Grade Level Grade 10 Quarter First

Week 6 (Day 2) Region NCR

Division SDO-Malabon School Longos National High School

I. OBJECTIVES
Learning Area Science 10 Teaching
The learners Dates an understanding
demonstrate September 26-30,
of the 2022
relationship
A. and
Grade Content StandardsArgos
Section among the locations
Alexandria of volcanoes,
Calydon earthquake epicenters,
Arcadia Athens and
mountain ranges.
M-Online M-T-Th-
The learners should be able to:
M-T-Th-F W- SET A M-T-Th-F M-T-Th-F F
Time
6:30-7:20 F- SET B 7:20-8:10 8:10-9:00 11:00-
1. demonstrate ways to ensure disaster preparedness
9:20-10:10 11:50 during
earthquakes, tsunamis, and volcanic eruptions; and
B. Performance Standards

2. suggest ways by which he/she can contribute to government

efforts in reducing damage due to earthquakes, tsunamis, and
volcanic eruptions

 Explain the different processes that occur along the

C. Learning Competencies plate
boundaries

D. Write the LC code for each  S10ES – Ia-j-36.3

E. Learning Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
At the end of the session, the students should be able to:
a. explain what happens when two continental
plate boundaries collide and identify the
different geologic features associated with it.
b. appreciate the land formation that is produce
by two continental convergent plate
boundaries.
c. write the different processes and land
formation that occur along the continental-
continental convergent boundary.
Processes and Landforms along Plate Boundaries
 Science 10 Learners Module Pages 9
 Science 10 Module: Plate Tectonic

https://www.youtube.com/watch?
B. Other Learning Resources v=kLGX3RTPAHU&ab_channel=JohnnyTinambacan

IV. PROCEDURES

1. Let the students recall the similarities and differences of

EL A. Reviewing previous lesson or the oceanic-oceanic and oceanic continental.
IC presenting the new lesson
IT
E
N
G B. Establishing a purpose for the
A lesson
G
E
E C. Presenting
X examples/instances of the
PL new lesson 2. Let the students observe the 3 pictures and identify the
O type of convergence boundary is being shown.
R
E

E
X 4. Let the students watch a video of the two continental
P plates colliding.
D. Discussing new concepts and
L https://www.youtube.com/watch?
practicing new skills #1
A v=kLGX3RTPAHU&ab_channel=JohnnyTinambacan
I
5. Give the students the guide questions:
N
a. What happened to the two continental crust?
E. Discussing new concepts and
practicing new skills #2 b. What landform was produced?
c. What event will the people reside in nearby
places experience? Why?
d. Do you think volcanic eruption is possible to
E happen? Why?
L 6. Facilitate the students in accomplishing the activity.
A F. Developing mastery (leads to
Students should be able to answer and understand the
B Formative Assessment 3)
difference of continental-continental convergence
O
compared to the oceanic-continental and oceanic-
R
A oceanic.
T
E

7. Ask the students the following questions:

What is the name of this world’s tallest mountain?

G. Finding practical applications

of concepts and skills in daily
living
E
X
TE
N
D It is created by what type of boundary?
In what way/s does continental-continental convergent
H. Making generalizations and plate boundary affect our everyday lives?
abstractions about the lesson

I. Evaluating learning 1. Of the following, which event or process takes place when two
continental plates converge?
E A. earthquake*
 V B. subduction
A C. tsunami
L D. magma formation
U
A 2. The Himalayas in Asia are an example of what type of plate
TE boundary?
A. convergent boundary
B. ocean-to-ocean convergent
C. ocean-to-continent convergent
D. continent-to-continent convergent*

3. What geologic feature/event would you most likely to find at a

convergent boundary between two pieces of continental crust?
A. volcano
B. mountain*
C. hot spot
D. rift

4. What happens when two continental plates collide?

A. One plate will go under and subducts.
B. Plates will melt later.
C. Both two plates will go downward.
D. Neither the plates will be subducted. *

5. Mountains form from _______________________.

A. collision of plates*
B. plates sliding past one another
C. plates moving away from each other
D. subduction of plates
Do the following:
E
N  Let the students compare the different types of plate
RI boundaries by filling out the table below.
C
H

J. Additional activities for

application or remediation

(Home- Based Activities)

V. REMARKS

VI. REFLECTION

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. of learners who continue to require remediation
 E. Which of my teaching 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?

Submitted by:

RAMIL A. BAUTISTA
Teacher III

PREPARED BY:

ANNA PAULA A. IBASCO

Teacher I – Science

CHECKED BY:

HEDDY C. PORTUGUESE
Head Teacher III - Science

NOTED:

JUANITO H. GAYOLA
Principal III

Activity 2: Shade to be recognize

Using the map below, identify what type of Plate Boundary is associated between each lithospheric plate.

Write “D” if the two lithospheric plates exhibit DIVERGENCE, “C” if they exhibit CONVERGENCE, otherwise “T” if they exhibit
TRANSFORM-FAULT. Copy the choices and answer in your science notebook. The activity can also be found in your module 1.