DAILY LESSON PLAN in Earth Science

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of continental drift.

B. Performance Standard The learner shall be able predict what could happen in the future, using maps,
diagrams, or models, as the tectonic plates continue to move.

C. Learning 1. Discuss evidence that support continental drift

Competency/Objectives (S11ES-IIe-34)
Write the LC code for
each. 1.1. Describe the evidence Wegener used to support his continental drift idea. •
1.2. Describe later evidence for continental drift.
1.3. Exhibit appreciation of how continents may be connected despite their
differences.
II. CONTENT EARTH PROCESSES
Plate Tectonics
III. LEARNING
RESOURCES

A. References Science in Today’s World-Earth and Life Science

1. Teacher’s Guide pages

2. Learner’s Materials
pages
3. Textbook pages Earth and Life Science by Rolly B. BAyo-Ang, et.al, Educational Resources
Corporation, 2016. Pages 72-75
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource 1. Handouts
2. Powerpoint presentation
3. https://www.youtube.com
videoclip on Continental drift
IV. PROCEDURES
A. Reviewing previous Recall the last topic by asking the students to describe the continental drift theory.
lesson or presenting the new Review of the different continents by showing the world map.
lesson

B. Establishing a purpose Form groups of 8 students each.

for the lesson (motivation)
Picture Puzzle
I. 1. Prepare colored paper cut-outs.
2. Ask the students to connect the cut-out papers and paste them on a long
bond paper
II. 1. Show the students a picture of the world map.
2. Ask the students to label the paper cut-outs based on the names of the
continents similar in shape with the cut-outs

Guide Questions
1. Which landmasses fit together?
2. What places in the world map are they now in positioned?

1
C. Presenting examples
/Instances of the new lesson
D. Discussing new concepts Group the students in pairs.
and practicing new skills # 1 Instructions:
E. Discussing new concepts
and practicing new skills # 2 Discuss the evidences that support the continental drift
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical
application of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
Video Clip on Continental Drift
Link : https://www.youtube.com/wathc?v=5q8hzF9WE
Guide Question:
1. What have you observed among the plants, animals and landmasses that
you saw on the video?
2. How can you explain the presence of the same plants and animals in
different landmasses?
1. Label the cut-outs of continents with their names using the world map
2. Ask the students to reconstruct the supercontinents by trying to fit the cut-out
pieces
3. Glue the final supercontinent formed
4. Ask the students to compare and contrast the reconstructed supercontinent
against a world map
1. Continents fit along their coastline
2. Fossil Correlation
3. Presence of coal deposits in areas that do not have tropical climates
(Paleoclimate evidence0
4. Similar striations on surfaces of glaciers and rocks
Group Activity:
What Now?
1. What evidence did you consider in determining which continental boundaries
should be joined?
HUSCI: The students will construct their own “hugot” on the topic discussed.
Based on the objectives previously stated, ask the following questions.
1. Cite evidences that supports continental drift
2. Based on Wegener’s evidence, do you agree that the world was once a
“Pangaea”
Essay Question:
Choose from one of the evidences of the continental drift and explain
comprehensively
1. Continents fit along their coastline
2. Fossil Correlation
3. Presence of coal deposits in areas that do not have tropical climates
(Paleoclimate evidence0
4. Similar striations on surfaces of glaciers and rocks
Rubrics
(5 points) Exceptional – student responses far exceed what is expected.
(4 points) Excellent – information is factually accurate and offers extra supporting
facts.
(3 points) Good- The student somewhat responds beyond the basic level of the
question to provide supporting
details and or interpretation.
(3 points) Fair – student responses, although somewhat correct, lacking in relevant
details and supporting
examples and or interpretation
(1 point) Not Mastered- student responses are largely incorrect
2
J. Additional activities for Research on evidences on how the Philippines may be connected to our neighbouring
application or remediation countries in the distant past.