Republic of the Philippines

Department of Education
Region 1
Schools Division Office
DAGUPAN CITY NATIONAL HIGH SCHOOL
Tapuac, Dagupan City
_____________________________________________________________________________________________

LESSON PLAN IN SCIENCE 10

October 18, 2023
Grade 10 - 12

LEARNING SCIENCE 10: EARTH SCIENCE

AREA

LESSON Continental Drift Theory

LEARNING Enumerate the lines of evidence that support plate movement. (S9ES-la-j-36.6)
COMPETENCY

CONTENT The learners demonstrate understanding of the relationship among the locations of
STANDARDS volcanoes, earthquake epicenters, and mountain ranges.

OBJECTIVES Through interactive activities, the students should be able to:

a. state the theory of continental drift;
b. explain how geological fit and fossils support the continental drift theory.
c. apply Cha

7E Stages Strategy used/Interdisciplinary Time limit /

Materials/Notes
& Procedure

ELICIT LET’S REVISIT! 5 minutes

Preliminary Activity: The teacher will ask the students if Instructional

they’re already comfortable with their designated seats. After Materials/
which, the teacher will then proceed in reminding the students Strategies:
that they must observe respect and understanding at all
times.
PPT Presentation

The teacher will begin by reviewing a lesson that they have

learned in grade 8: the three types of faults. After shortly Applying
reviewing, the teacher will re-introduce the three types of plate knowledge within
boundaries that they have previously learned in their current (Grade 8 Chemistry
grade level. integration)

In relation to these lessons, teacher will ask the students the Developing critical
following questions: and thinking, HOTS
1. What similarity does the types of faults and the types
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 of plate boundaries have in common?
2. When two plates come together, what plate boundary
ICT Integration
do they exemplify? What type of fault has a similar
movement to that of the answer in the previous
question?
3. When plates move past each other, they exemplify
what type of boundary? What type of fault has a
similar movement to that of the answer in the previous
question?
4. When plates move apart from each other, they
exemplify what type of boundary? What type of fault
has a similar movement to that of the answer in the
previous question?
Indicators
Addressed:
Indicators 1, 7, and,
The teacher will commend the students for being able to recall
8
their past lessons on faults (grade 8) and plate boundaries
(grade 10).

The teacher will ask this final question:

If the plate boundaries are moving, does this imply that our
continents are also moving? If yes, then does that mean that
our continents are not in their current positions millions of
years ago?

To confirm the students’ answers, the teacher will present an

activity.

ENGAGE FIT AND COMPARE! 5 minutes

To confirm the students’ answers whether continents are Instructional

moving or not, the teacher will have the students to put Materials/
together large puzzle pieces which are images of maps Strategies:
across different periods of time.
After accomplishing the task, the maps will be attached on the
blackboard for the students to examine. They will then answer
the following questions: PPT Presentation

Developing
critical
thinking/HOTS
Integrating ICT
Discovery
method/inquiry
approach

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 1. Based from the images of maps, is there anything
different from each of them?
Answer: The position of continents from each map are
different.
2. What major difference do you notice from the first map
and the fifth map? Indicators
Answer: The continents in the first map are very close to each Addressed:
other whereas the continents in the fifth map are very much Indicators 2 and 3.
away from each other.
3. Since the position of continents from each map are
different, does this confirm our hypothesis that the
continents are moving?
Answer: Yes.

EXPLORE 15 minutes

Due to the discovery that the continents were once one, the Instructional
teacher will provide another activity which will provide further Materials/
support to this claim. Strategies:

The class will be grouped into four (4). The groups will be Materials Needed:
accomplishing the same activity.  small
deflated toy
For groups 1 and 2: balloon
Materials Needed:  bowl of
A marker, a ballpen, and the cutouts of continents. extremely
What they need to do: hot water
1. Put together the pieces of cutouts provided to their  bowl with
group. ice vial or
2. Once completed, examine how the cutouts were small bottle
pieced together.  rubber band
Guide Questions:  manila
1. When you pieced the cutouts together, what did you paper
notice? Were the cutouts almost fit for each other?  marker
2. On what object or toy can you compare the continents
with that you joined together? Applying
3. Do you think that this is a good evidence to support knowledge across
the claim that the continents were once one? Why? content within and
across curriculum
For groups 3 and 4
Materials needed Developing critical
thinking/HOTS

Developing literacy
and numeracy skills
Integrating ICT

Providing a
collaborative work

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 Discovery
method/inquiry
approach

Indicators
Addressed:
Indicators 1, 2, 3, 7,
and 8

EXPLAIN 10-15 minutes

Instructional
Materials/
Strategies:

 Developing
literacy skills
 Developing
HOTS, critical
and creative
thinking
 Integrating
assessment
strategies
 Engaging
learners in self
and peer
assessment.
 Praising the
students
Indicators
Addressed:
Indicators 2, 3, and
9

ELABORATE APPLICATIONS OF CHARLES’ LAW 5 minutes

Now you might ask, what does this law has to do with you? Materials and
Well, you see, Charles’ law is applied in our everyday life. For Strategies/Approac
example, the science behind the inflation of a hot air balloon hes:
lies in Charles’ Law. They inflate the balloon by increasing the
temperature inside because as stated in Charles’ law when
temperature is increased, the volume of gas will also PPT presentation
increase, thus, the inflation of a hot air balloon.

Indicators
Another example would be this: Have you ever wondered why addressed:
it is indicated in a bottle of a deodorant to be kept away from Indicators 7 and 8
direct sunlight and high temperature? The answer lies in
Charles’ Law. Under high temperatures, the air molecules
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 inside the bottle will expand which can lead to the bursting of
the deodorant bottle.

Do you now understand why we conducted the activities that

we performed today? It is to confirm the relationship of
temperature and volume at constant pressure according to
Charles’ Law.

From here, we were able to connect the lessons that you

have learned in your previous years of study, you first learned
in your grade 8 that gas is made up of particles. Then, you
learned that these particles behave based on four physical
properties and these are volume, pressure, temperature,
mass. Now from this, we were then able to learn that these
properties have certain relationships with each other, and one
of these is the direct relationship of volume and temperature
at constant pressure which we now refer to as the Charles’
Law.

EVALUATE LET’S ASSESS WHAT YOU LEARNED! 5 minutes

Multiple Choice Instructional

Materials/
Directions: Read each item carefully and write the correct
Strategies:
answer on a one-fourth sheet of paper.
PPT presentation

1. Named after Jacques Charles, Charles’ Law states that

__________________. Indicators
Addressed:
A. volume is inversely proportional to temperature at constant
Indicators 3, 8 and
pressure.
9
B. volume is directly proportional to temperature at constant
pressure.
C. volume is directly proportional to pressure at constant
temperature.
D. volume is inversely proportional to pressure at constant
temperature.

2. According to Charles’ Law, volume is directly proportional

to temperature at constant pressure. What does direct
proportional mean in this law?
A. It means that when temperature increases, the volume of a
gas will decrease and vice versa at constant pressure.
B. It means the when pressure increases, the volume of a gas
will also increase at constant temperature.
C. It means that when temperature increases, the volume of a

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 gas will also increase at constant temperature.
D. It means that when volume increases, pressure will
decrease at constant temperature.

3. In a given sample of gas, what must remain unchanged if

Charles’ Law is to be applied?
A. Volume C. Pressure
B. Temperature D. Mass

4. If the volume of a container of gas is reduced, what will

happen to the temperature inside the container?
a. The temperature will decrease
b. The temperature will increase.
c. The temperature will fluctuate.
d. The temperature will not change.

5. Which of the following involved the application of Charles’

Law?
A. inhaling and exhaling C. getting blood using
syringe
B. baking D. None of the above.

EXTEND ASSIGNMENT: 2 minutes

Assignment: After learning the concept of Charles’ Law, look Indicators

for more examples where Charles’ Law is applied in real life Addressed:
and create an infographic out of the information that you will Indicator 8
get. Print your outputs on a long coupon bond. To be
submitted on Monday (May 29, 2023).

Prepared by:

Darryl O. Calimlim
Teacher I

Checked and noted by:

Susan A. Saldajeno
HT VI, Science

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INFOGRAPHICS RUBRICS
Name of Student:
_________________
Class Schedule:
_____________________
CATEGORY 4 (20 pts.) 3 (15 pts.)
2 (10 pts.) 1 (0 pt.)
Content Covers topic in-
depth with details
and examples.
Subject
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knowledge is
excellent.
Includes essential
knowledge about the
topic. Subject
knowledge appears
to be good.
Includes essential
information about the
topic but there are 1-2
factual errors.
Content is minimal
OR there are
several factual
errors.
Graphics All graphics are
related to the topic
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and make it easier
to understand
All graphics are
related to the topic
and most make it
easier to understand
All graphics are related
to the topic and most
make it easier to
understand
Graphics do not
relate to the topic
Attractiveness Makes excellent
use of font, color,
graphics, effects,
etc. to enhance
the presentation.
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Makes good use of
font, color, graphics,
effects, etc. to
enhance to
presentation.
Makes use of font,
color, graphics, effects,
etc. but occasionally
these detract from the
presentation content
Use of font, color,
graphics, effects
etc. but these often
distract from the
presentation
content.
Mechanics No misspellings or
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grammatical
errors.
Two or fewer
misspellings and/or
mechanical errors.
Three misspellings
and/or grammatical
errors.
Four or more
spelling or grammar
errors.
References
(sources for
content cited
properly)
All facts have
sources identified
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on the
infographics in
APA format
Citation contains
some errors
Citation contains some
errors
No citations
Total Points: _________

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