DAILY LESSON LOG SCHOOL: SAYTAN INTEGRATED SCHOOL GRADE LEVEL: TEN (10)

TEACHER: MARICEL G. ALCANTARA LEARNING AREA: SCIENCE

TEACHING DATES & TIME: 11:00-12:00-1:00-2:00/ September 12-16, 2022 QUARTER: FIRST
QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objective over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons
I. OBJECTIVES exercises and remedial activities maybe done for developing content knowledge and competencies. These are using Formatives Assessment Strategies. Valuing
objectives support the learning of content and competencies and enable children to find significance and joy in learning the lesson. Weekly objectives shall be derived
from the curriculum guide.
A. Content Standards: The learner demonstrates understanding of the relationship among the locations of volcanoes, earthquake epicenters ICL
B. Performance Standards: ICL
mountain ranges.

The learner shall be able to: a. Demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions;

b. Suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis, and volcanic eruptions

C. Learning Competencies/
Objectives: Write the LC code for
each
Describe the different types of plate
boundaries- S9ES –Ia-j36.2
In this lesson, the students should be
able to
1.Explain the processes that occur
along convergent boundaries
2.Determine the consequences of
colliding plates.
Describe the different types of plate
boundaries- S9ES –Ia-j36.2
In this lesson, students should be
able to:
1.Explain the processes that occur
along convergent boundaries
2.Determine the consequences of
colliding plates.
Describe the different types of plate
boundaries- S9ES –Ia-j36.2
In this lesson, students should be
able to:
1.Explain the processes that occur
along convergent boundaries
2.Determine the consequences of
colliding plates.
Describe the different types of
plate boundaries- S9ES –Ia-j36.2
In this lesson the students should
be able to:
1. Explain the processes that
occur along divergent boundaries.
2. Determine the results of plates
that are moving apart.

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 in a week or two.
II. CONTENT Plate Boundaries- Converging Plate Boundaries-Convergence of Plate Boundaries-Two Continental Plate Boundaries -Going Separate
Continental Plate and Oceanic Plate Two Oceanic Plates Plates Converging Ways
III. LEARNING RESOURCES List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an 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 Science grade 10 Teacher’s material Science grade 10 Teacher’s Science grade 10 Teacher’s Science grade 10 Teacher’s
material material material
2. Learner’s Materials Pages Learner’s material pp 16-17 Learner’s material pp18-19 Learner’s material pp 23-24 Learner’s Material pp 25-28
3. Text book Pages

4. Additional Materials from Modeling clay

Learning Blocks of wood
resources(LR)Portal
B. Other Learning Resources Cross-sectional diagram of converging Cross-sectional diagram of
continental and oceanic plates converging oceanic plates

These steps should be done across the week. Spread out the activities appropriately so that the students will learn 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 the students with multiple ways to learn
IV PROCEDURES/ 7 E’s new things, practice their learning, question their learning processes and draw conclusion about what they learned in relation to their life experiences and previous
Learning Model knowledge. Indicate the time allotment for each step.
ELICIT Review of the past lesson-Types of Review of the past lesson. Review of the previous activity Review of the previous activity. ICL
plate boundaries
Let the students recall the
subduction process and the geologic
events that will take place because
of the process.
A. ENGAGE *Let the students recall that there are *Brainstorm the students about two The teacher may start the lesson by The teacher may start the lesson
two types of crust-continental and oceanic plate could also collide asking questions such as: by saying this:
oceanic. because of plate tectonics.
a.What is the highest peak in the “ In a convergent plate boundary,
*Introduce to the students that plates *Introduce the Activity: Philippines? the leading plates undergo
could either be a continental crust- Convergence of two oceanic plates destruction process as the crust is
leading plate or an oceanic-leading b.How about the highest mountain in consumed in the mantle. But what
plate. the world? do you think is happening on the
other end of each plates?”
*Introduce the activity,,Converging c.Do you have any idea how tall
Continental Plate and Oceanic Plate. Mount Everest is? *To find out answer to this
question, students will study the
How do you think most of the tall next type of plate boundary –the

C. EXPLORE Let the students study a figure showing
a cross-sectional diagram of plates that
are converging.
Process questions:
1,What type of plate is Plate A?What
about Plate B?Why do you say so?
2.Describe what happens to Plate A as
it collides with Plate B? Why?
3.What do you think may happen to the
leading edge of Plate A as it continues
to move downward? Why?
4.What do you call this molten
material?
5.What is formed on top of Plate B?
6.As the plate continue to grind against
each other, what other geologic event
could take place?
D. EXPLAIN Presentation of output.
E. ELABORATE End the lesson through an animated
diagram of subduction process on the
website;http;//earthguide.ucsd.edu/eoc/
teachers/t_tectonics/p_subduction.html
Let the students draw a diagram
showing what they think would be
the outcome of this event.
Let the students make or create a
model with explanation.
Presentation of output.
Process questions:
1.What geologic events/processes
that will occur because of this plate
movement?
mountains of the world are formed?
Introduce the activity: Two
Continental Plates Converging
Presentation of output
Processing
1.What happened to the strips of
clay as they were pushed from
opposite ends?
Divergent Plate Boundary
Let the students analyze four
pictures: two rift valleys
And two ocean ridges:
Processing:
1. What are common in the
four pictures?
2. What do you think is
happening to the Earth’s
crust in those pictures?
3. If these event continues
for millions of years, what
do you think will be the
effect on the crust?
Presentation of outputs
End the lesson by asking the
following questions:
a.What are the indications that the
crust is spreading or splitting?

F. EVALUATE Let students take a short quiz.
Refer questions in the quiz bank.
G. EXTEND Let the students have an advance
reading on convergence of two oceanic
plates
2.What geologic features might form
at the surface of Plate A?
3.If the edge of Plate A suddenly
flicks upward, a large amount of
water may be displaced. What
could be formed at the surface of
the ocean?
Let the students make a venn
diagram on the similarities and
differences between converging
continental plate and oceanic plate
and two oceanic plates converging
in terms of geologic events or
processes.
Let the students bring the following:
*Modeling clay
*2 blocks of wood
2.If the strips of clay represent the
Earth’s lithosphere, what do you
think is formed in the lithosphere?
3. What other geologic event could
take place with this type of plate
movement?
Let the students differentiate this
type of convergent plate boundary
with the other two?
End the lesson through an animated
diagram of how himayas is formed.
Let the students have an advanve
reading about divergence of plates..
b.Where do divergent boundaries
are mostly situated?
c.What is formed as plates
continuously separate or split?
d. What is the spreading rate at the
ridges?
e. What happens when the
spreading center develops within a
continent?
f.Compare the length and depth of
a rift valley as the spreading
continues.
g. What geologic events could
take place when two oceanic
plates diverge?
h.What geologic events could take
place when two continental plates
diverge?
Let the students make a
“hugot”about divergence.
Let the students bring the following
materials:
Four blocksof wood
Two hookscrews /nail
 sandpaper
VI- REMARKS

VI - REFLECTION

A. No. of learners who earned 80%

in the evaluation

B. No. of learners who required

additional activities for remediation

Prepared by: Noted By:

MARICEL G. ALCANTARA MARIBEL L. BUGNOSEN, PhD

Subject Teacher Principal IV