Based on Annex 2B.6 to DepEd Order No. 42, s.
2016
DAILY
School
LESSON
PLAN Teacher
SENIOR HIGH Inclusive
SCHOOL Dates
Scheduled 9:30-10:30- Pearl
Time
I. OBJECTIVES
A. Content Standard
B. Performance Standards
C. Learning Competencies
/ Objectives (Write the LC
Code)
D. Specific Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learners’ Materials
pages
3. Textbook pages
4. Additional Materials
from Learning Resources
Portals
B. Other Learning
Resources
IV. PROCEDURES
A. Revising previous lesson Differentiate magmatism and volcanism
or presenting the new
lesson
B. Establishing a purpose
for the lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new
concepts and practicing
new skills #1
E. Discussing concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about the
lesson
Balanacan National High Grade Level Grade 11
School & Quarter First Quarter
MELODY M. MENDOZA SHS Track TechVoc
Learning
August 1, 2019 SHS Building
Area
Subject Earth and Life Science
10:30-11:30- Garnet Endogenic Processes:
Topic
Continental Drift theory
The learner demonstrates understanding of:
1. geologic processes that occur within the Earth
2. the folding and faulting of rocks
The learners shall be able to:
1. Conduct a survey to assess the possible geologic hazards that your community
may experience.
2. Conduct a survey or design a study to assess the possible hydrometeorological
hazards that your community may experience.
The learners:
1. explain how the continents drift (S11/12ESId-20), and
2. cite evidence that support continental drift (S11/12ES-Id-21).
1. Discuss the history behind the Theory of Continental Drift;
2. Describe the Continental Drift Theory; and
3. Enumerate and explain the evidence used to support the idea of continents
Earth Materials and Processes
Science in Today’s World for Senior High School: Earth and Life Science, pp. 51-54
Web resources
Communicating learning objectives
Present a globe or world map (preferably a big one) and have the students identify
the different continents. Ask the students the following questions:
a. How much of the Earth is covered by water?
b. What are the ocean basins of the world? What is the largest ocean basin?
c. Is there anything peculiar with the shape of the continents on opposite sides of
the Atlantic Ocean?
Introduce the continental drift hypothesis
a. Discuss how the concept of continental drift came about.
b. Show an animation of continental drift.
Perform the Continental drift Activity
Enumerate and discuss the evidence supporting continental drift
Dyad Activity
Continents on the move
What have you learned in today’s lesson?
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
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 it work?
1. Why do the continents fit roughly along their coastlines?
Answer: Because these were once joined together; they just drifted apart
through time.
2. Define the concept of continental drift.
Answer: Continental drift is the idea that the continents move. From a single
landmass called Pangaea, the continents broke apart and drifted to their
current positions.
3. What made early scientists reject Wegener’s continental drift idea?
Answer: Although Wegener presented a lot of evidence supporting continental
drift, he was not able to convincingly explain how the continents moved.
4. List the lines of evidence that support continental drift.
Answer: The evidence of continental drift include (1) continental fit, (2)
similarities of geologic units and structures across continents, (3) fossil match
across continents, and (4) glacial and paleoclimate evidence.
5. True or False. Mountain ranges on the opposite sides of the Atlantic were used
by Wegener to support his continental drift idea. Answer: True
6. What evidence can prove that two mountain ranges separated by ocean
were part of a single mountain range and that these were once joined
together?
Answer: The mountain ranges should be aligned from one continent to
another. The rock types and their ages should be similar for both landmasses.
If there are fossils in the area, they should be similar as well.
_____Lesson carried. Move on to the next objective.
_____Lesson not carried
_____Students did not find difficulties in answering their lesson
_____Students found difficulties in answering their lesson.
_____Students did not enjoy lesson because of lack of knowledge, skills and interest
about the lesson.
_____Students were interested on the lesson, despite of some difficulties
encountered in answering the questions asked by the teacher.
_____Students mastered the lesson despite of limited resources used by the teacher.
_____Majority of the pupils finished their work on time.
_____Some students did not finish their work on time due to unnecessary
behaviour.
______of Learners who earned 80% above
_____of learners who require additional activities for remediation
____ yes _____no
_____of learners who caught up the lesson
______of learners who continue to require remediation
Strategies used worked well:
__________ Metacognitive Development: Examples: Self-assessments, note taking
and studying techniques, and vocabulary assignments.
__________ Bridging: Examples: Think-Pair-share, quick-writes, and anticipatory
charts.
__________ Schema-building: Examples: Compare and Contrast, jigsaw learning, peer
teaching, and projects
__________ Contextualization: Examples: Demonstration, media, manipulatives,
repetition, and local opportunities
__________ Text Representation: Examples: Student created drawing, videos and
games

F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other learners?
Prepared by:
MELODY A. MAGAHIS- MENDOZA
Subject Teacher
__________ Modelling: Examples: Speaking slowly and clearly, modelling the language
you want students use, and providing samples of student work.
Other Techniques and Strategies
____Explicit teaching
____Group Collaboration
____Gamification/Learning through play
____Answering preliminary activities/exercises
____Carousel
____Diads
____Rereading of Paragraphs/Peoms/Stories
____Differentiated Instruction
____Role Playing/Drama
____Discovery method
____Lecture method
Why?
___Complete IM’s
___Availability of Materials
___Student’s eagerness to learn
___Group member’s collaboration/cooperation in doing their tasks
___Audio Visual Presentation of the lesson
___Bullying among students
___Student’s behaviour/attitude
___Colorful Ims
___Unavailable Technology Equipment (AVR/LCD)
___Science/Computer/Internet Lab
___Additional Clerical works
Planned Innovations
___Contextualized/Localized and Indigenized IM’
___Localized Videos
___Making big books from views of the locality
___Recycling of plastics to be used as Instructional Materials
___Local poetical composition
Approved:
LEGORIA R. LAMOC
Principal