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
;