A Semi-Detailed Lesson in G10 Science (Earth Science)

I. Objectives
At the end of the lesson, the students are expected to:

a. Describe, cite examples of tectonic plate boundaries.

b. Demonstrate, illustrate tectonic plate boundaries.
c. Appreciate the study of plate boundaries in land and water formations.

II. Subject Matter

Topic: Tectonic Plate Boundaries
Materials: graham cracker, mayonnaise/pudding, wax paper, plastic spoon,
paper, pen
Reference: Discovery Education.com

III. Procedures

A. Routine
 Classroom Management
 Prayer
 Checking of Attendance
B. Review
 Students are asked three basic questions on layers of earth, tectonic
plates and continental drift theory to make them recall what they
possibly know about tectonic plate boundaries.
 Presentation of lesson objectives.
C. Motivation
 Let students watch videos on layers of earth and tectonic plates.

D. Unlocking of Difficult Terms

 Let five representatives, randomly selected two boys and two girls
match by pasting on the board side by side the terms and their
corresponding meaning.
 Mountain- It is a large landform that stretches above the
surrounding land in a limited area.
 Volcano- It is a rupture in the crust of a planetary mass
such as Earth.
 Island Arc- It is a curving series of volcanic islands that
are created through collision of oceanic-oceanic tectonic plates.
 Trench- It is a type of excavation or depression that is
generally deeper than it is wide.
 Oceanic Ridge- Is an underwater mountain range formed
by plate tectonics..
 E. Presentation of the Lesson
1. The students are divided into 5 groups and are provided with materials
mentioned above
2. The groups will perform Tectonic Plate Boundaries Activity and will be
made to meet to demonstrate and illustrate the plate boundaries through
the use of hands and graham crackers on the manila paper provided.
Special roles for students will be assigned as leader, secretary, reporter,
illustrator, experiment manager and the observers.

IV. Evaluation.

1. The student outputs on illustrating/ drawing Tectonic Plate Boundaries will

be rated using the following criteria:
Accuracy to Actual Observation- 50%
Teamwork in Completing Output- 20%
Neatness- 10%
Timeliness- 20%

2. Additional points will be earned from the answers of the group as read by
the reporter and written by the secretary will be graded according to the
rubrics below:
Five Points: accurate information, clear wording, logical organization, each
material in experiments accounted for.
Three points: adequate information, wording sometimes unclear, satisfactory
organization, not all materials in experiments accounted for.
One point: some inaccurate information, some unclear wording, organization
unsatisfactory, not all materials in experiments occurred for

The questions are as follows:

a. Describe characteristics of different tectonic plate boundaries.
b. Cite examples of actual locations of the different tectonic plate boundaries.
c. How important is the study of tectonic plate boundaries?

3. Generalization will be provided by the teacher as wrap-up.

 There are 3 types of plate boundaries: Convergent, Divergent and Transform
Boundary.
 Convergent Boundary is responsible for mountain, volcano and island arc
formations.
 Divergent Boundary forms oceanic ridges. Transform Boundary is evident thru
fracture zones & faults.
 Example of a convergent boundary formed mountain is the Himalayas, volcanic arc
of Hawaii and the Mariana Trench.
 Example of a divergent boundary formed oceanic ridges of Atlantic Ocean and
transform boundary formed fault is the San Andreas Fault.
 Tectonic plate boundaries can be demonstrated by using hand movement or
graham crackers.
 The study of tectonic plate boundaries is appreciated to understand more how
mountains, volcanoes, island arc, trenches, mid-oceanic ridges, and faults are
formed.

V. Assignment

Make a research assignment on earthquakes following the pattern:

(2-3 sentences for each item, 5 points each)
a. Definition
b. Example
c. Impact on Daily Life of People
REMELYN O. RAGOJOS

ACADEMIC TRACK
STEM STRAND

(Science, Technology, Engineering and

Mathematics)

Unique Application Number:

Contact Number: 09985603831
 A Semi-Detailed Lesson in General Physics (Magnetism)

VI. Objectives
At the end of the lesson, the students are expected to:

d. Describe magnetic field and magnetic field lines.

e. Draw magnetic field lines.
f. Familiarize in terms of drawing the magnetic lines and arrows along two poles.
g. Appreciate magnetic field concept by relating to earth as a magnet.

VII. Subject Matter

Topic: Magnetic Field Lines
Materials: U- magnets, bar magnets, iron fillings, bond papers, markers,
Manila papers, activity sheets, visual aid
Reference: Discovery Education.com

VIII. Procedures

F. Routine
 Classroom Management
 Prayer
 Checking of Attendance
G. Review
 Students are asked three basic questions to make them recall what
they know about magnets and magnetic fields.
 Presentation of lesson objectives.
H. Motivation
 Let students watch videos on magnetic field lines and earth as
magnet.

I. Unlocking of Difficult Terms

 Let four representatives, randomly selected two boys and two girls
match by pasting on the board side by side the terms and their
corresponding meaning.
 Magnetic Pole- Every magnet has both North and South
extremity. This produces magnetic force.
 Magnetic Field- It transmits magnetic forces. Unit of its
strength is the Tesla.
 Magnetic Domain-A region in which many atoms have their
magnetic fields aligned.
 Magnetic Declination- A discrepancy of which Earth’s N and S
poles do not correspond exactly to its geographic poles.
 J. Presentation of the Lesson
(The students are divided into 4 groups and are provided with materials
mentioned above)
a. The groups will perform Magnetic Field Lines Activity and will
be made to meet to draw the magnetic field lines observed
through the iron fillings line up in different magnet position on the
manila paper provided. Special roles for students will be assigned
as leader, secretary, reporter, illustrator, experiment manager and
the observers.

Magnetic Field Lines Activity

IX. Evaluation.

4. The student outputs on drawing magnetic field lines will be rated using the
following criteria:
Accuracy to Actual Observation- 50%
Teamwork in Completing Output- 20%
Neatness- 10%
Timeliness- 20%
 5. Additional points will be earned from the answers of the group as read by
the reporter and written by the secretary will be graded according to the
rubrics below:
Five Points: accurate information, clear wording, logical organization, each
material in experiments accounted for.
Three points: adequate information, wording sometimes unclear, satisfactory
organization, not all materials in experiments accounted for.
One point: some inaccurate information, some unclear wording, organization
unsatisfactory, not all materials in experiments occurred for

The questions are as follows:

d. How are iron fillings aligned in the magnetic poles?
e. Where do you think are the magnetic domains of a bar and U magnets and
why?
f. Compare and contrast magnetic field and magnetic field lines of repelling and
attracting magnets.
g. Describe earth’s magnetic field and its declination.

6. Generalization will be provided by the teacher as wrap-up.

X. Assignment
Activity Sheet
Activity Title: Magnetic Field Lines Group No:________________
Date Performed: __________
Objectives:
a. Describe magnetic field and magnetic field lines.
b. Draw magnetic field lines.
c. Familiarize in terms of drawing the magnetic lines and arrows along two
poles.
d. Appreciate magnetic field concept by relating to earth as a magnet.

Materials:
____________________________________________________________

Procedure:

The questions are as follows:

a. How are iron fillings aligned in the magnetic poles?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
 b. Where do you think are the magnetic domains of a bar and U magnets and
why?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

c. Compare and contrast magnetic field and magnetic field lines of repelling and
attracting magnets.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

d. Describe earth’s magnetic field and its declination.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

Evaluation Basis:

Outputs on drawing magnetic field lines will be rated using the following criteria:
Accuracy to Actual Observation- 50% Teamwork in Completing Output- 20%
Neatness- 10% Timeliness- 20%

Additional points will be earned from the answers of the group as read by the reporter and
written by the secretary will be graded according to the rubrics below:
Five Points: accurate information, clear wording, logical organization, each
material in experiments accounted for.
Three points: adequate information, wording sometimes unclear, satisfactory
organization, not all materials in experiments accounted for.
One point: some inaccurate information, some unclear wording, organization
unsatisfactory, not all materials in experiments occurred for

Submitted by: Leader: ________________________________________

Secretary: ______________________________________

Experiment Manager: ____________________________

Illustrator: _____________________________________

Observers: _____________________________________
 A Semi-Detailed Lesson in General Physics (Magnetism)

XI. Objectives
At the end of the lesson, the students are expected to:

a. Describe magnetic field and magnetic field lines.

b. Draw magnetic field lines.
c. Familiarize in terms of drawing the magnetic lines and arrows along two poles.
d. Appreciate magnetic field concept by relating to earth as a magnet.

XII. Subject Matter

Topic: Magnetic Field Lines
Materials: U- magnets, bar magnets, iron fillings, bond papers, markers,
Manila papers, activity sheets, visual aid
Reference: Discovery Education.com

XIII. Procedures

K. Routine
 Classroom Management
 Prayer
 Checking of Attendance
L. Review
 Students are asked three basic questions to make them recall what
they know about magnets and magnetic fields.
 Presentation of lesson objectives.
M. Motivation
 The teacher guides one student to demonstrate a simple magnet
activity.

N. Unlocking of Difficult Terms

 Let four representatives, randomly selected two boys and two girls
match by pasting on the board side by side the terms and their
corresponding meaning.
 Magnetic Pole- Every magnet has both North and South
extremity. This produces magnetic force.
 Magnetic Field- It transmits magnetic forces. Unit of its
strength is the Tesla.
 Magnetic Domain-A region in which many atoms have their
magnetic fields aligned.
 Magnetic Declination- A discrepancy of which Earth’s N and S
poles do not correspond exactly to its geographic poles.