GRADE 11 School BIAO NHS Grade Level 11

DAILY Teacher DIALOGO, R. Jr. Learning Area Earth Science

LESSON Teaching Dates 07 – 16 - 18 7:30 – Quarter 1st
LOG and Time 8:30

Session 1
I. OBJECTIVES At the end of the lesson, the students will be able to

a.) identify certain minerals using specific tests;

b.) create their own way of identifying minerals; and
c.) justify their created identification of rocks and minerals.
A. Content Standards The learners demonstrate an understanding of the three main categories of rocks.

B. Performance Standards The learners shall be able to make a plan that the community may use to conserve and
protect its resources for future generations.
C. Learning The learners will be able to identify common rock-forming minerals using their physical
Competencies / and chemical properties.
Objectives (S11ES-Ib-5)
Write the LC code for
each
I. CONTENT Minerals and Rocks
II. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pg. 55 to 65
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning
Resources
III. PROCEDURES

A. Reviewing previous ELICIT

lesson or presenting the
new lesson 1. the teacher will introduce 1. halite (salt) for cooking, 2. graphite (pencil) for writing,
and 3. diamond and gold as jewelry.
2. The teacher will then ask questions about the things he introduced.

B. Establishing a purpose ENGAGE

for the lesson
Define what a mineral is. Give emphasis to the five requirements for a material to be
C. Presenting examples/ considered a mineral (i.e. naturally occurring is not man-made or machine-generated,
instances of the new inorganic is not a byproduct of living things, etc.).
lesson
Ask the learners: Do you consider water a mineral? How about snowflake or tube ice?
D. Discussing new EXPLORE
concepts and practicing
new skills #1 “Describe me!”
E. Discussing new
concepts and practicing 1. The students will be divided into 8 groups.
new skills #2 2. Each of the group will assume that they are group of geologists and discovered rocks
and minerals.
3. They will create their own way of how to identify these rocks or mineral.
4. After 10 to 15 minutes, each group will choose a representative to explain their
discovery and how they made their identification of rocks and minerals
F. Developing mastery EXPLAIN
(Leads to Formative 1. What are your determination of identifying those rocks and minerals?
Assessment) 2. How did you come up with that identification?
3. Do you think your created identification are considered for geologic observation?
G. Finding practical ELABORATE
applications of concepts
and skills in daily living Explore with the students a systematic way of identifying minerals.
H. Making generalizations
and abstractions about 1. Luster – it is the quality and intensity of reflected light exhibited by the mineral
the lesson a. Metallic – generally opaque and exhibit a resplendent shine similar to a polished
metal
b. Non-metallic – vitreous (glassy), adamantine
(brilliant/diamond-like), resinous, silky, pearly, dull (earthy),
greasy, etc.
2. Hardness – it is a measure of the resistance of a mineral (not
specifically surface) to abrasion.
Introduce students to the use of a hardness scale designed by
German geologist/mineralogist Friedrich Mohs in 1812 (Mohs
Scale of Hardness).
3. Color and streak – Color maybe a unique identifying
property of certain minerals (e.g. malachite – green, azurite – blue). The mineral quartz
for example, can be pink (rose quartz), purple (amethyst), orange (citrine), white
(colorless quartz) etc. Streak on the other hand is the color of a mineral in powdered
form. Note that the color of a mineral could be different from the streak. For example,
pyrite (FeS2) exhibits golden color (hence the other term of pyrite which is Fool’s Gold)
but has a black or dark gray streak.
4. Crystal Form/Habit –The external
shape of a crystal or groups of crystals is
displayed / observed as these crystals grow in
open spaces.
5. Cleavage – It is the property of some
minerals to break along parallel repetitive planes of weakness to form smooth, flat
surfaces.
6. Fracture – Some minerals may not have cleavages but exhibit broken surfaces that
are irregular and non-planar. Quartz for example has an inherent weakness in the crystal
structure that is not planar.
7. Specific Gravity – It is the ratio of the weight of a mineral to the weight of an equal
volume of water.
8. Others – There are certain unique properties of minerals that actually help in their
identification (e.g. magnetism, odor, taste, reaction to acid, etc.). Magnetite is strongly
magnetic; sulfur has distinctive smell; halite is salty; calcite fizzes with acid as with
dolomite but in powdered form.

I. Evaluating learning EVALUATE

Encircle your best answer
1. It is the color of a mineral in powdered form.
a. Fracture b. Hardness c. Streak d. Color

2. It is the quality and intensity of reflected light exhibited by the mineral.

a. Luster b. Specific Gravity c. Light reaction d. Crystal Form
3. A mineral is observed using a light. Upon the observation, the mineral was
observed to be dull or earthy. It means that the mineral is…
a. Metallic b. NonMetalic c. Halogen d. Plastic
4. Jessy wanted to determine the rocks’ resistance to abrasion. What do you think is
the scale that she must use?
a. Mohs’ Scale of Hardness b. Rocks’ Scale of Hardness c. Moss’ Scale of Hardness d.
Muse Scale of Hardness
5. Why is it that the diamond is used to cut the minerals?
a. because they are so rich
b. because diamond is the hardest that it has the rating of 10.
c. because diamond is the hardest that it has the rating of 6
d. because diamond is white
J. Additional activities for EXTEND
application or
remediation 1. What are the pros and cons in using the Mohs scale of hardness?
2. What is the importance and use of minerals to human development?

IV. REMARKS
V. REFLECTION
 A. No. of learners who Out of 56 learners in Class Euclid, 49 learners earned the 80% on the formative
earned 80% on the assessment. That is, 88% of the total population of Class Euclid.
formative assessment
B. No. of learners who Out of 56 learners, 7 learners require additional activities for remediation. That is, 13%
require additional of the population of Class Euclid.
activities for
remediation.
C. Did the remedial lessons Yes. Out of 7 learners who need the remediation, 5 learners caught up with the lesson.
work? No. of learners That is 71% of the population of the remediated learners.
who have caught up
with the lesson.
D. No. of learners who Out of 7 learners who needs remediation, 2 learners are required to continue
continue to require remediation. That is 29% percent of the population of the remediated learners.
remediation
E. Which of my teaching Differentiated activities based on their interests as my teaching strategy worked well. It
strategies worked well? worked well since giving them activities based on their interests give them the
Why did these work? motivation to do and finish the given activity.
F. What difficulties did I None.
encounter which my
principal or supervisor
can help me solve?
G. What innovation or Since my topic is all about identifying rocks and minerals, using rocks that can be found
localized materials did I outside the classed can be localized and innovated.
use/discover which I
wish to share with other
teachers?

Prepared by:

ROEL P. DIALOGO JR.

SST – I

Critiqued and Reviewed by:

BEVERLY TABAY – REGIDOR

MASTER TEACHER II