DETAILED LESSON PLAN

GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
11 Second Quarter Week 3 Day 3 1

I. OBJECTIVES
A. Content
Standards
The learners demonstrate an understanding of plate tectonics.
B. Performance The learners shall be able to, using maps, diagrams, or models, predict what could happen in the
Standards future as the tectonic plates continue to move.
The learners shall be explain how the continents drift, and cite evidence that support continental
drift.
C. Learning (S11/12 ES – Id – 20) , (S11/12 ES – Id – 21)
Competencies/ Specific Learning Outcomes
Objectives At the end of the lesson, the learners will be able to:
(Write the LC
code) 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 drifting continents.

II. CONTENT Deformation of the Crust: Plate tectonics (Continental Drift Theory)

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
Earth and Life Teaching Guide pp. 111 - 118
2. Learner’s Tarbuck, EJ. et,al, Essentials of Geology, 11 th ed. pp 363 – 367, Monroe, J.S. et,al, Physical Geology
Materials pages Exploring the Earth, 6th ed, 2007 pp. 34 -41
Freudenrich C, Benner, J. Bethel, D., et al, Earth Science CK-12, 2009 pp. 133-138,Carlson, D.H.,
3. Textbook pages
Plummer, C.C., Hammerley L, Physical Geology Earth Revealed 9 th ed, 2011, pp. 76 – 81.
4. Additional
Materials from
Learning
Resource (LR)
portal

http://www.nuffieldfoundation.org/sites/default/files/files/teacherguidance_continentaldrift.pdf
https://vimeo.com/14258924
http://legacy.earlham.edu/~roosebe/Earlham%20College%20-%20Geology%2011%20-
B. Other Learning
Resources
%20Caledonides.htm
https://earthef.org/ERDA/1541/

IV. PROCEDURES
A. Reviewing ELICIT(Access Prior Knowledge)
previous lesson Key recall questions:
or presenting the
new lesson
B. Establishing a ENGAGE(Focus on the Topic)
purpose for the Introduction (5mins)
lesson
Communicating Learning Objectives
C. Presenting
examples/instanc 1. Introduce the following learning objectives using the suggested protocols (Verbatim, own
es of the new
 DETAILED LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
11 Second Quarter Week 3 Day 3 2

words and Read-aloud)

a. Discuss the history behind the Theory of Continental Drift;
b. Describe the Continental Drift Theory;
c. Enumerate and explain the evidence used to support the idea of drifting continents.

Motivation (10 mins)

lesson 1. Present a world map (PowerPoint) 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?
D. Discussing new EXPLORE(Provide Common Experience)
concepts and Instruction (25 mins)
practicing new
skills #1
E. Discussing new 1. Introduce the continental drift hypothesis.
concepts and -animation of continental drift
practicing new Source: https://vimeo.com/14258924
skills #2
Continental drift hypothesis was first articulated by Alfred Wegener, a German
meteorologist, in 1912.

Alfred Wegener – proposed that a single supercontinent, Pangaea (an ancient Greek word
meaning “all land” or “entire earth”), separated into the current continents and moved across
Earth’s surface to their present locations.
- Published the book “The Origin of continents and oceans” in 1915.
- Thought that continents drifted due to the tides formed by the
gravitational forces of the Moon and Sun.
- Also believed that the larger and sturdier continents cut through the
thinner oceanic crust, although there is no proof that the ocean floor is
weak enough to allow passage of the continents without significantly
deforming them in the process.
2. Preliminary activity
- Precautionary measures
- Rubrics criteria

- Introduce the activity: Continental Jigsaw Puzzle

3. Perform the Continental Drift Activity
Practice (20 mins)
CONTINENTAL JIGSAW PUZZLE
Instructions:
1. The teacher divides the class into groups 5. Each group is provided with the activity
materials.
2. In the legend, assign different colors for each type of fossil and geologic structure. Use
these colors to represent the identified areas within the landmasses.
3. Cut along the borders of the continents using a pair of scissors.
4. On another sheet of paper, place the continent cut-outs and try to reconstruct. Pangaea
 DETAILED LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
11 Second Quarter Week 3 Day 3 3

using the given clues (fossils and mountain ranges)

5. When confident of the positions of the continents, glue them on a sheet of paper. Draw a
circle around to represent the Earth.
6. Cut out the legend and paste it in the lower portion of the paper.
7. Randomly select few teams to discuss their findings.

EXPLAIN(Post- activity)
Discussion:
F. Developing 1. What criteria or basis did you consider in piecing together the “jigsaw puzzle?”
mastery (leads to 2. Look at the resulting map. What can you conclude with regards to the location of the
Formative different fossils? What about the mountain range?
Assessment 3)
3. Give your thoughts on why the cutouts do not perfectly fit with each other.

G. Finding practical ELABORATE(Applying and Making Use of Information)

applications of 1. The basis for piecing together the “jigsaw puzzle”: the shape of coast lines, distribution of
concepts and
skills in daily
fossils and mountain ranges.
living 2. The distribution of fossils and mountain ranges will “line-up” in the reconstructed map
(They will form continuous belts or area)
H. Making
3. The imperfect fit is most likely due to modification of the coastlines resulting from:
generalizations
and abstractions weathering and erosion, collisions and movement of plates. Fitting together the
about the lesson continental slopes will provide a much better fit.
I. Evaluating EVALUATE(Measuring Learning)
learning
Summary questions related to the lesson (Questions in regular font are easy questions while the
ones in bold are hard)

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 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
 DETAILED LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
11 Second Quarter Week 3 Day 3 4

Rubrics: Summary Question

NOT VISIBLE NEEDS MEETS EXCEEDS

IMPROVEMENT EXPECTATIONS EXPECTATIONS
Summary Only 2 of the Correctly Correctly Correctly
questions easy answered the answered the answered all
questions are easy questions easy questions questions.
correctly and 2 hard
answered questions
J. Additional EXTEND(Deepening Understanding in New Context)
activities for
application or
To be submitted on the next meeting.
remediation
Introduction: Other related studies came out after the continental drift hypothesis has been
proven and accepted by the scientific community. One of the studies led to the identification of
the speed of the continents’ movement. Below shows the rate of movement of some of the
continents.
Continent Speed
Antarctic 2cm/yr
Africa 2.2 cm/yr
South American 1.5 cm/yr
North American 1.2 cm/yr

Discussion:
1. Compute in meters, how far these continents will travel in (a) 100 years, (b) 500,000
years and (c) 1 million years. Tabulate the answers.
Formula: Distance = Speed x Time

Distance Traveled
Continent Speed
100 years 50,000 years 1 million years
Antarctic 2 cm/yr

African 2.2 cm/yr

South 1.5 cm/yr
American

North 1.2 cm/yr

American

2. Which continent moves the fastest? Where will it be in 50,000 years?

Answer: The African continent moves the fastest. In 50,000 years, it will be 1.1 km away
from its current location.
 DETAILED LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
11 Second Quarter Week 3 Day 3 5

3. Which continent moves the slowest? Where will it be in 1 million years?

Answer: The North American continent is the slowest moving continent with a speed of
1.2 cm/yr. In 1 million years, it will be displaced from its current location by 12km.

4. Is there a chance that the continents will collide with each other? Explain your answer. If
yes, give an example.
Answer: Yes, continents can collide with each other since they are moving in different
directions. India for example has collided and still colliding with the Asian continent.
Reconstructing Pangaea shows that India was originally part of the southern half of
Pangaea that slowly drifted northwards.

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 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?

DEMONSTRATION TEACHER:

ARGIE JOY MARIE G. AMPOL, R.N

SHST - I

NOTED:

RONALD A. DERANO
Assistant School Principal II
 DETAILED LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
11 Second Quarter Week 3 Day 3 6

I. OBJECTIVES
D. Content Standards At the end of one-hour period, the students should be able to:
E.
F. Performance Standards

G. Learning Competencies/ Infer the relationship between current and charge.

Objectives
(Write the LC code) S8FE-Ih-30

I.

II. CONTENT

III. LEARNING RESOURCES

C. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
D. Other Learning Resources
IV. PROCEDURES
K. Reviewing previous lesson ELICIT
or presenting the new
lesson
L. Establishing a purpose for ENGAGE
the lesson
M. Presenting
examples/instances of the
new lesson
N. Discussing new concepts EXPLORE
and practicing new skills #1
O. Discussing new concepts
 DETAILED LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
11 Second Quarter Week 3 Day 3 7

and practicing new skills #2

EXPLAIN
P. Developing mastery (leads
to Formative Assessment 3)

Q. Finding practical ELABORATE

applications of concepts
and skills in daily living
R. Making generalizations and
abstractions about the
lesson
EVALUATE
S. Evaluating learning

EXTEND
T. Additional activities for
application or remediation

V. REMARKS

VI. REFLECTION
H. No. of learners who earned 80% in the evaluation
I. No. of learners who require additional activities for remediation
J. Did the remedial lessons work? No. of learners who have caught up with the
lesson
K. No. of learners who continue to require remediation
L. Which of my teaching strategies worked well? Why did these work?
M. What difficulties did I encounter which my principal or supervisor can help me
solve?
N. What innovation or localized materials did I use/discover which I wish to
share with other teachers?

DEMONSTRATION TEACHER:

NOTED: