TEACHER Mrs. Helen Grace L.
Cabalag GRADE LEVEL Ten (10)
LEARNING AREA Science
QUARTER First
DAILY
DATE July 17, 2017-Monday
LESSON
LOG SECTIONS Fibonacci, Pascal, Newton,
Napier
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages
2. Learners Guide Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource
(LR)Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or
presenting the new lesson
UNIT I Earth and Space
MODULE 2 The Earths Interior
DATE July 18, 2017-Tues
SECTIONS Gauss
The learners demonstrate an understanding of:
the relationship among the locations of volcanoes, earthquake epicenters,
and mountain ranges.
The learners shall be able to:
1. Demonstrate ways to ensure disaster preparedness during earthquakes,
tsunamis and volcanic eruptions;
2. Suggest ways by which he/she can contribute to government efforts in
reducing damage due to earthquakes, tsunamis and volcanic eruptions.
S9ES Ia-j- 36.5
Describe the possible causes of plate movement.
Specifically:
1. Create a puzzling continent that is based from Wegeners evidence on
rock and mountain correlation and paleoclimate data;
2.
EVIDENCES OF CONTINENTAL DRIFT THEORY
(Rock and mountain correlation and Paleoclimate data)
p. 38-40
p. 53-55
Evidence or Not?
Read the statements below. Put a check or an x mark indicating whether the
statement is an evidence or not.
1. 1858: Geologist Eduard Seuss points out that fossils of the Glossopteris
plant are found in southern Africa, South America, Australia, Antarctica, and
India.
2. Wegener examines the location of tiny rocks and the direction of grooves
formed by large glaciers scraping across southern areas of Africa, South
America, Australia, Antarctica, and India. He concludes that if all these
places were together, they would form a continuous ice sheet expanding
outward in all directions.
3. Wegener observes that a South American mountain range in Argentina
lines up with an ancient African mountain range in South Africa when the
two continents are placed together. He writes: It is just as if we were to
re_t the torn pieces of a newspaper by matching their edges and then
 check whether the lines of print ran smoothly across. If they do, there is
no thing left t but to conclude that the pieces were in fact joined in this
way.
B. Establishing a purpose for
the
Lesson
C. Presenting Read aloud and display the poem, Continental Promises on page 9 of
examples/instances of Earthshake: Poems from the ground up by Lisa Westberg Peters. Ask students
the new lesson why they think the author wrote that poem.
D. Discussing new concepts
and
practicing new skills #1
E. Discussing new concepts
and
practicing new skills #2
F. Developing mastery
(Leads to
Assessment 3)
G. Finding practical 1.
applications of concepts
and skills in daily living
H. Making generalizations 1.
and
abstraction about the
lesson

I. Evaluate learning
J. Additional activities for
application or remediation

V. ASSIGNMENT

VI. REMARKS
VII. REFLECTION

Grade Level/ Section

Fibonacci Pascal Newton Napier Gauss
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have
caught up with the lesson.
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies work well ?Why did
these work?
 F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
which I can share with other
teachers?
Date: Checked by:

ATTACHMENT:

Instructions:
You will be piecing together a puzzle of the supercontinent Pangea based on rock & paleoclimate evidence on the
present day continents.
1. On the puzzle pieces handout, assign a color to each type of rock or mountain belt in the legend and color the areas
on the landmasses according to the legend.
2. Use scissors to cut along the borders of the continents. These are the approximate shape of the continents after
Pangea broke up.
3. Place the continents on a piece of construction paper and move them around using the mountain chain evidence to
match the continents together in the position they were in when they were part of Pangea. The pieces may not fit
together exactly!
4. When you have assembled Pangea based on rock locations, glue the continents onto your construction paper in the
shape of the supercontinent. Glue the legend to your puzzle.