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DAILY LESSON LOG

School DOMINGO YU CHU NHS Grade Level 10


Teacher MYRAFE M. RODELLAS Learning Area Science
Teaching Dates And Quarter FIRST Grading
Time
I. OBJECTIVES
A. Content Standards The learners shall demonstrate an understanding of the relationship among the locations
of volcanoes, earthquake, epicenters, and mountain ranges.
B. Performance The learners shall be able to suggest ways by which he/she can contribute to
Standards government efforts in reducing damage due to earthquakes, tsunamis, and volcanic
eruptions.
C. Learning The learners should be able to enumerate the lines of evidence that support plate
Competencies & movement (S9ES – Ia-j-36.6).
Objectives Specific Objectives:
tell the possible direction of motion of the continents as they drifted away;
cite evidences that support the Continental Drift theory; and
predict what will happen to the world as the continents continuously move.
II. CONTENT PLATE TECTONICS
Subtopic: Continental Drift Theory
III. LEARNING
RESOURCES
A. References
1. Teachers Guide p. 38-40
Pages
2. Learner’s pp. 59-61
Materials Pages
3. Textbook Pages
4. Additional
Materials from
LR Portal
B. Other Learning
Maps from Earthlearningidea – http://www.earthlearningidea.com/
Resources
https://slideplayer.com/slide/14733681/
IV. PROCEDURES Teacher’s Activity Materials
A. Elicit Simple recall
A picture shown below will be posted on the board and the A picture depicting
following questions will be asked: the drifting of lands
 What can you say about the status of the couple?
 Would it be possible for them to be together again or
would they find another partner?
 Now, what do you observe from the lands where they are
standing? Do you think they would continuously move
away from each other?
 Which among our last topics is depicted in this picture?

B. Engage  The world map will be posted on the board. The following World map
questions will be asked:
1. What are the seven continents?
2. Which continents experience cold climate?
3. By looking at the edges of the continents, which seem to be
initially connected with each other?
4. What do you think would be the possible direction of
motion of the continents as they drifted away?
C. Explore Activity 1 – Drifted Supercontinent! (Group Activity)
 Objectives, materials and procedure will be presented.
 The class will be divided into 4 groups.
 Students will be given 7-10 minutes to finish their activity.
 Each group will assign 2 representatives to present their output
in front of the class.

Group 1 – Evidence : The Continental Jigsaw Puzzle Group 1 - world


Procedure: Using the world map as your reference, reconstruct map, jigsaw/cut-
the Pangaea by matching the patterns of cut-outs (jigsaw) outs of
provided. Attach these connected cut-outs on a bond paper. continents,
Questions: manila paper
1. What do the jigsaws/pieces of cut-outs represent? and marker pen.
2. Which continents fit together?
3. Do you think the fitting of the edges of continents is just
coincidental? How does this evidence support the
Continental Drift Theory?

Figure 1. South America fits to Africa

Group 2 – Evidence: Fossils


Procedure: Attach the following species of plant and animals on Group 2 - map of
the map based on their given locations: the continents of
Glossopteris – South America, Africa, India, Antarctica and Gondwanaland,
Australia pictures of
Lystrosaurus – Africa, India and Antarctica glossopteris
Mesosaurus and Cynognathus – South America and Africa leaves, reptiles
Questions: such as
1. What do the Glossopteris fossils tell about the early lystrosaurus,
positions of the continents? mesosaurus, and
2. If Glossopteris fossils were found in Antarctica, what was cynognathus,
the climate of this continent before? manila paper
3. What does the presence of Mesosaurus fossils tell about and marker pen
the initial location and positioning of South America,
Africa, and Antarctica?

Figure 2. Map of fossil distribution


Group 3 – Evidence: Rock Formation Group 3 - map of
Procedure: Shade the parts of the continents with crossed the distribution
marks using the brown crayon. Use the black crayon to of ancient rocks
shade the parts with dots. (unshaded),
Questions: coloring
1. Which continents are shown on the map? materials
2. What do you observe on the location and age of rocks?
3. How come these rock layers in different continents line up
together with layers that exactly matched?

Figure 3. Map of the distribution of ancient rocks


Source: earthlearningidea – http://www. earthlearningidea.com/

Group 4 – Evidence: Coal Deposits Group 4 – world


Procedure: Attach the shaded round pieces of paper on the map map and round
based on the given locations below: pieces of paper
South America, Africa, India, and Southeast Asia, and
Antarctica
Questions:
1. Could the current location of Antarctica sustain substantial
amount of life?
2. If coal deposits were found in Antarctica, where could have
been its initial location? Why?
3. What does the presence of coal deposits tell about the initial
location and positioning of South America, Africa, India, and
Southeast Asia, and Antarctica?

Figure 4. Presence of coal deposits in Antarctica


Source: https://slideplayer.com/slide/14733681/
D. Explain After all the presentations, the following question will be asked: Group Output
What is the importance of studying the Continental Drift theory?
(Expected answer: His theory gave us, most especially the
scientists, the idea that the continents are actually moving.)
E. Elaborate Questions will be asked: World map
1. What do you think will happen to the world as the continents
continue to move? (Possible answer: Continents may either
reconnect or move away from each other.)
2. Where would be the Philippines’ location 100 years from
now? (Answers may vary.)
The teacher will tell the concept below.
Latest geophysics researches revealed that the Philippine
landmass is moving towards the mainland of Asia at
approximately 7 cm per year. This was publicly disclosed by
Graciano Yumul, Jr., the department of Science former
Undersecretary (2009). According to him, it would take 50
million years for the Philippines to be connected to the
mainland.
Question: How far would the Philippines move in 50 years,
considering that it moves at a rate of 7 cm per year through the
mainland of Asia? (Ans: 350 cm/3.5m)
F. Evaluate A five-item test will be given as follows: PowerPoint
1. This theory states that the continents were once a large presentation, TV and
landmass called Pangaea. smartphone
a. Continental Drift Theory b. Plate Tectonic Theory
c. Seafloor Spreading Theory d. Seafloor Drifting Theory
2. What is the possible direction of motion of Antarctica if it
drifted away from the tropical region?
a. upward motion b. downward motion
c. to the left direction d. to the right direction
3. What do you call the plant fossil that was also found in
Antarctica which currently experiences a very cold climate?
a. glossopteris b. mesosaurus
c. lystrosaurus d. cynognathus
4. The following evidences support the Continental Drift
Theory, EXCEPT
a. continental jigsaw puzzle b. coal deposits
c. evidence from fossils and rocks d. evidence from ocean
water
5. If the Philippine landmass is moving towards mainland Asia
at a rate of 7 cm per year, how far will it move in a hundred
years?
a. 70 cm/ 0.7m b. 700 cm/7m c. 7,000 cm/ 70 m
d. 70,000 cm/ 700 m
G. Extend Bring one 3-inch iron nail next meeting.
V. REMARKS
VI. REFLECTIONS

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