G10 Quarter 1 Module 1

School Lian Institute Grade Level Grade 10
GRADES 1 to 12
Daily Lesson Log Teacher Geronne Paulo A. Ilao Learning Area Science
Teaching

Date and Quarter First

Time
DAY:
I. OBJECTIVES
Understand the relationship among the locations of volcanoes,
A. Content Standards
earthquake epicentres and mountain ranges
Demonstrate ways to ensure disaster preparedness during
B. Performance Standards
earthquakes, tsunamis, and volcanic eruptions
Learning Competencies
 Describe the distribution of active volcanoes, earthquake
epicenters, and major mountain belts. (S9ES-Ia-j 36.1)
Learning Competencies / Objectives
C.
Write the LC code for each Learning Objectives:
 Identify the different active volcanoes in the Philippines.
 Locate the active volcanoes in the Philippines.
 Describe the distribution of active volcanoes.
II. CONTENT Active Volcanoes in the Philippines
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages N/A (Localized Lesson)
2. Learner's Materials Pages N/A (Localized Lesson)

Earth Science by Gloria Salandanan, page 130-131
3. Textbook Pages
APEX Integrated Science LP UNIT 5 Changes in the Environment
Additional Materials from https://www.youtube.com/watch?v=lAmqsMQG3RM –
Learning Resource (LR) portal The volcanoes
4.
https://www.youtube.com/watch?v=cS4WSRrCEiQ –
The Volcanoes of the Philippines
Philippine Map
Map of Volcanoes in the Philippines
2 pieces of plastic sheet used for book cover,
B. Other Learning Resource
same size as a book page
Manila paper
video clips about characteristics and volcanoes in the Philippines
IV. PROCEDURES
A. ELICIT Give famous volcanoes in the Philippines.
Picture analysis – Picture of Taal Volcano
B. ENGAGE
Tell something about the picture.
C. ENGAGE Show a video clips about the characteristics of a volcano.

Activity: ACTIVE VOLCANOES IN THE PHILIPPINES
1. Get a piece of plastic sheet. Trace the outlines of the volcano

from figure 1.
2. Identify the active volcanoes that you found in the figure. Locate
the active volcanoes by placing the traced outline over the
Philippine map. Enter the data on a table similar below.
Name of Volcano Location

D. EXPLORE
1. What is volcano?
2. What are the different active volcanoes here in the
Philippines?
3. In what areas are these active volcanoes be found?
E. EXPLAIN
4. In what part of the Philippines has the least number of active
volcanoes? most number?
5. How do you know that volcano is an active volcano? Support
your answer.
Taal Volcano is considered as one of the active volcanoes in the

F. ELABORATE Philippines. If you were living on that area, what preparation would
you do if you notice that it is about to erupt?
Show the video clips about the different volcanoes in the
Philippines.
G. ELABORATE Describe the Philippines in terms of the number of active volcanoes.
Would you consider it as country having the most number of active
volcanoes in the world? Explain.
H. EVALUATE
(The teacher may use the show me board as form of evaluation)
Directions: Choose the letter of the best answer.
1. All of the following statements best describe a volcano

EXCEPT?
A. A volcano is a conical mountain with an opening called
crater.
B. A volcano is usually found at the middle part of the
continents.
C. A volcano contains magma and other materials which build
up its conical shape.
D. A volcano can be active, dormant and extinct.
2. All of the following are true about location of volcanoes

EXCEPT:
A. Volcanoes are randomly distributed.
B. Majority of volcanoes are found along the edges of
continents.
C. Volcanoes are formed along the boundaries between two
lithospheric plates.
D. Volcanoes are found in areas where earthquake cease
to occur.
3. Which of the following is an active volcano in the Philippines?

A. Mt. Apo in Davao
B. Mt. Bud Datu in Sulu
C. Mt. Isarog in Camarines Sur
D. Mt. Kanlaon in Negros Oriental
For questions No. 4 & 5 refer to the table below:
TABLE 1 – Volcanic Eruptions

No. of
Latest Eruption on
VOLCANO Historical
Activity
Eruption
1. Mt. Iraya 1 1454
2. Mt. Kanlaon 26 2006 June
3. Mt. Mayon 49 2013 May
4. Mt. Smith 6 1924
5. Mt. Taal 33 1977
4. Which volcano listed in table 1 has greater number of historical

eruption?
A. Mt. Iraya B. Mt. Kanlaon C. Mt. Mayon D. Mt. Taal
5. Which volcano listed in table 1 erupted for a long period of time

but is still considered an active volcano?
A. Mt. Iraya B. Mt. Kanlaon C. Mt. Mayon D. Mt. Taal
I. EXTEND Make a jingle about active volcanoes in the Philippines.
V. REMARKS
VI. REFLECTION
No. of learners who earned 80% in the

A.
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 worked?

F. What difficulties did I encounter which

my principal or supervisor can help me
solve?
G. What innovation or localized materials

did I use or discover which I wish to
share with other teachers?
Activity 1
ACTIVE VOLCANOES IN THE PHILIPPINES
Competency: Describe the distribution of active volcanoes, earthquake epicenters, and major mountain belts.
(S9ES-Ia-j-36.1)
I. Objectives:
 Identify the different active volcanoes in the Philippines.
 Locate the active volcanoes in the Philippines.
 Describe the distribution of active volcanoes.
II. Materials:
Philippine Map Marking pens (two colors, if possible)
Map of Volcanoes in the Philippines Manila paper
2 pieces of plastic sheet used for book cover, same size as a book page
III. Procedure:
1. Get a piece of plastic sheet. Trace the outlines of the volcano from figure 1.
2. Identify the active volcanoes that you found in the figure. Locate the active volcanoes by placing the
traced outline over the Philippine map. Enter the data on a table similar below.
Table 1. Active volcanoes in the Philippines and their location.

Name of Volcano Location
Figure 1 – Map of Volcanoes in the Philippines
IV. Guide Questions:

1. What is volcano?
2. What are the different active volcanoes here in the Philippines?
3. In what areas are these active volcanoes be found?
4. In what part of the Philippines has the least number of active volcano? most number?
Active Volcanoes in the Philippines
Teacher’s Handouts
Table 1. List of active volcanoes in the Philippines
Name Location
Mayon Albay
Taal Batangas
Kanlaon Negros island
Bulusan Sorsogon
Smith Calayan
Hibok-Hibok Camiguin
Pinatubo Zambales
Makaturing Lanao del Sur
Musuan Bukidnon
Answers to Guide Questions:
1. Volcano is a conical mountain with an opening called a crater which contains magma and other volcanic
materials which build up its conical shape.
2. Refer to Table 1
3. Refer to Table 1
4. _________ has the least number of active volcanoes while in 5. __________ area has the most number
of active volcanoes.
GRADES 1 to 12
Teaching


Time
DAY:
I. OBJECTIVES

earthquake epicenters and mountain ranges
Learning Competency:
 Describe the distribution of active volcanoes,
earthquake, epicenters and major mountain belts.
Learning Competencies / Objectives (S9ES-Ia-j.36.1)
C.
 Define epicenter.
 Find the epicenter of the earthquake.
 Show preparedness to some natural occurrences.
II. CONTENT Earthquake
A. References
1. Teacher's Guide Pages pp. 7-9
2. Learner's Materials Pages pp. 8-10

Integrated Science by Delfin Cusipag Bautista pp.200
3. Textbook Pages
Additional Materials from
4.
Learning Resource (LR) portal
IV. PROCEDURES
A. ELICIT Present a jingle about active volcanoes in the Philippines.
How would you describe the earthquake that we’ve experienced

here in Batangas last April 5 and 8, 2017? Which places
B. ENGAGE experienced greatest damages?
Why do you think Mabini and Tingloy have greater damages as
compare to the other places?
Arrange the jumbled letters in the blank to complete the sentence.
C P I N R E E T E is the point on the earth's surface vertically above

the focus of an earthquake.
S U C F O is located on the point below the epicenter
Illustration of focus and epicenter

C. ENGAGE
D. EXPLORE Perform the Activity: Find the Center (see attached activity sheet)
E. EXPLORE Creative group presentation
1. How do you find the epicenter of an earthquake?
2. Where is the focus of earthquake X located?
F. EXPLAIN
3. How could someone predict the approximate location of an
epicenter without a seismograph?
Why is there a need to become aware of the earthquake's
G. ELABORATE epicenter? Is it useful for you to get ready for the earthquakes
aftershock?
H. ELABORATE How can you locate the epicenter of an earthquake?
Directions: Use the table below to answer the questions that follow.
Distance to epicentre Difference in arrival time of P-

(in km) / location and S- waves (in sec.)
80- Albay 30
150 – Quezon 50
220 – Batangas 70
350- Manila 90
600- Bulacan 110
Questions:
1. Which place will be greatly affected by an earthquake?
I. EVALUATE Albay
2. Which place is the farthest from the earthquake's
epicenter?
Bulacan
3. Which place is closely affected when Albay is damaged
by an earthquake?
Quezon
4. Which wave will be detected first at the Seismic
Station?
P- Wave
5. In what region could the epicenter of the earthquake
be?
Region V
Using the given data, find the epicenter of the earthquake.
Difference in arrival time of P- and S-
Location
waves (in sec.)
J. EXTEND Albay 30
Quezon 50
Batangas 70
V. REMARKS
VI. REFLECTION
A.
evaluation
below 80%
lesson

remediation

solve?

Activity 2
FIND THE CENTER
Competency: Describe the distribution of active volcanoes, earthquake, epicenters and major mountain belts.
(S9ES-Ia-j.36.1)
I. Objectives:
A. Define epicenter.
B. Find the epicenter of the earthquake.
C. Show preparedness to some natural occurrences.
II. Materials:
One sheet of unlined paper
Compass
Metric ruler
III. Procedure:
1. Folding on the dashed lines as in diagram A, find and mark the center of your paper.
Diagram A
2. Mark stations A, B and C on the paper. Start by marking a point 2.5 cm above the center point on the
paper. This is station A. Draw B and C using diagram A as a guide. You are making a map to find
the epicenter.
3. Scientist knows how fast P- and S- waves travel. They can calculate the distance to the epicenter of
an earthquake by measuring the difference in arrival time of P- and S- waves at their stations. The
difference in arrival time of the waves is:
120 seconds at station A
80 seconds at station B
80 seconds at station C
Using the Epicenter Table below, read and record the distance to the epicenter from each station.
EPICENTER TABLE
Distance to epicentre ( in km) Difference in arrival time of P- and S- waves (in sec.)
200 40
300 60
400 80
500 100
600 120
4. Use the scale 1cm=100km to convert each distance to cm, so the data can be used on your map.
This data will be the radius of each circle in step 5.
5. On your map draw a circle around station A, as shown in Station C. The radius of the circle is the
distance in cm that you recorded in step 4.
6. Repeat step 5 for the other two stations.

7. The location of the epicenter of earthquake X is the point where the 3 circles intersect. Mark this point
with an X.
Diagram B
IV. Analysis:
Guide Questions:
1. How do you find/locate the epicenter of an earthquake?
2. Where is the focus of earthquake X located?
3. How could someone predict the approximate location of an epicenter without a seismograph?
Find the Center
Answer to guide questions.
1. When scientists know the time difference between the arrival of the P- waves and the S- waves.
2. The focus located on the point below the epicenter.
3. By knowing the time difference between the arrival of the P- waves and the S- waves, they can calculate
the distance to the earthquake’s epicenter.
GRADES 1 to 12
Teaching


Time
DAY:
I. OBJECTIVES

Learning Objectives:
C.  Take part on risk reduction campaign for the welfare of
Write the LC code for each
everyone
 Express ones idea about disaster risk reduction through
campaign materials
 Simulate students part in mitigating the effects of tectonic
activities
II. CONTENT Performance Task: Disaster Preparedness

A. References
1. Teacher's Guide Pages
2. Learner's Materials Pages Page 33
3. Textbook Pages
4.
IV. PROCEDURES
Present a documentary report about earthquake
A. ELICIT
https://www.youtube.com/watch?v=ZN5Sd9BR_XI
B. ENGAGE What do you feel while watching the video?
The teacher will divide the group into four. The students will be
C. EXPLORE given 10 minutes to prepare a jingle with the Theme: 4Ks:
KamalayansaKahandaan, Katumbas ay Kaligtasan”
What is your most significant learning after the presentation?
D. EXPLAIN
What further learning do you have then for the day?
Suggest ways by which you can contribute to government efforts in
E. ELABORATE reducing damage due to earthquakes, tsunamis, volcanic eruptions
and tropical depression
Make a slogan/ poster relevance to the theme4Ks:
KamalayansaKahandaan, Katumbas ay Kaligtasan”
F. EVALUATE Group I-Earthquake

Group II-Tsunami
Group III-volcanic eruption
Group IV-Tropical Depression
.The teacher will give a situation where the students act as a project
engineer who wants to develop a subdivision, a realtor who sells a
house and lot, a geologist visiting his/her hometown or other
G. EXTEND
profession of their chosen career that will simulate the effects of
earthquake
(The presentation would be at the end of the grading period)
V. REMARKS
VI. REFLECTION
A.
evaluation
below 80%
lesson

remediation

solve?
Criteria For Jingle Presentation

CRITERIA EXCELLENT (5) PROFICIENT (4) ADEQUATE (3)
Lyrics contains very Lyrics contains slightly Lyrics contains relevant

Details and
relevant and appropriate relevant and appropriate and appropriate
Information
information information information
Presentation is
Method of Presentation is Presentation is
easy to understand and
presentation organized not organized
organized,
Information contains Information contains Information contains
Techniques/ essentially no errors which minor errors, none of many errors which
Accuracy interfere with which interfere with Limit the clarity of
clarity of the message clarity of the message of the message
Criteria For Slogan Making
Relevance to the Theme 10

Originality 10
Creativity 10
Color Harmony 5
Visual Impact 5
TOTAL 40
Criteria For Poster Making
Relevance to the Theme 10

Originality 10
Creativity 10
Color Harmony 5
Visual Impact 5
TOTAL 40
GRADES 1 to 12
Teaching


Time
DAY:
I. OBJECTIVES
epicenters and major mountain belts. (S9ES-Ia-j-36.1)
C. Learning Objectives:
epicenter, and major mountain belts.
 Determine the scientific basis for dividing the Lithospheric
plates.
II. CONTENT Let’s Mark the Boundaries
A. References
2. Learner's Materials Pages pp 11-13
3. Textbook Pages APEX Integrated Science LP UNIT 5 Changes in the Environment

4.
Figure 5: Map of earthquake distribution
Figure 6: Map of active volcanoes of the world
B. Other Learning Resource Figure 7: Mountain ranges of the world
2 pieces plastic covers, same size as a book page
marking pens (two different colors)
IV. PROCEDURES
A. ELICIT How can you locate the epicenter of an earthquake?
B. ENGAGE
Tell something about the picture

Trivia:
Indonesia is in a very active seismic zone, also, but by virtue of its
larger size than Japan, it has more total earthquakes.
C. ENGAGE Indonesia has 147 volcanoes, 76 of which are still active

making it the world's most active volcano country.
What is the relationship between occurrence of an earthquakes and

the presence of volcano in a particular place?
D. EXPLORE Perform the Activity: Lets Mark the Boundaries
1. How are earthquakes distributed on the map?

2. Where are they located?
3. What place does not have earthquakes?
4. Why is it important for us to identify areas which are prone to
earthquakes?
5. How are volcanoes distributed?
E. EXPLAIN 7. Based on the map, mention a country that is unlikely to
experience a volcanic eruption.
8. Compare the location of majority of earthquake epicenters with
the location of volcanoes around the world.
9. How will you relate the distribution of mountain ranges with the
distribution of earthquake epicenters and volcanoes?
10. What do you think is the basis of scientists in dividing Earth’s
lithosphere into several plates?
Why is it important to know the location of active volcanoes and the

F. ELABORATE
earthquake epicenter? Support your answer.
Describe the distribution of active volcanoes, earthquake epicenters

G. ELABORATE and major mountain belt. What do you think is the basis of scientists
in dividing Earth's lithosphere into several plates?
H. EVALUATE Directions: Choose the letter of the best answer.
1. All of the following are True about the location of

earthquake, volcanoes and mountain ranges EXCEPT:
A. They are usually located at the edges of continents.
B. Some are found in places where most of volcanic
eruption occurs.
C. They are not randomly distributed.
D. They are widely distributed in any areas of the
lithosphere.
2. All of the following are necessary precautions before an

earthquake EXCEPT:
A. Prepare an emergency kit for the whole family to be
used during and after an earthquake.
B. Keep updated on the different updates about the
occurrence of earthquake on your areas
C. Stay away from possible falling debris on your location.
D. Ignore precautionary measures given by
authorities.
3. You were asked to locate the epicenter of a recent

earthquake. Which correct sequence of events should you
follow?
I. Determine the difference in the arrival time of S and P
wave recorded from each of the seismological stations.
II. Use the triangulation method to locate the center.
III. Obtain data from three seismological stations.
IV. Determine the distance of the epicenter from stations.
A. I, III, II, IV C. III, IV, I, II

B. III, I, IV, II D. IV, II, I, III
4. All of the following are basis that an area is an earthquake
prone EXCEPT:
A. Volcanic activities in the area openly occur.
B. The area is situated at the fault line
C. Area is a place where mountain range is also located.
D. Area is closer to bodies of water such as rivers and
lakes.
5. All of the places in the world are prone to earthquake

EXCEPT:
A. Western Coast of North America
B. Western Coast of South America
C. East and South East Asia
D. Northernmost area
List down countries that experience least number of earthquake and
I. EXTEND
with least number of volcanoes.
V. REMARKS Ample time was given for the Mastery of Learning
VI. REFLECTION

A.
evaluation

below 80%

lesson

remediation



solve?

Activity 3
LET’S MARK THE BOUNDARIES
I. Objectives:
 Describe the distribution of active volcanoes, earthquake epicenters, and major mountain belts.
 Determine the scientific basis for dividing the Lithospheric plates.
II. Materials:
 Figure 5: Map of earthquake distribution
 Figure 6: Map of active volcanoes of the world
 Figure 7: Mountain ranges of the world
 2 pieces plastic covers, same size as a book page
 marking pens (two different colors)
III. Procedure:
1. Study Figure 5 showing the earthquake distribution around the world. Trace the approximate locations of
several earthquake “clusters” using a marking pen on one of the plastic sheets.
Figure 5.Map of earthquake distribution (Red, green and blue dots represent earthquake epicenters)
2. Study the map of active volcanoes in Figure 6.
Figure 6.Map of active volcanoes (Red areas represent presence of volcanoes)
3. On the second plastic sheet, sketch the approximate locations of several volcanoes using a marking pen.
4. Place the earthquake plastic sheet over the volcano plastic sheet.
5. Study Figure 7, the orange portions indicate mountain ranges of the world.
Figure 7. Mountain ranges of the world
6. Now that you have seen the location of volcanoes, mountain ranges and majority of earthquake
epicenters, study Figure 2 on page 7, Map of Plate boundaries once more.

4. Why is it important for us to identify areas which are prone to earthquakes?
7. Based on the map, mention a country that is unlikely to experience a volcanic eruption.
8. Compare the location of majority of earthquake epicenters with the location of volcanoes around the
world.
9. How will you relate the distribution of mountain ranges with the distribution of earthquake epicenters
and volcanoes?
10. What do you think is the basis of scientists in dividing Earth’s lithosphere into several plates?
Let’s Mark the Boundaries
GRADES 1 to 12
Teaching


Time
DAY:
I. OBJECTIVES
epicenters and major mountain belts. (S9ES-Ia-j-36.1)
epicenter, and major mountain belts.
 Determine the scientific basis for dividing the Lithospheric
plates.
II. CONTENT Let’s Mark the Boundaries
A. References
2. Learner's Materials Pages pp 11-13

4.
Figure 5: Map of earthquake distribution
Figure 6: Map of active volcanoes of the world
B. Other Learning Resource Figure 7: Mountain ranges of the world
2 pieces plastic covers, same size as a book page
marking pens (two different colors)
IV. PROCEDURES
A. ELICIT Recall what the students done last meeting.
Tell whether the given statement is FACT OR BLUFF.

1. Earthquakes are caused by plate inter-actions along
tectonic plate boundaries. (FACT)
B. ENGAGE 2. Plate boundaries are unidentified but can e defined by
earthquakes. (BLUFF)
3. Most earthquakes occur in wide geographic belts which
mark tectonic plate boundaries. (BLUFF)
C. EXPLORE Group Presentation of Outcome

4. Why is it important for us to identify areas which are prone to
earthquakes?
E. EXPLAIN 7. Based on the map, mention a country that is unlikely to
experience a volcanic eruption.
8. Compare the location of majority of earthquake epicenters with
the location of volcanoes around the world.
9. How will you relate the distribution of mountain ranges with the
10. What do you think is the basis of scientists in dividing Earth’s
lithosphere into several plates?
Why is it important to know the location of active volcanoes and the
F. ELABORATE
earthquake epicenter? Support your answer.
Describe the distribution of active volcanoes, earthquake epicenters
G. ELABORATE and major mountain belt. What do you think is the basis of scientists
in dividing Earth's lithosphere into several plates?
Directions: Choose the letter of the best answer.
1. All of the following are True about the location of earthquake,

volcanoes and mountain ranges EXCEPT:
A. They are usually located at the edges of continents.
B. Some are found in places where most of volcanic
eruption occurs.
C. They are not randomly distributed.
D. They are widely distributed in any areas of the
lithosphere.
2. All of the following are necessary precautions before an

earthquake EXCEPT:
A. Prepare an emergency kit for the whole family to be
used during and after an earthquake.
B. Keep updated on the different updates about the
occurrence of earthquake on your areas
C. Stay away from possible falling debris on your location.
D. Ignore precautionary measures given by
authorities.
3. You were asked to locate the epicenter of a recent earthquake.

H. EVALUATE Which correct sequence of events should you follow?
I. Determine the difference in the arrival time of S and P
wave recorded from each of the seismological stations.
II. Use the triangulation method to locate the center.
III. Obtain data from three seismological stations.
IV. Determine the distance of the epicenter from stations.
A. I, III, II, IV C. III, IV, I, II

B. III, I, IV, II D. IV, II, I, III
4. All of the following are basis that an area is an earthquake

prone EXCEPT:
A. Volcanic activities in the area openly occur.
B. The area is situated at the fault line
C. Area is a place where mountain range is also located.
D. Area is closer to bodies of water such as rivers and
lakes.
5. All of the places in the world are prone to earthquake EXCEPT:

A. Western Coast of North America
B. Western Coast of South America
C. East and South East Asia
D. Northernmost area
List down countries that experience least number of earthquake and
I. EXTEND
with least number of volcanoes.
V. REMARKS
VI. REFLECTION

A.
evaluation

below 80%

lesson

remediation



solve?

GRADES 1 to 12
Teaching


Time
DAY:
I. OBJECTIVES


 Describe the different types of plate boundaries.
(S9ES-Ia-j-36.2)
C.
 Identify the three different boundaries;
 Differentiate the three boundaries; and
 Illustrate the three boundaries
II. CONTENT Types of Plate Boundaries
A. References

4.
 2 sheets of cardboard
 Modeling clay, 2 different colors
B. Other Learning Resource  textbooks
 Laptop
 Projector
IV. PROCEDURES
How will you relate the distribution of mountain ranges with the
A. ELICIT
Picture Analysis:
B. ENGAGE
What can you say about the three illustrations?

Type of boundary and
Diagram
Match the given term to motion
its meaning
at boundary
CONVERGENT PLATE BOUNDARY
DIVERGENT PLATE BOUNDARY
1. TRANSFORM FAULT BOUNDARY
- one where the two plates slide against each other in a
sideways motion
C. ENGAGE
- relative motion is predominantly horizontal, in either a
2.
sinistral (left lateral) or dextral (right lateral) direction in
which two tectonic plates slide past one another
- is an actively deforming region where two (or more) tectonic
plates or fragments of the lithosphere move toward one
another and collide.
3.
Students will perform the Activity: Types of Plate Boundaries
D. EXPLORE
Where students will make a model of the three types of boundaries.
1. Name the type of plate boundary based on the model clay.
2. Describe step by step what happens to the clay in every set-up.
E. EXPLAIN
3. What happens to the clay between two cardboard sheets in every
set-up?
Are these geologic events having their impact in our environment? If

yes, what are the tips you can give on how to stay away from those
effects?
F. ELABORATE
Note: Let the students define the following by looking at the

picture/illustration.
G. ELABORATE
Three diagrams are shown in the table below. Label and describe in
the space provided in order to complete the table.
H. EVALUATE
I. EXTEND Illustrate and describe the three types of plate boundary.
V. REMARKS
VI. REFLECTION
A.
evaluation

below 80%

lesson

remediation



solve?

Activity 4
TYPES OF PLATE BOUNDARIES
I. Objectives:
 Identify the three different boundaries;
 Differentiate the three boundaries; and
 Illustrate the three boundaries
II. Materials:
 2 sheets of cardboard
 Modelling clay, 2 different colors
III. Procedure:

1. Describe step by step what happens to the clay in every set-up
2. What happens to the clay between two cardboard sheets in every set-up?
Types of Plate Boundaries
Observations:
Part A
As the strips of clay were pulled from the opposite ends, cracks on top were formed. Continue pulling away
eventually separated uneven parts of the clay.
Part B
As the sheets of paper move toward each other, it creates bulges at the middle.
Part C
As the paper move in opposite direction, cracks were formed at the opposite direction. The strips of clay were
stretched, bent upward and downward. Some parts form bulges while some formed depression.
Types of Plate Boundary
1. Divergent Plate Boundary
• A divergent boundary occurs when two tectonic plates move away from each other.
• Lava spews from long fissures and geysers spurt superheated water.
• Frequent earthquakes strike along the rift. Beneath the rift, magma—molten rock—rises from the mantle.
• It oozes up into the gap and hardens into solid rock, forming new crust on the torn edges of the plates.
• Magma from the mantle solidifies into basalt, a dark, dense rock that underlies the ocean floor. Thus at
divergent boundaries, oceanic crust, made of basalt, is created.
2. Convergent Plate boundary
• When two plates come together, it is known as a convergent boundary.

• The impact of the two colliding plates buckles the edge of one or both plates up into a rugged mountain
range, and sometimes bends the other down into a deep seafloor trench. A chain of volcanoes often
forms parallel to the boundary, to the mountain range, and to the trench. Powerful earthquakes shake a
wide area on both sides of the boundary.
• If one of the colliding plates is topped with oceanic crust, it is forced down into the mantle where it begins
to melt. Magma rises into and through the other plate, solidifying into new crust.
• Magma formed from melting plates solidifies into granite, a light colored, low-density rock that makes up
the continents. Thus at convergent boundaries, continental crust, made of granite, is created, and
oceanic crust is destroyed.
3. Transform Plate Boundary
• Two plates sliding past each other form a transform plate boundary.
• Natural or human-made structures that cross a transform boundary are offset—split into pieces and
carried in opposite directions.
• Rocks that line the boundary are pulverized as the plates grind along, creating a linear fault valley or
undersea canyon.
• As the plates alternately jam and jump against each other, earthquakes rattle through a wide boundary
zone.
• In contrast to convergent and divergent boundaries, no magma is formed. Thus, crust is cracked and
broken at transform margins, but is not created or destroyed.
GRADES 1 to 12
Teaching


Time
DAY:
I. OBJECTIVES


 Describe the different types of plate boundaries.
(S9ES-Ia-j.36.2)
 Differentiate the different kinds of faults through models
 Relate the kind of fault to the type of plate boundary
 Show awareness on the different environmental
phenomenon.
II. CONTENT Investigating Models of Faults
A. References

Integrated Science By DelfinCusipag Bautista pp.193, 196
3. Textbook Pages
4. https://www.youtube.com/watch?v=dpQ-4VmZYcc - Kinds of fault
Wooden or clay blocks labeled A and B
Paper and pencil
IV. PROCEDURES
A. ELICIT Differentiate the three types of plate boundaries?
B. ENGAGE Have you heard of Marikina Fault line? What danger does it give?
C. ENGAGE Show a video clips about Fault and different kinds of fault.
D. EXPLORE Perform the Activity - Investigating Models of Faults
E. EXPLORE Creative Group Presentation
Guide Questions:
1. Describe each kind of fault.
2. Give some examples plate that experienced specific kind of
fault.
F. EXPLAIN
3. At which type of plate boundary would you expect to find
much thrust faulting? Why?
4. At which type of plate boundary would you expect to find
much strike-slip faulting? Why?
1. What are the consequences of colliding plates?
G. ELABORATE 2. As the plates continue to grind against each other, what
other geologic events could take place?
How are normal fault, thrust fault, and strike-slip fault different
H. ELABORATE
from one another?
Directions: Choose the letter of the correct answer.
1. In convergent plate boundary, thrust faults occur where forces

tends to push sections of the crust together. Which shows the
effect of this situation?
A. Collision of plates
B. Sliding of plates
C. Both A & B
D. None of the above
2. Which examples below will experience a thrust fault?

A. Eurasian Plate vs. Philippine Plate
B. Pacific Plate vs. Nasca Plate
C. South American Plate vs. African Plate
D. Pacific Plate vs. Antarctic Plate
I. EVALUATE
3. In transform fault boundary, the movement is horizontal- slides
or grinds each other. Which situation is associated by this type
of fault?
A. Converging
B. Diverging
C. both converging & diverging
D. w/out converging & diverging
4. Which type of movement can be found on normal and thrust fault,

but cannot be found on strike-slip fault?
A. Subduction B. Sliding C. Grinding D. Slipping
5. Which is the best example of strike-slip fault?

A. San Andreas Fault B. San Nicolas Fault
C. Rift Valley Fault D. Mountain Ridge
Make a collage representing different kinds of fault and describe
J. EXTEND
each kind.
V. REMARKS
VI. REFLECTION
A.
evaluation
below 80%
lesson

remediation


solve?
Activity 5
INVESTIGATING MODELS OF FAULTS
I. Objectives:
A. Name the different kinds of faults.
B. Differentiate the kinds of faults through models of faults.
C. Show awareness on the different environmental phenomenon.
II. Materials:
Figure 9-3 Classification of Faults
Wooden or clay blocks labeled A and B
Paper and pencil
III. Procedure:
1. Place Blocks A and B together, as shown. These blocks represent pieces of the earth's crust. Arrange
the blocks to demonstrate a normal fault. Sketch your arrangement of the blocks. Use arrows to show
how the blocks move along a normal fault and to show the directions from which the forces to move the
blocks came.
2. Rearrange the blocks to demonstrate a thrust fault. Again, sketch your arrangement using arrows to show
movement and direction of force.
3. Repeat the activity to demonstrate a strike-slip fault.
4. Rearrange the blocks to show any fault type or combination of fault types you wish. Ask your partner
to determine the types.
a. normal fault b. thrust fault c. strike-slip fault
IV. Analysis:
Guide Questions:
1. Describe each kind of fault.
2. Give some examples plate that experienced specific kind of fault.
3. At which type of plate boundary would you expect to find much thrust faulting? Why?
4. At which type of plate boundary would you expect to find much strike-slip faulting? Why?
Investigating Models of Faults
Answer to guide questions:
1. In convergent plate boundary because thrust faults occur where forces tends to push sections of the crust
together.
2. Transform fault boundary because the movement is horizontal- slides or grind each other without
diverging or converging.
GRADES 1 to 12
Teaching


Time
DAY:
I. OBJECTIVES


 Explain the different processes that occur along the plate
boundaries. (S9ES-Ia-j-36.3)
 Identify geologic effects of convergence of oceanic and
continental plate
 Explain the processes that occur along convergent
boundaries of oceanic and continental plate
II. CONTENT Convergence of Oceanic and Continental Plate
A. References
Additional Materials from https://www.youtube.com/watch?v=75di2vdSg5U - The convergent

4.
Learning Resource (LR) portal Boundaries
Textbooks
Laptop
Projector
Illustrations
IV. PROCEDURES
Match the type of fault that occurs in specific type of plate boundary.
Normal Fault Transform Fault Boundary
Thrust Fault Convergent Plate Boundary

A. ELICIT
Strike-Slip
Divergent Plate Boundary
Fault
Fill in the blanks with the missing letter to complete the word that is
represented by the picture.
B. ENGAGE
Name some Oceanic Plates and Continental plate
Show a video clips of Convergence Between Oceanic and

C. ENGAGE
Continental Plate
Activity: Head-On Collision
D. EXPLORE Based on the video, illustrate the Converging Continental Plate and
Oceanic Plate and explain the processes that occur along
convergent boundary between oceanic and continental plate.
Guide questions:
1. What type of plate is Plate A? What about Plate B? Why do you
say so?
2. Describe what happens to Plate A as it collides with Plate B?
Why?
F. EXPLAIN 3. What do you think may happen to the leading edge of Plate A as
it continues to move downward?
4. What do you call this molten material?
5. What is formed on top of Plate B?
6. As the plates continue to, grind, against each other, what other
geologic event could take place?
Explain the illustration below.
G. ELABORATE
What is the effect of continuous grinding of plates against each

other?
What will happen if the two plates collide?

H. ELABORATE Describe the process of collision.
What are the results of that collision?
Identify the geological effects of convergence of continental and
oceanic plate.
I. EVALUATE
Make a collage showing the processes involve in the convergence

J. EXTEND
of oceanic and continental plate.
V. REMARKS
VI. REFLECTION
A.
evaluation
below 80%
lesson

remediation


solve?
GRADES 1 to 12
Teaching


Time
DAY:
I. OBJECTIVES


boundaries (S9ES-Ia-j-36.3)
 Identify geologic effects of convergence of two oceanic
plate
boundaries of two oceanic plate
II. CONTENT Convergence of Two Oceanic Plates
A. References

4.
Textbooks
Laptop
Projector
Illustrations
IV. PROCEDURES
Give some geologic effects of convergence of oceanic and

A. ELICIT
continental plates
B. ENGAGE
 Are volcanoes bringing advantages to us? If yes, in what

way?
 What do you think is the origin of this volcano?
C. ENGAGE Show a video clips of Convergence Between Two Oceanic Plates
Activity: Head-On Collision
D. EXPLORE Based on the video, illustrate the Converging of two oceanic plate
and explain the processes that occur along convergent boundary
between two oceanic plates.
Guide questions:
1. What are the geologic processes/events that will occur
because of this plate movement?
2. What geologic features might form at the surface of Plate
F. EXPLAIN
A.?
3. If the edge of Plate A. suddenly flicks upward, a large
amount of water may be displaced. What could be formed at
the surface of the ocean?
Give specific geologic effects as evidences that formation of

G. ELABORATE Philippine archipelago originated from the convergence of two
oceanic plates.
Using this illustration, explain what happen when the two oceanic
plates converge.
Show a video clips on the processes involve in the convergence of
two oceanic plates.
https://www.youtube.com/watch?v=75di2vdSg5U - The convergent
Boundaries
H. ELABORATE
Directions: Put a check on the geological effects of oceanic to

oceanic convergence.
I. EVALUATE
Make a flow chart that shows the processes involve in the

I. EXTEND
convergence of two oceanic plates.
V. REMARKS
VI. REFLECTION
A.
evaluation
below 80%
lesson

remediation


solve?

GRADES 1 to 12
Teaching


Time
DAY:
I. OBJECTIVES


 Identify geologic effects of convergence of two continental
plate
boundaries of two continental plate
II. CONTENT Convergence of Two Continental Plates
A. References
https://www.youtube.com/watch?v=PDrMH7RwupQ – Formation of
Himalayas Montain
4.
https://www.youtube.com/watch?v=lCzKCLA9Sxo – How Himalayas
mountain were formed
modeling clay
2 blocks of wood
Paper
Video clips about formation of Himalayas mountain
IV. PROCEDURES
A. ELICIT Give some geologic effects of convergence of two oceanic plates.
Show the picture of two continental plates.

Example: Eurasian Plate and Indian Plate
B. ENGAGE
What could possibly form if two continental plates collide?
Show a video clips/picture of a Beautiful Himalayas Mountain.
Perform the activity: Head on Collision Part C: Two Continental

C. EXPLORE
Plates Converging
Guide questions:
1. What happened to the strips of clay as they were pushed from

opposite ends?
2. If the strips of clay represent the Earth’s lithosphere, what do
D. EXPLAIN you think is formed in the lithosphere?
3. What other geologic event could take place with this type of
plate movement aside from your answer in no. 2?
4. In terms of the consequences on the Earth’s lithosphere, how
will you differentiate this type of convergent plate boundary
with the other two?
Show a video clip on how Himalayas mountain were formed:

https://www.youtube.com/watch?v=lCzKCLA9Sxo
Based on the video, give the effects of continuous convergence of
Eurasian and Indian plate to Himalayas Mountain.
E. ELABORATE
Show a video clip on the processes involve in the convergence of
two continental plates.
https://www.youtube.com/watch?v=75di2vdSg5U
What will happen when the two continental plates converge?
What are the results of that collision?
Mountain range Earthquake
Subduction Collision zone Fill in the missing word to
Pressure complete the statement
below. Choose your
answer in the box
below.
F. EVALUATE
1. When two continental plates converge, a _______ is
formed.
2. What is created during this type of convergence is a large
group of tall mountains called _______.
3. Since ________ is impossible between two colliding
continental plates,
4. ________ is released by pushing the crusts upward and
forming the peaks.
5. _________ will occur due to the collision of the two plates.
Make a Model showing different effects of convergence of two
G. EXTEND
continental plates.
V. REMARKS
VI. REFLECTION
A.
evaluation
below 80%
lesson

remediation

solve?


GRADES 1 to 12
Teaching


Time
DAY:
I. OBJECTIVES


C.
 Explain the processes that occur along divergent
boundaries; and
 Determine the results of plates that are moving apart.
II. CONTENT Divergent Boundaries - Going Separate Ways
A. References
Additional Materials from https://www.youtube.com/watch?v=uSKzdbEVsI8 – the Divergent of

4.
Learning Resource (LR) portal plate
Photographs of Rift Valleys and Oceanic Ridges

B. Other Learning Resource Video clips/TV or
Laptop and Projector
IV. PROCEDURES
A. ELICIT Give the geologic effects of convergence of two continental plates.
B. ENGAGE
What do
you
think
might
happen if the oceanic crust will continue to move?

Analyze the photographs of rift valleys (topmost pictures) and
oceanic ridges below,
C. ENGAGE
Guide questions:
1. What are common in the four pictures?
2. Millions of years ago, the land masses in each picture
were once connected. What do you think is happening to
the Earth’s crust in those pictures?
3. If this event continues for millions of years, what do you
think will be the effect on the crust?
4. Complete the drawing below to illustrate your answer in
question number 3.
D. EXPLORE
Group work presentation
Show a video clips about Divergent of Plate.

https://www.youtube.com/watch?v=uSKzdbEVsI8
E. EXPLAIN
What are the processes involve in the divergence of plate?
What formations can be formed in this boundary?
Looking at the world map, can you explain the how could Mid-
Atlantic ocean ridge was formed based on the position of the
position of South American and African Plate?
F. ELABORATE
Describe the processes that occur along divergent boundaries.
How will you describe the plates after moving apart?
Directions: Fill in the blank with the correct word to complete the
information below.
Formation of (1) __________ and oceanic ridges are

indications that crust is (2) ________ or splitting apart. In this case,
G. EVALUATE
the plates are forming (3) _______ plate boundaries wherein they
tend to move apart. Most divergent boundaries are situated along
underwater mountain ranges called (4) _________. As the plate
separate, new materials from the mantle ooze up to fill the gap.
These materials will slowly cool to produce new (5) ________.
In your area, look for signs of plates that move away from each
other. Report to the class your findings with evidence.
H. EXTEND
Research some famous ocean ridges or rift valleys in the world and
how they were formed.
V. REMARKS
VI. REFLECTION

A.
evaluation

below 80%

lesson
No. of learners who continue to require

D.
remediation
Which of my teaching strategies worked

E.

solve?

GRADES 1 to 12
Teaching


Time
DAY:
I. OBJECTIVES
 Explain the processes that occur along transform –fault
boundaries.
 Determine the effect of transform-fault boundary on the
earth’s crust.
II. CONTENT Transform-Fault Boundary

A. References
https://www.youtube.com/watch?v=ZxPTLmg0ZCw – San Andreas
Additional Materials from Fault Line
4.
Learning Resource (LR) portal https://www.youtube.com/watch?v=3E-ZbXKrbTc – The Transform
Fault Boundary
four blocks of wood:
blocks 1 and 4 measures 5 cm x 5 cm x 10 cm
B. Other Learning Resource while blocks 2 and 3 measures 5 cm x 5 cm x 15 cm
two hook screws
sandpaper
IV. PROCEDURES
A. ELICIT Give some geologic effects of divergence of plates.
B. ENGAGE
What type of plate
boundary is being shown in the picture? What will be the possible
effects of this type of plate boundary?
The teacher will show a video clip of San Andreas Fault as an
example of this Fault.
https://www.youtube.com/watch?v=ZxPTLmg0ZCw
Allow the students to give their ideas on what could happen at San
Andreas
C. EXPLORE Each group will perform the activity: Slide and Shake
1. Were you able to pull the blocks of wood easily? Why or

why not?
2. What can you say about the relative motion of blocks 1 and
2? How about blocks 3 and 4?
D. EXPLAIN
3. How will you describe the interaction between blocks 2 and
3 as you pull each block?
4. What is the interaction between blocks 1 and 3? How about
between blocks 2 and 4?
Since earthquakes could happen frequently at transform fault

boundaries, each family must prepare an emergency kit. As
students decide on what items should be on your emergency kit to
ensure safety and survival when these disasters strike.
E. ELABORATE
Show a video about transform fault boundary
https://www.youtube.com/watch?v=3E-ZbXKrbTc
Based on the video, how does transform-fault boundary occur?

What are the effects of transform-fault boundary on the earth crust?
True or False.
Direction: Write true if the statement is true, otherwise, write false.
1. In the activity, block 2 and block 3 showed a model of

transform fault boundary. (True)
F. EVALUATE
2. Earthquake can happen at transform fault boundary. (True)

3. Most transform faults are located within the ocean basins.
(True)
4. New ocean floors are created at transform fault boundary.
(False)
5. Hawaiian islands were formed due to the collision of plate
boundaries. (False)
Watch the movie clip of San Andreas Fault.
G. EXTEND
What have you learn from the movie clip?
What do you feel after watching the movie?
V. REMARKS
VI. REFLECTION

A.
evaluation

below 80%

lesson

D.
remediation

E.

solve?

GRADES 1 to 12
Teaching


Time
DAY:
I. OBJECTIVES
C.
Learning Objectives:
 Describe the features of tectonic movements.
 Differentiate the three types of tectonic movements
II. CONTENT Plate Tectonic Movements

A. References
4.
Manila paper
B. Other Learning Resource Laptop
Projector / LED
IV. PROCEDURES
A. ELICIT Give the three types of tectonic movements.

B. ENGAGE
What type of plate boundary is being shown in the picture?
What will be the possible effects of this type of plate boundary?
Each group will perform the activity.
Type of Margin Divergent Convergent Lateral sliding
Diagram
Motion
C. EXPLORE Effect
Structure
created
Volcanic
activity?
Words: Ridge/Rift No Destructive (rock

destroyed) Subduction Yes Lateral sliding
Constructive (rock formed) Trench None
Conservative (rock neither formed or destroyed) Spreading
Yes
1. What are the common features each tectonic movement

D. EXPLAIN have?
2. How does each tectonic movement differ from one another?
What event in your life that transformed you as who or what you are
E. ELABORATE
now?
Complete the table below:
Geologic
Type of Plate Relative Motion of
Features/Events
Boundary the Plates
Present
Divergent
F. EVALUATE
Convergent
Transform-Fault
Instruct the students to chose one plate tectonic movement and

G. EXTEND
prepare a jingle showcasing its features.
V. REMARKS
VI. REFLECTION

A.
evaluation

below 80%

lesson

D.
remediation

E.

solve?

GRADES 1 to 12
Teaching


Time
DAY:
I. OBJECTIVES


C.
Write the LC code for each Learning Objectives
 Relate hot spot with plate tectonics
 Determine how tectonic activities could also happen within
a plate and not just along the boundaries.
II. CONTENT Hot Spot
A. References
Additional Materials from https://www.youtube.com/watch?v=jG-Sy0y08GM – Hot spot

4.
Learning Resource (LR) portal Formation
B. Other Learning Resource alcohol lamp
test tube
test tube holder
bond paper (2 sheets)
match
Water
IV. PROCEDURES
A. ELICIT What are the effects of transform-fault boundary on the earth crust?
Aside from wifi, ask the group of students to illustrate their idea of
B. ENGAGE
hot spot.
C. ENGAGE
What can you say about the illustration? What causes the formation
of this chain of volcanic islands?
D. EXPLORE Each group will perform the activity: Drop it Like It’s “Hot Spot”
1. What can 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
E. EXPLAIN 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.
Explain how volcanic islands in Hawaii were formed.

Watch the video clips about hot spot formation:
F. ELABORATE https://www.youtube.com/watch?v=jG-Sy0y08GM
1. What causes the formation of this chain of volcanic islands?

2. How are you going to relate hot spot with plate tectonics?
True or False:
Directions: Write TRUE if the statement if TRUE and write FALSE if
is false.
______ 1. A hot spot is an area in the mantle from which hot
materials rise as thermal plume.
______ 2. As the tectonic plate moves over the stationary hot spot,
G. EVALUATE the volcanoes are rafted away and new ones form in their place.
______ 3. Low heat and higher pressure at the base of the
lithosphere facilities melting of the rock.
______ 4. The geologists determined the age of each volcanic
island through radioactive carbon dating.
______ 5. As one island volcano becomes extinct, another develops
over the hot spot, and the cycle is repeated.
Propose another way of demonstrating formation of young and old

H. EXTEND volcanic islands using hot spot /
Make a flow chart on formation of hot spot.
V. REMARKS
VI. REFLECTION
A.
evaluation
below 80%
lesson
D.
remediation
E.
solve?

GRADES 1 to 12
Teaching


Time
DAY:
I. OBJECTIVES

Learning Objective:
C.  Simulate students’ part in mitigating the effects of tectonic
activities
 Determine things to remember before, during and after an
earthquake
 Appreciate the importance of being prepared for an
earthquake
II. CONTENT Performance Task: Disaster Preparedness
A. References
1. Teacher's Guide Pages
2. Learner's Materials Pages Page 33
3. Textbook Pages
4.
IV. PROCEDURES
A. ELICIT Have you heard about the BIG ONE?
B. ENGAGE Are you prepared for the BIG One?
Students will stimulate a situation where they act as a project

engineer who wants to develop a subdivision, a realtor who sells a
C. EXPLORE house and lot, a geologist visiting his/her hometown or other
profession of their chosen career that will simulate the effects of
earthquake
What is your most significant learning after the presentation?
D. EXPLAIN
What further learning do you have then for the day?
E. ELABORATE Cite the significance of being prepare in an earthquake.
What will you do if tremendous earthquake occurs when you are:

1. inside the room
F. EVALUATE
2. riding on a vehicle
3. inside the mall
Make a pamphlet/brochure about earthquake and its precautionary

G. EXTEND
measures to be remembered.
V. REMARKS
VI. REFLECTION
A.
evaluation
below 80%
lesson

remediation

solve?
CRITERIA FOR SIMULATION
CRITERIA EXCELLENT (5) PROFICIENT (4) ADEQUATE (3)
Has included at least 5 Has included at least 4 Has included at least 3

Details and
things to remember things to remember things to remember
Information
In relation to earthquake In relation to earthquake In relation to earthquake
Presentation is
Method of Presentation is Presentation is
easy to understand and
presentation organized not organized
organized
Limited props
Well-prepared with a Well-prepared but
or materials
variety of props or limited props or
used to create an
materials used to create materials used to create
Techniques/creativity adequateimage that
a powerful image about an interesting
ismoderately suitable
what to do when image about what to do
about what to do
earthquakes occur when earthquakes occur
when earthquakes occur
Information contains Information contains

Information contains
essentially no errors minor errors, none of
many errors which
Accuracy which interfere with which interfere with
Limit the clarity of
clarity of clarity of
communication
communication communication
DLL IN GRADE 10 SCIENCE

QUARTER 1
GERONNE PAULO A. ILAO
MAY 2018

G10 Quarter 1 Module 1

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School Lian Institute Grade Level Grade 10

III. LEARNING RESOURCES

1. Teacher's Guide Pages N/A (Localized Lesson)

2. Learner's Materials Pages N/A (Localized Lesson)

A. ELICIT Give famous volcanoes in the Philippines.

Picture analysis – Picture of Taal Volcano

Tell something about the picture.

C. ENGAGE Show a video clips about the characteristics of a volcano.

1. Get a piece of plastic sheet. Trace the outlines of the volcano

Name of Volcano Location

Taal Volcano is considered as one of the active volcanoes in the

1. All of the following statements best describe a volcano

2. All of the following are true about location of volcanoes

3. Which of the following is an active volcano in the Philippines?

For questions No. 4 & 5 refer to the table below:

TABLE 1 – Volcanic Eruptions

4. Which volcano listed in table 1 has greater number of historical

5. Which volcano listed in table 1 erupted for a long period of time

I. EXTEND Make a jingle about active volcanoes in the Philippines.

No. of learners who earned 80% in the

B. No. of learners who require additional

C. Did the remedial lessons work? No. of

E. Which of my teaching strategies worked

F. What difficulties did I encounter which

G. What innovation or localized materials

Table 1. Active volcanoes in the Philippines and their location.

Figure 1 – Map of Volcanoes in the Philippines

IV. Guide Questions:

Table 1. List of active volcanoes in the Philippines

Kanlaon Negros island

Makaturing Lanao del Sur

Answers to Guide Questions:

Understand the relationship among the locations of volcanoes,

III. LEARNING RESOURCES

1. Teacher's Guide Pages pp. 7-9

2. Learner's Materials Pages pp. 8-10

A. ELICIT Present a jingle about active volcanoes in the Philippines.

How would you describe the earthquake that we’ve experienced

C P I N R E E T E is the point on the earth's surface vertically above

S U C F O is located on the point below the epicenter

Illustration of focus and epicenter

Distance to epicentre Difference in arrival time of P-

6. Repeat step 5 for the other two stations.

Answer to guide questions.

2. The focus located on the point below the epicenter.

Understand the relationship among the locations of volcanoes,

II. CONTENT Performance Task: Disaster Preparedness

III. LEARNING RESOURCES

F. EVALUATE Group I-Earthquake

Criteria For Jingle Presentation

Lyrics contains very Lyrics contains slightly Lyrics contains relevant

Criteria For Slogan Making

Relevance to the Theme 10

Criteria For Poster Making

Relevance to the Theme 10

II. CONTENT Let’s Mark the Boundaries

III. LEARNING RESOURCES

1. Teacher's Guide Pages pp. 10-11

2. Learner's Materials Pages pp 11-13

3. Textbook Pages APEX Integrated Science LP UNIT 5 Changes in the Environment

A. ELICIT How can you locate the epicenter of an earthquake?

Tell something about the picture