School GMMNHS Grade Level 10

Teacher LHESTER D. ANTOLIN Learning Area Science

Teaching Dates and Time Aug. 29-Sept. 02, 2022 Week/Quarter Week 3/1st
GENERAL MAMERTO DAILY LESSON LOG
NATIVIDADNHS MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
(August 29, 2022) (August 30, 2022) (August 31, 2022) (September 01, 2022) (September 02, 2022)
I. OBJECTIVES 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 if remedial activities may be done for developing content knowledge and competencies.
These are assessed using Formative Assessment strategies. Valuing objectives support the learning 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 The learners demonstrate an The learners demonstrate an The learners demonstrate an
understanding of the relationship understanding of the relationship understanding of the relationship understanding of the relationship
among the locations of volcanoes, among the locations of volcanoes, among the locations of volcanoes, among the locations of volcanoes,
earthquake epicenters, and earthquake epicenters, and mountain earthquake epicenters, and earthquake epicenters, and
mountain ranges. ranges. mountain ranges. mountain ranges.
B. Performance Standards The learners shall be able to The learners shall be able to The learners shall be able to The learners shall be able to
demonstrate ways to ensure demonstrate ways to ensure disaster demonstrate ways to ensure demonstrate ways to ensure
disaster preparedness during preparedness during earthquakes, disaster preparedness during disaster preparedness during
earthquakes, tsunamis, and tsunamis, and volcanic eruptions. earthquakes, tsunamis, and earthquakes, tsunamis, and
volcanic eruptions. volcanic eruptions. volcanic eruptions.
C. Learning Competencies/ The learners should be able to The learners should be able to The learners should be able to The learners should be able to
Objectives describe the distribution of active describe the distribution of active describe the distribution of active describe the distribution of active
(Write the LC code for each) volcanoes, earthquake epicenters, volcanoes, earthquake epicenters, volcanoes, earthquake epicenters, volcanoes, earthquake epicenters,
and major mountain belts. and major mountain belts. and major mountain belts. and major mountain belts.
S10ES –Iaj-36.1 S10ES –Iaj-36.1 S10ES –Iaj-36.1 S10ES –Iaj-36.1
1. Identify the location of an 1. Identify the location of an
earthquake epicenter using the earthquake epicenter using the
travel time graph and triangulation travel time graph and triangulation
method. method.
II. CONTENT 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.
CONTINENTAL DRIFT WHAT IS PLATE TECTONICS? EARTHQUAKES EPICENTER EARTHQUAKES EPICENTER
THEORY (Part 1) (Part 2)
III. LEARNING 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.
RESOURCES
A. References
1. Teacher's Guide Pages Grade 10 Science Teacher’s Guide
pp. 4-5
2. Learner's Materials Grade 10 Science Learner’s Material Grade 10 Science Learning Grade 10 Science Learning Module
pages pp. 4-5 Module
3. Textbook pages
4. Additional Materials
from Learning Resource (LR)
portal
B. Other Learning Google.com https://earthhow.com/7-major-tectonic-plates/
https://www.youtube.com/watch?v=et0DcFhX8Ig&t=18s
Resources
IV. PROCEDURES
Elicit
A. Reviewing previous lesson
or presenting the new lesson
Engage
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson
Explore
D. Discussing new concepts
and practicing new skills #1
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.
Show a short video clip about the
dividing the earth’s lithosphere.
Essential Question:
Based on the video, happened to
the plates of the lithosphere?
Ask learner if they have an idea
about supercontinent or Pangaea
Introduce the Continental
Drift Theory
Ask learner’s output or responses Ask questions about previous
based on the assignment given the discussion.
previous day.
1. What is Plate Tectonics?
2. What is lithosphere?
3. What are the two layers of
the lithosphere?
4. Describe the two kinds of
crust.
Present to the class the picture of the Lesson Overview of the
two kinds of crust. Let the students activity.
describe what can they say about the
picture.
Present to the class the picture of
Map of Plate Boundaries. Let the
students describe how the plates are
divided into such manner?
https://geology.com/plate-tectonics.shtml
Let the students watch the video Study the three seismograms and
found on this link: travel-time curves from each of
https://www.youtube.com/watch?v=et0DcFhX8Ig&t=18s
the stations that are shown
below. Interpret the
seismograms to find the distance
from each station to the
epicenter.
Discuss Plate Tectonics Theory Watch the video
https://www.amnh.org/explore/ology/earth/plates-on-the-
move2/game

E. Discussing new concepts
and practicing new skills #2
Explain
F. Developing mastery
(Leads to Formative
Assessment 3)
Give the different evidences that 2 Types of Crust
support the Continental Drift
Theory.
Short Quiz Using the world map, the class will
be divided into five groups. Provide a
copy of the template to each group
found on attachment A. Also,
provide a copy of world map to each
group for guidance.
Q1. Where is the epicenter of the
hypothetical earthquake?
Q2. What difficulty will you
encounter if you only have data
from two seismograms?
Q3. Refer to the third graph that
shows travel-time curves in the
province of Davao. The travel-
time curves shows that the P-S
wave interval is about 5 minutes.
What is the distance of the
epicenter from the seismogram?
Q4. What do you think is the

Elaborate
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
Evaluate
I. Evaluating learning
Extend
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
SECTION
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 lesson work?
No. of learners who have caught up
with the lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these works?
F. What difficulties did I encounter
importance of determining the
epicenter of an earthquake?
The division of earth’s lithosphere The teacher will be asked to perform At your age, what can you
into several plates is like a puzzle activity which can be seen on the contribute to lessen the impacts of
pieces that once joined together. link: natural disasters like earthquake?
https://www.amnh.org/explore/ology/earth/plates-on-the-move2/
game
1. All the continents had once Essential Questions: Create a triangle and divide it
been joined together in a single 1. What are the different major plates horizontally into three sections. At
landmass and have since drifted of our planet? the bottom section, write three (3)
apart. 2. What do you call that rigid outer things you have learned for the day.
2. Evidences that support layer of the earth where the crust and At the middle section, write two
Continental Drift mantle is located? questions you have in mind that
 Shape of Continents 3. When two crust will collide or hit needs an answer. At the top
 Fossil Evidence one another, which do you think will section, write information learned
 Rock Evidence most likely to submerge or subduct? which are applicable to your daily
 Glacial Scars lives
 Location of Coal
Deposits
See Attachment B Presentation of the group activity.
1. What is Plate Tectonics? Research on the following questions: What should I do during and after
2. What is lithosphere? 1. What do you call the waves an earthquake? Choose one from
3. What are the two layers of the released during earthquake? the choices
lithosphere? 2. What are its types? a. Earthquake drill if you are
4. Describe the two kinds of crust. 3. How will you compare the indoors
movement of the waves that travels b. Earthquake drill if you are
in the interior layer of the earth? outdoors
c. Prepare an emergency kit at
home.
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 B C D A B C D A B C D A B C D A B C D
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Legend:

Prepared by: Checked by: Noted:

A 10-Makiling 7:20-8:20 T-F
B 10-Mayon 8:20-9:20 M-Th LHESTER D. ANTOLIN HONEYLETTE M. NATIVIDAD ROSALIA M. LANORIO
C 10-Arayat 7:20-8:20 M-Th Teacher II Head Teacher III, Science School Principal II
D 10-Taal 8:20-9:20 M-Th