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TEACHER Mrs. Helen Grace L.

Cabalag GRADE LEVEL Ten (10)


LEARNING AREA Science UNIT I Earth and Space
QUARTER First MODULE 2 The Earths Interior
DAILY DATE July 17, 2017-Monday DATE July 18, 2017-Tues
LESSON
SECTIONS Fibonacci, Pascal, Newton, SECTIONS Gauss
LOG
Napier

I. OBJECTIVES
The learners demonstrate an understanding of:
A. Content Standards the relationship among the locations of volcanoes, earthquake epicenters, and
mountain ranges.
The learners shall be able to:
1. Demonstrate ways to ensure disaster preparedness during earthquakes,
B. Performance Standards tsunamis and volcanic eruptions;
2. Suggest ways by which he/she can contribute to government efforts in
reducing damage due to earthquakes, tsunamis and volcanic eruptions.
S9ES Ia-j- 36.5
Describe the possible causes of plate movement.
C. Learning Competencies/
Specifically:
Objectives LC code for each
1. Create a puzzling continent that is based from Wegeners evidence on rock
and mountain correlation and paleoclimate data; and
2. Relate rock correlation to the study of Philippine history.
EVIDENCES OF CONTINENTAL DRIFT THEORY
II. CONTENT (Rock and mountain correlation and Paleoclimate data)
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages p. 38-40
2. Learners Guide Pages p. 53-55
3. Textbook Pages
4. Additional Materials from
Learning Resource
(LR)Portal
B. Other Learning Resources
IV. PROCEDURES
Evidence or Not?
Read the statements below. Put a check or an x mark indicating whether the
statement is an evidence or not.
1. 1858: Geologist Eduard Seuss points out that fossils of the Glossopteris
A. Reviewing previous
plant are found in southern Africa, South America, Australia, Antarctica, and India.
lesson or
2. Wegener examines the location of tiny rocks and the direction of grooves
presenting the new
formed by large glaciers scraping across southern areas of Africa, South
lesson
America, Australia, Antarctica, and India.
3. Wegener observes that a South American mountain range in Argentina lines
up with an ancient African mountain range in South Africa when the two
continents are placed together.
One of the most important things that can speak for Earths history is the
B. Establishing a purpose
structure of the earth itself as well as its geologic features. These structures can be
for the
in a form of rocks and mountain ranges.
Lesson
C. Presenting Read aloud and display the poem, Continental Promises on page 9 of
examples/instances of Earthshake: Poems from the ground up by Lisa Westberg Peters. Ask students why
the new lesson they think the author wrote that poem.
D. Discussing new concepts Students will do the attached activity.
and Use the ff. as guide questions for the students:
practicing new skills #1 1. How were the rock structures and mountain belts helpful in reconstructing
the continents?
2. In which continents where the same rock age and style were found? What
E. Discussing new concepts does this suggest about when these particular continents broke up?
and 3. Does rock and mountain correlation help in proving Wegeners continental
practicing new skills #2 drift?
F. Developing mastery Discuss the answers to the questions given in the activity.
(Leads to 1. How were the rock structures and mountain belts helpful in reconstructing
Assessment 3) the continents? (It was very helpful. It serves as clues.)
2. In which continents where the same rock age and style were found? What
does this suggest about when these particular continents broke up? (South
America and South Africa)
3. Does rock and mountain correlation help in proving Wegeners continental
drift? (Yes, because it is impossible for rocks and mountain ranges to be
formed at the same time in two different parts of the world.)
Have you visited National Museum of the Philippines or other museums that show
objects that were used by our ancestors? How are these things helped in studying
our past practices and culture? (Students should mention that the objects used by
our ancestors helped us in studying our past culture and habits, how people in the
G. Finding practical past lived their lives, how they cope with the environment etc.)
applications of concepts In the same way that study of rocks and mountains helped in determining the past
and skills in daily living history of the earth.
Ask questions that will elicit the ff. key concepts:
Continental drift theory was explained by Alfred Wegener by establishing
H. Making generalizations the correlation of rocks and mountain ranges between continents in different parts
and of the world. Age and type of rocks were studies and correlated. This is based on a
abstraction about the scientific fact that rocks that are found in different locations can never be of the
lesson same age and structure.
Use the ff. rubrics to evaluate the performance of the students:
CRITERIA 3 pts. 2 pts. 1 pt.
Quality of Work Provides work of Provides high Provides work
the highest quality quality work with low quality

Assembling Skill All the puzzle 2 puzzle pieces are 3 or more puzzle
pieces are pasted not pasted pieces are not
together & fit of together with the pasted together
the pieces is majority but fit of with the majority
visible. the pieces is & fit of the pieces
I. Evaluate learning visible. is visible.
J. Additional activities for
application or Research on how the Philippine islands emerged. Discuss some proofs/evidences.
V. ASSIGNMENT

VI. REMARKS
VII. REFLECTION

Grade Level/ Section


Fibonacci Pascal Newton Napier Gauss
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 work 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 can share with other
teachers?
Date: Checked by:

ATTACHMENT:
Instructions:
You will be piecing together a puzzle of the supercontinent Pangea based on rock & paleoclimate evidence on the
present day continents.
1. On the puzzle pieces handout, assign a color to each type of rock or mountain belt in the legend and color the areas
on the landmasses according to the legend.
2. Use scissors to cut along the borders of the continents. These are the approximate shape of the continents after
Pangea broke up.
3. Place the continents on a piece of construction paper and move them around using the mountain chain evidence to
match the continents together in the position they were in when they were part of Pangea. The pieces may not fit
together exactly!
4. When you have assembled Pangea based on rock locations, glue the continents onto your construction paper in the
shape of the supercontinent. Glue the legend to your puzzle.

GUIDE QUESTIONS:

1. How were the rock structures and mountain belts helpful in reconstructing the continents?
2. In which continents where the same rock age and style were found? What does this suggest about when these
particular continents broke up?
3. Does rock and mountain correlation help in proving Wegeners continental drift?