Republic of the Philippines

Department of Education
REGION V
SCHOOLS DIVISION OF CAMARINES SUR
SIBAGUAN AGRO-INDUSTRIAL HIGH SCHOOL
Sibaguan,Sagnay,Camarines Sur
SCHOOL ID : 302045
SIBAGUAN AGRO-INDUSTRIAL HIGH
DETAILED School: Quarter: Quarter 1
SCHOOL
LESSON Teacher: JEREMY POMAR Section: Grade 11 CSS, H.E and GAS
PLAN
Learning Area: Earth and Life Science (5 hours/week) Date: September, 2023

I. OBJECTIVES ANNOTATION
A. CONTENT STANDARD The learner demonstrates understanding of: s
1. the three main categories of rocks and 2. the origin and
environment of formation of common minerals and rocks.

B. PERFORMANCE The learners shall be able to:

STANDARD 1. Conduct a survey to assess the possible geologic hazards
that your community may experience. 2. Conduct a survey
or design a study to assess the possible
hydrometeorological hazards that your community may
experience.

C. LEARNING COMPETENCIES CG Code:

(taken from K to 12 MOST MELC: Identify common rock-forming minerals.
ESSENTIAL LEARNING using their physical and chemical properties (S11/12ES-Ia-
COMPETENCIES) 9) and classify rocks into igneous, sedimentary, and
metamorphic. (S11/12ES-Ib-10)
Objectives:
a. identify some common rock-forming minerals
b. demonstrate understanding about physical and
chemical properties of minerals
c. classify minerals based on chemical affinity
II. CONTENT MINERALS AND ROCKS
III. LEARNING RESOURCES  K to 12 Most Essential Learning Competencies
 Curriculum Guide
 Google and YouTube for media
 Earth and Life Science for Senior High
by Gloria G. Salandanan et.al
pp. 20-26
IV. PROCEDURES
PRELIMINARIES
 Prayer Ask a student to lead the prayer.
 Checking of Attendance Check the attendance of the students.
 Updating/checking students’ Update on the status, feelings, and expectations of the
status students.
 Monitoring of Assignment Check student’s prepared assignments.
A. REVIEWING THE LESSON Review the lesson on different layers of the earth.
B. ESTABLISHING THE PURPOSE Communicate the following lesson’s objectives to the
OF THE LESSON learners:
a. identify some common rock-forming minerals
b. demonstrate understanding about physical and
chemical properties of minerals
c. classify minerals based on chemical affinity
C. PRESENTING EXAMPLES MOTIVATION.
WHAT’S IN THE WORLD
✔ Before starting the lesson, teacher asked the
student these questions:
a. Do you consider water a mineral? Why or why
not?
b. How about snowflake or tube ice? Are these
minerals?
✔ Teacher will ask students answer to the
questions.
a. Water is not a mineral. It is not solid and
crystalline.
b. Tube ice is not a mineral, because it is not
naturally occurring. But a snowflake possesses
all the properties under the definition of a
mineral.
D. DISCUSSING NEW CONCEPT ACTIVITY.
AND PRACTICING NEW KILLS Let’s Infer! (Individual Activity)
✔ The teacher will show a sample rock in front of
the class.
✔ Teacher leaves student responses up and refers to
these throughout the lesson.

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 Instruction: I have here a sample of a rock what you’re
going to do is to identify the characteristics of this sample,
its physical and chemical properties.
Let’s Discuss!
✔ The teacher will explain the different physical
and chemical properties of minerals.
a. A mineral is a naturally occurring (not man-
made or machine generated), inorganic (not
a byproduct of living things) solid with an
orderly crystalline structure and a definite
chemical composition. Minerals are the
basic building blocks of rocks.
b. Sample mineral: table salt or halite to
demonstrate the different mineral
properties.

c. Luster – it is the quality and intensity of

reflected light exhibited by the mineral it is
divided into two a. Metallic – generally
opaque and exhibit a resplendent shine like
a polished metal and b. Non-metallic –
vitreous (glassy), adamantine
(brilliant/diamond-like), resinous, silky,
pearly, dull (earthy), greasy, among others.
d. Hardness is a measure of the resistance of a
mineral (not specifically surface) to
abrasion.) In measuring the hardness of a
mineral we uses the Mohs Scale of
Hardness measures the scratch resistance of
various minerals from a scale of 1 to 10,
based on the ability of a harder
material/mineral to scratch a softer one. It is
designed by German geologist/mineralogist
Friedrich Mohs in 1812 (Mohs Scale of
Hardness.
e. Crystal form or habit is the external shape
of a crystal or groups of crystals is
displayed / observed as these crystals grow
in open spaces. The form reflects the
supposedly internal structure (of atoms and
ions) of the crystal (mineral).
f. Color and Streak. A lot of minerals can
exhibit same or similar colors. Individual
minerals can also display a variety of colors
resulting from impurities and from some
geologic processes like weathering.
g. Streak, on the other hand, is the mineral’s
color in powdered form. It is inherent in
almost every mineral and is a more
diagnostic property compared to color.
Examples of streak: pyrite (FeS2) exhibits
gold color but has a black or dark gray
streak.
h. Cleavage – the property of some minerals
to break along specific planes of weakness
to form smooth, flat surfaces.
i. Specific Gravity – The ratio of the density
of the mineral and the density of water
j. Other properties. Magnetism, odor, taste,
tenacity, reaction to acid, etc.

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 E. DISCUSSING NEW CONCEPTS ACTIVITY.
AND PRACTICING NEW (Group Activity)
SKILLS 2 ALL GROUPS.
✔ All group will answer set of pictures, they will
try to identify the crystal forms /habits.
✔ Students will identify the sample mineral then
use the diagram below to narrow down the
mineral choices into groups A to F. Then refer to
the provided mineral chart for the list of possible
minerals.

F. DEVELOPING MASTERY ANALYSIS.

✔ Process the activity of the learners by asking
these questions:
a. Based on the activity, what are the crystal
forms /habits. Of the said mineral?
* Left picture: blocky/cubic or equant (it has
equal growth rate in three dimensions). Middle
picture: bladed habit (it resembles a blade, with
varied growth rates in 3 dimensions). Right
picture: needle-like habit (rapid growth of
crystals in one dimension while slow in other
dimensions).
G. FINDING PRACTICAL ABSTRACTION & APPLICATION The activity in the
APPLICATION AND To find the practical application of the topic, let the abstraction urges all the
ABSTRACTION ABOUT THE students answer question/s based on the lesson: students to find a practical
LESSON application of the lesson in
● How can you apply the lesson to your everyday
their daily lives.
living? Is this topic significant? Why or why not?
* Learners will be encouraged to share only the
experience they comfortable sharing with the
class. *

H. MAKING GENERALIZATION To generalize the lesson, ask the students to wrap up and
summarize the lesson in concise sentences.
I. EVALUATING LEARNING SHORT QUIZ
 The teacher will give a 10-item identification test
to the students.
J. ADDITIONAL ACTIVITIES INDIVIDUAL ACTIVITY This individual activity will
FOR APPLICATION OR Ask the students to list five minerals and their common allow the learners to work
REMEDIATION uses. Identify the specific property/properties that make the with themselves where they
mineral suitable for those uses. are responsible for their
 For example, graphite, having a black streak and own learning.
hardness of 1-2, is used in pencils due to its
ability to leave marks on paper and other objects.
K. REMARKS
L. REFLECTION
a. No. of learners earned 80% in
the evaluation.
b. No. of learners who required
additional activities for
remediations.
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 c. Did the remedial lessons work?
No. of learners who have
caught up with lessons.
d. No. of learners who continue to
require remediation.
e. Which of my teaching
strategies worked well? Why
did this work?
f. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
g. What innovation or localized
materials did use/discover
which I wish to share with
another teacher?

Prepared by: Reviewed by:

_____________________________ _____________________________
SHS Teacher II HT-III/Science Coordinator
Date: __________________ Date: __________________

Noted by:

_____________________________ _____________________________
School Head/TIC PSDS – Sagñay District
Date: __________________

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