DAILY LESSON LOG School ALEOSAN Grade Level 10

NATIONAL HIGH
SCHOOL
Teacher FAITH RACHEL I. Learning Area SCIENCE
CAYA
Teaching Dates and September 19 ,2022 , Quarter FIRST
Time 2022 (7:30-8:30,
10:35-11:35, 1:45-
2:45)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard The Learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicenters, and
mountain ranges
B. Performance Standard The Learners shall be able to demonstrate ways to ensure disaster preparedness during earthquake, tsunamis, and volcanic
eruptions.

C. MELCS Describe and relate the distribution of active volcanoes, earthquake epicenters, and major mountain belts to plate tectonics
theory.

D. Learning Objectives Realize the importance of Simulate and Calculate the rate of Realize the importance of Design a scheme to inform
the continental drift theory describe the seafloor seafloor spreading using the creation of convection local folks about the
as line of evidences that spreading process. magnetic clues. current underneath the possibilities of
support plate tectonics. earth. earthquakes, tsunamis
and other geologic
activities.
II. Content UNIT I: Earth and Space UNIT I: Earth and UNIT I: Earth and Space UNIT I: Earth and Space UNIT I: Earth and Space
MODULE 2: The Earth’s Space MODULE 2: MODULE 2: The Earth’s MODULE 2: The Earth’s MODULE 2: The Earth’s
Interior TOPIC: Line of The Earth’s Interior Interior TOPIC: Line of Interior TOPIC: Line of Interior TOPIC: Line of
Evidences that Support TOPIC: Line of Evidences that Support Evidences that Support Evidences that Support
Plate Tectonics Evidences that Plate Tectonics Plate Tectonics Plate Tectonics
SUBTOPIC: Continental Support Plate SUBTOPIC: Rate of SUBTOPIC: Convection SUBTOPIC: Performance
Drift Theory Tectonics SUBTOPIC: Seafloor Spreading Current Task; Information
Seafloor Spreading Campaign
III. LEARNING
RESOURCES
A. Reference Youtube, google and Youtube, google and
Module 1 guide texbook Module 1 guide
texbook
B. Teacher’s Guide pp. 37 - 40 pp. 40 - 41 pp. 41- 42 pp. 42- 43 pp. 43- 44
 Pages
C. Learner’s Guide
Pages
D. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Review the continental Recall the How does seafloor Let the student do the Recall the performance
lesson or drift theory using continental drift spread? Let the learner board work in how to task given at the start of
presenting the new questions in ICT format. theory by letting explain their output calculate distance a the first quarter in
lesson (5 minutes) ICT the student about information continent move. (5 Learner’s Material p. 73
Integration present their campaign made minutes) Integrative and to be presented at
poster in the class. through post card. (10 the end of the quarter
(10 minutes) minutes) Integrative today. (3 minutes)
Integrative
B. Establishing a Show world map how Let the student Perform the activity Demonstrate a simple The performance task
purpose for the continental drift theory observe the map of entitled “Island experiment of heating oil must be set and rated
lesson can be related as line Mid-Atlantic Ridge Hopping” and answer with colored brown chalk according to details and
of evidences that and ask how the guide question. (10 form as a mountain in the information, methods of
support plate tectonics. midocean ridges minutes) beaker. Let the student presentation/
(3 minutes) Integrative relative to the Constructivism and observe. (5 minutes) dissemination,
continental drift Collaborative Integrative techniques, accuracy,
theory. (3 minutes) and feedback/result. (2
Integrative minutes)
C. Presenting How Alfred Wegener who How evidences that How can you relate the How can you relate the Preparation of each
examples/Instances proposed the continental support seafloor rate of travel you gone demonstrated activity in group for their
of the new lesson drift theory does spreading theory in an island in the plate tectonics? (5 presentation. (5 minutes)
supported his claim for his contradict the distance a continent minutes) Inquiry-base
evidences? (2 minutes) continental drift moves for every year?
Inquiry-base theory? (2 minutes) (5 minutes) Inquiry-
Inquiry-based based
D. Discussing new Perform activity entitled Let the learners Perform Activity 6 “How Let the learners conduct Presentation of their
concepts and “Evidently Continental?” perform and present fast does it go!” in the Activity 7 “Push me output in the class. (30
practicing new using cluster diagram. Let their work in Activity 5 Learner’s Material p. up and aside!” in minutes, 7-8 minutes for
skills # 1 the learners present their “Split and Separate!” 68 – 69 and let the Learner’s Material p. 70 – each group)
output. (20 minutes) in Learner’s Material students present their 71 and let the students Constructivism and
Constructivism and p. 66 – 67. (20 output. (15 minutes) present their realization Collaborative
Collaborative minutes) Constructivism and in their output. (20
Constructivism and Collaborative minutes) Constructivism
Collaborative and Collaborative
E. Discussing new
concepts and
practicing new
skills # 2 F.
Developing
mastery
F. Developing Answer the guide Answer the guide Answer the guide Answer the guide
Mastery question in the activity. (5 questions Q22 - Q27 questions Q28 - Q29 of questions Q30 – Q33 of
minutes) Inquiry-based of the activity in the activity in Learner’s the activity in Learner’s
Learner’s Material p. Material p. 69. (5 Material p. 69. (5
67. (5 minutes) minutes) Inquiry-based minutes) Inquiry-based
Inquiry-based
G. Finding practical How would you think the Why does rocks used How far do the How convection current How can we help locality
application of difference of the land as an indication that Philippine plate in occur? (5 minutes) to give informative
concepts and formation of your seafloor is spreading? China after 100 million Inquiry-based materials about the ways
skills in daily hometown 10 years ago, (5 minutes) Inquiry- years? (5 minutes) to mitigate the effects of
living wasn’t it the same? What based Inquiry-based tectonic activities-related
probably the cause of this disaster? (5 minutes)
changes? (5 minutes) Inquiry-based
Inquiry-based
H. Making How can you explain the How can you describe How can you calculate Why the creation of How did you design the
generalizations earth’s mechanism in the the seafloor spreading the rate of seafloor convection current scheme to inform local
and abstractions continental drift theory as process? (5 minutes) spreading using underneath the earth does folks about the
about the lesson line of evidences that Inquiry-based magnetic clues? (5 important to realize? (5 possibilities of
support plate tectonics? minutes) Inquiry-based minutes) Inquiry-based earthquakes, tsunamis
(5 minutes) Inquiry-based and other geologic
activities? (5 minutes)
Inquiry-based
I. Evaluating Ask the learners to make Let the learners make Ask the students to Let the student write a Answer the Summative
Learning a poster showing post card that will create their assigned letter addressed to our Assessment in Learner’s
information of the risk inform local folks continent and calculate government official about Material p. 74 - 76. (10
caused by geologic about the relative how far does it go after that it is impossible to stop minutes) Reflective
activities in the locality (15 impact of geological 100 million years ago tectonic activities like
minutes) Constructivism, activities caused by from Mid-Atlantic convection current but we
Collaborative and seafloor spreading. Ridge? In what way can do something to
Reflective (10 minutes) this calculation will mitigate their effects. (10
Constructivism, help to understand the minutes) Reflective
Collaborative and risk of the impact may
Reflective bring by these
geological events. (5
 minutes) Reflective
J. Additional
activities for
application or
remediation
K. REMARKS
L. REFLECTION
No. of learners who earned
80% in the evaluation
A. No. of learners who
require additional
activities for remediation
who scored below 80%
B. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
C. No. of learners who
continue to require
remediation
D. Which of my teaching
strategies worked well?
Why did these work?
E. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
F. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
Prepared by: FAITH RACHEL I. CAYA, TI Checked by: MELINDA C. VILLENA, MTI Noted by: JOEY J. ALEMANIA
Science 10 Subject Teacher Subject Coordinator School Principal II