GRADE 1 to 12 School BAGUMBAYAN NATIONAL HIGH SCHOOL Grade Level GRADE 10

DAILY LESSON Teacher ANALYN Q. CLAVEL Learning Area EARTH AND SPACE
LOG Teaching Dates and JULY 24-28, 2017 Quarter FIRST
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES 1. Find clues to solve a problem.

2. Recognize how the Continental Drift Theory is developed.
3.Tell the possible direction of motion of the continents as they drifted away.
4.Draw fossils of plants and animals as evidences found in the present continents that will help solve the puzzle in the fitting of the drifted continents.
5.Reconstruct and describe Pangaea.
6.Predict what will happen to the world as the continents continuously move.

A. Content Standard The Learner demonstrates understanding of the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges.

B. Performance The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions
Standard
C. Learning Describe the possible Describe the possible Describe the possible Describe the possible
Competency/ causes of plate movement causes of plate movement causes of plate movement causes of plate movement
Objectives and enumerate the lines of and enumerate the lines of and enumerate the lines of and enumerate the lines of
Write the LC code for evidence that support evidence that support plate evidence that support plate evidence that support plate
each. plate movement. movement. movement. movement.
S9ES -Ia-j-36.6 S9ES -Ia-j-36.6 S9ES -Ia-j-36.6 S9ES -Ia-j-36.6

II. CONTEN Continental Drift Theory Continental Drift Theory Continental Drift Theory Continental Drift Theory
T Evidences of Continental Evidences of Continental
Drift Theory Drift Theory
III. LEARNING
RESOURCE
S
A. References

1. Teacher’s p. 12 p. 12 Pp. 15-16 Pp. 15-16

Guide pages
2. Learner’s pp. 18-22 pp. 18-22 Pp. 23-25 Pp. 23-25
Materials
pages
 3. Textbook Science and Technology
pages 1:General Textbook for
First year.Lilia Rabago
4. Additional Textbook for first year
Materials from Villamil, Aurora M
Learning pp. 172-174
Resource
(LR)portal
B. Other Learning https://www.youtube.com/
Resource watch continental drift
theory
IV. PROCED
URES
A. Reviewing previous You may start the lesson
lesson or by asking question such
presenting the new as:
lesson 1.Have you had the
chance to go to a
mountain, stand on its
peak and look at the
beauty that it offers?
2.Do you think it looks
exactly the same before?
Perhaps you would think
that it might be different-
all plain, no plateaus, no
mountains.If it wasn’t the
same 10 years ago,how
much different is it 10
million years ago, 100
million years ago?
B. Establishing a Introduce the lesson by
purpose for the linking the concept of the
lesson Earth’s interior structure
with its interior processes,
and then the effects of
these processes.
The teacher may ask this
question: “ Is the Earth’s
interior processes related
Science and Technology
1:General Textbook for First
year.Lilia Rabago
Textbook for first year
Villamil, Aurora M.
pp. 172-174
https://www.youtube.com/wa
tch continental drift theory
You may start the lesson by
asking question such as:
3.Have you had the chance
to go to a mountain, stand
on its peak and look at the
beauty that it offers?
4.Do you think it looks
exactly the same before?
Perhaps you would think
that it might be different- all
plain, no plateaus, no
mountains.If it wasn’t the
same 10 years ago,how
much different is it 10 million
years ago, 100 million years
ago?
Introduce the lesson by
linking the concept of the
Earth’s interior structure with
its interior processes, and
then the effects of these
processes.
The teacher may ask this
question: “ Is the Earth’s
interior processes related
Science and Technology
1:General Textbook for First
year.Lilia Rabago
Textbook for first year
Villamil, Aurora M.
pp. 172-174
https://www.youtube.com/wa
tch continental drift theory
Recall from the previous
activity, you have learned
that Africa fits South
America. Rock formation in
Africa line up with that in
South America as if it was a
long mountain range.How
come these rock layers in
different continents line up
together with layers that
exactly matched?
What do we know about the
continents we have today?
Science and Technology
1:General Textbook for First
year.Lilia Rabago
Textbook for first year
Villamil, Aurora M.
pp. 172-174
https://www.youtube.com/wa
tch continental drift theory
Recall from the previous
activity, you have learned
that Africa fits South
America. Rock formation in
Africa line up with that in
South America as if it was a
long mountain range.How
come these rock layers in
different continents line up
together with layers that
exactly matched?
 with the structure of the with the structure of the
Earth’s surface? Elicit Earth’s surface? Elicit
responses from the responses from the
students. students.
C. Presenting Let them describe what Let them describe what Activity 4 Drifted Activity 4 Drifted
examples/Instance they see in the picture. they see in the picture. Supercontinent Supercontinent
s of the new lesson Perform Activity 4: Drifted Continuation of the activity
Supercontinent Perform Activity 4: Drifted
Students will be able to Supercontinent
create Alfred Wegener’s Students will be able to
Supercontinent by coloring, create Alfred Wegener’s
cutting out, and gluing the Supercontinent by coloring,
land masses together. cutting out, and gluing the
land masses together.
D. Discussing new Activity 3: Let’s Fit it!
concepts and Let student form into 5
practicing new groups.
skills # 1 Perform Activity 3 : Let’s
Fit it!( LM pp.18-22)
E. Discussing new Presentation of the groups
concepts and output
practicing new Have representatives from
skills # 2 each group report the
group’s result.
Students will explain their
answers to the questions.
Activity 3: Let’s Fit it!
Let student form into 5
groups.
Perform Activity 3 : Let’s Fit
it!( LM pp.18-22)
Presentation of the groups
output
Have representatives from
each group report the
group’s result.
Students will explain their
answers to the questions.
Students will be able to write
a paragraph stating
Wegener’s hypothesis and
evidence to support his
hyphothesis.
Let the students answer the
given guide questions.
Q13.What do the
Glossopteris fossils tell us
about the early positions
of the continents?
Q14. If Glossopteris
fossils were found in
Antarctica, what was the
climate of the continent
before?
Q15. If the climate and
the position of the place
are relative to each other,
where then was the
initial location of
Antarctica 250 million
years ago?
Q16. What does the
presence of Mesosaurus
fossils tell us about the
initial location and
positioning of S. America,
Africa and Antarctica?
Q17. What clues are
useful in reconstructing
Pangaea?
Q18. Which continent/s
do you think were
neighbors before?
Q19. Is there a possibility
that the current location
of a continent would be
different 100 years from
Students will be able to write
a paragraph stating
Wegener’s hypothesis and
evidence to support his
hyphothesis.
Let the students answer the
given guide questions.
Q13.What do the
Glossopteris fossils tell us
about the early positions
of the continents?
Q14. If Glossopteris
fossils were found in
Antarctica, what was the
climate of the continent
before?
Q15. If the climate and
the position of the place
are relative to each other,
where then was the
initial location of
Antarctica 250 million
years ago?
Q16. What does the
presence of Mesosaurus
fossils tell us about the
initial location and
positioning of S. America,
Africa and Antarctica?
Q17. What clues are
useful in reconstructing
Pangaea?
Q18. Which continent/s
do you think were
neighbors before?
Q19. Is there a possibility
that the current location
of a continent would be
different 100 years from
 now?
Q20. Where do you think
was the Philippines
located during the time
that the Pangaea existed?
now?
Q20. Where do you think
was the Philippines
located during the time
that the Pangaea existed?

F. Developing Discuss with them the
mastery answer to guide questions
(leads to Formative
Assessment 3)
G. Finding practical These smaller
application of supercontinents broke into
concepts and skills the continents and these
in daily living continents separated and
drifted apart since then.Is
this idea somehow true? If
you lived during
Wegener’s time, will you
believe him?
H. Making Summing - Up
generalizations and
abstractions about The teacher will call one
the lesson student to recap all the
concepts they have
learned in the preceding
activity.
Discuss with them the
answer to guide questions
These smaller
supercontinents broke into
the continents and these
continents separated and
drifted apart since then.Is
this idea somehow true? If
you lived during Wegener’s
time, will you believe him?
Summing - Up
The teacher will call one
student to recap all the
concepts they have learned
in the preceding activity.
Discuss with them the Discuss with them the
answer to guide questions answer to guide questions
Predict what will happen to Predict what will happen to
the world as the continents the world as the continents
continuously move. continuously move.
 Alfred Wegener’s  Alfred Wegener’s
theory was theory was
supported by the supported by the
following following
evidences: evidences:
 the distribution  the distribution
of fossils in of fossils in
different different
continents continents
 rock features  rock features
 coal deposits;  coal deposits;
and and
I. Evaluating learning Explain how the Explain how the continental Student will be scored using Student will be scored using
continental drift theory drift theory developed? a rubric:Wegener’s Puzzling a rubric:Wegener’s Puzzling
developed? Evidence Handout Activity: Evidence Handout Activity:

Correctly colored(2 pts.) Correctly colored(2 pts.)

Neatly cut and pasted into Neatly cut and pasted into
correct position( 2 pts.) correct position( 2 pts.)
Correct formation of a Correct formation of a
supercontinent and supercontinent and
labeled(2 pts.) labeled(2 pts.)
J. Additional activities Let the students illustrate Let the students illustrate Explain how mountain Explain how mountain
for application or How the Continental Drift How the Continental Drift chains provided evidence for chains provided evidence for
remediation Theory developed Theory developed the existence of the existence of
Pangaea.Explain why india Pangaea.Explain why india
has evidence of glaciers that has evidence of glaciers that
are more than 240 million are more than 240 million
years old even though it is years old even though it is
located on the equator. located on the equator.
V. REMARK
S
VI. REFLEC
TION Lesson on Wegener’s continental drift ran smoothly. Students worked in a think-pair- share and independently worked on their activity.After the think-pair-
share I checked for understanding by having students answer the questions as a class. Students generally agreed on the answer.This showed that
learning occur.
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
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 these work?
F. What difficulties did
I encounter which
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?