Republic of the Philippines

Department of Education
Region IV -A CALABARZON
SCHOOLS DIVISION OF LIPA CITY
d

Learning Area Earth and Life Science

Learning Delivery Modality Modular Distance Modality (Learners-Led Modality)
Lumbang Integrated
School Grade 11
LESSON National High School
EXEMPLAR Teacher Ms. Ma. Geraldine Pasia Learning Area Earth and Life Science
Teaching Date October 26-30, 2020 Quarter 1st Quarter
Date and Time No. of Days 2 Days
I. OBJECTIVES
The learners demonstrate understanding of the
A. Content Standards  folding and faulting of rocks
 plate tectonics
The learners shall be able to assess the possible geologic hazards that your community
B. Performance Standards may experience.

C. Most Essential
Learning Competencies At the end of this lesson, learners can describe how rocks behave under different types of
(MELC) stress such as compression, pulling apart and shearing.
(if available, write the indicated 

MELC)
Earth Materials and Processes
II. CONTENT  Endogenic Processes
 Deformation of the Crust

III. LEARNING RESOURCES

A. References
Curriculum Guide for Earth and Life Science (p.2-3)
MELC for General Mathematics from the Regional Order: Guidelines on the
Teacher’s Guide Pages
Implementation of MELC PIVOT 4A Budget of Work (BOW) in all Learning Areas for Key
Stages 1-4

Learner’s Material
Pages
Textbook Pages
Additional Materials Mangali, G & Oliva, M. (2016). DIWA Senior High School Series: Earth and Life Science.
from Learning Makati City: DIWA Learning Systems, Inc., pp 48
Resources
https://www.teachengineering.org/activities/view/cub_rock_lesson01_activity1
https://www.ck12.org/earth-science/Geological-Stresses/lesson/Geological-Stresses-HS-
ES/
https://www.teachengineering.org/lessons/view/cub_rock_lesson01
Activity 1: Rock Solid Worksheet -
https://www.teachengineering.org/content/cub_/lessons/cub_rock/cub_rock_lesson01_wor
ksheet.pdf
Activity 3: Soapy Stress Worksheet -
https://www.teachengineering.org/content/cub_/activities/cub_rock/cub_rock_lesson01_ac

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Department of Education
Region IV -A CALABARZON
SCHOOLS DIVISION OF LIPA CITY
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tivity1_worksheet.pdf
B. List of Learning
Resources for
PowerPoint Presentation, synchronous meeting through Google Meet
Development and
Engagement Activities
IV. PROCEDURES
After going through this module for Rock Behavior under Different Types of Stress
students should be able to:
 describe stress as it relates to materials, such as rocks
 identify and distinguish between the three types of stress
Pre-Lesson Assessment
Brainstorming: Have an open discussion with anyone as they answer the following
questions:
1.Of what material(s) is the Earth’s crust made? (Possible answers: Rocks, dirt)
2.How do rocks break in nature? (Possible answers: pressure, running water, freezing
water, plant roots, weathering, rocks falling on rocks, actions of people)
3.How would the breaking of large rock affect people? (Possible answers: earthquake,
structure falling, tunnel or foundation collapsing, volcanoes, rockslides)
Introduction
Introduction
We see rocks outside every day, in both landscaping and nature. In fact, the entire earth is
basically one gigantic rock! The earth's crust is entirely made of solid rocks, so there are
huge rocks in the ground covering the entire planet! We cannot see many of these rocks.
Sometimes dirt covers them and we must dig very deep to find them, but huge rocks cover
the entire earth's crust, even under the oceans. That means that all of our buildings, all of
our bridges, all of our roads, and even your home, are sitting on rock.
What might happen if some of these huge rocks broke? What types of natural disasters
might be caused? What would happen to the bridge or skyscraper resting upon one of
those massive rocks? These are questions that geotechnical engineers think about when
determining locations to place structures. Geotechnical engineers understand what
causes rocks to break. They know how to identify different types of rocks, and determine if
a certain rock is likely to break. They work with structural engineers to plan the best way to
build structures in different rock conditions.
1.

Development Discussion
Stress is the force applied to an object. In geology, stress is the force per unit area that is
placed on a rock. Four types of stresses act on materials.

 A deeply buried rock is pushed down by the weight of all the material above it. Since
the rock cannot move, it cannot deform. This is called confining stress.
 Compression squeezes rocks together, causing rocks to fold or fracture (break).
Compression is the most common stress at convergent plate boundaries.
 Rocks that are pulled apart are under tension. Rocks under tension lengthen or break
apart. Tension is the major type of stress at divergent plate boundaries.
 When forces are parallel but moving in opposite directions, the stress is called shear.
Shear stress is the most common stress at transform plate boundaries.

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When pressure is applied to an area, such as a rock, it is called stress. If you press your
hands together, you can feel the forces of stress. In nature, stress can cause rocks to
break, and one way that stress occurs is by the natural movements of the earth's crust
(remember that the earth's crust is basically floating on liquid magma, and so it moves
often).
Compressional stress is when a rock is pressed together into itself, like when crust
movements cause two rocks to squeeze another one between them. Another example is
when mountains are formed at a convergent boundary, like the Rocky Mountains. Press
your hands together again. You can feel that the inner parts of your hands are being
smashed by compressional stress from the muscles in your hands pushing inward.
Tensional stress is when a rock is pulled apart. For example, if a rock wedged itself into
the crack of another rock and
movement of the earth's crust
caused it to wedge even further
until the rock broke apart.
Another example is a divergent
boundary, like the Mid-Atlantic
Ridge, which is formed by two
tectonic plates pulling apart
from each other to allow lava to
flow upward. Use one of your
hands to pull a finger on your
other hand. You can feel the
tensional stress because your
hand is pulling your finger one
way, and your other hand is
attached to your finger, pulling
it the other way by holding it in place.
Shear stress is when a rock is pulled on one side but pushed on the other side. This can
happen if the crust movements on one side of a rock are opposite of those on the other
side of the rock. An example of this is the San Andreas Fault, which is on a transform
boundary, with the California plate moving southward and the Pacific Ocean plate moving
northward. Put your hands together again, but this time press upward with your right hand
and downward with your left hand. If you press hard, you should notice that the skin on
your right hand is being pulled down because of the forces from your left hand pulling
down, and the skin on your left hand is being pulled up because of your right hand. (It may
be easier to see the skin being pulled if you use an area on your body where the skin is
looser, such as your hand pressing upward against your arm or cheek.)
In addition to stress due to the movement of the earth's crust, stress can come from
weathering. Weathering is the breaking down of rocks into sediments (small bits of rock),
due to conditions in nature. There are many types of weathering:

 Physical weathering is when a physical action breaks the rock, such as the forces of
wind or water. A common example is the freeze/thaw action of water in rock cracks.
As the water freezes, it expands, causing stress (pressure) that breaks the rock.
(Note: If students ask what kind of stress this is, tell them that the process is

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Department of Education
Region IV -A CALABARZON
SCHOOLS DIVISION OF LIPA CITY
d

complicated and includes both tensional and compressional stress.)

 Chemical weathering is when the rock is chemically broken down. Some common
examples of this are rust forming on granite or acid rain breaking down limestone.
This type of weathering is not considered a type of stress because there is no
pressure on the rock (remember that stress is pressure applied to an area).
 Biological weathering is when living organisms break the rock. A typical example is
a tree root breaking a rock due to the stress caused by its pressure. (Note: If
students ask what kind of stress this is, tell them that the process is complicated and
includes both tensional and compressional stress.)
So, rocks in the earth are usually broken by either the stress from the movement of the
crust or the stress from weathering.
Activity 1: Rock Solid Worksheet
Answer the following questions.
1.What are the two ways that stress can be caused in nature?
2.What are the three types of stress?
3.What are the three types of weathering?
4.Which type of weathering is not a type of stress?
Activity 2: Drawing
Engagement
Have students draw a picture of each of the different types of stress. Ask them to draw
arrows that show which way the pressure is acting and identify each type of stress. Let
them explain each type of stress in their own words.
Activity 3: Soapy Stress
Do the simple experiment presented in
https://www.teachengineering.org/activities/view/cub_rock_lesson01_activity1 . Answer
the worksheet presented in the link given.
Journal
Answer the following questions with at least 5 sentences.
Assimilation
1.How would some of these stresses occur on a bigger scale in the natural world?
2.Why do geotechnical engineers need to understand stress in rocks?
V. REFLECTION
(Reflection on the type of formative
assessment used for this particular
lesson)

Prepared by: Noted by:

Ms. MA. GERALDINE A. PASIA Ms. MARIBEL T. LESCANO

Teacher I Principal II

Learning Area Earth and Life Science

Address: JP Laurel Highway, Brgy. Marawoy, Lipa City ISO 9001:2015

Telephone No.: (043) 757-5496/757 -5505/757-5526 Certificate No:
Email Address: deped.lipacity@deped.gov.ph SPC000505Q
 Republic of the Philippines
Department of Education
Region IV -A CALABARZON
SCHOOLS DIVISION OF LIPA CITY
d

Learning Delivery Modality Modular Distance Modality (Learners-Led Modality)

Lumbang Integrated
School Grade 11
LESSON National High School
EXEMPLAR Teacher Ms. Ma. Geraldine Pasia Learning Area Earth and Life Science
Teaching Date October 26 – 30, 2020 Quarter 1st Quarter
Date and Time No. of Days 2 Days
I. OBJECTIVES
The learners demonstrate understanding of the
A. Content Standards  three main categories of rocks
 origin and environment of formation of common mineral rocks
The learners shall be able to assess the possible geologic hazards that your community
B. Performance Standards may experience.

C. Most Essential
Learning Competencies At the end of this lesson, learners can explain how the movement of plates leads to the
(MELC) formation of folds and faults.
(if available, write the indicated 

MELC)
Earth Materials and Processes
II. CONTENT  Minerals and Rocks

III. LEARNING RESOURCES

A. References
Curriculum Guide for Earth and Life Science (p.3)
MELC for General Mathematics from the Regional Order: Guidelines on the
Teacher’s Guide Pages
Implementation of MELC PIVOT 4A Budget of Work (BOW) in all Learning Areas for Key
Stages 1-4
Learner’s Material Earth and Life Science module. Cainta Rizal. pp. 152-169
Pages
Textbook Pages
Additional Materials Mangali, G & Oliva, M. (2016). DIWA Senior High School Series: Earth and Life Science.
from Learning Makati City: DIWA Learning Systems, Inc., pp 53-56
Resources
B. List of Learning
Resources for
PowerPoint Presentation, synchronous meeting through Google Meet
Development and
Engagement Activities
IV. PROCEDURES
Introduction What I Need to Know
After going through this module for Movement of Plates and Formation of Folds and
Faults, students should be able to:
 identify the three types of plate movements from a short excerpt
 expound three types of plate movement based on plate tectonic theory
 define folding and faulting
What I Know
Students are then presented with a pre-assessment task that aims to check what they

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Telephone No.: (043) 757-5496/757 -5505/757-5526 Certificate No:
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 Republic of the Philippines
Department of Education
Region IV -A CALABARZON
SCHOOLS DIVISION OF LIPA CITY
d

already know about the lesson to take.

What’s In
Cross out the words which are not associated with plate tectonics. Then, put the
remaining words and write your understanding below the box.
What’s New
Read and analyze the excerpt. Identify the three indicated types of plate movements.
Illustrate it on the box provided in the module.
Development What is It
Transform Plate Boundary
It is also called as strike slip fault boundary, the plates slide past each other horizontally.
This is a type of boundary that cuts through California, the well-known San Andreas
Fault. The San Andreas fault zone, which is about 1300 km long and is tens of kilometer
wide, slices through two thirds of the length of California. Along with it, the Pacific Plate
has been for 10 million years, at an average rate of about 5cm/yr (Pavico and Faraon,
2007, 193).
Convergent Plate Boundary
The heavier oceanic crust sinks below the lighter continental crust. It happens along
convergent boundaries where plates are moving toward each other and sometimes one
plate sink under another (subduction). Marianas Trench marks where the fast moving
Pacific Plate converges against the slower moving Philippine Plate. This boundary is
often sits of major volcanoes such as Mount Fuji in Japan. In a collision of two pieces of
oceanic crust, the result is a chain of volcanic islands, of which Indonesia is a prime
example. Where oceanic crust collides with a plate carrying continent, the result is a
chain of volcanoes on the continent such as the Cascade of volcanic chain in Pacific
Northwest of the US and the Andes Mountains of South America. When two continental
crusts collide, the result is a range of mountains such as Himalayan Mountain yr (Pavico
and Faraon, 2007, 193-194).
Divergent Plate Boundary
Divergent Plate Boundaries are boundaries where the earth’s tectonic plates are moving
apart. For most part, these boundaries are located on the ocean floors, where they form
a continuous chain of volcanic mountains and rift called mid-ocean ridges that extend
throughout the earth’s oceans. Mid-Atlantic Ridge is good example which runs down the
middle of the Atlantic Ocean. As the plates move apart, magma wells up to fill the space
between them, and this is why divergent plate boundaries are the sites of volcanic
activity. It is also a set where the earth’s crust is growing (Pavico and Faraon, 2007,
194).
Folding
Geological folding is a type of Earth movement resulting from the compression of rock
strata (or rock layers). Bending, curving, crumpling or buckling of rocks into folds is
usually visible on rock strata. An example of a landform created as a result of folding is
the Himalayan mountains. Folding can also happen in oceans and seas. The
compressional forces are strong enough to move ocean sediments to higher or lower
elevations of folds. The area on higher elevations may eventually form land when solid
particles build up on sea beds. The area on lower elevations maybe filled with water

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SCHOOLS DIVISION OF LIPA CITY
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form rivers and streams, thus forming a new type of body of water.
Faulting
Geological faulting is another type of Earth movement that forms cracks or fractures in
rocks. These cracks are called fault lines. Similar to the case of folding, faulting is
caused by internal forces from Earth that displaces blocks of rock. Mountains are not
just formed from folding. Faulting can cause form mountains and valleys. Mountains
formed from faulting have sharp peaks. They are called “block mountains”. The
formation of a block mountain is caused by low temperatures, making rock brittle. So
instead of folding, rock break into large chunks. Valleys are formed from this
displacement of rocks. Valleys are narrow depressions bounded by parallel faults.
What is It
Complete the diagram below by filling in the blank boxes with the corresponding
terms/phrases.
What’s More
Activity A: Crossword Puzzle - Fill out the crossword puzzle with the correct terms using
the given clues.
Activity C: Plate Boundaries – Re-arrange the content of the table presented in the module
to determine the three types of plate boundaries (convergent, divergent and transform).
Engagement Activity D: Read! Ask! Respond! - Read and Analyze the diagram below. Take note of
some important details which will be used in next activities or questions.
What I Have Learned
From the word pool given below, identify the term being described in the following
statements.

Assessment
Answer the assessment to evaluate the level of mastery of the learning competency
identified. Refer to the key if necessary.
Assimilation What’s More
Activity B: My Understanding of Plate Movement – Complete the paragraph presented in
the module (Faults, folding, ridges, mountains, valleys and volcanic arc are formed when
the plates move because…)
What I Can Do
Answer the following questions:
1.“Everything happens for a reason.” How will I relate the given quotation to the
lesson?
2.In your area, what natural scenery do you think is a result of colliding plates?
3.How will you justify that plate tectonics or movement of plate boundaries is also
beneficial to us?
Additional Activity
Conduct a short interview with one or two of your family members. Ask them about how

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Department of Education
Region IV -A CALABARZON
SCHOOLS DIVISION OF LIPA CITY
d

they think the mountain, valley, ridges and volcanoes are formed. List all their responses.
Afterwards, inform them on how those formations formed based on what you have learned
from the lesson.
Based on the results of your interview, make a wide dissemination on how different
landforms were created based on what you have learned into this module. You have two
options to do it (flyers or vlog which will be posted on your social media account).

V. REFLECTION
(Reflection on the type of formative
assessment used for this particular
lesson)

Prepared by: Noted by:

Ms. MA. GERALDINE A. PASIA Ms. MARIBEL T. LESCANO

Teacher I Principal II

Address: JP Laurel Highway, Brgy. Marawoy, Lipa City ISO 9001:2015

Telephone No.: (043) 757-5496/757 -5505/757-5526 Certificate No:
Email Address: deped.lipacity@deped.gov.ph SPC000505Q