Final Demo 7e Model

Republic of the Philippines
Commission on Higher Education

REGION III
GORDON COLLEGE
COLLEGE OF EDUCATION, ARTS AND SCIENCES
Olongapo City Sports Complex, Donor St., East Tapinac, Olongapo City 2200
DEMONSTRATION LESSON PLAN IN GRADE 10 SCIENCE
Date December 2, 2023

Student-Teacher
Grade Level Grade 10
Section/ Room SLLR
Time 1:00-1:30pm
The learner demonstrates an understanding of the relationship
Content Standard
among the locations of volcanoes, earthquake epicenters, and ridges
The learner should be able to demonstrate ways to ensure disaster
preparedness during earthquakes, tsunamis, and volcanic eruptions;
Performance and suggest ways by which he/she can contribute to government
Standard efforts in reducing damage due to earthquakes, tsunamis, and
volcanic eruptions
Most Essential Enumerate the lines of evidence that support plate movement
Learning
Competency S9ES-Ia-j-36.6
At the end of the lesson, the students should be able to:
a. enumerate pieces of evidence of Wagener’s Continental Drift Theory;
Specific Learning b. relate the concept of continental drift theory to plate tectonic
Objectives movement, and
c. cite the significance of the continental drift theory in understanding
the cartographic representation distribution of geographic features
of the Earth.
Grade 10 SCIENCE | Quarter 1 Module 7 | Continental Drift Theory
& Seafloor Spreading Theory (Pt 1). Retrieved from
https://www.youtube.com/watch?v=tUCFhkBOk_U
Grade 10 SCIENCE | Quarter 1 Module 8 | Continental Drift Theory

& Seafloor Spreading Theory (Pt 2). Retrieved from
References https://www.youtube.com/watch?v=QV96bt0LPTw
Self-Learning Modules; Science 10, Module 5: Evidences of Plate

Movements
Curriculum Guide: Most Essential Learning Competencies pp 395
Address: Olongapo City Sports Complex, Donor St., East Tapinac, Olongapo City 2200
Contact No. (047) 602-7175 loc 322
Official Website: www.gordoncollege.edu.ph
REGION III
GORDON COLLEGE
Differentiated Learning Activity, Hands-on-Minds Activity,

Strategies Collaborative learning, Exploratory, Inquiry-Based Learning, ICT-
based, HOTs, Gamification, Multiple Intelligence
Equipment/
Projector/Television, Laptop, Instructional Materials
Materials
Topic: Evidence of Plate Movement
Activity:
 Exploring the Continents
Science Skills Requirement:
 Observing details
 Predicting
Learning Task  Interpreting data/variables
 Classifying information
 Synthesizing and communicating conclusions
Content Integration:
 History, Geology
Values:
 Appreciate how fauna and flora are relative from one continent to
another through pieces of evidence in continental drift theory.
Continental Drift Theory was developed in the early part of the 20 th

century, by Alfred Wegener.
The evidence for continental drift included the
 Geologic fit and fossil evidence is a matching of large-scale geologic
features on different continents.
 The coastline of South America and West Africa seems to
Key Points match up, however more particularly the rock terrains of
separate continents confirm as well.
 Glaciers carve rock and leave marks as proof of movements. This
evidence also determines the direction of movement of each
continent.
 Coal Deposit- the presence of coal indicates that the continents was
once inhabited by many organisms. It also gives a clue that
Antarctica was once located near the equator where abundant
animal and plant organisms could be found
Teacher’s Activity
Contact No. (047) 602-7175 loc 322
REGION III
GORDON COLLEGE
ELICIT Connect present lesson to the past lesson through soliciting ideas from the students.
Preliminary/ Routinary Activity
PRIKA -Prayer, greetings, and establishing classroom management (rules
(Prior Knowledge and regulations).
Activity) -Rewarding system
Name It to Win It!

5 minutes Identify the words/terms in each slide.
1. movement
2. plate tectonic
3. coal deposit
4. continent
5. fossil
The teacher will facilitate the PRIKA guided by the powerpoint

presentation with the combined pictures to identify the
words/terms. This will allow learners to guess words/term they will
encounter in today's lesson.
ENGAGE Peak students’ interest and get them personally involved in the lesson while
eliciting ideas.
-The lyrics of the song were given in advance to the learners. They
will be provided with a microphone so those learners with an
interest in singing will enjoy the activity
5 minutes
The Continental Drift: Alfred Wegener (Song)
Based on the song required learners to answer the following
questions:
1. What does the song all about?
2. Who is the German meteorologist mentioned in the song?
3. How does the songwriter describe the meteorologist's theory?
-The 3rd question will be parked for a while so learners' interest will
increase.
-The teacher will present the learning objectives for the day.
EXPLORE Get students directly involved in the lesson; provide chance to build their own
understanding.
-The exploratory part was composed of differentiated instructions for
Contact No. (047) 602-7175 loc 322
REGION III
GORDON COLLEGE
15 minutes the learners. Packed with activity entitled, A Journey from the Past
to Future.
-Three stations are considered input stations where students are
learning new concepts about the evidence of Continental Drift.
-General Instructions will be given to each group. Based on their
assigned task.
-They will be scored according to the given performance rubrics.
Description 5 points 4points 3 points
Group All members of Some of the Few of the
Participation the group are members are members are
actively actively participating
participating in participating in the activity
the activity the group
Accuracy of the All answer is Most of the Some of the
Answer correct. answer is answers is
correct with correct but
minor error. with many
incorrect
details
Presentation The group The group
delivered the delivered the
output well output enough
presented to understand
Activity 1. A Journey From the Past!
Group 1. Geologic Simulation

Materials:
-laptop, java lab simulation link, writing materials
Procedures:
1. Examine the appearance of the presentation of globe in the javalab
simulation.
2. Identify each continent. Try to fit in each continent by dragging it
to fit together.
3. Answer the guide questions that follow:
Guide questions:
1. What giant landmass did your group form in the simulation?
2. Which clues are useful in reconstructing the said giant landmass?
3. How do you know that it will fit?
Contact No. (047) 602-7175 loc 322
REGION III
GORDON COLLEGE
Group 2. Coal Deposit

Materials:
-Large World Map, pictures of Permian and Triassic fossil groups
Adhesive and writing materials.
Procedures:
1. Guided by the color in the fitted world map as Pangaea. Paste
the picture of the coal/fossils corresponding to it.
2. Examine the continent that has similar fossil deposit by
completing the given table.
Continents Similar Coal/Fossil Deposits
Guide Questions:
1. How do you relate the coal deposit to the original positions of the
continents?
2. Does the presence of animal deposits tell that Africa, Antarctica, and
South America were once connected? If yes, why is that so?
Contact No. (047) 602-7175 loc 322
REGION III
GORDON COLLEGE
Group 3. Picture Analysis

Materials.
-picture of the Appalachian Mountains (eastern US) and
Caledonian Mountains (Scotland)
Procedure:
1. Examine the pictures of the Appalachian Mountains and Caledonian
Mountains.
2. List down all your observations on mountain ranges.
Guide Questions:
1. Based on the given pictures what can we infer from the two mountain
ranges?
2. How can the continental drift explain the connections between these
two-mountain range?
EXPLAIN Provide students with opportunity to communicate on what they have learned.
15 minutes The teacher will call each group to present their output and answer
Contact No. (047) 602-7175 loc 322
REGION III
GORDON COLLEGE
the guide questions. Let them present their output. In between their
presentations wrap up the content and clear misconceptions.
a. Fitting of the Continents-discussion on Giant Pangea
b. The Coal Deposit
-Fossils of the seed fern Glossopteris were heavy to be carried by
wind.
-Mesosaurus was a swimming reptile but could only swim in
freshwater while Cynognathus and Lystrosaurus were land reptiles
and were unable to swim
c. Identical rocks were also found of the same type and age on both
sides of the Atlantic Oceans including the mountain range like
Appalachian and Greenland mountain range.
ELABORATE Allow students to apply what they have learned to a new situation and
continue to explore its implication for possible extension.
Now that the students identify and enumerate evidence of
continental drift theory relate this concept to tectonic activity and its
10 minutes significance in the understanding of paleogeology now a days. Let the
students answer the following guide questions.
Guide questions
1. Why do you think scientists did not accept Wegener’s theory of
continental drift?
2. What do you think lacking in his theory?
3. What is the significance of continental drift theory in cartographic
representation distribution of geographic features of the Earth?
This will lead to plate movement. Today, we know that the continents
rest on massive slabs of rocks called tectonic plates. The plates are
always moving and interacting in a process called plate tectonics
A. EVALUATE Determine how much learning has taken.
Direction. Read the item carefully. Write the letter of the correct
answer on a separate sheet.
10 minutes 1. All continents were once joined together forming a supercontinents
name as __________
Contact No. (047) 602-7175 loc 322
REGION III
GORDON COLLEGE
A. Panthhalasa
B. Laurasia
C. Gondwanaland
D. Pangaea
2. What are the evidence gathered by Alfred Wegener to support its
drift theory?
A. Continental fit. Rocks, coal deposit, ancient climate and glaciers
B. Observing map
C. Remains of ancient plant and animals
D. Landform
3. What two specific continents fir together most noticeably?
A. Africa and Nort America
B. South America and Africa
C. South Amrica and Europe
D. Antarctica and Africa
4. He was credited for the idea of continental drift.
A. Albert Einstein
B. Alfred Lothar Wegener
C. Charles Darwin
D. Robert Heiss
5. Why did the scientist did not approve the theory of continental drift?
A. no scientific basis
B. due to insufficient evidence
C. inappropriate method of collecting data
D. lack of mechanism for continental drift work
EXTEND Additional enrichment activity to strengthen student understanding.
Data Analysis.
Required learners
5 minutes
AGREEMENT
*don’t forget to write the assignment here
Contact No. (047) 602-7175 loc 322
REGION III
GORDON COLLEGE
Prepared by:
Nicolas D. Copernicus
BSED-IV, Science
Checked:
JOMEL F. LIM
Assistant Professor III
Contact No. (047) 602-7175 loc 322

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Republic of the Philippines

Commission on Higher Education

DEMONSTRATION LESSON PLAN IN GRADE 10 SCIENCE

Date December 2, 2023

Grade 10 SCIENCE | Quarter 1 Module 8 | Continental Drift Theory

Self-Learning Modules; Science 10, Module 5: Evidences of Plate

Curriculum Guide: Most Essential Learning Competencies pp 395

Differentiated Learning Activity, Hands-on-Minds Activity,

Topic: Evidence of Plate Movement

Continental Drift Theory was developed in the early part of the 20 th

Name It to Win It!

The teacher will facilitate the PRIKA guided by the powerpoint

Activity 1. A Journey From the Past!

Group 1. Geologic Simulation

Group 2. Coal Deposit

Continents Similar Coal/Fossil Deposits

Group 3. Picture Analysis

A. EVALUATE Determine how much learning has taken.

EXTEND Additional enrichment activity to strengthen student understanding.

*don’t forget to write the assignment here

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