Mirafl09358925292: 15 Minutes

Lesson Plan in Earth & Life Science Grade 11
Mirafl09358925292
Content Standard:
The learners demonstrate an understanding of the three main categories of rocks.
Performance Standard:
Learning Competency and Code:
The learners shall be able to make a plan that the community may use to
conserve and protect its resources for future generations. The learners shall be able to
identify common rock-forming minerals using their physical and chemical properties
(S11/12ES-Ia-9).
Quarter: ____1 Week: __ 2 Day: ___4___
I. Objectives:
At the end of 60 minutes, 100% of the learners are expected to:
1. Demonstrate understanding about physical and chemical properties of minerals
2. Identify some common rock-forming minerals; and
3. Classify minerals based on chemical affinity
II. Content:
Subject Matter: Minerals and Rocks
Integration: Araling Panlipunan, English,
Strategies: Inquiry-based learning, Collaborative learning
Materials: As stated
References: Teaching Guide for SHS Earth and Life Science published by
Commission on Higher Education, 2016
III. Learning Tasks:

ELICIT (Access prior knowledge) 3 Minutes Materials
To elicit prior knowledge, the teacher will ask the
learners to define what is Mineral and Cite important
properties of Mineral.
ENGAGE (Get the students’ minds focused on the topic)

7 Minutes
Questions for the learners
1. Do you consider water a mineral?
Answer: No. It is not solid and crystalline.
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.
EXPLORE (Provide students with a common experience)

15 Minutes
Group students into 4-6 groups depending on class Source:
size. https://gln.dcccd.edu/Geol
Students perform an activity on How to identify ogy_Demo/content/LAB0
minerals. 3/
Present the Mineral Decision Tree to the class, as a visual LAB_Man_03.pdf, pp.24-
guide in explaining the methods used by geologists to identify 30
minerals..
1. Show a mineral sample (or picture) that the class will try to
identify.
2. 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.
3. Test the other properties provided in the chart to identify
the mineral.
Ask the students in groups to identify one or more minerals.
a. Provide all students with a copy of the mineral charts.
b. Provide a mineral sample (can be an actual mineral, or a
picture). You may also begin by supplying some properties
needed to identify the mineral.
EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 10 Minutes
Each group will assign a representative to share their
output on the activity on Identification process.
The teacher will correct any misconceptions on the
concept as presented by each group.
ELABORATE (Students apply the information learned in

the Explain. The teacher will give inputs to deepen the
understanding of the students) minutes
The teacher will discuss several different mineral Teacher made PowerPoint
properties which must be identified and defined. presentation
EVALUATE 5 minutes
1. Summarize the different characteristics that define a
mineral.
Answer: inorganic, naturally occurring, crystalline, solid and
must have a consistent chemical composition.
2. Which among the following mineral groups, if any, contain
silicon: halides, carbonates or sulfides? Explain.
Answer: None. The identified mineral groups are nonsilicates.
3. Which is more abundant in the Earth’s crust: silicates or all
the other mineral groups combined? Explain.
Answer: Silicates. Silicon and oxygen are the main
components of silicates and these are the two most abundant
elements in the Earth’s crust.
4. An unknown opaque mineral has a black streak and has a
density of 18g/cm3. Is the mineral metallic or non-metallic?
Answer: The mineral is more likely to be metallic because it
is opaque and metallic minerals are usually heavy and with
dark streaks
5. How does streak differ from color, and why is it more
reliable for rock identification?
Answer: Streak is the color of a mineral in powdered form. It
is more reliable because it is inherent to most minerals. Color
is not reliable because a mineral can be formed with varieties
of color, an effect of impurities and weathering.
6. Differentiate between habit and a cleavage plane.
Answer: Habit is the external shape of a crystal that is
developed during the formation of the mineral. A cleavage
plane is a plane of weakness that may develop after the
crystal formation.
7. Is it possible for a mineral to have a prismatic habit without
having any cleavage? Why or why not? If yes, give an
example.
Answer: Yes, the prismatic habit is simultaneously
developed while the mineral is growing. During the process,
there is no repetitive plane of weakness being created which
makes the mineral break only by fracturing. An example of
this scenario is quartz.
8. Define “rock-forming mineral,” and give three examples.
Answer: A rock-forming mineral is a mineral that is common
and abundant in the Earth's crust; one making up large masses
of rock.
EXTEND (Deepen conceptual understanding through use in

new context). 5 minutes
Homework, to be submitted next meeting: List five minerals
and their common uses. Identify the specific
property/properties that makes the mineral suitable for those
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.
IV. Reflection:
A. No. of learners who achieve 80%: _________

B. No. of Learners who inquire additional activities for remediation: ________
C. Did the remedial lessons work? _________
D. No. of learners who have caught up the lesson: ________
E. No. of learners who continue to require remediation: ________
F. Which of my teaching strategies worked well? Why did this work?

___________________________________________________________________
G. What difficulties did I encounter which my principal or supervisor help me solve?
___________________________________________________________________
H. What innovation or localized materials did I use/discover which I wish to share
with another teacher?
___________________________________________________________________

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Lesson Plan in Earth & Life Science Grade 11

III. Learning Tasks:

ENGAGE (Get the students’ minds focused on the topic)

EXPLORE (Provide students with a common experience)

EXPLAIN (Teach the concept. Should include interaction

ELABORATE (Students apply the information learned in

EXTEND (Deepen conceptual understanding through use in

A. No. of learners who achieve 80%: _________

F. Which of my teaching strategies worked well? Why did this work?

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