School ANIBAN CENTRAL SCHOOL Learning Area Science V

DLP Teacher MA RONAVIE M. TERNIDA Quarter III Week 2 D1

Teaching Date May 8, 2023

Teaching Time 6:00 - 6:45 V- Rose

6:45 - 7:30 V- Jasmine
9:30 - 10:15 V- Lotus
10:15 - 11:00 V- Dahlia

A. Content Standards
The learners demonstrate understanding of weathering and soil erosion shape the Earth’s surface and affect living
things and the environment.

B. Performance Standards
The learners should be able to participate in projects that reduce soil erosion in the community.

C. Learning Competencies
Enumerate the causes of weathering (S5FE-IVa-1)

I. Objective
1. Distinguish the cause of weathering.
2. Appreciate the rocks in everyday lives of living things.
3. Classify the agent of weathering.

II. Subject Matter

A. Subject: Earth surface- Soil Erosion
B. Reference: Enjoying the Wonders of Science 4, pages 204-207 Light in Science 4, pages 252
Materials: meta cards, Activity sheet, chart, powerpoint, laptop, checklist, limestone or marble
C. Values: Appreciation of nature.
D. Science Processes: observing, inferring, comparing, describing.
E. Integration: MAPEH and AP, ESP
F. Concept:
Weathering is the process of breaking down rocks into sediments. Mechanical weathering occurs when rocks
break down into smaller pieces due to physical forces, such as water and temperature, without changing the
mineral compositions of the rocks. Rocks exposed to the intense heat of the sun crack and crumble when rain
falls and soak into the ground. In temperate regions, the water that accumulates in the cracks or crevices of
rocks alternately contract and expands as the temperature in the air changes. The expansion is brought about by
the freezing temperature. As the rocks expand, the cracks become deeper and new cracks are produced as well.
Chemical weathering happens when rocks break down due to reaction with water, carbon dioxide, oxygen, and
organic acids. This process forms new substances from the minerals of rocks.
III. Content Standards
A. Elicit
Direction: Classify the following situation as to physical weathering or chemical weathering.
1. The boulder along the shore of Barangay Berinayan is slowly broken apart by the force of water.
2. The squirrels make tunnels in the ground which may lead to the breakdown of stones and rocks.
3. Some plants releases chemicals which loosen the rocks and cause them to break.
4. Water inside the rocks freezes and melts again.
5. The chemical composition of rocks changes when acid is produced by the roots of some plants

B. Engage
Read the sentences below. Find the missing words then write them in the empty spaces and find this hidden
word in the puzzle. Words might be hidden horizontally, vertically, and perhaps even back to front.

1. Rain is mildly __________ and it slowly eats away rocks. Rain slowly dissolves __________, it turns the
feldspars in __________ into soft clay.
2. In the __________, rocks expand during the heat of the day and contract at night when temperature cool.
3. ____________ weathering occurs when a chemical, such as acid rai, breaks down rocks.
4. Sheets of rocks slowly __________ away.
5. __________weathering is the process of weathering through external forces, such as freeze thaw cycles.
 C. Explore
1. Set Standard
2. Group Activity
Group Activity: Break the Rocks
I. Problem: How does rock change?
II. Materials: Limestone or marble, old newspaper, hammer two small glass jar
III. Procedure:
1. Get a piece of limestone or marble. Wrap in it an old newspaper.
2. Strikes it with a hammer 10-15 minutes. Observe what will happen.
3. Continue to pound on the rock pieces more than ten times.
4. Drop some pieces into a glass jar half filled with water.
5. Put the rest of the broken pieces of limestone or marble in another glass jar half filled with vinegar. Observe what
happens.
IV. Observation:
1. What changes did you notice to the limestone when you hammered it?
2. Were these changes due to physical or chemical means?
3. How did the continued hammering of the limestone/ marble cause the change in appearance of the rock sample?
4. What reason did you give for the changes you observed?
5. What can you infer from this observation?

D. Explain
 Reporting of group activity.
 Process of the group presentation
Answer these questions:
1. In nature, what happens to the rocks at the bottom of the waterfalls?
2. How does water weather rocks?
3. What are some agents of weathering that may cause Earth’s surface to crumble?
4. How does weathering help shape the surface of Earth?

E. Elaborate
Now that you have learned about the agents of weathering. Where can you see the change happen in nature?

F. Evaluate
Direction: Read the following question carefully. Choose the letter of the correct
answer.
1. Which of the following tends to cause physical or mechanical weathering?
A. Animal that burrows in the ground
B. Root of plants growing into the cracks in the rocks
C. Water that seeps into the pores and cracks of rocks
D. All of these
2. Which of the following occurs when acidic water caused the rocks to break producing clay and soluble salts?
A. Carbonation
B. Oxidation
C. Hydrolysis
D. Erosion
3. The following human activities are caused of physical weathering, EXCEPT.
A. Quarrying of rocks
B. Mining ores
C. Building roads and tunnels
D. Boating and fishing
4. How does temperature weather rocks?
A. Rocks are heated and cooled continuously.
B. Rocks are cooled tremendously all the time.
C. Rocks are heated greatly all the time.
D. Rocks are at different temperature.
5. Plant serves as agents of weathering. Which of the following statements support this ideas?
A. Falling of leaves cause rocks to break.
B. Decaying trunks of plants cause the rocks to break
C. Root of plants that grow in rocks and cause them to break.
D. Branches of plants cause the rocks to break when blown by the
winds.
 G. Extend

IV. Assignment:
Photojournalism. Using a mobile phone, get a picture of some agent of mechanical and chemical weathering. Print
your output. Paste it on a white paper. Make a caption.

V. Reflection:
Write your realization after we discuss the topic. Use the following prompt below.
 I understand that ____________________________________.
 I realize that____________________________________.

Prepared by:

MA. RONAVIE M. TERNIDA

Teacher III

Checked by:

ANALIZA H. YEPES
Master Teacher II

Noted by:

NANCY M. ECLARINAL
Principal IV
 School ANIBAN CENTRAL SCHOOL Learning Area Science V

DLP Teacher MA RONAVIE M. TERNIDA Quarter III Week 2 D2

Teaching Date May 9, 2023

Teaching Time 6:00 - 6:45 V- Rose

6:45 - 7:30 V- Jasmine
9:30 - 10:15 V- Lotus
10:15 - 11:00 V- Dahlia
A. Content Standards
The Learners demonstrate understanding of weathering and soil erosion, shape the Earth’s surface and affect
living things and the environment.

B. Performance Standard
The learners should be able to participate in projects that reduce soil erosion in the community.

C. Learning Competency/Objective
The learner should be able to investigate extent of soil erosion in the community and its effect on living
things and its environment.

I. Objective
1. Discuss the factors affecting of soil erosion.
2. Perform an experiment.
3. Differentiate the soil erosion and weathering.

II. Subject Matter

A. Subject: Earth surface- Soil Erosion
B. Reference: Enjoying the Wonders of Science 4, pages 204-207 Light in Science 4, pages 252
Materials: meta cards, Activity sheet, chart, power point, laptop, checklist, limestone or marble
C. Values: Appreciation of nature.
D. Science Processes: observing, inferring, comparing, describing.
E. Integration: MAPEH and AP, ESP
F. Concept:
Weathering is the process of breaking down rocks into sediments. Mechanical weathering occurs when rocks
break down into smaller pieces due to physical forces, such as water and temperature, without changing the
mineral compositions of the rocks. Rocks exposed to the intense heat of the sun crack and crumble when rain
falls and soak into the ground. In temperate regions, the water that accumulates in the cracks or crevices of
rocks alternately contract and expands as the temperature in the air changes. The expansion is brought about by
the freezing temperature. As the rocks expand, the cracks become deeper and new cracks are produced as well.
Chemical weathering happens when rocks break down due to reaction with water, carbon dioxide, oxygen, and
organic acids. This process forms new substances from the minerals of rocks.
III. Content Standards
A. Elicit
 B. Engage

Questions:
1. What does the man doing? The man is mining.
2. What does the wind do to the soil? The wind blew or carried away the soil.
3. Why do you think the roots of the trees are already exposed? The roots of the trees are already exposed because
the roots are growing roots as the time passes by.
4. Where will the sand/soil go during floods? The sand/soil will be transferred by the water to other places.
5. What are similar with the pictures 1,2, 3 & 4? All the pictures show how soil/sand wears away (carried or moved
away).

C. Explore
1. Set Standard
2. Group Activity
Activity Proper: Group Activity
I. Objective: Describe soil erosion
II. Problem: What happens after rocks are broken into smaller pieces?
III. Materials: rock salt, hand lens, sand, small jar with lid, tablespoon, water, shallow dish, paper
IV. Procedure:
1. Place few pieces of rock salt on a sheet of paper.
2. Look at the rock salt through a hand lens. Draw what you observed.

3. Describe the size and shape of the pieces of rock salt. __________________________
4. Put enough rock salt into a jar to cover the bottom.
5. Add a spoonful of sand.
6. Pour sufficient water into the jar to cover the salt and sand.
7. Cover the jar with its lid and shake the jar for two minutes. What do you think is happening to the rock salt as you
were shaking the jar? ______________________________________________________
8. Open the jar and pour the water into the shallow dish.
9. Place the pieces of rock salt on the sheet of paper.
10.Examine the rock through the hand lens. How has the size and shape of the pieces of rock salt changed?
VI: Conclusion:
I therefore conclude that. When rocks weathered, smaller pieces become part of the soil and as water carry other
pieces to different places SOIL EROSION happens.
D. Explain
 Reporting of group activity.
 Process of the group presentation

E. Elaborate
What is the difference between weathering and erosion?

F. Evaluate
Directions: Identify the word being described by each item.
1. The process that moves sediments
a) Erosion
b) Weathering
c) Dissolution
d) Fracture

G. Extend
What is soil erosion?
Soil erosion…
- is the moving or carrying away of soil from one place to another.
- is a continuous process that gradually change the natural environment overtime. Let see if you really
understood the lesson by answering the questions.

IV. Assignment:

V. Reflection:
Write your realization after we discuss the topic. Use the following prompt below.
 I understand that ____________________________________.
 I realize that____________________________________.
 School ANIBAN CENTRAL SCHOOL Learning Area Science V

DLP Teacher MA RONAVIE M. TERNIDA Quarter III Week 2 D3

Teaching Date May 10, 2023

Teaching Time 6:00 - 6:45 V- Rose

6:45 - 7:30 V- Jasmine
9:30 - 10:15 V- Lotus
10:15 - 11:00 V- Dahlia

A. Content Standards
The Learners demonstrate understanding of weathering and soil erosion, shape the Earth’s surface and affect
living things and the environment.

B. Performance Standard
The learners should be able to participate in projects that reduce soil erosion in the community.

C. Learning Competency/Objective
The learner should be able to investigate extent of soil erosion in the community and its effect on living
things and its environment.

I. Objective
1. Distinguish the effect of soil erosion.
2. Preparation in calamities.
3. Classify the different side effect of soil erosion.

II. Subject Matter

A. Subject: Earth surface- Soil Erosion
B. Reference: Enjoying the Wonders of Science 4, pp. 204-207
Light in Science 4, pp. 255-265-220
Science Links 5, pp.324-330
C. Materials: meta cards, Activity sheet, chart, power point, laptop, checklist, Landform Song - YouTube
D. Values: Appreciation of nature.
E. Science Processes: observing, inferring, comparing, describing.
F. Integration: MAPEH and AP, ESP
G. Concept:
Soil erosion is caused by water, wind, people, plants, gravity, and slope of land.

III. Content Standards

A. Elicit
Why is flood water dark in color?
Because flood water carries away sand, soil and gravel which has dark color.

What’s the difference between weathering and erosion? Weathering is the breaking down of rocks into
smaller pieces while soil erosion is the moving a way of soil from one place to another.

B. Engage
On your way from home to school, you see rocks and soil everywhere.
Cite some signs of weathering and erosion in the neighborhood.

Possible answer: breaking of road and wall, water in the river carrying soil, walking people carrying soil and
Sand.

C. Explore
1. Set Standard
2. Group Activity

GROUP 1 AND 2
Station 1
 basin full of sand
 sprinkler (tin can which is opened at one end with tiny holes in the other end) container of water.
1. Get a basin of sand and make a mound.
2. Hold the sprinkler with one hand on top of the mound.
3. Pour the water through the sprinkler.
4. Observe what happens to the soil as water runs through.

Questions:
1. What happens to the water when it fell to the mound?
2. What happened to the sand when water moved down the mound?
3. Where did the sand go?

GROUP 3 AND 4
Station 2:
 wooden box
 desk fan
 can of dry sand
 can of wet sand
1. Get a wooden box and fill one side with dry sand and the other side with wet sand.
2. Get a desk fan and face it in front of the box of soil.
3. Make two mounds in the two containers of soil.
4. Turn on the fan and switch it to the strongest.
5. Put your hand for a while in front of the fan and observe what you feel.
6. Observe what happens to the sand as the air moves through it.
Questions:
1. How did you feel the air in front of the fan?
2. What happened to the dry sand as the air moved through it?
3. What happened to the wet sand as the air move through it?
4. What type of soil is easily blown by the wind?

D. Explain
 Reporting of group activity.
 Process of the group presentation

Station 1 - Questions:
1. What happens to the water when it fell to the mound? The water moved down the mound.
2. What happened to the sand when water moved down the mound? The sand fall down and mixed with water and
flowed together with it.
3. Where did the sand go? The sand go to different directions where the water flowed.
4. What causes the erosion of soil? Water causes soil erosion.

Station 2 - Questions:
1. How did you feel the air in front of the fan? The air in front of the fan is blowing.
2. What happened to the dry sand as the air moved through it? The dry sand was easily blown away by the blowing
air.
3. What happened to the wet sand as the air move through it? The wet sand was not easily blown away by the
blowing air.
4. What type of soil is easily blown by the wind? Dry sand/soil is easily blown by the wind than wet sand/soil.
5. What causes the erosion of soil? Wind causes soil erosion.

E. Elaborate
What are the causes of soil erosion?
Soil erosion is caused by water, wind, people, plants, gravity, and slope of land.

F. Evaluate
Directions: Choose the letter of the correct answer.
1. When is wind an agent of soil erosion?
A. When it breaks rocks into pieces.
B. When it blows rock pieces to other places.
C. When it stops picking up rocks.
D. When it presses down rocks.
2. Landslides on mountain slopes show the force of____________.
A. gravity
B. wind
C. runoff
D. running water.
3. What makes the water muddy after a heavy rain?
A. The pebbles picked up by water.
B. The soil and sand are mixed with water and carried by it.
C. The goddess of rain makes muddy rain fall on the ground.
4. Which of the following shows that soil erosion is caused by animals?
A. Construction workers are building a housing project.
B. Hen is digging the soil.
C. Root of pants are growing.
D. Sandstorm
5. All of these are causes of soil erosion except one.
A. Water
B. People
C. Sun
D. Wind

G. Extend
Directions: Describe how the following activities can erode soil or
sand.
1. a girl sweeping the ground
2. a farmer pulling up his crops
3. a dog digging on the ground
4. a carabao plowing the field
5. a car running on the street

IV. Assignment:
Write sentences that tell how each of these words are related to soil erosion.
1. Strong winds
2. Particles of rock and soil
3. Landslide
4. Shallowing of nearby river

V. Reflection:
Write your realization after we discuss the topic. Use the following prompt below.
 I understand that ____________________________________.
 I realize that____________________________________.

Prepared by:

MA. RONAVIE M. TERNIDA

Teacher III

Checked by:

ANALIZA H. YEPES
Master Teacher II

Noted by:

NANCY M. ECLARINAL
Principal IV
 School ANIBAN CENTRAL SCHOOL Learning Area Science V

DLP Teacher MA RONAVIE M. TERNIDA Quarter III Week 2 D4

Teaching Date May 11, 2023

Teaching Time 6:00 - 6:45 V- Rose

6:45 - 7:30 V- Jasmine
9:30 - 10:15 V- Lotus
10:15 - 11:00 V- Dahlia

A. Content Standards
The Learners demonstrate understanding of weathering and soil erosion, shape the Earth’s surface and affect
living things and the environment.

B. Performance Standard
The learners should be able to participate in projects that reduce soil erosion in the community.

C. Learning Competency/Objective
The learner should be able to investigate extent of soil erosion in the community and its effect on living
things and its environment.

I. Objective
1. Discuss the ways to control soil erosion.
2. Preparation in calamities.
3. Classify the different landform.

II. Subject Matter

A. Subject: Earth surface- Soil Erosion
B. Reference: Enjoying the Wonders of Science 4, pp. 204-207
Light in Science 4, pp. 255-265-220
Science Links 5, pp.324-330
C. Materials: meta cards, Activity sheet, chart, power point, laptop, checklist, Landform Song - YouTube
D. Values: Appreciation of nature.
E. Science Processes: observing, inferring, comparing, describing.
F. Integration: MAPEH and AP, ESP
G. Concept:
Soil erosion is caused by water, wind, people, plants, gravity, and slope of land.

III. Content Standards

A. Elicit
What is our lesson yesterday?

B. Engage
Sing the landform song.
https://www.youtube.com/watch?v=iAc6yrdmAbw&list=RDiAc6yrdmAbw#t=21
Landform Song
Hmmm. Hmmm. Hmmm. Hmmm 2x
A waterfall, a waterfall
River, lake, valley and a waterfall
A glacier, a glacier
River, lake, valley and the waterfall
A volcano, a volcano
Cliff, plains, island, and a volcano
A mountain, a mountain
Cliff, plains, island, and a volcano
What are the landforms and water forms around the world?
C. Explore
1. Set Standard
2. Activity
Activity Proper: Shape It Up!
http://sciencenetlinks.com/interactives/shapeitup_final.swf
Group the pupils into 5.
Distribute the materials.
Objective: Investigate extent of soil erosion in the community and its effect
Problem: How does erosion change the shape of the land?
Materials: worksheets and activity kit in envelopes, interactive activity downloaded from the internet,
Note: If interactive activity through the Internet is to be used, play and pause it.
If there is no Internet access, use the pictures below and placed them inside the envelope.
Predict a FORCE of nature that causes each soil erosion and the
LENGTH OF TIME that took the effect.

D. Explain
 Reporting of group activity.
 Process of the group presentation
1. Answering the guided questions.
a. What force bring about each landform? Wind, water & glaciers
b. How long does each change took place? Hundred, thousands and
million years
c. What changes took place? Shape of mounds, formation of
volcano, Water runoff
d. How do wind, water, and glaciers affect the shape of the Earth’s
surface? Water, wind and glaciers changes the shape of the
Earth’s surface
 E. Elaborate
Plants grow healthy in loam soil because it contains humus, and it does not erode easily. But not all areas
in our community have loam soil. How would you make plants grow healthy in sandy soil?

Answer: Add humus in the topsoil and use organic fertilizer.

F. Evaluate

G. Extend

IV. Assignment:
Write sentences that tell how each of these words are related to soil erosion.
1. Strong winds
2. Particles of rock and soil
3. Landslide
4. Shallowing of nearby river

V. Reflection:
Write your realization after we discuss the topic. Use the following prompt below.
 I understand that ____________________________________.
 I realize that____________________________________.

Prepared by:

MA. RONAVIE M. TERNIDA

Teacher III

Checked by:

ANALIZA H. YEPES
Master Teacher II

Noted by:

NANCY M. ECLARINAL
Principal IV
 School ANIBAN CENTRAL SCHOOL Learning Area Science V

DLP Teacher MA RONAVIE M. TERNIDA Quarter III Week 2 D5

Teaching Date May 12, 2023

Teaching Time 6:00 - 6:45 V- Rose

6:45 - 7:30 V- Jasmine
9:30 - 10:15 V- Lotus
10:15 - 11:00 V- Dahlia

A. Content Standards
The learners demonstrate understanding of weathering and soil erosion shape the Earth’s surface and affect living
things and the environment.

B. Performance Standards
The learners should be able to participate in projects that reduce soil erosion in the community.

C. Learning Competencies
Enumerate the causes of weathering (S5FE-IVa-1)

I. Objective
1. Classify the agent of weathering.
2. Perform a task.
3. Identify the weathering agents and how it works.

II. Subject Matter

A. Subject: Earth surface- Soil Erosion
B. Reference: Enjoying the Wonders of Science 4, pages 204-207 Light in Science 4, pages 252
Materials: meta cards, Activity sheet, chart, powerpoint, laptop, checklist, limestone or marble
C. Values: Appreciation of nature.
D. Science Processes: observing, inferring, comparing, describing.
E. Integration: MAPEH and AP, ESP
F. Concept:
Weathering is the process of breaking down rocks into sediments. Mechanical weathering occurs when rocks
break down into smaller pieces due to physical forces, such as water and temperature, without changing the
mineral compositions of the rocks. Rocks exposed to the intense heat of the sun crack and crumble when rain
falls and soak into the ground. In temperate regions, the water that accumulates in the cracks or crevices of
rocks alternately contract and expands as the temperature in the air changes. The expansion is brought about by
the freezing temperature. As the rocks expand, the cracks become deeper and new cracks are produced as well.
Chemical weathering happens when rocks break down due to reaction with water, carbon dioxide, oxygen, and
organic acids. This process forms new substances from the minerals of rocks.
III. Content Standards
A. Elicit
What is our lesson yesterday?

B. Engage
Look at the picture. Tell something about your observation.
 C. Explore

D. Explain
1. What are the agent of weathering?
2. How it affects rocks?

E. Elaborate
Agent of weathering
1. Animal 3. Wind
2. Water 4. Human

F. Evaluate

G. Extend.
How do these activities lead to the effect of soil erosion in the community?
A. Cutting down of trees.
Trees and plants in the soil lessen the amount soil being eroded during rainy days. When trees are cut down, Soil will
be loosened and can easily be moved by water.
B. Landslide
Loose soil in a hilly or mountainous area when moved by strong and fast water can lead to landslide.
C. Rivers and streams get wider.
Some riverbanks disappear after a heavy rain because running water carries the soil along the river.

IV. Assignment
Review for Summative Test.

V. Reflection:
Write your realization after we discuss the topic. Use the following prompt below.
 I understand that ____________________________________.
 I realize that____________________________________.