School: Misamis Occidental National High Grade Level: 11

School
Teacher: JOJEBELLE KATE I. CABANLET Learning Area: Earth & Life
Science
Teaching Date: September 21, 2023 Quarter: 1
GRADE 11
DAILY Section: HE 2 Total Number of 26
LESSON Students:
PLAN Time: 10:00-11:00 AM Observation No: 1
Room 203

1. OBJECTIVES
A. Content Standard The learners demonstrate understanding of:
1. the three main categories of rocks
the origin and environment of formation of common minerals and rocks
B. Performance The learners should be able to conduct a survey to assess the possible
Standards geologic/hydrometeorological hazards that your community may experience.
C. Learning Compare and contrast the formation of the different types of igneous rocks.
Competencies / (S11/12ES-lc-18)
Objectives (Write
the LC Code)
2. CONTENT Formation of the different types of igneous rocks
3. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learners’
Materials pages
3. Textbook pages
4. Additional Earth and Life Science
Materials from Quarter 1- Module 9: Igneous Rocks: How they are formed?
Learning Department of Education –Region IV-A CALABARZON
Resources
Portals
B. Other Learning Sia, S. et al.,Earth and Life Science. Sibs Publishing House Inc.2016.pp40-42.
Resources https://www.starbooks.ph/display_k12_courses/99
http://peter-mulroy.squarespace.com/how-do-we-classifiy-igneous-rocks/
http://geology.com/rocks/igneous-rocks.shtml
4. PROCEDURES Indicators
 Prayer Indicator #5:
 Checking of attendance through the class seatplan Established safe and secure
learning environments to
 Reminding of the strict observance of classroom house enhance learning through
rules such as: the consistent
o Listening when somebody is talking implementation of policies,
Preliminary Activities o Raising of hand when answering guidelines and procedures.
Indicator # 6:
o Showing respect at all time Maintained learning
o Give others the chance to talk environments that
o Keeping the cellphones inside the bag at all times promote fairness, respect
and care to encourage
learning.
A. Reviewing Activity # 1: Rock Examination! Indicator# 3
The teacher will divide the class into 6 groups. Each group will Applied a range of taching
previous lesson strategies to develop
or presenting be given a rock sample for them to examine for 1 minute. critical and creative
the new lesson After examining the rock sample, the group will answer the thinking , aswell as other
following questions: higher-order thinking skills.
 What type of rock did you examined? Igneous Rocks Indicator #5:
Established safe and secure
 How are they formed? Cooling and solidification of learning environments to
magma or lava enhance learning through
 Describe each rock in one or two words the consistent
Possible Answers: large crystals, black spots, smooth, implementation of policies,
with holes, rough guidelines and procedures.
  Compare the rock sample with the other group Indicator # 6:
Possible answers: Maintained learning
environments that
o with crystals while the other don’t have promote fairness, respect
o smooth while the other is rough and care to encourage
o presence of holes while the other don’t have learning.
The teacher will remind each student to strictly observe the classroom rules
while doing the activity.
The teacher will relay the learning competency for the day Indicator # 1:
Applied knowledge of
 Today, we will compare and contrast the formation of
content within and across
the different types of igneous rocks. curriculum teaching areas.
 It is important to compare and contrast the formation of
the different types of igneous rocks so that we will be
able to determine their differences and their similarities
during their formation. Some of you might think that all
rocks are just the same , however if we study it
thoroughly, you will be surprised that they are different
B. Establishing a in terms of their formation , physical and chemical
purpose for the characteristics.
lesson  How can we relate this lesson to your strand as Home
Economics students? Though as an HE student you are
not dealing with rocks but you will be dealing with
variety of dishes which you think are just the same but
you will be surprised that processes and procedures in
making them makes them different.
 At the end of our lesson, the students will be able to
compare and contrast the formation of the different
types of igneous rocks by making a Venn diagram.

C. Presenting In order for us to compare and contrast the formation of the

examples/ different types of igneous rocks, we must examine their
instances of the physical properties and unique characteristics. Igneous rocks
new lesson are formed from magma/lava but they appear different from
one another. The differences between igneous rocks are
based on their environment of formation, cooling time,
crystal formation and texture.
D. Discussing new Activity # 2 Active Learning
concepts and
practicing new The teacher distributes handouts/reading materials about Indicator # 2:
skills #1 “Igneous Rocks: How they are formed?” (Module 9) Used a range of teaching
strategies that enhance
Based on their readings, the learners are made to answer the learner achievement in
E. Discussing literacy and numeracy
concepts and following questions: skills.
practicing new Indicator# 3
skills #2 1. Where are igneous rocks commonly form? -- they Applied a range of taching
can form either inside the Earth or on the Earth's strategies to develop
critical and creative
surface.
thinking , aswell as other
2. How do each type of igneous rocks differ from higher-order thinking skills.
each other? – they differe in the origin, process of Indicator # 4:
Displayed proficient use of
formation, color, size of grains, crystal formation
Mother Tongue, Filipino,
3. What are the two types of igneous rocks? – and English to facilitate
Intrusive and Extrusive igneous rocks teaching and learning.
Indicator #5:
Established safe and secure
The teacher models how to compare and contrast the learning environments to
formation of the different types of igneous rocks using the enhance learning through
tabular format. the consistent
implementation of policies,
guidelines and procedures.
I do:
Indicator # 6:
Maintained learning
The teacher says: The igneous rocks are differentiated based environments that
on their: promote fairness, respect
and care to encourage
learning.
ORIGIN
INTRUSIVE IGNEOUS ROCKS
 ooriginated from magma that cooled down
and solidify
EXTRUSIVE IGNEOUS ROCKS
o originated from lava that cooled down and
solidify

ENVIRONMENT OF FORMATION

THE ENVIRONMENT OF FORMATION REFERS TO WHERE A

ROCK FORMS. Since igneous rocks form from magma or
lava, they can form either inside the Earth or on the Earth's
surface.

INTRUSIVE IGNEOUS ROCKS

 Form from magma cooling and hardening deep underground
 Also called plutonic igneous rocks
 Found in the volcanic region
EXTRUSIVE IGNEOUS ROCKS
 Form from lava cooling and hardening on earth's surface
 Also called volcanic igneous rocks
 Found in the volcanic region

The environment of formation is important

because it effects how long the rock takes to cool
and harden.

COOLING TIME
Intrusive Igneous Rocks
 Cool slowly
 The crusts acts like a blanket, insulating it, keeping it
warm longer
Extrusive Igneous Rocks
 Cool rapidly—because it is exposed to air and water

The teacher will relate the cooling time like making a caramelized sugar.
Indicator # 1:
CRYSTAL FORMATION Applied knowledge of
content within and across
Intrusive Igneous Rocks curriculum teaching areas.
 Large crystals that can be seen with the naked eye –
because the magma cools slowly, crystals of different
minerals have time to grow. The molecules in the
magma have time to arrange themselves into crystal
formations before the magma hardens.
Extrusive Igneous Rocks
 Very small crystals or lack crystal structure
(considered volcanic glass) – do not have time to
arrange themselves to form large crystals

TEXTURE
 In geology , is used to describe how the rock looks –
over all appearance of the rocks
 Grain size refers to the size of the individual mineral
crystals.

Intrusive Igneous Rocks

 Coarse-grained or phaneritic
 Extrusive Igneous Rocks
 Fine-grained or aphanitic
 Vesicular—trapped bubbles of gas called visicles

We Do: (The teacher together with the students will…)

Compare and contrast the formation of igneous rocks based
on the following in tabular format:
o Origin
o Environment Formation
o Cooling Time
o Crystal Formation
o Texture

You do: ( Call student to answer)

Compare and contrast the formation of igneous rocks based

on the following:
 Origin
 Environment Formation
 Cooling Time
 Crystal Formation
 Texture

The teacher will remediate immediately after the activity if needed.

F. Developing Activity # 3 Intrusive , Extrusive on a Table! Indicator #5:
Dyad activity Established safe and secure
mastery learning environments to
(Leads to enhance learning through
Formative Directions: Compare and contrast the formation of the the consistent
Assessment 3) different types of igneous rocks using the table below implementation of policies,
guidelines and procedures.
Indicator # 6:
Maintained learning
Point of Comparison Intrusive Extrusive
environments that
Environment of formation promote fairness, respect
Cooling time and care to encourage
Crystal Formation learning.
Texture
The teacher will remind each student to strictly observe the classroom rules
while doing the activity. Remediate immediately after if needed.
G. Finding Activity # 4 Reflecting Time! Indicator # 1:
Applied knowledge of
practical content within and across
applications of The concept on comparing and contrasting the formation of curriculum teaching areas.
concepts and the different types of igneous rocks help us realized that Indicator# 3
skills in daily every single thing (even a single rock) is unique. Everything Applied a range of taching
has its differences. strategies to develop
living critical and creative
How can we apply the concept in our daily life activities? Or in thinking , aswell as other
your chosen strand? higher-order thinking skills

H. Making Activity # 5 SUMMING IT UP!

Indicator# 3
generalizations Applied a range of taching
and abstractions The teacher will ask the 2-3 students to summarize the lesson. strategies to develop
about the lesson The differences between igneous rocks are based on critical and creative
their origin, environment of formation, cooling time, crystal thinking , aswell as other
formation and texture. higher-order thinking skills
Intrusive Igneous Rocks Indicator #5:
 Form from magma cooling and hardening deep Established safe and secure
underground learning environments to
 Cool slowly enhance learning through
 Have large crystals the consistent
implementation of policies,
 Coarse-grained or phaneritic texture guidelines and procedures.
Extrusive Igneous Rocks Indicator # 6:
 Form from lava cooling and hardening on earth's Maintained learning
surface environments that
promote fairness, respect
 Cool rapidly and care to encourage
 Small crystal/lack crystal structure learning.
  Volcanic glass
 Fine-grained or aphanitic
 Vesicular

I. Evaluating Activity # 6 Venn Diagram Indicator# 3

Individual Activity Applied a range of taching
learning strategies to develop
critical and creative
Directions: Compare and contrast the formation of the thinking , aswell as other
different types of igneous rocks basing on its origin, higher-order thinking skills
location(environment of formation), cooling time , crystal
formation and texture using the venn diagram.
Intrusive Extrusive

J. Additional Activity # 7 Apply It! Remediate! Enhanced It! Indicator # 6:

Maintained learning
activities for environments that
application or REMEDIATION ACTIVITY promote fairness, respect
remediation/ Directions: Choose 2 among the 5 point of comparison and and care to encourage
enhancement compare and contrast the formation of the different types of learning.
igneous rocks.

Enhancement Activity
Directions: Go outside and collect 3 pieces of rock. Observe
their color, shape and texture and other physical
characteristics. You may crack the rock to observe them
clearly. Then, record your data in the table below.
Rocks ( Drawing) Type of igneous Rock and
its Characteristics

5. REMARKS
6.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 it work?
F. What difficulties did I
encounter which my
 principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
used/discover which I
wish to share with other
learners?

Prepared by: Checked by:

Jojebelle Kate I. Cabanlet Nessie Elizabeth A. Buac

Teacher - II Assistant School Principal
II