9
Lesson Exemplar
for Science
Quarter 21
Lesson
1
1
Lesson Exemplar for Science Grade 9
Quarter 2: Lesson 1 (Week 1)
SY 2024-2025
This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum
during the School Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized
reproduction, distribution, modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in
appropriate legal actions and disciplinary measures.
Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain
permission to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim
ownership over them.
Development Team
Writer:
•
Ma. Theresa V. Datu (University of Makati)
Validator:
• Digna C. Paningbatan (Quezon City Science High School)
Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMMER National Research Centre
Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or
call the Office of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at
blr.od@deped.gov.ph.
2
SCIENCE (EARTH AND SPACE SCIENCE) / QUARTER 2 / GRADE 9
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content
Standards
1. Evidence for continents moving includes jigsaw matching of coastlines, rock types, and the presence of similar
fossils in places separated by vast distances.
2. The movement of lithospheric plates provides a theory for understanding Earth’s geological history.
3. The geological time scale organizes major stages in the history of the Earth over more than 4 billion years.
B. Performance
Standards
By the end of the Quarter, learners exhibit skills in evaluating information from secondary sources, and draw on
their scientific understanding of the location and geological setting of the Philippines to explain its unique landforms
and dynamic geologic activity in a global context. They demonstrate an appreciation of the size and scale of the Earth
and describe evidence for a dynamic Earth over its long geological history as well as the evidence that is used to
build a model for the internal structure of the Earth. Learners demonstrate curiosity and open-mindedness in
extending their knowledge and understanding of the dynamic Earth to evaluate evidence for theories for the formation
of the Solar System. They describe modern scientific processes and technologies that are used by scientists to
investigate the nature and evolution of the Solar System and Universe.
C. Learning
Competencies
and Objectives
Learning Competency: The learners identify and explain evidences that current continents are separate parts of what
was a single continent millions of years ago.
D. Content
Continental Drift Theory
The learners will be able to:
1. Lesson Objective 1: describe the concept of continental drift theory proposed by Alfred Wegener;
2. Lesson Objective 2: read maps or diagram illustrating the spread of the tectonic plate over time;
3. Lesson Objective 3: describe Pangaea;
4. Lesson Objective 4: identify and explain the pieces of evidences of the existence of Pangaea as biological,
geological, climate and seafloor spreading.
1. The Continental Drift Theory
2. The Pangea
3. Evidences of Pangaea
a. biological evidence
b. geological evidence
c. climate
d. seafloor spreading
E. Integration
This section integrates appropriate integration of topics, themes, and/or advocacies. Topic integration involves
content areas. Themes and advocacies may include promotion of environmental literacy, gender and development,
peace education, global citizenship, and other relevant concerns. This section is not required but highly encouraged.
II. LEARNING RESOURCES
•
•
•
•
•
Atlas Pro. (2019, October 24) What did Pangaea look like? [Video]. https://www.youtube.com/watch?v=VKq0pr4rbRs
Earle, S. (2015). Physical Geology. Victoria, B.C.: BCcampus. Retrieved from https://opentextbc.ca/ geology/
InsightsOnIndia. (n.d.). Continental Drift Theory. World Geography - Physical Geography of the World - Geomorphology - First Order. Retrieved
from https://www.insightsonindia.com/world-geography/physical-geography-of-the-world/geomorphology/first-order/continental-drift-theory/
National Geographic. (2016. November 3). Continental Drift. [Video]. YouTube.https://www.youtube.com/watch?v=Wq9kLzm36h0&t=5s
Prost, G. L., & Prost, B. P. (2018). The Geology Companion: Essentials for Understanding the Earth. CRC Press.
III. TEACHING AND LEARNING PROCEDURE
A. Activating Prior
Knowledge
NOTES TO TEACHERS
DAY 1
Short Review - TRUE OR FALSE
Call a student to identify if the sentence is true or false. Let him/her explain
his/her answer. Do this 5 times.
1. Earth's crust is divided into tectonic plates that float on the semi-fluid
asthenosphere beneath them.
2. Plains are elevated flatlands that rise sharply above surrounding areas and can
be found on every continent.
3. The Earth's continents exhibit a variety of crustal features, including
mountains, plains, and plateaus.
4. The distribution of the crustal features is influenced by factors such as tectonic
activity, erosion, and climate.
5. Deserts, such as the Sahara and the Atacama, are characterized by warm
conditions and sparse vegetation, influenced by crustal features like mountain
ranges and prevailing winds.
2. Feedback (Optional)
1
Base on the responses of
the student, you can add
some more sentences if
needed.
ANSWER KEY
1. TRUE
2. FALSE
3. TRUE
4. TRUE
5. FALSE
B. Establishing
Lesson Purpose
1. Lesson Purpose
Ask the class the following questions before you play the short video.
● Did you know that the continents were once part of a supercontinent called
Pangaea?
● How does this concept spark your curiosity about the Earth's past?
Ask the following question after the video is played.
● Imagine being able to travel back in time to when Pangaea existed. What
would you expect to see in terms of distribution of plants and animals?
● How does the theory of continental drift help us understand the distribution
of geological features, such as mountains, valleys, and coastlines, across the
continents?
● How does continental drift contribute to the ongoing process of plate tectonics,
and what are the consequences of plate movements for Earth's geology,
climate, and ecosystems?
(Video from https://www.youtube.com/watch?v=Wq9kLzm36h0&t=5s)
2. Unlocking Content Area Vocabulary
WORD GAME
Match the answers in column A to the
descriptions in column B. Write the letters
only.
A
B
Answer
here
Answer
here
RSCTU
A. large, rigid slab of solid
2
I've heard of Pangaea before,
but I never really thought
about it much. It's
interesting to think about
how much the planet has
changed.
I'm curious about what the
world might look like in the
distant future and how
today's continents might
continue to shift.
It's fascinating to think
about how all the continents
were once connected.
Play a short video, Continental Drift 101
Rearrange the letters in the
anagram to identify words
presented in the short video.
Possible answers to Lesson
Purpose.
I wonder what caused them
to split apart and how that
shaped the Earth's
geography over millions of
years.
WORD GAME
Answer Key
CRUST
D
PANGAEA
C
CONTINENT
E
TECTONIC
A
rock of Earth's lithosphere
C. Developing and
Deepening
Understanding
AEAGANP
B. mountain range that
stretches across the ocean
floor
NCETNIOTN
C. solitary supercontinent
CINCTEOT AELPT
D. Earth’s surface
DIM-ACENO EDGIR
E. big land mass
SUB-TOPIC 1: Continental Drift Theory
Relate the students’ responses in the questions asked after the short video to open
the topic about Continental Drift theory.
1.1. Explicitation
WORD PUZZLE CHALLENGE: FORMING CONCEPTS
● Given a set of word cards, ask the students to arrange the cards to form a
sentence stating the concept of the Continental Drift Theory.
● Ask them to post the arranged word cards under the written CONTINENTAL
DRIFT THEORY on the board.
● Let them read their formed concept of Continental Drift Theory aloud.
WORD SET 1
have since
landmass and
of years
one large
the continents
over millions
were once
drifted apart
connected as
WORD SET 2
20th century
by Alfred
geological
history
the early
first proposed
that
revolutionized
Wegener in
PLATE
MID-OCEAN
RIDGE
SUB-TOPIC 1: Relate the
responses of the students
to the word puzzle
challenge to present the
lesson on the Continental
Drift Theory.
Note that all students’
activities are group work to
promote social skills and to
enhance learning.
To reinforce the
presentation of concept, let
the class watch the video
about The Pangaea,
https://www.youtube.com/
watch?v=VKq0pr4rbRs .
WORD PUZZLE
3
B
our
understanding
of Earth's
WORD SET 3
years ago
Pangaea which
a single
began breaking
200 million
part of
apart around
the continents
supercontinent
called
were once
DAY 2
1.2. Worked Example
PUZZLE QUEST: JOURNEY TO REACH THE PRESENT
● There are 4 sets of puzzles. Give each group a puzzle to solve.
● On the board are 4 regions with a number of years ago. Ask the students
to post their solved puzzle above the number of years.
● Afterwards, ask the student of the following questions:
1. What strategy did you use to complete the puzzle?
2. How did you know which regions must be placed alongside each
other?
Image source https://www.insightsonindia.com/world-geography/physical-geography-of-theworld/geomorphology/first-order/continental-drift-theory/
Pangaea was the supercontinent that existed approximately 335 million years ago
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CHALLENGE: FORMING
CONCEPTS
Answer Key
THE CONTINENTAL
DRIFT THEORY
● The continents were
once connected as one
large landmass and
have since drifted apart
over millions of years
●
First proposed by Alfred
Wegener in the early
20th century that
revolutionized our
understanding of
Earth's geological
history
●
The continents were
once part of a single
supercontinent called
Pangaea, which began
breaking apart around
200 million years ago
PUZZLE QUEST:
JOURNEY TO REACH
THE PRESENT
(You may find the
printable puzzle pieces in
the worksheet file)
● Student presentation
should start with the 225
million years ago.
● After each group of
during the late Paleozoic and early Mesozoic eras. The term "Pangaea" comes from
the Greek words "pan," meaning "all," and "gaea," meaning "Earth." It was a vast
landmass that encompassed almost all of the Earth's continental crust.
Pangaea began to break apart around 175 million years ago due to the process of
continental drift, eventually forming the continents we know today. This breakup
resulted in the formation of separate continents and the opening of new ocean
basins, leading to the configuration of Earth's present-day geography. The concept
of Pangaea provides a crucial framework for understanding the dynamic nature of
Earth's surface and the interconnectedness of geological processes over millions of
years.
3. Lesson Activity
2 TRUTH AND A LIE
● Show trio #1 to the class. Give the class 3 minutes to ponder on the trio.
● Call someone to identify which sentence is a lie in the trio. Let him/her
explain why.
● Call another student to explain one sentence that is a truth. And another
one to explain the other true sentence.
TRIO #1
1. Continental drift theory, proposed by Alfred Wegener in the early 20th century,
suggests that continents were once connected as a single landmass.
2. The breakup of Pangaea began around 175 million years ago, leading to the
formation of uniting continents as we know them today.
3. Initially met with skepticism, continental drift theory gained wider acceptance as
evidence accumulated over the years.
TRIO #2
1. The theory suggests that the continents move fast over time due to the
movement of tectonic plates beneath the Earth's surface.
2. The breakup of Pangaea began around 175 million years ago, leading to the
formation of separate continents as we know them today.
3. Continental drift theory revolutionized geology and our understanding of Earth's
history.
5
●
students presented their
work by answering the
questions, present the
lesson related to the
solved puzzle.
Presentation of the entire
sub-topic should coincide
to the presentation of the
last group.
2 TRUTH AND A LIE
Answer
Key
2
TRUTH
A LIE
TRIO
#1
1, 3
2
TRIO
#2
2, 3
1
TRIO
#3
1, 2
3
TRIO #3
1. The theory led to the development of plate tectonics theory, which explains the
dynamics of Earth's lithosphere.
2. Wegener proposed that this supercontinent, called Pangaea, began breaking
apart around 200 million years ago.
3. Pangaea played a pivotal role in shaping Earth's geological and physiological
history.
SUB-TOPIC 2: EVIDENCES OF PANGAEA / CONTINENTAL DRIFT THEORY
The video, The Pangaea can help the students to work on this activity.
2.1. Explicitation
4 PICS IN A WORD
● Present the four images simultaneously to the class.
● Let the student study the images carefully for 1-2 minutes.
● Call a student to try to identify a common word or theme that connects all
four images.
● If needed give clues like number of letters, kind of word (noun or adjective)
or where to find / what is its use /relationship.
6
SUB-TOPIC 2: Instruct the
students to relate the
activity to the video about
The Pangaea. If needed, you
can ask questions to help
the students remember
important details of the
video.
4 PICS IN A WORD
Answer Key
fit
evidence
spreading
fossil
DAY 3
Alfred Wegener based his theory on several lines of evidence, including the matching
shapes of continents like South America and Africa, similarities in rock formations
and mountain ranges across continents, and the distribution of fossils of identical
species on separate continents.
Biological Evidence:
There are many fossils found on separate continents
and nowhere else, suggesting the continents were once
joined.
Example is the fossils of the freshwater reptile
Mesosaurus, 300 million years old, are found in South
America and Africa and nowhere else in the world.
Geological Evidence:
Jigsaw Fit. The eastern South America and West Africa
have similarity in their coastlines. This had been noted
for some time.
At the depth of 1,000 meters below current sea level,
these coastlines are best fitted with one another.
Geological Evidence:
Cratons. Ancient rock outcrops called
cratons were revealed when the geology of eastern
South America and West Africa was mapped. Cratons
Rock
7
which are over 2,000 million years old were
continuous from one continent to the other.
Geological Evidence:
Tectonic Fit. Found on widely separated continents
today, are fragments of an old fold mountain belt
between 450 and 400 million years ago.
Pieces of the Caledonian fold mountain belt, are found
in Greenland, Canada, Ireland, England, Scotland and
Scandinavia. When these land masses are reassembled the mountain belt forms a continuous
linear feature.
Climate Evidence:
Glacial Deposits. About 300 million years ago, the
Permo-Carboniferous glaciation formed the glacial
deposits. The glacial deposits are found in Antarctica,
Africa, South America, India and Australia.
If the continents of the southern hemisphere are reassembled near the South Pole, then the PermoCarboniferous ice sheet assumes a much more
reasonable size
Images from https://www.insightsonindia.com/world-geography/physical-geography-of-theworld/geomorphology/first-order/continental-drift-theory/
Seafloor Spreading:
New oceanic crust is created through the process of
seafloor spreading because the Earth’s mantle could
push and pull continents apart.
The mid-ocean ridges and magnetic striping
patterns confirm the process of seafloor spreading.
8
PUZZLE QUEST: A
JOURNEY TOGETHER
Cut each diagram of
evidence into 9 pieces. At
the back of each piece, write
(in the form of a clue) the
name of the group that the
students will form. Example
Image source
https://www.pinterest.com/pin/74386806342
4250426/
This is revealed in the studies of the ocean floor.
2.2 Worked Example
PUZZLE QUEST: A JOURNEY TOGETHER
● There are 6 sets of puzzles. Place all the puzzle pieces in a wide-mouth jar.
● Call one student (of a pair) get a piece from the jar.
● Ask the pair to determine the group they should join by uncovering the clue
at the back of the puzzle piece. Let them go to their designated working area
and wait for their other groupmates.
● Ask them to solve the puzzle by joining the pieces together.
● Form 1-2 sentences about the solved puzzle. Present this to the class using
the solved puzzle to highlight the evidence of the Continental Drift Theory.
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SFISLOS (FOSSILS) for
biological evidence group.
It is better to use variation
of the diagrams.
(You may find the
printable puzzle pieces in
the worksheet file)
DAY 4
2.3. Lesson Activity
WORDS CHALLENGE
● Ask the students to group the words on the board.
● Ask them to classify the grouped words as biological, geological, climate,
seafloor spreading evidence of the Continental Drift theory.
● Ask them to create a sentence describing each evidence.
ROCK CRATONS
CONTINUOUS FROM
ANCIENT ROCK OUTCROPS
ONE CONTINENT TO THE OTHER
OVER 2,000 MILLION YEARS OLD
CONTINENTS
ONCE JOINED
MANY FOSSILS
NOWHERE ELSE
SEPARATE CONTINENTS
ICE SHEET
SOUTH POLE
GLACIAL DEPOSITS
RE-ASSEMBLED NEAR
SOUTHERN HEMISPHERE
MORE REASONABLE SIZE
PERMO-CARBONIFEROUS GLACIATION
FRAGMENTS
WIDELY SEPARATED CONTINENTS TODAY
OLD FOLD MOUNTAIN BELT
CONTINUOUS LINEAR FEATURE
BEST FIT
CURRENT SEA LEVEL
1,000 METERS BELOW
MATCHED AT A DEPTH
NOTED FOR SOME TIME
OUTLINE OF COASTLINES
PUSH AND PULL
EARTH’S MANTLE
PLATE TECTONICS
CONTINENTS APART
MID-OCEAN RIDGES
NEW OCEANIC CRUST
SEAFLOOR SPREADING
MAGNETIC STRIPING PATTERNS
WORDS CHALLENGE
Prepare words cards and
post them on the board
before the start of the
activity.
In forming the sentence,
students can add linking
word/s to complete the
concepts.
Answer Key
Ancient rock outcrops called
rock cratons which are over
2,000 million years old are
continuous from one
continent to the other.
Many fossils that are found in
separate continents and
nowhere else suggest that
continents were once joined.
Glacial deposits formed
during Permo-Carboniferous
glaciation in the southern
hemisphere, if re-assembled
near the south pole, the ice
sheet assumes a more
reasonable size.
If fragments of old fold
10
mountain belts found on
widely separated continents
today are re-assembled, they
form continuous linear
features.
The best fit outlines of
coastlines which have been
noted for some time, are
matched at a depth of 1,000
meters below current sea
level.
Earth’s mantle could push
and pull continents apart
creating new oceanic crust
revealed by mid-ocean ridges
and magnetic striping
patterns confirming seafloor
spreading as part of plate
tectonics.
D. Making
Generalizations
1. Learners’ Takeaways
NOTE TAKING
● The continents are drifting away from one another.
● Even though faced by many criticisms, accumulated evidence supports
the Continental Drift Theory.
● The many continents we have now are formed from only one landmass,
the Pangaea.
● The tectonic plates are moving apart causing geological processes forming
different landforms.
● Pieces of evidence of the Continental Drift Theory are classified as
biological, geological, climate and seafloor spreading.
● Fossils of the same species found in different continents are the biological
evidence of Continental Drift Theory.
● Jigsaw fit of coastlines outlines, presence of cratons in different continents
and tectonic fit are geological evidences of the concept of Pangaea.
11
●
●
Distribution of ice sheets in the southern hemisphere proves that the
continents with it are previously connected with one another.
The mid-ocean ridge widens the seafloor because of the action of magma
underneath it.
2. Reflection on Learning
ACTIVE RECALL
This strategy involves actively retrieving information from memory rather than
simply re-reading or highlighting material. Students can use techniques such as
flashcards or summarizing key concepts from memory to reinforce learning and
improve retention. Active recall activities help reinforce learning, enhance retention,
and promote deeper understanding of the material.
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION
A. Evaluating
Learning
NOTES TO TEACHERS
1. Formative Assessment
Answer briefly and concisely the following questions.
1. What are the three geological evidences of Continental Drift theory and what
geological features are associated with it?
2. Describe the major events presented in the Continental Drift Theory.
3. Can you explain the relationship of the Continental Drift Theory and Tectonic
Plate Theory?
2. Unlocking Content Area Vocabulary
WORD SORT:
Encircle the word/s in column II that is NOT related to the words in column I as
presented in the lesson.
I
CRATON
II
oldest and most
core regions of
12
superficially
Possible answers to
Formative Assessment
Three geological evidences
of the Continental Drift
theory are the fit of the
continents, similarities in
rock
formations
and
mountain ranges across
continents,
and
the
distribution of fossils of
similar species on different
continents.
Geological
features associated with
Continental Drift include
mid-ocean ridges, deep
ocean
trenches,
and
transform faults.
The major events presented
in the Continental Drift
stable rock
continents
positioned
PANGAEA
tectonic plate
drifting apart
supercontinent
FOSSIL
traces of organisms
leftover of living
things
preserved remains
TECTONIC PLATE
continents
Asthenosphere
magma
GLACIAL DEPOSITS
ice sheet
Antarctica
northern
hemisphere
13
Theory include the initial
formation
of
Pangaea,
followed by its gradual
breakup due to tectonic
forces. Over millions of
years, Pangaea fragmented
into smaller landmasses
that eventually drifted to
their present positions,
forming the continents as
we know them today.
The
Continental
Drift
Theory and the Tectonic
Plate Theory are closely
related concepts in the field
of geology. The Continental
Drift Theory, suggested
that the Earth's continents
were once joined together
in a supercontinent called
Pangaea and have since
drifted apart. The Tectonic
Plate Theory, proposed that
the Earth's lithosphere is
divided into several large
and small plates that float
on
the
semi-fluid
asthenosphere
beneath
them.
Essentially,
the
Tectonic
Plate
Theory
provides a mechanism to
explain the movement of
continents proposed by the
Continental Drift Theory,
as it demonstrates how
continents are part of
larger tectonic plates that
interact with each other
over geological time scales.
Word sort:
Answer Key
B. Teacher’s
Remarks
Note observations
on any of the
following
areas:
Effective Practices
Strategies Explored
Materials Used
Learner
Engagement/
Interaction
14
Problems Encountered
CRATON
superficially
positioned
PANGAEA
tectonic plate
FOSSIL
leftover of
living things
TECTONIC
PLATE
continents
GLACIAL
DEPOSITS
northern
hemisphere
Others
C. Teacher’s
Reflection
Reflection guide or prompt can be on:
▪ Principles Behind the Teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?
▪ Students
What roles did my students play in my lesson?
What did my students learn? How did they learn?
▪ Ways Forward
What could I have done differently?
What can I explore in the next lesson?
15