Sample Lesson Exemplar in Science Using the IDEA Instructional Process

A. Modular Approach

School Lumban National HS Grade Level Grade 10

LESSON
Teacher Jennilyn F. Robale Learning Area Science
EXEMPL
Teaching Date and Time October 5-9, 2020 / 8:30-9:30 Quarter First Quarter
AR
a.m.

Guide in Preparing the

Exemplar
(This does not appear in the actual
exemplar.)
I. OBJECTIVES At the end of the lesson, the students are expected to: The objectives should reflect the
a. describe the possible causes of plate movements; concepts of knowledge, skills and
attitudes/values (KSAVs). There may
be three (3) objectives representing
b. identify the impact of plate movements on the Earth’s KSAVs. However, a single objective
surface; and containing KSAVs may be formulated.

In formulating the objectives, consider

c. cite some ways on how to contribute to government efforts the concepts specified by the MELC,
in reducing damage due to earthquakes, tsunamis and enabling and/or enrichment
volcanic eruptions. competencies.
A. Content Standards The learners demonstrate understanding of the relationship among Refer to the curriculum guide for the
content standards set for this grade
locations of volcanoes, earthquake epicentres, and mountain ranges. level and quarter.
B. Performance Standards The learners should be able to suggest ways by which he/she can Refer to the curriculum guide for the
contribute to government efforts in reducing damage due to performance standards set for this
earthquakes, tsunamis and volcanic eruptions. grade level and quarter.

C. Most Essential Learning Check the PIVOT 4A BOW in English

Competencies (MELC)
(If available, write the indicated MELC)
D. Enabling Competencies
(If available, write the attached enabling
competencies)
E. Enrichment Competencies
(If available, write the attached enrichment
competencies)
II. CONTENT
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide Pages
b. Learner’s Material Pages
c. Textbook Pages
and look for the MELC. The MELC
can be identified through the number
Describe the possible causes of plate movement. assigned to it. The number represents
the number of MELCs set for each
grade level.
Check the PIVOT 4A BOW in English
and look for enabling competencies.
Enumerate ways on how to contribute to government efforts in Enabling competencies are the LCs
that appear before the MELC. They are
reducing damage due to earthquakes, tsunamis and volcanic considered enabling as they aid
eruptions. learners and teachers in achieving
mastery in dealing with the assigned
MELC.
Check the assigned link in Regional
Order No. 10, s. 2020 if the identified
MELCs contained an attached
enrichment competency. Leave it
blank if there are no available
enrichment competencies.
The content may be identified by
evaluating the concepts portrayed in
Earth and Space: Plate Tectonic Theory: the MELC. Though the contents
specified in enabling competencies are
Possible Causes of Plate Movements important, still they are not the main
focus as these will just help in dealing
with the MELC.
Write the pages where you can find the
specified content in the teacher’s
pp. 42-43 guide. The given pages are just
samples.
Write the pages where you can find the
specified content in the learner’s
Science Learner’s Material pp.69-72 materials. The given pages are just
samples.
APEX Integrated Science LP Unit 5 Changes in the If no other textbooks will be used,
Environment leave it unfilled.
 d. Additional Materials from
Learning Resources
B. List of Learning Resources for
Development and Engagement
Activities
IV. PROCEDURES
A. Introduction
Indicate other learning resources to be
used. These resources may be taken
from the LR portal. Others may be
online, offline, print and/or non-print
resources.
Why do tectonic plates move? Internet Geography
https://www.google.com/search?q=convection
+current,+ridge+push+and+slab+pulpull&source=
lnms&tbm=isch&sa=X&ved List down other resources to be used
Reducing the Effects: japan Earthquake especially for the development and
https://www.google.com/search?q=ways+to+reduce+ engagement phases.
the+damage+caused+by+earthquakes&hl=en&source
=lnms&tbm=isch&sa
Picture Analysis In the Introduction phase, the teacher
may provide an activity as a start-up.
1. Show the picture of Alfred Wegener and ask The activity should be related to the
the following questions below. teaching targets as reflected in the
MELC and enabling competencies.
1. Who is this? This is a sort of a motivational activity
2. What do you think is the which will help in getting students’
attention about the topic/s to be
contribution of Alfred Wegener? presented.
2. Based on the picture below, explain the
Continental Drift Theory of Alfred
Wegener.
Pre-Assessment
Directions: Read each item carefully and then choose the letter of the
best answer. Write the answer on a sheet of paper.
1. What is ridge-push?
a. A force causing plates to move away from divergent plate
boundaries
b. A force causing plates to dive into the mantle
c. A force causing plates to slide past one another
d. A force that rips plates apart
2. What kind of currents cause heat transfer in the earth?
a. conduction currents
b. convection currents
c. ocean currents
d. radiation currents
3. When the mantle pushes the edges of a tectonic plate higher,
gravity can pull downward on it, causing the plate to move. This is
known as what?
a. Ridge push
b. Slab pull
c. Thermal convection
d. Trench suction
4. The driving forces behind plate tectonics, a subject that plagued
Wegener, continue to be a matter of debate today. Which of the
 following is NOT a possible cause of plate motion?
a. convection
b. earthquake activity
c. gravity
d. mantle upwelling

5. Slab pull forces occur at which type of plate boundary?

a. convergent
b. divergent
c. transform
d. None of the answers are correct.

Goal Orientation This part is very important as this will

 Have you ever wondered how can massive volumes of rock
move around the surface of the earth? In order to properly
understand this question, the forces that drive plate motion
must first be understood and that’s the focus of our module
for today.
make the students aware on the lesson
expectations. In here, teachers may
directly present the lesson objectives
which students should achieve at the
end of the lesson.

B. Development There are a number of competing theories that attempt to explain

what drives the movement of tectonic plates. Three of the forces that
have been proposed as the main drivers of tectonic plate movement
are: 1) convection current in the mantle 2) ridge push, and 3) slab
pull.

To further understand how the first process occurs, perform the

simple activity.

Activity No.1: Drive Me Up and Away!

Objectives:

1. Model and draw convection current.

2. Explain convection currents can occur only in any liquid
substance.
3. Identify Earth’s outer core as the heat source driving convection
currents in Earth’s mantle.

Materials:

Clear glass or beaker that can be place on a hot plate

Hot plate
Paper dots

Procedure:

1. Pour 250-300 milliliters of water into the glass or beaker

.
2. Sprinkle paper dots over the top of the water. If the dots do not
sink, push them under the water with a pencil until they rest on the
bottom of the beaker.

3. Observe the beaker of water. Complete Diagram 1: “No Heat

Source,” in the Data Section of the worksheet.

4. Turn on the hot plate to the low setting, and place the beaker of
water on the burner. Heat the water slowly.

5. Observe the beaker of water as it heats 10 minutes. Complete

Diagram 2: “Active Heat Source,” in Data Section of the worksheet.

Warning: Make sure that you know how to operate a hotplate.

Wear heat resistant gloves to protect your hands. In the absence
of a hotplate, you can use an alcohol burner.

Data:
In the boxes below, draw the beaker of water with the paper dots in it.
Be sure to label the beaker, water, paper dots, heat source (if
applicable) and the path of movement of the paper dots (if any).

Guide Questions:

1. What are the differences between your observations for

Diagram 1 and Diagram 2?
2. What happens to the paper dots in Diagram 1 and
Diagram 2? Why?
3. Describe the paper dots in Diagram 2 when the water
starts to cool down.
4. How is convection currents shown in the activity?

Activity 2: What’s happening during convection current?

Directions: The figure below shows a convection cell in Earth’s

mantle. A convection cell is one complete loop of convection current.
Use the figure to answer the questions that follow

Guide Questions:
1. Define Density.
2. What happens to the density of a fluid as it temperature
increases/decreases?
3. Where does the heat come from that drives the convection current
in the mantle.
4. Where is the temperature of the mantle material greater, at point A
or point B? Explain why?
5. Where is the density of the material greater, at point B or point C?
Explain why?
6. What happens to the temperature and density of the material
between points B and C?
7. What happens to the temperature and density of the material
between points D and A?
8. How do you think this convection cell might affect the crust
material above it?
9. What specific layer of the Earth does convection currents occur?

Concept presentation is important in

the Development phase. In here, the
As you have learned convection currents rotate very slowly as teacher may present first the target
they move the plates along. Because of convection current, the concepts before providing activities or
tectonic plates are able to move slowly along the plate boundaries, vice versa. The presentation of
concepts will be helpful in bridging the
pushing each other, sliding past each other and drifting away gaps between what the learners know
from each other which results into the formation of different and have to know.
geologic features and events.

Activity 3: Picture Analysis

CORE

Directions: Please refer to the picture above to answer the following

questions.

1. What will happen to the dense material near the core when heated?
(it becomes less dense, rises up to the upper mantle causing upward
and sideward forces)

2. Describe the plates near the upper mantle. What will happen to it?
(it is an old cold denser plate, it will sink or subduct into the
subduction zone.)

3. What do you call the pulling force exerted by a cold, dense oceanic
plate plunging into the mantle due to its own weight?

4. What geologic feature is formed oceanic and continental crusts

converge?

5. What happens when magma rises into the bottom of the plates?
 (creates the potential for plates to move away from the ridge)

6. What do call the force that pushes the plate away from the ridge?

7. What geologic feature is formed both oceanic crusts split?

Now that you understand what happens inside the Earth and its
effects on the Earth’s surface, you should be able to realize that the
tectonic activities at the surface of the Earth such as volcanic
eruptions and earthquakes are inevitable. Since you can prevent these
activities from happening, what can you do to contribute
meaningfully in minimizing the damage that these phenomena can
bring? Let us find out in the next activity.
C. Engagement A. Picture Analysis: In this phase, the students are given
life-related texts, materials and/or
activities that will allow them meet the
Directions: Describe each picture and give a brief explanation on learning expectations. These real-life
how each picture help you minimize the damage caused by tectonic or authentic activities should allow
them to perform particular tasks or
activities such as earthquakes and volcanic eruptions. produce products in various forms. The
activities should strengthen the KSAVs
learned during the D phase.

1.

2.

3.

4.
 5.

B. The picture shows the possible causes of plate movements. Label

the parts and give a brief description of each.

1.
5.

3 2.
.

4.

1. ________________________________________

2. ________________________________________

3. ________________________________________

4. _______________________________________

5. _______________________________________
On Point Reflection on the contexts of real-life
activities may be done to allow
 Draw a disaster preparedness plan at home to limit the learners to be fully engaged on the
impact of disasters such as earthquake or volcanic eruption tasks given to them.
in a bond paper.
D. Assimilation Let`s Apply: The teacher brings the learners to a
process where they shall demonstrate
A. Multiple Choice ideas, interpretation, mindset or values
Directions: Choose the letter of the best answer. Write your answer and create pieces of information that
on a sheet of paper. will form part of their knowledge in
reflecting, relating or using it
effectively in any situation or context.
1. The part of the earth with hot rock that is solid but slowly moves This part encourages learners in
and bends. creating conceptual structures giving
them the avenue to integrate new and
A. crust old learnings.
B. inner core
C. mantle
D. outer core

2. Which of the following statements about convection is true?

A. heat is transferred from hot material to cool material without
inducing a flow.
B. cool material flows upward and displaces hot material
C. hot material flows upward and displaces cool material
D. random circulation occurs
 3. Why do researchers think that slab pull is a major driving force of
plate motion?
A. Plates experiencing more slab pull move faster.
B. Slab pull is the most common plate motion on earth.
C. Researchers have no proof that slab pull is important.
D. None of the answers are correct.

4. What causes ridge-push to occur?

A. large quantities of volcanic rock near the ridge
B. hot buoyant mantle beneath the ridge
C. Both of these are correct
D. Neither of these is correct

5. The plate movement where the weight of a dense subducting plate

pulls the trailing slab into a subduction zone.
A. Convection Current
B. Ridge Pull
C. Ridge Push
D. Slab Pull

B. CROSSWORD PUZZLE

V. REFLECTION I understand that ___________

(Reflection on the Type of Formative
Assessment Used for This Particular Lesson)
I realize that ________________

Prepared by:

JENNILYN F. ROBALE
Lumban National HS

Checked by:

MYLINE SOLOMON
PSDS-Luisiana District
Submitted to:

REDELLA P. VISTA
EPS-Science