Lesson Plan in Earth and Life Science

(Earth Science Lesson 8: Exogenic Processes)

Date: ________________

I. OBJECTIVES
1. Describe how rocks undergo weathering (S11/12ES-Ib-11)
II. SUBJECT MATTER
A. Topics: Exogenic Processes
B. Reference: Earth and Life Science TG pp. 65-69
C. Materials: TG, Audio-Video Facilities, video clips, printed images
III. PROCEDURE
A. INTRODUCTION (2 min)
1. Introduce the list of key terms that learners will encounter.
a. Weathering
b. Mechanical weathering
c. Abrasion
d. Chemical weathering
e. Hydrolysis
f. Carbonation
g. Oxidation
h. Frost wedging
3. Copy the key terms on the board. Have the students write the definitions in their own
words.
B. MOTIVATION (3 min)
Show students a sample of a large rock. Ask the students, "Can you name any natural
cause or process that could possibly break the rock into smaller pieces?" An alternative
question that could also invoke their prior knowledge of the early Earth would be: “If the
early Earth’s crust was mainly composed of rocks, why do we have layers of soil on the
surface now? Where did these soils came from?” Write their responses on the board and
briefly discuss with the class.
Tip:
Students’ answers may vary. Some typical answers may be water, wind, physical impact,
waves, temperature changes, etc.

C. INSTRUCTION /DELIVERY/PRACTICE (30 MINS)

Give a demonstration/lecture/simulation
Lecture proper
1. Define weathering and name the two main categories of weathering processes
(physical and chemical).
2. Describe how rocks disintegrate through weathering processes. Explain that
weathering usually occurs in situ (in place).
3. Discuss the processes by which mechanical weathering takes place. To demonstrate
physical weathering, place an effervescent antacid tablet on the table and break or crush
it with a spoon. Explain to students that this shows physical weathering as the tablet is
broken into smaller pieces without altering its composition. Another example is tearing
a piece of paper. Discuss the following processes that lead to the mechanical
disintegration of rocks:
 a. Frost wedging- when water gets inside the joints, alternate freezing and thawing
episodes pry the rock apart.
b. Salt crystal growth- force exerted by salt crystal that formed as water evaporates
from pore spaces or cracks in rocks can cause the rock to fall apart
c. Abrasion – wearing away of rocks by constant collision of loose particles
d. Biological activity – plants and animals as agents of mechanical weathering
3. Describe the processes that contribute to chemical weathering.
Activity 1: Simulation on chemical weathering
4. Discuss the following major processes of chemical weathering:
a. Dissolution – dissociation of molecules into ions; common example includes
dissolution of calcite and salt
b. Oxidation- reaction between minerals and oxygen dissolved in water
c. Hydrolysis- change in the composition of minerals when they react with water
5. Enumerate and discuss the factors that affect the type, extent, and rate at which
weathering takes place:
a. Climate – areas that are cold and dry tend to have slow rates of chemical weathering
and weathering is mostly physical; chemical weathering is most active in areas with
high temperature and rainfall
b. Rock type – the minerals that constitute rocks have different susceptibilities to
weathering. Those that are most stable to surface conditions will be the most resistant
to weathering. Thus, olivine for example which crystallizes at high temperature
conditions will weather first than quartz which crystallizes at lower temperature
conditions.
c. Rock structure- rate of weathering is affected by the presence of joints, folds, faults,
bedding planes through which agents of weathering enter a rock mass. Highly-
jointed/fractured rocks disintegrate faster than a solid mass of rock of the same
dimension
d. Topography- weathering occurs more quickly on a steep slope than on a gentle one
e. Time- length of exposure to agents of weather determines the degree of weathering
of a rock

Possible answers to discussion questions:

a. Broken tablet in hot water exhibited fastest reaction rates whereas whole tablet in room
temperature water showed slowest dissolution times.
b. The larger the surface area the faster reaction will proceed. In nature, smaller rocks weather
faster than large rocks. Cracked and pitted surfaces will weather faster than smooth surfaces
(refer to Fig. 1 for an illustrated guide).
c. Breaking or crushing the tablet exposes more surface area. As mechanical weathering breaks
rocks into smaller pieces, more surface area is exposed which renders the rock more
susceptible to attack by agents of chemical weathering. Chemical weathering can speed up
physical disintegration by weakening the bonds between grains, loosening them to fall out
physically. Placing a few drops of water on the tablet would soften it making
breaking/crushing a lot easier.
d. Faster dissolution times in hot water. Chemical weathering proceeds more rapidly in higher
temperature.
 E. ENRICHMENT (15 min)
Break Me Down
1. Divide the class into 10 small groups of 3-5 students. Each group will need the following
set of materials: antacid tablets, 2 clear cups, and stopwatch.
2. Put equal volume of equal temperature water into 2 cups.
3. Drop one whole antacid tablet into one of the cups. Record your observation and the
time from when the tablet is added until it is completely dissolved and no traces of the
tablet is visible.
4. Break one tablet into smaller pieces by putting pressure on it and drop into the other cup.
Record your observation and dissolution time of the tablet.
5. Wash the cups making sure there are no pieces of antacid tablet left.
6. Repeat steps 3 to 5 but this time use hot water.
7. Fill the table with dissolution times (in seconds) they have recorded.

8. Ask the students to answer the following questions. Discuss answers with the class.
a. In which setup did the reaction occur most rapidly? In which setup did it occur most
slowly?
b. What is the relationship between particle size and speed it takes for the tablet to
dissolve? How does this relationship apply to weathering in nature?
c. In the activity you have just finished, how does mechanical weathering contribute to
chemical weathering? How can you demonstrate the fact that chemical weathering
can hasten mechanical weathering?
d. Compare dissolution times in room temperature water and hot water. What is the
relationship between temperature and weathering rate?

IV. EVALUATION (10 min)

Ask the students to get together in pairs and answer the following questions. Have 2 or 3 pairs discuss
their answers in front of the class.
1. List some everyday examples of weathering. Identify and explain whether these everyday
occurrences show physical or chemical weathering. (Possible answers: Paint on walls gradually
deteriorating, tree roots breaking concrete or rock, bleach removing stains on clothes, rust on a car,
barely legible inscriptions in marble monuments, etc.)
2. During your recent visit to the cemetery, you noticed the inscriptions on some headstones have
become barely legible whereas inscriptions on others are sharp and clear. Cite three possible
factors that contributed to the present state of the headstone inscriptions. (Possible answer:
Possible factors which influenced the amount of weathering the tombstones have been subjected
to:
a. Age or length of time the tombstone has been exposed to weathering agents,
b. Type of material, marble being more susceptible to dissolution than granite,
c. Exposure to weathering agents, some tombstones are shaded by trees or have roof above them)

Earth Materials and Processes

2.3 (Test) Geologic Processes on Earth’s Surface
1. Which of the following is not a type of B. biological
weathering? C. chemical
A. superficial D. mechanical
2. It is the process of breaking rocks into B. Rock materials are changed into other
smaller pieces called sediments. substances with physical and chemical
A. climate change compositions.
B. crushing C. Agents of chemical weathering include
C. leaching living things such as insects and roots of
D. weathering the trees.
3. This type of erosion happens when light D. One example of chemical weathering
materials, such as small rocks and pebbles, include feldspar hydrolyzed by
are carried by the wind to different places. rainwater.
A. water erosion 7. Which of the following human activities
B. wind erosion helps reduce the effect of soil erosion?
C. glacial erosion A. crop rotation method
D. soil erosion B. overgrazing of animals
4. Which of the following is NOT the agent of C. converting forests to farms
D. kaingin system
erosion?
8. What is the role of water in chemical
A. wind
weathering of rocks?
B. water
A. It hydrates and breaks the minerals on
C. glaciers
the rocks.
D. acid
B. It washes out the dirt on rocks.
5. What are the disadvantages of soil erosion?
C. It fertilizes the soil.
I. It washes out the topsoil and leaves it D. It combines with metals in the minerals
infertile. of rocks to form oxides.
II. It cleans the soil. 9. Which of the following human activities
III. It carries small rocks to different places. reduces the quality of the top soil?
IV. It is associated to floods. A. kaingin system
A. I and IV B. crop rotation method
B. II and III C. planting more trees
C. II and IV D. leaving the soil as it is
D. III and IV 10. Which of the following is not an example of
6. Which of the following is not true about areas where the sediments are deposited?
chemical weathering? A. abyssal zone
A. Agents of chemical weathering include B. caves
water, strong acids, and oxygen. C. mountains
A. deltas

Prepared by: _____________________________

T-

Checked by: __________________________

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Date: