GRADE 11 School Lourdes Alubijid National High Grade Level Grade 11

DAILY School
LESSON Teacher Mrs. Laarni Dei N. Lastima Learning Area Earth & Life Science
LOG Date August 7, 2024 Quarter 1st Quarter
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the three main categories of rocks, the origin
and environment of the formation of common minerals and rocks, geologic processes that
occur on the surface of the Earth such as weathering, erosion, mass wasting, and
sedimentation, and geologic processes that occur within the Earth
B. Performance The learners shall be able to conduct a survey to assess the possible
Standards geologic/hydrometeorological hazards that your community may experience.
C. Learning The learners should be able to:
Competencies/Objectives 1. Describe where the Earth’s internal heat comes from
Write the LC code for each
II. CONTENT
A. Topic EARTH’S INTERNAL HEAT
B. Specific Objectives The students should be able to:
1. Identify the source of the Earth’s internal heat
2. Discuss how the Earth produces heat
3. Appreciate the importance of heat on earth
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Earth & Life Science Teacher’s Guide
3. Textbook pages Earth & Life Science, pp. 37-42
4. Additional Materials
from Learning Resource (LR)
Portal
5. Other Learning Materials Television, Board, Marker/Chalk, Google
IV. PROCEDURES
A. Reviewing previous The teacher will pose questions about the previous lessons.
lesson or presenting the The teacher will give an overview of the objectives of the lesson.
new lesson (ELICIT)
B. Establishing a purpose The teacher will show pictures of volcanoes that are erupting. Then, the teacher will ask
for the lesson (ENGAGE) questions on what are their observations with the pictures shown.
C. Presenting
examples/instances of
the new lesson (ENGAGE)
D. Discussing new In a small group discussion, the concepts of the activity and let them watch a video clip
concepts and practicing about the Earth’s internal heat. (https://www.youtube.com/watch?v=w0I_i3JGa_E)
new skills #1 (EXPLORE)
E. Discussing new
concepts and practicing
new skills #2 (EXPLORE)
F. Developing mastery Students will be asked the following questions:
(leads to Formative 1. Based on the video, what do you think is the reason why there is Internal heat?
Assessment #) (EXPLAIN) 2. How can you relate the boiling kettle to Earth’s internal heat?

G. Finding practical Earth’s body is thermally inhomogeneous. The temperature in its core reaches 6000
applications of concepts degrees Celsius while the surface temperature approaches 0 degrees Celsius. The
and skills in daily living temperature increases with depth.
(ELABORATE)
H. Making - Divide the class into two groups and let them formulate their ideas about the following:
generalizations and
abstractions about the Group 1. The heat is inherited from the early accretionary period of the earth.
lesson (ELABORATE) Group 2. The radiogenic heat produced by the decay of radioactive elements presently
involved in Earth’s crust and mantle.

I. Evaluating learning  The learners will now explain how and where the earth’s internal heat comes from.
(EVALUATE)  The teacher will do a question-and-answer portion with his/her students on their
ideas about where the internal heat comes from.

J. Additional activities for List the advantages that we can get from the Earth’s internal heat.
application or
remediation (EXTEND)
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
 Prepared by:

LAARNI DEI N. LASTIMA Noted:

TEACHER II GLENN M. YANA, MedChem
Principal I

GRADE 11 School Lourdes Alubijid National High Grade Level Grade 11

DAILY School
LESSON Teacher Mrs. Laarni Dei N. Lastima Learning Area Earth & Life Science
LOG Date August 8, 2024 Quarter 1st Quarter
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the three main categories of rocks, the origin
and environment of the formation of common minerals and rocks, geologic processes that
occur on the surface of the Earth such as weathering, erosion, mass wasting, and
sedimentation, and geologic processes that occur within the Earth
B. Performance The learners shall be able to conduct a survey to assess the possible
Standards geologic/hydrometeorological hazards that your community may experience.
C. Learning The learners should be able to:
Competencies/Objectives 1. Describe how magma is formed (magmatism)
Write the LC code for each
II. CONTENT
A. Topic SEQUEL ON MAGMA FORMATION
B. Specific Objectives The students should be able to:
1. Illustrate how magma is formed
2. Describe how magma is formed
3. Conduct a survey on how to increase man’s survival rate whenever volcanic
eruptions occur
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Earth & Life Science Teacher’s Guide
3. Textbook pages Earth & Life Science, pp. 37-42
4. Additional Materials
from Learning Resource (LR)
Portal
5. Other Learning Materials Television, Board, Marker/Chalk, Google
IV. PROCEDURES
A. Reviewing previous The teacher will pose questions about the previous lessons.
lesson or presenting the The teacher will give an overview of the objectives of the lesson.
new lesson (ELICIT)
B. Establishing a purpose Picture Analysis
for the lesson (ENGAGE) The teacher will show pictures of disaster that shows natural disasters caused by too much
C. Presenting heat inside the Earth’s interior
examples/instances of
the new lesson (ENGAGE)
D. Discussing new In the class discussion, the concepts of the activity were discussed, and they were asked to
concepts and practicing watch a video clip about how magma is formed.
new skills #1 (EXPLORE) (https://youtu.be/cD6_5q6GpSE)
E. Discussing new
concepts and practicing
new skills #2 (EXPLORE)

F. Developing mastery Students will be asked the following questions:

(leads to Formative 1. Based on the video, what do you think is the reason why magma is formed?
Assessment #) (EXPLAIN) 2. In summary, what can you say about the video? What are your thoughts
about the video?
G. Finding practical Expected Concepts Learned:
applications of concepts 1. Magma is a molten and semi-molten rock mixture found under the
and skills in daily living surface of the Earth. This mixture is usually made up of four parts: a
(ELABORATE) hot liquid base, called the melt; minerals crystallized by the melt;
H. Making solid rocks incorporated into the melt from the surrounding confines;
generalizations and and dissolved gases.
abstractions about the 2. Magma originates in the lower part of the Earth’s crust and in the upper
lesson (ELABORATE) portion of the mantle. Differences in temperature, pressure, and
structural formations in the mantle and crust cause magma to form in
different ways.

a. Decompression melting involves the upward movement of Earth's

mostly-solid mantle. This hot material rises to an area of lower
pressure through the process of convection. Areas of lower
pressure always have a lower melting point than areas of high
pressure. This reduction in overlying pressure, or decompression,
enables the mantle rock to melt and form magma. Decompression
melting often occurs at divergent boundaries, where tectonic plates
separate. The rifting movement causes the buoyant magma below
to rise and fill the space of lower pressure. The rock then cools into
new crust.
Decompression melting also occurs at mantle plumes, columns of
hot rock that rise from Earth’s high-pressure core to its lower-
pressure crust. When located beneath the ocean, these plumes,
also known as hot spots, push magma onto the seafloor. These
volcanic mounds can grow into volcanic islands over millions of
years of activity

b. Transfer of Heat

Magma can also be created when hot, liquid rock intrudes into
Earth’s cold crust. As the liquid rock solidifies, it loses its heat to the
surrounding crust. Much like hot fudge being poured over cold ice
cream, this transfer of heat is able to melt the surrounding rock
(the “ice cream”) into magma.

Transfer of heat often happens at convergent boundaries, where

tectonic plates are crashing together. As the denser tectonic
plate subducts, or sinks below, or the less-dense tectonic plate, hot
rock from below can intrude into the cooler plate above. This
process transfers heat and creates magma. Over millions of years,
the magma in this subduction zone can create a series of active
 volcanoes known as a volcanic arc.

c. Flux Melting
Flux melting occurs when water or carbon dioxide are added to
rock. These compounds cause the rock to melt at lower
temperatures. This creates magma in places where it originally
maintained a solid structure.

Much like heat transfer, flux melting also occurs around subduction
zones. In this case, water overlying the subducting seafloor would
lower the melting temperature of the mantle, generating magma
that rises to the surface.

INQUIRY BASED APPROACH ( Guide and structured approach)

Based on the guide questions, ask 3 envoys to present the ideas taken from the video.
Suggested guide questions:
1. Describe the materials found in the earth’s interior.
2. What happens to those materials found in the earth’s interior when
they are subjected to a very intense pressure and temperature?
3. How magma is formed based from the video.
4. What do you think will happen if the temperature and the pressure
beneath the earth’s interior will continue to increase?
5. Can you name one common disaster that will result based from
question no. 4.
I. Evaluating learning COMMUNITY EXTENSION ACTIVITY
(EVALUATE) 1. Conduct a survey or design a study to assess the possible means to
increase man’s survival rate whenever volcanic eruptions occur.
2. The teacher will prepare a rubric as guide for giving points.

Suggested Guide Questions:

1. What are the safety precautionary measures to be considered before
the existence of the disaster?
2. As a concern citizen of your community, how can you help increase the
survival rate whenever the volcanic eruptions occur.
J. Additional activities for Make a graphic organizer to show how magma is formed and safety precautionary
application or measures and proper preparations whenever disaster occurs.
remediation (EXTEND)
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
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 this work?
F. What difficulties did I
encounter that 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?

Prepared by:

LAARNI DEI N. LASTIMA

TEACHER II Noted:

GLENN M. YANA, MedChem

Principal I