Republic of the Philippines

DEPARTMENT OF EDUCATION
Region VII, Central Visayas
Division of Bohol

DETAILED LESSON PLAN (DLP)

(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. No. 42, s. 2016)

Week: 1 Learning Area: Grade Level: Quarter: Duration:

Day :4 Earth and Life 11 1 1 hour

Science
Code:
1. LEARNING Identify common rock-forming minerals using
COMPETENCY their physical and chemical properties. S11/12ES-Ia 9

Knowledg Identify some common rock-forming minerals.

e
Demonstrate understanding about physical and chemical
Skills
Specific Learning properties of minerals.
Objectives Display cooperation through group activities.
Attitudes
Display the care of the environment through appreciating
Values
the importance of rock minerals.
Rock –
Forming
2. CONTENT Rock - Forming Minerals Mineral
s

Reference SLM- Quarter 1 Module 2 Structure of the Earth

3. LEARNING s DLP No. 9 by Esther S. Inting
RESOURCES Materials Projector, laptop, Earth Science books, meta cards,
pictures etc.
4. PROCEDURES
Communicate learning objectives
1. Introduce the following learning objectives using the suggested
protocols (Verbatim, Own Words, Read-aloud)
A. I can identify and describe the different properties of minerals.
B. I can group the minerals based on chemical composition.
C. I can identify several common rock-forming minerals.
4.1 Introductory
Activity
2. Enumerate the five important properties which define a mineral.
A. Mineral — 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
B. Minerals are the basic building blocks of rocks.
Questions for the learners
1. Do you consider water a mineral?
Answer: No. It is not solid and crystalline.
4.2 Activity 2. How about snowflake, or tube ice? Are these minerals?
Answer: 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.
4.3 Analysis Directions: Use table salt or halite to demonstrate the different mineral
properties. You may choose your answer from the list below. Write the
letter only.
A. Salty taste; very soluble; produces reddish spark in flame
B. Non-metallic – vitreous; transparent to translucent

C. Cubic
D. Perfect Cubic
E. Light (2.2)
F. Soft (2-2.5)
G. White
H. Perfect Cubic
 I. NaCl

MINERAL PROPERTIES
1. Use table salt or halite to demonstrate the different mineral properties.
2. Tabulate the answers on the board using the template below.
Mineral Name Halite (table salt)
Chemical composition NaCl
Luster Non-metallic – vitreous; transparent to transluscent
Harndess Soft (2-2.5)
Color White
Streak White
Crystal Form / Habit Cubic
Cleavage Perfect cubic
Specific Gravity Light (2.2)
Other Properties Salty taste; very soluble; produces reddish spark in
flame
d. Cons of the Mohs scale:
i. The Scale is qualitative, not quantitative.
ii. The test cannot be used to accurately test the hardness of industrial
materials.
Mohs scale of Hardness
https://s-media-cache-ak0.pinimg.com/564x/df/fa/6c/
dffa6c9f697edd062da51204c6a03211.jpg
3. Crystal Form/Habit
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). It is the natural shape of the mineral before the development
of any cleavage or fracture.
Examples include prismatic, tabular, bladed, platy, reniform and equant.
A mineral that do not have a crystal structure is described as amorphous.

4. Color and streak

a. A lot of minerals can exhibit same or similar colors. Individual
minerals can also display a variety of colors resulting from impurities
and also from some geologic processes like weathering.
b. Examples of coloring: quartz can be pink (rose quartz), purple
(amethyst), orange (citrine), white (colorless quartz) etc.
c. 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. Note that the color of a mineral can be different from
its streak.
d. Examples of streak: pyrite (FeS2) exhibits gold color but has a black
or dark gray streak.
e. The crystal’s form also defines the relative growth of the crystal in
three dimensions, which include the crystal’s length, width and height.
i. Activity: Show the pictures to the learners and try to identify the
crystal forms /habits. Provide more pictures if needed.
Crystal form / habit. Source:
http://www.slideshare.net/davidprestidge/earth-lectureslide-
chapter-five page 46 of 74 (8/30/2015)
Answer: 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).

Color vs streak of a hematite (Fe2O3). Source:

http://www.instructables.com/id/How-toidentify-a-Mineral/step6/Streak
/ (8/30/2015)
5. Cleavage – the property of some minerals to break along specific
planes of weakness to form smooth, flat surfaces
a. These planes exist because the bonding of atoms making up the
mineral happens to be weak in those areas.
b. When minerals break evenly in more than one direction, cleavage is
described by the number of cleavage directions, the angle(s) at which
they meet, and the quality of cleavage (e.g. cleavage in 2 directions at
90°).
c. Cleavage is different from habit; the two are distinct, unrelated
properties. Although both are dictated by crystal structure, crystal habit
forms as the mineral is growing, relying on how the individual atoms in
the crystal come together. Cleavage, meanwhile, is the weak plane that
developed after the crystal is formed.
6. Specific Gravity – the ratio of the density of the mineral and the
density of water
a. This parameter indicates how many times more the mineral weighs
compared to an equal amount of water (SG 1).
b. For example, a bucket of silver (SG 10) would weigh ten times more
than a bucket of water.
7. Others – magnetism, odor, taste, tenacity, reaction to acid, etc. For
example, magnetite is strongly magnetic; sulfur has distinctive smell;
halite is salty; calcite fizzes with acid as with dolomite but in powdered
form; etc.
The teacher will ask these salient questions:

4.5 Application 1. Cite importance of rocks?

2. As a responsible student, how are you going to show the
importance of rocks? How about to the environment?
Pen and Paper Test (Multiple-Choice Test)
4.6 Assessment
Please refer to the Assessment Part of Module 1 -Week 1
To be submitted next meeting:
List five minerals and their common uses. Identify the
specific property/properties that makes the mineral suitable for those
4.7 Assignment
uses. For example, graphite, having a black streak and hardness of 1-2,
is used in pencils due to its ability to leave marks on paper and other
objects.
4.8 Concluding “We are the family of rocks” Rock song
Activity
Indicate below special cases including but not limited to continuation of lesson plan to
the following day in case of re-teaching or lack of time, transfer of lesson to the
5. REMARKS following day, in cases of classes suspension, etc.

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this
week. What works? What else needs to be done to help the students learn? Identify what help your
6. REFLECTIONS
instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions. Indicate below whichever is/are appropriate.
A. No. of learners who
earned 80% in the
evaluation.
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. learners who
continue to require
remediation.
E. Which of my learning
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 or
localized materials did I
use/discover which I wish
to share with other
teachers?