Detailed Lesson Plan (DLP) in Science 10
School Llorente National high School Grade Level 10
Teacher Bonifacio S. Guira Jr. Learning Area Science
Time & Dates October 16, 2023 (1:00-2:00pm) Quarter First
I. OBJECTIVES
A. Content Standards The learners shall demonstrate an understanding of the
relationship among the locations of volcanoes, earthquake
epicenters, and mountain ranges.
B. Performance Standards The learners shall be able to suggest ways he/she can contribute to
government efforts in reducing damage due to earthquakes,
tsunamis, and volcanic eruptions.
C. Learning Competencies / The learners should be able to attain the following with at least 75
Objectives. proficiency level:
Write the LC code for each a) Explain continental drift theory;
b) Cite evidence that support Continental Drift Theory;
c) Predict what will happen to the world as the continents
continuously move
II. CONTENT Continental Drift Theory
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages p. 38-40
2. Learner’s Materials pages p. 59-61
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources World maps, Photo of Alfred Vegener, cut-outs, manila paper,
marker, coloring materials, pieces of paper
V. PROCEDURES
A. Reviewing previous lesson or Recall the three layers of the Earth.
presenting the new lesson 1. Crust
2. Mantle
3. Outer Core
4. Inner Core
B. Establishing a purpose for the
lesson
Students will arrange the puzzle of the photo of Sir Alfred Wegener.
After the puzzle is formed, ask the students if they know the name
of the scientist. Tell them what are his contribution in the history of
Plate Tectonics.
C. Presenting examples/ instances Present a globe or a world map to the class. Ask the students to
of the new lesson enumerate the different continents of the world. Let them describe
the position of these continents relative to one another.
Asia North America
Africa Antarctica
Europe Australia South America
1. What are the seven continents?
2. Which continents experience cold climate?
3. By looking at the edges of the continents, which seem to be
initially connected with each other?
4. What do you think would be the possible direction of motion of
the continents as they drifted away?
D. Discussing new concepts and Activity 1 –Drifted Supercontinent! (Group Activity)
practicing new skills #1 •Objectives, materials and procedure will be presented.
•The class will be divided into 4 groups.
•Students will be given 10 minutes to finish their activity.
•Each group will assign 2 representatives to present their output in
front of the class.
Group 1 –Evidence : The Continental Jigsaw Puzzle
Procedure: Using the world map as your reference, reconstruct the
Pangaea by matching the patterns of cut-outs(jigsaw)provided.
Attach these connected cut-outs on a bond paper.
Questions:
1. What do the jigsaws/pieces of cut-outs represent?
2. Which continents fit together?
3. Do you think the fitting of the edges of continents is just
coincidental? How does this evidence support the Continental Drift
Theory?
Group 2 –Evidence: Fossils
Procedure: Attach the following species of plant and animals on the
map based on their given locations:
Glossopteris –South America, Africa, India, Antarctica and Australia
Lystrosaurus –Africa, India and Antarctica Mesosaurus and
Cynognathus–South America and Africa
Questions:
1. What do the Glossopteris fossils tell about the early positions of
the continents?
2. If Glossopteris fossils were found in Antarctica, what was the
climate of this continent before?
3. What does the presence of Mesosaurus fossils tell about the
initial location and positioning of South America, Africa, and
Antarctica?
Group 3 –Evidence: Rock Formation
Procedure: Shade the parts of the continents with crossed marks
using the brown crayon. Use the black crayon to shade the parts
with dots.
Questions:
1. Which continents are shown on the map?
2. What do you observe on the location and age of rocks?
3. How come these rock layers in different continents line up
together with layers that exactly matched?
Group 4 –Evidence: Coal Deposits
Procedure: Attach the shaded round pieces of paper on the map
based on the given locations below: South America, Africa, India,
and Southeast Asia, and Antarctica
Questions:
1. Could the current location of Antarctica sustain substantial
amount of life?
2. If coal deposits were found in Antarctica, where could have been
its initial location? Why?
3. What does the presence of coal deposits tell about the initial
location and positioning of South America, Africa, India, and
Southeast Asia, and Antarctica?
E. Discussing new concepts and Each group will present their answers in front of the class.
practicing new skills #2 After all the presentations, the following question will be asked:
What is the importance of studying the Continental Drift theory?
(Expected answer: His theory gave us, most especially the
scientists, the idea that the continents are actually moving.)
F. Developing mastery (Leads to Questions will be asked:
Formative Assessment 3) 1. What do you think will happen to the world as the continents
continue to move?(Possible answer: Continents may either
reconnect or move away from each other.)
2. Where would be the Philippines’ location 100 years from now?
(Answers may vary.)
G. Finding practical applications The teacher will tell the concept below.
of concepts and skills in daily Latest geophysics researches revealed that the Philippine
living landmass is moving towards the mainland of Asia at
approximately 7 cm per year. This was publicly disclosed by
Graciano Yumul, Jr., the department of Science former
Undersecretary (2009). According to him, it would take 50
million years for the Philippines to be connected to the
mainland.
Question: How far would the Philippines move in 50 years,
considering that it moves at a rate of 7 cm per year through the
mainland of Asia? (Ans: 350 cm/3.5m)
H. Making generalizations and ASK:
abstractions about the lesson -What is Continental Drift Theory?
-What are the evidence that support this theory?
I. Evaluating learning A five-item test will be given as follows:
1.This theory states that the continents were once a large
landmass called Pangaea.
a. Continental Drift Theory b. Plate Tectonic Theory
c. Seafloor Spreading Theory d. Seafloor Drifting Theory
2. What is the possible direction of motion of Antarctica if it drifted
away from the tropical region?
a. upward motion b. downward motion
c. to the left direction d. to the right direction
3. What do you call the plant fossil that was also found in Antarctica
which currently experiences a very cold climate?
a. glossopteris b. Mesosaurus
c. lystrosaurus d. Cynognathus
4. The following evidences support the Continental Drift Theory,
EXCEPT
a. continental jigsaw puzzle c. evidence from fossils and rocks
b. coal deposits d. evidence from ocean water
5. If the Philippine landmass is moving towards mainland Asia at a
rate of 7 cm per year, how far will it move in a hundred years?
a. 70 cm/ 0.7m b. 700 cm/7m
c. 7,000 cm/ 70 m d. 70,000 cm/ 700 m
J. Additional activities for Make an informative essay about Sir Alfred Wegener’s theory
application or remediation on Continental Drift. Make sure to include all the important
information in your write-ups. Follow the stages of the writing
process.
Rubrics:
Content – 35%
Grammar and Spelling – 30%
Cohesiveness and Unity of Idea – 35%
Total – 100%
V. REMARKS
VI. REFLECTION
A. No.of learners who earned
80% on the formative
assessment.
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
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?
Prepared by:
BONIFACIO S. GUIRA JR.
Science Teacher
Checked by:
EDELYN G. DEPALCO MARELLA G. GUIAL
Head Teacher IV/Science Coordinator Master Teacher II
Noted by:
JUDY B. OPERARIO
School principal II
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