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    August 01, 2018 (8:30-9:30 MARS 9:45-10:45 MERCURY 1:00 - 2:00 VENUS 2:00-3:00 NEPTUNE)

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    Ian Ceazar Aguete
    The document outlines a science lesson plan about the seafloor spreading theory for 10th grade students. It includes objectives to understand the relationship between volcanoes, earthquakes, and mountains, and demonstrate disaster preparedness. The lesson plan discusses reviewing evidence for continental drift, introduces the seafloor spreading theory through videos, and has students create a flow chart and answer questions about findings that support the theory. The lesson aims to explain how the seafloor spreading theory helped gain acceptance for continental drift.

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    August 01, 2018 (8:30-9:30 MARS 9:45-10:45 MERCURY 1:00 - 2:00 VENUS 2:00-3:00 NEPTUNE)

    Uploaded by

    Ian Ceazar Aguete
    32 views2 pages
    The document outlines a science lesson plan about the seafloor spreading theory for 10th grade students. It includes objectives to understand the relationship between volcanoes, earthquakes, and mountains, and demonstrate disaster preparedness. The lesson plan discusses reviewing evidence for continental drift, introduces the seafloor spreading theory through videos, and has students create a flow chart and answer questions about findings that support the theory. The lesson aims to explain how the seafloor spreading theory helped gain acceptance for continental drift.

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    The document outlines a science lesson plan about the seafloor spreading theory for 10th grade students. It includes objectives to understand the relationship between volcanoes, earthquakes, and mountains, and demonstrate disaster preparedness. The lesson plan discusses reviewing evidence for continental drift, introduces the seafloor spreading theory through videos, and has students create a flow chart and answer questions about findings that support the theory. The lesson aims to explain how the seafloor spreading theory helped gain acceptance for continental drift.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    32 views2 pages

    August 01, 2018 (8:30-9:30 MARS 9:45-10:45 MERCURY 1:00 - 2:00 VENUS 2:00-3:00 NEPTUNE)

    Uploaded by

    Ian Ceazar Aguete
    The document outlines a science lesson plan about the seafloor spreading theory for 10th grade students. It includes objectives to understand the relationship between volcanoes, earthquakes, and mountains, and demonstrate disaster preparedness. The lesson plan discusses reviewing evidence for continental drift, introduces the seafloor spreading theory through videos, and has students create a flow chart and answer questions about findings that support the theory. The lesson aims to explain how the seafloor spreading theory helped gain acceptance for continental drift.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    of 2

    School PAGUDPUD NATIONAL HIGH Grade 10

    SCHOOL Level
    Teacher MR. JERWIN JOHN T. SACSAC Learning SCIENCE 10
    Area
    Time & Dates August 01, 2018 (8:30-9:30 MARS Quarter 1st Quarter
    9:45-10:45 MERCURY
    1:00 -2:00 VENUS
    2:00-3:00 NEPTUNE)

    I. OBJECTIVES
    A. Content Standards The learners demonstrate an understanding of: the relationship
    among the locations of volcanoes, earthquake epicenters, and
    mountain ranges
    B. Performance Standards The learners should be able to:
    a. demonstrate ways to ensure disaster preparedness during
    earthquakes, tsunamis, and volcanic eruptions
    b. suggest ways by which he/she can contribute to government
    efforts in reducing damage due to earthquake tsunamis, and
    volcanic eruption
    C. Learning At the end of the discussion, the students should be able to;
    Competencies/ Objectives a) discuss the seafloor spreading theory correctly; and
    b) explain the importance of the seafloor spreading theory on
    the acceptance of the continental drift theory ;

    Code: S10 ES – Ia – j – 36.5

    II. Content Internal Structure of the Earth


    III. LEARNING
    RESOURCES
    A. References
    1. Teacher’s Guide pages TG pp. 45 – 48
    2. Learner’s Material Science 10 pp 61– 63
    pages
    3. Textbook pages
    4. Additional Materials
    from Learning Resource
    (LR) portal
    B. Other Learning Downloaded videos from the internet.
    Resource
    IV. PROCEDURES

    A. Reviewing previous The teacher will ask the students to give a brief summary of what
    lesson or presenting the they had learned yesterday about the evidences of the continental
    new lesson drift theory. He will ask the main reason why the science
    community didn’t accept the theory.

    B. Establishing a purpose The teacher will ask the students whether they will accept the
    for the lesson continental drift theory before, given the four evidences presented
    by Alfred Wegener. After getting some opinions, the teacher will
    show a video on the acceptance of the continental drift theory.

    C. Presenting examples/ Through a video, the teacher will explain how the science
    instances of the lessons community accepts the continental drift theory. The teacher will
    now introduce the seafloor spreading theory which greatly supports
    the continental drift theory.
    D. Discussing new The teacher will discuss the seafloor spreading theory with the help
    concepts and practicing of visual aids. After that, the teacher will show animations of the
    new skills seafloor spreading theory. This will help the students to understand
    more the theory.

    E. Developing mastery ( After watching the video, the teacher will ask the students to make
    Leads to Formative a flow chart showing the correct procedures of the process of the
    Assessment) seafloor spreading theory.

    F. Finding practical The students will try to give evidences of the seafloor spreading
    applications of concepts theory based on books and in their researches. The students will do
    and skills in daily living oral recitation.

    G. Making generalizations Ask volunteer students to recite or share in class what they had
    and abstractions about the learned about seafloor spreading theory. Volunteer students will be
    lesson given bonus points.

    H. Evaluating learning The students will answer the question in a ½ sheet of paper
    (crosswise).

     What are the findings that support Seafloor Spreading


    Theory?
    These are the possible answers:
     Rocks are younger at the mid-ocean ridge.
     Rocks far from the mid-ocean ridge are older.
     Sediments are thinner at the ridge.
     4. Rocks at the ocean floor are younger than those at the
    continents.
    I. Additional activities for 1. How do the plates move?
    application or remediation 2. What are the different types of plate movements?
    ( Assignment)
    V. Remarks

    VI. Reflection.

    Prepared by:
    JERWIN JOHN T. SACSAC
    Teacher

    Checked by:
    ALEJANDRO T. NOLASCO
    Head Teacher III

    Approved:
    NEIL ERICSON T. ACOB
    School Principal I

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