Teacher: Ms. Charry Vida R.
Cervantes
Grade 11
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
Specific Objective
(write the LC for each)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbooks pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
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Subject: Earth and Life Science
The learners demonstrate an understanding of the three main categories
of rocks, and the origin and environment of formation of common
minerals and rocks.
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 will be able to classify rocks into igneous, sedimentary and
metamorphic.
LC: S11/12ESIb-10)
At the end of the class discussion, the students should be able to:
Classify rocks into igneous, sedimentary and metamorphic.
a. Compare the different types of rocks (igneous, sedimentary, and
metamorphic).
b. Show the difference of each type of rocks using technology and
through group activities.
c. Relate the types of rocks to rock cycle.
Types of Rocks
Laboratory Manual for Physical Geology – Mineral Identification
https://gln.dcccd.edu/Geology_Demo/content/LAB03/LAB_Man_03.p
df (8/29/2015)
ENGAGE
1. Daily Routine
2. Recall
Picture Slides
Understanding key concepts
The Rock Cycle provides us a comprehensive understanding how the 3
dominant rock types are formed. Based on their physical and chemical
properties, what could be the possible conditions of formation for each
rock type?
1. Show a video of the different rock types. Tell the students that the
video will only be played once and that they need to be attentive for the
upcoming discussion.
2. After the discussion of the different types of rocks and their
properties, show a short video about the rock cycle, in preparation for
the discussions on the rock cycle.
ENGAGE
1. Daily Routine
2. Recall
Picture Slides
Understanding key concepts
The Rock Cycle provides us a comprehensive understanding how the 3
dominant rock types are formed. Based on their physical and chemical
 properties, what could be the possible conditions of formation for each
rock type?

1. Show a video of the different rock types. Tell the students that the
video will only be played once and that they need to be attentive for the
upcoming discussion.
2. After the discussion of the different types of rocks and their
properties, show a short video about the rock cycle, in preparation for
the discussions on the rock cycle.

E. Discussing new concepts #2 EXPLORE

F. Developing Mastery (Leads to
Formative Assessment 3)
A. Rock Classifications
From the video played. Students will enumerate and discuss the three
rock types. Ask the students: How can we classify rocks? Would it be
by color, hardness, texture, density or other physical properties? Is it by
chemical composition?

G. Finding practical applications
of concepts and skills in daily
living
EXPLAIN
Concept Mapping – Types of Rocks
Group the class into three teams, each electing their leader. Provide
each team a blank chart similar to the one below, written in a Manila
paper. Each team will fill up portions of the chart which correspond to
the list of words provided to choose from. Group 1 to fill up the left
side of the chart (igneous rocks), Group 2 the middle portion
(sedimentary rocks) and Group 3 to fill up the right side of the chart
(metamorphic rocks). When done, the team leaders will present their
work to class.
ELABORATE
Ask the following questions:

What are the three types of rocks? How is it different to one another?
H. Making / Asking ELABORATE
generalizations and abstractions
about the lesson What are the three types of rocks? How is it different to one another?
I. Evaluating learning A. Summary questions related to the lessons:

1. Explain why vesicular texture is not associated with peridotites.

2. How do clastic rocks differ from non-clastic rocks in terms of
process of formation?
3. Explain how the physical features of sediments change during
transport.
4. Differentiate between a foliated and non-foliated rock.
J. Additional activities for
application or remediation
V. Remarks
VI. Reflection
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional
activities for remediation who scored below
80%.
C. Did the remedial lessons work? No. of
learners who have caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to share with
other teachers?

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