Lesson Guide in Earth Science

I. OBJECTIVES

Geologic processes that occur on the surface of the Earth such as

A. Content Standards weathering, erosion, mass wasting and sedimentation (include the role
of ocean basins in the formation of sedimentary rocks).

B. Performance Make a simple map showing places where erosion and landslide may
Standards pose risks in the community.

At the end of the session, students are expected to:

C. Learning
1. Describe the changes in mineral components and texture of rocks due
Competencies/
to changes in pressure and temperature (metamorphism) (S11ES-IIc-d-
Objectives
29)

II. CONTENT EARTH PROCESSES

-Exogenic Processes
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Manual
pages
Thompson and Turk 2016. Introduction to Earth Science. Phoenix
3. Textbook pages
Publishing House p. 59-62
4. Additional
Materials from
Learning Resource
(LR) portal
Link :
B. Other Learning
https://www.rsc.org/education/teachers/resources/jesei/meta/home.htm
Resources
-Activity on metamorphism

IV. PROCEDURES
A. Reviewing previous
lesson or presenting Review on the process of how magma is formed and describe what
new lesson happens after magma is formed.
(REVIEW)

B. Establishing a purpose Ask the students the following questions:

of the lesson
(MOTIVATION) 1. Do you know metamorphosis?
2. What is actually happen during metamorphosis?
3. Do butterflies changes after such process?

1
 4. Do you think rocks also undergone changes

-This is metamorphic rock what do you will happen if we are going to

add/increase pressure and heat on the rock?

Activity 1: Contact metamorphism

Apparatus
C. Presenting
-each student (or group) will need
examples/instances of
Shallow transparent dish ( a plastic Petri dish is ideal)
the new lesson
100 cubic centimeter beaker
(PRE-ACTIVITY)
Bunsn burner, tripod, guaze and heatproof mat
Cloth for handling the hot beaker
Chemicals
1 raw egg white
Salt
Procedures
Place the white of an egg in a petri dish. Place about 50 cubic centimeter
of water in a beaker and add two or three spatulad-full of salt to the
water ( to increase the boiling point) and bring the water to the boil.
When the water is boiling, carefully take the beaker off thetripod and
place it in the centre of the egg white on the Petri dish. Leave for ten
minutes and observe again. You should be able to see that a thin of egg
white in contact with the beaker has “cooked” and changed texture, ie it
has become white and rbbery.

(Discussion on Previous Activity)

Guide Questions:
D. Discussing new 1. What does the beaker of water in the prevoius activity represents?
concepts and How about the cooked egg white?
practicing new skills 1 - The beaker of water represents an igneous intrusion, te cooked
(ACTIVITY PROPER) eggwhite represents the metamorphic aureole and the unchanged
eggwhite models unchanged country rock. The igneous intrusion is, of
course, always hotter than the country rock.

The simulation in activity 1 can lead into discussion about the meaning
of metamorphism and its effect to the texture and components of rocks
E. Discussing new due to changes in pressure and temperature.
concepts and Metamorphism- the process by which rocks and minerals change form in
practicing new skills 2 response to changes in temperature, pressure and chemical condition,
(DEEPENING) and/or deformation.
-commonly alters both the texture and mineral content of the rock.

2
 Group Activity: Metamorphic Changes
F. Developing mastery
-ask the students to make a concept map/graphic organizer about the
(POST-ACTIVITY)
different changes occur on rocks during metamorphism.
-Let the students show and discuss their output in class.

G. Finding practical
applications of Let the students give examples of contact metamorphic rocks (such as
concepts and skills in marble and quartzite) and identify their uses.
daily living
(APPLICATION)
H. Making generalizations
Based on the objective stated previously, ask the following questions:
and abstractions about
1. What is metamorphism?
the lesson
2. How metamorphism affect the components and texture of rocks?
(GENERALIZATION)

Essay Question:

Answer briefly.

1. Define metamorphism. How does it affects the texture and

components of the rocks?

I. Evaluating learning Rubrics:

(ASSESSMENT)
(5 points) Exceptional – student responses far exceed what is expected
(4 points) Excellent – information is factually accurate and offers extra
supporting facts.
(3 points) Good – The student somewhat responds beyond the basic
level of the question to provide supporting details and or interpretation.
(2 points) Fair – student responses, although somewhat correct, are
lacking in relevant details and supporting examples and or interpretation.
(1 point) Not Mastered - student responses are largely incorrect.

J. Additional activities for Identify the different types of metamorphism and desribe each type.
application or
remediation
(REMEDIAL)

Prepared by:

OFLIA S. SANTOS NOVA N. ALVAREZ

Juan C. Angara Memorial High School JORGE M. PADILLA NHS
Dinalungan, Aurora Laur, Nueva Ecija