This daily lesson log outlines the teacher's plans to discuss the causes of plate tectonics on Monday and provide evidence that supports plate movement theories on Tuesday. Students will learn about convection currents, ridge pushing, and slab pulling as driving forces behind plate tectonics on Monday. On Tuesday, they will examine evidence like fossil records, rock formations, and magnetic reversals that indicate continents have moved over time. Formative assessments include picture analysis and quizzes to evaluate students' understanding.
This daily lesson log outlines the teacher's plans to discuss the causes of plate tectonics on Monday and provide evidence that supports plate movement theories on Tuesday. Students will learn about convection currents, ridge pushing, and slab pulling as driving forces behind plate tectonics on Monday. On Tuesday, they will examine evidence like fossil records, rock formations, and magnetic reversals that indicate continents have moved over time. Formative assessments include picture analysis and quizzes to evaluate students' understanding.
This daily lesson log outlines the teacher's plans to discuss the causes of plate tectonics on Monday and provide evidence that supports plate movement theories on Tuesday. Students will learn about convection currents, ridge pushing, and slab pulling as driving forces behind plate tectonics on Monday. On Tuesday, they will examine evidence like fossil records, rock formations, and magnetic reversals that indicate continents have moved over time. Formative assessments include picture analysis and quizzes to evaluate students' understanding.
This daily lesson log outlines the teacher's plans to discuss the causes of plate tectonics on Monday and provide evidence that supports plate movement theories on Tuesday. Students will learn about convection currents, ridge pushing, and slab pulling as driving forces behind plate tectonics on Monday. On Tuesday, they will examine evidence like fossil records, rock formations, and magnetic reversals that indicate continents have moved over time. Formative assessments include picture analysis and quizzes to evaluate students' understanding.
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School Tanoan City Integrated High School Grade Level 10 (STE)
Teacher Shelah O. Ladanan Learning Area Science
Teaching Dates October 10-14, 2022 Quarter FIRST DAILY LESSON LOG
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
10 QUISUMBING 7:00-8:00 10 QUISUMBING 7:00-8:00 10 BIYO 9:00 -10:00 10 BIYO 9:00 -10:00 I. OBJECTIVES At the end of the topic, students are At the end of the topic, students are expected to: expected to: 1. Describe events in the convection 1. Identify the evidence of plate current that causes plate movements movement 2. Create a diagram that demonstrate 2. Define seafloor spreading and the process of convection current; magnetic reversal. 3. Describe the three forces that drives3. Discuss fossils, rocks, and coal the plate tectonic; deposits as evidence of plate 4. Differentiate convection current; slab movement pull and ridge push. 4. Explain how magnetic reversal prove the seafloor spreading as one of the evidence that supports plate movement A. Content Standard The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges. B. Performance Standard 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 C. Learning Competency/Objectives describe the possible causes of plate enumerate the lines of evidence Write the LC code for each. movement that support plate movement S10ES –Ia-j-36.5 S9ES –Ia-j-36.6 II. CONTENT CAUSES OF PLATE MOVEMENT III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages pages 37-42 pages 43-45 2. Learner’s Materials pages SLM pages 69-72 SLM 62-67 3. Textbook pages NONE 4. Additional Materials from NONE 1 Jski.dv Learning Resource (LR)portal B. Other Learning Resource https://www.solonschools.org/ https://www.calacademy.org/explore- site/handlers/filedownload.ashx? science/evidence-of-plate- moduleinstanceid=4874&dataid= tectonics#:~:text=Modern 14598&FileName=16.%20What %20continents%20hold%20clues %20causes%20tectonic%20plate %20to,plants%20and%20animals %20movement%20PPT.pptx %20once%20existed. https://www.nausetschools.org/site/ handlers/filedownload.ashx? moduleinstanceid=359&dataid=2301 &FileName=plate%20tectonics.pdf
A. ELICIT Describe the layers of the Earth in What are the underlying reasons for terms of phase of matter. plate movement? How did scientists able to know the Explain each cause of plate internal structure of the Earth? movement Where do P and S waves travel in the layers of the Earth? Why is there a P shadow zone? S shadow zone?
B. ENGAGE Watch the Ice Age Continental
Drift trailer https://www.youtube.com/ watch?v=xz-KgMtU_BM What concept did you get from this trailer? What do you think is true from this trailer?
Why do colors go up?
What happens next as they go up? Will the process be repeated? Why?
C. EXPLORE
2 Jski.dv Picture Analysis. Describe the events demonstrated in the picture.
D. EXPLAIN Discussion of: Discussion of evidence that support
Forces behind plate movement plate movement a. convection current Continental drift theory b. ridge push a. shape of the continents c. slab pull b. fossils c. rock evidence d. glacial scars e. location of coal deposits Seafloor spreading theory Magnetic reversal E. ELABORATE Explain on how the following Explain the following as an evidence of plate movement: illustrations facilitate plate movements.
3 Jski.dv F. EVALUATE Quiz (see attached) quiz (see attached) G. Additional activities for Study for the First Periodical Exam application or remediation (EXTEND)
about causes of plate movement on a 1 whole sheet of paper V. REFLECTION
4 Jski.dv 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 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?
