Name: Christine Joy L.

Dela Cruz Date: October 23, 2025

Section: III-A3

Teaching and Learning Strategy Application: Types of Rocks (Grade 8)

1. Strategy Choice and Rationale

Chosen Strategy: Mind Maps (from the 'Sorting out' section, p. 304).

Rationale for Choosing Mind Maps (Excluding Jigsaw)

I am choosing Mind Maps because this strategy is uniquely suited for teaching the hierarchical
classification of rocks to Junior High School students:

* Visual Organization (Content & Originality): The three types of rocks (Igneous, Sedimentary,
Metamorphic) naturally branch into sub-types, formation processes, and examples. A mind map allows
Grade 8 learners to see these complex relationships at a glance, which is far more effective for
categorization than linear note-taking.

* Active Synthesis (Content): Creating the map requires students to actively process, synthesize, and
structure the material themselves. This active learning promotes deeper understanding and aids long-
term retention of scientific concepts.

* Enhancing Creativity (Creativity): Students can use colors, images, and various line styles to
personalize their maps. Assigning a unique color to each rock type helps with differentiation and makes
the learning material more engaging and memorable.

2. Application to Topic: Types of Rocks (Grade 8)

Topic: Types of Rocks and their Formation Processes (Earth Science)

Learners: Junior High School (Grade 8)

Detailed Application Discussion

The Mind Map activity is structured as a synthesis task, following a basic introduction to the Rock Cycle.
The focus is on guiding the students to construct their own knowledge map rather than passively
receiving information.

* Phase 1: Setup and Introduction (10 mins)

* The teacher reviews the three main rock families and the concept of transformation.

* The teacher models the basic rules of Mind Mapping: Central Image, Curved/Flowing Branches, use
of Keywords Only, and the importance of Color-Coding.

* Phase 2: Collaborative Construction (25 mins)

* They draw three large, thick branches labeled Igneous, Sedimentary, and Metamorphic, assigning a
specific color to each (e.g., Red for Igneous, Blue for Sedimentary, Green for Metamorphic).

* The teacher guides the addition of secondary branches (e.g., Formation Process, Texture,
Origin/Setting).

* The teacher then guides the addition of tertiary branches (Specific Rock Examples: e.g., Granite \
rightarrow Intrusive \rightarrow Igneous).

* Phase 3: Synthesis and Review (10 mins)

* Students are instructed to draw dashed lines to show cross-connections (e.g., a line connecting "Heat
and Pressure" from the Metamorphic branch back to the Igneous formation, showing that intense heat
leads to melting).

* The final mind map serves as a powerful, personalized study guide for the unit test.

3. Student Worksheet: Rock Classification Mind Map Activity

This worksheet guides the students through the process and outlines the criteria for assessment.

📝 Grade 8 Science Worksheet: Rock Classification Mind Map 📝

Name: _________________________ Date: _________________________

Topic: Types of Rocks

Goal: To create a visual Mind Map that clearly classifies the three main types of rocks, their
characteristics, and specific examples.

Part A: Mind Map Requirements (Content & Originality/Creativity)

Use a large sheet of paper and markers to build your map. Your final map must include all the elements
listed below:

| Mind Map Element | Specific Requirements | Rubric Focus |

|---|---|---|

| Central Topic | Must be "Types of Rocks" in the center (use an image or symbol). | Content |

| Primary Branches (3) | One branch for Igneous, Sedimentary, and Metamorphic. Color-code each
branch differently. | Creativity |

| Secondary Branches (Characteristics) | For each rock type, include how it is formed and at least two
key features (e.g., texture, process). | Content |
| Tertiary Branches (Examples) | List at least two specific rock examples under the appropriate
characteristics for each rock type. | Content |

| Keywords/Visuals | Use keywords/phrases only (no full sentences). Include at least three small
drawings/symbols (one per main branch) to represent formation (e.g., layers for Sedimentary). |
Creativity |

| Cross-Connections | Draw at least one dashed line connecting a concept in one rock branch to a
related concept in another branch (e.g., connecting a Sedimentary rock to the Rock Cycle). | Content &
Originality |

Part B: Synthesis Challenge

Question 1: You are observing a sample of shale. Based on your mind map, which primary branches is it
connected to? List the complete path (e.g., Primary \rightarrow Secondary \rightarrow Example) and its
formation process.

Question 2: Why is the Mind Map a better tool for studying rock classification than a simple linear list?
(Answer in 1-2 sentences)

Rubric (Total: 30 Points)

| Category | Excellent (15-20 pts) | Proficient (10-14 pts) | Needs Improvement (0-9 pts) |

|---|---|---|---|

| Content and Originality (20 pts) | Map is highly accurate, logically structured, and includes all required
concepts with insightful cross-connections. | Map is mostly accurate and includes all required concepts,
but cross-connections are basic. | Map is incomplete, contains major inaccuracies, or lacks key
classification details. |

| Creativity (10 pts) | Exceptional use of color-coding, clear visuals, and keywords; presentation is highly
engaging and unique. | Good use of color and keywords; presentation is clear and organized. | Minimal
use of color or visuals; organization is difficult to follow. |