Republic of the Philippines

Department of Education
REGION XI – DAVAO REGION
SCHOOLS DIVISION OF DAVAO ORIENTAL
MANAY NORTH DISTRICT
EVARISTO MORALIZON NATIONAL VOCATIONAL HIGH SCHOOL
_________________________________________________________________________

LESSON PLAN IN SCIENCE 10

I. OBJECTIVES
A. Content Standards: The learners demonstrate understanding of the relationship among the
locations of volcanoes, earthquake epicenters, and mountain ranges.
B. Learning Competency: Describe the possible causes of plate movement S10ES –Ia-j-36.5.
C. Unpacked Competency
1. Describe the evidence supporting the Continental Drift Theory.
2. Appreciate the importance of the continental drift theory as line of evidence that support plate
tectonics.
3. Perform various activities about Continental Drift Theory through jingle making, poster making
and poem writing.
D. Subject Integration:
Aral Pan: Paggamit ng Mapa tungkol sa kasaysayan ng pagbuo ng daigdig.
English: Introduction of elements of poetry for poem writing.
Math: Counting of the continents from Permian, Triassic,Jurassic, Cretaceous and Present Day.
Mapeh: Use of tone, melody, dynamics, and lyrics in jingle making.
Introduction elements of poster for poster making.

II. CONTENT
A. EARTH’S MECHANISM: Evidence supporting Continental Drift Theory.

III. LEARNING RESOURCES

A. Materials: Pictures, Video, PPT, Globe
B. Reference: SLM’S in SCIENCE 10, You Tube Video, Google
C. Science Processes: Identifying, Comparing, Describing, Explaining, Differentiating

IV. LEARNING TASK

A. ENGAGE

PICTURE ANALYSIS (literacy)

Directions: Based on the given picture, what have you observe?

UNLOCKING OF TERMS (literacy)

1. Pangaea- a supercontinent that incorporated almost all the landmasses on Earth.
2. Continent Drift- at one point in time, all the continents were joined together as one large mass
of land, then the land spread apart and drifted into their current positions.
3. Fossils-the preserved remains of plants and animals whose bodies were buried in sediments,
such as sand and mud, under ancient seas, lakes, and rivers.
4. Glossopteris- genus of extinct seed ferns, which, at first sight, closely resemble ferns.
5. Mesosaurus- is an extinct genus of reptile from the Early Permian of southern Africa and
South America.
6. Lystrosaurus-which literally means 'shovel reptile' - was dominant on land in the early Triassic,
250 million years ago.
7. Coal Deposits- a sedimentary deposit composed predominantly of carbon that is readily
combustible.
B. EXPLORE (Literacy and numeracy)

1. The teacher will ask the following questions to the class.

 Have you had the chance to go to a mountain, stand on its peak and look at the beauty
that it offers?
 Do you think it looks the same as before? If it wasn’t the same 10 years ago, how much
different is it 10 million years ago, 100 million years ago? (HOTS)
2. Introduction of Continental drift theory
3. Using the globe from the school or the map of the world, students will answer the following
questions. (localization)
 What do you observe on the distribution of the continents in a map? (HOTS)
 How many large continents in the world? What are those?
 Can you identify the location of the Philippines and Manay? (localization)

C. EXPLAIN

Group Reporting (literacy and numeracy) (critical thinking)

Video Analysis (ICT)

 The teacher will provide a YouTube video presentation about Continental Drift Theory.
1. Divide the class into four groups.
2. Each group will be assigned of the four evidence of continental drift theory.
Group 1-Evidence: Continental Jigzaw Puzzle
Group 2-Evidence from Fossils
Group 3-Evidence from Rocks
Group 4- Coal Deposits
3. Choose one reporter to discuss the assigned evidence of continental drift theory to the
class.
-describe and discuss the assigned evidence on how it supported the continental drift theory.
4. Their output will be rated using a rubric.

 Students will answer the activity based on the information from the video and Science Learner’s
Module.

RUBRIC FOR GROUP REPORTING

CATEGORY 4 3 2 1
Show a full Shows a good Shows a good Does not seem to
CONTENT understanding of understanding of understanding of understand the
the topics the topic parts of the topic topic very well
Students presents Students presents Audience has Audience cannot
information in information in difficulty the understand
ORGANIZATION logical, interesting logical sequence following presentation
sequence which which audience presentation because there is
audience can can follow because students no sequence of
follow jump around information
All members One or two Three or four Five or more
participate actively members become members become members become
COOPERATION inactive in the inactive in the inactive in the
preparation and preparation and preparation and
presentation presentation presentation
TOTAL
 D. ELABORATE

After the reporting, the teacher will only give additional inputs regarding with the lesson.

Concept Map

Continental
Drift Theory

Evidences

Jigsaw
Coal
Puzzle Fossils Rocks
Deposits

How does each evidence help in strengthening Wegener’s theory?

1. Jigsaw Puzzle
The continents seem like a jigsaw puzzle which edges match with one another. An example if that is
the Africa and South America.
2. Fossils
Fossils of same species are found in continents far away from each other. An example of that is the
Glossopteris, which is a plant and whose fossils are found in Southern Africa, Australia, India, and
Antarctica.
3. Rocks
Rock formations in Africa line up with that in South America as if it was a long mountain range.
4. Coal Deposits
Coal deposits are found in different continents but one surprising fact is that these coal deposits are
also found in Antarctica which suggests that the continent was once experiencing a tropical climate
and might have been closer to the equator.

To appreciate the importance of the continental drift theory as line of evidence that support plate
tectonics. Students will perform various activities through jingle making, poster making and poem
writing. (Creative thinking and Output)

RUBRIC FOR PRESENTATION OF OUTPUT (JINGLE MAKING, POSTER MAKING &POEM MAKING)
CATEGORY 4 3 2 1
CONTENT/ Show a full Shows a good Shows a good Does not seem to
RELEVANCE TO understanding of the understanding of understanding of understand the
THE TOPIC topics the topic parts of the topic topic very well
Students presents Students presents Audience has Audience cannot
the output in logical, the output in logical difficulty the understand
ORGANIZATION interesting sequence sequence which following presentation
/CREATIVITY which audience can audience can follow presentation because there is
follow because students no sequence of
jump around information
All members One or two Three or four Five or more
participate actively members become members become members become
COOPERATION inactive in the inactive in the inactive in the
preparation and preparation and preparation and
presentation presentation presentation
Time Students completed Students completed Students did not Students did not
MANAGEMENT the task ahead of the task on time complete the task finish the task
time on time
TOTAL
 E. EVALUATE
Group Reporting and Group Presentation of Jingle Making, Poster Making and Poem writing will
serve as their evaluation by using a rubric.

Prepared by:

JANINE T. CUBELO Observed and Checked by:

T-1/Science Teacher

JIMMY B. BLAS JR.

Master Teacher 1

The Home of Dauntless Dreamers”

Address: Purok 6, Miranda St.., Central, Manay, Davao Oriental

Contact #.: 09093873721
Email Address: [email protected]