July 22, 2019
GRADE LEVEL: Grade 10
TEACHER: Ms. Edith A. dela Cruz
TOPIC: Continental Drift “Drifted Supercontinent”
LEARNING COMPETENCY: Recognize how the Continental Drift theory is developed.
OBJECTIVES:
At the end of the activity the students should be able to:
a. explain the evidences that lead to the development of the Continental Drift Theory;
b. give the importance of the Continental Drift to Philippine history; and
c. manifest teamwork, discipline and critical thinking throughout the activity.
LEARNING RESOURCES
REFERENCES
 Science 10 Learner’s Material pp. 53-63
 https://brainly.ph/question/190513
 https://www.keslerscience.com/continental-drift-theory
 https://www.youtube.com/watch?v=T1-cES1Ekto
 https://www.youtube.com/watch?v=nbU809Cyrao
 https://www.youtube.com/watch?v=_5q8hzF9VVE&t=2s
MATERIALS
 Laptop, Video clips about continental drift, Station cards, Activity papers, powerpoint presentation,
Strips of paper, timer, tape, manila paper, markers, Tangram puzzle
PROCEDURE
TEACHER’S ACTIVITY
STUDENTS’ ACTIVITY
Routinary Activity
Prayer
Checking of attendance
I. ELICIT
Activity: Tangram Puzzle
Today we will start the lesson by having an activity called
Tangram Puzzle. Are you familiar with Tangram?
(answers may vary)
The tangram set is a square that has been divided into seven
simple shapes, which are called tans. These include two large
triangles, two smaller triangles, a medium triangle, a square and
a parallelogram. The shapes aren’t much more exciting than the
square they started as, but when manipulated properly, these
most basic shapes can convey the ideas thoughts of the player.
For this activity the class will be divided into two teams, one
team for the boys and one team for the girls. Each team will
have three representatives who will form the figure that I will be
posting on the board. They will tape the shapes of the puzzle on
the board as they try to form the figure shown. Each group will
be given 2 ½ minutes to finish the figures. The group who will
finish first and got the most correct figures will be the winner
Before we start the activity there are rules that you need to
follow;
1. No shouting
2. No booing
3. Show your utmost respect to your classmates
Understood?
Form these figures on the board
Yes ma’am!
The students will form the figures shown
How were you able to construct the flashed figures using the
tangram set?
Ma’am we moved the different shapes until we
were able to construct the figure correctly.
Do you know our planet is like a giant tangram puzzle? Look at
this world map, can you fit the different continents together?
Yes ma’am, we noticed especially Africa and South
America looks like they can fit together. They look
like they drifted apart.
Correct, and that is explained through our topic for today, what
do you think is our topic?
II. ENGAGE
Activity 2: Complete Me
On the screen are jumbled letters of the evidences of
the continental drift theory, I want you to arrange
those letters and make a graphic organizer that shows
the evidences of the continental drift theory.
Those evidences were all given by a scientist whose
idea, which is the Continental Drift Theory, was taken
for granted due to the fact that people from his time
find it impossible to believe that the continents are
moving. His name is Alfred Wegener.
The students will rearrange the letters and
complete a graphic organizer.
APAPRENT TIF FO THE CONITNNETS
=APPARENT FIT OF THE CONTINENTS
FISSOL COERRLATOIN
=FOSSIL CORRELATION
RCOK AND MUONTIAN CORREALTION
=ROCK AND MOUNTAIN CORRELATION
PSAT CLMAITE DAAT
=PAST CLIMATE DATA
CONTINENTAL DRIFT
EVIDENCES
APPARENT
FIT OF THE
CONTINENTS
FOSSIL
CORRELATI
ON
ROCK AND
MOUNTAIN
CORRELATION
III. EXPLORE
The class will be divided into different groups and will
be assigned to different stations
Groups 1 and 2, STATION watch it
Groups 3 and 4, STATION read it
Groups 5 and 6, STATION explore it
Each group will go to their respective stations, each
station will have a set of procedures and questions
they have to do and answer.
Groups 1 and 2 will watch a video about the
continental drift theory and will answer the following
questions:
1. Who is Alfred Wegener?
2. What is his theory all about?
3. What do you call the big mass of land Wegener
believed to exist millions of years ago but broke
down into different continents we know today?
4. What are the evidences he proposed? Give a brief
explanation of each of the evidence he gave.
Groups 3 and 4 will read a selection about the
continental drift and will answer the following
questions:
(Groups 1 and 2 will perform their task)
(Groups 3 and 4 will perform their task)
PAST
CLIMATE
DATA
1. According to the passage, how many fossils species
were looked at to develop the theory of
continental drift?
2. What would be the best title for this passage?
3. Why couldn’t the Mesosaurus swim to the other
continent?
4. Where can fossils of Lystrosaurus be found?
(Groups 5 and 6 will perform their task)
Groups 5 and 6 will do the Activity called “Drifted
Supercontinent”
1. Each group will connect puzzle pieces given to
them and will answer the questions in their
stations.
2. What do the Glossopteris fossils tell us about early
positions of the continents?
3. If Glossopteris fossils were found in Antarctica,
what was the climate of this continent before?
4. If the climate and the position of a place are
relative to each other, where then was the initial
location of Antarctica 250 million years ago?
5. Which continents do you think were neighbors
before?
IV. EXPLAIN
After the activity each group will present the answers
to the task given to them.
Each will be graded with the use of the Rubric for oral
presentation
Each group will present their answers to the tasks
given to them
V. ELABORATE
The teacher will further explain the four evidences
which are:
1. The Apparent fit of the Continents
2. Fossil correlation
3. Rock and mountain formation
4. Past climate data/Paleo climate data
Have you ever heard of “Tulay na Lupa” In your Araling
Panlipunan?
What is this “Tulay na Lupa”?
Millions of years ago our country is connected to
outher countries in Asia though this what we call “Tulay na
Lupa”, this is a theory that explains the roots of our race, it is
believed that “Tulay na Lupa” has a big part to the migration of
our ancestors to the Philippines, it is also believed that this
“Tulay na Lupa” was used for commerce and trading of goods
long ago.
Do you think Continental Drift played a part to the
formation, as well as the vanishing of this Tulay na Lupa? Why?
(Students will answer the question)
(Students will answer the question)
VI. EVALUATE
1. Which of the following scientists put forth the
Continental Drift Theory?
A. Wegener B. Hess C. Einstein D. Churchill
2. Originally the Continental Drift Theory was not well
received by other scientists. Why?
A. There was a competing theory at the time which
was more believable.
B. There was no data showing the continents ever
moved.
C. The scientists didn’t know the force responsible
for moving the continents.
D. The scientist presenting the data was unreliable.
Students will answer the questions
3. The three animals above represent what type of
evidence that the continents actually moved.
A. Zoological evidence
B. Glacial evidence
C. Evidence of climate change
D. Fossil evidence
4. Which of these terms means scratches in rocks
caused by glaciers?
A. Striations
B. Stripes
C. Stratosphere
D. Stretch marks
5. Explain how the picture below supports the
Continental Drift Theory.
VII. EXTEND
In a short bond paper draw a picture of an imaginary
world and include fossil evidence, glacial evidence, landform
evidence, and continental fit evidence.
Prepared by:
EDITH A. DELA CRUZ
Teacher I