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DAILY LESSON Teacher

LOG Teaching Dates and Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES 1. Describe the internal structure of 1. Describe the continental drift 1. Describe the continental drift theory. 1. Describe the seafloor Distance Learning/
the Earth. theory. 2. Shows how Pangaea evolved into spreading process. Preparation of
2. Determine the composition in each 2. Shows how Pangaea evolved into how the continents look today. 2. Explain seafloor spreading Instructional Materials.
layer of the Earth. how the continents look today. theory as one of the evidences
3. Identify elements present in each of plate movement through
layer. diagram.
A. Content Standard The learners demonstrate an The learners demonstrate an The learners demonstrate an The learners demonstrate an
understanding of the relationship understanding of the relationship understanding of the relationship understanding of the
among the locations of volcanoes, among the locations of volcanoes, among the locations of volcanoes, relationship among the locations
earthquake, epicenters and mountain earthquake, epicenters and mountain earthquake, epicenters and mountain of volcanoes, earthquake,
ranges. ranges. ranges. epicenters and mountain ranges.
B. Performance Demonstrate ways to ensure disaster Demonstrate ways to ensure disaster Demonstrate ways to ensure disaster Demonstrate ways to ensure
standard preparedness during earthquakes, preparedness during earthquakes, preparedness during earthquakes, disaster preparedness during
tsunamis, and volcanic eruptions. tsunamis, and volcanic eruptions. tsunamis, and volcanic eruptions. earthquakes, tsunamis, and
volcanic eruptions.
C. Learning Describe the internal structure of the Enumerate the lines of evidence Enumerate the lines of evidence Enumerate the lines of
Competency earth. that support plate movement that support plate movement evidence that support plate
movement
II. CONTENT The Earths’ Interior The Earth’s Mechanism ( The The Earth’s Mechanism ( The The Earth’s Mechanism ( The
Continental Drift Theory) Continental Drift Theory) Seafloor Spreading Theory)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s pp. pp.53-54 pp.53-62 pp.63-68
Materials Pages
B. Other Learning Bond paper, Marker, Laptop, art Bond paper, Marker, Laptop, art Bond paper, Marker, Laptop, art Bond paper, Marker, Laptop, art
Resource materials;pencil,crayons. materials;pencil,crayons. materials;pencil,crayons. materials;pencil,crayons.
IV. PROCEDURES
A. Elicit  What are the 3 types of plate  What are the layers of the Earth?  What are the layers of the Earth?  What is a Pangaea?
boundary? Differentiate each.  What are the elements that make  What are the elements that make
up each of the layer? up each of the layer?
B. Engage PROPEL INTEGRATION: Read and PROPEL INTEGRATION: Asking PROPEL INTEGRATION: Asking PROPEL INTEGRATION:
Repeat questions questions Read and Repeat/ Allow time to
Group Activity: The Solar System think
Show world map how continental Show world map how continental
drift theory can be related as line drift theory can be related as line of Let the student observe the
of evidences that support plate evidences that support plate map of Mid-Atlantic Ridge

C. Explore Video presentation on the formation
of the earth.
D. Explain The teacher will have an explanation
about the internal structure of the
Earth and its composition.
Elements present in each layer will
be presented with symbols.
PROPEL INTEGRATION: Allow
Time to Think
Activity: “Our Dynamic Earth”
E. Elaborate Asking Questions
Guide Questions:
1.What element is the most abundant
in the earth’s crust?
2.what element make up most of the
mantle?
3.what is the special feature of the
upper mantle?
4.how did scientist come to know that
the outer core is liquid?
5.what materials make up the inner
core?
tectonics.
How Alfred Wegener who
proposed the continental drift
theory does supported his claim
for his evidences?
Perform activity entitled
“Evidently Continental?” using
cluster diagram. Let the learners
present their output.
Let the students answer the guide
question in the activity.
PROPEL INTEGRATION: Asking
Questions / allow time to think
How would you think the
difference of the land formation of
your hometown 10 years ago,
wasn’t it the same? What
probably the cause of this
changes?
How can you explain the earth’s
mechanism in the continental drift
theory as line of evidences that
support plate tectonics?
tectonics.
How Alfred Wegener who
proposed the continental drift
theory does supported his claim for
his evidences?
Perform activity entitled “Evidently
Continental?” using cluster
diagram. Let the learners present
their output.
Let the students answer the guide
question in the activity.
PROPEL INTEGRATION: Asking
Questions / allow time to think
How would you think the
difference of the land formation of
your hometown 10 years ago,
wasn’t it the same? What probably
the cause of this changes?
How can you explain the earth’s
mechanism in the continental drift
theory as line of evidences that
support plate tectonics?
and ask how midocean ridges
relative to the continental
drift theory.
How evidences that support
seafloor spreading theory
contradict the continental
drift theory?
Let the learners perform and
present their work in Activity
5 “Split and Separate!” in
Learner’s Material p. 66 –
67.
Answer the guide questions
Q22 - Q27 of the activity in
Learner’s Material p. 67.
Why does rocks used as an
indication that seafloor is
spreading?
How can you describe the
seafloor spreading process?
F. Evaluate Students will be given 10 item quiz. Students will be given 10 item quiz. Students will be given 10 item quiz. Students will be given 10 item
quiz.
G. Extend Guide Questions: Ask the learners to make a poster Ask the learners to make a poster Let the learners make post
showing information of the risk showing information of the risk card that will inform local
The Earth is known as the “living caused by geologic activities in caused by geologic activities in the folks about the relative
planet”; explain. the locality locality impact of geological
activities caused by seafloor
spreading
1. REMARKS
REFLECTION
No. of learners who earned
80% in the evaluation
No. of learners who
require additional
activities for remediation
who scored below 80%
Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
No. of learners who
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
principal or supervisor can
help me solve?
What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?