Professional Documents
Culture Documents
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
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 Checking Concepts Checking Concepts Checking Concepts
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
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 Previous Lesson
F. Developing Mastery
Familiarity with concept learned in the lesson Familiarity with concept learned in the lesson Familiarity with concept learned in the lesson
(Leads to Formative Assessment)
G. Finding practical applications of concepts
and skills in daily living Sight some examples and concepts in the Sight some examples and concepts in the Sight some examples and concepts in the
given question or items given question or items given question or items
V. REMARKS Graded Interaction Graded Interaction Graded Interaction 1st Quarter Examination (1st Day) 1st Quarter Examination (2nd Day)
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?
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
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 Revisit Plate Tectonics: Continental Drift Revisit Plate Tectonics: Seafloor Spreading Prelim Checking of Prelim Lesson Review and Evaluation
Theory
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
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 Prelin Proper to evaluate student Review Proper in preparation of periodical
Discuss the Layers of the Earth Discuss ocean floor expedition Checking and evaluate student performance
performance test.
F. Developing Mastery
Watch Video Presentation of Continental Drift Watch Video Presentation of Seafloor Spreading
(Leads to Formative Assessment)
G. Finding practical applications of concepts How do evidences in Continental Drift
and skills in daily living What are the factors that affect seafloor
Theory changed your idea from the past spreading
civilization?
H. Making generalizations and abstractions
about the lesson In your own words, state the continental In your own understanding state seafloor
drfit theory in english spreading
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. Evaluating Learning
Graded Recitation Graded recitation
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 22 - 26, 2019 / Quarter IST QUARTER
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 Movement of Seafloor Spreading Plate Tectonic Theory 1 Plate Tectonic Theory 2 Performance Task Summative 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
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 Magnetic Reversal Recall Continental Drfit Theory Recall the Previous Activity Recall the past lesson
D. Discussing new concepts and practicing The selected professional should inform the
new skills #1 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.
E. Discussing new concepts and practicing
new skills #2 Activity 7: Push Me up and Aside!
H. Making generalizations and abstractions Through Magnetic Polarity map, we can Allow the student to describe and show
about the lesson 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!
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?
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
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 possible causes of plate movement; S9ES –Ia-j36.5
Write the LC code for each
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 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
3. Texbook pages
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
F. Developing Mastery From your own perspective, does the Seafloor Spreading occur as hot magma rises at the rift in the Seafloor Spreading theory contradicts the Magentic reversal support the Seafloor
Who proposed the Continental Drift Theory evidence presented is enough to prove the mid-ocean ridge. This magma cools down and becomes the
Continental Drift theory spreading
new sea floor as it pushes the former.
(Leads to Formative Assessment) continental drift?
G. Finding practical applications of concepts What could be the possible future of our
and skills in daily living nation in terms of continental drift Activity 3 Let's fit it! Refer to the video presentation Refer to the Venn Diagram Activity Activity 5: Split and Separate
movement?
H. Making generalizations and abstractions Allow the student to describe and show
about the lesson State the Continental Drift Theory evidence to help understand the Let the student state the seafloor spreading Seafloor Spreading is differ form the Allow the student to describe the magnetic
continental drift theory Continental Drift theory 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
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?
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
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
3. Texbook pages
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
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
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"
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?
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
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
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
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?
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?
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
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 Performance task:Survival Kit and Performance task:Survival Kit and Emergency Kit
Performance Task: Hazard Revision Guide 1 Performance Task: Hazard Revision Guide 2
Emergency Kit 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
3. Texbook pages
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?
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?
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
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
Processes and landforms along plate boundaries
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
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 Tectonics boundaries Recall the past lesson Recall the past lesson Recall the past 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 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
D. Discussing new concepts and practicing
new skills #1 Introduce the geologic feature along plate Discuss the some of the geologic process identify different landforms that can be
boundaries present along the plate boundaries observed in very landforms Review proper
F. Developing Mastery
Cite some geologic features in our Cite some geologic events tha can happen Cite some geologic process in the Refer to the Post Assessment
community in our community community
(Leads to Formative Assessment)
G. Finding practical applications of concepts
and skills in daily living Describe how the Philippines develop Assessment proper
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
H. Making generalizations and abstractions Allow the student describe the processes in
about the lesson every plate boundaries with their landforms
features
I. Evaluating Learning
Question and Answer activity Question and Answer activity Question and Answer activity Quiz Checking the assessment
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?
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 10 - 14, 2019 / Quarter IST QUARTER
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 should be able to describe the different types of plate boundaries;
Write the LC code for each 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.
II. CONTENT Plate Boundaries: Converging Plate Boundaries: Diverging Plate Boundaries: Transform 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
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 the convergent and diveregent
Describe the two types of crust. Review converegent boundaries
boundaries.
F. Developing Mastery 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?
(Leads to Formative Assessment) converging boundaries.
G. Finding practical applications of concepts
and skills in daily living Activity 3A, B and C Converging boundaries Activity 4 Separate ways Activity 5 Slide and Shake
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
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?
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:
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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
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
3. Texbook pages
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 are the major mountain you know so Allow the student to describe the relationship of
Recall the lesson of volcanoes Activity 1: Find the center far?
plate tectonics to the locations of volcanoes,
earthquake epicenters and mountain range.
I. Evaluating Learning
Recitation Activity Recitation Activity Assessnment
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