Grade: 10 Subject: SCIENCE

Quarter/Semester: Week No: 7 DAY 3

I. OBECTIVES
Content Standard The learners demonstrate
an understanding of:
the relationship among the locations of volcanoes,
earthquake epicenters, and mountain ranges

Performance Standard
Learning Competencies describe the possible causes of plate movement (S10ES
–Ia- j-36.5)
Knowledge Describe how the Continental Drift Theory is developed
Skills Find clues to solve problems using a puzzle
Attitude Appreciate how Continental Drift Theory is developed.
II. CONTENT THE EVIDENCE OF CONTINENTAL DRIFT THEORY
III. LEARNING RESOURCES
References Science Teacher’s Guide for Grade 10, page
Science Learners Material for Grade 10, pages 58
Other Learning Resources
IV. PROCEDURES
A. Preparation Review on previous lesson. (Game-based “Guess Who
am I”)
- Mechanics:
1. The students are going to guess the word in a puzzle.
2. They are going to answer the given questions.
3. The initial letter of the answer will give them clue to
solve the puzzle.
 (The word in the puzzle is related to the evidences of
The Continental Drift Theory.)
See attachment 1
B. Motivational  Show a picture of a puzzle. Then asked the students
the following questions:
1. What is in the picture? Ans: A Jigsaw Puzzle
2. How will you play a Jigsaw puzzle? Possible Ans: You
will connect/fit each part of the puzzle until you come up
an image or picture.
 Inform them that they are going to play Jigsaw
Puzzle to give them idea how the Continental Drift
Theory was conceived.
C. Activity  Do activity 3 “Let’s Fit It”
For procedure please refer to LM p 58.
Let somebody from the group present their perfectly
assembled newspapre or magazine.
The first group who can finish the puzzle will be declared
winner and earned 20 pts.
D. Analysis  How do you find your activity? Possible answers:
Prepared by: LUCIANA P. BARREDO

E. Abstraction
F. Application
G. Practical Applications of
Concepts and Skills in
Daily Living
H. Generalization
confusing, hard
 Was it easy to put all the pieces together? Why?
Possible answer: Yes, because everyone participated
and help in assembling the puzzle. No, because it is
confusing.
 Can you name an earth process that this
represents? Ans: Pangaea and The Continental Drift
Theory
Discuss how the activity related to the Continental Drift
Theory.
 Show picture of how the continents drifted from each
other as time passed. From there the teacher will be
able to relate the similarities of a puzzle to the
Continental Drift theory.
 Have the students make a drawing of the continental
drift demonstration.
 Use red colored arrows to show the movement of the
continents.
 What skills do puzzles develop?
Possible answers: It helps develop basic skills such as
shape recognition, concentration, goal setting patience
and sense of achievement.
The activity teaches us about the concept of a “whole”
and that each piece is a fraction of the bigger picture.
Just like The Continental Drift Theory, it gives us a
picture on how Albert Wegener find evidences to support
his hypothesis.
Prepared by: LUCIANA P. BARREDO
 I. Evaluation Give a 5-item test. (See Attachment 2)
J. Additional activities for Advance reading for the next activity.
application or Bring the materials needed for tomorrow’s activity. (same
remediation groupings)
(assignment)
V. REMARKS

VI. REFLECTION
No. of learners who earned
80% in the evaluation
No. of learners who
continue to require
remediation
Did the remedial lesson
work? No. of learners who
caught up the lesson
No. of learners who require
remediation
Which of my teaching
strategies worked well?
Why did these work?

What difficulties did I

encounter which principal
and supervisor can help or
solve?
What innovation or localized
did I use/discover which I
wish to share?

Prepared by: LUCIANA P. BARREDO

ATTACHMENT 1

Preparation: Review on previous lesson. (Game-based “Guess Who am I”)

1. I am credited with developing the theory of continental drift. Who am I?(Ans. Albert Wegener)

A W
2. I am a fern-like fossil to prove that the continents used to be part of a supercontinent. Who am I?
(Ans: Glossopteris )
G

3. I am what Wegener called for supercontinent. Who am I? (Ans: Pangaea)

P

4. I am the theory proposed by Wegener describing all the continents were once joined as a single
supercontinent and have since drifted apart. Who am I? (Ans: Continental Drift Theory)
C D T

5. I am the trace of an ancient organism that has been preserved in rock. Who am I? (Ans: Fossil)
F

Prepared by: LUCIANA P. BARREDO

ATTACHMENT 2
(Attachment for Evaluation)

Direction. Fill in the timeline with the correct stages of the evolution of Pangaea using the pictures
below.

A B C

D E

(Ans: C B D E A)

Prepared by: LUCIANA P. BARREDO

http://publish.illinois.edu/alfredwegener/evidence/

Prepared by: LUCIANA P. BARREDO