Grade Level Grade 10 Quarter First

Semester 1 hour Region

Learning Area Earth Science Teaching Date

I. OBJECTIVES

The learners will:

A. Content Standards
1. The relationship among the locations of volcanoes, earthquake epicenters,
and mountain ranges.

The learners will:

B. Performance 1. Demonstrate ways to ensure disaster preparedness during earthquakes,
Standards tsunamis and volcanic eruption.
2. Suggest ways by which he/ she can contribute to government efforts in
reducing damage due to earthquakes, tsunamis, and volcanic eruptions.

The learners should be able to:

1. Enumerate the lines that support the plate movements;

C. Learning At the end of the sessionthe learners are expected to:

Competencies/ 1. Explain the Seafloor- Spreading Theory;
Specific Objectives 2. Demonstrate the process of seafloor spreading through classroom activity,
3. Familiarize with the evidences that support the sea-floor spreading
theory;and
4. Comprehend the importance of Seafloor Spreading Theory in the
movement of plates as to the formation and location of the continents
today.
II. CONTENT Plate Tectonics
A. Topic The Earth’s Mechanism – Seafloor Spreading Theory
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Science 10 Teacher’s Guide pp. 38- 41
pages
2. Learner’s Manual Science 10 Learner’s Material pp. 65-68
pages
3. Textbook pages Physics by Navasa pp. 218-221

http://www.princeton.edu/-achaney/tmve/100k/docs/Continentaldrift.html accessed
4. Additional Materials
June 14, 2017
from Learning
http://www.earthquakeeclipse.com/geology/theory-and-evidence-
Resource (LR) portal
achaney/tmve/100k/docs/Continentaldrift.html accessed June 30, 2017

B. Other Learning Tarbuck, E.J. et al. Earth Science 12th ed. Pearson Education South Asia Pte Ltd.
Resources
IV. PROCEDURES

Fill in the blank statement.

1. All the continents were once joined together in a supercontinent called
_________, meaning “all lands.”
2. A (n) _______________ is any trace of an ancient organism preserved in
A. Reviewing previous
rock.
lesson or presenting
3. Mountain ranges in South America and _____________.
the new lesson (Elicit)
4. Fossils of the plant __________ found in rocks on widely separated
landmasses.
5. Wegener’s theory that the continents slowly moved over earth’s surface
became known as _________________.

Ask students to imagine they are in a deep submersible submarine, and to

describe what they think the ocean floor looks like. Is it flat, or are there any
B. Establishing a purpose mountain ranges and valleys?
for the lesson Show the students an actual map of the ocean floor. Tell them that the ocean
(Engage) floor is the last real unexplored frontier on Earth.
Ask students if they see any patterns in the ocean floor topography. This is a
good time to talk about how the recognition of patterns in nature (i.e.
 observations about nature) is an important part of the process of scientific
discovery.
Students should ask themselves:
1) How does this model help explain the widening of the ocean basins?
3) What features on the ocean floor does the model explain?
 Report by slelcted students
 Open- forum
C. Discussing new  Additional information from the teacher
concpets and  Discussion
practicing new skills  Guide questions:
(Explore) 1. What is seafloor spreading?
2. How does the evidences support the seafloor spreading?
3. What technologies did scientist use to discover seafloor spreading?
Enabling questions:
1. What is new oceanic lithosphere made from?
D. Developing mastery 2. Why does this material rise to the surface at mid-ocean ridges?
( leads to formative 3. What are mid-ocean ridges?
assessment) (Explain) 4. What is the role of the mid- ocean ridge in the movement of lithospheric plates?
5. How does the new seafloor form at the mid-ocean ridge?
6. Where is the oldet seafloor? Youngest?
Complete the phrase.
I have learned that ___________________________.

Seafloor Spreading
 Is a theory of lithospheric evolution that holds that the ocean floors are
spreading outward from the
vast underwater ridges.
 A process that occur
at mid- ocean ridges, where
new oceanic crust is formed
through volcanic activity and
then gradually moves away
from the ridge.
 First proposed in the
early 1960’s by the American
geologist Harry Hess.
 By the use of the sonar, Hess was able to map the ocean floor and
discovered the mid- Atlantic ridge
 He also found out that the temperature near the mid- Atlantic ridge was
warmer than the surface away from it. .

The process of seafloor spreading:

E. Making gnerealizatins
and abstractions about
the lesson (Elaborate)

 The mid- ocean ridge is the region where new oceanic crust is created.
 The oceanic crust is composed of rocks that move away from the ridge as a
new crust is being formed.
 The formation of the new crust is due to the rising of the molten material
from the mantle by convection current.
 When the molten magma reaches the oceanic crust, it cools and pushes
away the existing rocks from the ridge equally in both directions.
 A younger oceanic crust is then formed, causing the spread of the ocean
floor.

 The new rock is dense but not as dense a the old rock that moves away
from the ridge.
 As the rock moves, further, it becomes colder and denser until it reaches an
ocean trench or continues spreading.

Seafloor spreading leads to the renewal of the ocean floor in every 200
million years, a period of time for building a mid- ocean ridge, moving away
 across the ocean and subduction into s trench.

I. Complete the statement about Seafloor Spreading.

In the early 1960’s, scientist _______________, together with Robert Dietz

suggested an explanation to the continental drift. This is the
___________________. According to this theory, hot, ____________ material from
below the earth’s crust rises towards the surface at the _______________. This
material flows sideways carrying the seafloor away from the ridge, and creates a
crack in the crust. The magma flows out of the crack, ________________ and
becomes the new seafloor.
F. Eavaluating learning II. Label the diagram of seafloor spreading.
(Evaluate)

G. Additional activities for Imagine that so much molten rock erupted from the mid-ocean ridge that an island
application or formed there. How could you modify your model to show this island? How could you
remediation (Extend) show what would happen to it over a long period of time?
V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% on the

formative assessment
B. No. of learners who require additional activities
for remediation
C. Did the Remedial lesson 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 of localized materials did I
use/discover which I wish to share with other
teachers?