Learning Area Science Grade Level 5

W1 Quarter 4 Date
I. LESSON TITLE Weathering
II. MOST ESSENTIAL LEARNING Enabling Competencies:
COMPETENCIES (MELCs) Communicate the data collected from the investigation on the soil
erosion
Most Essential Learning Competency:
Describe how rocks turn into soil (S5FE - IVa – 1)
III. CONTENT/CORE CONTENT Weathering and soil erosion shape the Earth’s surface and affect living
things and the environment
IV. LEARNING PHASES AND LEARNING ACTIVITIES
I. Introduction (Time Frame: Day 1)
Earth is mainly composed of rocks that differ in terms of sizes, shapes, and colors. Though rocks seem to be
very hard, dense, and indestructible, they still break. Rocks are broken down into smaller pieces by the effects of
weather. These pieces do not move to a new location, they simply breakdown but remain next to one another.
The breaking of rocks into fragments is known as weathering.
Weathering is an important process that helps shape the Earth’s surface. The breaking of rocks result in the
formation of soil and different landforms. This is also the reason why we have amazing rock formations.
Weathering can either be mechanical or chemical. Mechanical weathering is a physical wearing away of
rocks without any change in their chemical nature, while chemical weathering involves change in the
composition of rocks that allows them to break down into pieces.

Water Agents of Weathering

Water can break rocks in different ways. The strong waves that seep into the
cracks of rocks can make them break. When it gets colder, these water can expand
and turn into ice which can trigger rocks to break as well.
Photo was taken from Google image, Grabbed
for educational purpose only, no copyright
intended
Wind
Wind is another agent of weathering that causes beautiful formations like the
. Mahayaw Arch in Sabtang Island, Batanes, Philippines. As the wind blows, it carries sand
or small rock particles that scratch the rocks’ surface. This can bring about mechanical
weathering which can also result to different rock formations
Photo was taken from Google image, Grabbed for
educational purpose only, no copyright intended

Temperature

When rocks are exposed to varying temperature, it expands. If rocks are

exposed to a low temperature, it contracts. The repeated expansion and contraction
of rocks due to changes in temperature results in weathering.
Photo was taken from Google image, Grabbed for
educational purpose only, no copyright intended
Plants

Some plants, like lichens, ferns, and mosses, can also trigger weathering. It can grow on
rocks and cause them to break into pieces. Eventually, metabolic or life process of these
plants will cause the gradual breakage of rocks into smaller pieces .
Photo was taken from Google image, Grabbed for
Animals educational purpose only, no copyright intended

Animals that live underground also contribute to weathering. As burrowing

animals dig deeper, they cause rocks to break into pieces.
Photo was taken from Google image, Grabbed for
educational purpose only, no copyright intended
Human
Humans also contribute to the weathering of rocks. Subdivision developers use
bulldozers to flatten mountains or hills to build houses. Some construction workers use
jackhammer to break boulders of rocks as they repair roads. Mining companies extract
stones or rocks from a quarry or an open-pit mine. Some miners throw dynamites and
other explosives on quarry sites to get more rocks or stones which can trigger landslides.
Photo was taken from Google image, Grabbed for
educational purpose only, no copyright intended
IV. LEARNING PHASES AND LEARNING ACTIVITIES
D. Development (Time Frame: Day 2)
The activity that you are going to perform will clearly explain weathering through communicating the data
collected from the investigation on the soil erosion.

Learning Task 1. Prepare the materials listed below. If not available, you may use other materials at home to
perform the activity. You may ask the help of your parents/guardians or any adult members of the family if
needed.

Title: Erosion By Water

Materials:
2 small pans 6 cups of garden soil 2 bottles of 500 ml water

Procedures:
1. Get 2 small pans and fill them with garden soil. Label one pan as A and the other as B.
2. Pour water gradually in the soil on the first pan. What happened to the soil? Describe the movement of
the soil.
3. Repeat procedure number 2 on the second pan. This time pour the water rapidly into the soil. What
happened?
Compare the difference in terms of the movement of the soil from the first one.
4. Record the time and measure your observations.

Questions:
1. Based on your observation, in which setup did the soil move faster? Why?
2. Based on your observation, in which setup did the soil move farther? Why?
3. Based on your observation, which setup moved more soil? Why?
4. As you observed, what happened to the color of the water?
5. Based on the data collected in the experiment, what can you conclude about soil erosion?

Learning Task 2. Prepare the materials listed below. If not available, you may use other materials at home to
perform the activity. You may ask the help of your parents/guardians or any adult members of the family if
needed.

Title: Showing Wind Erosion

Materials:
1 cup of fine sand hard cardboard paper plate

Procedures:
1. Pour one cup of fine sand on a paper plate.
2. Slowly fan the sand on the paper plate using the hard cardboard. What do you observe?
3. Next, fan the sand bit faster. What happens?
4. Try different speed of fanning. Draw what shape forms each time you change the speed.

Questions:
1. As you observed, how does the speed of fanning affect the shape of the sand formed?

Engagement (Time Frame: Day 3)

Learning Task 3. Use a Venn Diagram to compare and contrast mechanical and chemical weathering.
IV. LEARNING PHASES AND LEARNING ACTIVITIES

Learning Task 4. Identify the change happening in each situation. On the space provided before each number, draw a
heart eyes emoji if the change is an example of mechanical weathering and wow emoji if it is an
example of chemical weathering.

__________________1. A boulder of shore is slowly broken apart by the force of water.

__________________2. Earthworm makes tunnels in the ground which may lead to the breakdown of stones and rocks.
__________________3. Some plants release chemicals which loosen the rocks and cause them to break.
__________________4. Water inside the rocks freezes and melts again.
__________________5. The chemical composition of rocks changes when acid is produced by the roots of some plants.
__________________6. Minerals in rocks dissolve.
__________________7. Tree roots can grow into cracks and break rock apart.
__________________8. As the wind blows, it carries sand or small rock particles that scratch the rock’s surface.
__________________9. As the rocks expand, the cracks become deeper and new cracks are produced.
_________________10. Rocks exposed to the intense heat of the sun crack and crumble when rain falls or soak in the
ground.

Learning Task 5. Describe how rocks turn into soil in the following pictures below. Write your description on the space
provided beside each picture.

1.

Photo was taken from Google image, Grabbed for

educational purpose only, no copyright intended

2.

Photo was taken from Google image, Grabbed for

educational purpose only, no copyright intended

3.

Photo was taken from Google image, Grabbed for

educational purpose only, no copyright intended

Learning Task 6. Read each question carefully. Encircle the letter that corresponds to the correct answer.
1. It is the breaking of rocks into fragments.
a. erosion b. flooding c. weathering d. runoff
2. A type of weathering that involves change in the composition of the rock.
a. chemical c. mechanical
b. both chemical and mechanical d. electrical
3. It is open-pit mine where rocks can be extracted.
a. landfill b. reservoir c. open-field d. quarry
IV. LEARNING PHASES AND LEARNING ACTIVITIES

4. Which of the following tends to cause physical or mechanical weathering?

a. animal that burrow in the ground c. water that seeps into the pores and cracks of rocks
b. root of plants growing into the cracks in the rocks d. all of these
5. What will happen to a rock when it is exposed to higher temperature?
a. contracts b. evaporates c. expands d. sin
A. Assimilation (Time Frame: Day 4)

Weathering is an important process

that helps shape the Earth’s
surface. It is the breaking down of
rocks into fragments

Mechanical weathering is the physical wearing away

of rocks, while chemical weathering involves a
change in the composition of rocks that allows them
to break into pieces

The different agents of weathering include water,

wind, temperature, plants, animals, and people.
They cause rocks to break into pieces.
V. ASSESSMENT (Time Frame: Day 5)
(Learning Activity Sheets for Enrichment, Remediation, or Assessment to be given on Weeks 3 and 6)
Learning Task 6. Matching Type. Match the definition in Column A with the concept in Column B. Write the
letter of your
answer on the space provided before each number.
Column A Column B
______1. It happens when rocks are exposed to a low temperature. a. contracts
______2. A type of weathering characterizes by physical wearing of rocks. b. burrowing animals
______3. As agent of weathering, they dig deeper causing rocks to break into pieces. c. chemical
______4. As it blows, it carries sand or small rock particles that scratch the rock’s d. physical
surface.
______5. The process by which humans extract stones from mountains. e. wind
f. quarrying
VI. REFLECTION (Time Frame: Day 5)
• Communicate your personal assessment as indicated in the Learner’s Assessment Card.
Personal Assessment on Learner’s Level of Performance
Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in the column
for Level of Performance (LP). Be guided by the descriptions below:
 - I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/ lesson.
✓ - I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the target content/lesson.
? – I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to do/perform this
task.
Learning Task LP Learning Task LP Learning Task LP Learning Task LP
Number 1 Number 3 Number 5 Number 7
Number 2 Number 4 Number 6

VII. REFERENCES Science Beyond Borders 5 Textbook, pages 154-160

https://lrmds.deped.gov.ph/detail/18887

Prepared by: Allan A. Talain Checked by: Carmela Ezcel A. Orogo

Jee-Ann O. Borines
Abner L. Pureza
Helen A. Gutierrez