DETAILED SCIENCE LESSON PLAN

GRADE LEVEL QUARTER/DOMAIN WEEK & DAY NO. PAGE NO.

10 1st Quarter Week 1

I. OBJECTIVES
The learners demonstrate an understanding of the relationship among the
A. Content Standards
locations of volcanoes, earthquake epicenters, and mountain ranges.
The learners shall be able to:
1. Demonstrate ways to ensure disaster preparedness during earthquakes,
B. Performance Standards 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 tectonics theory. (S10ES – Ia-j-36.1)

C. Learning Competencies / Objectives:

Objectives 1. Describe the distribution of active volcanoes, earthquake epicenters, and
major mountain belts.
2. Relate the distribution of active volcanoes, earthquake epicenters, and major
mountain belts to plate tectonics theory.
II. CONTENT Plate Tectonics Theory
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages Learner’s Material pp.6-7, Breaking Through Sciencepp.25-26

3. Textbook pages

4. Additional Materials from

Learning Resource (LR)
portal

B. Other Learning Resources

IV. PROCEDURES
ELICIT (5 minutes)
Describe Me!

The teacher will show some pictures and let the learner’s observe carefully the given
pictures and describe.
Photo 1 Photo 2 Photo 3

A. Reviewing previous lesson

or presenting the new lesson
Photo 4 Photo 5 Photo 6

Image Source: https://geology.com/plate tectonics.jpg

Guide Questions:
1. What do you observe in the given pictures?

B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson
EXPLORE (1)
Activity 1: “PASTA QUAKE” (15 mins)
Instruction:
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing Mastery
(Leads to Formative Assessment)
2. What geologic features is shown in pictures 1, 2, and 3?
3. What do you think is happening in pictures 3,4, and 5?
4. What changes do you observe in picture 3, 4, and 5 ?
5. What inferences can you make about the causes of these changes?
• Retain students’ previous grouping. Each group will be given an Activity
Sheets 1: “PASTA QUAKE”.
• They will learn the earthquake magnitude scale by breaking different
amounts of spaghetti. Visual scale of the pasta emphasizes the relative
differences between magnitudes. (See Activity Sheet 1 for full details)
• At the end of the activity, each group will present their outputs through
a PPT.
EXPLORE (2)
Activity 1: “MARK THE SHAKES” (15 mins)
Instruction:
• With the same group, the students will do the next activity, Activity 2:
“MARK THE SHAKES”.
• They will learn the earthquake intensity scale through shaking a bottle of
water and mark the highest disturbance in doing it. The makings in the
bottle will show that the greater the force you exerted will result to a greater
disturbance. (See Activity Sheet 1 for full details)
• At the end of the activity, each group will present their outputs through
a PPT.
• At the end of each activity, process students responses through
answering the questions:
o Activity 1: Pasta Quake
▪ What does breaking of spaghetti pasta stick represent?
▪ What have you noticed with the force exerted as you
increased the number of spaghetti pasta stick?
▪ Which bundle do you think would release the lowest energy
after breaking them all?
▪ Which bundle do you think would release the highest
energy after breaking them all?
o Activity 2: Mark the Shakes
▪ What does the force applied in the bottle represent?
▪ What does the height of the water disturbance represent?
▪ What is the relationship between the force applied on the
bottle and the height of the water disruption?

G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations and
abstractions about the
lesson
I. Evaluating learning
• Based on the findings of the 2 activities on magnitude and intensity,
each group will accomplish the Venn diagram and present the output in
the
class.
ELABORATE
• After, process the students’ thoughts and reactions. Give feedback to
each group’s outputs.
Ask: Can we apply the insights that you gained today in treating
real-world problems? How?
Ask: What is now the difference between magnitude and intensity?
EVALUATE
A. Given the different earthquakes that struck the Philippines in the past
years, identify which part of the statements is a magnitude or intensity.
Underline once for magnitude and twice for intensity.
1. A total of 2,412 people died and at least 10 billion pesos worth of
damage to public and private properties was reported after a 7.8
earthquake struck Northern and Central Luzon of July 16, 1990.
2. According to the National Disaster Risk Reduction and Management
Council, around 73,000 structures were damaged wherein more than
14,500 of which were destroyed totally by a 7.2 earthquake felt at
Bohol City last October 15, 2013.
3. An 8.0 earthquake took place near Mindanao and Sulu of August 17,
1976. It was followed by a massive 4 to 5 meters high tsunami covering
700 kilometers of coastline bordering the island. Because it was dark,
the people were caught by the ranging water which claimed 8,000 lives,
injuring 10,000, and leaving 90,000 more, homeless.
B. Self-check Card (Student must checked each indicator to verify if
objectives are achieved)
SELF-CHECK CARD
Indicators: YES NO
1. I know what is a MAGNITUDE and an
INTENSITY.
2. I can differentiate the intensity of an
 earthquake from its magnitude
What’s YOUR Level?
EXCELLENT – If you got 3 Yes checks.
GOOD JOB – If you got 2 Yes checks.
LEARN MORE – If you got 1 Yes check or none.
EXTEND
J. Additional activities for Journal entry:
application or remediation What were the things I did that help me learn the lesson today?
What strategies did my group use in coming up with a good output?
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of the teaching strategies worked
well? Why did these work?
F. What difficulties or challenges which my
principal or supervisor can help me
solve?
G. What innovation or localized material
did I use/discover which I wish to share
with other teachers?

Prepared by:

IAN REGGY B. PARING

Demo Teacher
San Vicente National High School
Region XI – Davao Region