Annex 1b to DepEd Order No. 42, s.

2016

School ANTONIO C. ESGUERRA MEMORIAL NATIONAL HIGH SCHOOL Grade Level GRADE TEN
GRADES 1 to 12
Teacher RAMIL B. BELLEN Learning Area SCIENCE TEN

DAILY LESSON LOG Teaching Dates and Time Aug. 5 - 9, 2018 Quarter IST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises, and remedial activities may be
I. OBJECTIVES done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standards The Learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges.

B. Performance Standards The Learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions
C. Learning Competencies / Objectives.
Write the LC code for each
The Learners describe the possible causes of plate movement; S9ES –Ia-j36.5
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT Periodical Test Periodical Test Checking of Test Paper

III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based
materials. Hands-on learning promotes concept development.
A. References

1. Teacher's Guide pages n/a n/a n/a

2. Learner's Material pages n/a n/a n/a

3. Texbook pages n/a n/a n/a

4. Additional Materials from Learning
Resource (LR) portal

B. Other Learning Resources www.youtube.com www.youtube.com www.youtube.com www.youtube.com

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
IV. PROCEDURES 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 about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or presenting
the new lesson Final Reminder before Prelim examination Final Reminder before the examination Final Reminder before the examination
Student Preparation for the review
start. start. start.

B. Establishing a purpose for the lesson

Evaluate the levels of understanding of the Evaluate the understanding of the learners Evaluate the understanding of the learners Evaluate the understanding of the learners
learners in the lessons learned. in the previous lesson in preparation for the in the previous lesson in preparation for the in the previous lesson in preparation for the Checking and evaluating the previous test.
periodical test periodical test periodical test
C. Presenting examples/ instances of the new
lesson Distribution of Test Questionnaire Distribution of Test Questionnaire Distribution of Test Questionnaire

D. Discussing new concepts and practicing

new skills #1
Prelim Test Proper Fish Bowl Activity Administering the Periodical Test Administering the Periodical Test Evaluation Process

E. Discussing new concepts and practicing

new skills #2

F. Developing Mastery
Familiarity with concept learned in the lesson
(Leads to Formative Assessment)
G. Finding practical applications of concepts
and skills in daily living The Learners will be given 20 minutes to Sight some examples and concepts in the
answer the test questionnaire. given question or items

H. Making generalizations and abstractions

about the lesson Asking the learners about the correct Collection of Correct Response and test
answer and wrong answer in the items results
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. Evaluating Learning
Checking of Learners answer in the each
Checking of Test Papers item Checking of Test Paper

J. Additional activities for application or

remediation

V. REMARKS Prelim Review Process 1st Quarter Examination (1st Day) 1st Quarter Examination (2nd Day) Evaluation of Test Paper

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your 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 who scored below
80%
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

used/ discover which I wish to share with
other teachers?

For improvement, enchancement and/ or clarification of any DepEd material used, kindly submit feedback to bid.tld@deped.gov.ph
Checked by: Checked by: Checked by: Checked by: Checked by:

_________________________________________________________________________________________________________________________________________________________________________________________
Principal 1 Principal 1 Principal 1 Principal 1 Principal 1
Annex 1b to DepEd Order No. 42, s. 2016

School ANTONIO C. ESGUERRA MEMORIAL NATIONAL HIGH SCHOOL Grade Level GRADE TEN
GRADES 1 to 12
Teacher RAMIL B. BELLEN Learning Area SCIENCE TEN

DAILY LESSON LOG Teaching Dates and Time July 29 - August 2, 2018 / Quarter IST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises, and remedial activities may be
I. OBJECTIVES done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standards The Learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges.

B. Performance Standards The Learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions
C. Learning Competencies / Objectives.
Write the LC code for each
Enumerate the lines of evidence that support plate movement (S9ES –Ia-j36.6)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT Plate Tectonic Theory Plate Tectonic Boundary: Plate Boundaries Plate Tectonic Boundary: Plate Boundaries Evidence of Plate Tectonic Theory Lesson Review and Evaluation
and Fault and Fault

III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based
materials. Hands-on learning promotes concept development.
A. References

1. Teacher's Guide pages n/a n/a n/a n/a n/a

2. Learner's Material pages n/a n/a n/a n/a n/a

3. Texbook pages

4. Additional Materials from Learning

Resource (LR) portal

B. Other Learning Resources

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
IV. PROCEDURES 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 about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or presenting
the new lesson Recall Continental Drfit Theory and Seafloor
Recall the Plate Tectonics Theory Recall convection Current Recall Plate Boundaries
Spreading Theory

B. Establishing a purpose for the lesson

Established Combination of Continental Complete the information table about the Describe the plate motion and what causes Evaluate students understanding about the
Drift and Seafloor Spreading Theory boundaries What is a Fault? it previous lesson

C. Presenting examples/ instances of the new

lesson Define Plate Tectonic Theory Final Reminder before the examination

D. Discussing new concepts and practicing

new skills #1 Discuss the different types of fault in Discuss the Plate Tectonics Theory and its
What Causes Plate Tectonic Theory connection to plate boundaries. evidences. Prelim Proper

E. Discussing new concepts and practicing

new skills #2 History of Plate Tectonics: Video Describe the possible movement of plates
Presentation that cause convection current.

F. Developing Mastery
Allow the student to choose their pattern to
answer the activity. Locate some possible fault in our country
(Leads to Formative Assessment)
G. Finding practical applications of concepts
and skills in daily living Why is it important to know about the Fault
Line in our country?

H. Making generalizations and abstractions

about the lesson DO you accept the unifying theory that we
discussed?
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. Evaluating Learning
Graded Recitation Prelim Evaluation

J. Additional activities for application or

remediation Final Instruction

V. REMARKS No Classes due to heavy Rain

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your 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 who scored below
80%
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

used/ discover which I wish to share with
other teachers?

For improvement, enchancement and/ or clarification of any DepEd material used, kindly submit feedback to bid.tld@deped.gov.ph
Checked by: Checked by: Checked by: Checked by: Checked by:

_________________________________________________________________________________________________________________________________________________________________________________________
Principal 1 Principal 1 Principal 1 Principal 1 Principal 1
Annex 1b to DepEd Order No. 42, s. 2016
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies / Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Material pages
3. Texbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting
the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/ instances of the new
lesson
D. Discussing new concepts and practicing
new skills #1
E. Discussing new concepts and practicing
new skills #2
F. Developing Mastery
(Leads to Formative Assessment)
G. Finding practical applications of concepts
and skills in daily living
H. Making generalizations and abstractions
about the lesson
School ANTONIO C. ESGUERRA MEMORIAL NATIONAL HIGH SCHOOL Grade Level GRADE TEN
Teacher RAMIL B. BELLEN Learning Area SCIENCE TEN
Teaching Dates and Time July 22 - 26, 2019 / Quarter IST QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises, and remedial activities may be
done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The Learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges.
The Learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions
Enumerate the lines of evidence that support plate movement (S9ES –Ia-j36.6)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Movement of Seafloor Spreading Plate Tectonic Theory 1 Plate Tectonic Theory 2 Performance Task Summative Assessment
List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based
materials. Hands-on learning promotes concept development.
61-62 63-64 64-67 68-69 69-71
none none none none none
none none none none none
www.youtube.com www.youtube.com www.youtube.com www.youtube.com
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 about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Recall Magnetic Reversal Recall Continental Drfit Theory Recall the Previous Activity Recall the past lesson
How far do the plates move away from each Combination of Continental Drift and To design a scheme to inform local folks in your hometown
about the possibilities of earthquake, tsunami, and other
To assess the understanding of learners
other every year? Seafloor Spreading geologic activities in your area towards the lesson
Use legends and scales of the map polarity Define Plate Tectonic Theory Student may become a project engineer, a
realtor, a geologist, or simply a student.
The selected professional should inform the
Calculate the rate of seafloor spreading local fols in their hometown about the
using magnetic clues. What Causes Plate Tectonic Theory possibilities of geologic disaster and Assessment Proper
activities.
Activity 7: Push Me up and Aside!
Informative materials about ways to
Explain what causes the plate tectonic
Analyze a magnetic polarity map Plates move? mitigate the effects of tectonic activities- Refer to the Assessment!
related disasters.
If africa is approximately 2400 km away from the Mid-Atlantic
Ridge, howlong ago was it when Africa was directly at near the
Enumerate the factors that causes tectonic Bringing out in the local folks the sense of
Mid-Atlantic Ridge? plate to move. being always ready and prepared.
Through Magnetic Polarity map, we can Allow the student to describe and show
determined how fast the seafloor is evidence to help understand the Information Desimination Checking of the Assessment
spreading continental drift
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. Evaluating Learning
Refer to the Activity Refer to the guide question in the activity Refer to the Standards on page 73 Refer to the Assessment!

J. Additional activities for application or

remediation Video Presentation about the evidences in Research Paper
continental drift

V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your 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 who scored below
80%
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

used/ discover which I wish to share with
other teachers?

For improvement, enchancement and/ or clarification of any DepEd material used, kindly submit feedback to bid.tld@deped.gov.ph
Checked by: Checked by: Checked by: Checked by: Checked by:

_________________________________________________________________________________________________________________________________________________________________________________________
Principal 1 Principal 1 Principal 1 Principal 1 Principal 1
Annex 1b to DepEd Order No. 42, s. 2016

School ANTONIO C. ESGUERRA MEMORIAL NATIONAL HIGH SCHOOL Grade Level GRADE TEN
GRADES 1 to 12
Teacher RAMIL B. BELLEN Learning Area SCIENCE TEN

DAILY LESSON LOG Teaching Dates and Time July 15 - 19, 2019 / Quarter IST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises, and remedial activities may be
I. OBJECTIVES done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standards The Learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges.

B. Performance Standards
C. Learning Competencies / Objectives.
Write the LC code for each
II. CONTENT
The Learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions
The Learners describe the possible causes of plate movement; S9ES –Ia-j36.5
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Mechanism (possible causes of movement): Continental Drift: Evidences 1 & 2 Seafloor Spreading 1 Seafloor Spreading 2 Magnetic Reversal
Continental Drift

III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based
materials. Hands-on learning promotes concept development.
A. References

1. Teacher's Guide pages

2. Learner's Material pages

3. Texbook pages

4. Additional Materials from Learning

Resource (LR) portal

B. Other Learning Resources www.youtube.com www.youtube.com www.youtube.com www.youtube.com

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
IV. PROCEDURES 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 about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or presenting
the new lesson Watch Continental Drift video presentation Recall Continental Drfit Theory Recall evidences of Continental Drift Theory Recall Seafloor Spreading Theory Recall Seafloor Spreading Evidences

B. Establishing a purpose for the lesson

Define and describe the possible features of Find evidences that support continental How the drifting took place left the
Earth before the early days drift Continental Drift theory blurry? Finding evidences of Seafloor Spreading Define Magnetic Reversal

C. Presenting examples/ instances of the new

lesson Describe Earth before and after the Define evidence The discovery of ridges or mountain in the Differentiate Continental Drift and Seafloor The discovery of magnetic reversal
continental drift seafloor similar to those in the continent Spreading Theory supproting the seafloor spreadng theory

D. Discussing new concepts and practicing

new skills #1 Based on the video presentation, what is Watch video presentation about Seafloor
continental drift theory Evidence 1: Jigsaw Puzzle Spreading Venn Diagram Activity What is magnetic Reversal?

E. Discussing new concepts and practicing

new skills #2 History of Continental Drift Evidence 2: Fossils How does magnetic reversal happen and
how does it prove seafloor spreading?

F. Developing Mastery
Who proposed the Continental Drift Theory evidence presented is enough to prove the
(Leads to Formative Assessment)
G. Finding practical applications of concepts
and skills in daily living
H. Making generalizations and abstractions
about the lesson
From your own perspective, does the
continental drift?
What could be the possible future of our
nation in terms of continental drift Activity 3 Let's fit it!
movement?
Allow the student to describe and show
State the Continental Drift Theory evidence to help understand the
continental drift
Seafloor Spreading occur as hot magma rises at the rift in the
mid-ocean ridge. This magma cools down and becomes the
new sea floor as it pushes the former.
Refer to the video presentation
Let the student state the seafloor spreading
theory
Seafloor Spreading theory contradicts the
Continental Drift theory
Refer to the Venn Diagram Activity
Seafloor Spreading is differ form the
Continental Drift theory
Magentic reversal support the Seafloor
spreading
Activity 5: Split and Separate
Allow the student to describe the magnetic
Reversal
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. Evaluating Learning
Recitation Refer to the guide question in the activity Refer to the scoring rubric Refer to the guide question activity Refer to the activity

J. Additional activities for application or

remediation Video Presentation about continental drift Video Presentation about the evidences in Video Animation and Presentation Video Animation and Presentation Video Animation and Presentation
continental drift

V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your 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 who scored below
80%
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

used/ discover which I wish to share with
other teachers?

For improvement, enchancement and/ or clarification of any DepEd material used, kindly submit feedback to bid.tld@deped.gov.ph
Checked by: Checked by: Checked by: Checked by: Checked by:

_________________________________________________________________________________________________________________________________________________________________________________________
Principal 1 Principal 1 Principal 1 Principal 1 Principal 1
Annex 1b to DepEd Order No. 42, s. 2016

School ANTONIO C. ESGUERRA MEMORIAL NATIONAL HIGH SCHOOL Grade Level GRADE TEN
GRADES 1 to 12
Teacher RAMIL B. BELLEN Learning Area SCIENCE TEN

DAILY LESSON LOG Teaching Dates and Time July 8 - 12, 2019 / Quarter IST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises, and remedial activities may be
I. OBJECTIVES done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standards The Learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges.

B. Performance Standards The Learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions
C. Learning Competencies / Objectives. The Learners describe the internal structure of the Earth;
Write the LC code for each S9ES –Ia-j36.4
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT Layers of the Earth Composition of Earth's Interior: The Crust Composition of the Earth's Interior: The Mantle Composition of the Earth Interior: The Core Our Dynamic Earth

III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based
materials. Hands-on learning promotes concept development.
A. References

1. Teacher's Guide pages

2. Learner's Material pages

3. Texbook pages

4. Additional Materials from Learning

Resource (LR) portal

B. Other Learning Resources www.youtube.com www.youtube.com www.youtube.com www.youtube.com

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
IV. PROCEDURES 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 about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or presenting
the new lesson Recall Seismic Wave Recall Seismic Wave Recall Crust from the presvious lesson Recall Mantle from the previous lesson Recall the Layers of the Earth

B. Establishing a purpose for the lesson

Describe the internal structure of the Earth
using the movement of Seismic waves Describe the internal structure of the Earth Describe the internal structure of the Earth Describe the internal structure of the Earth Describe the internal structure of the Earth

C. Presenting examples/ instances of the new The teacher will present an illustration
lesson about the movement of the Seismic wave Making of Layers of the Earth
underneath.
D. Discussing new concepts and practicing
new skills #1 Discuss the properties of the layers of the Discuss the properties of the layers of the Discuss the properties of the layers of the The Student will brainstormthe Activity: Our
Watch a video: How do Earth has layers? earth (Crust) earth (Mantle) earth (Core) Dynamic Earth

E. Discussing new concepts and practicing

new skills #2

F. Developing Mastery
How do Scientist identified the layers of the
Earth and it's Thickness? What are the layers of the earth? Presentation of Output
(Leads to Formative Assessment)
G. Finding practical applications of concepts
and skills in daily living Activity 2 Our Dynamic Earth The Student will watch a video The Student will watch a video
presentation: "Inside Earth" presentation: "Why do Earth has a Layer"

H. Making generalizations and abstractions

about the lesson Video Processing proper Allow the student to describe the layers of Allow the student to describe the layers of Allow the student to describe the layers of Quiz Proper
the earth (The Crust) the earth (The Mantle) the earth (The Core)
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. Evaluating Learning
Recitation based on the video presentation
given by the teacher Refer to the activity Checking of Quiz

J. Additional activities for application or

remediation Video Animation and Presentation

V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your 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 who scored below
80%
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

used/ discover which I wish to share with
other teachers?

For improvement, enchancement and/ or clarification of any DepEd material used, kindly submit feedback to bid.tld@deped.gov.ph
Checked by: Checked by: Checked by: Checked by: Checked by:

_________________________________________________________________________________________________________________________________________________________________________________________
Principal 1 Principal 1 Principal 1 Principal 1 Principal 1
Annex 1b to DepEd Order No. 42, s. 2016

School ANTONIO C. ESGUERRA MEMORIAL NATIONAL HIGH SCHOOL Grade Level GRADE TEN
GRADES 1 to 12
Teacher RAMIL B. BELLEN Learning Area SCIENCE TEN

DAILY LESSON LOG Teaching Dates and Time July 1 - 5, 2019 / Quarter IST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises, and remedial activities may be
I. OBJECTIVES done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standards The Learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges.

B. Performance Standards The Learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions
C. Learning Competencies / Objectives. The Learners describe the internal structure of the Earth;
Write the LC code for each S9ES –Ia-j36.4
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT Amazing Wave Seismic Waves Types of Seismic Waves The P waves The S waves

III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based
materials. Hands-on learning promotes concept development.
A. References

1. Teacher's Guide pages

2. Learner's Material pages 33 43 - 47 48 to 53 53 to 55 55 to 60

3. Texbook pages none none none none none

4. Additional Materials from Learning
Resource (LR) portal none none none none none

B. Other Learning Resources www.youtube.com www.youtube.com www.youtube.com www.youtube.com

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
IV. PROCEDURES 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 about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or presenting
the new lesson The Student will answer the pre-assessment Recall the activity done by the student
in the book about the Amazing waves

B. Establishing a purpose for the lesson

How do the scientist know that there is a
layer underneath us? Define seismic waves scientifically How do P-waves travel? Differentiate S-wave to P-waves

C. Presenting examples/ instances of the new

lesson Discuss the generation of seismic wave. Differentiate the different types of seismic Watch P-waves video Presentation Watch S-wave video presentation
waves

D. Discussing new concepts and practicing

new skills #1 How do scientist study the internal The Student will watch a video presentation
What is seismic wave? structure of the earth? about Seismic Waves Discuss P-Wave Discuss S-waves

E. Discussing new concepts and practicing

new skills #2 How to measure a seismic wave? What is seismic wave?

F. Developing Mastery
Recognize the importance of seismic waves The Student will watch video presentation: Recognize the importance of seismic waves Recognize the importance of seismic waves Recognize the importance of seismic waves
in the study of the Earth's Interior The P and S waves in the study of the Earth's Interior in the study of the Earth's Interior in the study of the Earth's Interior
(Leads to Formative Assessment)
G. Finding practical applications of concepts
and skills in daily living Activity 1 Amazing Waves Presentation of the output Which is more destructible? Love wave or
Reileigh wave?

H. Making generalizations and abstractions

about the lesson Concept Mapping Quiz Proper
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. Evaluating Learning
Refer to the guide question activity Checking of Quiz

J. Additional activities for application or

remediation Video Animation and Presentation

V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your 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 who scored below
80%
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

used/ discover which I wish to share with
other teachers?

For improvement, enchancement and/ or clarification of any DepEd material used, kindly submit feedback to bid.tld@deped.gov.ph
Checked by: Checked by: Checked by: Checked by: Checked by:

_________________________________________________________________________________________________________________________________________________________________________________________
Principal 1 Principal 1 Principal 1 Principal 1 Principal 1
Annex 1b to DepEd Order No. 42, s. 2016

School ANTONIO C. ESGUERRA MEMORIAL NATIONAL HIGH SCHOOL Grade Level GRADE TEN
GRADES 1 to 12
Teacher RAMIL B. BELLEN Learning Area SCIENCE TEN

DAILY LESSON LOG Teaching Dates and Time June 24 - 28, 2019 / Quarter IST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises, and remedial activities may be
I. OBJECTIVES done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standards The Learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges.

B. Performance Standards The Learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions
C. Learning Competencies / Objectives.
The Learners explain the different processes that occur along the plate boundaries;
Write the LC code for each S9ES –Ia-j36.3
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT Hotspot Triangulation Method Performance task:Survival Kit and Emergency Kit Performance task:Survival Kit and Emergency Kit
Assessment
1 2

III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based
materials. Hands-on learning promotes concept development.
A. References

1. Teacher's Guide pages

2. Learner's Material pages 31 to 32 8 to 10 33 33 -

3. Texbook pages none none none none none

4. Additional Materials from Learning
Resource (LR) portal

B. Other Learning Resources www.youtube.com www.youtube.com Extreme Earth Worksheet

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
IV. PROCEDURES 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 about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or presenting
the new lesson How do you prepare yourself during a
Recall Plate Boundary Recall Hotspot Recall the list of Emergency kit Recall the Hazard Revision Guide
disaster?

B. Establishing a purpose for the lesson The Student will group themselves and
Evaluate understanding of the learners in Locate the epicenter of an earthquake using To help the students prepare for an Identify the levels of understanding of the
Hotspot processes and location the Triangulation Method impending emergency. brainstorm the Hazard Prone area in the students in the lesson
School
C. Presenting examples/ instances of the new
lesson What is Hotspot? What is Triangulation Method? Define Survival Kit Allow the student to make a Hazard
Mapping

D. Discussing new concepts and practicing

new skills #1 Allow the learners to pinpoint some The student task to Prepare an emergency Compilation of Hazard Mapping in the
location of hotspot in the world map Do the Activity 1 :Find the Center" kit for the whole family. Presentation Proper: Hazard Mapping School

E. Discussing new concepts and practicing

new skills #2 Discuss the projection of Hotspot How do Geologist find the Epicenter of an Discuss "How to build a kit"
Earthquake?

F. Developing Mastery
Knowing the epicenter plays a vital role in Rubrics: Survival Kit items, Labels and Uses, Why is it important to create a Hazard Map
Define Hotspot according to the projection laying the foundation of plate tectonics and
(Leads to Formative Assessment) process in preparation for an disaster. Neatness and Effort exerted in the school, community and in our house?

G. Finding practical applications of concepts

and skills in daily living Relate how Hawaii was created. Why is it important to locate the epicenter The student present their emergency and Make your own hazard mapping in yor Quiz Proper
of an earthquake? survival Kit in the class house.
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
H. Making generalizations and abstractions
about the lesson Triangulation Method helps to idenitfy the
Why do we have hotspot? hypothetical epicenter of an Earthquake Dicuss the importance of prepare for a Make a brief discussion of Hazard Mapping
using 3 different station. disaster

I. Evaluating Learning
Question and Answer Activity Question and Answer activity Checking of Output Checking Output Checking of Quiz

J. Additional activities for application or

remediation Powerpoint Presentation

V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your 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 who scored below
80%
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

used/ discover which I wish to share with
other teachers?

For improvement, enchancement and/ or clarification of any DepEd material used, kindly submit feedback to bid.tld@deped.gov.ph
Checked by: Checked by: Checked by: Checked by: Checked by:

_________________________________________________________________________________________________________________________________________________________________________________________
Principal 1 Principal 1 Principal 1 Principal 1 Principal 1
Annex 1b to DepEd Order No. 42, s. 2016

School ANTONIO C. ESGUERRA MEMORIAL NATIONAL HIGH SCHOOL Grade Level GRADE TEN
GRADES 1 to 12
Teacher RAMIL B. BELLEN Learning Area SCIENCE TEN

DAILY LESSON LOG Teaching Dates and Time June 17 - 21, 2019 / Quarter IST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises, and remedial activities may be
I. OBJECTIVES done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standards The Learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges.

B. Performance Standards The Learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions
C. Learning Competencies / Objectives.
The Learners explain the different processes that occur along the plate boundaries;
Write the LC code for each S9ES –Ia-j36.3

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT
Geologic Features Geologic Events Geologic Processes Formation of Philippine Archipelago Assessment
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based
materials. Hands-on learning promotes concept development.
A. References

1. Teacher's Guide pages

2. Learner's Material pages 14 to 30 14 to 30 14 to 30 19 to 22 34 to 35

3. Texbook pages none none none none none

4. Additional Materials from Learning
Resource (LR) portal none none none none none

B. Other Learning Resources www.yotube.com www.youtube.com www.youtube.com www.youtube.com

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
IV. PROCEDURES 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 about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or presenting
the new lesson Recall geologic features along the plate
Recall Plate Boundaries boundaries Recall the past lesson Recall the past lesson Recall the past lesson

B. Establishing a purpose for the lesson Describe the origin of Philippines

Identify the different geologic features of Identify the different geologic events found Identify the different geologic process in Archipelago with respect to the lesson of Identify the levels of understanding of the
plate boundaries in plate boundaries plate boundaries plate boundaries. students in the lesson

C. Presenting examples/ instances of the new Show pictures of differentland forms and Show pictures of different geologic events Show pictures of different geologic process
lesson How do the Philippine archipelago
allow students to find for their similarities and allow students to find for their and allow students to find for their
and differences similarities and differences similarities and differences originated?

D. Discussing new concepts and practicing

new skills #1 Watch a video presentation of the Earth
Introduce the geologic feature along plate Discuss the some of the geologic process
boundaries present along the plate boundaries 240 million years ago to 250 million in the Review proper
future.

E. Discussing new concepts and practicing

new skills #2 Introduce some of the geologic events that Discussion of the formation of the
can happen along plate boundaries. Define subduction and collision zone Philippine Archipelago

F. Developing Mastery
(Leads to Formative Assessment)
G. Finding practical applications of concepts
and skills in daily living
Cite some geologic features in our
community
Give at least one geologic features that can
be found in your province. Share to your
classmate.
Cite some geologic events tha can happen
in our community
Give at least one geologic events that can
be found or experience in your place?
Cite some geologic process in the
community
Give some possible example of geologic
process that may happened or that will
happen in your province?
Describe how the Philippines develop as a Refer to the Post Assessment
land of nation
What are the places in the Philippines that
you believe to be part of our discussion. Assessment proper
Share it!
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
H. Making generalizations and abstractions
about the lesson What are the Geologic Features along plate What are the Geologic Events along plate What are the geologic Process along plate What will the future of the Philippine
boundaries? boundaries? boundaries? archepelago?

I. Evaluating Learning
Question and Answer activity Question and Answer activity Question and Answer activity Question and Answer activity Checking the assessment

J. Additional activities for application or

remediation Powerpoint Presentation Distribution of Active Faults & Trenches in
the Philippines

V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your 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 who scored below
80%
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

used/ discover which I wish to share with
other teachers?

For improvement, enchancement and/ or clarification of any DepEd material used, kindly submit feedback to bid.tld@deped.gov.ph
Checked by: Checked by: Checked by: Checked by: Checked by:

_________________________________________________________________________________________________________________________________________________________________________________________
Principal 1 Principal 1 Principal 1 Principal 1 Principal 1
Annex 1b to DepEd Order No. 42, s. 2016
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies / Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Material pages
3. Texbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting
the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/ instances of the new
lesson
D. Discussing new concepts and practicing
new skills #1
E. Discussing new concepts and practicing
new skills #2
F. Developing Mastery
(Leads to Formative Assessment)
G. Finding practical applications of concepts
and skills in daily living
H. Making generalizations and abstractions
about the lesson
School ANTONIO C. ESGUERRA MEMORIAL NATIONAL HIGH SCHOOL Grade Level GRADE TEN
Teacher RAMIL B. BELLEN Learning Area SCIENCE TEN
Teaching Dates and Time June 10 - 14, 2019 / Quarter IST QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises, and remedial activities may be
done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The Learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges.
The Learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions
The Learners should be able to describe the different types of plate boundaries;
S9ES –Ia-j36.2
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Plate Boundaries: Converging Plate Boundaries: Diverging Plate Boundaries: Transform Fault
List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based
materials. Hands-on learning promotes concept development.
14 to 24 25 to 28 29 to 30
none none none
none none none
Encarta Encyclopedia Encarta Encyclopedia Encarta Encyclopedia
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 about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Recall the convergent and diveregent
Describe the two types of crust. Review converegent boundaries
boundaries.
Describe converegent boundaries and its
classification. Describe divergent boundaries. Describe transform fault boundaries
Identify the plate movements Identify the plate movements Identify the plate movements
Types of Convergent boundaries: 1.
Converging Oceanic to Continental 2. Discuss the processes that occur along What will be the effect of transform-fault
Converging Oceanic to Oceanic 3. divergent boundaries baoundaries on the Earth's crust?
Converging Continental to Continental
Define Hot Spot.
Let the student identify the Geologic What will be the result if the both plates What will be the result if the both plates
feateures and event prepsent in the move apart to each other? slide to each other?
converging boundaries.
Activity 3A, B and C Converging boundaries Activity 4 Separate ways Activity 5 Slide and Shake
Allow the students to describe the types of Allow the students to describe the geologic Allow the students to describe the geologic
features found in the transform-fault
Convergent boundaries features found in the divergent boundaries boundaries
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. Evaluating Learning
Rubrics from the reporting and activity Refer to the guide question activity Refer to the Guide question in the Activity

J. Additional activities for application or Using the tectonic plate map allow the
remediation student locate the Tranform Fault
Using the tectonic plate map allow the Using the tectonic plate map allow the
student locate the convergent boundaries student locate the divergent boundaries boundaries

V. REMARKS No Classes! Holiday! Independence Day! No Classes!

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your 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 who scored below
80%
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

used/ discover which I wish to share with
other teachers?

For improvement, enchancement and/ or clarification of any DepEd material used, kindly submit feedback to bid.tld@deped.gov.ph
Checked by: Checked by: Checked by: Checked by: Checked by:

_________________________________________________________________________________________________________________________________________________________________________________________
Principal 1 Principal 1 Principal 1 Principal 1 Principal 1
Annex 1b to DepEd Order No. 42, s. 2016

School ANTONIO C. ESGUERRA MEMORIAL NATIONAL HIGH SCHOOL Grade Level GRADE TEN
GRADES 1 to 12
Teacher RAMIL B. BELLEN Learning Area SCIENCE TEN

DAILY LESSON LOG Teaching Dates and Time June 3 - 7, 2019 / Quarter IST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises, and remedial activities may be
I. OBJECTIVES done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standards The Learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges.

B. Performance Standards The Learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions
C. Learning Competencies / Objectives.
Write the LC code for each The Learners should be able to describe the distribution of active volcanoes, earthquake epicenters, and major mountain belts; S9ES –Ia-j36.1
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT Distribution of volcanoes Distribution of earthquake epicenters Distribution of mountain ranges Plate Tectonics

III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based
materials. Hands-on learning promotes concept development.
A. References

1. Teacher's Guide pages

2. Learner's Material pages

3. Texbook pages

4. Additional Materials from Learning

Resource (LR) portal

B. Other Learning Resources

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
IV. PROCEDURES 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 about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or presenting
the new lesson Show the world map of volcanoes,
Let's Play: 4 Pics 1 Word Let's Play: 4 Pics 1 Word earthquake epicenter and mountain ranges.

B. Establishing a purpose for the lesson What is the relationship among the
World Map distribution of volcanoes World Map distribution of earthquake World Map distribution of major mountain locations of volcanoes, earthquake
epicenters ranges epicenters and mountain range?
C. Presenting examples/ instances of the new Earth: It’s Not as Solid as It’s Cracked Up to Earth: It’s Not as Solid as It’s Cracked Up to Earth: It’s Not as Solid as It’s Cracked Up to
lesson Be - Create a Model of the Earth Crumpled Be - Create a Model of the Earth Crumpled Be - Create a Model of the Earth Crumpled What is Plate Tectonics?
Paper Activity Paper Activity Paper Activity
D. Discussing new concepts and practicing
new skills #1 What do you think is the basis of scientists What are the major mountain you know so Allow the student to describe the relationship of
Recall the lesson of volcanoes in dividing Earth's lithosphere into several far?
plate tectonics to the locations of volcanoes,
plates? earthquake epicenters and mountain range.

E. Discussing new concepts and practicing

new skills #2 Show a World Map distribution of
What are the types of mountain?
volcanoes

F. Developing Mastery
Describe the distribution of volcanoes in the Describe the distribution of earthquake Describe the distribution of mountain How will you relate the distribution of mountain
world map epicenters ranges ranges with the distribution of earthquake
(Leads to Formative Assessment) epicenters and volcanoes?
G. Finding practical applications of concepts
and skills in daily living Where are the major vulcanic eruption can
Activity 2 Let's Mark the Boundaries
occur accoring to the world map?
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
H. Making generalizations and abstractions
about the lesson Rather than being randomly distributed
volcanoes are found Let the learners describe the basis of
mostly in three well-defined belts: the
circum-Pacific belt, scientists in dividing Earth's lithosphere into Let the student define Plate Tectonics
the Mediterranean belt, and along the mid- several plates.
oceanic ridges.

I. Evaluating Learning
Recitation Activity Recitation Activity Assessnment

J. Additional activities for application or

remediation Draw the world map identifying the
different types of Plates boundaries

V. REMARKS Diagnostic Test Eidul Fitar

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your 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 who scored below
80%
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

used/ discover which I wish to share with
other teachers?

For improvement, enchancement and/ or clarification of any DepEd material used, kindly submit feedback to bid.tld@deped.gov.ph
Checked by: Checked by: Checked by: Checked by: Checked by:

_________________________________________________________________________________________________________________________________________________________________________________________
Principal 1 Principal 1 Principal 1 Principal 1 Principal 1