TEACHER LUIE P.

TRANSFIGURACION DATES COVERED SEPTEMBER 10-16, 2022

GRADE LEVEL 10 QUARTER 1
LEARNING AREA EARTH SCIENCE

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

September 5, 2022 September 6, 2022 September 7, 2022 September 8, 2022 September 9, 2022
(Hugo 7-8 AM) (Morrison 7-8 AM) (Morrison 7-8 AM) (Morrison 7-8 AM) (Morrison 7-8 AM)
(James 9-10 AM) (Hugo 8-9 AM) (Hugo 8-9 AM) (Hugo 8-9 AM) (James 9-10 AM)
(Blake -10:30-11:30 AM) (James 9-10 AM) (James 9-10 AM) (Blake 10:30-11:30 AM) (Blake 10:30-11:30 AM)
(Shakespeare 11:30-12:30 AM) (Blake 10:30-11:30 AM) (Thomas 1-2 PM) (Shakespeare 11:30-12:30 AM) (Shakespeare 11:30-12:30
(Shakespeare 11:30-12:30 AM) (Thomas 1-2 PM) AM)
(Thomas 1-2 PM) (Thomas 1-2 PM)
 Content The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges.
Standard
 Performance The learners should be able to:
Standard 1. demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions; and
2. suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis, and volcanic eruptions
 Learning Recall the characteristics of seismic Explain and locate the earthquake epicenter using the triangulation
Competencies waves in terms of speed. method.
 Write the LC (S10ES – Ia-j-36.1)
Code for each
II. CONTENT Performance task for previous week. Assigning asynchronous work for this Epicenter Plate Boundaries
week’s PETA
III. LEARNING
RESOURCES
A.       References ADM Modules 2 ADM Modules 2 ADM Modules 2 ADM Modules 2 ADM Modules 2
1. Teacher’s  
 
Guide pages    
2. Learner’s
Synchronous/Asynchronous
Materials Synchronous/Asynchronous Messenger
Messenger Class
pages Class ADM Module 2 ADM Module 2 ADM Module 2
3. Textbook
pages  
4. Additional
Materials from
Learning
Resource (LR)
portal
B.       Other Learning Blank Map, Bond Paper, World Map,
Bond Paper, Art Materials
Resources Internet and Ballpen and Pencil. Laptop, Teachers Guide, Chalk Laptop, Teachers Guide, Chalk
 
IV. These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from
formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions
PROCEDURES about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
 Preparation
1. Prayer
-The teacher will ask
Preparation the assigned student
1. Prayer for the prayer
-The teacher will start  Preparation Preparation
the prayer by sending a 5. Prayer 9. Prayer  Preparation 2. Greetings
picture of the Cross -The teacher will start the -The teacher will ask the 1. Prayer -After the prayer, the
2. Greetings prayer by sending a picture of assigned student for the prayer -The teacher will ask the assigned teacher will greet the
-After the prayer, the the Cross student for the prayer class
teacher will greet the 6. Greetings 10. Greetings
class “Good Day” -After the prayer, the teacher -After the prayer, the 2. Greetings 3. Attendance
will greet the class “Good teacher will greet the class -After the prayer, the teacher will greet -The teacher will roll call
A. PRELIMINARIES
3. Attendance Day” the class the names of the
-The teacher will post a 11. Attendance learners to serve as
“Reaction” attendance 7. Attendance -The teacher will roll call the 3. Attendance their attendance
-The teacher will post a names of the learners to -The teacher will roll call the names of
4. Reminder “Reaction” attendance serve as their attendance the learners to serve as their 4. Reminder
-The teacher will remind the class to attendance -The teacher will remind
follow and abide rules and regulations 8. Reminder 12. Reminder the class to follow and
during messenger class and always -The teacher will remind the -The teacher will remind the 4. Reminder abide rules and
respect each other during discussion. class to follow and abide rules class to follow and abide -The teacher will remind the class to regulations during class
and regulations during rules and regulations during follow and abide rules and regulations and always respect
messenger class and always class and always respect during class and always respect each each other during
respect each other during each other during other during discussion discussion
discussion. discussion
1. The Teacher will present a 1. The teacher will let the learners
picture of convergent boundary. play number Letter Game: 1.  Review/Recall 1.   Review/Recall
B. ELICIT Allow the students to analyze the Students will guess the hidden -The teacher will ask one -The teacher will recall
pictures. words. Then explain student to recall their 1.   Review/Recall the last Lesson
the revealed words. previous topic -The teacher will recall the last topic
C.EXPLORE 1. Discussion 1. Motivation 1. Discussion 1. Discussion
-The teacher will assign their fourth -The teacher will Ask the students with -The teacher will show -The learners will have a picture -The teacher will ask the
Performance task, a “HOTS” question: What do you think pictures of different landforms analysis Teacher will show different students with a HOTS”
will be the result if the plates are caused by divergent pictures of damage done by question: What is the
moving apart? boundary. earthquakes then students will give impact or effect of the
-Show pictures of different their different movement in the
Introduction to Divergent landforms that are associated insights. plate boundary?
Boundary to transform fault boundary.

-The teacher will present a video clip
showing a scenario of plates that are
moving apart. This will lead to the
discussion of possible landforms when
D. DEVELOP
-The teacher will instruct the class of the plates are moved apart and
processes that occur along
their Performance task.
divergent boundaries.
(Instruction: Illustrate the three Pate
Movements and give their respective
land formations)
- The teacher will let the students
-Convergent perform Activity 4 Going Separate
E. COLLABORATE -Divergent Ways”.
-Transform (L.M 25-26)
 
-Th teacher will let the learners answer the
F. APPLY guide questions found in ADM module 3
-The teacher will conduct video Analysis.
Teacher will show video then later on ask
the students their insights about the video.
Article Analysis. Students will read an article and
answer the guide questions.
(Strong Quake Strikes Southern
The learners will have a Picture
Philippines, Killing at Least 6 ) Analysis. (Three Types of Plate
-The teacher will give an Boundary)
article Analysis. Students will Students will analyze and summarize
read an article and answer the the pictures that that teacher will
guide questions show.
-The teacher will let the students perform
“Ready, Set, Glue”
-The teacher will let the (Transform Boundary Model) . -The teacher will let the students
students perform Activity 5 manipulate the board
“Slide and Shake” (L.M 29-30)     work using laptop and projector.
-Th teacher will let the learners answer -The teacher will be giving more follow up  -The teacher will be giving more
the guide questions found in ADM questions regarding on transform fault follow up questions regarding on
Module 3 boundary. three types of plate boundary

     
-Assessment shall be given at the end of the ADM/CLAID Modules or topic
G. ASSESSMENT
 
           
V. REMARKS
This plan was suppose to be last weeks
-This Plan shall be implemented on
  topics, but due to some important and
the said date.
This Plan will be implemented  for one day  necessary events, it was delayed.  Procedures may vary depending on the occasion  

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 the students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 works?          
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: Luie P. Transfiguracion Noted by: Ma’am Fely Domingo

Science Teacher 1 Head Teacher III in Science
Approved by: Sir Romeo E. Bandal
School Head/Principal IV