Senior High School Core Subject

Quarter: First- Earth and Life Science

Topic/Lesson Name: Earth Materials and Processes

Content Standards
The learners demonstrate an understanding of:
1. The three main categories of rocks
2. The origin and environment of formation of common minerals and rocks
3. Geologic process 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)
4. Geologic processes that occur within the Earth
5. The folding and faulting of rocks
6. Plate tectonics
7. How the planet Earth evolved in the last 4.6 billion of years (including the age
of Earth, major geologic time subdivision and marker fossils)

Performance Standards
Create a model or mock up showing the different processes that occurs within
the earth.

Learning Competencies
The learners:
1. Identify common rock- forming minerals using their physical and chemical
properties
2. Classify rocks into igneous, sedimentary and metamorphic
3. Describe how rocks undergo weathering
4. Explain how the products of weathering are carried away by erosion and
deposited elsewhere
5. Make a report on how rocks and soil move downslope due to the direct action of
gravity
6. Describe where the Earth’s internal heat comes from
7. Describe how magma is formed (magmatism)
8. Describe what happens after the magma is formed (plutonism and volcanism)
9. Describe the changes in mineral components and texture of rocks due to
changes in pressure and temperature (metamorphism)
10. Compare and contrast the formation of the different types of igneous rocks.
11. Describe how rocks behave under different types of stress such as compression,
pulling apart and shearing
12. Explain how the continental drift
13. Cite evidence that support continental drift
14. Explain how the movement of plates leads to the formation of folds and faults
15. Explain how the seafloor spreads
16. Describe the structure and evolution of ocean basins
 17. Describe how layers of rocks (stratified rocks) are formed
18. Describe the different methods (relative and absolute dating) to determine the
age of stratified rocks
19. Explain how relative and absolute dating were used to determine the
subdivisions of geologic time
20. Describe how marker fossils (also known as guide fossils) are used to define and
identify subdivisions of the geologic time scale
21. Describe how the Earth’s history can be interpreted from the geologic time scale

Specific Learning Outcomes:

1. Identify and classify rocks and minerals based on their physical and chemical
properties
2. Cite and explain some pieces of evidence for the occurrence of plate tectonics
3. Compare endogenic and exogenic process
4. Explain the process of weathering
5. Enumerate the agents of erosion and
6. Trace Earth’s formation and history by using marker fossils and elemental

Time Allotment: 15 hours

Lesson Outline:
1. Introduction: (150 minutes)
2. Motivation: (150 minutes)
3. Instruction/Delivery: (150 minutes)
4. Practice: (150 minutes)
5. Enrichment: (150 minutes)
6. Evaluation: (150 minutes)

PROCEDURE:

INTRODUCTION
 The teacher will ask the student the following questions
a. Can you describe the physical structure of the Earth billions of years ago?
b. What do you think are the positions of the continents millions of years ago?
 In order for the students to describe their answers properly, let them create a
model or a diorama of the physical structure of the earth millions of years ago
 Using their models the student will now present it in front of their class and let
them explain why did come up with that model or diorama.
 The students will present their models in front of the class.
 The teacher will discuss the different types of rocks.
 Let the student perform another activity: Rock Riddle
Procedure:
1. The teacher will divide the class into five groups. Have each group come up
with a list of earths materials
2. Have the students come up with words that rhyme with the listed words. The
pair of words will usually be an adjective/noun combination.
 3. The student may now right a question for which rhyming pair would be the
answer.
4. Once the students have knack of writing “Rock Riddles” they can write them
independently and share them with their classmates.

MOTIVATION:
 The teacher will let the students again bring their models and diorama and in
front of the class they will now discuss the different Earth materials present in
their models or dioramas.
 Let the students compare and contrast the physical structure of the earth before
and today.
 After doing that activity the teacher will ask the following questions:
a. What do you think are the factors why the structure of the earth at present is
like this?
b. How did the formations of different landforms happened?
c. Are there any human activities involved in this processes?

INSTRUCTION/ DELIVERY:
 The teacher will now have a discussion about the different geologic processes
that occurs within the earth.
 After the discussion the students will now again create a model or mock ups in
order to describe the different geologic processes that occurs within the earth.
 The teacher will show a video regarding the different types of plate movement.
 Before the video presentation regarding the different processes that occur within
the earth and the teacher will pose questions to be answered by the students.
 After the video presentation the students will find a partner to discuss the
answers to the question posted by the teacher before watching the video.
 The will asked a volunteer pair to present their answers in front of the class, then
the class has the chance to oppose or add information about the answers of the
students presenting in front of the class.

PRACTICE:
 The teacher will discuss the theories about plate movement then the students will
identify what types or earth materials are present on such theory and they will
also identify the type of geologic process present on that theory.
 After the discussion the teacher will provide an activity that will show evidences
of plate movement. In that said activity the teacher will present the evidences of
plate movements and then the students will be grouped into five or more. The
teacher will going to assign particular evidence on each group and then each
group will going to prove if that evidence is useful in proving plate movements.
 Then the answers of the students in each group will be presented in front of the
class then the rest of the class the chance to oppose or agree on that said
evidence.
 After the discussion the teacher will provide an essay type questions.
ENRICHMENT:
 Since the students already understand the different types of geologic processes
on earth and can already cite evidences of plate movement. The teacher will
provide another activity that will enriched there knowledge about the evidences of
plate movements.
ACTIVITY: FOSSILS IN TIME
 In that said activity the students will be able to identify the different subdivisions
of the geologic time.
 Learning Stations: shows different pictures of fossils

EVALUATION:
 Using a collage explain the movements of plates that leads to different types of
plate boundaries.
 The teacher will provide written works: MULTIPLE CHOICE AND ESSAY TYPE
OF QUESTIONS