School ANIBAN CENTRAL SCHOOL Learning Area Science V
DLP Teacher MA. RONAVIE M. TERNIDA Quarter III Week 1 D1
Teaching Date May 2, 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 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 learners should be able to describe how rocks turn into soil (S5FE-IVa-1)
I. Objective
1. Identify the characteristic of a rock.
2. Appreciate nature.
3. Classify the rocks according to its characteristic.
II. Subject Matter
A. Subject: Characteristic of Rocks
B. Reference: Science for Acti The New Science Links Worktext in Science and
Technology 5, Evelyn T. Larisma et.al.,pp.307 – 308
https://www.google.com.ph/search?
q=characteristics+of+rocks&biw=1024&bih=494&source=lnms&tbm=isch&sa=X&sqi=2&ved=0ahUKEwjDzL
njhJ3QAhWIK48KHUSsASIQ_AUIBigB&dpr=1#tbm=isch&q=river+with+rocks&i mgrc=yjXe8zVv-r_aFM%3A
https://www.google.com.ph/search?
q=characteristics+of+rocks&biw=1024&bih=494&source=lnms&tbm=isch&sa=X&sqi=2&ved=0ahUKEwjDzL
njhJ3QAhWIK48KHUSsASIQ_AUIBigB&dpr=1#tbm=isch&q=mountains&imgrc= Pxs3cl4SmaDO2M%3A
https://www.google.com.ph/search?
q=characteristics+of+rocks&biw=1024&bih=494&source=lnms&tbm=isch&sa=X&sqi=2&ved=0ahUKEwjDzL
njhJ3QAhWIK48KHUSsASIQ_AUIBigB&dpr=1#tbm=isch&q=mayon+volcano&i
mgrc=VARTCaUJZoXFgM%3A
C. Materials: pictures, activity sheets, chart, PowerPoint presentation.
D. Values: Appreciation of nature.
E. Science Processes: observing, inferring, comparing, describing.
F. Integration: MAPEH and AP
G. Concept:
Rocks are combination of one or more minerals that are naturally formed and found on the surface or
beneath the surface of earth.
Rocks and minerals may be classified according to their characteristics such as, texture, color, luster, streak,
hardness, specific gravity, cleavage, and shape.
III. Content Standards
A. Elicit
1. Review:
What is our lesson last time?
B. Engage
The teacher will present a picture where rocks are found.
Questions:
- What are these places?
- What do you see in these places?
- Where else can you find rocks?
C. Explore
Approach: Constructivist
Strategy: Direct Instruction
Suggested Activity: TGA (Tell, Guide, Act)
Group Activity: “Classifying Rocks”
I. Problem: How are rocks classified?
II. Materials: sample of rocks, magnifying glass, coin, glass, fingernail
III. Procedure:
1. Put all rock samples in a container.
2. Examine the rocks. Use the magnifying lens to observe the physical properties of rocks such as color, contents,
and texture of each sample.
3. Rub the rocks against each other. Scratch the rock using the glass and your fingernail.
4. Look for some features that are like the sample. Determine if they have the same color, crystal or mineral
contents, and hardness.
5. Group similar samples
IV. Guided Questions:
1. In what ways are rocks similar?
2. In what ways do rocks differ? What do you think is the cause for all these differences?
3. Into how many groups have you classified your rock samples?
4. What are the criteria you used in grouping them?
V. Conclusion: ________________________________
D. Explain
Reporting of group activity.
Process of the group presentation
Answer these questions:
1. Describe the colors of the rocks. Are they different?
2. Do they have different size, shape, and texture?
3. How do we know that they absorb much water?
4. Were the rocks that did not break when you scratch them?
5. How do you describe these rocks?
6.How were you able to classify the rocks?
7.What did we use to determine the hardness of rocks?
E. Elaborate
Rocks are combination of one or more minerals that are naturally formed and found on the surface or
beneath the surface of earth.
Rocks and minerals may be classified according to their characteristics such as, texture, color, luster, streak,
hardness, specific gravity, cleavage, and shape.
F. Evaluate
Direction: Choose the letter of the correct answer.
1. Which of the following best describes a rock?
A. Solid and organic material
B. Solid and inorganic material
C. Solid and liquid organic material
D. Liquid and inorganic material
2. In your science activity, you observed that some rock samples are big while others ara small. Your observation
clearly shows that the rocks may differ in ______.
A. Color
B. Hardness
C. Shape
D. Size
3. Your teacher asked you to use a hand lens to observe the rock samples. You noticed that some rocks have coarse
grains while others have fine grains in them. This shows that rocks differ in ________.
A. Size
B. Texture
C. Shape
D. Color
4. While doing the activity, you observed that some rocks can be scratched by other rocks. This shows that rocks
differ in _________.
A. Size
B. Color
C. Hardness
D. Shape
5. In your science class, you were able to observe that rocks differ in size, color, shape texture and hardness. This
observation shows that rocks ________.
A. Maybe soft or hard
B. Maybe light or dark – colored
C. Maybe big or small
D. Have different characteristics.
F. Extend
Directions: Identify the property of the mineral described. The first letter given will serve as your clue.
1. What R refers to the solid materials that make up most of Earth’s crust? ________
2. What H refers to the way a mineral resist being scratched? _____
3. What S is used to test the hardness of a mineral? _______
4. What L refers to the way a mineral reflects light? ________
5. What C refers to the property of minerals to break along one or more smooth, flat surface? _________
IV. Assignment:
Collect different rocks then tell its characteristics.
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 1 D2
Teaching Date May 3, 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 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 learners should be able to describe how rocks turn into soil (S5FE-IVa-1)
I. Objective
1. Identify the different kinds of rocks.
2. Perform an experiment.
3. Differentiate the kinds of rocks.
II. Subject Matter
A. Subject: Different kinds of Rocks
B. Reference: Science Works 5, Myla Corazon S. Casinillo, pp.246 -251.
The New Science Links Worktext in Science and Technology 5, Evelyn Larisma et.al., pp.309 – 315
C. Materials: pictures, activity sheets, chart, PowerPoint presentation.
D. Values: Appreciation of nature.
E. Science Processes: observing, inferring, comparing, describing.
F. Integration: MAPEH and AP, ESP
G. Concept:
There are three (3) kinds of rocks, Igneous Rocks, Sedimentary Rock, Metamorphic Rocks
III. Content Standards
A. Elicit
Game: Relay
Tell something about the characteristic of rocks. The teacher will prepare a strip of paper with a message
characteristic of rocks” the first pupil will be the one to tell the message and pass it to his/her members then the
last pupil will be the one to construct the message on the board.
B. Engage
Present a picture (A mother taking a bath using pumice “Panghilod”)
- What do you think is the mother doing?
- Do you do it also?
- What materials do you think the mother is using while taking a bath?
C. Explore
Approach: Inquiry - Based
Strategy: Knowledge – Building
Suggested Activity: EIBU (Experience, Inform, Build Knowledge,
Understand)
Group Activity: “Group Me”
I. Problem: What types of rocks are in our rock collection?
II. Materials: Activity sheet, chart, rocks, magnifying lens, masking tape,
markers, goggles, rock hammer, small towel
III. Procedure:
1. Go outside the classroom and collect at least four rocks. Label each rock by assigning a number. Write this number
on the masking tape, and include the date and the location where you found the rock before
placing them in your collecting tray. This will serve your rock collection. Go back to the classroom.
2. Wrap one rock in a small towel. Assign a group member to strike the rock with a hammer to break the rock into at
least two parts. Do this for all the rocks collected by your group.
3. Describe the color and texture of each rock in your group’s rock collection. Record all observations on Table 1.
4. Using magnifying lens, observe each rock along its fracture (where the rock broke into at least two parts) for
grains, crystals, and for layers along the fracture. Record all observations on Table 1-3.
GROUP 1: GROUP 2: GROUP 3:
Table 3: Classification of rocks in our rocks collection.
6. Is/ are there rock/rocks in your collection which you cannot classify into Group A, B, and C? ______________ Why
was it difficult to classify these rocks? __________________________________________
7. Listen to the teacher as she discusses the rock classification keyBased on your teacher’s input
A. What kind of rocks are in Group A? ________
B. What kind of rocks are in Group B? ________
C. What kind of rocks are in Group C? ________
8. This time, using the rock classification key, re – classify your rocks.
D. Explain
Reporting of group activity.
Process of the group presentation
Answer these questions:
1. What are the different kinds of rocks?
2. Cite the examples that you know on the kinds of rocks.
3. What have you noticed with igneous rock? Sedimentary? metamorphic rocks?
4. How are you going to differentiate the three?
E. Elaborate
There are three (3) kinds of rocks, Igneous Rocks, Sedimentary Rock, Metamorphic Rocks
F. Evaluate
Direction: Write the word ROCKS if the statement is correct and MINERALS if it is incorrect.
___________ 1. Sedimentary rocks are formed from the cooling of volcanic materials.
___________ 2. The rock cycle is the continuous process of transforming rocks from one type to another.
___________ 3. There are three types of rocks – igneous, sedimentary, and metamorphic.
___________ 4. A mineral occurs naturally and has an exact chemical composition or structure.
___________ 5. Metamorphic rocks are formed due to changes in temperature, pressure and chemical composition
that happen to either igneous or sedimentary rocks.
G. Extend
Directions: Look for the given words in the puzzle. Encircle each word that you will find.
IV. Assignment:
Directions: Classify the following rocks. Write I on the blank for igneous, S for sedimentary, and M for metamorphic rocks.
1. Basalt _________
2. Limestone __________
3. Granite ____________
4. Marble ____________
5. Gneiss ____________
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 1 D3
Teaching Date May 4, 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 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 learners should be able to describe how rocks turn into soil (S5FE-IVa-1)
I. Objective
1. Discuss the usefulness of the rocks.
2. Give the importance of rocks in everyday lives.
3. Classify the materials made of rocks.
II. Subject Matter
A. Subject: Weathering and Soil Erosion
B. Reference: Real-life Science 6 by: Marianne A. Bada et. al. p. 214 – 218
Cyberscience Worktext in Science and Health for Grade Five by Nicetas G. Valencia, pp. 294 – 29
http://www.slideshare.net/vlcallaw/rocks-and-how-we-use-them
C. Materials: meta cards, Activity sheet, chart, powerpoint, laptop
D. Values: Appreciation of nature.
E. Science Processes: observing, inferring, comparing, describing.
F. Integration: MAPEH and AP, ESP
G. Concept:
Rocks are important in humans’ life. It can source of metals, crude oil, fossils, gems and use in building
materials.
III. Content Standards
A. Elicit
B. Engage
C. Explore
1. Set Standard
2. Group Activity
TITLE: Arrange Me
Group 1: Arrange the metacards according to the name of rocks.
Group 2: Arrange the metacards according to types of rocks.
Group 3: Arrange the metacards according to uses of rocks.
Group 4: Draw some products made in rocks.
D. Explain
Reporting of group activity.
Process of the group presentation
Answer these questions:
1. Why rocks are useful?
2. What products made of rocks?
3. Can you give another uses of rocks?
E. Elaborate
Rocks are considered important to humans. Sedimentary rocks are known to contain fossils. Geologist and
archeologist use these fossils to identify and learn about the characteristics and structure of plants and
animals that existed in the past.
Rocks are sources of metals such as gold, silver, aluminum, and copper. These metals are used in making
equipment, tools, utensils, wires, and other materials used in homes and offices.
Sedimentary rocks can be sources of crude oil when heat, pressure, and other organisms act on them. This
oil provides gasoline, diesel, petroleum, and kerosene that are used to operate machines and industries.
Some minerals in rocks are sources of precious and semi-precious gems. Gems are used for aesthetic
purposes. People sometimes use earrings, rings, and bracelets with gems as jewelry and fashion accessories.
Some rocks are used as building materials. Others are used in making monuments or statues. In primitive
times, rocks were used as tools in hunting animals and in making fires.
F. Evaluate
Direction: Read each statement carefully. Choose the letter of the correct answer.
1. Why does sedimentary rocks are important to geologist and archeologist?
A. It serves as decoration
B. They used it to make a jewel
C. They used it to study the structure of things that existed in the past.
D. It serves as collections.
2. Which of the following would not be used from rocks and minerals?
A. Jewelry
B. Building
C. Electrical device
D. Ceramics
3. Chalk is used to write on blackboards because ...
A. It wears away easily
B. It is permeable
C. It doesn’t float
D. It has graphite
4. Marble is often used for statues or grand buildings because ...
A. it has attractive textures and colours
B. it splits easily into thin sheets
C. it wears away easily
D. All of the above
5. What could be a problem with a monument made from chalk?
A. It wouldn't float
B. It couldn't be shaped
C. It could crumble over time
D. All of the above
G. Extend
Why rock is important?
Do you use rocks daily? In what way?
IV. Assignment:
Make a simple and useful materials made up of rocks.
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 1 D4
Teaching Date May 5, 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
Describe the process of weathering. S5FE-IVa-1
I. Objective
1. Discuss how weathering affects rocks.
2. Appreciate nature.
3. Classify the materials affect rocks.
II. Subject Matter
A. Subject: Weathering and Soil Erosion
B. Reference: 1. Textbook pages Real-life Science 6 by: Marianne A. Bada et. al. p. 214 – 218
2. Cyberscience Worktext in Science and Health for Grdae Five by Nicetas G. Valencia, pp. 294 - 297
3. https://www.youtube.com/watch?v=LFob6BY_W_E
C. Materials: meta cards, Activity sheet, chart, powerpoint, laptop
D. Values: Appreciation of nature.
E. Science Processes: observing, inferring, comparing, describing.
F. Integration: MAPEH and AP, ESP
G. 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
Classify whether the following rocks are igneous, sedimentary or metamorphic. Paste it into charts.
B. Engage
Game: 4 pics 1 word
Give the word needed by using 4 pictures.
C. Explore
1. Set Standard
2. Group Activity
Group 1 and 3: Water vs. rocks
I. Problem: How does water weather rock?
II. Materials: sponge, sink with faucet, bar of soap tray.
III. Procedure:
1. Place the sponge in the tray.
2. Put the bar of soap on the top of the sponge.
3. Position the tray under the faucet. It will serve as the waterfall.
4. Open a faucet and let the water hit the center of the soap for a few minutes.
IV. Observation:
1. What happens to the soap after allowing the water to hit its surface?
2. What is most likely to happen if we let the water hit the bar of soap continuously?
Group 2 and 4: Acid versus rock
I. Problem: How do acid and acid rain break rocks?
II. Materials: hydrochloric acid, rock sample, plastic plate/dish
III. Procedure:
1. You will be given a dilute solution of hydrochloric acid. Although the acid is safe to handle, it irritates the skin after
prolonged contact. Wash your hands after handling the acid.
2. Place a rock sample on a plastic plate or enameled dish. Pour the acid to the rock sample.
3. Immerse the rock in the acid for a few minutes.
IV. Observation:
1. What happens when the acid gets in contact with the rock?
2. What will happen to the rock after prolonged exposure to the acid?
3. What can you infer from this observation?
D. Explain
Reporting of group activity.
Process of the group presentation
Answer these questions:
1. What happen to the rocks at the bottom of waterfalls?
2. How does water whether rocks?
E. Elaborate
1. What is weathering?
2. How do you differ chemical from mechanical weathering?
F. Evaluate
Direction: Identify the change happening in each situation. Write PW for physical weathering and CW for chemical
weathering.
1. A boulder of shore is slowly broken apart by the force of water.
2. Earthworm make tunnels in the ground which may lead to the breakdown of stones and rocks.
3. Some plants release 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.
G. Extend
Direction: Identify the change happening in each situation. Write PW for physical weathering and CW for chemical
weathering.
1. A boulder of shore is slowly broken apart by the force of water.
2. Earthworm make tunnels in the ground which may lead to the breakdown of stones and rocks.
3. Some plants release 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.
IV. Assignment:
Reflect on this saying, “The only permanent thing in the world is change.”
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
