ATG Earth Science Lesson 4

COLEGIO DE LOS BAÑOS
ADAPTIVE TEACHING GUIDE

EARTH SCIENCE
Lesson #4 MINERAL RESOURCES
Prerequisite Content-knowledge: Minerals and Rocks

The students were able to identify physical features of minerals and classify rocks according to its types
Prerequisite Skill: Representation and Communication

The students can give example of minerals and rocks and define the different physical processes during its transformation
Prerequisites Assessment: SHORT RECITATION

1. How do rocks transform from igneous, to sedimentary and to metamorphic rocks?
2. Why is heat a primary factor in metamorphism but not in creating sedimentary rocks?
Introduction:
The topic is fairly good enough for one meeting (one hour). For inquiries and clarification, the student may consult their teacher at FB Messenger (thru Chard Pascua FB
account) or contact 0915-515-1429
Students are expected to gain concepts targeting the levels of thinking – Remembering, Understanding and Applying (RUA) on the most essential learning competencies on
a. Scientific and technological literacy on how minerals are formed and processed
b. Environmental awareness and appreciation on how fossil fuels are formed
OVERVIEW OF THE LESSON

This lesson is all about the ore minerals and fossil fuels, the different processes they undergo prior to use of human
Mineral Occurrence – concentration of a mineral that is of scientific or technical interest

Mineral Deposit – mineral occurrence of sufficient size and grade or concentration to enable extraction under the most favorable conditions
Ore Deposit – mineral deposit that has been tested and known to be economically profitable to mine.
Aggregate – rock or mineral material used as filler in cement, asphalt, plaster, etc; generally used to describe nonmetallic deposits
Ore – naturally-occurring material from which a mineral or minerals of economic value can be extracted
According to the Department of Environment and Natural Resources, coastal
ecosystems of the Philippines are very productive and represent the huge amount of
natural resources. It provides food and livelihood to many people. However, it is also
the most geologically active zone on Earth. Coastal processes in this zone may result
to erosion, submersion and saltwater intrusion. These effects could lead to different
hazards such as:
1. Barrier islands movement.

Barrier islands are formed due to deposition of sand brought by waves
protecting the mainland from damage due to large waves. It also provides
habitat for the aquatic wildlife. It can be destroyed or moved by erosion on the
contrary.
2. Flooding
It also destroys habitat and may lead to great erosion. The main cause
of this hazard is the submersion or sea level rise, a climate change
phenomenon through which ocean water volume increases, ice sheets and
glaciers melt, and occurrence of thermal expansion.
3. Fresh water contamination

Intrusion or movement of saline water to fresh water aquifers can lead
to the degradation or contamination of ground water including drinking
water resources. Intrusion is aided by hydraulic action but triggered by
human activities.
According to the Department of Environment and Natural Resources, coastal
ecosystems of the Philippines are very productive and represent the huge amount of
natural resources. It provides food and livelihood to many people. However, it is also
the most geologically active zone on Earth. Coastal processes in this zone may result
to erosion, submersion and saltwater intrusion. These effects could lead to different
hazards such as:
1. Barrier islands movement.

Barrier islands are formed due to deposition of sand brought by waves
protecting the mainland from damage due to large waves. It also provides
habitat for the aquatic wildlife. It can be destroyed or moved by erosion on the
contrary.
2. Flooding
It also destroys habitat and may lead to great erosion. The main cause
of this hazard is the submersion or sea level rise, a climate change
phenomenon through which ocean water volume increases, ice sheets and
glaciers melt, and occurrence of thermal expansion.
3. Fresh water contamination

Intrusion or movement of saline water to fresh water aquifers can lead
to the degradation or contamination of ground water including drinking
water resources. Intrusion is aided by hydraulic action but triggered by
human activities.
Student’s Experiential Learning:

Chunk 1
Formative question: How are minerals explored and how were miners able to mine those minerals?
Face-to-face Strategy: Video Presentation (link: https://www.youtube.com/watch?v=62-yS0uXBb0)
Synthesis:
Mining process involves mineral exploration, where technological advances (using SONAR) were used to scout for possible site of mining. After which, tunnels are
dug big enough for trucks to enter in excavating ore minerals. This ore minerals then undergo different milling process to recover copper and nickel which is useful for
making copper mines and nickel coins.
Chunk 2:
Formative question: How are fossil fuels formed?
Face-to-face Strategy: Picture Presentation (Using pictures, students will try to understand the step-by-step process of fossil fuel formation)
Synthesis:
It will take millions of years for these fossils to be decayed underground. Using a tremendous heat and pressure, dead plants that were buried underground will turn
into coal, while hose tiny sea animal and plants that were buried in the ocean floor would later become oil and natural gas.
RUA of a Student’s Learning:

Identify at least 5 dangers of mining industry in the Philippines and explain how do the following dangers affect the society and the environment.
Deadline of outputs will be on Monday (next meeting)

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COLEGIO DE LOS BAÑOS

ADAPTIVE TEACHING GUIDE

Lesson #4 MINERAL RESOURCES

Prerequisite Content-knowledge: Minerals and Rocks

Prerequisite Skill: Representation and Communication

Prerequisites Assessment: SHORT RECITATION

OVERVIEW OF THE LESSON

Mineral Occurrence – concentration of a mineral that is of scientific or technical interest

1. Barrier islands movement.

3. Fresh water contamination

1. Barrier islands movement.

3. Fresh water contamination

Student’s Experiential Learning:

Face-to-face Strategy: Video Presentation (link: https://www.youtube.com/watch?v=62-yS0uXBb0)

RUA of a Student’s Learning:

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