Grade Eleven School MANGAYAWAN HIGH SCHOOL Grade Level 11

Teacher FLORO T. PELONIO Learning Area Science

Daily Lesson Log Teaching Dates and Quarter 1ST
Time 7:30-8:30 / 9:45-10:45

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must
be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and
competencies. These are assessed using formative assessment strategies. Valuing objective support the learning of content and
competencies and enable children to find significance and joy interacting the lesson. Weekly objectives shall be derived from the
curriculum guides.
A. Content Standards The learners The learners The Learners The Learners
demonstrate an demonstrate an demonstrate an demonstrate an
understanding of understanding of understanding of understanding of
Plate Tectonics. Plate Tectonics Plate Tectonics
continental drift.
B. Performance The learners shall be The learners shall be The learners shall be The learners shall be able
Standards able to, using maps, able to, using maps, able to, using maps, to, using maps, diagrams,
diagrams, or models, diagrams, or models, diagrams, or models, or models, predict what
predict what could predict what could predict what could could happen in the
happen in the future as happen in the future as happen in the future as future as the tectonic
the tectonic plates the tectonic plates the tectonic plates plates continue to move.
continue to move. continue to move. continue to move.
C. Learning Discuss evidence that Explain how the Explain how the seafloor Describe the structure
Competencies/ support continental drift. movement of plates spreads; and evolution of ocean
Objectives leads to the formation of basins;
S11/12ES-Id-21 folds and faults; S11/12ES-Id-23
Write the LC code for S11/12ES-Id-24
each 1.Enumerate the S11/12ES-Id-22 1. Identify the
evidence used to 1.Identify the plates evidence of sea floor 1. Identify major
support the idea of movement that leads physiographic features of
spreading.
drifting. to the formation of ocean basins
2.Describe the process
2. Describe the 2. Describe the structures
occurrence of
faults and folds. of seafloor spreading.
2.Describe the 3.Explain the evidence of ocean basins.
Continental drifting. 3.Explain how ocean
2. Explain the evidence formation of Faults of sea floor spreading.
basins evolve.
used to support the idea and Folds.
3.Explain the evolution
of drifting. 3. Explain how the
of ocean basins.
 movement of plates
leads to the formation
of folds and faults.
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be
tacked in a week or two.
Continental Drifting Formation of Folds Seafloor Spreading Structure and Evolution
Evidence of and Faults by of Ocean Basins
Continental Drifting Movement of Plates
IV. LEARNING List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning.
RESOURCES Ensure that there is mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept
development
A. References
1. Teacher’s Guide pp. 200-205 pp. 206-208 pp.208-210 pp. 211-213
pages
2. Learner’s Materials Earth and Life Earth and Life Earth and Life Science Earth and Life Science
pages Science pp. Science pp. pp. pp.
3. Textbook pages
4. Additional Materials Video Clips, Video Clips, Video Clips, Video Clips,
from Learning Pictures, Internet Pictures, Internet Pictures, Internet Pictures, Internet
Resource (LR) portal
B. Other Learning LDRMS Portals LDRMS Portals LDRMS Portals LDRMS Portals
Resources
V. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided
by demonstration of learning by the student which you can infer from formative assessment activities. Sustain learning systematically by
providing students with multiple ways to learn new things, practice their learning, question their learning process, and draw conclusions
about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotted for each step.
A. ELICIT MAP TOUR Guessing Game
FOLDS OR FAULTS? SKETCH WHAT YOU
1.Show the class the GALLERY WALK KNOW!
standard physical map 1.The teacher will
of the world. divide the class into four Ask students:
2.Tell the students to groups. Each group 1.The teacher will be 1. What would the ocean
look closely at the should have two colored floor look like if we drain
posting different
continents. Smiley (Red-Represents away all the seawater?
pictures of the sea in
3.Ask if they think the Fault; Yellow- 2. Instruct students to
continents always Represents Fold) four stations. sketch a picture of what
looked as they do on the 2.The group will have to 2. After the gallery they think the ocean
map, or if they have identify the given walk, the teacher will bottom may look like.
changed shape or pictures that will be ask: 3.Have the students
location throughout shown by the teacher by a.What can you say compare their sketches
 Earth’s history. raising the colored about the pictures? with their classmates.
4.Let each student write Smiley for their answer b.Do you have any
their answer in the whether it is a fault or questions regarding
colored strips of fold. the pictures?
construction paper. 3. Ten Pictures will be c. Do you know how
5.After writing their shown to the class.
sea floor was formed?
answer, let them paste
the strips of colored After the game, the
paper on their teacher will ask each
designated station. group why they
6. The leader of the answered the given
group will read their pictures as fault or fold.
answers about their Note: This is a priming
prior knowledge on the inquiry activity to
topic. determine whether the
students have prior
knowledge about these
terms.

B. ENGAGE 1.A video on Drifting The students will watch The students will watch LOCATE ME QUICK
Continents will be a video which will show a video which will show Game!
shown to the class. about Plate Tectonic about Sea Floor
2.Each group will be movements and its Spreading. 1.Show students a
given some engaging effect on the formation topographic map of the
questions to ponder and of faults and folds. The Teacher will hand Earth.
answer on related to the over the KWL chart. 2. The teacher will ask
video. The Teacher will hand They will ask about students to locate faster
3.They will ask to write over the KWL chart. what they already know, the different oceans of the
and comments on what They will ask about what they want to know world.
they have viewed. what they already know, by writing questions on 3.Afterwhich the students
what they want to know the chart. will be ask how the
by writing questions on different oceans differ
the chart. The leader of the group from each other.
will post their output on
The leader of the group the board and discuss it 4.The teacher will briefly
will post their output on to the class. The teacher discuss the various
the board and discuss it then will give each methods of measuring
to the class. The teacher group corresponding ocean depths through a
then will give each remarks to their output video clips presentation
group corresponding in a form of clap which that will be shown to the
 remarks to their output
in a form of clap which class.
will be done by the
class. After this, will be
unlocking of difficulties
in a form of game.
Jumbled letters will be
given to each group and
will form the name or
term after the given
description by the
teacher.
will be done by the class including the
different features of the
ocean floor.
The students will write
stimulating questions
about what they have
viewed. The Teacher will
pick a representative
from each group to state
their observation and
questions.

Unlock Me Please!
1.DEFORMATION
2.STRESS
3.STRAIN
4.COMPRESSION
5.TENSION
6.SHEAR
7.FOLDS
8.FAULTS
9.PLATES
10.TECTONIC

C. EXPLORE The class will be FAULTS & FOLDS SEA FLOOR MAPPING THE
working on the activity 1.The group will SPREADING OCEAN FLOOR
by group. perform an activity DEMONSTRATION/ 1.Ask students to locate
‘Continental Jigsaw simulation on the SIMULATION the continents and
Puzzle’ formation of faults and identify arcuate and
1. Print copies of the folds. For this demonstration, linear features on the
puzzle enough for all 1.The class will need 4 continents (ex. Major
groups. 2. Divide the Materials: books, 4 identical strips mountain chains like
class into groups of two of unlined paper, 2 Andes and Himalayas;
to five. Each group is Colored Clay Dough different colored linear lakes in Africa).
provided with the Sand, Crayons markers or crayons. 2.Help students identify
activity materials. 3. In Used folders/cardboard 2.Place two books on the major ocean basins:
the legend, assign Ruler,Slicer the table with the spines Pacific, Atlantic, Indian,
different colors for each Pencil almost touching. Arctic.
type of fossil and Activity Notebook 3.Have a student take 2 3.Ask students to
geologic structure. Use strips of paper and insert describe the ocean floor.
these colors to represent Guided Inquiry them back to back into As with the continents
the identified areas Approach the gap between the ask them to point on the
within the landmasses. 1.The teacher will books. 4.Make sure the map arcuate and linear
4. Cut along the borders provide the ends of the paper strips features on the ocean
of the continents using a activity/worksheet for are sticking up. Repeat floor (ex. seamount
pair of scissors. 5. On the group. this setup adjacent to the chains, volcanic islands,
another sheet of paper, 2. Each group will first two books but mid-oceanic ridge,
place the continent cut- follow the directions offset the center of the trenches).
outs and try to carefully to have a second setup slightly to
reconstruct Pangaea thorough simulation of the right. 4.Ask students to locate
using the given clues the formation of faults 5.Assign one student per Iceland. What feature in
(fossils and mountain and folds by plate setup to pull on the the Atlantic Ocean can be
ranges). 6. Finalize the movements. edges of the paper strips observed slicing through
positions of the 3. The rubrics for the evenly on opposite Iceland?
continents by gluing group output will be directions while the
them on a sheet of given by the teacher so class observes. While
paper. Draw a circle that they are guided on two students very slowly
around to represent the rating their pull out the paper strips
Earth. 7. Cut out the performance. at the same rate, have
legend and paste it in one student use a marker
the lower portion of the Procedure: or crayon to mark
paper. 8. Randomly 1.Place the cardboard across the paper strips
select few teams to down on your work where they exit the gap.
discuss their findings in table. This will create a stripe
front of the class. 2.Collect four balls of of color along the gap
Rubrics for Group play dough, one of each that grows wider as
Activity: color. more paper is pulled out. 5.A worksheet will be
1. Completeness of 3. Flatten each balls into 6.The teacher will provided in each group
puzzle (visual aid) - a layer about 10 cm to explain that this color including the materials to
40% 15 cm along the sides represents the rocks be use.
2. Conciseness and and 1 cm thick. with normal polarity,
clarity of 4.Stack the four layers that is, the rocks cooled 6. A interactive video on
presentation/explanation neatly into a block on and solidified when the evolution of ocean
of the puzzle - 30% the cardboard. Earth’s magnetic basins will be shown to
3. Creativity and 5.Push on the playdough polarity is similar to the students. Guide
resourcefulness in block from two opposite what we have today. questions will be
creating the puzzle - sides. What happens? provided.
20% 6.Use the slicer to shave Afterwards, announce
4. Group’s effective use off some of the that a magnetic reversal 7.After the 20 minutes
of the allotted 15 playdough from the top. has occurred, that is, the duration of the activity,
minutes to fully explain Shave off enough to see magnetic polarity has the leader of the group
the model. - 10% different colors revealed flipped or is now will present their output.
Total Mark = 100% on the new top surface. oriented in the opposite
7.Looking straight direction. At the same 8. A rubric will be
down,draw a colored time, the student takes discussed to the group so
picture of the surface of the other colored that they will be guided
the playdough. Label marker/crayon and on what to do and how
this drawing.MAP begins coloring the they will be assessed.
VIEW #1. paper strip along the This rubric was made by
c.What clues does the gap. Continue switching the collaboration between
surface give you about polarity but vary the the teacher and the
the inside structure of timing between each students.
the play dough.Label switch so that each
this drawing: MAP setup will result in two
VIEW #2. strips of paper that are RUBRICS:
8.Draw a colored picture mirror image of each
of what you think the other with alternating Criteria:
playdough structure stripes of color of
looks like underneath varying widths. When 1.Process Skills
the surface. Label this the entire length of the 2.Time Management
drawing: MY paper strips are pulled 3.Cooperation and
INTERPRETATION OF out, ask students to tape Teamwork
THE INTERIOR. together the paper strips 4.Neatness and
9.Now, let’s find out down at the center Orderliness
what’s inside.Using the where the last stripes
ruler,make a vertical cut are. Beginner(1)
through the play dough 1.Members do not
carefully so as not to demonstrate targeted
squash the structure. process skills
e.What does this cut 2.Members do not finish
represent? on time with incomplete
10.Look at one of the data
cut faces of the 3.Members do not know
playdough. Draw a their tasks and have no
colored picture of this defined responsibilities.
side view.Label this Group conflicts have to
drawing: CROSS be settled by their
SECTION. teacher.
f.Does your 4.Messy workplace
interpretation (from #8 during and after the
above) agree with your activity.
cross section? Why or
Why not?
11.Now slide each half
of the playdough block
along the cardboard in
opposite directions. The
two halves should still
be touching but be offset
about 5cm. You have
just created strike-slip
fault movement!
12.Again,looking
straight down, draw a
colored picture of the
surface of the
playdough. Label this
drawing:MAP VIEW #3
13.Describe the
difference between your
two map views.
g.Which of your
drawings give you the
most information?
14.Compare your
structures and maps
with other groups’ work.
Did different fault
orientations result in
better cross sections?
Why?
Reference:www.spacegrant.ha
waii.edu/class_acts/FoldsFaul
tsTe.html
The tectonic movement
of the Earth’s plates has
resulted in the folding
and faulting of the Earth’s
crust.
Acceptable (2)
1.Members occassionally
demonstrate targeted
process skills
2.Members finish on time
with incomplete data
Step 1. Prepare the 3.Members defined
materials. responsibilities all the
Step 2. Set up the book time. Group conflicts are
and insert paper strips cooperatively managed
back to back along the all the time.
gap between the books. 4.Clean and orderly
Step 3. Pull on the workplace with
edges of the paper strips occasional mess during
in opposite directions. and after the activity.
Use a crayon or marker
to mark across the gap Proficient (3)
as the strips are being 1.Members always
pulled out slowly. demonstrate targeted
process skills
2.Members finish ahead
of time with incomplete
data
3.Members are on tasks
and have defined
responsibilities at all
Step 4. Announce times. Group conflicts are
magnetic reversal and at cooperatively managed at
the same time a student all times.
takes a different colored 4.Clean and orderly
workplace at all times
crayon/marker and
begins marking along during and after the
the gap. Continue activity.
switching polarity but
vary the timing between
each switch until all the
paper has been pulled
out.
 he tea

D. EXPLAIN Ask them to think about The group will ask to Demo Questions Ask Based from the result of
how the different shapes answer and explain the students to identify the the activity, each group
fit together. following questions. following: will be ask to explain the
1.What criteria or basis (a) spreading center/mid following questions.
did you consider in 1..Identify the evidence ocean ridge
piecing together the of plates movement that (b) strips with normal 1. Identify major
‘jigsaw puzzle’? leads to the formation of polarity and strips with physiographic features of
2. What can you faults and folds. reversed polarity (c) ocean basins
conclude with regard to 2.Describe the where the oldest and 2. Describe the structures
the location of the formation of Faults and youngest rocks are of ocean basins.
different fossils? What Folds. 3.Explain how ocean
about the mountain 3. Explain how the basins evolve.
range? movement of plates
3.Give your thoughts on leads to the formation of
why the cut-outs do not folds and faults
perfectly fit with each
other. Note:
Faulting-is a process
Note: Evidences of that occurs due to the
Continental Drift intense strain on plates
a.Fossils that is endured by the
b.Rock Layers folding of layers.
c.Coal Deposits
d.Puzzle fit Folding-Earth’s crust is
pulled and
strained,resulting in a
variety of different
features that can be
 commonly seen when
examining a cliff face.
E. EVALUATE 1.Why do the continents Tell whether the Paper & Pencil Test Have each student
fit roughly along their following pictures formulate 3 review
coastlines? shows (A)Faults or (Every correct answer is questions that cover the
2. What were the lines (B)Folds. Every correct equals to 2 points) content of the lesson.
of evidence supporting answer is equals to 2 Break the class into pairs
continental drift? points. 1.The rate of seafloor and instruct students that
3. True or False: 1. spreading is they will quiz their
Mountain ranges on the approximately partners with the
opposite sides of the ______________ every questions they have
Atlantic were used by 10 years. prepared and discuss
Wegener to support his between them the
continental drift idea. A) 30 meters answers. Each pair
2.
4. What evidences can B) 3 cm should submit their
prove that two mountain C) 3 inches questions and
ranges separated by D) 30 inches corresponding answers.
ocean were part of a E) 30 cm
single mountain range
and that these were once 2.As the ocean seafloor
joined together? 3.
spreads, the newly
5. Give an evidence of formed floor will adapt a
continental drift that specific magnetic
was discovered after the signature according to
time of Wegener. the Earth's magnetic
4. pole at that time. As
years pass, lateral
segments of seafloor
will thus share the same
____________________
_ signature on either
side of the mid-oceanic
5. ridge.

A) magnetic
B) volcanic
C) divergent
D) zubductive
6.
E) convergent
3.In seafloor spreading,
 the further the ocean
floor is away from the
mid-ocean ridge, the
____________________
that floor will be.
A) rockier
7. B) younger
C) prettier
D) older
E) newer

8. 4.In an island chain such

as Hawaii, volcanic
islands further away
from the hot spot will
tend to be
________________.
9.
A) newer
B) prettier
C) rockier
D) younger
10. E) older

5.What is Sea-Floor
Spreading?
(A)Mid-Ocean ridges
continually add new
material to the ocean
floor.
(B)The moon
(C)A thing in the Ocean
(D)Mid-Ocean trenches
continually add new
material to the ocean
floor.
6.Seafloor spreading is a
process that occurs
at mid-ocean ridges,
where new oceanic
 crust is formed through
volcanic activity and
then gradually moves
away from the ridge
(A)True
(B)False
7. Seafloor spreading is
consistent at all mid-
ocean ridges.
(A)True
(B)False
8. Sea floor spreading
occurs at the divergent
plate boundaries.
(A)False
(B)True

F. ELABORATE Conclude by telling The teacher will add The Teacher will Explain to students that
students that over the additional inputs on the describe the seafloor prior to the 1940s, very
past century, scientists formation of faults and spreading hypothesis. little was known about
have continued to find folds and will give an Discuss the different the deep oceans. During
evidence supporting this example. lines of evidence for the WWII, with the
theory. seafloor spreading. advances in electronics
1.The tectonic and sonar, it became
Other related studies movement of the Earth’s Evidence of Seafloor technologically possible
that came out after the plates has resulted in the Spreading: to map the ocean floor in
continental drift folding and faulting of the a.Age of Rocks great detail. This
hypothesis has been Earth’s crust b.Magnetic Reversals provided the databases to
proven and accepted by 2.Folds and faults-is construct the first detailed
caused by the Earth’s Notes:
the scientific maps of the important
community. One of plates features of the ocean
1.Seafloor spreading takes place
these studies led to the converging,diverging or at midocean ridges and produces floor such as mid-oceanic
identification of the transversing against one basalt, the rock that makes up the ridges and trenches.
another. oceanic crust.
speed of the continents’
movement. Table 1 3.Fodling and faulting The teacher will elaborate
2.Seafloor spreading is one of the
shows the rate of are the result of tectonic two major processes of plate on how the oceanic
movement of some of activity, but also the tectonics, the other being basins formed, how large
forces of tension, subduction.
the continents. is an oceanic basin and
Table 1: Rate of compression, and where an oceanic basin
3.Seafloor spreading is the
movement of the shearing. continuous process of forming can be found.
continents. new igneous rock at midocean
 1. Compute, in meters, The teacher will give an
how far these continents example about Folds ridges by injection of magma that
forms new seafloor. The process
will travel in (a) 100 and faults. is continuous because forces
years, (b) 500,000 years An example of cause opposite sides of the
and (c) 1 million years. landform created midocean ridge to constantly
move apart, making new room for
Tabulate the answers. because of the effects of the process to repeat. This can
2. Which continent folding include Fold result in an ever-widening
moves the fastest? Mountains, such as the seafloor at the expense of area
lost elsewhere on the planet.
Where will it be in Himalayas, while a Rift Seafloor spreading ends when
50,000 years? Valley, such as the east midocean ridges are subducted.
African Rift Valley, is
3. Which continent formed from a fault. 4.Seafloor spreading produces
major characteristics of the
moves the slowest? seafloor - 1) the age of the
Where will it be in 1 seafloor is progressively older
million years? Theaway from midocean ridges, 2)
the elevation of the seafloor is
a. progressively lower away from
midocean ridges, 3) the magnetic
history of the seafloor bears the
striped-pattern of the Earth's
magnetic reversals, and 4) older
parts of the seafloor have the
greatest potential to have
accumulated sediments over the
longest time.

Seafloor spreading determines

plate motion around a midocean
ridge. Midocean ridges are always
plate boundaries. Since many
plates, such as the North
American Plate, include
continental portions attached to
oceanic portions, seafloor
spreading also the direction in
which continents move.
Continents don't drift
independently. North America
moves to the west with the
western half of the Atlantic.
G.EXTEND Research on this. Kindly Have the students Divide the class into 1.As part of the
write your preparation research areas in the four groups. Have them performance and group
in your journal Philippines where research on the four task, each group will be
notebook. faulting and/or folding major ocean basins of making a portfolio
1.Explain how the is present. The students the world i.e Pacific, entitled: A GRAND
movement of plates should submit a short Atlantic, Indian, Arctic. TOUR OF THE OCEAN
leads to the formation of written report Let them print a picture BASINS
folds and faults. identifying the kind of of it including the 2.They will be rated
 deformation and characteristics of each using a rubric. This will
describing how the ocean basins. be submitted next week.
deformation has 3.The pictures that they
contributed to the have brought as their
topography of the area. preparation for the
previous assignment will
be return to them and will
be used to their portfolio.
4.They will be rated
based on:
a. Content=50%
b.Technical=10%
c.Purpose=20%
d.Design=10%
e.Teamwork=10%

VI. REFLECTION Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What
else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so
when you meet them, you can ask them relevant questions
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 remedial lessons work? No. of
learners who have caught up with
the lesson
D. No. of learner who continue to
require remediation
E. Which of my teaching strategies
work 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: FLORO T. PELONIO