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Demo Lesson Plan - Plate Boundaries (Autorecovered)
Demo Lesson Plan - Plate Boundaries (Autorecovered)
Department of Education
REGION II CAGAYAN VALLEY
SCHOOLS DIVISION OF ISABELA
SALINUNGAN NATIONAL HIGH SCHOOL
Ramones St., Salinungan West, San Mateo, Isabela
[email protected]
SCHOOL ID : 300581
II. CONTENT
Subject Matter: Plate Boundaries
Subject Integration:
a. Mathematics- Learners will be able to solve simple arithmetic/ addition of numbers.
b. Filipino- Learners can express their thoughts in Filipino language or using their Mother tongue.
c. English- Learners will be able to enhance their literacy skills by reading and following directions/
procedure of activity.
-Learners will use the concept map graphic organizers.
- Learners will be able to express their thoughts using English language in their presentation.
d. Music – Learners will compose a song on plate boundaries in different genres of music.
e. TLE- Learners should maintain the cleanliness of their working area. (Integration of RA 9003),
f. ICT Integration – Learner will use their gadget/ tablet in the activity.
g. EsP- Learners will develop the sense of cooperation, unity and teamwork in doing and performing
varied activities assigned by the teacher.
h. AP- Learners will use and interpret the map by identifying plate boundaries.
-Learners identify the some landforms in the Philippines and cite its location.
-Learners appreciate the culture & beautiful spots in the Philippines and take pride.
Greetings of students
Checking of attendance
Daily Routine - (Classroom Management)
Students pick up litters in the area where they are seated. (RA 9003)
ACTIVITY: “SCI-AWIT”
Teacher will show an illustration of convergent, divergent, & transform boundary.
To review the previous lesson, students will compose a song on the motion of the 3 types of plate
boundaries.
Learners will compose a song in different genres of music. (Maximum of 1 minute only)
Students may use their gadget/ cellphone for their music background that may enhance their
presentation. (Given as assignment)
Table 1- Classical Table 2 -Opera Table 3 – Jazz
Table 4 – Rock and Roll Table 5 -Pop Table 6- Rap
Praise students for their amazing performances by giving “GOOD JOB” Clap
Learners will stay to their assigned seats / table. The teacher will ask the students to find the puzzle
pieces (under the chairs, tables, etc) of the Map of Plate Boundaries, assemble together in a way
that all the pieces fit comfortably.
The students will find the 8 pieces of puzzle, walk around the classroom looking for the cards
needed to complete the scavenger hunt.
Once all the students/ groups have completed the jigsaw puzzle, ask the students: What are the
seven major plates? Minor plates?
Teacher will use the wheel of prizes for the top 3 fastest groups who can finish the puzzle.
Once the students have correctly assembled the Map of Plate Boundaries, they will study the
direction of the arrows on the map. It shows the relative motion of the plates as indicated by the
arrows.
Identify the plates that lie on the divergent, convergent, and transform fault boundaries.
Allow wait time so that students can process their thoughts. It is appropriate to do a “Think-Pair-
Share” at this point. If the teacher wants to increase literacy, the teacher may have students do a
“Think-Ink-Pair-Share.: The added component of this strategy is that before sharing their answer
with a table/ elbow partner, the student will write their answer in their science journal.
Answer the concept map graphic organizer.
The teacher will allow the students to work for 5 minutes maximum on this activity.
Procedure:1. Study Figure 10 showing a cross-sectional diagram of plates that are converging, and
answer the questions that follow.
Guide Questions:
1. What type of plate is Plate A? What about Plate B? Why do you say so?
2. Describe what happens to Plate A as it collides with Plate B? Why?
3. What do you think may happen to the leading edge of Plate A as it continues to move downward?
Why?
4. What do you call this molten material?
5. What is formed on top of Plate B?
6. As the plates continue to grind against each other, what other geologic event could take place?
Procedure: 1. Study Figure 11. It shows a cross-section of two converging oceanic plates.
2. Using your knowledge gained from the previous activity, identify the geologic events or
features resulting from this collision.
Guide Questions:
1. What are the geologic processes/events that will occur because of this plate movement?
2. What geologic features might form at the surface of Plate A?
3. If the edge of Plate A suddenly flicks upward, a large amount of water may be displaced. What could
be formed at the surface of the ocean?
Procedure: 1. On a piece of paper, flatten the modeling clay with the palm of your hand.
2. Cut the clay into four strips; each strip should be 0.5 cm thick, 4 cm wide, and 12 cm long.
3. Put 4 strips one on top of the other.
4. Place a block of wood at each end of the clay strips and slowly push the two blocks together.
5. Observe what happens to the clay
Guide Questions:
1. What happened to the strips of clay as they were pushed from opposite ends?
2. If the strips of clay represent the Earth’s lithosphere, what do you think is formed in the lithosphere?
3. What other geologic event could take place with this type of plate movement aside from your answer
in number 2.
4. In terms of the consequences on the Earth’s lithosphere, how will you differentiate this type of
convergent plate boundary with the other two?
Guide Questions:
1. What are common in the four pictures?
2. Millions of years ago, the land masses in each picture were once connected. What do you think is
happening to the Earth’s crust in those pictures?
3. If this event continues for millions of years, what do you think will be the effect on the crust?
3. Place sandpaper on the side of the blocks where they all meet.
4. Slowly pull Blocks 2 and 3 on its hook screw to the direction indicated by the arrow. Observe the motion
of the blocks.
Guide Questions:
1. Were you able to pull the blocks of wood easily? Why or why not?
2. What can you say about the relative motion of blocks 1 and 2? How about blocks 3 and 4?
3. How will you describe the interaction between blocks 2 and 3 as you pull each block?
4. What is the interaction between blocks 1 and 3? How about between blocks 2 and 4
4.Once the water starts boiling and fumes are coming out, hold the paper in the same position for the next
10 seconds.
5. After 10 seconds, move the bond paper very slowly and horizontally by 10 centimeters. See to it that the
paper and test tube are still in contact.
6. Repeat step 5 after another 10 seconds and observe.
Guide Questions:
1. What can you see on the surface of the bond paper?
2. Let’s say that the paper represents the Earth’s crust; what do you think is represented by the water
in the test tube?
3. What geologic feature do you think will be formed at the surface of the crust?
4. Which of the features, at the surface of the crust, will be the oldest? the youngest? Label these on
your paper.
5. Which of the features will be the most active? The least active? Label these on your paper.
Group Presentation
Students will present their output.
Allow the learners to present and express their thoughts.
Table 1 - Converging Continental plate and oceanic plate
Table 2- Convergence of two oceanic plates
Table 3 – Two Continental plates Converging
Table 4 - Going Separate Ways
Table 5 – Slide and Shake
Table 6 - Drop It Like It’s “Hot Spot”
In your Araling Panlipunan, you have learned that our country has an amazing land formations such
as mountains, volcanoes, hills, valleys and many others, how landforms were formed?
As a Filipino, how can you show that you are proud on these beautiful natural landscapes?
Remember our country’s official tourism slogan “It’s More Fun in the Philippines”
These natural landscapes symbolize our time-honored culture. That’s why we should be proud on
the beauty and culture of our country.
F. EVALUATION
The teacher will conduct a short formative test to assess students’ knowledge on the lessons taken.
The teacher will conduct a short quiz.
G. EXTEND (2 min)
At this point, we are quite aware that our country is susceptible to different disasters such as
earthquakes, volcanic eruptions, and tsunamis. Therefore, it is a must for us to prepare and ensure
our safety and survival when these disasters strike.
For this activity, your goal is to help your family prepare for an impending emergency. Your task is
to prepare an emergency kit for the whole family. Decide what items should be in your
emergency kit and be ready to present it in class. The scoring rubric below will be used in assessing
your kit.
Prepared by:
Noted: