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
concepts and practicing
new skills
E. Developing mastery (
Leads to Formative
Assessment)
F. Finding practical
applications of concepts
and skills in daily living
G. Making generalizations
and abstractions about the
lesson
H. Evaluating learning
I. Additional activities for
application or remediation
( Assignment)
V. Remarks
VI. Reflection.
Prepared by:
JERWIN JOHN T. SACSAC
Teacher
Approved:
The teacher will discuss the seafloor spreading theory with the help
of visual aids. After that, the teacher will show animations of the
seafloor spreading theory. This will help the students to understand
more the theory.
After watching the video, the teacher will ask the students to make
a flow chart showing the correct procedures of the process of the
seafloor spreading theory.
The students will try to give evidences of the seafloor spreading
theory based on books and in their researches. The students will do
oral recitation.
Ask volunteer students to recite or share in class what they had
learned about seafloor spreading theory. Volunteer students will be
given bonus points.
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.
1. How do the plates move?
2. What are the different types of plate movements?
Checked by:
ALEJANDRO T. NOLASCO
Head Teacher III
NEIL ERICSON T. ACOB
School Principal I