Republic of the Philippines

Department of Education
Regional Office No. VIII
Division of Catbalogan City
SAMAR NATIONAL SCHOOL
Catbalogan City

LESSON PLAN IN GRADE 10 SCIENCE

1ST QUARTER
DATE:
TEACHER: Jenalyn L. Pelicano
TIME:
GRADE AND SECTION: Grade 10 - Ponce

I. OBJECTIVE
Content Standard :
Learning Competency: Enumerate the lines of evidence that support the plate movement (S9ES –Ia-j-36.6)
At the end of the lesson, all the learners should be able to:
1. Demonstrate the evolution of the oceanic crust through Sea Floor Spreading
2. Realize the importance of the seafloor spreading process relative to the Continental Drift Theory.
II. SUBJECT MATTER
A. Topic: Quarter 1 – Evidence of Continental Drift Theory

KBI: Realize the importance of the seafloor spreading process relative to

III. the Continental Drift Theory. LEARNING
RESOURCES
References: Science-10_Q1_M5: Evidence of Plate Movements
Materials: Laptop, Visual Aids, Manila Paper, Markers, Tarp Papel, Activity sheet/Anticipation Guide

IV. PROCEDURE
Teacher’s Activity
Preliminary Activity
Prayer
Greetings
Good afternoon class
Checking of Cleanliness and Attendance
Before you take your sit, please pick up the pieces of papers on the floor.
Is there any absent for today’s class?
DRILL/ELICIT
Students will play a game called “Hot Seat”
For this activity, I need a volunteer to sit in front. So, the mechanics of the game is that I will show to your other classmates the
word and your classmate will describe the word without saying the word itself and you are to guess the word she or he is
describing.
Who will volunteer?
The words are related to the past discussion.
Convergent
Divergent
Transform
Subduction
Mountain range
Volcano
Earthquake
Continental drift
Seafloor spreading
ENGAGE
Show the picture of a mid-oceanic ridge then ask the students to describe the process or the movement that occurs on that
 Republic of the Philippines
Department of Education
Regional Office No. VIII
Division of Catbalogan City
SAMAR NATIONAL SCHOOL
Catbalogan City
geologic feature.

EXPLORE
Do a think-pair-share activity for seafloor spreading. Ask students to think about the following questions:
Guide Questions:
1. What is seafloor spreading?
2. What evidence is there for seafloor spreading?
3. How is seafloor spreading related to continental drift?

EXPLAIN
After students have had time to consider the questions and ask to share their ideas about the answers to the questions. To clear
out misconceptions teacher continuously discuss and throw these focus questions.
1. What is seafloor spreading?
2. How were the technologies that were developed during the World War II used by scientists for the development of the
seafloor spreading hypothesis?
3. What evidence is there for seafloor spreading?
4. How is seafloor spreading related to continental drift?
5. How does seafloor spreading provide a mechanism for continental drift?

ELABORATE
After the discussion relate the lesson to real life situations and ask if what other areas can the learners apply their learnings.
1. What have you learned about the discussion today?
2. In what way can you apply this lesson to other learning area?

EVALUATE
Directions: Use a separate sheet for your answers. Write the best answer in each item.
1. The Seafloor Spreading Theory states that ________________.
A. all continents are drifting.
B. ages of rocks near a ridge are older than the ones far from it.
 Republic of the Philippines
Department of Education
Regional Office No. VIII
Division of Catbalogan City
SAMAR NATIONAL SCHOOL
Catbalogan City
C. fossils of plants and animals are found in almost all continents.
D. hot and less dense material from below the Earth's crust rises towards the surface at the mid-oceanic ridge.
2. What can you say about the rate of movement of materials coming out from the mid-oceanic ridge and the materials
sinking in the subduction zone?
A. The rising of the materials from the ridge is slower than in the subduction zone.
B. The movement of the materials in both ridge and subduction zone is the same.
C. The rising of the materials from the ridge is faster than in the subduction zone.
D. There is no much movement of materials happening in both the ridge and subduction zone.
3. In the Mid-1900s, scientists mapped mid-ocean ridges using what?
A. Satellites B. Moons C. Stars D. Sonars
4. If there are MORE mid-ocean ridges than subduction zones, what happens to the ocean?
A. It gets larger. C. It gets smaller.
B. It sinks. D. Nothing will change
5. Which of the following increases with distance from the mid-oceanic ridge?
A. The age of oceanic lithosphere. C. The thickness of the lithosphere.
B. The density of oceanic lithosphere. D. All (A, B, & C)
EXTEND
Assignment
Watch the video simulation entitled “How Earth will look in 250 Million Years?”

V. REMARKS
Number of students who got 75% performance level and above __________ out of ________.
Number of students below the performance level __________ out of ____________.

VI. REFLECTIONS
Number of students to be given enrichment activities: _____________
Number of students who need remediation: _______________

Prepared by:

JENALYN L. PELICANO
SST-1
Noted by:

BRIGIDA C. SINGZON
Head, Science Department