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B. ENGAGE 1.A video on Drifting The students will watch The students will watch LOCATE ME QUICK
Continents will be a video which will show a video which will show Game!
shown to the class. about Plate Tectonic about Sea Floor
2.Each group will be movements and its Spreading. 1.Show students a
given some engaging effect on the formation topographic map of the
questions to ponder and of faults and folds. The Teacher will hand Earth.
answer on related to the over the KWL chart. 2. The teacher will ask
video. The Teacher will hand They will ask about students to locate faster
3.They will ask to write over the KWL chart. what they already know, the different oceans of the
and comments on what They will ask about what they want to know world.
they have viewed. what they already know, by writing questions on 3.Afterwhich the students
what they want to know the chart. will be ask how the
by writing questions on different oceans differ
the chart. The leader of the group from each other.
will post their output on
The leader of the group the board and discuss it 4.The teacher will briefly
will post their output on to the class. The teacher discuss the various
the board and discuss it then will give each methods of measuring
to the class. The teacher group corresponding ocean depths through a
then will give each remarks to their output video clips presentation
group corresponding in a form of clap which that will be shown to the
remarks to their output will be done by the class including the
in a form of clap which class. different features of the
will be done by the ocean floor.
class. After this, will be
unlocking of difficulties The students will write
in a form of game. stimulating questions
Jumbled letters will be about what they have
given to each group and viewed. The Teacher will
will form the name or pick a representative
term after the given from each group to state
description by the their observation and
teacher. questions.
Unlock Me Please!
1.DEFORMATION
2.STRESS
3.STRAIN
4.COMPRESSION
5.TENSION
6.SHEAR
7.FOLDS
8.FAULTS
9.PLATES
10.TECTONIC
C. EXPLORE The class will be FAULTS & FOLDS SEA FLOOR MAPPING THE
working on the activity 1.The group will SPREADING OCEAN FLOOR
by group. perform an activity DEMONSTRATION/ 1.Ask students to locate
‘Continental Jigsaw simulation on the SIMULATION the continents and
Puzzle’ formation of faults and identify arcuate and
1. Print copies of the folds. For this demonstration, linear features on the
puzzle enough for all 1.The class will need 4 continents (ex. Major
groups. 2. Divide the Materials: books, 4 identical strips mountain chains like
class into groups of two of unlined paper, 2 Andes and Himalayas;
to five. Each group is Colored Clay Dough different colored linear lakes in Africa).
provided with the Sand, Crayons markers or crayons. 2.Help students identify
activity materials. 3. In Used folders/cardboard 2.Place two books on the major ocean basins:
the legend, assign Ruler,Slicer the table with the spines Pacific, Atlantic, Indian,
different colors for each Pencil almost touching. Arctic.
type of fossil and Activity Notebook 3.Have a student take 2 3.Ask students to
geologic structure. Use strips of paper and insert describe the ocean floor.
these colors to represent Guided Inquiry them back to back into As with the continents
the identified areas Approach the gap between the ask them to point on the
within the landmasses. 1.The teacher will books. 4.Make sure the map arcuate and linear
4. Cut along the borders provide the ends of the paper strips features on the ocean
of the continents using a activity/worksheet for are sticking up. Repeat floor (ex. seamount
pair of scissors. 5. On the group. this setup adjacent to the chains, volcanic islands,
another sheet of paper, 2. Each group will first two books but mid-oceanic ridge,
place the continent cut- follow the directions offset the center of the trenches).
outs and try to carefully to have a second setup slightly to
reconstruct Pangaea thorough simulation of the right. 4.Ask students to locate
using the given clues the formation of faults 5.Assign one student per Iceland. What feature in
(fossils and mountain and folds by plate setup to pull on the the Atlantic Ocean can be
ranges). 6. Finalize the movements. edges of the paper strips observed slicing through
positions of the 3. The rubrics for the evenly on opposite Iceland?
continents by gluing group output will be directions while the
them on a sheet of given by the teacher so class observes. While
paper. Draw a circle that they are guided on two students very slowly
around to represent the rating their pull out the paper strips
Earth. 7. Cut out the performance. at the same rate, have
legend and paste it in one student use a marker
the lower portion of the Procedure: or crayon to mark
paper. 8. Randomly 1.Place the cardboard across the paper strips
select few teams to down on your work where they exit the gap.
discuss their findings in table. This will create a stripe
front of the class. 2.Collect four balls of of color along the gap
Rubrics for Group play dough, one of each that grows wider as
Activity: color. more paper is pulled out. 5.A worksheet will be
1. Completeness of 3. Flatten each balls into 6.The teacher will provided in each group
puzzle (visual aid) - a layer about 10 cm to explain that this color including the materials to
40% 15 cm along the sides represents the rocks be use.
2. Conciseness and and 1 cm thick. with normal polarity,
clarity of 4.Stack the four layers that is, the rocks cooled 6. A interactive video on
presentation/explanation neatly into a block on and solidified when the evolution of ocean
of the puzzle - 30% the cardboard. Earth’s magnetic basins will be shown to
3. Creativity and 5.Push on the playdough polarity is similar to the students. Guide
resourcefulness in block from two opposite what we have today. questions will be
creating the puzzle - sides. What happens? provided.
20% 6.Use the slicer to shave Afterwards, announce
4. Group’s effective use off some of the that a magnetic reversal 7.After the 20 minutes
of the allotted 15 playdough from the top. has occurred, that is, the duration of the activity,
minutes to fully explain Shave off enough to see magnetic polarity has the leader of the group
the model. - 10% different colors revealed flipped or is now will present their output.
Total Mark = 100% on the new top surface. oriented in the opposite
7.Looking straight direction. At the same 8. A rubric will be
down,draw a colored time, the student takes discussed to the group so
picture of the surface of the other colored that they will be guided
the playdough. Label marker/crayon and on what to do and how
this drawing.MAP begins coloring the they will be assessed.
VIEW #1. paper strip along the This rubric was made by
c.What clues does the gap. Continue switching the collaboration between
surface give you about polarity but vary the the teacher and the
the inside structure of timing between each students.
the play dough.Label switch so that each
this drawing: MAP setup will result in two
VIEW #2. strips of paper that are RUBRICS:
8.Draw a colored picture mirror image of each
of what you think the other with alternating Criteria:
playdough structure stripes of color of
looks like underneath varying widths. When 1.Process Skills
the surface. Label this the entire length of the 2.Time Management
drawing: MY paper strips are pulled 3.Cooperation and
INTERPRETATION OF out, ask students to tape Teamwork
THE INTERIOR. together the paper strips 4.Neatness and
9.Now, let’s find out down at the center Orderliness
what’s inside.Using the where the last stripes
ruler,make a vertical cut are. Beginner(1)
through the play dough 1.Members do not
carefully so as not to demonstrate targeted
squash the structure. process skills
e.What does this cut 2.Members do not finish
represent? on time with incomplete
10.Look at one of the data
cut faces of the 3.Members do not know
playdough. Draw a their tasks and have no
colored picture of this defined responsibilities.
side view.Label this Group conflicts have to
drawing: CROSS be settled by their
SECTION. teacher.
f.Does your 4.Messy workplace
interpretation (from #8 during and after the
above) agree with your activity.
cross section? Why or
Why not? Acceptable (2)
11.Now slide each half 1.Members occassionally
of the playdough block demonstrate targeted
along the cardboard in process skills
opposite directions. The 2.Members finish on time
two halves should still with incomplete data
be touching but be offset Step 1. Prepare the 3.Members defined
about 5cm. You have materials. responsibilities all the
just created strike-slip Step 2. Set up the book time. Group conflicts are
fault movement! and insert paper strips cooperatively managed
12.Again,looking back to back along the all the time.
straight down, draw a gap between the books. 4.Clean and orderly
colored picture of the Step 3. Pull on the workplace with
surface of the edges of the paper strips occasional mess during
playdough. Label this in opposite directions. and after the activity.
drawing:MAP VIEW #3 Use a crayon or marker
13.Describe the to mark across the gap Proficient (3)
difference between your as the strips are being 1.Members always
two map views. pulled out slowly. demonstrate targeted
g.Which of your process skills
drawings give you the 2.Members finish ahead
most information? of time with incomplete
14.Compare your data
structures and maps 3.Members are on tasks
with other groups’ work. and have defined
Did different fault responsibilities at all
orientations result in Step 4. Announce times. Group conflicts are
better cross sections? magnetic reversal and at cooperatively managed at
Why? the same time a student all times.
takes a different colored 4.Clean and orderly
Reference:www.spacegrant.ha workplace at all times
waii.edu/class_acts/FoldsFaul
crayon/marker and
begins marking along during and after the
tsTe.html
the gap. Continue activity.
The tectonic movement switching polarity but
of the Earth’s plates has vary the timing between
resulted in the folding each switch until all the
and faulting of the Earth’s paper has been pulled
crust. out.
he tea
D. EXPLAIN Ask them to think about The group will ask to Demo Questions Ask Based from the result of
how the different shapes answer and explain the students to identify the the activity, each group
fit together. following questions. following: will be ask to explain the
1.What criteria or basis (a) spreading center/mid following questions.
did you consider in 1..Identify the evidence ocean ridge
piecing together the of plates movement that (b) strips with normal 1. Identify major
‘jigsaw puzzle’? leads to the formation of polarity and strips with physiographic features of
2. What can you faults and folds. reversed polarity (c) ocean basins
conclude with regard to 2.Describe the where the oldest and 2. Describe the structures
the location of the formation of Faults and youngest rocks are of ocean basins.
different fossils? What Folds. 3.Explain how ocean
about the mountain 3. Explain how the basins evolve.
range? movement of plates
3.Give your thoughts on leads to the formation of
why the cut-outs do not folds and faults
perfectly fit with each
other. Note:
Faulting-is a process
Note: Evidences of that occurs due to the
Continental Drift intense strain on plates
a.Fossils that is endured by the
b.Rock Layers folding of layers.
c.Coal Deposits
d.Puzzle fit Folding-Earth’s crust is
pulled and
strained,resulting in a
variety of different
features that can be
commonly seen when
examining a cliff face.
E. EVALUATE 1.Why do the continents Tell whether the Paper & Pencil Test Have each student
fit roughly along their following pictures formulate 3 review
coastlines? shows (A)Faults or (Every correct answer is questions that cover the
2. What were the lines (B)Folds. Every correct equals to 2 points) content of the lesson.
of evidence supporting answer is equals to 2 Break the class into pairs
continental drift? points. 1.The rate of seafloor and instruct students that
3. True or False: 1. spreading is they will quiz their
Mountain ranges on the approximately partners with the
opposite sides of the ______________ every questions they have
Atlantic were used by 10 years. prepared and discuss
Wegener to support his between them the
continental drift idea. A) 30 meters answers. Each pair
2.
4. What evidences can B) 3 cm should submit their
prove that two mountain C) 3 inches questions and
ranges separated by D) 30 inches corresponding answers.
ocean were part of a E) 30 cm
single mountain range
and that these were once 2.As the ocean seafloor
joined together? 3.
spreads, the newly
5. Give an evidence of formed floor will adapt a
continental drift that specific magnetic
was discovered after the signature according to
time of Wegener. the Earth's magnetic
4. pole at that time. As
years pass, lateral
segments of seafloor
will thus share the same
____________________
_ signature on either
side of the mid-oceanic
5. ridge.
A) magnetic
B) volcanic
C) divergent
D) zubductive
6.
E) convergent
3.In seafloor spreading,
the further the ocean
floor is away from the
mid-ocean ridge, the
____________________
that floor will be.
A) rockier
7. B) younger
C) prettier
D) older
E) newer
5.What is Sea-Floor
Spreading?
(A)Mid-Ocean ridges
continually add new
material to the ocean
floor.
(B)The moon
(C)A thing in the Ocean
(D)Mid-Ocean trenches
continually add new
material to the ocean
floor.
6.Seafloor spreading is a
process that occurs
at mid-ocean ridges,
where new oceanic
crust is formed through
volcanic activity and
then gradually moves
away from the ridge
(A)True
(B)False
7. Seafloor spreading is
consistent at all mid-
ocean ridges.
(A)True
(B)False
8. Sea floor spreading
occurs at the divergent
plate boundaries.
(A)False
(B)True
F. ELABORATE Conclude by telling The teacher will add The Teacher will Explain to students that
students that over the additional inputs on the describe the seafloor prior to the 1940s, very
past century, scientists formation of faults and spreading hypothesis. little was known about
have continued to find folds and will give an Discuss the different the deep oceans. During
evidence supporting this example. lines of evidence for the WWII, with the
theory. seafloor spreading. advances in electronics
1.The tectonic and sonar, it became
Other related studies movement of the Earth’s Evidence of Seafloor technologically possible
that came out after the plates has resulted in the Spreading: to map the ocean floor in
continental drift folding and faulting of the a.Age of Rocks great detail. This
hypothesis has been Earth’s crust b.Magnetic Reversals provided the databases to
proven and accepted by 2.Folds and faults-is construct the first detailed
caused by the Earth’s Notes:
the scientific maps of the important
community. One of plates features of the ocean
1.Seafloor spreading takes place
these studies led to the converging,diverging or at midocean ridges and produces floor such as mid-oceanic
identification of the transversing against one basalt, the rock that makes up the ridges and trenches.
another. oceanic crust.
speed of the continents’
movement. Table 1 3.Fodling and faulting The teacher will elaborate
2.Seafloor spreading is one of the
shows the rate of are the result of tectonic two major processes of plate on how the oceanic
movement of some of activity, but also the tectonics, the other being basins formed, how large
forces of tension, subduction.
the continents. is an oceanic basin and
Table 1: Rate of compression, and where an oceanic basin
3.Seafloor spreading is the
movement of the shearing. continuous process of forming can be found.
continents. new igneous rock at midocean
1. Compute, in meters, The teacher will give an
how far these continents example about Folds ridges by injection of magma that
forms new seafloor. The process
will travel in (a) 100 and faults. is continuous because forces
years, (b) 500,000 years An example of cause opposite sides of the
and (c) 1 million years. landform created midocean ridge to constantly
move apart, making new room for
Tabulate the answers. because of the effects of the process to repeat. This can
2. Which continent folding include Fold result in an ever-widening
moves the fastest? Mountains, such as the seafloor at the expense of area
lost elsewhere on the planet.
Where will it be in Himalayas, while a Rift Seafloor spreading ends when
50,000 years? Valley, such as the east midocean ridges are subducted.
African Rift Valley, is
3. Which continent formed from a fault. 4.Seafloor spreading produces
major characteristics of the
moves the slowest? seafloor - 1) the age of the
Where will it be in 1 seafloor is progressively older
million years? Theaway from midocean ridges, 2)
the elevation of the seafloor is
a. progressively lower away from
midocean ridges, 3) the magnetic
history of the seafloor bears the
striped-pattern of the Earth's
magnetic reversals, and 4) older
parts of the seafloor have the
greatest potential to have
accumulated sediments over the
longest time.
VI. REFLECTION Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What
else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so
when you meet them, you can ask them relevant questions
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 remedial lessons work? No. of
learners who have caught up with
the lesson
D. No. of learner 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 wish to share with other
teachers?