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Continental Drift Theory COT1

The document outlines a lesson plan on the continental drift theory. It discusses performing an activity where students piece together the supercontinent Pangaea using fossil and rock evidence. Key aspects of the theory and evidence that support it are also explained.

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Paulo M. Dela Cruz
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110 views4 pages

Continental Drift Theory COT1

The document outlines a lesson plan on the continental drift theory. It discusses performing an activity where students piece together the supercontinent Pangaea using fossil and rock evidence. Key aspects of the theory and evidence that support it are also explained.

Uploaded by

Paulo M. Dela Cruz
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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SAN ANDRES Grade

School Grade 10
VOCATIONAL SCHOOL Level
Grade 1-12 Learning
Teacher PAULO M. DELA CRUZ Science 10
Daily Lesson Area
Log Teaching Dates October 17, 2023/
Quarter Quarter 1
& Time 7:30-8:30

OBJECTIVES:
I. Most Essential The Learners demonstrate an understanding of the relationship
Learning among the locations of volcanoes, earthquake epicenters, and
Competency mountain ranges.
Enumerate the lines of evidence that support plate movement.

Indicator No.
II. Objectives
Sub-task 1: understand the theory of continental movement
III. LEARNING
RESOURCES
A. Self-
Learning SLM No. 5
Module
B. Other
Videos from Youtube, ch._3.1_continental_drift_activity_packet
Resources
Present a globe or a world map to the class. Ask the students to
IV.ELICIT
enumerate the continents of the world. Let them describe the
(5 minutes)
position of these continents relative to one another.
Examine the coastlines of the continents. Which continents seem to
V. ENGAGE match up like jigsaw-puzzle pieces? Lead them to the idea that all
(10 minutes) these continents had once been joined together as a single
landmass.
VI.EXPLORE Students will perform Continental Drift Activity. Explain to them 2, 4
(15-20 minutes) the following instructions:
You will be piecing together a puzzle of the supercontinent
Pangaea based on fossil and rock
evidence on the present-day continents.
1. a. Color the legend on the puzzle pieces handout according to
the key.
b. Use those same colors to color each type of fossil or mountain
belt according to your legend.
c. Label the continents.
2. Use scissors to cut along the borders of the continents. These are the
approximate shapes of the continents after Pangaea broke up.
3. Place the continents on a piece of construction paper. Move them
around using the fossil and mountain chain evidence to match the
continents together in the position they were in when they were part
of Pangaea. The pieces may not fit together exactly!
4. When you have assembled Pangaea based on the fossil and
rock locations, glue the continents on to your construction paper in
the shape of the supercontinent. Glue the legend to your puzzle.
Check with your teacher BEFORE you glue!

Then let them answer the questions:


1. Where do you find mountains that are similar to the Appalachians
in the eastern United States?
2. Which two continents have the most obvious fit of the coastlines?
3. How were the fossil symbols and mountain belts helpful in
deciding where to move the continents?
4. Why don’t the present shapes of the continents fit perfectly
together?
5. Which fossil occurs on the most landmasses?
6. Glossopteris is an extinct fern plant that had leaves like ferns
today. Where are fossils of Glossopteris found today?
7. Mesosaurus is an extinct freshwater reptile that lived millions of
years ago. Where are fossils of Mesosaurus found today?

After performing the activity, students are able to present their


outputs and answers.
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).
VII. EXPLAIN Then enumerate and explain the different evidences that supports
3
(15 minutes) the Continental Drift Theory.
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.
If the continents will continue to move, try to predict the Philippines’
VIII. ELABORA
location 100 million years from now.
TE 1
Wrap up the day’s lesson by asking what the Continental Drift
(10 minutes)
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 c. Plate Tectonics
b. Continental Shift Theory 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
c. Shape of the continents d. Size of the Atlantic Ocean
4. The main reason the theory of continental drift was not accepted
IX.EVALUATE
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
6-10. Enumerate the evidences that supports the Continental Drift
Theory.
Rock structures, climate, shapes/ edges of continents, same fossils,
glaciers
Review your lessons.
X. EXTEND
XI.REMARKS
XII. REFLECTI
ON
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?

Prepared by:

PAULO M. DELA CRUZ


Teacher III

Noted:

EFREN T. GURROBAT
Head Teacher III, Science

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