DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER/DOMAIN
10
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
(Write the LC code)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Establishing a purpose for
the lesson
B. Presenting examples /
instances of the new lesson
C. Discussing new concepts
and practicing new skills #1
D. Discussing new concepts
and practicing new skills #2
E. Developing mastery (leads
to Formative Assessment 3)
WEEK AND DAY NO. PAGE NO.
The learners demonstrate an understanding of the relationship among the locations of
volcanoes, earthquake epicenters, and mountain range
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
describe the possible causes of plate movement
enumerate the lines of evidence that support plate movement
Sub-task 1: understand the theory of continental movement
S9ES –Ia-j-36.6
The Continental Drift Theory
pp 37 - 48
pp 60
www.amnh.org/explore/curriculum-collections/dinosaurs-activities-and-lesson-plans/plate-
tectonics-puzzle/
ELICIT
Present a globe or a world map to the class. Ask the students to enumerate the continents
of the world. Let them describe the position of these continents relative to one another.
ENGAGE
Examine the coastlines of the continents. Which continents seem to match up like jigsaw-
puzzle pieces? Lead them to the idea that all these continents had once been joined
together as a single landmass.
EXPLORE
1. Explain that they will use the continental cut-outs to represent the islands of the Earth
the way scientists think they appeared 220 million years ago.
2. Using the legend on the instructions page, call on volunteers to identify what each
symbol stands for.
3. Tell students they are going to use the evidence (symbols) on the continents and islands
to reconstruct Pangaea, the supercontinent. Using the globe or world map as a reference,
discuss with students in what general area the continents should be positioned. Ask them
to identify what they should look for to determine which continental boundaries should be
joined.
5. Using the physical shape of continents and other clues have them fit together the
continents and islands. Remind them that not all the boundaries may touch and that there
might be areas of water separating some of them.
6. Once students are sure the landmasses are in the correct position, have them tape or
glue them onto the world map.
EXPLAIN
You may use the developmental questions 17 -21 on page 60 of the LM to discuss how they
reconstructed the Pangaea.
Introduce Alfred Wegener and the Continental Drift Theory.
 Show pictures of the how the locations of the continents appeared to be through the
different periods of time (from the Permian ,Triassic, Jurassic, Cretaceous periods to present
day respectively)
Although Wegener published his theory of drifting continents in a book called The Origin of
Continents and Oceans in 1915, most geologists during his time rejected his idea. Draw out
from the students the reasons why they did so.

F. Finding practical ELABORATE

applications of concepts
and skills in daily living
G. Making generalizations and
abstractions about the
lesson
If the continents will continue to move, try to predict the Philippines’ location 100 million
years from now.
Wrap up the day’s lesson by asking what the Continental Drift Theory is all about.
Give the class a short quiz.

1 .The supercontinent from where present continents came from is named

a. Gondwana b. Laurasia c. Pangaea d. Eurasia

2. Which of the following theories did Wegener propose?

a. Continental Drift Theory b. Continental Shift Theory
c. Plate Tectonics d. Seafloor Spreading Theory

3. If you are a cartographer, what will give you an idea that the continents were once
joined?
a. Ocean depth b. Position of the south pole
H. Evaluating learning
c. Shape of the continents d. Size of the Atlantic Ocean

4. The main reason the theory of continental drift was not accepted when first proposed
was!
a. The discovery of paleomagnetism
b. Fossil evidence found in Australia!
c. the continents were known to stay in the same place!
d. It didn’t explain how the continents could move through the ocean crust.

5. The literal meaning of Pangaea is

a. all lands b. all seas c. all continents d. all crusts

1. Additional activities for

application or remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
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 worked 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?