Republic of the Philippines Department of Education REGION VIII DIVISION OF SAMAR DISTRICT OF SAN SEBASTIAN San Sebastian, Samar DETAILED LESSON PLAN IN SCIENCE 10 Name of the Teacher: Grade Level Learning Area I. OBJECTIVES : : : A. Content Standards: B. Performance Standards: C. Learning Competencies: II. JERAMIE M. JABAGAT Grade 10 Science The learners 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 earthquake, tsunamis and volcanic eruptions. Enumerate the lines of evidence that support plate movement. (S10ES-Ia-j-36.6) CONTENT EVIDENCE OF PLATE MOVEMENT: SEAFLOOR SPREADING III. LEARNING RESOURCES A. References 1. Teacher’s Guide Science 10 MELC’s (Week 8) 2. Learners Material pages 3. Textbook pages Science 10 ADM (Module 5 – Evidence of Plate Movement) Science 10 pages 61 - 64 4. Additional materials from Learning Resource (LR) portal. 5. Other Learning Resource Pictures,laptop,television,ADM module,pubs.usgs.gov IV. PROCEDURES A.Reviewing previous lesson or presenting the new lesson ELICIT: In our last lesson, you have learned about Continental Drift Theory. Let us recall by describing the evolution of the supercontinent Pangaea to the present day distribution of continents. Figure 1. The Evolution of Pangaea from pubs.usgs.gov B. Establishing a purpose for the lesson ENGAGE: Present the objectives of the lesson. Show a picture of SONAR beam to navigate and map out the seafloor. What did Harry Hess and his men accidentally discover when they explored the oceanic floor? Were they able to locate the start of all the movements on the Earth’s surface? Did Harry Hess team gather much strong evidence to support the claim that continents are drifting? Group the students into 4 and let them do this activity. Ask each group to create a group name using sitios within the municipality. Let them present their output C.Presenting Activity 1. Where It All Begins? examples/ Objectives: Describe seafloor spreading. instances of the new lesson. Materials: Ages of Oceanic Lithosphere map and diagram of the Mid- Atlantic and Oceanic Crust Procedure: 1. Get a clean sheet of paper to write down your answers and observation. 2. Examine the thick line in the map below that crosses from Northern to Southern hemispheres. The line represents the Mid-Atlantic Ridge, which is the longest and the most extensive chain of underwater mountains on Earth. Ages of Oceanic Lithosphere in million years 3. Answer the following questions: Q1. What type of plate movement or boundary is happening in the MidAtlantic Ridge? Choose your answer from these types of plate boundaries: convergent,divergent, transform fault Q2. What molten material will come out from the ridge? Q3. What can you say about the ages of the oceanic rocks near the MidAtlantic Ridge? Q4. What can you say about the ages of the oceanic rocks far from the MidAtlantic Ridge? EXPLORE Activity 2: THINK PAIR SHARE ACTIVITY Ask the students to choose a partner and let them answer the given questions below. Let them write their answer on the board. The figure below shows the cross-section of the Mid-Atlantic Ridge and the Oceanic Crust. D.Discussing the new concepts and practicing new skills #1. Q5. What can you say about the thickness of the sediments near the ridge? thicker or thinner Q6. Before Q5, what can you say about the density of rocks near the ridge? denser or less dense Q7. What can you say about the thickness of the sediments far from the ridge? thicker or thinner Q8. Prior to Q8, what can you say about the density of rocks far from the ridge? denser or less dense EXPLAIN Ask the student to study the figure below and answer the question that follow. The diagram below shows the movement of oceanic crust in the MidAtlantic Ridge and the different geologic processes involved. E.Discussing the new concepts and practicing new skills #2. Answer the following question: Q9. If new ocean floor is being formed near the ridge, what will happen to the old oceanic crust materials? Note: recall lesson on types of plate boundaries. _______________________________________________________ Q10. What is the importance of Seafloor Spreading in understanding the origin of the plate movement? ______________________________________ Q11. Based on your understanding about seafloor spreading theory, is earth getting larger and wider when plates drift away from each other? ___________________ Discuss Seafloor Spreading. Describe the evidences of Seafloor Spreading. ELABORATE How can you relate the baking of cake in the process of seafloor spreading? F.Finding practical applications of concepts and skills in daily living. Name: ________________________________________________________ Topic: ________________________________________________________ G.Making generalization I know why _____________________________________________________ One reason is___________________________________________________ A second reason is, ______________________________________________ Last, __________________________________________________________ For these three reason, I know why___________________________________ and abstraction about the EVALUATION lesson. Directions: Choose the letter of the correct answer. Write your answer on your answer sheet. 1. What can you say about the ages of oceanic crust near and far from the mid-oceanic ridge? H.Evaluating learning A. B. C. The Oceanic crust does not age. Oceanic crust materials have the same age. Oceanic crust is younger near the ridge but older far from D. Oceanic crust is older near the ridge but younger far from it. it. 2. During World War II, he discovered and proposed that the origin of the plate would be at the mid-oceanic ridge. A. Albert Einstein B. Alfred Wegener C. Charles Darwin D. Harry Hess 3. What type of plate boundary is occurring in the Mid-Atlantic Ridge? A. Convergent Plate Boundary B. Destructive Boundary C. Divergent Plate Boundary D. Transform Fault Plate Boundary 4. Describe the thickness of sediments near and far from the mid-oceanic ridge: A. The sediments are unevenly distributed. B. The sediments are thinner near the ridge but thicker as you go far from it. C. The sediments are thicker near the ridge but thinner as you go far from it. D. The thickness of the oceanic sediments near and far from the ridge is the same. 5. Why is the Earth not getting bigger despite the fact that molten materials are gradually coming out from the mid-oceanic ridge? A. Because everything is being consumed in the subduction zone. B. Because of the faster rate of movement of materials from the ridge. C. Because older oceanic materials are pushed away and slowly consumed in the subduction zone. D. Because the rate of coming out of new oceanic materials and destruction of older oceanic crust are the same. ENRICHMENT: Group learners into 5 groups. Directions: Design a scheme to inform local folks in your hometown about the possibilities of earthquakes , tsunami,and other geologic activities in your area. Rubric: Category I.Additional activities for application and remediation. Details and information Method of presentation Technique/ Creativity Accuracy Feedback 5 Points 4 Points 3 Points 2 Points Has included 5 things or more to remember before, during and after any tectonic activity. The method of presentation is easy to understand , unique and outstanding. The presentation/ medium includes and unusual and interesting features and components that excite the audience about the topic and add to the meaning. Information contains no error. Has included 4 things to remember before, during and after any tectonic activity. Has included 3 things to remember before, during and after any tectonic activity. The method of presentation is unique and organized. The method of presentation is unique but not organized. Has included 2 things to remember before, during and after any tectonic activity. The method of presentation is not unique but not organized. The presentation/ medium includes and some unusual and interesting features and components that excite the audience about the topic and add to the meaning. The presentation/ medium includes and unusual and interesting features but they do not add to the meaning. The presentation/ medium does not includes and unusual and interesting features. Information contains mininal error, none of which interferes with the clarity of communications The clientele understood a little and objective was attained. Information contains mininal error, of which interferes with the clarity of communications The clientele understood the purpose . Information contains many error. The clientele understood well the purpose and objective was attained. The clientele ignored the purpose . I. REMARKS II. REFLECTION A. No. of learners who earned 80%in the evaluation B. No. learners who require additional activities for remediation who scored below 75% C. Did the remedial lesson work? No. of learners who have caught up with the lesson? D. No. of learners who continue to remediation E. Which of my teaching strategies worked well? Why did this work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovation or localized material did I use/discover which I wish to share with other teachers. Prepared by: JERAMIE M. JABAGAT Secondary School Teacher III Process Observers: JEWARD A. MABAET MERCEDES R. LEGASPI Academic Department Head MAKABAYAN Department Head RONILA R. GABON School Head ;