Republic of the Philippines

DEPARTMENT OF EDUCATION
Region XII
Division South Cotabato
Rizal 3 National High School

DETAILED LESSON PLAN (DLP)

DLP No.: Learning Area: Grade Level: Quarter: Duration:
W2- D2&3 Earth & Space 10 1st 60 minutes
 Describe the distribution of active volcanoes, earthquake epicenters, and major mountain Code:
LEARNING COMPETENCY belts. (S10ES-Ia-j-36.1.5)

Key Concepts/ Understanding to be
Developed
Specific Learning Objectives
2. CONTENT
3. LEARNING RESOURCES
Plates are large pieces of the upper few hundred kilometers of Earth that move as a single unit as it floats above the mantle.
The plates are in constant motion. As they interact along their margins, important geological processes take place, such as
the formation of mountain belts, earthquakes and volcanoes
- Describe the distribution of active volcanoes, earthquake epicenters, and major mountain belts. 

Knowledge
- Determine the scientific basis for dividing the Lithospheric plates 

Skills Trace the distribution of active volcanoes, earthquake epicenters, and major mountain belts on the map.
Display the willingness to trace and describe the distribution of active volcanoes, earthquake epicenters,
Attitudes
and major mountain belts
Values Disaster Risk Reduction
Plate Tectonics – Earthquake, Volcanoes and Mountain Ranges
References Science 10 LM pages 11-14, Science 10 TG pages 10-13
Materials Map of earthquake distribution, marking pens (two different colors), plastic sheets

4. PROCEDURES
 Let the students compare the following:
 Figure 5. Map of earthquake distribution (Red, green, and blue dots represent earthquake epicenters) 
 page 11, Science
LM http://marc.fournier.free.free.fr
 Figure 6. Map of active volcanoes (Red areas represent presence of volcanoes) http://pubs.usgs.gov/gip/volc/fig34.html
4.1 Introductory Activity
page 12, Science LM
 Figure 7. Mountain ranges of the world
 page 13, Science LM
http://www.clipart.dk.co.uk/1068/az/Earth/Mountain_ranges
 What is/are the similarities and difference among the three maps?
 Through collaborative grouping, the students perform Activity No. 2 titled “Let’s Mark Boundaries found on pages 11-13 of
4.2 Activity
Science 10 LM and answer the questions relative to the activity performed.
 Interaction on the following questions:
 Distribution of Earthquake
Q1. Where are they located?
Q2. Where are there no earthquakes?
Q3. How are earthquakes distributed on the map?
Q4.Why is it important for us to identify areas which are prone to earthquakes?
 Map of Active Volcanoes
4.3 Analysis Q1. How are volcanoes distributed?
Q2. Where are they located?
Q3. Based on the map, mention a country that is unlikely to experience a volcanic eruption.
Q4. Compare the location of majority of earthquake epicenters with the location of volcanoes around the world.

 Mountain Ranges of the World

Q1. How will you relate the distribution of mountain ranges with the distribution of earthquake epicenters and volcanoes?
Q2. What do you think is the basis of scientists in dividing Earth’s lithosphere into several plates?
The places on Earth where most of the earthquakes originated or some mountains and volcanoes were formed mark the
boundaries of each lithospheric plate. Where, each plate is slowly moving relative to each other, causing geologic events to
happen along their boundaries.
Earthquakes are distributed at the edges of the Pacific oceans or along the Pacific Ring of Fire. Volcanoes are not
4.4 Abstraction
randomly distributed, mostly they are found along the edges of Pacific Ocean or along the Pacific Ring of Fire. Mountain ranges
are found in place where volcanoes and/or earthquake epicenters are also located.
The basis of scientists in dividing the earth's lithosphere into several plates is by means of geologic activities including
volcanism and mountain formation (refers to the geological processes that underlie the formation of mountains).
4.5 Application
 What is the relationship among earthquake, volcano and mountain ranges? In what way they are connected?
 Group Activity:
 Each group report to class the result of their activity and compare to the result of other group to check the correctness,
4.6 Assessment
validity and accuracy of the result.
 Each group share to class the generalization they formulated from the activity
4.7 Assignment
 Review on Type of Plate Boundaries and the characteristic of each type of plate boundary

4.8 Concluding Activity

5. REMARKS Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time, transfer of
 lesson to the following day, in cases of classes suspension, etc.

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help
6. REFLECTIONS the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Indicate below whichever is/are appropriate.
A. No. of learners who earned 80% in the
evaluation.

B. No. of learners who require additional

activities for remediation.

C. Did the remedial lessons work? No. of

learners who have caught up with the lesson.
D. No. learners who continue to require
remediation.
E. Which of my learning 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 other
teachers?

Prepared by:

Name of Teacher: RUBY LYN R. PAGULONG School: Rizal3Nhs

Position: Teacher 1 Division: South Cotabato

Checked by: LERMA C. ARON

Head Teacher I