Learning Plan in Science Grade 10

-First Quarter

Quarter 1. Unit Time Frame

Earth and Space Lesson 1: Distribution of Lesson 1:5 days
volcanoes, Earth quake
Epicentres, Mountain ranges

Lesson 2: Plate boundaries Lesson 2: 7 days

Lesson 3: processes and Lesson 3: 3 days

landforms along plate
boundaries

Lesson 4: internal structure of Lesson 4: 7 days

the Earth

Lesson 5: Mechanism of the Lesson 5: 3 days

plate tectonics

Lesson 6: Evidence of plate Lesson 6:4 days

movement

STAGE 1

DESIRED RESULTS AND OUTCOMES

ESTABLISHING GOALS TRANSFER

Content Standard: Transfer Goal/s:
Student demonstrate understanding of: Student will be able to:
 The relationship among the Independently use their learning to exhibit disaster
locations of volcanoes, preparedness and help others to become more
earthquakes epicentres, and prepared for possible calamities.
mountain ranges. MEANING
Enduring Essential Question/s
Performance Standard: Understanding/s
Student shall be able to: Students will understand The students will keep
 Demonstrate ways and that: considering the
disseminate information to ensure  The Earth is made following questions:
disaster preparedness during up of multiple plates  How was the
earthquakes, volcanic eruptions and several different Earth then
and tsunamis layers . these plates comparedto
 Suggest ways by which they can are continually now?
contribute to government efforts moving colliding, or  How would
in reducing damage due to pulling apart relative you describe
earthquakes, volcanic eruptions to each other. the Earth?
and tsunamis.  Due to the cycle  How does the
ofheat that occurs theory of plate
VISSION ACADEMY OF ST. within the earth, these tectonics help
JOSEPH: Witness to the Word plates nove over long explain the
periods of time. locations of
MISSION  A plate boundary is earthquakes,
As members of the institution, we are
 Learning Plan in Science Grade 10
-First Quarter
committed to the integral human the point where two volcanoes, and
formation and excellence in plates meet. mountain
instruction. Earthquakes and ranges?
-As a Catholic School, we are volcanoes are most  Why and how
committed to be Christ- centred in likely to occur either do plates
the catholic tradition on or near plate move?
-As an SVD school, we are commited to boundaries  What systems
prophetic dialogue through mission  The structure of the result in a
awareness, bible apostolate, Earth shaped by change of
communication, justice and peace plate tectonics landforms?
and integrity of creation. influences how  What natural
organism lives, use hazards are
GOALS resources and associated with
- As an Academy, we aim to create a develop plate
culture which places a high quality on communities. boundaries and
the physical, spiritual academic  Physical, chemical landforms?
character- building and social, and biological  How is plate
affective and apostolic development of processes change land tectonics relate
the students, service and values forms by altering the to geological
oriented, achievers, and globally chemical and physical processes such
competitive Josephites structure of rocks. as volcanic
 Plate tectonic theory eruption and
As a Catholic School, we aim to allows s for earthquakes?
inculcate in our students and personnel prediction natural
catholic education holistic, social well hazard and their
rounded and developmental in the impacts.
context of the local church.  To determine the internal
structure of the earth,
As an SVD school, we aim to integrate scientists use the travel
prophetic dialogue and the SVD times of seismic waves.
characteristic dimension in the The velocity of P or
curricular and extracurricular primary wave change
activities in the school; to develop our based on the
SVD spiritually and charism and composition, phase,
share it with other school in Cagayan. and density of the
medium through which
THE FOUR SVD CORE VALUES they are travelling.
- Integrity  Heat rising and
- Social responsibility falling inside the
- Excellence mantle creates
- Evangelization convection currents
generated in the
earth’s core.

ACQUISITION OF KNOWLEDGE AND SKILL

Knowledge Skills/ Process
Student will be skilled
at:
Lesson 1 Lesson 1 Describe the
Distribution of active earth as a planet
volcanoes, earthquake,  Explain the
epicentres and major plate tectonics
mountain ranges theory
Learning Plan in Science Grade 10
-First Quarter
 Analyze the
relation among
the location of
the volcanoes,
epicentres and
mountain ranges
 Demonstrate
ways to ensure
disasters
preparedness
during
earthquake,
tsunamis and
volcanic
eruption.
Lesson 2 Lesson 2 Describe what
Plate boundaries a plate boundary is
 Enumerate and
explain the
different types
of plate
boundaries
 Locate the
different plate
boundaries on
earth.
Lesson3 Lesson 3 Outline the
Processes and different landforms
landforms along plate along plate boundaries
boundaries  Explain the
process involve
in land
formation
Lesson 4 Gain
Lesson 4 conceptual
Internal structure of the understanding of the
Earth internal structure and
processes of the earth
 Illustrate the
composition of
the earth using
various
materials
 Prove the earth
is composed of
the different
layers using
other geological
events.
Lesson 5 evaluate the
Lesson 5
different theories
mechanism of plate
explaining the possible
movement
cause of plate tectonics
 Understand the
 Learning Plan in Science Grade 10
-First Quarter
importance of
plate tectonics
to the survival
of the earth and
its inhabitants.
Lesson 6 Lesson 6 Enumerating
Pieces of evidence that the lines of evidence
support plate tectonic that support plate
movement.

STAGE 2

EVIDENCE OF LEARNING

ASSESSMENT EVIDENCE
PERFORMANCE TASK/S
Your Barangay is spear heading a disaster awareness campaign for the people in Bicol province
particularly those who live near Mt. Mayon . The volcano has been under close observation since
its peculiar gas ejection five months ago. As volunteers who work with the disaster Management
Bureau, you will lead the education community to design and conduct a seminar that will help
the Bicolanos prepare for disasters like earthquake, volcanic eruption and possible tsunami. You
should also demonstrate, as necessary, the DO’s and DONT’s during such events. Your s
seminar will be evaluated based on the evidence of knowledge of the subject, appropriateness of
the seminar, presentation of the speakers, and the creativity.

Criteria Excellent (4) Satisfactory (3) Fair (2) Needs

improvement (1)
Knowledge of 90-100% of the 80-90% of the 70-80% of the Less than 70%
the subject content of the contents of the contents of the off the content of
presentation presentation presentation the presentation
were correct. were correct. The were correct. The were correct the
The members members have members at easy members did not
were confident satisfactory with information have a good
and have knowledge of the communicated grasp of the
excellent information and information
knowledge of the communicated demonstrated communicated.
information and they answered of They answered
communicated demonstrated most of the only rudimentary
and they answer all question but questions.
demonstrated. the question but failed to
They answered failed to elaborate on
all question elaborate on them.
elaborate with them
confidence

Appropriateness The information The information The information The information

 Learning Plan in Science Grade 10
-First Quarter
and and end and and
demonstration demonstration demonstration demonstration
were highly were appropriate ere appropriate to were appropriate
appropriate to the to the level of the level of to a very few
level of comprehension comprehension member of the
comprehension of most of the of about half of audience. The
of the whole audience. the audience presentation was
audience. highly technical
Presentation of All speakers Most of the Some of the Most of the
the speakers were well- speakers were speakers were speakers were
prepared. They well- prepared. not prepared. not prepared. All
maintained eye Some maintained Most of them of them hardly
contact with the eye contact with hardly maintain eye
audience. The the audience. The maintained eye contact with the
delivery of delivery was contact the audience. The
information was controlled and audience. The delivery was not
controlled and smooth delivery was not controlled and
smooth. controlled and smooth.
smooth.
Creativity All materials Only some Only some The materials
used were materials used materials used used were plain
visually pleasing were visually were visually and simple. The
and creative. The pleasing and pleasing and seminar failed to
entire seminar creative. The creative. The get the
held the entire seminar seminar failed to audience’s
audience’s held the get the attention all
attention all audience’s audience’s throughout
throughout. attention all attention all
throughout throughout.
Total

OTHER EVIDENCES OF LEARNING

Presentation on model of the earth

Recitation
Quiz
Group Activity
Seatwork
Long quiz
 Learning Plan in Science Grade 10
-First Quarter

LEARNING PLAN

Lesson 1: Distribution of active volcanoes, Earthquake, Epicentres, and Major Mountain Ranges.

1. Introduction
According to the theory of plate tectonics, Earth's crust is composed of a number
of individual plates that change shape and position over time. Geophysical evidence
indicates that the face of Earth's surface has changed significantly since its initial
formation and that the plates on which the continents are located are in constant motion.
The movement of the plates is responsible for the formation of ocean basins, mountain
ranges, islands, volcanoes, and earthquakes.
2. Pre- Assessment:

A. Choose the letter of the best answer.

For questions 1 and 2, refer to the figure above:
1. You were provided with data showing the arrival time of the P and S waves
recorded from three seismic stations. Which of these can you possibly
determine?
a. the damage at the focus c. the intensity of the earthquake
b. the distance to the earthquake d. the location of the epicenter
Answer: d
2. From the seismogram, the distance to the epicenter can be determined by
measuring
a. the arrival time of surface wave
b. the difference in the arrival times of the P and S waves
c. the ratio of the amplitude of the largest P and S waves
d. the speed of the surface wave
Answer: b
3. When two tectonic plates collide, the oceanic crust usually subducts
beneath the continental crust because it is
a. denser than continental crust c. thicker than continental crust
 Learning Plan in Science Grade 10
-First Quarter
b. less dense than continental crust d. thinner than continental crust
Answer: a
4. If you will visit a place in the Pacific known to be
along converging plates,
which of these should you not expect to see?
a. active volcanoes c. rift valleys
b. mountain ranges d. volcanic islands
Answer: c
5. Youare an oceanographer and want to map the ocean floor on the east
coast of the Philippines. As you do your study, you noticed that there is a
portion of the ocean floor which is relatively much deeper than the rest.
What most likely is that deeper part?
a. linear sea c. rift valley
b. oceanic ridge d. trench
Answer: d
6. What do you expect to find at a mid-ocean ridge?
a. relatively young rocks c. thick accumulation of sediments
b. reverse fault d. very ancient rocks
Answer: a
7. Crustal Plate A is moving away from Crustal Plate B. What is the expected
average rate of change in position between A and B?
a. a few centimeters per year c. a few millimeters per century
b. a few meters per month d. a few millimeters per day
Answer: a
8. Which plate boundary is formed between the Philippine Plate and the
Eurasian Plate?
a. convergent c. reverse fault
b. divergent d. transform fault
Answer: a
9. Which of these is falsetrue about crustal plates:
a. have the same thickness everywhere
b. include the crust and upper mantle
c. thickest in the mountain region
d. vary in thickness
Answer: a
10. Which of these is nottrue about the Philippine Islands?
a. Most are part of the Philippine Mobile Belt except for Palawan,
Mindoro, and Zamboanga
b. formed because of the convergence of the Philippine Plate and the
Pacific Plate
c. Originated geologically in an oceanic-oceanic convergence
d. Some are products of subduction process
Answer: b
3. Activity
Head-On Collision
4. Discussion
Essential questions
5. Generalization:
 Learning Plan in Science Grade 10
-First Quarter
 .plates are large piece of the upper few hundred kilometres of the earth that move
as a single unit as it floats above the mantle.
 The plates are in constant motion. As they interact along their margins, important
geological process take place, such as the formation of mountain belts,
earthquakes and volcanous
6. Values integration: increased awareness of the possible dangers in the environment.
 Learning Plan in Science Grade 10
-First Quarter

Lesson 2: plate boundaries

1. Introduction .

KWL Chart. Havethe students spent a few minutes listening wht they know and
what they would like to know about plate boundaries in the first and second column of
the chart this could include the effects of the plate boundaries on human life. the last
column may be left blank until the conclusion of the lesson.

2. Motivation: video clip presentation about the plate boundaries

https://www.youtube.com/watch?v=JJF7RAKzxRw

https://www.youtube.com/watch?v=zbtAXW-2nz0&t=246s

3. Activity: Role playing and creative drawing. In this activity, the students will describe the
different plate boundaries creatively by role playing illustrating.

Form four groups and have the groups choose a plate boundary:

Group 1: transform

Group 2: Converging- Colliding

Group 3: converging – Subducting

Group 4: Diverging

4. Discuss the different plate boundaries

 Tell them to discuss as a group the movement and characteristics of the plates
assigned to them. Ask them to answer these questions:
a. How can you affectively act out the plate boundary?
b. What characteristics of the plates assigned to them. Ask them to answer the
questions:
 Learning Plan in Science Grade 10
-First Quarter
 How can you portray it through acting with no talking?
Instruct students to include in their discussion the directions plate move, the
resulting landforms, the possible natural hazard associate with the plate
movement, what happens to the land.
 During the actual performance, each groups and write down the type of plate
boundary and its movement.
5. Trough enhancer:
Ask the student to accomplish the third column of KWL Chart by listing what they have
learned about plate boundaries

6. Generalization: There are 4 types of boundaries, convergent where 2 plates are pushing
towards each other and transform boundary is where the plates that slide horizontally past
one another.
7. Values integration: Realization of one’s impact to natural resources.
 Learning Plan in Science Grade 10
-First Quarter

Lesson 3: Process and landforms along plate boundaries

1. Introduction
Have students perform the inquiry lab activity and let them discuss briefly what they
gathered from the said activity.
2. Investigate Activity: Have the students do investigate on the work text where they will
create a simple seismograph, demonstrate the formation of tsunamis during earthquake,
and explain the relationships between plate tectonics to the phenomenon experience by
human both land and water
3. Collaborative learning. Have the Students discuss the effects of tsunamis. Have them
watch a documentary downloaded from YouTube which focuc4es on the tsunami disaster
that hit India. Let them talk about their ideas on how they will react to the situation if the
same happened to them.
4. Volcano Model Making. Even though they may have already tried their hand in making a
models of volcanoes, let them prepare volcano eruption models and discuss with the
students what proper steps must be undertaken in the event of the volcanic eruptions.
5. Exit pass . have the students answer these promps
 Identify the three main plate boundaries and describe the characteristics of each
boundary.
 What type of boundary or boundary give rise to the formation of volcanoes?
 What boundary gives rise to the formation of volcanoes?
 What boundary or boundaries are found in the middle of the Atlantic Ocean?
 Tell me one neat thing you have learned so far about plate boundaries.
6. Values integration: increased awareness of the possible dangers in the environment.
 Learning Plan in Science Grade 10
-First Quarter

Lesson 4: Internal Structure of Earth

Prepare the Learner: Activating Prior Knowledge. 

Warm up by asking students:

 What do you know about the Earth’s layers?

 How many layers does the Earth have?

Materials and Free Resources to Download for this Lesson: 

 “Earth As An Onion” demonstration materials:

o Onion

o Plate

o Napkin

 Video: “Structure of the Earth and Its Different Layers | Chemistry for All | The
Fuse School” by FuseSchool - Global Education

o Accompanying Worksheet (2-Sided)

 Picture: “Layers of the Earth”

 “What’s Inside the Earth?” information packet:

o “Inner Core” information sheet

o “Outer Core” information sheet

o “Mantle” information sheet

o  “Crust” information sheet

o “Tectonic Plates” information sheet

 “Layers of the Earth” match game materials:

o “Earth Cards”

o Zip-Loc bag

o Cardstock (to print cards onto- optional)

 “What Do You Think?” Assessment

 Learning Plan in Science Grade 10
-First Quarter
Input:
What is the most important content in this lesson?
To reach this lesson’s objective, students need to understand:

 Earth is not just made up of soil, rocks, and grass.

 The names of each layer of the Earth.

 What each layer of the Earth is made up of.

 The depth of each layer of the Earth.

How will the learning of this content be facilitated?

 The teacher will begin the class by doing the “Earth As An Onion” demonstration. The
teacher should show the students the onion and ask them to identify the vegetable. The
teacher should ask the students some questions about the onion [size, taste, consistency].
The teacher should ask the students if they know what the onion and the Earth have in
common. The teacher should begin pulling the leaves off the onion, showing how there
are layers to the onion just like there are layers to the Earth. The teacher should tell the
students: When looking at an onion, it looks like solid ball. Once you begin pulling the
leaves off, you see there are layers underneath. The Earth is the same way. You see the
Earth as a solid ball, but it’s not. The Earth has layers and each layer has a specific
function.

 The teacher should next show the students the video: “Structure of the Earth and Its
Different Layers | Chemistry for All | The Fuse School” (Source:
https://www.youtube.com/watch?v=Cn8Rdujngws). The video is about 7 ½ minutes long
and discusses important information about the Earth as well as each layer. The teacher
should hand out the accompanying worksheet “Structure of the Earth and Its Different
Layers”. As the students watch the video, they will fill in the blanks on their worksheet.
Once the video is over, the teacher should review the content discussed and the answers
to the worksheet.

 Next, the teacher should show the students the picture, “Layers of the Earth”. If it is
possible, project the “Layers of the Earth” picture onto the board using a projector or put
into a PowerPoint document and project. The teacher should also give each student a
copy of the diagram to follow along with as the teacher reviews the layers and the name
of each layer. After the picture is explained, the students should place the worksheet
aside, as it will be used later on in the lesson.

 Next, the teacher will hand out the worksheet “What’s Inside the Earth?” information
packet. If it is possible, project each page of the “What’s Inside the Earth?” information
packet onto the board using a projector or put into a PowerPoint document and project.
The teacher will read and discuss each fact sheet to the students. Have the students refer
back to their “Layers of the Earth” diagram when each layer is introduced. The teacher
should allow for questions / student discussion after presenting each sheet. The
worksheets should be presented in this order: “Inner Core”; “Outer Core”; “Lower
 Learning Plan in Science Grade 10
-First Quarter
Mantle”; “Upper Mantle”; “Crust”; “Tectonic Plates”. The teacher should refer to the
vocabulary and additional information below when explaining each information sheet.

 Vocabulary:

 Composition: the nature of something’s ingredients [Dictionary Definition]

 Magnetic Field: a region around a magnetic material or a moving electric charge within
which the force of magnetism acts. [Dictionary Definition]

 Inner Core:

o The inner core is deep within the Earth and under a lot of pressure.

o Hottest part of the Earth.

o Metal located within the inner core stays solid due to the extreme heat and
pressure.

 Outer Core:

o Flows around the center of the Earth.

o Creates the Earth’s magnetic fields.

 Lower Mantle:

o Also under a lot of pressure, so the metals stay solid (like the inner core).

 Upper Mantle:

o Lower part of the upper mantle is hot and the metals stay as a liquid, but the upper
part is cooler and the metals are more solid.

 Crust:

o Where we live!

o Thinnest layer as compared to the other layers.

o Ranges in thickness from 5 km (ocean floor) to 70 km (continental crust/ where

we live)

 Tectonic Plates

o Move slowly; about an inch per year.

Information Sources:

                http://www.ngkids.co.uk/science-and-nature/structure-of-the-earth

                http://www.ducksters.com/science/composition_of_the_earth.php
 Learning Plan in Science Grade 10
-First Quarter
                http://science.jrank.org/kids/pages/78/EARTH-S-LAYERS.html

                http://www.scienceforkidsclub.com/earths-layers.html

 After the worksheet is completed, the students will participate in an activity called
“Layers of the Earth” match game. The students will work in pairs. Each pair will get a
Zip-Loc bag with “Earth Cards”. Tell the students to place the cards face down on the
desk. The object of the game is to match the layer to its description. For example, if a
student picks up a card that says “Crust” they will need to match it to the card that says
“22OC; solid; oceanic and continental”. Allow the students to work for about 10 minutes.
Reconvene and discuss when the students are finished.

Closure

 The final assessment will be for the students to answer the question:

Think about what you learned in class today. How many layers does Earth have? What
are the layers? Is the temperature on the layers the same?

Think back to the video you watched. What layer of the Earth do humans live on? If you
could make one change to the layer humans live on, what would it be and why?

Time/Application
3-5 minutes
Guided Introduction

Review the class/ agenda with the students:

 Introductory Activity: “Earth as an Onion” demonstration; Video & Accompanying

Worksheet

 Discussion: “Layers of the Earth” picture; “What’s Inside the Earth?” information packet

 Activity: “Layers of the Earth” match game

 Discussion of Activity

 Independent Assessment

20 minutes

Introductory Activity: “Earth as an Onion” | Video & Accompanying Worksheet  

 Show the students the onion. Explain that the onion looks like a solid ball, but is really
made up of layers. Explain that the Earth is much like the onion, as it is also made up of
layers.

 Show the students the video: “Structure of the Earth and Its Different Layers |
Chemistry for All | The Fuse School” by FuseSchool - Global Education and hand out
the accompanying worksheet.
 Learning Plan in Science Grade 10
-First Quarter
 As the students watch the video, instruct them to fill in the blank spaces on their
worksheet. Review after the video is over.

15 Minutes

“Layers of the Earth” Picture | “What’s Inside The Earth?” Information Packet

 Give each student a “Layers of the Earth” diagram.

 Project the diagram onto the board either through a projector or PowerPoint presentation.

 Students will follow along as the teacher says the name of each layer.

 Give each student a “What’s Inside The Earth?” information packet.

 Project each page of the worksheet packet onto the board either through a projector or
PowerPoint presentation.

 Present the worksheets in this order: “Inner Core”; “Outer Core”; “Mantle”; “Crust”;
“Tectonic Plates”

10 Minutes

Activity: “Layers of the Earth” Match Game

 Have the students break into pairs

 Give each pair a Zip-Loc bag with “Earth Cards”.

 Tell the students to place the cards face down on the desk.

 The object of the game is to match the layer to its description. For example, if a student
picks up a card that says “Crust” they will need to match it to the card that says “22OC;
solid; oceanic and continental”.

 Allow the students to work for about 10 minutes.

 At the end of 10 minutes, have the students return to their desks and discuss the activity.

Closure/Assessment
10 minutes

 As an independent assessment, the students will answer the question:  

Think about what you learned in class today. How many layers does Earth have? What
are the layers? Is the temperature on the layers the same?

Think back to the video you watched. What layer of the Earth do humans live on? If you
could make one change to the layer humans live on, what would it be and why?
 Learning Plan in Science Grade 10
-First Quarter
 Appropriate answers should include (but will vary).

 If there is additional time, discuss any questions the students might have.

Individualized Instruction/Scaffolding

English Language Learners will be supported in this lesson through data-based heterogeneous
grouping, verbal and written repetition of new vocabulary words, and multiple representation of
vocabulary words through printed images and video.
 Learning Plan in Science Grade 10
-First Quarter

Lesson 5: Mechanism of Plate tectonic

1. Introduction
Tell the students to write at least 2 paragraphs discussing how heat transfer applies to the
mechanism of plate tectonics
2. Picture analysis: Show the class an image
Give the student a few minutes then tell them that to comment on this statement: Plate
tectonics happening because the earth is trying to cool off

Let the student explain and relate their ideas to the picture above. Then, after hearing
their ideas, give them a short lecture on how plate tectonics occur.
3. Activity

Activity 3 Let’s Fit it!

Divide the class into groups of 3 to 4 students and perform the activity as a group. This
will serve as the teacher’s springboard to the next activity. The students reasoning ability
will be enhanced. Conduct this activity as quickly as possible.

Answers to questions
-What features of the newspaper helped you to connect the pieces perfectly?
Pictures and words in the newspaper helped us to connect the pies perfectly.

-How do the lines of prints or texts in the newspaper help you to confirm that you have
reassembled the newspaper/magazine page?

The lines of prints make sure that the newspaper is fitted well. The words written serve as
clues in connecting the pieces of newspaper has been reassembled

-Show proofs that the newspaper is perfectly ressembled.

The answers may vary.
-the picture in the newspaper if completed.
-The broken words were completed/connected.

4. Generalization
 Learning Plan in Science Grade 10
-First Quarter
The earth is still hot from its formation, and also radioactive heating in the mantle. The heat
escapes through convection in the mantle: cold mantle sinks and warm mantle rises where to the
surface where it can cool off. Slab pull refers to the edge of a subducting plate being heavy and
actually pulling the rest of the plate along. Ridge push similarly refers to a potential potential
force at the spreading centers.

5. Test: Show the Word Splash. Have them check their own work. Let them add more
sentences using the given words.

6. Values Integration: We should be aware of the vulnerabilities of the area we’re

situated.
 Learning Plan in Science Grade 10
-First Quarter

Lesson 6: Evidences of Plate Movements

1. Introduction

Have the student to brainstorm to discuss evidence and support for the theory of plate
tectonics . When they are ready, ask them to identify a list of evidence scienctist have
complied in support of the plate tectonic theory.

Possible answer; fossils and rock types along the eastern coast of South America
matched those on the western coast of Africa, same fossils found in North America,
Africa, India, Antarctica and Australia, Chain of Appalacian mountains in North
Ameria continued as the Caledonian Mountains i Northern Europe, Parallel magnetic
Bands in Atlantic Ridges, In 1912, Wegener proposes idea of continental drift theory,
the discovery of the great global rift in 1953, Hess proposes sea-floor spreading
1960.

2. Puzzle Making:
Print a Pangaea puzzle, the teacher will distribute the copies to students who will
work with their group in piecing together the puzzle pieces using the fossil
clues.To monitor the students progress, the students will be asked these questions:
What clues did you use/ are you using to put the continents together?
How did Alfred Wegener put the continents together using clues? Did he find
patterns or match anything?
Show me how you pieced together the puzzle. Are your fossil clues matching?
The pieces fit, but the dinosaur and plant fossils on these two continents are not
matching. How could you make them match?
3. Discussion: ask for volunteers who will show how they arranged the continents
and explain the reason for their arrangement. Here, the teacher should note how
the students used the dinosaur and grass clues in the explanations of the students.
Also check if the students deepened the student understanding of the evidence of
the plate tectonics.
4. Demonstration: The teacher will explain seafloor spreading using small
demonstration.
5. Show the word Splash Pre- Assessment. Have them check their own work. Let
them add more sentences using the given words
6. Values Integration: Realization of one’s impact to natural resources