School
Teacher
Teaching Dates And
Time
I. OBJECTIVES
A. Content Standards
B. Performance
Standards
C. Learning
Competencies &
Objectives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teachers Guide
Pages
2. Learner’s
Materials Pages
3. Textbook Pages
4. Additional
Materials from
LR Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Elicit
B. Engage
DAILY LESSON LOG
DOMINGO YU CHU NHS
Grade Level
MYRAFE M. RODELLAS
Learning Area
Quarter
10
Science
FIRST Grading
The learners shall demonstrate an understanding of the relationship among the locations
of volcanoes, earthquake, epicenters, and mountain ranges.
The learners shall be able to suggest ways by which he/she can contribute to
government efforts in reducing damage due to earthquakes, tsunamis, and volcanic
eruptions.
The learners should be able to enumerate the lines of evidence that support plate
movement (S9ES – Ia-j-36.6).
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.
PLATE TECTONICS
Subtopic: Continental Drift Theory
p. 38-40
pp. 59-61
Maps from Earthlearningidea – http://www.earthlearningidea.com/
https://slideplayer.com/slide/14733681/
Teacher’s Activity
Simple recall
A picture shown below will be posted on the board and the
following questions will be asked:
• 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?
•
The world map will be posted on the board. The following
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 p ossible direction of
motion of the continents as they drifted away?
Materials
A picture depicting
the drifting of lands
World map
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
Procedure: Using the world map as your reference, reconstruct
the Pangaea by matching the patterns of cut-outs (jigsaw)
provided. Attach these connected cut-outs on a bond paper.
Questions:
1. What do the jigsaws/pieces of cut-outs represent?
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?
Group 1 - world
map, jigsaw/cutouts of
continents,
manila paper
and marker pen.
Figure 1. South America fits to Africa
Group 2 – Evidence: Fossils
Procedure: Attach the following species of plant and animals on
the map based on their given locations:
Glossopteris – South America, Africa, India, Antarctica and
Australia
Lystrosaurus – Africa, India and Antarctica
Mesosaurus and Cynognathus – South America and Africa
Questions:
1. What do the Glossopteris fossils tell about the early
positions of the continents?
2. If Glossopteris fossils were found in Antarctica, what was
the climate of this continent before?
3. What does the presence of Mesosaurus fossils tell about
the initial location and positioning of South America,
Africa, and Antarctica?
Figure 2. Map of fossil distribution
Group 2 - map of
the continents of
Gondwanaland,
pictures of
glossopteris
leaves, reptiles
such as
lystrosaurus,
mesosaurus, and
cynognathus,
manila paper
and marker pen
Group 3 – Evidence: Rock Formation
Procedure: Shade the parts of the continents with crossed
marks using the brown crayon. Use the black crayon to
shade the parts with dots.
Questions:
1. Which continents are shown on the map?
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?
Group 3 - map of
the distribution
of ancient rocks
(unshaded),
coloring
materials
Figure 3. Map of the distribution of ancient rocks
Source: earthlearningidea – http://www. earthlearningidea.com/
Group 4 – Evidence: Coal Deposits
Procedure: Attach the shaded round pieces of paper on the map
based on the given locations below:
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?
Group 4 – world
map and round
pieces of paper
Figure 4. Presence of coal deposits in Antarctica
Source: https://slideplayer.com/slide/14733681/
D. Explain
E. Elaborate
After all the presentations, the following question will be asked:
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.)
Questions will be asked:
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.)
Group Output
World map
F. Evaluate
G. Extend
V. REMARKS
VI. REFLECTIONS
Observed by:
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)
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
Bring one 3-inch iron nail next meeting.
Annotations: