School Dagupan City National High School Grade Level & Section Grade 10: 9-10-18-19-21

Grade 10 Teacher Darryl O. Calimlim Learning Area Science 10 Earth Science

Daily
Lesson Log Teaching Dates and September 12-September 16, 2022 Quarter First
Time 12:10-1:00, 1:00-1:50, 1:50-2:40,
3:50-4:40, 4:40-5:30

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
A. References
1. Teachers Guide pages
2. Learner’s Material pages
3. Textbook pages
Monday Tuesday Wednesday Thursday
The learners demonstrate an understanding of:
1. The relationship among the locations of volcanoes, earthquake epicenters and mountain ranges.
The learners shall 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 eruption.
The learners should be The learners should be The learners should be The learners should be able
able to: able to: able to: to:
Differentiate the types of Differentiate the types of Explain the different Explain the different
convergent boundaries: convergent boundaries: processes that occur along processes that occur along
a. Oceanic-continental a. Oceanic-continental the plate boundaries. the plate boundaries.
convergence convergence
b. Oceanic-oceanic b. Oceanic-oceanic
convergence convergence
c. Continental- c. Continental-continental
continental convergence convergence
Module 2: Plate Boundaries Module 2: Plate Boundaries Module 3: Processes that Module 3: Processes that
Occur Along Plate Boundaries Occur Along Plate Boundaries
Modules and Science Modules and Science Modules and Science Modules and Science Learners’
Learners’ Material Learners’ Material Learners’ Material Material
pp. 12-15 pp. 15-16 pp. 16-18 pp. 16-18
pp. 11-14 pp. 14-15 pp. 15-17 pp. 15-17
4. Additional Materials from Learning
Resources (LR) portal
B. Other Resources
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for
the
Lesson
C. Presenting
examples/instances of the new
lesson
D. Discussing new concepts and
Practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
What are the types of What are the three types What processes occur What processes and
boundaries and their key of convergence along the plate boundaries landforms occur along
differences? boundaries? and how do these divergent and transform
processes differ from each boundaries boundary.
What geologic features What are the similarities type of boundary.
are formed in the three and differences in these
types of boundaries? type of convergences.
The activity/lecture The activity/lecture The activity shall allow the This lesson shall allow the
proper shall help the proper shall help the students to explain the students to explain the
students in students in differentiating different processes that processes that occur along
differentiating the three the three types of occur along plate divergent and transform.
types of boundaries and boundaries and what boundaries.
what geologic features geologic features may
may form in these form in these boundaries.
boundaries.
Presentation of different Presentation of different Siting of geologic features
examples of geologic examples of geologic that occur under divergent
features that may occur features that may occur and transform boundaries.
along the three types of along the three types of
convergence. convergence
Introduce the activity: Discussion of Heads on Introduce Activity: Going Discussion of activity: Going
Heads on Collision! (Part Collision! (Part B) Separate Ways Separate Ways
A)
Checking and processing Checking and processing Checking and processing of Processing and discussion of
of outputs. of outputs. outputs. outputs.
Guide Questions: Guide Questions: Guide Questions: Guide Questions:
1. What type of plate is 1. What are the geologic 1. What happened to the 1. What are the geologic
plate A? What about processes/events that will strips of clay as they were processes/events that will
plate B? Why do you say occur because of this pushed from opposite occur because of this plate
 so? plate movement? ends? movement?
2. What other geologic
2. Describe what 2. What geologic features event could take place with 2. What geologic features
happens to Plate A as it might form at the surface this type of plate might form at the surface of
collides with Plate B? of plate A? movement? plate B?

3. What do you think 3. If the edge of Plate B

may happen to the suddenly flicks upward, a
leading edge of Plate A large amount of water may
as it continues to move be displaced. What could be
downward? Why? formed at the surface of the
ocean?
G. Finding practical application
of concepts and skills in daily
living
Why is it important to Why is it important to Why is it essential to know Why is it essential to know
H. Making generalization and determine the determine the differences the processes that occur the processes that occur
Abstractions about the differences of the types of the types of convergent along divergent and along divergent and
lesson of convergent boundaries. transform boundaries? transform boundaries?
boundaries.
Formative Assessment Formative Assessment Formative Assessment Formative Assessment
I. Evaluating learning

Look for geologic features Look for geologic features Watch videos about the
J. Additional activities for that resulted from the that resulted from visual processes that
application or remediation convergence of different divergent and transform happen along divergent and
plates. boundaries. transform boundaries.
V. Remarks

VI. Reflection

A. No. of learners who earned 80 % on the 10-9 - ___ 10-19 - ___ 10-9 - ___ 10-19 - ___ 10-9 - ___ 10-19 - ___
formative assessment
 10-10 - ___ 10-21 - ___ 10-10 - ___ 10-21 - ___ 10-10 - ___ 10-21 - ___
10- 18- ___ 10- 18- ___ 10- 18- ___
B. No. of learners who require additional 10-9 - ___ 10-19 - ___ 10-9 - ___ 10-19 - ___ 10-9 - ___ 10-19 - ___
activities for remediation 10-10 - ___ 10-21 - ___ 10-10 - ___ 10-21 - ___ 10-10 - ___ 10-21 - ___
10- 18- ___ 10- 18- ___ 10- 18- ___
C. Did the remedial lessons work? No. of 10-9 - ___ 10-19 - ___ 10-9 - ___ 10-19 - ___ 10-9 - ___ 10-19 - ___
learners who have caught up with the 10-10 - ___ 10-21 - ___ 10-10 - ___ 10-21 - ___ 10-10 - ___ 10-21 - ___
lesson. 10- 18- ___ 10- 18- ___ 10- 18- ___
D. No. of learners who continue to require 10-9 - ___ 10-19 - ___ 10-9 - ___ 10-19 - ___ 10-9 - ___ 10-19 - ___
remediation 10-10 - ___ 10-21 - ___ 10-10 - ___ 10-21 - ___ 10-10 - ___ 10-21 - ___
10- 18- ___ 10- 18- ___ 10- 18- ___
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?

Teacher DARRYL O. CALIMLIM HT-VI Science SUSAN A. SALDAJENO