Grades 1 School MPGCHS Grade Level Grade 10 Checked by:

to 12 Teacher Learning Area Science

PRINCESS DARYL AYOCHOK MARQUEZ
DAILY Teaching July 23– 27, 2018 Quarter First
LESSON Dates and 7:45-8:45; 8:45-9:45 M (PATIENCE) / 11:00-12:00; LEE A. PATINGAN
LOG Time 1:30-2:30 M (RESPONSIBILITY) Head Teacher VI, Science
Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Write the LC code
for each
The learners demonstrate an understanding on the relationship among the locations of volcanoes, earthquake epicenters and
mountain belts.
The learners shall be able to:
A. demonstrate ways on disaster preparedness during earthquakes, tsunamis and volcanic eruptions; and
B. suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis, and
volcanic eruptions
The learners should be able to:
1. Describe the different distribution of active volcanoes, earthquake epicenters and major mountain belts. S10ES-Ia-j-36.1;
SSP_S10ES-Ia
2. Describe the different types of plate tectonics. S10ES-Ia-j-36.2; SSP_S10ES-Ia-b
3. Explain the different processes that occur along the plate boundaries. S10ES-Ia-j-36.3; SSP_S10ES-Ib-d
4. describe the internal structure of the Earth. SSP_S10ES-If-h
5. describe the possible causes of plate movement. SSP_S10ES-Ih-I
6. Enumerate the lines of evidence that support plate movement. SSP_S10ES-Ii-j
(double period Monday ) Through a powerpoint presentation on The Through an activity Through the
Earth’s Mechanism, the students should on Split and Opening of
Through a set of scrambled be able to: Separate, the Intramurals, the
words on Seismic Waves A. explain how Continental Drift Theory is students should be students should be
(Continuation), the students developed; able to: able to:
should be able to: B. cite possible direction of motion of the A. describe the A. involve oneself
A. differentiate the types of continents as they drifted away; and seafloor spreading in determining what
seismic waves; understand the Theory of Continental Drift process; sport/s is/are
B. recognize the and Plate Tectonics. B. realize the appropriate;
importance of seismic importance of the B. practice
waves in the study of the seafloor spreading sportsmanship; and
Earth’s Interior through a Q process relative to C. actively
and A method; and the Continental Drift participate in sports
C. create a flow chart on Theory through activities.
Seismic Waves. explaining; and
 (2nd hour) C. perform the
Through an activity on Plate activity effectively.
Tectonic Puzzle, the
students should be able to :
A. describe how scientists
use different kinds of
evidences to form theories;
B. understand the theory of
Continental Drift and Plate
Tectonics; and
C. reconstruct the position
of large islands and
continents as they
appeared 220 million years
ago.
II. CONTENT Plate Tectonics- Earth’s Interior

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages pp. 32-34 pp. 34-41 pp. 34-41 pp. 34-41
2. Learner’s Materials pages pp.43-47 pp.48-64 pp.48-64 pp. 66-67
3. Textbook pages
4. Additional Materials from 1. Earth Science by Jose Olivar II & Anna Morales-Rosale, Phoenix Publishing House
Learning Resource (LR) 2. Earth and Life Science by Shila Sia & Leah Cortez, Sibs Publishing House
portal 3. American Museum and Natural History
4. Pearson Prentice Hall, Inc. 2005
B. Other Learning Resources 1. http://pubs.usgs.gov
2. Encarta Encyclopedia, ©Microsoft Corporation
3. www.amnh.org
4. www.furuno.com

IV. PROCEDURES
A. Reviewing previous lesson 1. Conduct a recap on the 1. Using the 1. Let the students
or presenting the new key points discussed activity on the find a pair.
lesson through a Question and Tectonic Plate 2. Bring out pair of

ELICIT
Answer method. Puzzle, let the scissors, board
2. Counter check on the students answer paper, bond paper,
chart answered earlier if the questions with colored pencil and
each group placed the True or False. ruler.
correct scrambled words. 3. Explain the
B. Establishing a purpose for 3. Check on misconception/s Let the students procedures
the lesson if there is/are. share their 4. Let the students
C. Presenting Pose the following hypothesis on why work on the given
examples/instances of the questions: in the different task.
new lesson. A. Differentiate surface continents, have
waves from body waves the same species
B. Which type of waves do of animals.
ENGAGE you think were useful to
seismologists in their study
of the Earth’s interior?
Explain.
(2nd hour)
1. Let the students find a
pair.
2. Bring out pair of scissors
and glue/paste.
3. Provide the answer sheet
and the puzzle to work on.
D. Discussing the new 1. Let the students Pose questions on
EXPLORE

concepts and practicing reconstruct the continents as the relationship of

new skills #1 appeared 220 million years species to the
E. Discussing the new ago by cutting out the climate of the
concepts and practicing template. continents
new skills #2 2. Let the students answer
F. Developing mastery the given questions after Discuss on 1. Let the students
EXPLAI

(Leads to formative completing the puzzle. evidences of exchange papers

N

assessment 3) Continental Drift 2. Discuss the

Theory and answers to the
 G. Finding practical Tectonic Plates. questions

ELABORATE
application of concepts and
skills in daily living
H. Making generalization and
abstraction about the
lesson
I. Evaluating learning 1. Let the students exchange Conduct a 15-point

EVALUATION
papers. quiz.
2. Discuss answers.

J. Additional activities for

EXTEN
application or remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
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 use/discover
 which I wish to share with
other teachers?
Prepared by:
PRINCESS DARYL AYOCHOK MARQUEZ
Teacher