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    Based On Annex 2B.6 To Deped Order No. 42, S. 2016 Daily Lesson Plan Senior High School Balanacan National High School Melody M. Mendoza

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    Melody
    1. The document outlines a lesson plan for a Grade 11 class discussing the Continental Drift Theory. 2. The objectives are for students to explain how continents drift and cite evidence that supports continental drift. 3. The content covers endogenic processes and continental drift. Students will discuss the history of the theory, describe continental drift, and enumerate the evidence that supports the idea of drifting continents.

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    Based On Annex 2B.6 To Deped Order No. 42, S. 2016 Daily Lesson Plan Senior High School Balanacan National High School Melody M. Mendoza

    Uploaded by

    Melody
    411 views3 pages
    1. The document outlines a lesson plan for a Grade 11 class discussing the Continental Drift Theory. 2. The objectives are for students to explain how continents drift and cite evidence that supports continental drift. 3. The content covers endogenic processes and continental drift. Students will discuss the history of the theory, describe continental drift, and enumerate the evidence that supports the idea of drifting continents.

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    continental drift (sample only)

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    Continental Drift

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    1. The document outlines a lesson plan for a Grade 11 class discussing the Continental Drift Theory. 2. The objectives are for students to explain how continents drift and cite evidence that supports continental drift. 3. The content covers endogenic processes and continental drift. Students will discuss the history of the theory, describe continental drift, and enumerate the evidence that supports the idea of drifting continents.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    411 views3 pages

    Based On Annex 2B.6 To Deped Order No. 42, S. 2016 Daily Lesson Plan Senior High School Balanacan National High School Melody M. Mendoza

    Uploaded by

    Melody
    1. The document outlines a lesson plan for a Grade 11 class discussing the Continental Drift Theory. 2. The objectives are for students to explain how continents drift and cite evidence that supports continental drift. 3. The content covers endogenic processes and continental drift. Students will discuss the history of the theory, describe continental drift, and enumerate the evidence that supports the idea of drifting continents.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    Based on Annex 2B.6 to DepEd Order No. 42, s.

    2016
    DAILY Balanacan National High Grade Level Grade 11
    School
    LESSON School & Quarter First Quarter
    PLAN Teacher MELODY M. MENDOZA SHS Track TechVoc
    SENIOR HIGH Inclusive Learning
    SCHOOL Dates August 1, 2019 SHS Building
    Area
    Scheduled 9:30-10:30- Pearl Subject Earth and Life Science
    Time 10:30-11:30- Garnet Endogenic Processes:
    Topic
    Continental Drift theory
    I. OBJECTIVES
    A. Content Standard The learner demonstrates understanding of:
    1. geologic processes that occur within the Earth
    2. the folding and faulting of rocks
    B. Performance Standards The learners shall be able to:
    1. Conduct a survey to assess the possible geologic hazards that your community
    may experience.
    2. Conduct a survey or design a study to assess the possible hydrometeorological
    hazards that your community may experience.
    C. Learning Competencies The learners:
    / Objectives (Write the LC 1. explain how the continents drift (S11/12ESId-20), and
    Code) 2. cite evidence that support continental drift (S11/12ES-Id-21).
    D. Specific Objectives 1. Discuss the history behind the Theory of Continental Drift;
    2. Describe the Continental Drift Theory; and
    3. Enumerate and explain the evidence used to support the idea of continents
    II. CONTENT Earth Materials and Processes
    III. LEARNING RESOURCES
    A. References
    1. Teacher’s Guide
    pages
    2. Learners’ Materials
    pages
    3. Textbook pages Science in Today’s World for Senior High School: Earth and Life Science, pp. 51-54
    4. Additional Materials
    from Learning Resources
    Portals
    B. Other Learning Web resources
    Resources
    IV. PROCEDURES
    A. Revising previous lesson Differentiate magmatism and volcanism
    or presenting the new
    lesson
    B. Establishing a purpose Communicating learning objectives
    for the lesson
    C. Presenting examples/ Present a globe or world map (preferably a big one) and have the students identify
    instances of the new lesson the different continents. Ask the students the following questions:
    a. How much of the Earth is covered by water?
    b. What are the ocean basins of the world? What is the largest ocean basin?
    c. Is there anything peculiar with the shape of the continents on opposite sides of
    the Atlantic Ocean?
    D. Discussing new Introduce the continental drift hypothesis
    concepts and practicing a. Discuss how the concept of continental drift came about.
    new skills #1 b. Show an animation of continental drift.
    E. Discussing concepts and Perform the Continental drift Activity
    practicing new skills #2
    F. Developing mastery Enumerate and discuss the evidence supporting continental drift
    (Leads to Formative
    Assessment 3)
    G. Finding practical Dyad Activity
    applications of concepts Continents on the move
    and skills in daily living
    H. Making generalizations What have you learned in today’s lesson?
    and abstractions about the
    lesson
    I. Evaluating learning 1. Why do the continents fit roughly along their coastlines?
    Answer: Because these were once joined together; they just drifted apart
    through time.
    2. Define the concept of continental drift.
    Answer: Continental drift is the idea that the continents move. From a single
    landmass called Pangaea, the continents broke apart and drifted to their
    current positions.
    3. What made early scientists reject Wegener’s continental drift idea?
    Answer: Although Wegener presented a lot of evidence supporting continental
    drift, he was not able to convincingly explain how the continents moved.
    4. List the lines of evidence that support continental drift.
    Answer: The evidence of continental drift include (1) continental fit, (2)
    similarities of geologic units and structures across continents, (3) fossil match
    across continents, and (4) glacial and paleoclimate evidence.
    5. True or False. Mountain ranges on the opposite sides of the Atlantic were used
    by Wegener to support his continental drift idea. Answer: True
    6. What evidence can prove that two mountain ranges separated by ocean
    were part of a single mountain range and that these were once joined
    together?
    Answer: The mountain ranges should be aligned from one continent to
    another. The rock types and their ages should be similar for both landmasses.
    If there are fossils in the area, they should be similar as well.

    J. Additional activities for


    application or remediation
    _____Lesson carried. Move on to the next objective.
    _____Lesson not carried
    _____Students did not find difficulties in answering their lesson
    _____Students found difficulties in answering their lesson.
    _____Students did not enjoy lesson because of lack of knowledge, skills and interest
    about the lesson.
    V. REMARKS _____Students were interested on the lesson, despite of some difficulties
    encountered in answering the questions asked by the teacher.
    _____Students mastered the lesson despite of limited resources used by the teacher.
    _____Majority of the pupils finished their work on time.
    _____Some students did not finish their work on time due to unnecessary
    behaviour.
    VI. REFLECTION
    A. No. of learners who earned ______of Learners who earned 80% above
    80% in the evaluation.
    B. No. of learners who require _____of learners who require additional activities for remediation
    additional activities for
    remediation
    C. Did the remedial lessons ____ yes _____no
    work? No. of learners who _____of learners who caught up the lesson
    have caught up with the
    lesson.
    D. No. of learners who ______of learners who continue to require remediation
    continue to require
    remediation.
    E. Which of my teaching Strategies used worked well:
    strategies worked well? Why __________ Metacognitive Development: Examples: Self-assessments, note taking
    did it work? and studying techniques, and vocabulary assignments.
    __________ Bridging: Examples: Think-Pair-share, quick-writes, and anticipatory
    charts.
    __________ Schema-building: Examples: Compare and Contrast, jigsaw learning, peer
    teaching, and projects
    __________ Contextualization: Examples: Demonstration, media, manipulatives,
    repetition, and local opportunities
    __________ Text Representation: Examples: Student created drawing, videos and
    games
    __________ Modelling: Examples: Speaking slowly and clearly, modelling the language
    you want students use, and providing samples of student work.
    Other Techniques and Strategies
    ____Explicit teaching
    ____Group Collaboration
    ____Gamification/Learning through play
    ____Answering preliminary activities/exercises
    ____Carousel
    ____Diads
    ____Rereading of Paragraphs/Peoms/Stories
    ____Differentiated Instruction
    ____Role Playing/Drama
    ____Discovery method
    ____Lecture method
    Why?
    ___Complete IM’s
    ___Availability of Materials
    ___Student’s eagerness to learn
    ___Group member’s collaboration/cooperation in doing their tasks
    ___Audio Visual Presentation of the lesson
    F. What difficulties did I ___Bullying among students
    encounter which my principal ___Student’s behaviour/attitude
    or supervisor can help me ___Colorful Ims
    solve? ___Unavailable Technology Equipment (AVR/LCD)
    ___Science/Computer/Internet Lab
    ___Additional Clerical works
    G. What innovation or Planned Innovations
    localized materials did I ___Contextualized/Localized and Indigenized IM’
    used/discover which I wish ___Localized Videos
    to share with other learners? ___Making big books from views of the locality
    ___Recycling of plastics to be used as Instructional Materials
    ___Local poetical composition

    Prepared by: Approved:

    MELODY A. MAGAHIS- MENDOZA LEGORIA R. LAMOC


    Subject Teacher Principal

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