Lesson Guide in Earth and Life Science I. Objectives

Lesson Guide in Earth and Life Science
I. OBJECTIVES
The origin and environment of formation of common minerals

A. Content Standards
and rocks.
The learners conduct a survey to assess the possible geologic

hazards that your community may experience.
B. Performance
Standards The learners conduct a survey or design to assess the possible
hydrometeorological hazards that your community may
experience.
At the end of the session, students are expected to:
1. Identify common rock - forming minerals using their physical

and chemical properties (S11/12ES-If-9)
C. Learning
Competencies/
1.1 demonstrate understanding about physical and chemical
Objectives
properties of minerals and will be able to identify certain
minerals using specific tests;
1.2 identify some common rock-forming minerals; and
1.3 classify minerals based on chemical affinity.
MINERALS AND ROCKS

II. CONTENT  Rock-forming Minerals and their Physical and Chemical
Properties.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Curriculum Guide Science page 2
pages
2. Learner’s
Manual pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources Videoclip on Mineral Identification
IV. PROCEDURES
Have a review of the previous lesson about the earth’s internal

A. Reviewing previous structure (layers of the earth)
lesson or presenting
new lesson Relate the lesson to the new lesson through:
(REVIEW)
a. Define what a mineral is. Give emphasis to the five
requirements for a material to be considered a mineral (i.e.
1
naturally occurring is not man-made or machine-generated,
inorganic is not a byproduct of living things, etc.).
b. Ask the learners: Do you consider water a mineral? How about

snowflake or tube ice?
Let the students watch a mineral identification video.

Options: video (for lectures), power point slides (pictures),
B. Establishing a specimens (if available). Show a video on minerals (general)
purpose of the with discussions on the different chemical and physical
lesson properties of minerals. This will guide the students on how to
(MOTIVATION)
identify minerals. Tell the students that the video will only be
played once and that they need to take notes for discussion.
Ask the students to identify the different mineral properties

described in the video. Encourage class participation by
specifically using table salt or halite in demonstrating these
C. Presenting
properties. Tabulate the answers on the board.
examples/instances
of the new lesson
(PRE-ACTIVITY)
The students will be grouped into 3 with 5 members each.

Strategy: Jigsaw cooperative learning
Procedure
 Each member will be assigned a letter in a group from a to e. All a
members from different groups will meet and brainstorm about
their assigned tasks. The procedure is the same for b, c, d and e
members. After 20 minutes the members will return to their original
group bringing the results of brainstorming.
D. Discussing new TASKS:

concepts and A AND B- Physical Properties
practicing new skills C and D- Chemical Properties
1 E - Rock forming Minerals
(ACTIVITY PROPER)  The teacher will show pictures of different minerals and/or actual
sample of minerals used in daily lives such ashalite (salt) for
cooking, graphite (pencil) for writing, diamond and gold as jewelry.
 Let the students identify the physical and chemical properties of

minerals based on the video, actual samples and pictures of
minerals.
 Let the students present their outputs and explore with the
students a systematic way of identifying minerals.
2
Note: It is recommended that the mineral properties be discussed in
the correct sequence : 1 and 2 (in any order): Luster, Hardness 3:
Color and Streak 4. Crystal Form/ Habit 5. Cleavage 6. Fracture 7.
Specific Gravity 8. Other Properties
Ask the students the following questions:

E. Discussing new 1. What is the difference between a mineral's streak and color?
concepts and Why is streak more reliable for rock identiﬁcation?
practicing new skills 2. .Differentiate habit and a cleavage plane.
2 3. Is it possible for a mineral to have a prismatic habit without
(DEEPENING) having any cleavage? Why or why not? If yes, give an example.
4. What are the chemical compositions of rock-forming minerals.
F. Developing mastery Individual Work

(POST-ACTIVITY)  Make a concept map describing the physical and chemical
properties of minerals. (state a brief description for each
property).
G. Finding practical
applications of What are the common minerals that are available at home?
concepts and skills Identify their properties.
in daily living
(APPLICATION)
Based on the objectives stated previously, ask the following

H. Making questions:
generalizations and 1. What are the physical and chemical properties of minerals
abstractions about and will be able to identify certain minerals using specific
the lesson tests;
(GENERALIZATION) 2. Identify some common rock-forming minerals; and
3. Classify minerals based on chemical affinity.
A. Summary questions related to the lesson

1. What are the characteristics that define a mineral?
2. Which among the following mineral groups, if any, contain
silicon: halides, carbonates or sulfides?
3. Which is more abundant in the Earth’s crust: silicates or all the
other mineral groups combined? Explain.
4. An unknown opaque mineral has a black streak and has a
density of 18g/cm3. Is the mineral metallic or non-metallic?
5. What is the difference between a mineral's streak and color?
Why is streak more reliable for rock identiﬁcation?
I. Evaluating learning 6. Differentiate habit and a cleavage plane.
(ASSESSMENT) 7. Is it possible for a mineral to have a prismatic habit without
having any cleavage? Why or why not? If yes, give an example.
Rubrics:
(5 points) Exceptional – student responses far exceed what is

expected
(4 points) Excellent – information is factually accurate and offers
extra supporting facts.
(3 points) Good – The student somewhat responds beyond the
basic level of the question to provide supporting details and or
3
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.
Think of 5 minerals and their common uses and identify the

J. Additional activities
specific property/properties that made them for that purpose (e.g.
for application or
graphite, having a black streak and hardness of 1-2, is used in
remediation
pencils due to its ability to leave marks on paper and other
(REMEDIAL)
objects).

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Lesson Guide in Earth and Life Science

The origin and environment of formation of common minerals

The learners conduct a survey to assess the possible geologic

At the end of the session, students are expected to:

1. Identify common rock - forming minerals using their physical

MINERALS AND ROCKS

Have a review of the previous lesson about the earth’s internal

b. Ask the learners: Do you consider water a mineral? How about

Let the students watch a mineral identification video.

Ask the students to identify the different mineral properties

The students will be grouped into 3 with 5 members each.

D. Discussing new TASKS:

 Let the students identify the physical and chemical properties of

Ask the students the following questions:

F. Developing mastery Individual Work

Based on the objectives stated previously, ask the following

A. Summary questions related to the lesson

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

Think of 5 minerals and their common uses and identify the

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