This document contains a daily lesson log for a 10th grade science class. The teacher, Rogelio C. Dapar, outlines the week's lessons on plate tectonics and evidence that supports the theory. Over the course of the week, students will learn about continental drift theory, seafloor spreading, calculating the rate of seafloor spreading using magnetic clues, convection currents, and designing an information campaign about geological hazards. Lessons incorporate group work, simulations, calculations, and a final presentation. The log details learning objectives, content, resources, teaching procedures, activities, and assessments for each day.
This daily lesson log outlines a science teacher's lesson plans for a 10th grade class on plate tectonics over the course of a week. The objectives are for students to understand the relationship between volcanoes, earthquakes, and mountain ranges, and learn ways to prepare for disasters. Lessons include discussing evidence that supports plate tectonics like the continental drift theory and seafloor spreading. Students participate in hands-on activities and presentations to learn about how plates move and generate landforms. They also develop an information campaign to educate locals about geologic hazards and disaster preparedness.
This document outlines a science lesson plan for a 10th grade class covering plate tectonics. The objectives are for students to understand the relationship between volcanoes, earthquakes, and mountains, and learn ways to prepare for disasters. The lesson covers evidence that supports plate tectonics theory, including continental drift theory, seafloor spreading, and calculating spreading rates. Students perform hands-on activities and present their work. They also complete a performance task to design an information campaign about earthquake and volcanic eruption risks and preparedness for local communities.
This document outlines a science lesson plan for a 10th grade class covering plate tectonics. The objectives are for students to understand the relationship between volcanoes, earthquakes, and mountains, and learn ways to prepare for disasters. The lesson covers evidence that supports plate tectonics theory, including continental drift theory, seafloor spreading, and calculating spreading rates. Students perform hands-on activities and present their work. They also complete a performance task to design an information campaign about earthquake and volcanic eruption risks and preparedness for local communities.
This document outlines a science lesson plan for a 10th grade class covering plate tectonics. The objectives are for students to understand the relationship between volcanoes, earthquakes, and mountains, and learn ways to prepare for disasters. The lesson covers evidence that supports plate tectonics theory, including continental drift theory, seafloor spreading, and calculating spreading rates. Students perform hands-on activities and present their work. They also complete a performance task to design an information campaign about earthquake and volcanic eruption risks and preparedness for local communities.
The document is a daily lesson log for a 10th grade science class taught by Teacher Fatima M. Limbaga. The objectives of the lesson are to teach students about evidence that supports plate tectonics, including the continental drift theory and seafloor spreading. The procedures outline introducing these concepts, having students complete activities to learn about past positions of continents and plate movements, generalizing the evidence that supports continental drift and seafloor spreading, and assessing student learning. The reflection section will be used by the teacher to evaluate student understanding and determine what teaching strategies were most effective.
This document is a daily lesson log for a Grade 10 science class covering plate tectonics. Over the course of several sessions, the teacher will discuss various topics related to plate tectonics including the distribution of volcanoes, earthquake epicenters, and mountain ranges; different types of plate boundaries; and processes that occur along plate boundaries. Learning activities will include presentations, videos, discussions, and formative assessments. The goal is for students to understand the relationship between plate tectonics and the formation of various landforms and how this knowledge can help with disaster preparedness.
This lesson plan outlines a 60-minute class on divergent plate boundaries:
- The objectives are for students to explain divergent boundary processes, determine the results of separating plates, and generalize divergent effects.
- Students will analyze photos of rift valleys and ridges in groups to determine divergent boundary indications and effects.
- Key concepts are that divergent boundaries form along spreading centers, creating new crust and affecting seismic activity and geology.
- Understanding plate tectonics prepares students for natural disasters.
This lesson plan summarizes a Grade 10 Science lesson on plate tectonics and plate boundaries. The lesson objectives are for students to differentiate the three types of plate boundaries, describe the distribution of volcanoes and earthquakes, determine the scientific basis for dividing plates, and understand the importance of identifying earthquake-prone areas. The lesson contains activities where students analyze maps of earthquakes and volcanoes to identify plate boundaries and classify them as divergent, convergent or transform.
This daily lesson log outlines a science teacher's lesson plans for a 10th grade class on plate tectonics over the course of a week. The objectives are for students to understand the relationship between volcanoes, earthquakes, and mountain ranges, and learn ways to prepare for disasters. Lessons include discussing evidence that supports plate tectonics like the continental drift theory and seafloor spreading. Students participate in hands-on activities and presentations to learn about how plates move and generate landforms. They also develop an information campaign to educate locals about geologic hazards and disaster preparedness.
This document outlines a science lesson plan for a 10th grade class covering plate tectonics. The objectives are for students to understand the relationship between volcanoes, earthquakes, and mountains, and learn ways to prepare for disasters. The lesson covers evidence that supports plate tectonics theory, including continental drift theory, seafloor spreading, and calculating spreading rates. Students perform hands-on activities and present their work. They also complete a performance task to design an information campaign about earthquake and volcanic eruption risks and preparedness for local communities.
This document outlines a science lesson plan for a 10th grade class covering plate tectonics. The objectives are for students to understand the relationship between volcanoes, earthquakes, and mountains, and learn ways to prepare for disasters. The lesson covers evidence that supports plate tectonics theory, including continental drift theory, seafloor spreading, and calculating spreading rates. Students perform hands-on activities and present their work. They also complete a performance task to design an information campaign about earthquake and volcanic eruption risks and preparedness for local communities.
This document outlines a science lesson plan for a 10th grade class covering plate tectonics. The objectives are for students to understand the relationship between volcanoes, earthquakes, and mountains, and learn ways to prepare for disasters. The lesson covers evidence that supports plate tectonics theory, including continental drift theory, seafloor spreading, and calculating spreading rates. Students perform hands-on activities and present their work. They also complete a performance task to design an information campaign about earthquake and volcanic eruption risks and preparedness for local communities.
The document is a daily lesson log for a 10th grade science class taught by Teacher Fatima M. Limbaga. The objectives of the lesson are to teach students about evidence that supports plate tectonics, including the continental drift theory and seafloor spreading. The procedures outline introducing these concepts, having students complete activities to learn about past positions of continents and plate movements, generalizing the evidence that supports continental drift and seafloor spreading, and assessing student learning. The reflection section will be used by the teacher to evaluate student understanding and determine what teaching strategies were most effective.
This document is a daily lesson log for a Grade 10 science class covering plate tectonics. Over the course of several sessions, the teacher will discuss various topics related to plate tectonics including the distribution of volcanoes, earthquake epicenters, and mountain ranges; different types of plate boundaries; and processes that occur along plate boundaries. Learning activities will include presentations, videos, discussions, and formative assessments. The goal is for students to understand the relationship between plate tectonics and the formation of various landforms and how this knowledge can help with disaster preparedness.
This lesson plan outlines a 60-minute class on divergent plate boundaries:
- The objectives are for students to explain divergent boundary processes, determine the results of separating plates, and generalize divergent effects.
- Students will analyze photos of rift valleys and ridges in groups to determine divergent boundary indications and effects.
- Key concepts are that divergent boundaries form along spreading centers, creating new crust and affecting seismic activity and geology.
- Understanding plate tectonics prepares students for natural disasters.
This lesson plan summarizes a Grade 10 Science lesson on plate tectonics and plate boundaries. The lesson objectives are for students to differentiate the three types of plate boundaries, describe the distribution of volcanoes and earthquakes, determine the scientific basis for dividing plates, and understand the importance of identifying earthquake-prone areas. The lesson contains activities where students analyze maps of earthquakes and volcanoes to identify plate boundaries and classify them as divergent, convergent or transform.
This document outlines the daily objectives, content, learning resources, procedures, and reflections for a week-long lesson on plate tectonics for a 10th grade science class. Each day focuses on a different aspect of plate tectonics, including defining converging plates, describing the distribution of volcanoes and earthquakes, and explaining the processes that occur at plate boundaries. Activities include students explaining their answers to previous assignments, illustrating plate boundary types, and performing a simulation of plate convergence. The overall objectives are for students to understand the relationship between the locations of volcanoes, earthquakes, and mountains and to suggest ways to reduce damage from these events.
This document is a daily lesson log for an Earth and Life Science class discussing the Earth's internal heat. The lesson objectives are to describe where the Earth's internal heat comes from, identify the two main sources of internal heat as radiogenic heat and primordial heat, and describe the processes of heat transfer in the Earth's mantle. The lesson content will cover the Earth's interior, internal heat sources, and heat transfer. Activities will include labeling an Earth layer diagram, finding vocabulary words in a word search, discussing the three processes of heat transfer, and a quiz.
This document provides an outline for an 8-day unit on fusion energy. It begins with introducing students to global energy issues and discussing renewable vs fossil fuel energy sources. It then discusses political reasons for reducing dependence on foreign oil and introduces nuclear fission. Later, it explains the fusion process that occurs in the sun and research into duplicating this on Earth. It suggests governments should prioritize developing fusion reactors. Student assignments include researching ITER and presenting essays on their preferred energy solutions.
DLL-(daily lesson log) second week science grade 10Virgilio Paragele
This document outlines the objectives, content, activities, and evaluation for four classroom sessions on plate tectonics and earthquake epicenters. The sessions aim to teach students about the relationship between volcanoes, earthquake epicenters, and mountain ranges. Students will learn about plate tectonics and how to use triangulation to locate an earthquake epicenter on a map. Assessment methods include a pre-assessment quiz, board work, and activities having students apply triangulation to find epicenters. The final day will include a reflection on what understanding of plate tectonics reveals.
This document outlines the goals and activities of an environmental literacy grant project at the Tech Museum. The project aims to: 1) Increase docent and staff knowledge of environmental challenges to inform visitors; 2) Increase visitors' environmental awareness and literacy; 3) Develop new datasets and programs for the spherical display system. Key activities include developing two gallery programs on environmental challenges and renewable energy using the spherical display system, and evaluating their effectiveness at increasing visitors' environmental literacy.
This document outlines a curriculum for teaching plate tectonics in integrated science. It includes standards, essential understandings, and what learners will know and be able to do. Learners will demonstrate their understanding of plate tectonics through decision making about managing effects of natural phenomena. They will explore evidence of plate tectonics, identify causes and effects, and propose safety measures for earthquakes, tsunamis, and volcanoes. Their understanding will be assessed based on explanation, interpretation, application, perspective, empathy, and self-knowledge regarding plate tectonics concepts.
This semi-detailed science lesson plan aims to teach 10th grade students about the Continental Drift Theory. The lesson involves students recreating the supercontinent Pangaea by arranging cut-out continents. Students will then discuss the positions of the continents in Pangaea and two pieces of evidence that supported Alfred Wegener's Continental Drift Theory: the apparent fit of continents and fossil correlation between continents. To check understanding, students will predict where the Philippines may be located in the future and discuss if the two presented evidence were enough to convince people in Wegener's time of continental drift.
1) The lesson plan aims to teach students about seafloor spreading through a collaborative activity where they simulate and describe the process.
2) Students will learn how discoveries of underwater features through modern technology supported the seafloor spreading theory over part of the continental drift theory.
3) Key findings that supported seafloor spreading include rocks being younger near mid-ocean ridges and older farther away, and thinner sediments at ridges.
This document outlines a lesson plan on earthquakes and faults for an 8th grade science class. The objectives are for students to understand the relationship between earthquakes and faults, and to make decisions about building structures based on fault locations. The content will focus on earthquakes and faults from the science textbook and additional materials. Students will perform an activity on tsunamis and analyze how earthquakes at sea can cause tsunamis. They will discuss the immediate effects of earthquakes on humans and do an earthquake drill. The lesson aims to help students generalize that earthquakes can destroy lives through different events.
Practical Teaching Experience Project Power Pointjsykes3
This document outlines a lesson plan for a project on real-time earthquake tracking for high school students. The objectives are for students to work collaboratively using the internet to examine plate tectonic theory, discuss connections between plate boundaries and earthquake locations, track recent earthquakes over two weeks using USGS data, and present their findings. The teacher would introduce background on accessing real-time data online and outline the project for students. Students would be assigned to groups to develop and test a hypothesis about earthquakes and plate tectonics, record and analyze earthquake data, and present their conclusions in a letter to the President.
This document contains a detailed lesson plan for a Grade 10 science class about the layers of the Earth. The objectives are for students to describe the properties and composition of the Earth's layers. The lesson plan outlines the procedures which include an activity where students work in groups to analyze and answer questions about the characteristics of each layer. It concludes with a generalization part where students recall the most abundant element in the crust, the elements making up the mantle, and the state of the inner core due to high pressure.
This document contains a detailed lesson plan for a Grade 10 Science class on the effects of plate tectonics. The lesson plan outlines the objectives, which are to explain plate boundary processes, describe plate movement effects, and understand value of those effects. Key topics include the convergence of two oceanic plates. Activities include students presenting jingles to review prior knowledge, then working in groups to analyze a scenario of oceanic plate convergence and present their findings. The lesson aims to help students understand how the collision of oceanic plates can form volcanic island arcs, trenches, and cause earthquakes and tsunamis.
This document outlines the objectives, content, activities, and schedule for four classroom sessions on plate tectonics and earthquake preparedness. The sessions will focus on understanding the relationship between the locations of volcanoes, earthquake epicenters, and mountain ranges. Learners will describe the distribution of active volcanoes and earthquake epicenters, define key terms, perform triangulation to locate earthquake epicenters on maps, and discuss how plate tectonics causes seismic and volcanic events. Assessment methods include pre-assessments, board work, quizzes, and reflections on understanding plate tectonics.
This document outlines teaching activities from the InTeGrate and GETSI projects that incorporate societal issues. It discusses the benefits of using such materials, including increased student engagement and scientific literacy. Examples of modules are provided on topics like landslides, sea level rise, and climate change. The modules use authentic data and scenarios to have students address interdisciplinary problems. Potential barriers to adoption are addressed, such as concerns over rigor or fitting new materials into existing courses.
The document provides resources and guidance for teaching a unit on plate tectonics and crustal features in 8th grade science. It includes a pacing guide, links to online resources about plate tectonics, example lesson plans addressing Texas Essential Knowledge and Skills, formative assessments, and recommendations for differentiation and higher-order thinking questions. The goal is to support teachers in providing effective instruction around the formation of crustal features through the theory of plate tectonics.
This lesson plan teaches students about transform fault boundaries through a simulation activity. Students will be divided into groups to simulate the movement of tectonic plates at transform boundaries using wooden blocks. This allows them to observe how the plates slide horizontally past each other. The teacher will explain that most transform faults are found on the ocean floor, where they offset spreading ridges and cause zig-zag plate margins. The activity demonstrates how the sliding motion of adjacent plates at transform boundaries can cause shallow earthquakes. Students will then generalize that transform boundaries result in earthquakes and other seismic events due to the horizontal movement of lithospheric plates.
The document provides a flexible instruction delivery plan for an Earth Science course for 11th grade students. It outlines the core subject description, performance standards, essential topics to be taught, and how student learning will be assessed. The plan details the content and standards to be covered in each unit, including the origin and structure of Earth, Earth materials and processes, Earth processes, and the history of Earth. For each unit, it identifies the key learnings, assessments to evaluate understanding and higher-order thinking skills, and enabling strategies to develop those skills. The culminating performance standard requires students to devise plans for resource conservation and environmental protection.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This document outlines the daily objectives, content, learning resources, procedures, and reflections for a week-long lesson on plate tectonics for a 10th grade science class. Each day focuses on a different aspect of plate tectonics, including defining converging plates, describing the distribution of volcanoes and earthquakes, and explaining the processes that occur at plate boundaries. Activities include students explaining their answers to previous assignments, illustrating plate boundary types, and performing a simulation of plate convergence. The overall objectives are for students to understand the relationship between the locations of volcanoes, earthquakes, and mountains and to suggest ways to reduce damage from these events.
This document is a daily lesson log for an Earth and Life Science class discussing the Earth's internal heat. The lesson objectives are to describe where the Earth's internal heat comes from, identify the two main sources of internal heat as radiogenic heat and primordial heat, and describe the processes of heat transfer in the Earth's mantle. The lesson content will cover the Earth's interior, internal heat sources, and heat transfer. Activities will include labeling an Earth layer diagram, finding vocabulary words in a word search, discussing the three processes of heat transfer, and a quiz.
This document provides an outline for an 8-day unit on fusion energy. It begins with introducing students to global energy issues and discussing renewable vs fossil fuel energy sources. It then discusses political reasons for reducing dependence on foreign oil and introduces nuclear fission. Later, it explains the fusion process that occurs in the sun and research into duplicating this on Earth. It suggests governments should prioritize developing fusion reactors. Student assignments include researching ITER and presenting essays on their preferred energy solutions.
DLL-(daily lesson log) second week science grade 10Virgilio Paragele
This document outlines the objectives, content, activities, and evaluation for four classroom sessions on plate tectonics and earthquake epicenters. The sessions aim to teach students about the relationship between volcanoes, earthquake epicenters, and mountain ranges. Students will learn about plate tectonics and how to use triangulation to locate an earthquake epicenter on a map. Assessment methods include a pre-assessment quiz, board work, and activities having students apply triangulation to find epicenters. The final day will include a reflection on what understanding of plate tectonics reveals.
This document outlines the goals and activities of an environmental literacy grant project at the Tech Museum. The project aims to: 1) Increase docent and staff knowledge of environmental challenges to inform visitors; 2) Increase visitors' environmental awareness and literacy; 3) Develop new datasets and programs for the spherical display system. Key activities include developing two gallery programs on environmental challenges and renewable energy using the spherical display system, and evaluating their effectiveness at increasing visitors' environmental literacy.
This document outlines a curriculum for teaching plate tectonics in integrated science. It includes standards, essential understandings, and what learners will know and be able to do. Learners will demonstrate their understanding of plate tectonics through decision making about managing effects of natural phenomena. They will explore evidence of plate tectonics, identify causes and effects, and propose safety measures for earthquakes, tsunamis, and volcanoes. Their understanding will be assessed based on explanation, interpretation, application, perspective, empathy, and self-knowledge regarding plate tectonics concepts.
This semi-detailed science lesson plan aims to teach 10th grade students about the Continental Drift Theory. The lesson involves students recreating the supercontinent Pangaea by arranging cut-out continents. Students will then discuss the positions of the continents in Pangaea and two pieces of evidence that supported Alfred Wegener's Continental Drift Theory: the apparent fit of continents and fossil correlation between continents. To check understanding, students will predict where the Philippines may be located in the future and discuss if the two presented evidence were enough to convince people in Wegener's time of continental drift.
1) The lesson plan aims to teach students about seafloor spreading through a collaborative activity where they simulate and describe the process.
2) Students will learn how discoveries of underwater features through modern technology supported the seafloor spreading theory over part of the continental drift theory.
3) Key findings that supported seafloor spreading include rocks being younger near mid-ocean ridges and older farther away, and thinner sediments at ridges.
This document outlines a lesson plan on earthquakes and faults for an 8th grade science class. The objectives are for students to understand the relationship between earthquakes and faults, and to make decisions about building structures based on fault locations. The content will focus on earthquakes and faults from the science textbook and additional materials. Students will perform an activity on tsunamis and analyze how earthquakes at sea can cause tsunamis. They will discuss the immediate effects of earthquakes on humans and do an earthquake drill. The lesson aims to help students generalize that earthquakes can destroy lives through different events.
Practical Teaching Experience Project Power Pointjsykes3
This document outlines a lesson plan for a project on real-time earthquake tracking for high school students. The objectives are for students to work collaboratively using the internet to examine plate tectonic theory, discuss connections between plate boundaries and earthquake locations, track recent earthquakes over two weeks using USGS data, and present their findings. The teacher would introduce background on accessing real-time data online and outline the project for students. Students would be assigned to groups to develop and test a hypothesis about earthquakes and plate tectonics, record and analyze earthquake data, and present their conclusions in a letter to the President.
This document contains a detailed lesson plan for a Grade 10 science class about the layers of the Earth. The objectives are for students to describe the properties and composition of the Earth's layers. The lesson plan outlines the procedures which include an activity where students work in groups to analyze and answer questions about the characteristics of each layer. It concludes with a generalization part where students recall the most abundant element in the crust, the elements making up the mantle, and the state of the inner core due to high pressure.
This document contains a detailed lesson plan for a Grade 10 Science class on the effects of plate tectonics. The lesson plan outlines the objectives, which are to explain plate boundary processes, describe plate movement effects, and understand value of those effects. Key topics include the convergence of two oceanic plates. Activities include students presenting jingles to review prior knowledge, then working in groups to analyze a scenario of oceanic plate convergence and present their findings. The lesson aims to help students understand how the collision of oceanic plates can form volcanic island arcs, trenches, and cause earthquakes and tsunamis.
This document outlines the objectives, content, activities, and schedule for four classroom sessions on plate tectonics and earthquake preparedness. The sessions will focus on understanding the relationship between the locations of volcanoes, earthquake epicenters, and mountain ranges. Learners will describe the distribution of active volcanoes and earthquake epicenters, define key terms, perform triangulation to locate earthquake epicenters on maps, and discuss how plate tectonics causes seismic and volcanic events. Assessment methods include pre-assessments, board work, quizzes, and reflections on understanding plate tectonics.
This document outlines teaching activities from the InTeGrate and GETSI projects that incorporate societal issues. It discusses the benefits of using such materials, including increased student engagement and scientific literacy. Examples of modules are provided on topics like landslides, sea level rise, and climate change. The modules use authentic data and scenarios to have students address interdisciplinary problems. Potential barriers to adoption are addressed, such as concerns over rigor or fitting new materials into existing courses.
The document provides resources and guidance for teaching a unit on plate tectonics and crustal features in 8th grade science. It includes a pacing guide, links to online resources about plate tectonics, example lesson plans addressing Texas Essential Knowledge and Skills, formative assessments, and recommendations for differentiation and higher-order thinking questions. The goal is to support teachers in providing effective instruction around the formation of crustal features through the theory of plate tectonics.
This lesson plan teaches students about transform fault boundaries through a simulation activity. Students will be divided into groups to simulate the movement of tectonic plates at transform boundaries using wooden blocks. This allows them to observe how the plates slide horizontally past each other. The teacher will explain that most transform faults are found on the ocean floor, where they offset spreading ridges and cause zig-zag plate margins. The activity demonstrates how the sliding motion of adjacent plates at transform boundaries can cause shallow earthquakes. Students will then generalize that transform boundaries result in earthquakes and other seismic events due to the horizontal movement of lithospheric plates.
The document provides a flexible instruction delivery plan for an Earth Science course for 11th grade students. It outlines the core subject description, performance standards, essential topics to be taught, and how student learning will be assessed. The plan details the content and standards to be covered in each unit, including the origin and structure of Earth, Earth materials and processes, Earth processes, and the history of Earth. For each unit, it identifies the key learnings, assessments to evaluate understanding and higher-order thinking skills, and enabling strategies to develop those skills. The culminating performance standard requires students to devise plans for resource conservation and environmental protection.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Build a Module in Odoo 17 Using the Scaffold Method
Presentation-DLL.pptx
1. DAILY LESSON LOG School LAAK NATIONAL HIGH SCHOOL Grade Level 10
Teacher ROGELIO C. DAPAR Learning Area Science
Teaching Dates and Time Quarter First Quarter
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard The learners shall demonstrate an understanding of:
The relationship among the location of volcanoes, earthquake, epicenters and mountain ranges.
B. Performance Standard The learners shall be able to:
1. Demonstrate ways to ensure disaster preparedness during earthquakes, 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.
C. Learning
Competency/Objectives
S9ES-Ia-j-36.6
Realize the importance of the
continental drift theory as
line of evidences that support
plate tectonics.
Simulate and describe
the seafloor spreading
process.
Calculate the rate of
seafloor spreading
using magnetic clues.
Realize the importance
of the creation of
convection current
underneath the earth.
Design a scheme to
inform local folks
about the
possibilities of
earthquakes,
tsunamis and other
geologic activities.
2. II. CONTENT UNIT I: Earth and
Space MODULE 2:
The Earth’s
Interior
TOPIC: Line of
Evidences that
Support
Plate Tectonics
SUBTOPIC:
Continental
Drift Theory
UNIT I: Earth and
Space MODULE 2:
The Earth’s
Interior
TOPIC: Line of
Evidences that
Support
Plate Tectonics
SUBTOPIC: Seafloor
Spreading
UNIT I: Earth and
Space MODULE 2:
The Earth’s
Interior
TOPIC: Line of
Evidences that
Support
Plate Tectonics
SUBTOPIC: Rate of
Seafloor Spreading
UNIT I: Earth and
Space MODULE 2:
The Earth’s
Interior
TOPIC: Line of
Evidences that
Support
Plate Tectonics
SUBTOPIC:
Convection
Current
UNIT I: Earth
and
Space
MODULE 2: The
Earth’s Interior
TOPIC: Line of
Evidences that
Support Plate
Tectonics
SUBTOPIC:
Performance
Task;
Information
Campaign
3. III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 37 - 40 pp. 40 - 41 pp. 41 - 42 pp. 42 - 43 pp. 43 - 49
2. Learner’s Materials pages pp. 53 - 61 pp. 61 - 68 pp. 64 - 69 pp. 69 - 72 pp. 73 - 76
3. Textbook pages
4. Additional Materials from
Learning
Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Review the continental
drift theory using
questions in ICT format.
(5 minutes)
ICT Integration
Recall the
continental drift
theory by letting the
student present their
poster in the class.
(10 minutes)
Integrative
How does
seafloor
spreading? Let
the learner
explain their
output about
information
campaign made
through post
card. (10
minutes)
Integrative
Let the student
do the board
work in how to
calculate distance
a continent
moves.
(5 minutes)
Integrative
Recall the
performance
task given at
the start of the
first quarter in
Learner’s
Material p. 73
and to be
presented at
the end of the
quarter today.
(3 minutes)
4. B. Establishing a purpose for the
lesson
Show world map how
continental drift
theory can be related
as line of evidences
that support plate
tectonics.
(3 minutes)
Integrative
Let the student
observe the map of
Mid-Atlantic Ridge
and ask how
midocean ridges
relative to the
continental drift
theory. (3 minutes)
Integrative
Perform the
activity entitled
“Island Hopping”
and answer the
guide question.
(10 minutes)
Constructivism
and
Collaborative
Demonstrate a simple
experiment of
heating oil with
colored brown chalk
form as a mountain in
the beaker. Let the
student observe.
(5 minutes)
Integrative
The
performance
task must be set
and rated
according to
details and
information,
methods of
presentation/
dissemination,
techniques,
accuracy, and
feedback/result.
(2 minutes)
C. Presenting examples/Instances
of the new lesson
How Alfred Wegener
who proposed the
continental drift
theory does
supported his claim
for his evidences?
(2 minutes)
Inquiry-based
How evidences that
support seafloor
spreading theory
contradict the
continental drift
theory?
(2 minutes)
Inquiry-based
How can you
relate the rate of
travel you gone in
an island in the
distance a
continent moves
for every year? (5
minutes)
Inquiry-based
How can you relate
the demonstrated
activity in plate
tectonics? (5
minutes)
Inquiry-based
Preparation of
each group for
their
presentation.
(5 minutes)
5. D. Discussing new concepts and
practicing new skills # 1
Perform activity
entitled “Evidently
Continental?” using
cluster diagram. Let
the learners
present their
output. (20
minutes)
Constructivism and
Collaborative
Let the learners
perform and present
their work in
Activity 5 “Split and
Separate!” in
Learner’s Material p.
66 – 67.
(20 minutes)
Constructivism and
Collaborative
Perform Activity
6 “How fast does
it go!” in
Learner’s
Material p. 68 –
69 and let the
students present
their output. (15
minutes)
Constructivism
and
Collaborative
Let the learners
conduct the Activity
7 “Push me up and
aside!” in
Learner’s Material p.
70 – 71 and let the
students present
their realization in
their output.
(20 minutes)
Constructivism and
Collaborative
Presentation of
their output in
the class.
(30 minutes, 7-
8 minutes for
each group)
Constructivism
and
Collaborative
E. Discussing new concepts and
practicing new skills # 2
6. F. Developing mastery Answer the guide question in the
activity.
(5 minutes)
Inquiry-based
Answer the guide
questions Q22 - Q27
of the activity in
Learner’s Material p.
67.
(5 minutes)
Inquiry-based
Answer the guide
questions Q28 -
Q29 of the activity
in Learner’s
Material p. 69.
(5 minutes)
Inquiry-based
Answer the guide
questions Q30 – Q33
of the activity in
Learner’s Material p.
69.
(5 minutes)
Inquiry-based
G. Finding practical
application of
concepts and skills in
daily living
How would you think the
difference of the land formation of
your hometown 10 years ago,
wasn’t it the same? What
probably the cause of this
changes? (5 minutes)
Inquiry-based
Why does rocks used
as an indication that
seafloor is spreading?
(5 minutes)
Inquiry-based
How far do the
Philippine plate in
China after 100
million years?
(5 minutes)
Inquiry-based
How convection
current occur? (5
minutes)
Inquiry-based
How can we help
locality to give
informative
materials about
the ways to
mitigate the
effects of
tectonic
activities-related
disaster? (5
minutes)
Inquiry-based
H. Making
generalizations and
abstractions about
the lesson
How can you explain the earth’s
mechanism in the continental
drift theory as line of evidences
that support plate tectonics? (5
minutes)
Inquiry-based
How can you
describe the
seafloor spreading
process? (5
minutes)
Inquiry-based
How can you
calculate the
rate of seafloor
spreading using
magnetic clues?
(5 minutes)
Inquiry-based
Why the creation
of convection
current
underneath the
earth does
important to
realize? (5
minutes)
Inquiry-based
How did you
design the
scheme to
inform local folks
about the
possibilities of
earthquakes,
tsunamis and
other geologic
activities?
7. I. Evaluating learning Ask the learners to make a
poster showing information
of the risk caused by geologic
activities in the locality
(15 minutes)
Constructivism,
Collaborative and
Reflective
Let the learners
make post card that
will inform local
folks about the
relative impact of
geological activities
caused by seafloor
spreading. (10
minutes)
Constructivism,
Collaborative and
Reflective
Ask the students
to create their
assigned
continent and
calculate how far
does it go after
100 million years
ago from Mid-
Atlantic Ridge? In
what way this
calculation will
help to
understand the
risk of the impact
may bring by this
geological events.
(5 minutes)
Reflective
Let the student write
a letter addressed to
our government
official about that it
is impossible to stop
tectonic activities
like convection
current but we can
do something to
mitigate their
effects.
(10 minutes)
Reflective
Answer the
Summative
Assessment in
Learner’s
Material p. 74 -
76. (10
minutes)
Reflective
8. J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
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
9. 1. Mechanical vibrations that occur inside the
Earth which is caused by the breakage of rocks.
Seismic Waves
Love Waves
Primary Waves
Secondary Waves
MONDAY ATTACHMENT
ATTACHMENT 1: RECALL (ICT INTEGRATION
10. ATTACHMENT 2: ACTIVITY SHEET
ACTIVITY # _____
Evidently Continental?
Objectives:
• Review the continental drift theory.
• Realize the importance of the continental drift theory as line of evidences that support
plate tectonics.
Materials:
• Cartolina/Manila paper
• Art materials
• Pentel pen
Procedure:
Using the given cluster diagram, supply necessary concept that will relate the evidences
of continental drift theory.
11. Evidences of
Continental
Drift
Theory
Guide Question:
1. How can you differentiate the evidences of Continental Drift Theory?
2. How does the evidences of Continental Drift Theory support the Plate Tectonics
Theory?
Rubrics
In giving points to student’s responses, you may refer to the pointing system given in
Teacher’s Guide p. 33.
12.
13. Student
s
Time of 50m run Time of 100m run Time of 200m run
1
.
2
.
Observation:
Guide Question:
1. Calculate the speed of every member for every run using the formula speed =
distance/time.
2. How can you compare the speed of each student? How and why they differ?
3.Compare and analyze the speed to the other group?
How can you compare it to the movement of the continent in every year?
14. Rubrics
Criteria Excellent (3
points)
Very Good (2
points)
Good
(1point)
Needs Improvement
(1point)
Concept and Content
Coordination and Cooperation
Presentation
Time Allotment
Total
15. The act of teaching is a holistic endeavor. Effective teachers
employ effective instructional strategies, and classroom
management techniques and a classroom curricular design
in a fluent, seamless fashion.” Marzano. (2003)