LP Science Weathering

Lesson Plan in Science 5
COT – SB Demo Teaching

January 21, 2019
I. Content Standard
Weathering and soil erosion shape the Earth’s surface and affect living things and the environment
II. Performance Standard

Participate in projects that reduce soil erosion in the community
III. Learning Competency

Investigate extent of soil erosion in the community and its effects on living things and the environment
IV. Objectives:
1. Observe how rocks break
2. Distinguish between mechanical and chemical weathering
3. Identify the different factors that cause rocks to break
4. Explain how water, wind, temperature, plants, animals and human cause weathering
V. Topic: Weathering: Mechanical or Chemical
A. Key Knowledge
Weathering is the breading of rocks into fragments. Weathering can be mechanical or chemical.
The agents of weathering are water, wind, temperature, plants, animals and people.
B. Instructional Materials Needed

pictures and real sample of rocks and rock fragments, piece of fine cloth, 2 pcs. of chalk,
hammer, 1 tbsp. of vinegar, ppt, laptop and projector
C. References: Science in Our World 5, pp. 201 – 205

Science Beyond Boarders 5 pp. 154 – 156
D. Science Skills: Observing, Comparing, Inferring, Communicating
E, Values Integration
Present soil Erosion
Take care of Mother Earth
Save our environment
Cooperating in performing group activity
Following instruction carefully
Honesty in reporting
VI. Learning Tasks
A. Engagement Activities
1. Review of the past lesson
2. How important is light in our daily life?
3. Proceed by asking them and show pictures/or real rocks and rock fragments. How are these rocks broken
into pieces? Using the same illustration in the powerpoint, let us learn more on the following activity.
4. I will group you into two, Group A and Group B. But before that, here are your materials and list of
procedures.
5. Ask the learners to do the activities. Give the procedure in doing the activity.
B. Exploration
Group A
Procedure:
1. Get one chalk and pound it using a hammer.
2. Get another chalk and pour the vinegar.
3. Compare the changes that happened to the two chalks.
4. Allow time for the learners to organize their observation and answer questions.
a. What kind of weathering happened to the first chalk? Second chalk?
_________________________________________________________________________________
b. Based on the activity, how will you compare the two types of weathering?
_________________________________________________________________________________
Group B
1. Put some dry sand in a wooden box.
2. Put the box on the floor beside an electric fan.
3. Stand behind the electric fan. Turn it on then observe
4. Answer the questions below.
a. What happened to the particles?
_________________________________________________________________________________
b. What agent of weathering caused the fine sand to roll along?
_________________________________________________________________________________
C. Exploration
Background Information for Teachers:
Weathering can either be mechanical or chemical:
Mechanical weathering is the physical wearing away of rocks while mechanical
weathering involves a change in composition of rocks as it breaks into pieces. Water, wind,
temperature, plants and people are outside forces or agents that cause the rocks to shatter into pieces.
1. Allot at least 10 – 15 minutes for the presentation/reporting of group results. It would be

better if the pupils/responses will be better written on a manila paper.
2. Discuss the result on the different activities before giving additional explanation.
3. Encourage the pupils to share their ideas.
Set A – What kind of change or transformation to the first piece of chalk? the second one?
(The first chalk was broken down physically by means of hammering. On the other hand, the
second piece of chalk was damaged chemically because of the vinegar).
How will you compare the two types of weathering?
Mechanical weathering happens when a rock is broken down by physical means.
Just like how the chalk hammered on the first set-up
Chemical weathering occurs when a rock is damaged or broken down when it is subjected
to a chemical reaction.
Set B – What happened to the particles of sand?

(The particles of sand were blown away by the wind from the electric fan)
What agent of weathering caused the fine sand to be blown away?
( The wind caused the fine sand to be blown away)
D. Elaboration/Extension
What have you learned from the different activities that we have performed? (We
learned the two types of weathering the chemical and the mechanical weathering. Weathering
gives a positive and negative effect on our lives. Weathering helps us some important materials
in our lives like sand, cement and some valuable stones. It has also negative effect, high risk of
landslides when people are quarrying excessively.
The quarrying operation may cause loosening of the slope of the mountain, increasing
the risk of landslides occurring during the rainy season. Quarrying also destroys the natural
habitat of some animals in the mountain.
How do the following agents contribute to weathering?
1. Wind – the wind causes the particles of sand and dirt to be blown away when these
particles hit the surface of rock, this cause scratches which will damage the rock
overtime.
2. Water – the waves of the sea crashing on rocks causes the rocks to break. The water can
also seep into the cracks of rocks.
3. Temperature – if the temperature is too high the rocks expand and if it’s too low, the
rocks contract. These repeated contraction and expansion of rocks will cause the rocks
to break after sometime.
4. Plants – the roots of the plants growing on rocks can break the rocks eventually. When
the roots get bigger the cracks become larger until such time that the rock will split or
broke.
5. Animals – the repeated scratching and kicking of animals on rocks can cause it to wear
and break into smaller pieces.
6. Humans – human activities like quarrying breaks down large rocks easily. The use of
vehicles and tools such as the bulldozer and jackhammer can break rocks with ease.
E. Evaluation
A. Choose the best answer and write only its letter on the blank.
______ 1. The process by which rocks are broken down into smaller pieces is called _______________.
a. sedimentary b. weathering c. erosion d. diastrophism
______ 2. Which of the following affects the rate of weathering?
a. temperature b. size of rock c. moisture d. All of these
______ 3. How do plants help break down rocks?
a. The branches of plants pound on rocks to break them into smaller pieces.
b. When leaves fall on rocks. The rock breaks into smaller pieces.
c. The roots of plants grow into the small cracks in rocks causing them to break.
d. When plants die, their trunks may fall and cause the rocks to break.
______ 4. Which of the following activities of human being will contribute to the breakdown of rocks?
a. fishing b. farming c. cutting of trees d. planting of trees
______ 5. How does temperature breakdown rocks?
a. By continuous heating and cooling of rocks.
b. By subjecting rocks to very low temperature
c. By melting rocks at very high temperature.
d. By having different temperature.
V. Assignment
Circle the letter of the best answer.
1. It is the breaking down of rocks into fragments.
a. erosion b. flooding c. runoff d. weathering
2. A type of weathering that involves change in the composition of the rock.
a. chemical b. mechanical c. both chemical and mechanical d. none of these
3. What do you call the process by which humans extract stones from the mountains for construction
purposes?
a. digging b. flattering c. weathering d. quarrying
4. What will happen to a rock when it is exposed to higher temperature?
a. contracts b. evaporates c. expands d. sinks
5. An open-pit mine where rocks can be extracted.
a. landfill b. open-field c. reservoir d. quarry

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Lesson Plan in Science 5

COT – SB Demo Teaching

II. Performance Standard

III. Learning Competency

V. Topic: Weathering: Mechanical or Chemical

B. Instructional Materials Needed

C. References: Science in Our World 5, pp. 201 – 205

D. Science Skills: Observing, Comparing, Inferring, Communicating

1. Allot at least 10 – 15 minutes for the presentation/reporting of group results. It would be

Set B – What happened to the particles of sand?

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