Sch Grade Level 10

DAILY LESSON LOG Teacher Learning Area SCIENC

Teaching Dates and Time Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Stand
ard The Learners demonstrate an understanding of the relationship among the locations of volcan
earthquake epicenters, and mountain
ranges
B. Performance Stan The Learners shall be able to demonstrate ways to ensure disaster preparedness during earth
dard e, tsunamis, and volcanic eruptions.
C. Learning Competency/ Answer the following
Locate the epicenterDescribethe distribution
of activevolcanoes,
Explain the proce
Objectives est an hat
items honestly and earthquake using the earthquake epicenters, and major mountain belts. occur along convergent
truthfully triangulation method boundaries
S9ES-Ia-j-36.1 S9ES-Ia-j-36.1 S9ES-Ia-j-36.2 S9ES-Ia-j-36.3
II.
CONTEN Unit 1, Module Epice Plate Bou Continenta
T 1 Plate nter ndaries e&
Tectonics Oceanic Plate
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide p pp. 3 pp. pp. pp.
ages -6 7-9 10- 13
11
2. Learner’s Materials p pp. 3 pp. pp. pp.
ages -8 8-10 11- 17
15
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Pictures of plate tectonics Manila paper, pentel p
IV. PROCEDURES
A. Reviewing previous lesso
n or Recall the concept learn
What are the differen What is a triangulatiPosting of manila papWhat are the dif
ed t on er
presenting the new less
on
from G9 about active a types of seismic wave method and how to on the board types of Plate Bou
nd s ies?
inactive volcanoes. ( P & S waves ) perform it?
B. Establishing a purpose Show pictures aboutAsk stud Let the s
r the ate ents of t ts watch
he
lesson tectonic different earthqua
s ke that
occurs in the country Discuss briefly the “west https://www.youtube.com/
valley fault system” watch?v=1-HwPR_4mP4
C. Presenting examples/ Give Pre-AssessmentGroup the students creatively! Call students to Postthe pictureof the
Instances of in o5 sent
the new lesso the form of K-W-Land give an instruct their o Cross-sectional d
n ategy ion on utput m of
http://www.nea.org/tools/k-w- how to perform the converging continenta
d
l-know-want-to-know- activity. oceanic plates
learned.html
D. Discussing new concepts and Group the class into 5 and Discuss and analyze their Let the students answer
practicing new skills # 1 answer the Pre- Perform Activity #1: “Find Perform Activity #2: the guide questions in
work if they properly
E. Discussing new concepts and Assessment items 1-10 in the Center” “Lets Mark the Activity #3: Head-On
practicing new skills # 2 a manila paper Boundaries” follow the procedures Collision, Part A
F. Developing mastery Present the output by Call a representative per Check the answer in the
then check later on.
group by posting their group to present their guide questions
work on the board work in front of their
classmate
G. Finding practical application of What are you going to do The teacher will roam - What are you going to do What are the common
concepts and skills in daily living if earthquake occurs in if your house is located landforms near a bodies of
your place? near to an active volcano? water?
H. Making generalizations and What do you think is the around to ensure that What do you think is the Discuss Converging
abstractions about the lesson importance of determining basis of scientists in Oceanic Crust Leading
the epicenter of an dividing Earth’s Plate and Continental
earthquake? the students are doing lithosphere into several Crust Leading Plate
plates?
I. Evaluating learning Check the pre- Give 5 true or false Give 5 multiple test Give 5 identification type of
assessment made through questions. the activity well. questions test
K-W-L strategy
J. Additional activities for application Discuss the introduction of Give reflection on the Discuss the different
or remediation Plate Tectonics earthquake happened in types of Plate Boundaries
loboc, bohol province
V. REMARKS Check and discuss the
activity on the next
meeting
VI. REFLECTION
No. of learners who earned 80% in the evaluation
A. No. of learners who require additional activities for remediation who scored below 80%
B. Did the remedial lessons work? No. of learners who have caught up with the lesson
C. No. of learners who continue to require remediation
D. Which of my teaching strategies worked well? Why did these work?
E. What difficulties did I encounter which my principal or supervisor can help me solve?
F. What innovation or localized materials did I use/discover which I wish to share with other teachers?
School Grade Level 10
DAILY LESSON LOG Teacher Learning Area SCIENC
Teaching Dates and Time Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Stand
ard The Learners demonstrate an understanding of the relationship among the locations of volcan
earthquake epicenters, and mountain
ranges
B. Performance Stan The Learners shall be able to demonstrate ways to ensure disaster preparedness during earth
dard e, tsunamis, and volcanic eruptions.
C. Learning Competency/Objectives Explain the processes occur along a convergent
boundaries.
Determine the consequences of colliding plates
S9ES-Ia-j-36.3 S9ES-Ia-j-36.3
II. CONTENT
Convergence of Two Two Continental Plates
Oceanic Plates Converging
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 14-15 pp. 15-16
2. Learner’s Materials pages pp. 18-22 pp. 23-24
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or
Recall the process of Recall the Convergence
presenting the new lesson subduction of Two Oceanic Plates
B. Establishing a purpose for the Post a picture of a tsunami Posting of pictures of
lesson and ask a series of different mountains in the
questions about it. world
C. Presenting examples/Instances of Posting of Figure 11: Ask the students to
the new lesson Cross-sectional diagram arrange the pictures from
of converging oceanic highest to lowest
plates elevation.
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and Perform activity #3: Part Perfom activity #3 Part C:
practicing new skills # 2 B: Convergence of Two Two Continental Plates
Oceanic Plates Converging
F. Developing mastery Discuss the Formation of Why most of the
Philippine Archipelago mountains are tall?
G. Finding practical application of What is the cause of the What is the benefit of
concepts and skills in daily living formation of Himalayan having a mountain near
mountain range? your place?
H. Making generalizations and Discuss the process in
abstractions about the lesson converging plates.
I. Evaluating learning Give 5 multiple type of test Check the Guide
questions in the activity.
J. Additional activities for 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 who scored below 80%
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?
DAILY LESSON School Grade Level 10
LOG cience
Teacher S
Learning Area
Teaching Dates and Time
Quarter First Quarter
MONDAY
TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard
The learners shall demonstrate an understanding of:
The relationship among the location of volcanoes, earthquake, epicenters and mountain ranges.
B. Performance Standard The learners shall be able to:
1. Demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis and volcanic eruption.
2. Suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes,
tsunamis and volcanic eruptions.
C. Learning Competency/Objectives S9ES-Ia-j-36.6
Realize the importance Simulate and describe Calculate the rate of Realize the importance Design a scheme
of the continental drift the seafloor spreading seafloor spreading using of the creation of to inform local
theory as line of process. magnetic clues. convection current folks about the
evidences that support underneath the earth. possibilities of
plate tectonics. earthquakes,
tsunamis and
other geologic
activities.
II. CONTENT UNIT I: Earth and Space UNIT I: Earth and Space UNIT I: Earth and Space UNIT I: Earth and Space UNIT I: Earth and
MODULE 2: The Earth’s MODULE 2: The Earth’s MODULE 2: The Earth’s MODULE 2: The Earth’s Space
Interior Interior Interior Interior MODULE 2: The
TOPIC: Line of TOPIC: Line of TOPIC: Line of TOPIC: Line of Earth’s Interior
Evidences that Support Evidences that Support Evidences that Support Evidences that Support TOPIC: Line of
Plate Tectonics Plate Tectonics Plate Tectonics Plate Tectonics Evidences that
SUBTOPIC: Continental SUBTOPIC: Seafloor SUBTOPIC: Rate of SUBTOPIC: Convection Support Plate
Drift Theory Spreading Seafloor Spreading Current Tectonics
SUBTOPIC:
Performance
Task; Information
Campaign
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 37 - 40 pp. 40 - 41 pp. 41 - 42 pp. 42 - 43 pp. 43 - 49
2. Learner’s Materials pages pp. 53 - 61 pp. 61 - 68 pp. 64 - 69 pp. 69 - 72 pp. 73 - 76
3. Textbook pages
4. Additional Materials from Learning
Resource (LR)portal
B. Other Learning Resource

IV. PROCEDURES
A. Reviewing previous lesson or Review the continental Recall the continental How does seafloor Let the student do the Recall the
presenting the new lesson drift theory using drift theory by letting the spreading? Let the board work in how to performance task
questions in ICT format. student present their learner explain their calculate distance a given at the start
(5 minutes) poster in the class. output about information continent moves. of the first quarter
ICT Integration (10 minutes) campaign made through (5 minutes) in Learner’s
Integrative post card. Integrative Material p. 73 and
(10 minutes) to be presented at
Integrative the end of the
quarter today.
(3 minutes)
B. Establishing a purpose for the Show world map how Let the student observe Perform the activity Demonstrate a simple The performance
lesson continental drift theory the map of Mid-Atlantic entitled “Island Hopping” experiment of heating oil task must be set
can be related as line of Ridge and ask how mid- and answer the guide with colored brown chalk and rated
evidences that support ocean ridges relative to question. form as a mountain in according to
plate tectonics. the continental drift (10 minutes) the beaker. Let the details and
(3 minutes) theory. Constructivism and student observe. information,
Integrative (3 minutes) Collaborative (5 minutes) methods of
Integrative Integrative presentation/
dissemination,
techniques,
accuracy, and
feedback/result.
(2 minutes)
C. Presenting examples/Instances of How Alfred Wegener How evidences that How can you relate the How can you relate the Preparation of
the new lesson who proposed the support seafloor rate of travel you gone in demonstrated activity in each group for
continental drift theory spreading theory an island in the distance plate tectonics? their presentation.
does supported his claim contradict the a continent moves for (5 minutes) (5 minutes)
for his evidences? continental drift theory? every year? Inquiry-based
(2 minutes) (2 minutes) (5 minutes)
Inquiry-based Inquiry-based Inquiry-based
D. Discussing new concepts and Perform activity entitled Let the learners perform Perform Activity 6 “How Let the learners conduct Presentation of
practicing new skills # 1 “Evidently Continental?” and present their work in fast does it go!” in the Activity 7 “Push me their output in the
using cluster diagram. Activity 5 “Split and Learner’s Material p. 68 up and aside!” in class.
Let the learners present Separate!” in Learner’s – 69 and let the students Learner’s Material p. 70 (30 minutes, 7-8
their output. Material p. 66 – 67. present their output. – 71 and let the students minutes for each
(20 minutes) (20 minutes) (15 minutes) present their realization group)
Constructivism and Constructivism and Constructivism and in their output. Constructivism
Collaborative Collaborative Collaborative (20 minutes) and Collaborative
Constructivism and
Collaborative
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery Answer the guide Answer the guide Answer the guide Answer the guide
question in the activity. questions Q22 - Q27 of questions Q28 - Q29 of questions Q30 – Q33 of
(5 minutes) the activity in Learner’s the activity in Learner’s the activity in Learner’s
Inquiry-based Material p. 67. Material p. 69. Material p. 69.
(5 minutes) (5 minutes) (5 minutes)
Inquiry-based Inquiry-based Inquiry-based
G. Finding practical application of How would you think the Why does rocks used as How far do the How convection current How can we help
concepts and skills in daily living difference of the land an indication that Philippine plate in China occur? locality to give
formation of your seafloor is spreading? after 100 million years? (5 minutes) informative
hometown 10 years ago, (5 minutes) (5 minutes) Inquiry-based materials about
wasn’t it the same? Inquiry-based Inquiry-based the ways to
What probably the cause mitigate the effects
of this changes? of tectonic
(5 minutes) activities-related
Inquiry-based disaster?
(5 minutes)
Inquiry-based
H. Making generalizations and How can you explain the How can you describe How can you calculate Why the creation of How did you
abstractions about the lesson earth’s mechanism in the seafloor spreading the rate of seafloor convection current design the scheme
the continental drift process? spreading using underneath the earth to inform local
theory as line of (5 minutes) magnetic clues? does important to folks about the
evidences that support Inquiry-based (5 minutes) realize? possibilities of
plate tectonics? Inquiry-based (5 minutes) earthquakes,
(5 minutes) Inquiry-based tsunamis and
Inquiry-based other geologic
activities?
(5 minutes)
Inquiry-based
I Let Ans
. the wer
earn the
ers
mak
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ost te mativ
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ing

infor go Ass
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al
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gic n
e
r’
s
M
a
t
e
ri
al
activiti
ge p.
es ol 74
he og -7
ality ic 6.
al
ac
tiv
iti
es

( tect (10
1 onic min
5 activutes
ities )
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s
)
C Refl
o ectiv
n e
st
ru
ct
ivi
s
m
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Col calcul
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ora will he
tive
lp t
o
R mitiga
e te thei
r effec
ts.

Colla the(10 mi
borat mpac
nutes)
ive a t
nd bring
by
R Refl
e ective
f
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e
c
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i
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(5 minutes)
Reflective
J. Additional activi
ties for applicatio
n
or remediation
V. REMARKS
VI. REFLECTI
ON
A. No. of learners
who earned 80% i
n
the evaluation
B. No. of learners
who require
additional activitie
s for remediation
who scored below
80%
C. Did the remedi
al lessons work?
No. of learners wh
o have caught up
with the lesson
D. No. of learners
who continue to
require remediatio
n
E. Which of my te
aching strategies
worked well? Why
did these work?
F. What difficultie
s did I encounter
which my principal
or supervisor can
help me solve?
G. What innovatio
n or localized
materials did I use
/discover which I
wish to share with
other teachers?
MONDAY ATTACHMENT

ATTACHMENT 1: RECALL (ICT

INTEGRATION)
ATTACHMENT 2: ACTIVITY SHEET

ACTIVITY # _____
Evidently Continental?

Objectives:
 Review the continental drift theory.
 Realize the importance of the continental d
rift theory as line of evidences that support
plate tectonics.

Materials:
 Cartolina/Manila paper
 Art materials
 Pentel pen

Procedure:

Using the given cluster diagram, supply nece

ssary concept that will relate the evidences o
f continental drift theory.

Evidences of
Continental
Drift Theory
Guide Question:
1. How can you differen
tiate the evidences of Co
ntinental Drift Theory?
2. How does the eviden
ces of Continental Drift T
heory support the Plate
Tectonics Theory?

Rubrics
In giving points to stude
nt’s responses, you ma
y refer to the pointing s
ystem given in Teacher’
s Guide p. 33.

WEDNESDAY ATTACH
MENT

ATTACHMENT 1: MOTI
VATION (GAME-
BASED)

ACTIVITY# _________
__
Island Hopping!

Objective:
Relate speed to calcul
ate the distance a cont
inent moves for every
year.

Materials:
 Chalk
 Meterstick
 Timer
 Recording Notebook

Procedure:
1. Draw a starting line a
nd measure 50m, 100m,
200m.
2. Draw an island for ev
ery measurement that wi
ll serve as a finish line.
3. Each member of the
group will compete to ru
n for 50m, 100m, 200m.
4. Record the time it too
k upon arriving the islan
d.
Observation:

S T
1.
2.

Guide Question:

1. Calculate the spe

ed of every member
for every run using t
he formula speed =
distance/time.
2. How can you com
pare the speed of ea
ch student? How an
d why they differ?
3. Compare and an
alyze the speed to th
e other group?
4. How can you com
pare it to the movem
ent of the continent i
n every year?

Rubrics

C
N
e
e
d
s
I
m
pr
o
v
e
m
e
nt
( (1
3 po
int
)
Concept and Conte
nt
Coordination and C
ooperation
Presentation
Time Allotment

Total
School Grade Level 10
Teacher Learning SCIENCE 10
DAILY LESSON LOG Area
Teaching Dates and Time
Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES

A. Content Standar The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquak
d icenters and mountain ranges.
B. Performance StandardThe learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsuna
nd volcanic eruptions.
C. Learning Competency S9ES-Ia-j-36.2
/Objectives divergent along of
Define divergent Explain the Describe transform faul  Explain the Compare
using a
t
Write the LC code for ea boundarie processes that oc boundar processes t contras
ch. s. cur y hat
 Cite some landforms along  Determine the effect of occur three types
formed when plate boundaries. transform-fault boundary divergent boundary
move apart on the Earth’s crust. boundaries. ICT simulation
 Discuss how
earthquake is
possible in
transform fault
boundary
II. CONTENT
Divergent Boundary Divergent Boundary Transform Boundary Transform Boundary Three types of plat
boundary
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Revie
Pr R Rec
wing es ec all th
viousen all e pr
son t a th evio
pi e us
ct pr
ur ev
e io
of us
le
ss
on
.

or pre convS l
sentin erge
g the nt
new unda
ry.
ow
l hidden wor
e ds. Then ex
plain

pict the reve

ure aled wor
s. ds.
B. Esta
Ask ShSh Ask
blishing
the owow the
a purpos
stud pictpic stu
e for ents uretur den
with s es ts
a diffof wit
erediff ha
nt ere
nt
t “HOla land
h TS”nd form
ques
for s th
tion:
m at ar
Whasc e as
t au soci
se ated
d to
by
T qu tion:
W hat
e es
you think
div tr is the
will be erg a impac
e resultent n t or ef
f bo sf fect of
un o
dar r
y. m
f
a
ul
t
b
o
u
n
d
a
r
y.
t the d
h iffere
nt m
ove
ment
earthquake in the plate b
s then oundary?
s
B i
o
C showArtic Vide
Article
. ing le o Analysi
naly alysi
s. Stud
sis. s. ents
Stud ache
ents r
P
iexample
a scenwill show will Type
s/ ario rea video ad s of
Instance
platesd an then articl Plate
s of hat artic ater e and
le n
nd the
n moving
answer st an
e apart.
he guideud sw
is willquestion
en er
d to s. ts th
th e
eir gu
in id
si e
gh
ts
ab
ou
tt
he
B
o
t q
h u
e
st
io
n
s.
S
tl
(Stron
a g Qua
ke Stri
kes
a
n
a South
r ern P
hilippi
nes,
p
ip
Killin
r g at
Lea
st 6
)
t
e
divergent boundaries.
D. DiscLet L Let th
ussinghe e stud
ew concuden ents
epts ts pe
rfor
m
and Activi “ “R mani
cticing
ty 4 R ea pulat
ew skills
Goin e dy, e th
# g Se a Se e bo
parat d t, ard
e y Gl
, ue”
S
e
t
,
G
l
u
e
”
1 5 “Slide
(Tra work
and nsfo using
ake” rm laptop
M 29oun and
30) dary
p
E A
.
f
2
F. D AnsAnsweGiving
A Givi
evel werr themorens ng
opin theuidelow w mor
g ma guid
estions
questio
er e fol
stery e . ns th low
uest e up
ions gu
id
e
(lea f q
ds t u
o Fo e
rmat s
ive ti
o
ns r d
egar i
t
boundary
G. Ask
What What
Fin hedo is the
din udent
ou distin
gp s ink ct
rac impor
he
tic tance
al

applic impohap of effect

charact
ation rtan pen owinof eristics
of con ce if g hquakof each
cepts kno e e e
wingate nsfoe
the s rm
ll ault
and d c en
kills i vir
daily v on
ving e m
r en
g t?
e
n
t
b
o
u
n
d
a
type b n
f plate o d
years?
H. Making generalizations Cite some possible landforms Label the different parts of Cite some possible effects of What is the distinct Using concept map,
and abstractions about the formed during divergent divergent boundary continuous sliding of plates? characteristics of summarize the three
lesson boundary. transform fault boundary types of plate
compare to two other boundary.
faults?
I. Evaluating learning Define divergent boundary. Explain the processes occur Define transform fault boundary. Explain the processes Explain each type of
along divergent boundaries. occur along transform boundary
fault boundaries.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done
to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who
scored below 80%
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?

Gra
de L
evel
1
0
D
A SCI
ENC
E 10
Area
T
e Fir
st

M F
I. OBJECTIVES

A. C The learners demo

onte nstrate an underst
nt St anding of the relati
anda onship among the l
rd ocations of volcano
es, earthquake, epi
centers and mount
ain ranges.
B. The learners sh
P all be able to de
er monstrate ways
fo to ensure disast
r er preparedness
m during earthqua
an kes, tsunamis a
ce nd volcanic erup
tions.
Standard
C. Learning S9ES-Ia-j-
mpetency 36.2
/ Rela Define e
O te ho arthqua
t spo ke
t wit
h
 kit
Writ  
e th
eL
Cc
ode
for e
ach.
Disc
uss
D s
p
ofn k
epari
g i
II. CONTENT
H S
o U
t R
S VI
p V
o A
t L
s KI
T
III. LEARNING
RESOURCES
A. References
1. T p
eac
her’
sG
uid
ep
age
s
22
2. p
L
e
ar
n
er
’s
M
at
er
ial
s
3-
35
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR)portal
B. Other Learning Resour
ce
IV. PROCEDURES
A. Revie
RecallRecall
Recall th
wing the the e previo
vious eviouseviouus lesso
son lessons less n.
on
or presenting the new les
son
B. Establishing a purpose for
the lesson
spots?
Epicenter
Richter scale
C. Presenting
examples/Instances of the
new lesson
their insights.
What is a Volcanic Hotspot-
(Educational)
D. Discussing new concepts
and practicing new skills # 1
“HOT SPOT” “
(L.M 31-32)
E. Discussing new concepts
and practicing new skills # 2
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical
application of concepts and
skills in daily living
H. Making generalizations and
abstractions about the lesson
survival kit?
I. Evaluating learning
tectonics.
J. Additional activities for
application or remediation
task.
V. REMARKS
VI. REFLECTION
to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned
80% in the evaluation
Ask the students with a Unlocking key words Picture analysis
“HOTS” question: what is hot Earthquake Teacher will show different
Magnitude pictures of catastrophic
phenomena then ask the
students about their insights.
Video Analysis. Teacher will Video Analysis. Teacher Video Analysis. Teacher will
present a video then later on will show video then later on show video then later on ask the
will ask the students about ask the students about their students about their insights
insights about the video. about the video.
Kobe Earthquake 07 01 1995 Top 10 Worst Natural Disasters Of
All Time
Let the students perform Let the students will do the Let the students continue the
Activity 6 “Drop it Like It’s performance task found in performance task
LM 33 LM 33
SURVIVAL KIT SURVIVAL KIT
Answer the guide questions Presentation of output. Presentation of output.
found in L.M See rubrics in LM. 33 See rubrics in LM. 33
What do you think is the What is the importance of
importance of knowing about survival kit?
hot spots?
What is hot spots? What are the basic needs that
we need to include in our
Linked hot spot to plate What you will do before, during
and after earthquake?
Teachers Note:
Continuation of performance
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done
B. No. of learners who require
additional activities for
remediation who scored below
80%
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?
School Grade Level 10
DAILY LESSON Teacher Learning Area SCIENCE
LOG Teaching Dates and Time Quarter FIRST QUARTER

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES
The learners demonstrate understanding of the relationship among the locations of volcanoes, earthquake epicentres and mountain rang
A. Content Standard
The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquake, tsunamis, and volcanic eruptions.
B. Performance Standard
S9ES-Ia-j- S9ES-Ia-j- S9ES-Ia-j- S9ES-Ia-j- S9ES-Ia-j-
C. Learning 36.4 36.4 36.4 36.4
Comp De
etency/ un
Objectiv ’s interior by constructingan a
es of
Write the LC code for Diagnose students’ Describe the internalDescribethe internalDescribe the internal the interior
theof
structu the Earth
structure of and
the
h. r re
knowledge about Earth’s structure of the Earth. structure of the Earth. of the Earth.
interio scale model of a “
r. of
Describe the different types Describe the composition Describe the properties of the
Learn about the of seismic waves. of the Earth’s Interior. layers of the Earth. studying the materia
explanations in their right properties of Ea
and wrong answers. interior.
The Earth’s Interior
The Earth’s Interior The Earth’s Interior The Earth’s Interior the_Structure_of_the_Earth
The Earth’s Interio
II. CONTENT
III. LEARNING
RESOURCES
A. References Science Learner Science Learner’s Materi Science Learner’s Materi Science Learner’s Materifile:///C:/Users/FixFo
’s al al al
Material Science Teacher’s Guide Science Teacher’s Guide Science Teacher’s Guide Downloads/Modelling_
Science Teacher’s Guide
_-_Student_Activity.pdf
1. Teacher’s Guide pages
TG. Page 27 – 31 TG. Page 32 - 34 TG. Page 34 – 36 TG. Page 36 - 37
2. Learner’s Materials
pages LM. Page 39 – 42 LM. Page 43 - 47 LM. Page 48 - 51 LM. Page 52 - 53
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR)portal
B. Other Learning
R
e
h e

What are the properties of

Structure of the Earth: Crust,

Modeling the Structure of

What r u
Thought
t Was
7573473/
e
watch?v=IWZky7mXoO0

IV. PROCEDURES

A. Rev Hav Do WhatWhat are

iewing e u stillre seis
the comp
previo u Reme mic ositions
us er mberves?of
ond the
er
lessonwhatd the
or pres
s insid lay
entinge the ers
he earth? of t
he
Ear
th?

n What
e are t
hose
?
W
h
b
about earth’s Do you have a
interior? n idea what
type of wave we experience
during earthquake?

B. Establishing Showing a
a purpose Video
f E
o M
W h
r
t W
h
e
l
e
s
s
o
n
t s w
p :

C FollFollo Follow
ow w T TG for
TG G dis Activity
or cussi 2
udyion
ng
he
exampl P t Our
es/ r h Dyna
Instanc e e mic
es of - C Eart
e a o h
s m
s p
e o
s s
s it
m i
e o
n n
t o
f
t
h
e
n Earth’
e s Inte
rior p
p. 34
A
n
c D
o e
m
o
n
s
t
r
a
t
i
o
n
:
S
i
m
u
l
a
t
i
n
g
3
-A
Pl
n ast
icit
yp
p.
35
-
36
o
n
questions 1-5
on pp. 29-31

D D
. o
D
i A
s c
c t
u i
s v
s i
i t
n y
g
2
n
e
w

conc StudTh r
epts yinge c t
and the om h
pract Eartpo
icing h’s siti
nterion
or of
he
the E
arth:
n Answ
e er Gu
ide Q
uesti
ons
B. 1-5 Amazing Waves pp. 48-51 3-9 – pp. 52-53 See Attachment
LM pp. 40 – 42 LM pp 43 – 47.

E. Discussing new
concepts and practicing
new skills #2

F. Developing mastery
(leads to Formative Let the students answer Let the students be familiar Let the students be familiar LetAsthe anStudents
individualperform
activity,
Assessment ) Pre-Assessment what is seismic wave and of the composition of the Activity 2 will test the the activit
Modeling the Structure of
types through class Erath’s interior through learners’ understanding on
discussion. pp 43-46 class discussion. the different characteristics, the Earth:
Let them complete the LM pp. 48-51 properties and composition of
necessary information using Demonstration: the Earth’s layers See Attachment
the given organizer of activity Simulating Plasticity LM pp. 48-52
1. LM page 47 TG. pp. 35-36
G. Finding practical
application of concepts Scientists use indirect measurements and seismic waves from earthquakes to deter
and skills in daily living the internal structure of the Earth. Analysis of the Earth’s internal structure is made p
ble
because earthquakes produce vibrations called seismic waves. These waves travel through
the interior of the Earth and can be measured with sensitive detectors called seismographs.
Scientists have seismographs set up all over the world to track movement of the Earth’s The core itself consists of a
crust. solid inner core and a liquid
H. Making generalizations outer core. It is difficult to
and abstractions about Seismic waves are very The ability of study the
the Oxygen is thestructure
most abundanof the
the lesson important in understanding asthenosphere to flow element Earth because: the crust
in the Earth’s is
crust.
the discovery of the different too thick to drill all the way
slowly is termed as The elements silicon, oxygen,
layers of the Earth as well as plasticity. iron and magnesium make up
in determining the properties The Earth’s composition the mantle.
of these layers. tells a story about itself. It The inner core is mostly made
gives us clues to its past up of iron and nickel. It is solid through.
and proofs about the due to the very high pressure
gradual and slow changes that keeps it compacted
that it has undergone for together even if the
over 4.6 billion years. temperature is really very
high.
I. Evaluating learning
Answer Pre-Assessment Answer guide questions What are the compositions Answer guide questions Describe the structure of
LM pp 40-42. 1-2 of activity 1 of the Earth’s Interior? 3-9 of Activity 2 the Earth using the own-
Amazing waves Our Dynamic Earth made model from the
pp 47 LM pp. 53 activity.
J. Additional activities for Earth’s Interior Lab
application or remediation
eldoradogeology.weebly.com/
uploads/3/7/5/7/37573473/
earthsinteriorlab.doc
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who scored
below 80%
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?
School Grade Level 10
DAILY LESSON Teacher Learning Area SCIENCE
LOG Teaching Dates and Time Quarter FIRST QUARTER

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES
The learners demonstrate understanding of the relationship among the locations of volcanoes, earthquake epicenters and mountain rang
A. Content Standard
The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquake, tsunamis, and volcanic eruptions.
B. Performance Standard
S9ES-Ia-j-36.5 S9ES-Ia-j-36.5 S9ES-Ia-j-36.5
C. Learning
Competency/Objectives Describe the possible Describe the possible Describe the possible
Write the LC code for each. causes of plate causes of plate causes of plate
movement. movement. movement.

Explain Earth’s Recognize how the Predict what will happen to

mechanism and continental drift theory is the world as the continents
Continental Drift Theory developed. continuously move.
and its evidences.
The Earth’s Mechanism The Earth’s Interior and The Earth’s Interior and
II. CONTENT
Mechanism Mechanism

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
TG. Page 37 TG. Page 38 TG. Pages 38 – 40
2. Learner’s Materials
pages LM. Pages 53 – 57 LM. Page 58 LM. Pages 59 - 60
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR)portal
B. Oth https https://
er Lear www www.youtube
ning ube.c.com/
R watwatch?
e ch?v=mZGh94
s v=sKF784
o gPn
ur nzo
c u0o
e g

file:///C:Users/FixFone/Do
wnloads/activity-
continentaldrift.pdf

IV. PROCEDURES

A. Revi WhatWhat How do

ewing e there the es the C
revious operties
possibl ontinent
of e al
lesson the layc
presentin
ers of a
g the he Eartu
h? s
m

How does Alfred Wegener

come up to the concept of
continental drift theory?

B. Establishi
www.stem Showing
ng a purpos
.org.uk/ a video
e elibrary/
for rce/
th 36611
el
es
so
n
C nental Dri
on ft Theory
Animation

C F
. o
P ll
r o
e w
s
e T
n G
t
i
n
g

exampl The Activi Activit

es/ arth’sty 3 y4–
Instanc MechLet’s Drifted
es of anismFit It!
t C
h o
e nt
in
n e
e nt
w s!
l
e
s
s
o
n

On pages 38-40

D. D
Dis o
cu Ac
ssi tiv
ng ity
ne 4
w
conceptsThe Let’
and pracEart s Fit
ticing h’s It!
Mec
Drifted
ontinent
s!
n LM
e pag
w es
s 59-
kil 60
ls
#
1
Theory
pp. 53 - 57
E. Discussing new
concepts and practicing
new skills #2
F. Dev Let LetLet the s
elopingthe e tudents p
master stu dents erform
y de perfor
nts m
be
(lead fa thefirst the a
s to mil vityctivity fac
ormat iar a grou ilitated
ive of p.
he
Ea
rth’
s
A by teac
as
ss her
es
s
m
e
nt
)
Continentwill bepreparation
al Drift hanced. for the cl
eory Conductass
and it the discussion.
s evid ivityLM pages
ences s quic
59-
. k as
LM pa p 6
ge 53- 0
57

G. Fi An important use
nding of fossils is in dat
practi ing rocks, and ge
cal ologists normally
refer to the age
applicatof a rock by usin
ion of g classification s
onceptsystem, based on
fossils rather tha
n by saying
and skilsomething is so-
ls in many millions of
ly livingyears old. “Juras
sic” rocks, for e
xample, are
characterized by a part
icular fossil assemblage
that distinguishes them
from
“Cretaceous” rocks that
overlay them.

H. Makin
The
Conti
The Since it i
Conti
g general
nent nent s imposs
izationsal al ible for
and ab Theory
TheoryGlossopt
stractioof Alfre
f Alfred
eris fossil
ns abo d WegWegenes found
ut enerr
t statesdiffer
regio
or
h at theentns
e ntinents
l
e
s
s
o
n

were once
were once
continents
part of part ofto be blow
rge arge n by
landmasslandmass
the
wind
orcarrie
by
called called d
gaea gaea
which which oceanwaves
the
only
ed away ted away ,
rom from
each other.
e poss
isthat
The contin
a ibility
ents c
h
o
these
m wer
once
o e
o h
t e
r
t
o
w
a
r
d
s
t
h
e
i
r
c
u
r
r
e
n
t
c
o
p s
o i
t
i
o
n
s
.
A
l
f
r
e
d
W
e
g
e
n
e
r
c
o
based
his
theor
o not
very not
y iceable
eviden
from
f b
ces e
c
a
u
s
e
i
t
t
o
o
k
2
0
0
m
i
l
l
i
o
n

e year
m ckss
d
b
e
c
they are now, based o
n
continentaldrift theory.
Scientists are also
expecting this to happen i
n
the future.
I. Eval Wh Answ Answer
uating at er Guide Q
learnin re de uestions
g he estion
ossi s
ble
caus 10-1213-21 of
es of of Activity 4
plate ivity–
–
s
move Fit It! LM
ment? page 58
Drifted Continents! LM
p
Wegener come up to the
concept of continental
drift theory?
J. Additional act Activity – F
ivities for ossils
application or
mediation file:///C:Users/
FixFone/Do
wnloads/activity-
continentaldrift.pdf
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who scored
below 80%
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?