GRADE 9 DAILY LESSON LOGS | ILAW Format
Name of Lesson
/ Pangalan ng Aralin
Continental Drift Theory and Evidence for Pangaea
Learning Area
/ Asignatura
SCIENCE 9
Term / Week
Term 1 | Week 9
Grade Level and Section
/ Baitang/Pangkat
Grade 9 / Section: ______________________________
Teacher
/ Guro
DepEd Club Team - DepEdclub.com
No. of Sessions
/ Bilang ng Sesyon
Session 1 / Unang Sesyon
References
/ Mga Sanggunian
(books, websites, toolkits,
etc.)
A. References
- Department of Education. Grade 9 Science Three-Term Budget of Work for Learning Competencies, First Term,
Weeks 9-11: evidence that present continents were parts of a single continent, Philippine plate-boundary
evidence, and types of plate boundaries.
- DTC Sorted BoW Lesson Exemplar, Science 9, Term 1, Week 9: Continental Drift Theory, Pangaea, and
biological, geological, climate, and seafloor-spreading evidence.
- Atlas Pro. (2019). What Did Pangaea Look Like? [Video].
- InsightsOnIndia. Continental Drift Theory, World Geography - Physical Geography - Geomorphology.
- National Geographic. Continental Drift 101 [Video], as identified in the Lesson Exemplar.
- Department of Education. DepEd Order No. 016, s. 2026, Guidelines on Lesson Planning and Learning Design.
B. Other Materials
Session 2 / Ikalawang Sesyon
Session 3 / Ikatlong Sesyon
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Session 4 / Ikaapat na Sesyon
- World and Pangaea map sequences; continent puzzle pieces; coastline, fossil-distribution, rock-craton,
mountain-belt, glacial-deposit, mid-ocean-ridge, and magnetic-striping cards; word and anagram cards; evidence
organizers; chart paper; rulers; printed or projected visuals; and optional video or animation.
Declaration of AI use
/ Deklarasyon sa Paggamit ng
AI
- Cite how AI was used in the
formulation of the lesson
plan.
See DO 3, 2026 Annex A.
Intentions
/ Mga Layunin
Learning Competency and
Curriculum Standards
/ Kasanayang Pampagkatuto
- Write the competency/ies
from the curriculum that we
are targeting, and the
content or performance
(Example Only) AI was used for activity planning, research support, and reviewing the clarity, accuracy, and
alignment of the lesson. The teacher remains responsible for contextualizing, validating, and delivering the final
lesson based on learners’ needs, language, and classroom realities.
Introduce Alfred
Examine biological and
Explain climate evidence
Synthesize the evidence
Wegener’s Continental
geological evidence for
and seafloor-spreading
through the BOWDrift Theory, develop
continental drift by
evidence, compare the
suggested Continental Drift
the concept of
interpreting fossil
strength and limitations of Evidence Jigsaw Puzzle
Pangaea, and use
distributions, the jigsaw fit different evidence types,
Lab, construct claimtime-sequence maps to
of coastlines, ancient
and connect continental
evidence-reasoning
explain how a oncerock cratons, and
drift to the later plateexplanations, and
connected landmass
matching mountain belts
tectonics explanation of
demonstrate individual
gradually reached the
across now-separated
continental movement.
understanding through
present continental
continents.
assessment, reflection,
arrangement.
remediation, or enrichment.
Content Standards
- Evidence for continents moving includes jigsaw matching of coastlines, rock types, and the presence of similar
fossils in places separated by vast distances.
- The movement of lithospheric plates provides a theory for understanding Earth’s geological history.
Performance Standard
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standards applicable to the
sessions.
Learning Objectives
/ Mga Tiyak na Layunin
- Write the smaller knowledge,
skills, or tasks from the
competency that the
learners will work on and be
able to show by the end of
the sessions.
By the end of the term, learners evaluate information from secondary sources and use their scientific
understanding of the location and geological setting of the Philippines to explain its landforms and dynamic
geologic activity in a global context.
Weeks 9-11 Learning Competency - Plate Boundaries
- Identify and explain evidence that current continents are separate parts of what was a single continent millions of
years ago.
Week 9 Focus
- Describe Continental Drift Theory and Pangaea.
- Read maps or diagrams showing continental movement over time.
- Identify and explain biological, geological, climate, and seafloor-spreading evidence.
BOW-Suggested Activity Incorporated
- Continental Drift Evidence Jigsaw Puzzle Lab using coastline pieces, rock-type strips, fossil-distribution cards,
and Philippine/Asian reference maps where available.
- Describe the
- Identify biological
Continental Drift Theory evidence using the
proposed by Alfred
distribution of similar
Wegener.
fossils on separated
- Define Pangaea and
continents.
explain its relationship - Explain the geological
to the present
evidence from matching
continents.
coastlines, rock cratons,
- Arrange and interpret
and mountain belts.
maps showing
- Use map markings and
continental positions
source information to
through geological
connect matching
time.
patterns across
- Distinguish a scientific
continents.
claim, a model, and
- Write a claim-evidenceevidence used to
reasoning explanation for
support the claim.
- Explain how glacial
deposits provide climate
evidence for formerly
connected continents.
- Describe seafloor
spreading and the
evidence from mid-ocean
ridges and magnetic
striping.
- Relate Continental Drift
Theory to Plate Tectonics
as an explanatory
mechanism.
- Compare evidence
categories and identify
the observation each
contributes.
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- Complete a collaborative
jigsaw investigation
involving several
independent evidence
types.
- Present a scientifically
accurate claim supported by
multiple pieces of evidence.
- Evaluate a peer explanation
for accuracy, relevance, and
clarity.
- Demonstrate at least 80%
individual mastery and state
a specific next step for
support or enrichment.
at least two evidence
sets.
Learner Context
/ Konteksto ng Mag-aaral
- Write your observations of
your learners, and how they
have been performing or
responding to learning
experiences recently. Include
strengths, interests, and
possible barriers to learning.
(Example Only) Learners completed the preceding lessons on electromagnetic radiation and are beginning a new
Earth Science sequence. Many can interpret familiar maps and recognize continents, but some may confuse
continental drift with rapid movement, assume that coastline fit alone proves the theory, or treat all evidence
categories as the same. Other barriers include difficulty visualizing deep time, reading thematic maps,
distinguishing a fossil pattern from a living-organism distribution, and explaining why evidence on widely
separated continents matters. Learners are generally engaged by puzzles, map reconstruction, videos, visual
timelines, and group investigation. Supports will include enlarged and color-coded maps, tactile puzzle pieces,
short source cards, teacher-read text, vocabulary frames, assigned group roles, oral or written response choices,
and extension tasks requiring comparison of multiple evidence types.
Learning Experience
/ Karanasan sa Pagkatuto
The four sessions follow the Lesson Exemplar’s progression from curiosity about Pangaea to evidence-based
explanation. Learners first build the concept of continental drift and arrange time-sequence maps, then
investigate biological and geological evidence, add climate and seafloor-spreading evidence, and finally integrate
the lines of evidence in the BOW-suggested jigsaw lab. Each session states the learning target, retrieves
relevant knowledge, models how scientists reason from observations, provides guided and collaborative
analysis, checks misconceptions, and ends with an authentic task and a five-item quiz. Learners must explain
how an observation supports a claim rather than merely name a picture. Inclusive supports, evidence-based
feedback, reflection, remediation, and enrichment are embedded throughout.
Pre-Lesson
/ Bago ang Aralin
- Describe how you will help
the learners get ready for
the lesson.
True-or-False Earth
Surface Review
- Review tectonic plates,
crustal features, and
the role of tectonic
activity, erosion, and
climate in shaping
Earth’s surface.
Journey-to-the-Present
Retrieval
- Arrange four map cards
from an early Pangaea
configuration to the
present day.
- Explain what map clues
were used: shape,
Four Pictures, One
Words Challenge and
Evidence Word
Evidence Confidence
- Identify the connecting
Check
words fit, evidence, fossil, - Group key terms such as
and spreading from the
fossils, cratons, fold
Lesson Exemplar
mountains, glacial deposits,
images.
mid-ocean ridges, and
- Sort sample observations
magnetic striping.
into biological, geological,
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- Ask the Lesson
position, continuity, and
climate, or seafloor- Use the frame: “This
Exemplar questions:
relative time labels.
spreading evidence.
observation supports
Were the continents
- Complete one “Two
- Predict which evidence
continental drift because….”
once connected? What
Truths and a Lie” set
would remain convincing - Learners select a support:
might plants, animals,
about Wegener,
even if present coastlines map key, vocabulary card,
coastlines, and
Pangaea, and continental were altered by erosion
evidence organizer, peer
mountains have looked
movement.
or sea-level change.
reader, oral explanation, or
like?
teacher conference.
- Use the anagram and
matching game for
crust, continent,
Pangaea, tectonic
plate, and mid-ocean
ridge.
Flow
/ Daloy ng Aralin
- Describe the activities that
you can implement in 1 or
more sessions to meet the
learning objectives.
Apply the Learning Design
Principles by thinking about
how to:
- make the objectives clear for
the learners
- guide learners before letting
them try the task on their
own
- check the state of the
learners’ well-being,
1. Clarify the goal:
explain the scientific
idea that present
continents were once
connected and have
moved over geological
time. Emphasize that
movement is very slow
and is inferred from
evidence.
2. Use the short
Continental Drift 101
video or printed still
images. Before
viewing, learners
predict how plants,
1. Revisit the theory as a
1. Introduce climate
1. Launch the BOWclaim that requires
evidence. Study the
Suggested Continental Drift
several independent lines glacial-deposit map
Evidence Jigsaw Puzzle
of evidence. Introduce
showing related deposits
Lab. Explain the success
the Claim-Evidencein Antarctica, Africa,
criteria: assemble
Reasoning organizer:
South America, India,
accurately, identify the
claim, observation, and
and Australia.
evidence category, state the
why the observation
Reassemble the southern observation, and explain
supports the claim.
continents near the South how it supports formerly
2. Biological evidence:
Pole and explain why the
connected continents.
examine the Lesson
glacial pattern becomes 2. Pairs draw coded pieces
Exemplar fossilmore coherent.
from a container and form
distribution map. Explain 2. Discuss why present
evidence groups. Sets may
that fossils of the same
tropical or widely
include fossil distribution,
extinct organisms,
separated locations can
coastline fit, rock cratons,
including Mesosaurus,
contain evidence of an
mountain belts, glacial
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understanding, and mastery
over the lesson
- connect today's new concepts
to past competencies
- encourage collaboration
among learners
- invite learners to reflect on
why this matters to them
- ensure inclusion for learners’
varied abilities, learning
styles, and contexts
animals, coastlines,
occur on continents now
ancient ice sheet.
deposits, and seafloormountains, and climate
separated by a wide
Emphasize that past
spreading diagrams.
clues might be
ocean. Discuss why a
continental positions and
Philippine or Asian
distributed on a former
freshwater reptile
climates differed from
reference maps may be
supercontinent. After
distribution is difficult to
present conditions.
added to orient learners to
viewing, record
explain by crossing the
3. Introduce seafloor
the next plate-boundary
questions and
present Atlantic.
spreading: new oceanic
lessons without replacing
observations.
3. Geological evidence crust forms at mid-ocean
the global evidence task.
3. Conduct the Word
jigsaw fit: compare
ridges as material from
3. Groups assemble their
Puzzle Challenge.
eastern South America
below rises and the
puzzle and prepare a twoGroups arrange word
and western Africa.
seafloor moves apart.
sentence explanation:
cards to form
Explain that the
Use paper strips or a
sentence 1 describes the
statements: continents
continental margins,
simple model to show
evidence; sentence 2
were once connected
especially when
two sides spreading
explains its relationship to
as one large landmass;
considered below present away from a ridge.
Pangaea or continental
Alfred Wegener
sea level, fit more closely 4. Examine the evidence
movement. Require
proposed the idea in
than modern shorelines
named in the Lesson
accurate category labels
the early twentieth
alone.
Exemplar: mid-ocean
and source
century; and Pangaea 4. Geological evidence ridges and magnetic
acknowledgment.
later broke apart over
rock cratons: compare
striping patterns.
4. Evidence gallery and oral
millions of years.
mapped ancient rock
Learners describe how
defense: groups present in
4. Discuss Wegener’s
outcrops across South
repeated bands on
a logical sequence from the
Continental Drift Theory America and Africa.
opposite sides of a ridge
continental-drift claim to
and define Pangaea
Learners trace how rock
provide a record of new
converging evidence.
from the Greek roots
units of similar age and
crust forming and moving
Reviewers ask one
meaning “all Earth.”
type form a more
outward.
evidence question and use
Use a simple timeline:
continuous pattern when 5. Connect the ideas
a checklist for accuracy,
Pangaea assembled in
continents are
carefully: continental drift
relevance, and reasoning.
the distant past, began
reassembled.
described the movement 5. Synthesis board: combine
breaking apart roughly 5. Geological evidence of continents; plate
the evidence into one class
200 million years ago,
tectonic or mountain-belt
tectonics later provided a
Claim-Evidence-Reasoning
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and the fragments
fit: examine fragments of
broader mechanism in
explanation. Clarify that
moved toward present
an old fold mountain belt
which continents ride on
scientific explanations are
positions.
found in Greenland,
moving lithospheric
strengthened when
5. Puzzle Quest: Journey Canada, Ireland, Great
plates. Seafloor
independent observations
to Reach the Present.
Britain, and Scandinavia.
spreading helped explain
agree and when later
Groups assemble map
Reassemble the
how ocean basins open.
discoveries provide a
puzzles and place them landmasses and identify 6. Four-evidence
plausible mechanism.
in chronological order.
the continuous linear
comparison task: groups 6. Administer the individual
They explain the
feature.
complete a matrix for
five-item quiz and conduct
strategy used and
6. Evidence stations:
biological, geological,
an active-recall correction
identify which regions
groups rotate through
climate, and seafloorcycle. Learners label
appear to fit together.
fossil, coastline, craton,
spreading evidence,
missed items as vocabulary,
Highlight that a model
and mountain-belt maps.
listing the observation,
map reading, evidence
is a representation, not
At each station they state
location or feature, and
classification, reasoning, or
a photograph of the
the observation, classify
what it implies. They
theory-connection errors.
past.
the evidence, and
identify how the evidence 7. Generalize the week:
6. Use “Two Truths and a complete one reasoning
types support one
present continents are
Lie” to correct
sentence. Peers check
another.
separate parts of an older
misconceptions:
whether the evidence is 7. Individual reflection:
connected landmass;
continents do not move
specific and relevant.
“The evidence I find most
fossils, rocks, mountain
rapidly; Pangaea did
7. Generalize: a single
convincing is ___
belts, glacial deposits, and
not produce “uniting
matching shape may be
because ___; another
seafloor patterns support
continents”; and the
suggestive, but several
evidence that
this conclusion. Preview
theory gained
matching biological and
strengthens it is ___.”
that the next lessons will
acceptance as
geological patterns on
Inclusive supports: printed
examine plate boundaries,
evidence accumulated.
separated continents
climate maps, movable
including evidence near the
7. Exit explanation:
provide a stronger,
continent pieces, paperPhilippines.
“Continental drift
converging case.
ridge model, magneticInclusive supports: mixedproposes ___;
Inclusive supports: short
stripe pattern cards, color ability roles, enlarged or
Pangaea was ___; the
evidence cards, map
or texture coding,
tactile puzzle pieces,
legends with symbols,
audio/teacher reading,
reduced but equivalent
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map sequence
suggests ___.”
Inclusive supports:
enlarged or tactile map
pieces, color/patterncoded continents,
teacher-read word
cards, a reduced map
sequence, oral
response, and partner
scribing. The printed
sequence may replace
video when devices or
internet are
unavailable.
Learning Resources
/ Mga Kagamitang Panturo
- List down the learning
resources that will help you
reach your objectives. Ensure
that they are available and
inclusive.
- Include options and
alternatives in case of
emergencies.
overlays or tracing paper,
tactile coastline pieces,
sentence frames, oral
CER responses, and
assigned roles such as
map reader, evidence
recorder, checker, and
reporter.
and partially completed
comparison matrices.
- Lesson Exemplar true- - Fossil-distribution maps; - Glacial-deposit map;
or-false items,
South America-Africa
movable southernContinental Drift 101
coastline pieces; rockcontinent pieces; midvideo or printed stills,
craton and mountain-belt
ocean-ridge diagram;
vocabulary/anagram
maps; tracing paper or
paper-strip seafloor
cards, Pangaea map
overlays; CER organizer;
model; magnetic-striping
sequence, continent
station cards; chart paper cards; evidencepuzzle pieces, timeline
and markers.
comparison matrix; minilabels, “Two Truths and - Alternatives: enlarged
whiteboards.
a Lie” cards, and exit
high-contrast maps,
- Alternatives: textureframes.
tactile edges, simplified
coded maps,
- Alternatives: printed or
legends, teacher-read
preassembled model
hand-drawn visuals,
evidence cards, peer
demonstration, verbal
tactile/pattern-coded
reader/scribe, and oral or
description, partially
maps, teacher
diagram-based CER.
completed matrices, and
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evidence sets, teacherscribed responses, oral
presentation, extended
time, and an individual
conference. Enrichment
learners compare the
strengths and limits of two
evidence types.
- BOW jigsaw puzzle sets;
coded evidence pieces;
wide-mouth container or
envelopes; evidence labels;
Philippine/Asian reference
map where available;
gallery checklist; CER
synthesis board; quiz and
remediation/enrichment
cards.
- Alternatives: simplified
evidence portfolio, oral
group defense, individual
card sort, large-print or
tactile puzzle pieces, extra
narration, oral
sequencing, and a
reduced set of time
cards. No internet or
device is required.
individual teacher
conference.
time, and equivalent
reduced-length
assessment.
Opportunities for integration
/ Oportunidad para sa
Integrasyon
- Write down any possibilities
to meaningfully another
learning area, special topic,
or technology. Write N/A if
none.
History of Science,
Biology, Earth Science,
Climate Science, Physics,
Geography, and
and Evidence-Based
and Technology: relate
Scientific Models:
Communication: connect
glacial evidence to past
connect Wegener’s
fossils to past organisms
climate and use a
proposal to how
and environments; use
physical model to show
scientific ideas develop, claim-evidence-reasoning seafloor spreading;
and use maps, scale,
language and respectful
discuss how mapping
direction, and
peer critique rather than
and magnetic
geological time to
relying on appearance
measurements support
interpret Earth’s
alone.
scientific investigation.
changing surface.
Assessment
/ Pagtataya
Assessment will determine whether learners can describe Continental Drift Theory and Pangaea; read and
sequence maps of continental movement; distinguish a scientific claim from the evidence supporting it; identify
and explain biological, geological, climate, and seafloor-spreading evidence; interpret fossil, coastline, rock,
mountain-belt, glacial, ridge, and magnetic-striping patterns; connect continental drift with the later platetectonics mechanism; construct claim-evidence-reasoning explanations; and communicate accurate conclusions
collaboratively and independently. Evidence will come from map puzzles, vocabulary work, “Two Truths and a
Lie,” station records, comparison matrices, the BOW jigsaw lab, oral defense, peer review, active recall,
reflections, and a new five-item quiz in every session.
Formative Assessment
/ Formative na Pagtataya
- Create a task, activity or
questions to evaluate
A. Authentic /
Performance-Based
Formative Task
A. Authentic /
Performance-Based
Formative Task
A. Authentic /
Performance-Based
Formative Task
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Global Citizenship, Philippine
Context, and Collaboration:
appreciate Earth as a
connected dynamic system,
orient global evidence to the
Philippine region, share
group roles fairly,
acknowledge sources, and
communicate uncertainty
honestly.
A. Authentic / PerformanceBased Formative Task
Task: Continental Drift
Evidence Jigsaw and Oral
learning and provide
feedback every now and
then. Include ways for
learners to ask for guidance
or support throughout each
session.
- Remember to provide
appropriate
accommodations so all
learners can demonstrate
their understanding (e.g.,
varied response formats,
small group options, visual
or auditory supports
Task: Pangaea Timeline Task: Evidence Stations
Task: Four-Evidence
and Concept
CER. Learners complete
Comparison Matrix.
Explanation. Groups
four stations—fossils,
Groups complete a
arrange four continental coastline fit, rock cratons, matrix for biological,
maps in chronological
and mountain belts. For
geological, climate, and
order, label Pangaea
each, they record the
seafloor-spreading
and the present
observation, identify the
evidence. Each row
arrangement, and
evidence category, and
includes the observation,
provide a short
explain how it supports
the map or feature
explanation of
formerly connected
involved, and what the
Continental Drift
continents. They then
observation implies.
Theory, Alfred
choose two stations for a
Learners build or
Wegener’s role, and
complete claim-evidence- demonstrate a paper
the evidence question
reasoning response.
mid-ocean-ridge model
the theory must
Oral, diagrammatic, or
and explain one
answer. Learners may
written formats are
connection between
use tactile maps, oral
accepted.
seafloor spreading and
narration, or a teacher- B. Quick Check / 5-Item
plate tectonics.
scribed explanation.
Formative Quiz
B. Quick Check / 5-Item
B. Quick Check / 5-Item Directions: Choose the
Formative Quiz
Formative Quiz
best answer.
Directions: Choose the
Directions: Choose the
1. The same Mesosaurus
best answer.
best answer.
fossils found in South
1. Glacial deposits on
1. Who proposed the
America and Africa are
several southern
Continental Drift
an example of: A. climate
continents support
Theory? A. Isaac
evidence B. biological
continental drift because
Newton B. Alfred
evidence C. electrical
the continents form a
Wegener C. Charles
evidence D. atmospheric
more coherent ice-sheet
Darwin D. James
evidence
pattern when: A.
Hutton
2. The close match
separated farther B.
between eastern South
reassembled near the
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Defense. Each group
assembles one evidence
puzzle, labels its category,
writes a two-sentence
evidence explanation, and
defends how it supports the
claim that present
continents were once
connected. The class then
combines at least four
independent evidence types
into one Claim-EvidenceReasoning synthesis.
Learners may use a
reduced puzzle, oral
response, peer scribe, or
teacher conference.
B. Quick Check / 5-Item
Formative Quiz
Directions: Choose the best
answer.
1. Fossil distributions are
classified as: A. biological
evidence B. climate
evidence C. seafloor
evidence D. electrical
evidence
2. Rock cratons and matching
mountain belts are
classified as: A. biological
evidence B. geological
2. What was Pangaea?
America and western
A. A mid-ocean ridge B. Africa is called: A. jigsaw
A fossil species C. A
fit B. magnetic reversal
supercontinent D. A
C. glacial flow D.
tectonic trench
radioactive decay
3. Which statement best 3. Ancient stable rock
describes continental
outcrops used in
drift? A. Continents
continental matching are
formed separately and
called: A. trenches B.
never moved B.
fossils C. cratons D.
Continents were once
currents
connected and moved 4. Matching fragments of
apart over geological
an old fold mountain belt
time C. Continents
on separated continents
move several
support the idea that the
kilometers each day D.
continents: A. have
Only ocean water
identical weather today
moves
B. were once aligned or
4. Which sequence is
connected C. never
most reasonable? A.
changed position D.
Present continents ->
formed from ocean water
Pangaea -> present
5. Why is the combined
continents B. Pangaea
evidence stronger than
-> gradual breakup ->
coastline fit alone? A.
present continents C.
Several independent
Mid-ocean ridge ->
patterns agree B.
fossil -> Pangaea D.
Coastlines never change
Glaciation -> no
C. Fossils can swim
continents -> present
across all oceans D.
continents
Maps always prove every
claim
South Pole C. placed at
evidence C. climate
the equator D. arranged
evidence D. weather
alphabetically
forecasts
2. Where is new oceanic
3. Glacial deposits on
crust created during
separated southern
seafloor spreading? A. At
continents are classified as:
river valleys B. At desert
A. biological evidence B.
dunes C. At mid-ocean
geological evidence only C.
ridges D. At continental
climate evidence D.
interiors only
magnetic evidence
3. Which observation helps 4. Mid-ocean ridges and
confirm seafloor
magnetic striping support:
spreading? A. Magnetic
A. seafloor spreading B.
striping on the ocean
fossil formation C. daily
floor B. Daily cloud
weather D. continental
movement C. River
erosion only
sediments only D.
5. Which conclusion is best
Human-made roads
supported by all the
4. Plate tectonics is related
evidence? A. Every
to continental drift
coastline has remained
because it: A. denies
unchanged B. Continents
continental movement B.
move rapidly each year C.
provides a mechanism
Only fossils support
involving moving
Pangaea D. Present
lithospheric plates C.
continents were once
states that fossils create
connected, and multiple
continents D. applies only independent observations
to weather
support their movement
5. Which is climate
apart
evidence? A.
Answer Key: 1-A, 2-B, 3-C, 4Mesosaurus fossils B.
A, 5-D.
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5. A series of maps
Answer Key: 1-B, 2-A, 3-C, Permo-Carboniferous
showing changing
4-B, 5-A.
glacial deposits C.
continental positions is
Matching cratons D. Midmainly used to: A.
ocean magnetic stripes
model movement
Answer Key: 1-B, 2-C, 3-A,
through time B.
4-B, 5-B.
measure daily weather
C. name living species
D. calculate electric
current
Answer Key: 1-B, 2-C, 3B, 4-B, 5-A.
Ways Forward
/ Mga Susunod na Hakbang
Use map sequences, vocabulary responses, evidence-station records, CER explanations, quizzes, jigsaw
presentations, and learner self-assessment to plan next steps. Learners who confuse the theory with its
evidence will use a Claim-versus-Evidence card sort. Those who struggle with deep time will revisit a simplified
timeline; those who rely only on coastline shape will compare fossil, rock, mountain, and climate patterns.
Learners who misclassify evidence will use a four-column evidence organizer with icons and examples. Learners
needing reasoning support will receive sentence frames linking observation to implication. Learners meeting
expectations will analyze less-scaffolded maps, while enrichment learners will compare the relative strengths
and limitations of evidence types or research how magnetic striping strengthened the theory. Results will prepare
the class for the next BOW lessons on topographical and geological evidence for plate boundaries near the
Philippines and the types of plate boundaries.
Extended learning
opportunities
/ Mga Karagdagang Gawain
- Suggest other learning
experiences outside the
classroom/class hours that
learners may want to access
- Create a one-page
- Make an Evidence Pair
Pangaea timeline
card: draw or describe
showing an early
one fossil pattern and
connected landmass,
one geological pattern,
gradual breakup, and
then write how each
present continents. Add supports formerly
three sentences
connected continents.
- Build a paper seafloorspreading model with a
center ridge and
matching bands. Label
where new crust forms
and the direction of
movement.
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- Revise all missed quiz items
and label each error as
vocabulary, map reading,
classification, reasoning, or
theory connection.
- Prepare a small “Evidence
for Pangaea” poster or
to reinforce what they have
learned, to spark their
curiosities further, or that
may provide them support in
their areas of difficulty.
explaining the
sequence.
- Ask a family member
what they know about
Pangaea, then
respectfully correct or
confirm one idea using
the lesson evidence.
No private personal
data is needed.
- Trace simplified South
- Write a comparison
America and Africa
paragraph explaining
outlines, test their fit, and
how glacial evidence and
explain why matching
magnetic striping
rocks or fossils are also
contribute different
needed.
information to the same
scientific explanation.
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foldable containing at least
four evidence types, one
source acknowledgment,
and a verified explanation. A
hand-drawn output is
sufficient.
Reflections
/ Mga Pagninilay
- Think about what you need
to change for the next
session based on what
happened today. Is there
something the learners are
interested in exploring?
- Are there some things you
would like to share with your
co-teachers, parents, or
school leaders about your
classroom experience? What
would you like your
instructional coach to help
you with?
Prepared by:
DepEd Club Team
(Example Only) Learners (Example Only) Most
(Example Only) The paper
were highly engaged
groups interpreted fossil
ridge model helped
by the Pangaea puzzle
and coastline evidence
learners visualize
and could state the
accurately, while rock
seafloor spreading,
basic theory, but
cratons and mountainalthough some confused
several described
belt continuity required
continental drift, seafloor
continental movement
more map-reading
spreading, and plate
as fast or treated the
support. I will begin the
tectonics as identical
map sequence as
next session by modeling
terms. I will use a threedirect photographic
how to trace a pattern
part concept map:
proof. Before Session
across reassembled
observed continental
2, I will contrast a
continents and require
movement, ocean-floor
model with evidence
every explanation to
process, and broader
and use a long-timename the observation
plate mechanism. The
scale visual. The wordbefore the conclusion. I
glacial map generated
card routine supported
would like coaching
interest in past climates
hesitant readers and
support on concise
and may be linked to
may be retained. I will
prompts that deepen
later Earth-history
share the tactile map
evidence reasoning
lessons.
approach with the
without giving the
Science team.
answer.
Checked by:
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(Example Only) The jigsaw
oral defenses showed that
most learners could classify
evidence and support the
main claim, but some
presentations listed facts
without explaining why they
mattered. Before the next
plate-boundary lesson, I will
conduct a short CER
remediation group and
provide enrichment on
Philippine trenches, volcano
belts, and earthquake
patterns for learners already
meeting expectations. The
evidence checklist and error
summary will be used in
collaborative planning and
LAC discussion.
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---------------------------------------------------Teacher’s Reference Note:
For sample response options that may help in completing this rubric, teachers may refer to the Rubric for Lesson
Planning with Sample Response Bank here:
Available Here! Rubric for Lesson Planning with Sample Response Bank for DepEd ILAW Format DLL
These sample responses are guides only and should be revised based on the actual lesson plan.
To open the link, hold Ctrl on your keyboard, then click the link above.
---------------------------------------------------.
.
RUBRIC FOR LESSON PLANNING SELF-CHECK AND/OR PEER COACHING
I can say that in my lesson plan…
Yes
Not Yet
Why?/ What will make it better?
Intentions are clearly stated, with
appropriate learning competencies
articulated.
Intentions are evident across all sections,
there is coherence.
Learning experience is clear – another
teacher can implement this lesson without
additional explanation.
Learning experience is well-designed, with
intentionally embedded Learning Design
Principles.
Learning experience maximizes available
opportunities for integration.
Learning experience is inclusive, provides
opportunities to support learners with
disabilities, barriers, and unique contexts.
Assessment strategies are integrated
throughout the session to see learners’
progress or if they need support.
Assessment strategies generate evidence if
learning is successful.
The following interventions are actionable,
providing ways to extend or adjust learning
based on reflections.
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Notes for my instructional coaching session:
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