics
and practicing new skills #1 Each group will be able to perform task
Lab Activity entitled “BREAK ME DOWN”
Students will rotate between four lab stations designed to investigate the four factors temperature, concentration, surface area (particle size),
and catalysts which can change the reaction rates. The student groups should be limited to 3-4 members and each student should be assigned
roles.

Station 1 Temperature/Climate
Investigate the effect of temperature/Climate will have on the rate of the weathering process. Use anti-acid tablet and two cups of water.
In cup A with the iced water add ½ a tablet of anti-acid tablet.
In cup B with the hot water add ½ a tablet of anti-acid tablet.
Observe which reaction is the quickest.
Questions
1. In which setup did the reaction occur most rapidly?
Answer: the one in the hot water
2. In which setup did it occur most slowly?
Answer: the one with the iced water
3. How would you relate this scenario to the actual exposure of rocks to cold areas and hot areas.
Answer: Faster dissolution times in hot water. Chemical weathering proceeds more rapidly in higher temperature. Areas that are cold and dry
tend to have slow rates of chemical weathering and weathering is mostly physical; chemical weathering is most active in areas with high temperature and
rainfall

Station 2 Particle Size

Investigate the effect of particle size and the speed on the rate of a weathering.
Use the steel wool and the lighter (teacher supervision) for the reactions.
Ball up pea size amount of steel wool. Burn the piece for 10 seconds.
Spread out the piece and make an observation.
Burn the spread out piece for another ten seconds.
Make an observation.
Questions
1. In which setup did the rate of weathering occur most rapidly?
Answer:
2. In which setup did the rate of weathering occur most slowly?
Answer: the one with the iced water
3. What is the relationship between particle size and speed it takes for the tablet to dissolve? How
does this relationship apply to weathering in nature?
Answer: The larger the surface area the faster reaction will proceed. In nature, smaller rocks weather faster than large rocks. Cracked and pitted surfaces
will weather faster than smooth surfaces

Station 3 Rock Structure

Investigate the rate of weathering how is affected by the presence of joints, folds, faults, bedding planes than a solid mass of rock of the same
dimension
Rock Sample 1:Solid mass of rock of the same dimension
Rock Sample 2: Rock with the presence of joints, folds, faults, bedding planes

1. In which sample did the rate of weathering occur most rapidly?

2. In which sample did the rate of weathering occur most slowly?
3. How would you relate the rate of weathering in terms of structure of a rock?

Station 4 Topography
Investigate the rate of weathering in steep slope than in gentle one.
Picture 1: Rock in steep slope
Picture 2:Rock in gentle slope
1. In which sample did the rate of weathering occur most rapidly?
2. In which sample did the rate of weathering occur most slowly?
3. How does steep slope and gentle slope affect the rate of weathering?

Station 5 Time
Investigate the rate of weathering how is affected by time
In cup A with the hot water add ½ a tablet of anti-acid tablet. Soak in 2 minutes
In cup B with the hot water add ½ a tablet of anti-acid tablet. Soak in 4 minutes

1. In which sample did the rate of weathering occur most rapidly?

2. In which sample did the rate of weathering occur most slowly?
3. How does Time affect the rate of weathering?
Rubrics
 SCORING RUBRICS
Criteria 5 points 3 points 1 point

Quality of The output was neatly The output was neatly The output was unpleasant
work done without errors and done but with minimal with errors and mistakes.
mistake errors and mistake
Time Finished the task Finished the task on time. Needs more time to finish
before the given time. the given task.
Content Presentation is clever Presentation is thoughtful Presentation is at times
and original Presentation is well done; clearly presented
Engaging; captures interesting to audience Presentation is at times
interest of audience interesting to audience

E. Discussing new concepts Q&A

and practicing new skills #1 a. In which setup did the reaction occur most rapidly? In which setup did it occur most slowly?
b. What is the relationship between particle size and speed it takes for the tablet to dissolve? How does this relationship apply to weathering in nature?
c. In the activity you have just finished, how does mechanical weathering contribute to chemical weathering? How can you demonstrate the fact that
chemical weathering can hasten mechanical weathering?
d. Compare dissolution times in room temperature water and hot water. What is the relationship between temperature and weathering rate?
Discuss the following factors that affect the type, extent, and rate at which weathering takes
place:
a. Climate – areas that are cold and dry tend to have slow rates of chemical weathering and weathering is mostly physical; chemical weathering is most
active in areas with high temperature and rainfall
b. Rock type – the minerals that constitute rocks have different susceptibilities to weathering. Those that are most stable to surface conditions will be the
most resistant to weathering. Thus, olivine for example which crystallizes at high temperature conditions will weather first than
Quartz which crystallizes at lower temperature conditions.
c. Rock structure- rate of weathering is affected by the presence of joints, folds, faults, bedding planes through which agents of weathering enter a rock
mass. Highly-jointed/fractured rocks disintegrate faster than a solid mass of rock of the same dimension
d. Topography- weathering occurs more quickly on a steep slope than on a gentle one
e. Time- length of exposure to agents of weather determines the degree of weathering of a rock
EXPLAIN
F. Developing mastery “SINKHOLE”
Part I. Teacher will display a picture of sinkhole and student teams will discuss factors that affect sinkhole formation.
Each group will be given a chance to discuss their ideas.
Teacher will ensure that students understand that sinkhole formation is due to chemical weathering.
ELABORATE
G. Finding practical SCAVENGER HUNT ACTIVITY
applications of concepts and The teacher will introduce the SCAVENGER HUNT ACTIVITY, an outdoor exploration.
skills in daily living.  During this activity, students working independently will look for evidence of physical and chemical weathering on campus.
 Students will be given a copy of the Scavenger Hunt Checklist to record observations through drawings or written descriptions.
 Each student should record a minimum of two examples of each type of weathering.

 Note: To help manage this outdoor activity, the teacher will explain the physical campus parameters of the search and review directions on the checklist. Teacher
should also explain that students may not return to class until all students have completed the task.
 Teacher should confirm accuracy of the completed checklist before students can continue to next step of lesson.

H. Making generalizations and KWL Chart

abstractions about the lesson Part II. Students will complete the "L" portion of their KWL at this time.
L-What have you learned about chemical and physical weathering?
Students will share what they have learned in a class discussion.
EVALUATE Summative Assessment
Ask the students to get together in pairs and answer the following questions.
Have 2 or 3 pairs discuss their answers in front of the class.
1. Give at least three everyday examples of weathering.
2. Identify and explain whether these everyday occurrences show physical or chemical weathering. (Possible answers: Paint on walls gradually
deteriorating, tree roots breaking concrete or rock, bleach removing stains on clothes, rust on a car, barely legible inscriptions in marble
monuments, etc.)
3. During your recent visit to the cemetery, you noticed the inscriptions on some headstones have become barely legible whereas inscriptions on
others are sharp and clear. Cite three possible factors that contributed to the present state of the headstone inscriptions.
4. See Multiple Choice attached
(Possible answer: Possible factors which influenced the amount of weathering the tombstones have been subjected to:
a. Age or length of time the tombstone has been exposed to weathering agents,
b. Type of material, marble being more susceptible to dissolution than granite,
c. Exposure to weathering agents, some tombstones are shaded by trees or have roof above them)

Formative Assessment
Teacher will use KWL Worksheet to assess students' prior knowledge of chemical and physical weathering
The topic of the worksheet will be physical and chemical weathering.
Teacher will check for student understanding of chemical and physical weathering after the Scavenger Hunt activity.
EXTEND
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No.of learners who earned 80%
on the formative assessment
B. No.of learners who require
additional activities for remediation.

Prepared by: Noted/Observer

ARIANE I. LAGATIC LILIBETH B. ROMAN

Subject Teacher OBSERVER /SCHOOLHEAD
Special Materials Needed:

 Baking soda
 vinegar
 steel wool
 8 large beakers
 2 small graduated cylinders
 long stem lighter
 distilled water
 two hot plates
 anti-acid tablets
 Catalyst (Any available to you)
 4 plastic spoons
 2 glow in the dark sticks
 2 balloons
 2 small empty plastic bottles
Review with Flash Cards
Flash cards are a simple and effective way to study. Students can use them to self-quiz or to challenge a partner. Flashcards can be created for any important vocabulary, terms, or topics.
Get creative and ask students to devise pictures or symbols to help them remember the given term or topic. Throughout the year, ask students to take notes on note cards so that the flashcards
are ready to use.
Game Show Review
Students love competition. Jeopardy! games can be created in PowerPoint, as a Google presentation, or by just simply using flashcards. In fact, there are several templates in Google docs for
Jeopardy!. The same concept can be used to create an “Are you smarter than ...” game or a contest of “Who Wants to Be a Millionaire.” =
Student-Generated “Quiz” Questions
Allow students to create questions and answers to challenge classmates. One variation of this activity is to assign a certain number of questions on a given topic to be added to a collaborative
project. Use a Google doc template to go paperless and provide an opportunity for collaboration.
Topic or Question of the Day
Post one review question or problem every day for the last few weeks of school. Encourage students to keep track of the questions and answers in their notebooks.
Another idea is for students to submit their answers in a secret ballot style. Reveal the correct answer at the next class meeting.
Review Organizers
Create interesting graphic organizers to help students organize important information with more aesthetic appeal Sometimes all it takes is a simple stray-from-the-norm approach to help engage
students. Check out these organizer ideas.
Pictionary Review Game
Just like students love the game show concept, they never seem to turn down a chance to write on the board. Write a topic, concept or vocabulary word on an index card. Students work as teams
to draw hints on the board without the use of spoken or written words.
Students As Teachers
Allow students to do the instructing. Assign one topic to a single student, pair or group. Set the standards for the presentation such as the requirement of a visual or a certain time limit for
presenting. As the audience, students can take notes on the lesson so they receive information on all of the assigned topics.
Students As Graders
Copy anonymous student essays or sampler essays and rubrics and put students to work. Allowing students an opportunity to assess others’ work can give them an idea of what works and what
doesn’t work especially in writing.
Scavenger Hunt
Give students a list of review topics and send them to their notebooks to seek the answers. This allows for review and also helps to teach the value of keeping good notes. An alternative would be
to allow students to partner up or work in teams.
Review with Foldables
The graphic organizer meets origami. Foldables are a hands-on way for students to organize information and there are endless ways to manipulate paper. In a basic sense, foldables require
students to put a general topic on the outside and more detailed information on the inside. They are great with any subject.

For some great foldable ideas click here. You can also check out the TeachHUB blog on Teacher Foldable Fun!
Review Stations
Break review into sections such as time periods, chapters or units. Provide review questions and allow students a certain amount of time at each station. Stations could include helpful materials
such as notes, books, articles, etc.
Tic-Tac-Toe Review Game
This activity can be used with the whole class, but probably works better with small groups. In any case, you need two groups and each group is assigned either X or O. Draw the a tic-tac-toe
board on paper or the board. Students earn the ability to place their X or O marker on the game board if they answer a teacher-read question correctly.
Any of the above ideas can be manipulated to work with different class sizes, content areas and grade levels. You may choose to use a review activity for fun or give students credit for correct
answers and participation. And remember, review for a tests doesn’t have to be boring.

hree friends (Sara, Amira, and Gozen) live in the small city of Shahrabad, which is located in a beautiful mountain valley. The bottom of the valley has a small
river running through it. The walls of the valley have land that includes forests and farms. The friends have lived there since they were young and they know
that earthquakes sometimes happen there. They have only felt one small earthquake, but their parents and grandparents have told stories about some strong
earthquakes that have happened in the area. Sometimes, during extreme weather like heavy snow or rain, the road that comes into Shahrabad from a nearby
city is closed because rocks have fallen on the road or the road has washed away.
Sara and Amira live next to each other on farms located on slopes in the valley. Sara's farm used to have a natural spring at a crack between two rocks that
produced drinking water for both Sara's and Amira's families, but the spring stopped producing water about a year ago. Recently, a neighbor has started
complaining that some parts of his land have become very soggy and soaked with water, especially near the bottom of the valley.