Schools Division Office – Caloocan City

MACARIO B. ASISTIO SR. HIGH SCHOOL (MAIN)

Pampano St. Kaunlaran Village, Caloocan City telefax No. 288-5093 Email Address: mbasistomain@gmail.com
____________________________________________________________________________________________________________________

Subject Area: SCIENCE 10 DATE: SEPTEMBER 5, 2022

Content Standard: Performance Standard:

The learners demonstrate understanding of... The learners should be able to...
the relationship among the locations of volcanoes, 1. demonstrate ways to ensure disaster preparedness
earthquake epicenters, and mountain ranges. during
earthquakes, tsunamis, and volcanic eruptions
2. suggest ways by which he/she can contribute to
government efforts in reducing damage due to
earthquakes, tsunamis, and volcanic eruptions
I. Objectives:
MOST ESSENTIAL LEARNING COMPETENCY: Describe and relate the distribution of active volcanoes, earthquake
epicenters, and major mountain belts to Plate Tectonic Theory (S10ES – Ia-j-36.1)

Specific Objectives:
1. Determine the major and minor plates in the world;
2. Replicate the world map showing the major and minor plates; and
3 recognize the relevance of knowing the major and minor plates in the world.
II. Subject Matter Reference: Books. Link, SLM

Types of Plate Boundaries Materials: Science 10 Learner’s Material textbook

III. Procedure

A. REVIEW
Identify the emoticon. If the statement is TRUE, choose HAPPY face and SAD face for false statement.

1. Continental crust is denser than oceanic crust.

2. Oceanic crust is thinner than continental crust.

3. Granites are mostly found in the oceanic crust.

4. Continental crust is found at the floor of the sea.

5. Rocks found in oceanic plate are usually young.

B. Vocabulary Development/Unlocking of Difficulties

______
 massive slab of solid rock

comprises the Earth's lithosphere

it floats over the mantle

Answer: PLATES

C. Lesson Proper/Presentation of the Lesson

1. Show the map of the major and minor plates in the world.

3. Based on the map, ask the students at least 2 plates and their direction of motion. They should mention any

2. Based on the map, students should determine the 7 major plates in the world as well as the minor plates.

D. Discussion (Indicate questions that will elicit answers from the students. Use HOTS as basis for formulating
questions)

Guide Questions:
What are the major and minor plates in the world?

E. Generalization
Students will complete the table below as a way of summarizing the lesson.
MAJOR PLATES MINOR PLATES
F. Application

Ask: What do you think is the relevance of knowing the major and minor plates in the world.

G. Evaluation

Direction: Identify whether the ff. is a major or a minor plate.

1. African Plate
2. Nazca
3. North American
4. Arabian Plate
5. Eurasian plate

IV. REFLECTION

10- 10-Chile 10-Canada 10-Cuba 10-

Colombia Guatemala
A. No. of learners who earned
80% on the formative
assessment
B. No of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
caught up with the lesson
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well? Why
did this 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?

V. Assignment

Have a copy of world map showing the major and minor plates in the world.
Prepard by:

HELEN GRACE L. CABALAG

Teacher III

Checked by:

JONALITA C. CRISTOBAL
Head, Science Department