School SAN JOSE NATIONAL HIGH SCHOOL Grade Level 10

Teacher MANDAYO, JUNE KATHLEEN B. Learning Area SCIENCE

Teaching Date Quarter 1ST
LESSON and Time
EXEMPLA
R
No. of Days 8 days

I. OBJECTIVES
The learners demonstrate understanding of the relationship among the locations of volcanoes,
A. Content
Standards earthquake epicenters, and mountain ranges.

The learners should be able To

1. demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and

B. Performance volcanic eruptions
Standards
2. suggest ways by which he/she can contribute to government efforts in reducing damage due
to earthquakes, tsunamis, and volcanic eruptions
C. Most Essential
Learning
Competencies Explain the different processes that occur along the plate boundaries
(MELC3)
(If available, write the indicated
MELC)
D. Enabling
Competencies
(If available, write the
attached enabling
competencies)
E. Enrichment
Competencies
(If available, write the
attached enrichment
competencies)

II. CONTENT
III. LEARNING
RESOURCES
A. References
a. Teacher’s Guide pp 12-19
Pages
b. Learner’s
Material Pages pp 14-33
 
c. Textbook Pages
OHSP Integrated Science. Quarter 2. Module 5.
d. Additional EASE Science I. Module 12.
Materials from Science and Technology I: Integrated Science Textbook. NISMED. 2012.
Learning
Resources Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora M., Ed.D. 1998.
B. List of Learning  
Resources for EASE Science I. Module 12.
Development and
Engagement
Private Education Assistance Commission, G10-Q1. JHS Inset Learning Module Exemplar.
Activities
IV. PROCEDURES
A. Introduction Day 1. Draw and Tell

Upon learning the plate tectonics from the previous lesson, the students should be able to comple the Draw
and Tell activity
 Please see Activty 4, Part I on page 12 of PEACJHS Inset Learning Module Exemplar

Students will complete the following profiling sheet on the different processes occuring in the different
plate boundaries. Students will do the profiling using different resources and media.

B. Development

Day 2. Part 1. (Reading Text) on Converging Boundaries (Oceanic-Continental)

Day 3. Part 2. (Video watching) on Converging Boundaries (Oceanic-Oceanic)
Day 4. Part 3. (Radio Broadcasting) Diverging Boundaries
Day 5. Transform fault boundaries

Day 6. Experiment Time! Students will perform Activity 6 Drop it like its hot spot! on page 31. materials
such as water pot and potholder will be used instead of testtube, testtube holder and alcohol lamp. Students
will be reminded to work carefully and with the help of elders if possible. Students will then, answer the
guide questions that follow.

Day 7. Home explore

Students will illustrate the different movements of plates using objects found at home such as books, tables,
C. Engagement boxes etc. Students will take a picture of the object and will wirte a short caption describing the processes
that occur in the chosen plate movements.
Scoring: Idea portrayed 5 pts, creativity-5 pts, explanation-5 pts

D. Assimilation Students will perfom part 2 of Activity 4 on page 12 of PEAC JHS Inset Learning Module Exemplar.

V. REFLECTION
(Reflection on the Type of
Formative Assessment Shout out! Using students personal facebook account, students will post a status completing the
Used for This Particular
Lesson)
following:

On our lesson on plate boundaries, I learned that ___________. Also, __________. So, (values
learned).

Students will submit a screenshot of their post as their output.

Scoring: content- 5 pts, completeness-5 pts, creativity- 3 pts, timeliness- 2pts.