School Grade &

Balnasan National High School 10- EINSTEIN

Section
DAILY Teacher
MYLENE B. DELA CRUZ
Learning
SCIENCE
LESSON Area
Teaching Dates October 25,2023/ 3:00-4:00 PM
PLAN
& Time Quarter 1

Week No. 9 Day 2 Duration 60 MINUTES

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed,
additional lessons, exercises, remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guide.
A. Content The Learners demonstrate an understanding of the relationship among the locations of
Standards volcanoes, earthquake epicenters, and mountain ranges.
The learners shall be able to: 1. demonstrate ways to ensure disaster preparedness during
earthquakes, tsunamis, and volcanic eruptions; 2. suggest ways by which he/she can
B. Performance
contribute to government efforts in reducing damage due to earthquakes, tsunamis, and
Standards
volcanic eruptions.

C. Learning 1. Describe the possible causes of plate movement. S10ES – Ia-j-36.5

Competency/ies 2. Discuss the possible causes of plate movement.
Write the LC Code for each.
Knowledge: Name the evidences of continental drift theory.
D. Learning
Skills: Find clues to solve a problem.
Objectives
Attitudes: Recognize how the Continental Drift Theory is developed.
Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT/TOPIC The Earth’s Mechanism: Continental Drift Theory
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES
A. References
1. Teacher’s Guide
pp. 27-52
pages
2. Learner’s
pp. 39-80
Materials pages
1. EASE Science I. Module 12. Lesson 1 & Lesson 4.
2. BEAM 6. Unit 5. 10 The Structure of Earth’s Interior. 2008.
3. Textbook pages 3. MISOSA 6. Module 25 & Module 26.
4. OHSP Integrated Science. Quarter 2. Module 5. Lesson 1 & Lesson 2.
BEAM VI- Unit 6 Layers of the Earth. July 2008.
4. Additional
Materials from
Learning
Resource (LR)
Portal
B. Other Learning Science 10 LM, any coloring materials, cartolina (any color), scotch tape, old
Resources newspaper/magazine
These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
IV. PROCEDURES things, practice their learning, question their learning processes, and draw conclusion about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
A. Reviewing Show maps of the world and point out the continents. Discuss with the class
previous lesson or how they seem to fit together, particularly when looking at the coastlines of
presenting the new continents.
lesson.
ELICIT (The activities in this section
will evoke or draw out prior concepts of ( Indicator 1: Subject is integrated in Araling Panlipunan; The 7 Continents) )
or experiences from the students)
AWARENESS

B. Establishing a Have you had the chance to go to a mountain, stand on its peak and look at the
purpose for the beauty that it offers? Do you think it looks exactly the same as before? Perhaps
lesson. you would think that it might be different - all plain, no plateaus, no mountains.
ENGAGE (The activities in this section If it wasn’t the same 10 years ago, how much different is it 10 million years
will stimulate their thinking and help them
access and connect prior knowledge as a ago, 100 million years ago?
jumpstart to the present lesson.)
C. Presenting Ask the students if they wonder, why the continents look like puzzle
examples/instance pieces that could fit together.
s of the new lesson.
 D. Discussing the new Divide the class into 3 groups; Each group will perform different activity.
concepts and (students will be provided with activity sheets)
practicing new
skills #1.
EXPLORE (In this section, students Group 1: The students will do the activity 1. Lets Fit it.
will be given time to think, plan, Group 2: The students will do activity 2 . Continental Drift

ACTIVITY
investigate, and organize collected
information; or the performance of the Group 3. The students will do activity 3. Drifted Supercontinent.
planned/prepared activities from the (please See attached activity sheets)
student’s manual with data gathering and
Guide questions) * Students will present their output)
E. Discussing the new The teacher will present the lesson through powerpoint presentation.
concepts and
practicing new
skills #2.
F. Developing The teacher will ask , the following questions, to assess the students
mastery understanding base on the result of the activity; Encourage Students
(Leads to formative
assessment 3).
participation in the activity.
EXPLAIN (In this section, students will
ANALYSIS

be involved in an analysis of their
exploration. Their understanding is
clarified and modified because of
reflective activities)/Analysis of the
gathered data and results and be able to
answer the Guide Questions leading to
the focus concept or topic of the day.
1. What are the main evidences presented by Alfred Wegener to
support the continental Drift Theory?
2. Explain how the fossil records supports the idea of continental drift.
3. How does the analysis of rock formation contribute to our
understanding of Plate Tectonics.

(Indicator: 5,6, 7: )
G. Making The Continental Drift Theory of Alfred Wegener states that the
generalization and continents where once part of a large land mass called Pangaea which
abstraction about
means “all Earth”.
ABSTRACTION

the lesson.
ELABORATE (This section will give The evidences presented by Wegener to support his theory are the
students the opportunity to expand and following;
solidify / concretize their understanding
of the concept and / or apply it to real – 1. Topographic Evidence
world situation) 2. Fossil Correlation
3. Rock Formation
4. Paleoclimatic Evidence
H. Finding practical Cite practical examples how Continental Drift Theory affect our lives.
application of ( Possible answer)
concepts and skills
in daily living.
1. Understanding Natural Hazards
2. Exploration of Natural Resources
3. Infrastracture Planning
4. Environmental Awareness
5. Travel and Tourism
(Indicator 1)

What are some ethical considerations when engaging with indigenous

communities and their traditional knowledge, especially regarding
APPLICATION

geological history? How can scientist and researchers approach this

respectfully?
( Indicator 8)

I.
Evaluating Answer the following questions:
ASSESSMENT

learning. 1-4. Name the evidences presented by Alfred Wegener about Continental Drift Theory.
EVALUATION (This section will 5. Who is the proponent of the Continental Drift Theory.
provide for concept check test items and
answer key which are aligned to the
learning objectives - content and
performance standards and address
misconceptions – if any)
 J. Additional Write a reflection paper on the significance of Alfred Wegener's Continental
activities for Drift Theory in understanding Earth's geological history.
application or

ASSIGNMENT
remediation.
EXTEND (This sections give situation Assessment Question: Discuss the impact of the Continental Drift Theory on
that explains the topic in a new context , our understanding of Earth's landforms, climate patterns, and the distribution
or integrate it to another discipline /
societal concern) of organisms.

(Indicator 2: Enhance learners Literacy Skills)

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
VI. REFLECTION students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant question.
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional activities
for remediation
C. Did the remedial lesson
work? No. of learner who
caught up with the lesson
D. No. of learner 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?
NOTE: Procedure is adapted/adopted from DLP 2017 of DepEd-Division of Lapu-Lapu City as reference.

Prepared by: Checked by:

MYLENE B. DELA CRUZ MEL T. SALUIB

Subject Teacher JHS Dept. Head

Noted by:

RAMON E. LOBOS, JR
School Head