School MAKATI HIGH SCHOOL Grade Level GRADE - 10

1``GRADES 1
to 12 DAILY Teacher LUCKY D. REMOS Learning Area EARTH & SPACE
LESSON LOG Teaching Dates and Time October 9 - 13, 2023 Quarter FIRST

Day 1 Day 2 Day 3 Day 4

A. Content The learners demonstrate understanding of
Standards
1. the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges

B. Performance The learners should be able to

Standards 1. demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions; and
2. suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis, and volcanic eruptions.
C. Learning Enumerate the lines of evidence that support plate Describe the possible causes of plate Enumerate the lines of evidence that support plate
Competencies / movement (S10ES – Ia-j-36.6) movement (S10ES – Ia-j-36.5) movement (S10ES – Ia-j-36.6)
Objectives
Write the LC code 2nd summative test DAY 1: DAY 3:
for each 1. Cite evidence of Wegener’s Continental Drift 1. Discuss seafloor spreading DAY 2:
Theory 2. Explain the causes of plate movement 1. Explain how magnetic stripes on the seafloor
based on Seafloor Spreading Theory provide evidence for seafloor spreading.

II. CONTENT Plate boundaries and volcanic hotspot Continental Drift Theory Seafloor Spreading Theory Possible Causes of Plate Movement

III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s Science-10-Quarter-1-Module-6-for-Print.pdf Science-10-Quarter-1-Module-6-for- Science-10-Quarter-1-Module-6-for-Print.pdf
Materials pages Print.pdf
Science – Grade 10 Alternative Delivery Mode Science – Grade 10 Alternative Delivery Mode
Science – Grade 10 Alternative Delivery
Quarter 1 - Module 7: Continental Drift Theory Mode Quarter 1 - Module 6: Possible Causes of Plate
Second Edition, 2021 Movement Second Edition, 2021
Quarter 1 - Module 6: Possible Causes
of Plate Movement Second Edition, 2021

3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
 portal
B. Other Learning Printed Summative Test Video lesson, PowerPoint Presentation Video lesson, PowerPoint Presentation PowerPoint Presentation,
Resources
IV. These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you
can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
PROCEDURES processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

A. Reviewing previous Tell the students to review their notes for To distinguish the different geological processes The students will explain the different The teacher will present a picture of magnet and
lesson or presenting 10mins. formed in the different plate boundaries. The fossil record presented in Wegeners let the student recall the concept about the
the new lesson students will examine the pictures and identify the continental drift theory magnet.
geological features and processes that occur along
the different plate boundaries

Explain that:

law of magnetism is that like poles repel one

another and unlike poles attract each other

B. Establishing a Tell the students that they will be taking The teacher will show a picture of unjumbled puzzle Activity 1.0: Word Search The teacher will present a picture of
purpose for the their 2nd Summative Test and they should and the students will guess the unjumbled picture magnetometer and will explain the use of it
lesson answer each item carefully. about the layers of the Earth Find the words on the left side of the
word box by encircling or highlighting
them. Are you ready?

Explain that:
 Many scientists have been using a magnetometer,
an instrument used to measure the strength of the
magnetic field, in the exploration of the ocean. As
they mapped the seafloor, they discovered
patterns of stripes on rocks on both sides of mid-
oceanic ridge with normal polarity and reversed
polarity. This is now known as magnetic striping.

C. Presenting The teacher will distribute a copy of the The teacher will show the history and development The teacher will show a picture about the The teacher will recall the concept of seafloor
examples/ test papers to the students. of plate tectonics theory by watching the video Map of Earthquake’s Epicenter in the spreading
instances of the World and will tell the students to focus
new lesson The teacher may also state the questions https://www.youtube.com/watch?v=zbtAXW-2nz0 on the black dots Explain that:
orally or project on a wider screen using
slide presentations. Ask the students to take down notes on the guide In 1960 Harry Hammond Hess, an American
questions before proceeding to the video. geophysicist, proposed the Theory of Seafloor
Remember to observe exact time allotment Spreading which states that magma continuously
for students in taking the test. Guide Questions: comes out from the mid-ocean ridges, as the
1. Who is Alfred Wegener? magma cools it spreads away from the ridges
creating a younger ocean floor. This process is
2. What is his theory? thought to have caused the continents to drift
apart.
3. How did Alfred Wegener explain the plate
tectonics?

D. Discussing new Pen and Paper Quiz The teacher will introduce the lesson to the students The teacher will introduce the lesson to The teacher will explain to the class the earth’s
concepts and by presenting the following important concepts: the students by presenting the following magnetic field that the Earth’s outer core is
practicing new - Discuss the instructions of the quiz and important concepts: composed of liquid iron that moves as the Earth
skills #1 the time allotment - Alfred Lothar Wegener was born on November 1, rotates. The motion of the liquid iron generates a
1880 in Berlin, Germany. In 1904, he earned a - Seafloor spreading is a process that magnetic field. The Earth’s magnetic field has the
- after 30 minutes, let the students Doctor of Philosophy in Astronomy from the takes place in a divergent plate
exchange their answer sheet. And post the University of Berlin. He was a geophysicist and North Pole and South Pole, aligned with the axis of
boundary. Tectonic plates split apart rotation. The magnetic field lines follow from
answer key meteorologist, and the first to use balloons to trace from each other. As tectonic plates northern hemisphere to southern hemisphere
the circulation of air. In 1912, he proposed the slowly move away from each other, new
Continental Drift Theory, and in 1915, he published a materials well up and cools onto the
book entitled The Origin of Continents and Oceans, edge of the plates.
where evidence of this theory was presented
E. Discussing new Test proper The teacher will show a picture of earth as stated in The teacher will present a picture of how The teacher will present a video about the
concepts and Wegener’s Continental Drift Theory and the student seafloor spreading theory happens and magnetic striping as the evidence of seafloor
practicing new will explain the difference on it. the students will explain the process on spreading and let the student answer the guide
skills #2 it. question.

https://www.youtube.com/watch?v=BCzCmldiaWQ

1. What is magnetic striping? Describe

Explain that:

The magma or molten rocks that made up the

ocean floor contains iron. The iron lines up with
the magnetic field of the earth. If the magnetic field
is on the North Pole, it will line up pointing to the
Explain that: north. If the magnetic field is on the South Pole, it
Explain that: will line up pointing to the south. When the molten
The following are the steps in the rock hardens, the iron is locked forming magnetic
The theory explained that about 250 million years
process of seafloor spreading: stripes parallel to mid-ocean ridges
ago, the continents were joined in a one massive
landmass called Pangea (figure 1), from the Greek (1) a long crack in the oceanic crust
word meaning “all the Earth”. This supercontinent forms at a mid ocean ridge;
slowly split into smaller plates, drifted over the ocean
floor, and moved away from each other leading to (2) molten material rises and erupts
the present position of the seven continents. along the ridge;
However, aside from Wegener, there were also
(3) older rock moves outward on both
other scientists who thought of the same theory.
sides of the ridge; (
Figure 1 shows the origin of the continents. To justify
the theory of continental drift, Alfred Wegener looked 4) molten material cools and forms a
for evidence from scientific documents in the field of strip of solid rock in the center of the
biology, geography, geology, and paleontology. ridge and finally (
 5) as more molten material flows into the
crack, a new strip of rock is formed.

F. Developing mastery The teacher will record the scores of the Activity: The Continental Drift Activity 2: Where It All Begins? Activity : Seafloor Spreading and Magnetic Striping
(Leads to Formative learners and have to determine the
Assessment 3) mastery level of the class and design A. Complete the graphic organizer by supplying the Let's find out: What is seafloor
strategy for immediate intervention correct answer inside the boxes. Use a separate spreading? Let's use these materials:
sheet of paper for your answer. Ages of Oceanic Lithosphere map and
diagram of the Mid-Atlantic Ridge and
Oceanic Crust

Let's do it this way:

1. The students will get a clean sheet of

paper to write down your answers and
observation.
B. Answer the following:
2. Examine the thick line in the map
1. State the theory of Alfred Wegener. below that crosses from Northern to 1. Name the feature shown at A. What happens in
2. What do you call the supercontinent? this site?
Southern hemispheres. The line
3. These are preserved prehistoric remains. represents the Mid-Atlantic Ridge, which 2. Name the feature shown at B. When does this
is the longest and the most extensive happen?
4. What evidence is presented in Appalachian chain of underwater mountains on Earth.
Mountains of North America and the Scottish 3. Name the features shown at C.
Highlands?
4. What do the arrows pointing outward indicate?
5. Is a similar organism found in only one continent?
5. Explain how the magnetic striping on the
6. What could explain the distribution of similar seafloor provides evidence for seafloor spreading.
fossils in separate continents?

1. Do the fossils prove that the plates move? Explain

why or why not?

C. Explain how the evidence presented by Alfred

Wegener support the Continental Drift Theory.
G. Finding practical Ask the students the following questions: The teacher will show a picture of fossil record and Think about it! Why are magnetic stripes on the seafloor
applications of will ask the student how important is fossil record in important?
concepts and skills Which part of the test that you find hard to today’s life? Mid-ocean ridges and seafloor spreading
in daily living answer? can also influence sea levels. As oceanic These patterns of stripes provide the history of
crust moves away from the shallow mid- seafloor spreading. Geophysicists can read these
(Will depend on the result of the test) ocean ridges, it cools and sinks as it patterns from the magnetic anomalies they
What difficulties did you encounter while becomes denser. measure with a magnetometer. Where the
taking the test? magnetic wiggles, or anomalies, are broader, the
What do you think will happen with the spreading rate has been faster.
(Will depend on the result of the test) sea level in the area?

Which part of the test you did well?

(Will depend on the result of the test) Explain that:

One type of evidence that strongly supported the

Theory of Continental Drift is the fossil record.
Fossils of similar types of plants and animals in
rocks of a similar age have been found on the
shores of different continents, suggesting that the
continents were once joined

H. Making Seafloor spreading is a geologic process Harry Hammond Hess proposed the Theory of
generalizations and in which tectonic plates—large slabs of Seafloor Spreading.
abstractions about Earth's lithosphere—split apart from
the lesson each other. Seafloor spreading is a • Seafloor spreading is when magma flows out
geologic process in which tectonic plates from the mid-ocean ridge and continuously adds
—large slabs of Earth's lithosphere— new materials to the seafloor.
split apart from each other. • The Earth’s magnetic field is generated by the
moving liquid iron in the Earth’s outer core.

• Magnetic reversal happens when the magnetic

North pole transforms to magnetic South Pole or
vice versa.

• Magnetic stripping happens when the molten iron

on the seafloor lines up pointing to the North Pole
or South Pole, depending on the orientation of the
magnetic field. When the iron hardens, it locks
forming magnetic stripes.

• As the seafloor spreads, there is continuous

magnetic stripping that forms a symmetrical
pattern along the mid-ocean ridge.

I. Evaluating learning Checking of students answer in their quiz Checking of students answer in the activity Checking of students answer in the Checking of students answer in worksheet
 activity

J. Additional activities
for application or
remediation

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
VI. REFLECTION students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

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 strategiesworked

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 wish to share
with other teachers?