2 DLL Mbregalado Earth Science

DLL
SCHOOL CABUYAO INTEGRATED NATIONAL GRADE LEVEL 11

HIGH SCHOOL
TEACHER MARJORIE B. REGALADO LEARNING AREA EARTH SCIENCE
TEACHING DATE August 23, 2018 QUARTER SECOND
TEACHING TIME 3:00-4:00 pm SECTION POLARIS
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.
B. Performance The learners shall be able to make a map showing places where erosion and
Standards landslides may pose risks in the community.
C. Learning The learners:
Competencies Explain how rocks and soil move downslope due to the direct action of
gravity. (S11ES-IIb-22)
D. Objectives At the end of the lesson, the learners will be able to:
2. distinguish between different mass wasting processes
II. CONTENT Exogenic Processes (Mass Wasting)
III. LEARNING
RESOURCES
A. References
1. Teacher's Guide 198-204
pages
2. Learner's Materials
pages
3. Textbook pages
4. Additional
materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous What is mass wasting?
lesson or presenting What controls and triggers of mass wasting?
the new lesson
B. Establishing a VIDEO of mass wasting.
purpose for the lesson
C. Presenting
examples/instances
of the new lesson
D. Discussing new
concepts and
practicing new skills
#1
E. Discussing new
concepts and
#2
F. Developing Enumerate and discuss some landslide warning signs
mastery
G. Finding Practical Discuss how landslide hazard can be reduced. Relate these to the triggers
skills in daily living discussed in No. 7.
H. Making What are the different mass wasting processes?
generalizations and
abstraction about
the lesson
EASY-
EASY-
I. Evaluating learning
AVERAGE-
DIFFFICULT-
http://www.uh.edu/~jbutler/physical/chap11mult.html
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
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 these work?
F. What difficulties did
I encounter which my
principal or supervisor
can help me solve?
G. What innovation Video presentation of mass wasting in the Philippines.
or localized materials
did I use/discover
which I wish to share
with other teachers?
Prepared: Checked:
MARJORIE B. REGALADO CELIA CONCEPCION O. GREGORIO

Teacher III Master Teacher II
Noted:
MARIBETH G. HERRERO
Officer-In-Charge
HIGH SCHOOL
I. OBJECTIVES
sedimentation.
Competencies Explain how rocks and soil move downslope due to the direct action of
gravity. (S11ES-IIb-22)
1. identify the controls and triggers of mass wasting;
II. CONTENT Exogenic Processes (Mass Wasting)
III. LEARNING
RESOURCES
A. References
pages
pages
3. Textbook pages
4. Additional
materials from
Learning Resource
(LR) portal
https://www.youtube.com/watch?v=d-3ZF6Gi3Ec
B. Other Learning
https://www.youtube.com/watch?v=6tSnA9I6uL4
Resources
https://www.youtube.com/watch?v=WaBBRmD8QHg
IV. PROCEDURES
A. Reviewing previous What are the factors that affect the rate of weathering?
lesson or presenting
the new lesson
Show students a photo/VIDEO of a person sliding down a water slide. Have
students brainstorm the factors that determine how fast one can go on a
B. Establishing a
water slide. Write their responses on the board. Discuss answers briefly and tell
students that similar to sliding down a waterslide, rocks and rock debris can
also move downslope due to gravity, a process called mass wasting.
C. Presenting Show some mass wasting photos and short clips or animated videos.
examples/instances Clarify to the students the meaning of the word landslide.
of the new lesson
D. Discussing new Ask the students to define mass wasting based on what you have shown.
concepts and Summarize their own definition and then define mass wasting as the
practicing new skills downslope movement of rock, regolith, and soil under the direct influence of
#1 gravity (Tarbuck, et.al. 2014).
E. Discussing new Discuss the controlling factors in mass wasting.
concepts and
#2
F. Developing Discuss the events that trigger mass wasting processes
mastery
G. Finding Practical In the near future you are going to buy house and lot, what are the things you
skills in daily living should consider in buying your house and lot?
What is mass wasting?
H. Making
What are the factors controlling the mass wasting? Triggers mass wasting?
generalizations and
abstraction about
the lesson
I. Evaluating learning See test notebook dated August 22, 2018
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% on
the formative
assessment
require additional
activities for
remediation
C. Did the remedial
learners who have
caught up with the
lesson.
D. No. of learners
who continue to
E. Which of my
teaching strategies
worked well? Why
did these work?
can help me solve?
G. What innovation Video presentation of mass wasting in the Philippines.
or localized materials To support the Choose Philippines Project.
did I use/discover
Prepared: Checked:

Noted:
MARIBETH G. HERRERO
Officer-In-Charge
HIGH SCHOOL
I. OBJECTIVES
A. Content Standard
B. Performance
Standards
C. Learning
Competencies
D. Objectives Attend the Values Formation.
Conduct PTC and discuss the status of the students to their parents.
II. CONTENT 1st Quarter PTC and Values Formation for SHS Students
III. LEARNING
RESOURCES
A. References
1. Teacher's Guide
pages
pages
3. Textbook pages
4. Additional
materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
the new lesson
B. Establishing a
C. Presenting
examples/instances
of the new lesson
D. Discussing new
concepts and
#1
E. Discussing new
concepts and
#2
F. Developing
mastery
G. Finding Practical
skills in daily living
H. Making
generalizations and
abstraction about
the lesson
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% on
the formative
assessment
require additional
activities for
remediation
C. Did the remedial
learners who have
caught up with the
lesson.
D. No. of learners
who continue to
E. Which of my
teaching strategies
worked well? Why
did these work?
can help me solve?
G. What innovation
did I use/discover
Prepared: Checked:

Noted:
MARIBETH G. HERRERO
Officer-In-Charge
HIGH SCHOOL
TEACHING DATE August 16-17, 2018 QUARTER SECOND
TEACHING TIME SECTION POLARIS
I. OBJECTIVES
A. Content Standard
B. Performance
Standards
C. Learning
Competencies
D. Objectives To join the Intramurals.
To be sport and choose players for the upcoming Unit meet.
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher's Guide
pages
pages
3. Textbook pages
4. Additional
materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
the new lesson
B. Establishing a
C. Presenting
examples/instances
of the new lesson
D. Discussing new
concepts and
#1
E. Discussing new
concepts and
#2
F. Developing
mastery
H. Making
generalizations and
abstraction about
the lesson
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% on
the formative
assessment
require additional
activities for
remediation
C. Did the remedial
learners who have
caught up with the
lesson.
D. No. of learners
who continue to
E. Which of my
teaching strategies
worked well? Why
did these work?
can help me solve?
G. What innovation
did I use/discover
Prepared: Checked:

Noted:
MARIBETH G. HERRERO
Officer-In-Charge
HIGH SCHOOL
I. OBJECTIVES
sedimentation.
Competencies Describe how rocks undergo weathering (S11ES-IIa-22).
Identify the factors that affect the rate of weathering.
II. CONTENT Exogenic Processes (Weathering)
III. LEARNING
RESOURCES
A. References
pages
pages
3. Textbook pages
4. Additional
materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous What is weathering? What are the two main categories of weathering
lesson or presenting processes?
the new lesson
In Baking we use melted Chocolate for frosting.
What are the possible ways to melt this chocolate quickly?
B. Establishing a Possible answer: Heating, Chopping of chocolate into smaller pieces, etc.
The natural weathering of Earth materials occurs slowly. However, certain
conditions and interactions can accelerate or slow the weathering process.
C. Presenting Activity Proper: Break Me Down.
examples/instances This activity will focus on the factors that influence the rate of weathering.
of the new lesson
D. Discussing new The students will discuss the result of their activity.
concepts and
#1
Ask the students to answer the following questions. Discuss the answers with
the class.
a. Which tablet size and liquid combination resulted in fastest dissolution
times?
b. What is the relationship between particle size and time it takes for the tablet
E. Discussing new
to dissolve? How does this relationship apply to weathering in nature?
concepts and
c. Using the activity as a model, explain how mechanical weathering
(breaking or crushing) contribute to chemical weathering (dissolution)? How
#2
can you demonstrate that chemical weathering can hasten mechanical
weathering?
d. Compare dissolution times in room temperature water and hot water. Using
this as a model, what can you deduce about the relationship between
temperature and weathering rate?
e. Is there marked difference in the dissolution rate in water and vinegar both
at room temperature? What caused the difference? What does dissolution in
vinegar simulate in nature?
f. In what environment would weathering rate be fastest? Slowest? Explain
your reasons based on the observations from this lab activity.
F. Developing Discuss how climate, rock type, rock structure, topography and time affects
mastery the rate of weathering.
You are asked by the President of the Republic of the Philippines, Rodrigo Roa
Duterte to design a new memorial. The President wants this statue made of
limestone and placed in Cabuyao.
1. Do you think the material and location are a good idea for a memorial?
Explain.
2. What recommendations would you make to the President regarding the
location and material for the memorial? Be sure to explain your answer
(President’s do not like to be told what to do without a really good reason).
The rock formation in the Philippines as the tourist spot.
H. Making What are the factors that affect the rate of weathering?
generalizations and
abstraction about
the lesson
EASY-A
1. As a rock breaks into smaller pieces, the surface area to volume ratio
______ .
A. increases C. stays the same
B. decreases D. can increase or decrease depending on the size of the
pieces
EASY-B
2. Which of the following conditions promotes slow chemical weathering?
A. thick soils C. high rainfall
B. cold temperatures D. fracturing
AVERAGE-A
3. The rate of chemical weathering is increased by acids. The most common
natural acid on the Earth's surface is ________ .
I. Evaluating learning A. carbonic B. hydrochloric C. nitric D. sulfuric
AVERAGE-D
4. Which of the following factors would increase the chemical weathering
rate?
A. increasing rainfall C. increasing organic activity
B. increasing temperature D. all of these
DIFFFICULT-C
5. Which of the following human activities has resulted in increased rates of
weathering?
A. the release of sulfur and nitrogen oxides that cause acid rain
B. the physical disintegration of rocks during construction and mining
C. both A and B
D. neither A nor B
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% on
the formative
assessment
require additional
activities for
remediation
C. Did the remedial
learners who have
caught up with the
lesson.
D. No. of learners
who continue to
E. Which of my
teaching strategies
worked well? Why
did these work?
can help me solve?
G. What innovation
did I use/discover
Prepared: Checked:

Noted:
MARIBETH G. HERRERO
Officer-In-Charge
HIGH SCHOOL
TEACHING DATE August 14, 2018 QUARTER FIRST
I. OBJECTIVES
sedimentation.
Competencies Describe how rocks undergo weathering (S11ES-IIa-22).
• define weathering and distinguish between the two main types of
weathering
II. CONTENT Exogenic Processes (Weathering)
III. LEARNING
RESOURCES
A. References
pages
pages
3. Textbook pages
4. Additional
materials from
Learning Resource
(LR) portal
https://www.youtube.com/watch?v=jHNi7b6tH8Y
https://www.youtube.com/watch?v=exS9gFXgib0&t=107s
B. Other Learning
https://www.youtube.com/watch?v=LFob6BY_W_E
Resources
https://www.rappler.com/life-and-style/travel/ph-travel/60623-philippines-
rock-formations
IV. PROCEDURES
A. Reviewing previous What are the ways to address the different environmental concerns related to
lesson or presenting the use of fossil fuels, geothermal and hydroelectric energies?
the new lesson
Show students a sample of a large rock. Ask them the possible natural agents
B. Establishing a
and/or processes that can break down the rock into smaller pieces. Write their
responses on the board and briefly discuss each.
C. Presenting After collecting their ideas about the topic in the motivation part, ask
examples/instances someone to define weathering in their own words.
of the new lesson
Define weathering.
D. Discussing new
Name the two main categories of weathering processes (physical and
concepts and
chemical). Briefly describe each, and point out their main difference. Describe
how rocks disintegrate through weathering processes. Explain that weathering
#1
usually occurs in situ (in place).
E. Discussing new Discuss the processes by which mechanical weathering takes place.
concepts and Describe the processes that contribute to chemical weathering.
practicing new skills https://www.youtube.com/watch?v=jHNi7b6tH8Y
#2
If you see a red rock, chances are it has been through what type of weathering
F. Developing
-Chemical weathering
mastery
https://www.youtube.com/watch?v=LFob6BY_W_E
Effect of Weathering
G. Finding Practical 1. Breaking of grounds that could leads to habitat lost.
skills in daily living 2. Rock formation in the Philippines. https://www.rappler.com/life-and-
style/travel/ph-travel/60623-philippines-rock-formations
What is weathering? Weathering is the breaking of rocks into smaller and
H. Making smaller pieces called sediments What are the 2 main categories of
generalizations and weathering processes? How is mechanical weathering different from
abstraction about chemical weathering? Mechanical weathering physically breaks rocks into
the lesson smaller pieces. Chemical weathering changes the surface of rocks into new
substances, such as rust.
EASY
B. 1. Weathering is the process that
A. Carries material to a new location C. Presses material together
B. Breaks material down D. Glues material together
DIFFICULT
D. 2. Which one of these things is not an agent of weathering?
A. Glacier B. Wind C. Precipitation D. Soil
EASY
D. 3. Which one of these processes is not a chemical weathering process
A. Carbonation B. Hydrolysis C. Oxidation D. Frost Wedging
AVERAGE
D. 4. Oxidation can cause some rocks to
A. Form crevasses C. Turn white
B. Get small oval shape wholes in them D. Rust
AVERAGE
B. 5. A rock slide would most likely cause
A. Chemical weathering C. Acids in groundwater
B. Physical weathering D. Chemical erosion
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% on
the formative
assessment
require additional
activities for
remediation
C. Did the remedial
learners who have
caught up with the
lesson.
D. No. of learners
who continue to
E. Which of my Using multi-media presentation.
teaching strategies
worked well? Why
did these work?
can help me solve?
G. What innovation Showing the rock formation in the Philippines.
or localized materials Having Facebook group to upload the lessons for review purposes and
did I use/discover sending link of videos used in the class.
Prepared: Checked:

Noted:
MARIBETH G. HERRERO
Officer-In-Charge
HIGH SCHOOL
TEACHING TIME 2:00-3:00 SECTION POLARIS
I. OBJECTIVES
A. Content Standard
B. Performance
Standards
C. Learning
Competencies
D. Objectives The students will attend the program for Senior High School Students.
II. CONTENT Anti-Bullying and Post career Orientation
III. LEARNING
RESOURCES
A. References
1. Teacher's Guide
pages
pages
3. Textbook pages
4. Additional
materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
the new lesson
B. Establishing a
C. Presenting
examples/instances
of the new lesson
D. Discussing new
concepts and
#1
E. Discussing new
concepts and
#2
F. Developing
mastery
H. Making
generalizations and
abstraction about
the lesson
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% on
the formative
assessment
require additional
activities for
remediation
C. Did the remedial
learners who have
caught up with the
lesson.
D. No. of learners
who continue to
E. Which of my
teaching strategies
worked well? Why
did these work?
can help me solve?
G. What innovation
did I use/discover
Prepared: Checked:
MARJORIE B. REGALADO CELIA CONCEPCION O.

GREGORIO
Noted:
MARIBETH G. HERRERO
Officer-In-Charge
HIGH SCHOOL
TEACHING TIME 9:15-10:15am SECTION POLARIS
I. OBJECTIVES
A. Content Standard Standards of the first quarter
B. Performance Performance standards of first quarter.
Standards
C. Learning Competency 1 to 13
Competencies
D. Objectives Check the Mid-term Examination and get the result of Item analysis.
II. CONTENT Checking of MID-TERM Examination
III. LEARNING
RESOURCES
A. References
pages
pages
3. Textbook pages
4. Additional
materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Daily Routine
lesson or presenting Checking of Attendance
the new lesson
B. Establishing a
C. Presenting Distribution of Test Paper
examples/instances
of the new lesson
D. Discussing new Checking of paper.
concepts and Recording of Result
practicing new skills Item Analysis
#1
E. Discussing new Signing of Test paper to their parents.
concepts and
#2
F. Developing
mastery
H. Making
generalizations and
abstraction about
the lesson
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% on
the formative
assessment
require additional
activities for
remediation
C. Did the remedial
learners who have
caught up with the
lesson.
D. No. of learners
who continue to
E. Which of my
teaching strategies
worked well? Why
did these work?
can help me solve?
G. What innovation
did I use/discover
Prepared: Checked:

GREGORIO
Noted:
MARIBETH G. HERRERO
Officer-In-Charge
HIGH SCHOOL
TEACHING TIME 2:00-3:00 PM SECTION POLARIS
I. OBJECTIVES
A. Content Standard Standard of the first quarter
B. Performance Performance standards of first quarter.
Standards
C. Learning Competency 1 to 13
Competencies
D. Objectives Answer the long test honestly and correctly.
II. CONTENT Long Test
III. LEARNING
RESOURCES
A. References
pages
pages
3. Textbook pages
4. Additional
materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Daily Routine
lesson or presenting Checking of Attendance
the new lesson
B. Establishing a Seating Arrangement
C. Presenting Distribution of Test Paper
examples/instances Clarification of Instruction
of the new lesson
D. Discussing new Test Proper
concepts and
#1
E. Discussing new Retrieval of Test Paper
concepts and
#2
F. Developing
mastery
H. Making
generalizations and
abstraction about
the lesson
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% on
the formative
assessment
require additional
activities for
remediation
C. Did the remedial
learners who have
caught up with the
lesson.
D. No. of learners
who continue to
E. Which of my
teaching strategies
worked well? Why
did these work?
can help me solve?
G. What innovation
did I use/discover
Prepared: Checked:

GREGORIO
Noted:
MARIBETH G. HERRERO
Officer-In-Charge
HIGH SCHOOL
TEACHING TIME 9:15-10:15 SECTION POLARIS
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of waste generation and
management.
B. Performance Prepare a plan that the community may implement to minimize waste when
Standards people utilize materials and resources
C. Learning Cite ways to address the different environmental concerns related to the use
Competencies of fossil fuels, geothermal and hydroelectric energies (S11ES-Ie-f-13).
1. identify ways to address the different environmental concerns related to the
use of fossil fuels, geothermal and hydroelectric energies.
II. CONTENT Energy Resources: Human Activity and the Environment
III. LEARNING
RESOURCES
A. References
pages
pages
3. Textbook pages
4. Additional
materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
Deepwater Horizon-BP Oil Spill Video Playback. (Duration: 2 minutes)
A. Reviewing previous This is the largest marine oil spill in history, caused by an April 20, 2010,
lesson or presenting explosion on the
the new lesson Deepwater Horizon oil rig - located in the Gulf of Mexico, approximately 41
miles (66 km) off the coast of Louisiana—and its subsequent sinking on April 22.
Although not a local example, being the worst marine disaster in recent
history, it allows them to connect to a real-life problem that we face in the
B. Establishing a process of searching for much-needed energy for development. It sets the
purpose for the lesson tone for the next section that discusses the ways to address different
environmental concerns related to the use of fossil fuels, geothermal and
hydroelectric energies.
C. Presenting Show Video link: https://www.youtube.com/watch?v=gvuzuyEKLd8
examples/instances Elicit any reactions on the video.
of the new lesson
D. Discussing new Lecture and discussion on ways to address different environmental concerns
concepts and related to the use of fossil fuels, geothermal and hydroelectric energies
#1
E. Discussing new Discussion: The following are considered priority solutions advocated by
concepts and international communities, led by the United States of America, that are
practicing new skills addressed in these international treaties:
#2
F. Developing
mastery
G. Finding Practical The Philippines, through the Department of Energy, will work on ensuring the
skills in daily living implementation of the following plans and programs to contribute to the
attainment of these broad policy and program frameworks. Discuss the plans
and programs are embodied in DOE's Energy Reform Agenda (ERA).
H. Making Name and briefly explain the 6 policy programs embodied in the DOE's Energy
generalizations and Reform Agenda (ERA).
abstraction about
the lesson
Give five ways addressing the different environmental concerns related to the
use of fossil fuels, geothermal and hydroelectric energies.
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% on
the formative
assessment
require additional
activities for
remediation
C. Did the remedial
learners who have
caught up with the
lesson.
D. No. of learners
who continue to
E. Which of my
teaching strategies
worked well? Why
did these work?
can help me solve?
G. What innovation Using multimedia presentation.
or localized materials Using Audio-Visual Presentation.
did I use/discover
Prepared: Checked:

GREGORIO
Noted:
MARIBETH G. HERRERO
Officer-In-Charge
HIGH SCHOOL
TEACHING DATE July 30, 2018 QUARTER FIRST
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the various sources of energy
(fossil fuels, geothermal, hydroelectric).
B. Performance Make a plan that the community may use to conserve and protect its
Standards resources for future generations.
C. Learning Describe how fossil fuels are formed (S11ES-Id-10),
Competencies
• describe how fossil fuels are formed;
II. CONTENT Earth Materials and Resources – Energy Resources
III. LEARNING
RESOURCES
A. References
1. Teacher's Guide 114-
pages
pages
3. Textbook pages
4. Additional
materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous What is the importance of energy to humans?
the new lesson
Show the list of renewable and non-renewable source of energy.
B. Establishing a “How important is energy to the advancement of society and how do we
purpose for the lesson ensure self-sufficiency for the current and future generations (energy
independence)?”
Show the graph lifted from the Total Primary Energy Demand Forecast from
C. Presenting
Phil DOE
examples/instances
Philippine Energy Plan 2012-2030. It shows the total primary energy demand,
of the new lesson
by fuel type, in MTOE (million tonnes of oil equivalent).
D. Discussing new Enumerate the uses of energy:
concepts and 1. Agricultural 2. Transportation 3. Residential 4. Commercial 5. Industrial
#1
E. Discussing new • Fossil Fuels
concepts and Q: What are fossil fuels and what are the different kinds?
practicing new skills Q: What is coal and how is it formed?
#2
Geological Time For The Formation of Coal
F. Developing • The most favorable conditions for the formation of coal occurred 360 million
mastery to 290 million
years ago, during the Carboniferous (“coal-bearing”) Period.
H. Making
generalizations and
abstraction about
the lesson
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% on
the formative
assessment
require additional
activities for
remediation
C. Did the remedial
learners who have
caught up with the
lesson.
D. No. of learners
who continue to
E. Which of my
teaching strategies
worked well? Why
did these work?
can help me solve?
did I use/discover
Prepared: Checked:

GREGORIO
Noted:
MARIBETH G. HERRERO
Officer-In-Charge

HIGH SCHOOL
TEACHING DATE July 30, 2018 QUARTER FIRST
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the origin and environment of
formation of common minerals and rocks.
B. Performance The learners shall be able to make a plan that the community may use to
Standards conserve and protect its resources for future generations.
C. Learning The learners will be able to describe how ore minerals are found, mined, and
Competencies processed for human use (S11ES-Ic-d-8)
understand the impact of mining
II. CONTENT Mineral Resources
III. LEARNING
RESOURCES
A. References
1. Teacher's Guide 104-
pages
pages
3. Textbook pages
4. Additional
materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous What are the major stages in mineral exploration?
the new lesson
B. Establishing a What is the importance of mining?
C. Presenting Show video of mining.
examples/instances
of the new lesson
D. Discussing new Identify and explain some of the vital considerations needed to know on the
concepts and different methods to mine a mineral deposit.
practicing new skills • Teacher should be able to identify the 2 main methods of mining.
#1 - Surface and underground mining
C. The Milling Process
E. Discussing new - Explain to the students that the materials extracted or “mined" are rocks
concepts and composed of both ore and waste material (part of the rock which contain
practicing new skills very little or no element or mineral of
#2 economic value). The extracted rocks will undergo processes of mineral (e.g.
metal) separation and recovery.
F. Developing • Give some examples of milling or recovery methods or processes.
mastery
G. Finding Practical Ask the students to give uses of minerals in their lives.
H. Making
generalizations and
abstraction about
the lesson
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% on
the formative
assessment
require additional
activities for
remediation
C. Did the remedial
learners who have
caught up with the
lesson.
D. No. of learners
who continue to
E. Which of my
teaching strategies
worked well? Why
did these work?
can help me solve?
did I use/discover
Prepared: Checked:

GREGORIO
Noted:
MARIBETH G. HERRERO
Officer-In-Charge

2 DLL Mbregalado Earth Science

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