Detailed Lesson Plan
By: Evamae S. Pagaura
I. OBJECTIVES
A. Content Standards The learners demonstrate an
understanding of:
seafloor spreading
B. Performance Standards The learners shall be able to:
using maps, diagrams, or models, predict what could happen in
the future as the tectonic plates continue to move.
C. Learning Competencies The learners:
explain how the seafloor spreads.
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D. Specific Objectives During or after the discussion the students can be able to:
1. explain seafloor spreading theory;
2. give the importance of this theory;
3. perform the seafloor spreading theory through
simulation.
II. CONTENT EARTH PROCESSES
III. LEARNING
COMPETENCIES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Manual
Pages
3. Textbook pages Science 10 Learner’s Material p. 61-64
4. Additional Materials
from Learning
Resource (LRMDS)
portal
B. Other learning Resources
IV. PROCEDURES
A. Reviewing previous In a group of 4, arrange the following words and form it into a
lesson or presenting new concept that describes continental drift.
lesson (Review) Theory
200 million years
Continents
One
Large
Landmass
Pangaea
Answer: a theory that about 200 million years ago, the
continents were once one large landmass called
Pangaea.
B. Establishing a purpose of With the same grouping arrange the jumbled letters and
the lesson (Motivation) form it into a word for 2 minutes.
1. AOOSRFEL GPDANIERPS
Answer: Seafloor Spreading
C. Presenting Explain that the activity the learners did a while ago, was related
examples/instances of the with the new topic.
new lesson (PRE-
ACTIVITY)
D. Discussing new concepts In the early 1960’s, scientist Harry Hess, together with Robert
and practicing new skills Dietz, suggested an explanation to the continental drift. This is
#1 (ACTIVITY the Seafloor Spreading Theory. According to this theory, hot,
PROPER) less dense material from below the earth’s crust rises towards the
surface at the mid-ocean ridge. 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, cools down and
becomes the new seafloor.
Overtime, the new oceanic crust pushed the old oceanic crust far
from the ridge. The process of seafloor spreading allowed the
creation of new bodies of water. For example, the Red Sea was
created as the African plate and the Arabian plate moved away
from each other. Seafloor spreading is also pulling the continents
of Australia, South America, and Antarctica away from each
other in the East Pacific Rise.
Do this activity, for you to understand better the concept.
Study this diagram, and explain in 5 sentences the process on
how seafloor spreads and the zone of subduction. (20pts) rubric
will be discussed later.
E. Discussing new concepts Students will be given time of 5 minutes to practice on
and practicing new skills the simulation of the process on how seafloor speading
#2 (Depeening) theory occur.
F. Developing Mastery Findings that support Seafloor Spreading Theory:
(POST-ACTIVITY) 1. Rocks are younger at the mid-ocean ridge.
2. Rocks far from the mid-ocean ridge are older.
3. Sediments are thinner at the ridge.
4. Rocks at the ocean floor are younger than those at the
continents.
G. Finding practical What is the application of seafloor spreading in real life
application of concepts situation?
and skills in daily living
(APPLICATION)
H. Making generalizations The Seafloor Spreading Theory contradicts a part of the
and abstractions about the Continental Drift Theory. According to this theory, continents
lesson moved through unmoving oceans and that larger, sturdier
(GENERALIZATION) continents broke through the oceanic crust. Whereas, the
seafloor spreading shows that the ocean is the actual site of
tectonic activity.
I. Evaluating learning Do you believe in the seafloor spreading theory? Defend your
(Assessment) answer (10pts)
