Republic of the Philippines

Region VI- Western Visayas

Department of Education
SCHOOLS DIVISION OF SIPALAY CITY
Jacinto Montilla Memorial National High School
Brgy. Canturay, Sipalay City, Negros Occidental

Lesson Plan No. 1 Learning Area Grade Level Quarter Duration

W3-D1 Earth Science 10 1 60 minutes

1. CONTENT STANDARD The learners demonstrate understanding of the

relationship among the locations of volcanoes,
earthquake epicenters, and mountain ranges
2. PERFORMANCE STANDARD The learners should be able to 1. demonstrate ways
to ensure disaster preparedness during earthquakes,
tsunamis, and volcanic eruptions
2. suggest ways by which he/she can contribute to
government efforts in reducing damage due to
earthquakes, tsunamis, and volcanic eruptions
3. LEARNING COMPETENCY Describe and relate the distribution of active
volcanoes, earthquake epicenters, and major
mountain belts to Plate Tectonic Theory.
Code: S10ES-Ia-j-36.1
Key Concepts/ Understanding to be Developed Disaster preparedness consists of set of measures
undertaken in advance by governments,
organizations, communities, or individuals to better
respond and cope with the immediate aftermath of a
disaster, whether it be human-induced or cause by
natural hazards.
Specific Learning Objectives Write a draft of your social media comment
suggesting ways by which you (or the youth) can
contribute to government efforts in reducing
damage due to earthquakes, tsunamis, and volcanic
eruptions.
4. CONTENT Disaster Preparedness
5. LEARNING RESOURCES References Science 10-module 1 page 22
Materials Module 1 in Science 10
6. PROCEDURES
ROUTINARY ACTIVITIES 1. Putting class in order.
2. Opening prayer
3. Greetings
 4. Checking of attendance and temperature
6.1 Introductory Activity What are the harmful effects of earthquake,
landslides, tsunamis and volcanic eruptions?
6.2 Activity Refer to Science Module 1 page 22
6.3 Analysis Presentation of outputs to the class
6.4 Abstraction 1. What do you think are the keys to the
accomplishment of your goals?
2. What do you think are the factors that may
hinder your Mayor to accept your suggestions?
3. Do you think your suggestions will be accepted
by the people in your locality? Why?
6.5 Application Why is disaster preparedness important in
the community?
6.6 Assessment Output of the students will serve as the assessment
and will be rated according to the rub
Standards Rubric Appropriateness (disaster
risk reduction) - 5 points

Accuracy (taken from real scenario) - 5 points

Grammar and Spelling (English and/or
vernacular) - 5 points

Techniques (persuasiveness/humor in words

and pictures) - 5 points
TOTAL - 20 points

6.7 Assignment Research about the provinces with active volcanoes

and the information about it.

Prepared by: Noted by:

CHARMEN P. FLORES EVELYN A. TOLENTINO

T-1 School Head
 Republic of the Philippines
Region VI- Western Visayas
Department of Education
SCHOOLS DIVISION OF SIPALAY CITY
Jacinto Montilla Memorial National High School
Brgy. Canturay, Sipalay City, Negros Occidental

Lesson Plan No. 2 Learning Area Grade Level Quarter Duration

W2-D2 Earth Science 10 1 60 Minutes

1. CONTENT The learners demonstrate understanding of the relationship among the

STANDARD locations of volcanoes, earthquake epicenters, and mountain ranges
2. PERFORMANCE The learners should be able to 1. demonstrate ways to ensure disaster
STANDARD preparedness during earthquakes, tsunamis, and volcanic eruptions
2. suggest ways by which he/she can contribute to government efforts
in reducing damage due to earthquakes, tsunamis, and volcanic
eruptions
3. LEARNING Describe and relate the distribution of active volcanoes, earthquake
COMPETENCY epicenters, and major mountain belts to Plate Tectonic Theory.
Code: S10ES-Ia-j-36.1
Key Concepts/ Understanding to be Philippines is blessed with many volcanoes including active ones.
Developed These volcanoes may bring advantages and disadvantages in the area
where it is situated. Each of these volcanoes has its interesting facts
and beauty which can be the reason why many Filipinos and also
Foreigners are fond in visiting.

Specific Learning Objectives Knowledge Identify the provinces with active volcanoes.

Skills List down the interesting facts about the

volcanoes found in the Philippines.
Values Appreciate the beauty of Philippine
volcanoes.

4. CONTENT Active volcanoes in the Philippines and the interesting facts about it.

5. LEARNING References Science 10-module 1 pages 26-28

RESOURCES Materials Module 1 in Science 10
 6. PROCEDURES
ROUTINARY 1. Putting class in order.
ACTIVITIES 2. Opening prayer
3. Greetings
4. Checking of attendance and temperature
6.1 Introductory Activity Ask the learners: What are the advantages of being near a volcano?
Disadvantages?
6.2 Activity Refer to Science Module 1 pages 26-28
6.3 Analysis Presentation of the activity by the learners.

6.4 Abstraction Let us say you were on vacation in one of your chosen provinces. On
your answer sheet, answer the following questions:
a. In which hotel will you choose to stay, near a volcano or away
from a volcano? Why?
_________________________________________________________
b. If you have chosen to stay in a place near a volcano what
precautionary measures will you always remember?
________________________________________________________
c. Which among the many active volcanoes in the Philippines would
you suggest to a foreign friend to visit? Why?
____________________________________________
6.5 Application Interaction: Philippines is a country that belongs to the Pacific Ring of
Fire. With this, people experience earthquakes and volcanic eruptions.
If you will be given a chance to choose which country you will live,
will you still choose Philippines? Why?
6.6 Assessment (Assessment will be based on the actual question and
answer portion as the class is going on)

Prepared by: Noted by:

CHARMEN P. FLORES EVELYN A. TOLENTINO

T-1 School Head
 Republic of the Philippines
Region VI- Western Visayas
Department of Education
SCHOOLS DIVISION OF SIPALAY CITY
Jacinto Montilla Memorial National High School
Brgy. Canturay, Sipalay City, Negros Occidental

Lesson Plan No. 3 Learning Area Grade Level Quarter Duration

W2-D3 Earth Science 10 1 60 Minutes

1. CONTENT STANDARD The learners demonstrate understanding of the

relationship among the locations of volcanoes,
earthquake epicenters, and mountain ranges
2. PERFORMANCE STANDARD The learners should be able to 1. demonstrate ways
to ensure disaster preparedness during earthquakes,
tsunamis, and volcanic eruptions
2. suggest ways by which he/she can contribute to
government efforts in reducing damage due to
earthquakes, tsunamis, and volcanic eruptions
3. LEARNING COMPETENCY Describe and relate the distribution of active
volcanoes, earthquake epicenters, and major
mountain belts to Plate Tectonic Theory.
Code: S10ES-Ia-j-36.1
Key Concepts/ Understanding to be Developed There are many different types of natural disasters
that occur worldwide. The most common ones are
earthquakes, droughts, storms, floods, volcanic
eruptions, landslides, wild fire and tsunamis.
Due to their destructive nature, natural disasters
take a severe toll in populations and countries. The
2011 earthquake that lead to a tsunami in Japan was
the costliest natural disaster of all times.
A natural disaster may cause loss of life, injury or
other health impacts, property damage, loss of
livelihoods and services, social and economic
disruption, or environmental damage.
 Specific Learning Objectives Identify the natural disasters that occur in the
Philippines and other countries and the possible
effects of these disasters.

4. CONTENT Natural Disasters worldwide

5. LEARNING RESOURCES References Science 10-module 1 pages 28-30
Materials Module 1 in Science 10
6. PROCEDURES
ROUTINARY ACTIVITIES 1. Putting class in order.
2. Opening prayer
3. Greetings
4. Checking of attendance and temperature
6.1 Introductory Activity What are the natural disasters you know that occur
worldwide? What are the effects of those disasters
in the life of the people?
6.2 Activity Refer to Science Module 1 pages 28-30
6.3 Analysis Checking of outputs
6.4 Abstraction We know that the Philippines has suffered from
many deadly typhoons, earthquakes, volcanic
eruptions, and other natural disasters. How can we
attribute these occurrences to our location in the
Pacific Ring of Fire?
How about the countries Nepal and Japan, what
could be the cause of the calamities they have
experienced?
6.5 Application Interaction: As a student, how do you think can you
be of help during the occurrence of a natural
disaster?
6.6 Assessment List down the natural disasters you may remember
or encounter in your life.

Prepared by: Noted by:

CHARMEN P. FLORES EVELYN A. TOLENTINO

T-1 School Head
 Republic of the Philippines
Region VI- Western Visayas
Department of Education
SCHOOLS DIVISION OF SIPALAY CITY
Jacinto Montilla Memorial National High School
Brgy. Canturay, Sipalay City, Negros Occidental

Lesson Plan No. 1 Learning Area Grade Level Quarter Duration

W3-D1 Physics 8 1 60Minutes

1. CONTENT The learners demonstrate understanding of work using constant force,

STANDARD power, gravitational potential energy, kinetic energy, and elastic
potential energy
2. PERFORMANCE
STANDARD
3. LEARNING Identify and explain the factors that affect potential and kinetic energy
COMPETENCY
Key Concepts/ Understanding to Energy should be transferred to an object to move it. Transferring of
be Developed energy can be in the form of force. This amount of energy transferred by
the force to move an object is called work or work done.
Specific Learning Objectives Knowledge Explain the meaning of work and energy
Skills Calculate the amount of work done by an
object.
Attitude Cite situations that shows work and energy

4. CONTENT Work and Energy Introduction

5. LEARNING References Science 8 Learner’s Material pages 20-21
RESOURCES Materials Module 3 in Science 8, still pictures
6. PROCEDURES
ROUTINARY ACTIVITIES 1. Putting class in order.
2. Opening prayer
3. Greetings
4. Checking of attendance and temperature
6.1 ELICIT The teacher will say: Today we will discuss about work and energy.
What is work? What are the conditions for work to be done?

6.2 ENGAGE Show pictures depicting work done. Is work measurable? How can we
determine the amount of work done?
 6.3 EXPLORE The teacher will group the students according to their favorite subject
and assigned tasks to them.
Today each group will present their work as the teacher observe and add
additional information.
ENGLISH GROUP: Define the words work, energy and force.
FILIPINO GROUP: Explain how work, energy and force are related in
tagalog words.
MAPEH GROUP: Will draw/act the scenarios on the pictures and
identify if there is a work done or none.
A. A girl pushing a chair
B. A boy pushing a wall
C. A waiter carrying a tray
MATH GROUP: Discuss on how to calculate work
6.4 EXPLAIN How are we going to solve for work done by an object?
Sample problem: Suppose a woman is pushing a grocery cart with a
500N force along the 7m aisle, how much work is done in pushing the
cart form one end of the aisle to the other?
6.5 ELABORATE What is work?
When can we say that a work is done in an object?
What is our equation in determining work?
6.6 EVALUATE Tell whether there is work or no work done in the pictures.

6.7 EXTEND Are work and kinetic energy related? Cite situations that shows kinetic
energy.

Prepared by: Noted by:

 CHARMEN P. FLORES EVELYN A. TOLENTINO
T-1 School Head

Republic of the Philippines

Region VI- Western Visayas
Department of Education
SCHOOLS DIVISION OF SIPALAY CITY
Jacinto Montilla Memorial National High School
Brgy. Canturay, Sipalay City, Negros Occidental

Lesson Plan No. 2 Learning Area Grade Level Quarter Duration

W2-D2 Physics 8 1 60Minutes

1. CONTENT STANDARD The learners demonstrate understanding of work using

2. PERFORMANCE STANDARD
3. LEARNING COMPETENCY
Key Concepts/ Understanding to be Developed
Specific Learning Objectives
constant force, power, gravitational potential energy,
kinetic energy, and elastic potential energy
Identify and explain the factors that affect potential and
kinetic energy
Kinetic energy is the energy an object has because of its
motion.
Knowledge Define kinetic energy
Skills Calculate the KE of an object and relate it to
the object ‘s speed and mass
Attitude Cite situations that shows kinetic energy

4. CONTENT KINETIC ENERGY

5. LEARNING RESOURCES References Science 8 Learner’s Material pages 11-12
Materials Module 3 in Science 8, still pictures
6. PROCEDURES
ROUTINARY ACTIVITIES 1. Putting class in order.
2. Opening prayer
3. Greetings
4. Checking of attendance and temperature
6.1 ELICIT When can we say that a work is done in an object?
6.2 ENGAGE Bowling Game!
Students will play a bowling game (alike) by rolling a
plastic or rubber ball along the floor to hit an empty plastic
bottle.
 Questions: Is there work done on the ball?
Is energy and work related? How or why?

Show pictures showing kinetic energy. Ask a volunteer to

describe the pictures posted in the board.

6.3 EXPLORE Essential Question: What is kinetic energy? How can we

determine kinetic energy of an object?
Distribute different pictures to the class and let the students
identify which possesses kinetic energy and post these
pictures on the board.

Let them support their answers.

6.4 EXPLAIN What is your basis for grouping pictures?

What indicators suggest that they possess kinetic energy?

Since kinetic energy is related to motion, what do you

think affects the amount of kinetic energy the object
possess?
 Does the object’s mass affect its kinetic energy?

Lecturette: Formula in determining the kinetic energy and

solve sample problems
6.5 ELABORATE What is kinetic energy? How can we determine kinetic
energy?

Find the KE of a 2 kg object that is moving with a speed of

1 m/s.
6.6 EVALUATE Multiple Choice:
1. Which of the following shows kinetic energy?
a. Compressed spring. b. Pot resting on a stove. c. A ball
rolling down the hill. d. All of the above.
2. Solve for the Kinetic Energy: A 3-kg ball is rolling at
2m/s. How much kinetic energy does it have?

6.7 EXTEND Look for pictures of objects that possess potential energy.

Prepared by: Noted by:

DANNICA A. DE LA CRUZ EVELYN A. TOLENTINO
T-1 School Head
 Republic of the Philippines
Region VI- Western Visayas
Department of Education
SCHOOLS DIVISION OF SIPALAY CITY
Jacinto Montilla Memorial National High School
Brgy. Canturay, Sipalay City, Negros Occidental

Lesson Plan No. 3 Learning Area Grade Level Quarter Duration

W2-D3 Physics 8 1 60Minutes

1. CONTENT The learners demonstrate understanding of work using constant force,

STANDARD power, gravitational potential energy, kinetic energy, and elastic
potential energy
2. PERFORMANCE
STANDARD
3. LEARNING Identify and explain the factors that affect potential and kinetic energy
COMPETENCY
Key Concepts/ Understanding to Potential energy is energy that is stored-or conserved- in an object or
be Developed substance. This stored energy is based on the position, arrangement or
state of the object or substance.
Specific Learning Objectives Knowledge Define potential energy
Skills Calculate the PE possessed by an object
Attitude Cite situations that shows potential energy

4. CONTENT First Law of Motion: Law of Interaction

5. LEARNING References Science 8-module 2 pages 8-10
RESOURCES Materials Module 2 in Science 8, chalk, still pictures
6. PROCEDURES
ROUTINARY 1. Putting class in order.
ACTIVITIES 2. Opening prayer
3. Greetings
4. Checking of attendance and temperature
6.1 ELICIT What is kinetic energy?
Give examples of situations showing kinetic energy.
6.2 ENGAGE Show pictures showing potential energy. Ask a volunteer to
describe the pictures on the board.
6.3 EXPLORE Essential Question: What is potential energy? How can we determine
potential energy?
Give student 5-10 min to present any situation that shows potential
energy.
6.4 EXPLAIN From the posted pictures: What indicators suggest that they possess
potential energy?

Lecturette: Formula in determining the potential energy and solve sample

problems.

6.5 ELABORATE Define potential energy. How can we determine potential energy?
 A 2kg wood is raised to height of 2 m. Find its potential energy.
6.6 EVALUATE 1. Post different pictures on the board. Identify 3 pictures
that show potential energy. (3 points)

2. An object with a mass 35 kg is lifted at height of 17m

determine its potential energy. (2 points)

Prepared by: Noted by:

DANNICA A. DE LA CRUZ EVELYN A. TOLENTINO
T-1 School Head
Lesson Plan No. 4 Learning Area
W3-D4 Earth Science
1. CONTENT STANDARD
2. PERFORMANCE STANDARD
3. LEARNING COMPETENCY
Key Concepts/ Understanding to be Developed
Specific Learning Objectives
4. CONTENT
5. LEARNING RESOURCES
6. PROCEDURES
ROUTINARY ACTIVITIES
Grade Level Quarter Duration
10 1 60 minutes
The learners demonstrate understanding of the
relationship among the locations of volcanoes,
earthquake epicenters, and mountain ranges
The learners should be able to 1. demonstrate ways
to ensure disaster preparedness during earthquakes,
tsunamis, and volcanic eruptions
2. suggest ways by which he/she can contribute to
government efforts in reducing damage due to
earthquakes, tsunamis, and volcanic eruptions
Describe and relate the distribution of active
volcanoes, earthquake epicenters, and major
mountain belts to Plate Tectonic Theory.
Code: S10ES-Ia-j-36.1
The need for an emergency evacuation can occur at
any time. There are numerous types of events that
can instigate an evacuation, such as earthquakes,
floods, landslide, tsunami, and volcanic eruptions.
Having an evacuation plan in place from the
beginning is the best kind of preparation one can
have for these sudden and disastrous events. It will
not only provide us with the best possible tools for
getting out of the building/ house safely, but we
will be able to do it in a calm manner.
The students will make an evacuation plan of their
house.
Disaster Preparedness
References Science 10-module 1 page 30-31
Materials Module 1 in Science 10
1. Putting class in order.
2. Opening prayer
3. Greetings
4. Checking of attendance and
 temperature
6.1 Introductory Activity What is an evacuation plan?
6.2 Activity Refer to Science Module 1 page 30-31
6.3 Analysis Presentation of outputs to the class
6.4 Abstraction Why do we need to make an evacuation plan and
what will it help prevent?
What is the importance of making an evacuation
plan?
6.5 Application What are the things you need to consider in
making your evacuation plan?
6.6 Assessment Output of the students will serve as the assessment
and will be rated according to the rub
Required elements (followed the instructions) -
5 points

Labels (properly labeled and colroed) - 5

points

Grammar and Spelling (English and/or

vernacular) - 5 points

Impacts (attractive and neat) - 5 points

TOTAL - 20 points

6.7 Assignment Please prepare the materials for your activity

tomorrow on page 31 in your module.

Prepared by: Noted by:

DANNICA A. DE LA CRUZ EVELYN A. TOLENTINO

T-1 School Head