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Detailed Lesson Plan in Hot Spots

This document contains a detailed lesson plan for a 10th grade science class on hotspots. The objectives are to explain the formation of hotspots and perform an activity simulating hotspot formation. The activity involves dropping water into alcohol on a paper representing the Earth's crust to form volcano-like mounds. Students will observe and label the features, discuss how hotspots form, and watch explanatory videos. They will also research other global hotspot locations. The teacher will assess students on their explanation of how hotspots form through discussion and a scoring rubric.

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DIANA ROSE CANON
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788 views3 pages

Detailed Lesson Plan in Hot Spots

This document contains a detailed lesson plan for a 10th grade science class on hotspots. The objectives are to explain the formation of hotspots and perform an activity simulating hotspot formation. The activity involves dropping water into alcohol on a paper representing the Earth's crust to form volcano-like mounds. Students will observe and label the features, discuss how hotspots form, and watch explanatory videos. They will also research other global hotspot locations. The teacher will assess students on their explanation of how hotspots form through discussion and a scoring rubric.

Uploaded by

DIANA ROSE CANON
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Republic of the Philippines

DEPARTMENT OF EDUCATION, Region V


Division of Sorsogon
TINGCO NATIONAL HIGH SCHOOL
Tingco, Inapugan, Pilar, Sorsogon
School ID-302248

Grade 10 School: TINGCO NATIONAL Grade Level: 10- Grace


Detailed Lesson HIGH SCHOOL
Plan Teacher: DIANA ROSE P. CANON Learning Science
Area:
Teaching Dates& June 27, 2019, 7:30-8:30 am Quarter: 1st
Time:

I. OBJECTIVES
a. Content Standards The learners demonstrate an understanding of the relationship among the locations
of volcanoes, earthquakes epicenters, and mountain ranges.
b. Performance The learners shall be able to demonstrate ways to ensure disaster preparedness
Standards during earthquakes, tsunamis, and volcanic eruptions.
c. Learning The learners should be able to:
Competencies • describe the distribution of active volcanoes, earthquake epicenters, and
major mountain belts;
• describe the different types of plate boundaries;
• explain the different processes that occur along the plate boundaries;
• describe the internal structure of the Earth;
• describe the possible causes of plate movement;
Unpacked LC/ Objectives:
1. Explain the formation of hotspots;
2. Perform an activity that stimulates the formation of hotspots.

II. CONTENT HOTSPOT


III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 19-20
2. Learner’s Material 30-32
Pages
3. Textbook Pages None
4. Additional Materials Google.com
from Learning YouTube. com
Resources (LR) Portal
B. Other Learning Resources
C. Materials Discussion: LCD TV, Laptop, chalkboard, chalk
Activity: Textbook, Manila paper & marker, Bond paper, alcohol lamp, test tube,
match, test tube holder, water

IV. PROCEDURES
1. Elicit Look at these pictures.

• What geologic features are formed in the first figure?


• How about in the second figure?
• Where do volcanoes usually form?
• Can volcanoes be formed on the middle of the plates?

2. Engage
• Have you been in Bohol?
• What beautiful spot do you find in this place?
• If not, look at these pictures. How do you describe these hills?

(the teacher will ask the students about the origin of these hills)
• Do you think these hills are similar to that of chains of volcanoes in Hawaii?
(showing an image of volcanoes in Hawaii)
• How are these volcanoes in Hawaii formed?

3. Explore The students will perform this activity by groups.


Activity: Drop it like it’s Hotspot!
4. Explain Post Lab-Discussion:
Students will report by group.
Guide Questions:
1. What did you see on the surface of the bond paper?
2. Let’s say that the paper represents the Earth’s crust; what do you think is
represented by the water in the test tube?
3. What geologic feature do you think will be formed at the surface of the crust?
4. Which of the features at the surface of the crust will be the oldest? the youngest?
Label these on your paper.
5. Which of the features will be the most active? The least active? Label these on your
paper.
6. What then is a hotspot? How is it formed?
(Showing a picture of a hotspot)

5. Elaborate
1. At this point, the teacher will ask again the previous question in the engage part which is,
“Are volcanic islands the same as the Chocolate hills?” Then, further explanation will
follow. Emphasize that they are two different things.
2. The student will watch a video clip showing formation of hotspots in Hawaii.

https://www.youtube.com/watch?v=AhSaE0omw9o&t=21s What is a Volcanic


Hotspot? https://www.youtube.com/watch?v=asUXBV12Btg (Educational or Hot spot
formation)
6. Evaluate Consider this illustration in answering questions 1 to 5.

A.
1. Which volcano is the youngest?
2. Which volcano is the oldest?
3. Volcano B is ________________than volcano C.
4. The farther a volcano is from the mantle plume, the ___________ is the age of the
volcano.
5. The volcano on top of the mantle plume is the _______________.

B. 1. Explain in 3-5 sentences how a hotspot is formed.

Scoring Rubrics:
Formation of Hotspot is explained correctly - 10 points
Formation of Hotspot is halfway explained - 7 points
Formation of Hotspot is slightly explained - 5 points
There is an explanation but incorrect - 3 points
No answer - 0

7. Extend The students will research on the locations of other hotspots in the world. Ask them to
bring/include pictures if possible.

Prepared by:
Ms. DIANA ROSE P. CANON
Teacher 1

Checked and Observed by:

Mrs. ARLENE BRIONES-ONTORIA


School Head/TIC

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