For educational purposes.

1. Republic of the Philippines
BULACAN AGRICULTURAL STATE COLLEGE
INSTITUTE OF EDUCATION, ARTS & SCIENCES
Pinaod, San Ildefonso, Bulacan
Detailed Lesson Plan
In Grade 10 Science
Time Frame: 60 minutes
Prepared by: Jayson Mananquil Labsan
BSED III- Physical Science
I. OBJECTIVES
At the end of the lesson, students expected to:
 Simulate and describe the seafloor spreading process.
 Realize the importance of the seafloor spreading process relative to the
Continental Drift Theory., and
 Generalize the value of this theory.
II. Subject Matter
A. Topic: The Earth’s Mechanism
B. Sub- Topics: The Seafloor Spreading
C. References
C.1: Internet
C.2: Book: Science – Grade 10 Learner’s Material First Edition
2015,Module 2, Page 61-64
Science – Grade 10 Teacher’s Guide First Edition 2015,
Module 2, Page 40-41
D.1. For the Teacher: Visual aids, Laptop, and Projector
D.2. For the Student: Bond Paper, Pentel pen, manila paper, board paper,
colored pencil, scissor and ruler
E. Teaching Strategies: Constructivist Approach & Collaborative Learning
III. Procedure
A. Daily Routine
Teacher Student
Prayer
Class, please stand up and let us pray. ( the students will pray)

2. Greetings
Good morning class!
Classroom Conditioning
Kindly arrange your chairs and pick up
those pieces of paper around you.
Okay, please be seated.
Checking of Attendance
Danica, is there any absent for today?
Very good!
Checking of Assignment
Did I give you any assignment
yesterday?
Exchange your paper to your seatmate.
Good morning Sir!
Thank you Sir.
None
Yes
B. Recall
Teacher Student
I give you 2 minutes to punish your short
role play.
Time is up!
Let’s start, please watch all group.
Write the names of your members on
rubrics.
Good Job! All are prepared.
Give yourself “Gangnam Style Clap”
Thank you Sir.
((students will perform)
C. Motivation
Teacher Student
I have here a magic box.
Inside my box have a lot of tasks.
What you get that what you will do.
Let’s start!
(students will get a one task)
D. Procedure
Teacher Student
During the 1950s and 1960s, new
techniques and modern gadgets enabled
scientists to make better observations and
gather new information about the ocean
floor. With the use of sonars and
submersibles, scientists had a clearer view
of the ocean floors. They have discovered
underwater features deep within the ocean.
(teacher will present his powerpoint

3. presentation)
Scientists found a system of ridges or
mountains in the seafloor similar to those
found in the continents. These are called
mid-ocean ridges. One of these is the
famous Mid-Atlantic Ridge (Figure 11), an
undersea mountain chain in the Atlantic
Ocean. It has a gigantic cleft about 32-48
km long and 1.6 km deep. The ridge is
offset by fracture zones or rift valleys.
In the place where two oceanic plates
collide or where an oceanic plate and a
continental plate collide, a subduction zone
occurs. As the new seafloor is formed at the
mid-ocean ridge, the old seafloor farthest
from the ridge is destroyed at the
subduction zone.
The rate of formation of a new seafloor is
not always as fast as the destruction of the
old seafloor at the subduction zone. This
explains why the Pacific Ocean is getting
smaller and why the Atlantic Ocean is
getting wider. If subduction is faster than
seafloor spreading, the ocean shrinks.
When the seafloor spreading is greater than
the subduction, then the ocean gets wider.
Please read.

4. The Seafloor Spreading Theory contradicts
a part of the Continental Drift Theory.
According to this theory, continents moved
through unmoving oceans and that larger,
sturdier continents broke through the
oceanic crust. Whereas, the seafloor
spreading shows that the ocean is the actual
site of tectonic activity.
Findings that support Seafloor
Spreading Theory:
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.
E. Pre- Activity
Teacher Student
Last meeting I grouped you into three for
your activity today, can you please
proceed to your groupmates?
Where going to works the Activity 5 an
titled “Split and Separate!”
The objectives of this activity are:
 Simulate and describe the seafloor
spreading process.
 Realize the importance of the
seafloor spreading process relative
to the Continental Drift Theory.
Instruction:
1. Get one cartolina and pentelpen for
your activity.
2. Cooperate and collaborate with
your groupmates.
3. Your time is 10 minutes to study,
to analyze and to answer the guide
questions.
4. Choose two to three presenter of
your activity.
5. Your score for this activity is based
on rubrix.
Let’s start !
F. Post Activity
Teacher Student
Time is up!

5. Please, paste your activity works on the
board.
Give you an “Shaky Clap”
Let’s start group 1.
I want to hear the next group, group 2.
Present your work group 3.
(The teacher will add information while
the presenters presents their works.)
(The presenter presents their works and
asnwer the quide questions )
G. Generalization
Teacher Student
How you generalized the topic for today? The Seafloor Spreading Theory
contradicts a part of the Continental Drift
Theory. According to this theory,
continents moved through unmoving
oceans and that larger, sturdier continents
broke through the oceanic crust. Whereas,
the seafloor spreading shows that the
ocean is the actual site of tectonic
activity.
H. Valuing/ Application
Teacher Student
Importance, why need to discuss? Because for the preparedness and
awareness whether this theory is true or
not.
IV. Evaluation
Compare the continental drift theory from seafloor spreading theory.
V. Assignment
Research about magnetic reversal.