July 5

GRADES 1 to 12 SESSION 1 (2 HRS)
School POLANCO NATIONAL HIGH SCHOOL SESSION

Grade Level2 (2 HRS)
11
I. OBJECTIVES DAILY LESSON LOG Teacher IMMANUEL Y. GRANADA Learning Area EARTH AND LIFE SCIENCE
Teaching
The learners demonstrate Dates JULY
an understanding 29 – AUGUST 2, 2019The learners will be able to
of the: Semester
demonstrateFIRST
an understanding of the
A. Content Standards 1. geologic processes that occur within the Earth plate tectonics.
the folding and faulting of rocks
B. Performance Standards
C. Learning Competencies/Objectives The learners will be able to explain the process of seafloor The learners will be able to explain on how the movement of
(Write the LC Code for each.) spreading and understand how Earth changed over time. plates leads to the formation of landforms.
II. CONTENT
III. LEARNING RESOURCES

Earth and Life Science, Quipper School, Sia, Shila Rose D. and Earth and Life Science, Quipper School, Sia, Shila Rose D. and
A. References Cortez, Leah Amor S. Earth and Life Science. 2016 Cortez, Leah Amor S. Earth and Life Science. 2016
1. Teacher's Guide Pages

2. Learner's Materials Pages
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Understand key concepts. Let students cite some ideas on why the continents where broken
presenting the new lesson apart.
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of 1. Cut out random pictures from a magazine. Students then sit Teacher will let the students watch a video about plate tectonic
the new lesson with their groups and tear their pictures to create their own theory.
puzzles. Each group will make between 5-10 puzzle pieces.
The groups switch puzzles and put them back together.
Discuss how they able to put the puzzles together and the
clues they use.
Recall the evidence of continental drift.

D. Discussing new concepts and 1. Show to the class a standard physical map of the world. Tell Teacher will make a brief discussion about the Plate tectonic
practicing new skills #1 students to look closely at the continents. Ask if they think the theory. Students are grouped into four. They are going to make a
continents always looked as they do on the map, or if they have song with choreography on the type of boundary assigned to them
and the cause of the movement of plates.
changed or location throughout the Earth’s history.
The teacher will discuss the continental drift theory.
Show to the students a map of the ocean floor. Let the students
identify the topographic features of the ocean floor.
1. Tell students that they’ll follow steps similar to those of Students are going to present their songs as well as their
Wegener and Du Toit to see if fossil evidence supports the choreography. Students must be able to show through their
theory that supercontinent divided in two. Tell students performance on how the landscapes where formed out form the
movements of the plates.
they will focus on Gondwanaland, the supercontinent that
includes what is now South America, Antarctica, Australia,
Madagascar, and India. Explain that students will map the
E. Discussing new concepts and locations of four different fossils: Glossopteris,
practicing new skills #2 Cynognathus, Lystrosaurus, Mesosaurus. Students should
mark these locations on the sheet. Have students cut out
the continent shapes and try to piece them together as
Gondwanaland.
Students will make a paper model illustrating the concept of sea-

floor spreading and the development of symmetrical magnetic
"stripes" on either side of a mid- ocean spreading center.
F. Developing mastery (Leads to
formative assessment 3)
All the experiences that we encounter have purpose, in the end we
G. Finding practical applications of
could connect all of them and make a picture—that tells who we
concepts and skills in daily living
are and our greatest purpose in life.
H. Making generalizations and Quick wrap up of the lesson. A member from each group will make a quick wrap up about their
abstractions about the lesson assigned topic.
10-item quiz Teacher will pick names of students and let them answer some
I. Evaluating learning
questions.
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION
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 lessons work?
No. of learner who have caught up
with the lesson.
D. No. of learners 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?

July 5

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

July 5

Uploaded by

Copyright:

Available Formats

GRADES 1 to 12 SESSION 1 (2 HRS)

School POLANCO NATIONAL HIGH SCHOOL SESSION

III. LEARNING RESOURCES

1. Teacher's Guide Pages

Recall the evidence of continental drift.

The teacher will discuss the continental drift theory.

Students will make a paper model illustrating the concept of sea-

You might also like