Republic of the Philippines

Department of Education
MIMAROPA Region
Schools Division of Oriental Mindoro
Inarawan National High School
Inarawan, Naujan, Oriental Mindoro 5204
SCHOOL: Inarawan National High School GRADE LEVEL: Grade 10
DAILY LESSON PLAN TEACHER: Queenvierlyn O. Rupido LEARNING AREAS: Science
TEACHING WEEK: Week 1 QUARTER: First
DATE: August 28, 2023 August 29, 2023 August 30, 2023 August 31, 2023 September 01, 2023
7:30-8:30 (JADE) 7:30-8:30 (JADE) 7:30-8:30 (JADE) 7:30-8:30 (JADE)
HOLIDAY 10:00-11:00 (RUBY) 10:00-11:00 (RUBY) 11:00-12:00 (DIAMOND) 1:00-2:00 (SSC)
TIME: NATIONAL 11:00-12:00 (DIAMOND) 11:00-12:00 (DIAMOND) 1:00-2:00 (SSC)
HEROES DAY 1:00-2:00 (SSC) 1:00-2:00 (SSC)
3:00-4:00 (RUBY)
I-OBJECTIVES
A. Content The learners demonstrate understanding of the relationship among the
Standard locations of volcanoes, earthquake epicenters, and mountain ranges.
B. Performance The learners should be able to:
Standard 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
C. Learning Learning Competency: Describe and relate the distribution of active
Competencies/ volcanoes, earthquake epicenters, and major mountain belts to
Objectives with Plate Tectonic Theory S10ES –Ia-j-36.2
LC Code Objectives: Objectives: Objectives: Objectives:
At the end of this At the end of this 1. Describe the Plate 1. Describe the
lesson, students will lesson, students will Tectonic Theory occurrence of an
feel welcomed, have completed a 2. Relate the Earthquake
understand the diagnostic test, distribution of 2. Enumerate ways
course expectations, teacher will gather active volcanoes, to ensure disaster
and become familiar valuable data to earthquake preparedness
with their classmates. assess their prior epicenters, and
during
knowledge and major mountain
identify areas for belts to Plate earthquakes,
targeted instruction. Tectonic Theory tsunamis, and
3. Participate actively volcanic eruptions
on class 3. Participate actively
discussions and on class
activity. discussions and
activity.
II- CONTENT Building a Positive Diagnostic Test PLATE TECTONICS Unveiling
Start Administration and Earthquakes:
Analysis Causes, Effects, and
Preparedness
III-LEARNING
RESOURCES
A. References
1. Teacher’s Guide Science 10- Science 10-
Pages Teacher’s Guide First Teacher’s Guide First
Edition 2015, pp. 3-9 Edition 2015, pp. 3-9
2. Learner’s Science 10-Learner’s Science 10-
Materials Pages Material First Edition Learner’s Material
2015, pp. 3-13 First Edition 2015,
pp. 3-13
3. Textbook Pages
4. Additional
Materials from
 LR portal
B. Other Learning -Teacher’s laptop -Teacher’s laptop -Teacher’s laptop
Resources -Monitor -Monitor -Monitor
-Copies of the -Visual aids -Visual aids (images,
diagnostic test -Printed resources or diagrams, videos)
-Answer keys for the textbooks - Printed resources or
diagnostic test textbooks
IV-PROCEDURES
A. Reviewing Introduction Introduction Video presentation
previous lesson Teacher’s self- Whether you are at Previous common
or presenting the introduction, the peak of the earthquakes
new lesson highlighting her highest mountain in happened in the
ELICIT background and the world or from the Philippines
passion for the deepest ocean trench
subject there is one thing that
explains the features
and movement of the
Earth’s surface in the
present and the past-
Plate Tectonics
B. Establishing a Icebreaker: Name Introduction Game Activity: Activity:
purpose for the Chain 1. Explain to students ‘What’s is the Re-circle the Ring
lesson 1. Start by saying that a diagnostic Mystery Word?” 1. Begin by asking
ENGAGE your name test is designed to 1. E_ICEN_ER students if they
(teacher) and assess their 2. M_UNTA_N have ever heard of
something about existing knowledge 3. VO_CA_O an earthquake and
yourself (e.g., a and skills in the 4. _ART_QU_AKE what they know
hobby or favorite subject matter. 5. SE_S_OGRA_H about it.
book). 2. Emphasize that 2. Share a brief
2. The next student the purpose of this personal anecdote
introduces test is not to grade or real-life
themselves and them but to help earthquake
repeats the them understand example to pique
previous person's their strengths and their interest
name and fact, areas that might
adding their own. need more focus.
3. Continue the
chain until all
students have
participated.
4. This activity helps
students learn
each other's
names and
engage in a
lighthearted
introduction.
C. Presenting Course Overview Video Presentation: Activity:
examples/ 1. Share the printed Plate Tectonics Rethink the Risks
instances of the syllabus or course 1. Display images
lesson outline with the and diagrams of
ENGAGE class. tectonic plate
2. Highlight the main boundaries.
topics, or any 2. Explain the
activities, planned concept of tectonic
for the First plates and their
Quarter. movement.
3. Discuss 3. Discuss how
classroom earthquakes are
expectations, caused by the
including behavior release of stress
(refer to CPP), along faults due to
participation, late tectonic plate
work policy, and movements.
grading. 4. Introduce terms
4. Allow students to like focus,
 ask questions epicenter, and
about the course. Richter scale.
D. Discussing new Establishing Diagnostic Test Activity: Activity:
concepts and Classroom Administration Remember where Risk-free and
practicing new Expectations 1. Distribute a copy of the Edges Meet Prepared
skills # 1 1. Display the the diagnostic test 1. Display images
EXPLORE classroom rules or to each student. depicting the
expectations on (see attached effects of
the monitor/board answer sheet) earthquakes on
2. Go through each 2. Instruct students to buildings,
expectation, read the landscapes, and
explaining the instructions people.
importance and carefully before 2.Explain the
reasoning behind beginning. destruction caused
it. 3. Set a timer for the by ground shaking,
3. Encourage allotted time, ground rupture,
students to ask ensuring that it tsunamis,
questions or seek gives students landslides, and
clarifications. enough time to aftershocks.
4.Have a class complete the test 3.Discuss the social,
discussion about without feeling economic, and
why having rushed. environmental
expectations is 4. During the test, impacts of
important for circulate around earthquakes.
creating a positive the room to
learning address any
environment. questions or
concerns students
may have.
E. Discussing new Activity: Class Discussion
concepts and Close examination 1. Engage students
practicing new of MAPS in a discussion
skills # 2 about the
- EXPLORE importance of
earthquake
preparedness.
2. Talk about creating
emergency kits,
having a family
emergency plan,
and knowing the
safe spots in their
homes and
schools

F. Developing Data Collection and Guide Questions? Summarize the key

Mastery (Leads to Analysis 1. What did you points discussed
Formative) 1. Collect the observe in the during the lesson.
EXPLAIN completed tests previous activity?
from the students. 2. Did you find the
2. Before the next earthquake
class, analyze the epicenters,
test results to volcanoes, and
identify common mountain ranges
areas of strength close to each other
and weakness if not situated in
among the the same location?
students. 3. Have you ever
3.Use this wondered how this
information to tailor could be possible?
the upcoming
lessons to address
the specific needs
of the class
G. Finding Practical Student Expectations How do the Emphasize the
Applications of and Goals movement of the importance of
Concepts and Skill lithosphere contribute understanding
 in Daily Living 1. Ask students to to the Plate Tectonic earthquakes and
- ELABORATE reflect individually Theory? being prepared for
on what they hope them.
to achieve in the
class this
semester. This can
be academic,
personal, or skill
based.
2.Have each student
briefly share one
goal or expectation
with the class.
3.Emphasize that the
class is a
supportive
community where
everyone's growth
is valued.
H. Making Closing Closing Remember that Let’s summarize
Generalizations 1. Thank the students 1. Thank the students plates are in constant what you have
and Abstractions for participating for their effort in motion. As they learned from the
about the Lesson and for a positive completing the interact along their lesson and activities
first day. diagnostic test. margins, important by choosing the
2.Express excitement 2. Reiterate that the geologic processes correct word inside
for the upcoming purpose of this take places, such as the parentheses. Use
lessons and assessment is to the formation of a separate sheet of
collaboration help guide your major mountain paper and write only
throughout the teaching and ranges, active your answer.
grading period. provide them with volcanoes, and (see module page
the best learning earthquake 21)
experience epicenters. It means
to say that, where
there are
earthquakes, crusts
can either meet or
move apart and form
mountains and
volcanoes
I. Evaluating Directions: Read Directions: Read
Learning each item carefully. each item carefully.
EVALUATE Then, write the letter Then, write the letter
of the best answer on of the best answer on
the space provided the space provided
before each number. before each number.
(See attached (See attached
answer sheet) answer sheet)
J. Additional activities Remind students Remind students of Agreement: How will you detect
for application or about the upcoming any materials they 1. Bring small Earthquake
remediation diagnostic test for the may need for the next world map epicenter?
EXTEND next class. class.
V-REMARKS Lesson carried. Move Lesson carried. Move Lesson carried. Move Lesson carried. Move Lesson carried. Move
on to the next on to the next on to the next on to the next on to the next
objective. objective. objective. objective. objective.
___ Lesson not ___ Lesson not ___ Lesson not ___ Lesson not ___ Lesson not
carried. carried. carried. carried. carried.
REASON: REASON: REASON: REASON: REASON:

VI-REFLECTION ___Students did not ___Students did not ___Students did not ___Students did not ___Students did not
find difficulties in find difficulties in find difficulties in find difficulties in find difficulties in
answering their answering their answering their answering their answering their
lesson. lesson. lesson. lesson. lesson.
___Students found ___Students found ___Students found ___Students found ___Students found
difficulties in difficulties in difficulties in difficulties in difficulties in
answering their answering their answering their answering their answering their
lesson. lesson. lesson. lesson. lesson.
 ___Students did not ___Students did not ___Students did not ___Students did not ___Students did not
enjoy the lesson enjoy the lesson enjoy the lesson enjoy the lesson enjoy the lesson
because of lack of because of lack of because of lack of because of lack of because of lack of
knowledge, skills, knowledge, skills, knowledge, skills, knowledge, skills, knowledge, skills,
and interest about and interest about and interest about and interest about and interest about
the lesson. the lesson. the lesson. the lesson. the lesson.
___Students were ___Students were ___Students were ___Students were ___Students were
interested on the interested on the interested on the interested on the interested on the
lesson, despite of lesson, despite of lesson, despite of lesson, despite of lesson, despite of
some difficulties some difficulties some difficulties some difficulties some difficulties
encountered in encountered in encountered in encountered in encountered in
answering the answering the answering the answering the answering the
questions asked by questions asked by questions asked by questions asked by questions asked by
the teacher. the teacher. the teacher. the teacher. the teacher.
___Students ___Students ___Students ___Students ___Students
mastered the lesson mastered the lesson mastered the lesson mastered the lesson mastered the lesson
despite of limited despite of limited despite of limited despite of limited despite of limited
resources used by resources used by resources used by resources used by resources used by
the teacher. the teacher. the teacher. the teacher. the teacher.
___Majority of the ___Majority of the ___Majority of the ___Majority of the ___Majority of the
students finished students finished students finished students finished students finished
their work on time. their work on time. their work on time. their work on time. their work on time.
___Some students ___Some students ___Some students ___Some students ___Some students
did not finish their did not finish their did not finish their did not finish their did not finish their
work on time due to work on time due to work on time due to work on time due to work on time due to
unnecessary unnecessary unnecessary unnecessary unnecessary
behavior. behavior. behavior. behavior. behavior.
A. No. of learners ___of learners who ___of learners who ___of learners who ___of learners who ___of learners who
who earned 80% earned 80% above earned 80% above earned 80% above earned 80% above earned 80% above
in the evaluation ____10-SSC ____10-SSC ____10-SSC ____10-SSC ____10-SSC
____10-Diamond ____10-Diamond ____10-Diamond ____10-Diamond ____10-Diamond
____10- Jade ____10-Jade ____10-Jade ____10-Jade ____10-Jade
____10-Ruby ____10-Ruby ____10-Ruby ____10-Ruby ____10-Ruby
B. No. of learners ___of learners who ___of learners who ___of learners who ___of learners who ___of learners who
who require require additional require additional require additional require additional require additional
additional activities for activities for activities for activities for activities for
activities for remediation remediation remediation remediation remediation
remediation ____10-SSC ____10-SSC ____10-SSC ____10-SSC ____10-SSC
____10-Diamond ____10-Diamond ____10-Diamond ____10-Diamond ____10-Diamond
____10- Jade ____10- Jade ____10- Jade ____10- Jade ____10- Jade
____10-Ruby ____10-Ruby ____10-Ruby ____10-Ruby ____10-Ruby
C. Did the remedial ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
lesson work? No. ___of Learners ___of Learners ___of Learners ___of Learners ___of Learners
of learners who who caught up the who caught up the who caught up the who caught up the who caught up the
have caught up lesson? lesson? lesson? lesson? lesson?
with the lesson ____10-SSC ____10-SSC ____10-SSC ____10-SSC ____10-SSC
____10-Diamond ____10-Diamond ____10-Diamond ____10-Diamond ____10-Diamond
____10- Jade ____10- Jade ____10- Jade ____10- Jade ____10- Jade
____10-Ruby ____10-Ruby ____10-Ruby ____10-Ruby ____10-Ruby
D. No. of learners ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
who continue to continue to require continue to require continue to require continue to require continue to require
require remediation remediation remediation remediation remediation
remediation ____10-SSC ____10-SSC ____10-SSC ____10-SSC ____10-SSC
____10-Diamond ____10-Diamond ____10-Diamond ____10-Diamond ____10-Diamond
____10- Jade ____10- Jade ____10- Jade ____10- Jade ____10- Jade
____10-Ruby ____10-Ruby ____10-Ruby ____10-Ruby ____10-Ruby
E. Which of my Strategies used that Strategies used that Strategies used that Strategies used that Strategies used that
teaching work well: work well: work well: work well: work well:
strategies worked ___Metacognitive ___Metacognitive ___Metacognitive ___Metacognitive ___Metacognitive
well? Why did Development: Development: Development: Development: Development:
this work? Examples: Self Examples: Self Examples: Self Examples: Self Examples: Self
assessments, note assessments, note assessments, note assessments, note assessments, note
taking and studying taking and studying taking and studying taking and studying taking and studying
techniques, and techniques, and techniques, and techniques, and techniques, and
vocabulary vocabulary vocabulary vocabulary vocabulary
assignments. assignments. assignments. assignments. assignments.
___Bridging: ___Bridging: ___Bridging: ___Bridging: ___Bridging:
Examples: Think- Examples: Think- Examples: Think- Examples: Think- Examples: Think-
pair-share, quick- pair-share, quick- pair-share, quick- pair-share, quick- pair-share, quick-
writes, and writes, and writes, and writes, and writes, and
anticipatory charts. anticipatory charts. anticipatory charts. anticipatory charts. anticipatory charts.
___Schema-Building: ___Schema-Building: ___Schema-Building: ___Schema-Building: ___Schema-Building:
Examples: Compare Examples: Compare Examples: Compare Examples: Compare Examples: Compare
and contrast, jigsaw and contrast, jigsaw and contrast, jigsaw and contrast, jigsaw and contrast, jigsaw
learning, peer learning, peer learning, peer learning, peer learning, peer
teaching, and teaching, and teaching, and teaching, and teaching, and
projects. projects. projects. projects. projects.
___Contextualization: ___Contextualization: ___Contextualization: ___Contextualization: ___Contextualization:
Examples: Examples: Examples: Examples: Examples:
Demonstrations, Demonstrations, Demonstrations, Demonstrations, Demonstrations,
media, media, media, media, media,
manipulatives, manipulatives, manipulatives, manipulatives, manipulatives,
repetition, and local repetition, and local repetition, and local repetition, and local repetition, and local
opportunities. opportunities. opportunities. opportunities. opportunities.
___Text ___Text ___Text ___Text ___Text
Representation: Representation: Representation: Representation: Representation:
Examples: Student Examples: Student Examples: Student Examples: Student Examples: Student
created drawings, created drawings, created drawings, created drawings, created drawings,
videos, and games. videos, and games. videos, and games. videos, and games. videos, and games.
___Modeling: Exampl ___Modeling: Exampl ___Modeling: Exampl ___Modeling: Exampl ___Modeling: Exampl
es: Speaking slowly es: Speaking slowly es: Speaking slowly es: Speaking slowly es: Speaking slowly
and clearly, modeling and clearly, modeling and clearly, modeling and clearly, modeling and clearly, modeling
the language you the language you the language you the language you the language you
want students to use, want students to use, want students to use, want students to use, want students to use,
and providing and providing and providing and providing and providing
samples of student samples of student samples of student samples of student samples of student
work. work. work. work. work.
Other Techniques Other Techniques Other Techniques Other Techniques Other Techniques
and Strategies used: and Strategies used: and Strategies used: and Strategies used: and Strategies used:
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching
___ Group ___ Group ___ Group ___ Group ___ Group
collaboration collaboration collaboration collaboration collaboration
___Gamification/Lear ___Gamification/Lear ___Gamification/Lear ___Gamification/Lear ___Gamification/Lear
ning throuh play ning throuh play ning throuh play ning throuh play ning throuh play
___ Answering ___ Answering ___ Answering ___ Answering ___ Answering
preliminary preliminary preliminary preliminary preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
___ Rereading of ___ Rereading of ___ Rereading of ___ Rereading of ___ Rereading of
Paragraphs/Poems/S Paragraphs/Poems/S Paragraphs/Poems/S Paragraphs/Poems/S Paragraphs/Poems/S
tories tories tories tories tories
___ Differentiated ___ Differentiated ___ Differentiated ___ Differentiated ___ Differentiated
Instruction Instruction Instruction Instruction Instruction
___ Role ___ Role ___ Role ___ Role ___ Role
Playing/Drama Playing/Drama Playing/Drama Playing/Drama Playing/Drama
___ Discovery ___ Discovery ___ Discovery ___ Discovery ___ Discovery
Method Method Method Method Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete Ims ___ Complete Ims ___ Complete Ims ___ Complete Ims ___ Complete Ims
___ Availability of ___ Availability of ___ Availability of ___ Availability of ___ Availability of
Materials Materials Materials Materials Materials
___ Pupils’ ___ Pupils’ ___ Pupils’ ___ Pupils’ ___ Pupils’
eagerness to learn eagerness to learn eagerness to learn eagerness to learn eagerness to learn
___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
collaboration/coopera collaboration/coopera collaboration/coopera collaboration/coopera collaboration/coopera
tion in doing their tion in doing their tion in doing their tion in doing their tion in doing their
tasks tasks tasks tasks tasks
 ___ Audio Visual ___ Audio Visual ___ Audio Visual ___ Audio Visual ___ Audio Visual
Presentation of the Presentation of the Presentation of the Presentation of the Presentation of the
lesson lesson lesson lesson lesson
F. What difficulties __ Bullying among __ Bullying among __ Bullying among __ Bullying among __ Bullying among
did I encounter pupils pupils pupils pupils pupils
which my __ Pupils’ __ Pupils’ __ Pupils’ __ Pupils’ __ Pupils’
principal can help behavior/attitude behavior/attitude behavior/attitude behavior/attitude behavior/attitude
me solve? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable __ Unavailable __ Unavailable __ Unavailable __ Unavailable
Technology Technology Technology Technology Technology
Equipment Equipment Equipment Equipment Equipment
(AVR/LCD) (AVR/LCD) (AVR/LCD) (AVR/LCD) (AVR/LCD)
__ Science/ __Science/ __ Science/ __ Science/ __ Science/
Computer/ Internet Computer/ Internet Computer/ Internet Computer/ Internet Computer/ Internet
Lab Lab Lab Lab Lab
__ Additional Clerical __ Additional Clerical __ Additional Clerical __ Additional Clerical __ Additional Clerical
works works works works works
G. What innovation Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
or localized __Contextualized/ __Contextualized/ __Contextualized/ __Contextualized/ __Contextualized/
materials did I Localized and Localized and Localized and Localized and Localized and
use/ discover Indigenized IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s
which I wish to __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
share with other __ Making big books __ Making big books __ Making big books __ Making big books __ Making big books
teachers? from views of the from views of the from views of the from views of the from views of the
locality locality locality locality locality
__ Recycling of __ Recycling of __ Recycling of __ Recycling of __ Recycling of
plastics to be used plastics to be used plastics to be used plastics to be used plastics to be used
as Instructional as Instructional as Instructional as Instructional as Instructional
Materials Materials Materials Materials Materials
__ local poetical __ local poetical __ local poetical __ local poetical __ local poetical
composition composition composition composition composition

Prepared by: Checked by:

QUEENVIERLYN O. RUPIDO RACHELLE MAE M. MATIBAG

Teacher III Subject Coordinator

MARILIE B. MAGSINO
Head Teacher III

Noted:

MELBETH P. MENDOZA
Assistant Principal II