School: Catanduanes National High School Grade Level: 10

Learning SCIENCE- Earth

Teacher: GARRY A. POSADA
Area: and Space

GRADES 1 to 12 Date and

Quarter: 1st QUARTER
DAILY LESSON LOG Time:

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the relationship
among location of volcanoes, earthquakes epicenters and
mountain ranges.

B. Performance Standards The learners shall be able to;

C. Learning
Competencies/Objectives
(With LC code for each)
a. Demonstrate ways to ensure disaster preparedness during an
earthquakes, tsunamis, and volcanic eruptions;
b. Suggest ways by which they can contribute to government efforts
in reducing damage due to earthquakes, tsunamis and volcanic
eruptions.
The learners should be able to;
a. Describe the different types of plate boundaries (S10-Ia-j-36.2)
1. Identify the different plate boundaries
2. Give the importance of setting boundaries in real life
situation.

PLATE TECTONICS
II. CONTENT
- Types of Plate Boundaries

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Science 10 TG pp. 11-12
2. Learner’s Materials pages Science 10 LM pp. 14-15
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources https://www.youtube.com/watch?v=IAGZItftASg
https://www.youtube.com/watch?v=jgEZqI26Ssc

Worksheets on Different types of Plate Boundaries

IV. PROCEDURES Teacher’s Activity Student’s Activity Annotation/s

ELICIT Show the map of tectonic plates. Students answer in random Applied
order. knowledge of
- Pacific plate content within
- North American Plate and across
- South American Plate curriculum
- African Plate teaching areas by;
- Eurasian Plate
- Antarctic Plate - Recalling
- Australian Plate lessons from
Ask students the ff. questions;
AP grade 8 Q1.
- What are the 7 major
tectonic plates of the - Distribution of Major
Earthquake Epicenter - Relating
world? Tectonic plate
- What are the basis of the - Distribution of Major
Mt. Belt/ Ranges with the
scientist in dividing the Continents of
earth’s lithosphere? - Distribution of Active
the world.
Volcanoes
 - Does the names of the - Major Tectonic Plates
major tectonic plates sound
familiar to you? How? - Yes sir, they are the
same with the different
continents of the
world.
ENGAGE Show pictures to the class and ask
questions relative to the photo.
A.

Examines the picture and

answers the prompted
question.

B.

1. Cracked road.
Destroyed house.

www.google.com/search?q=earthquake,+bicol 2. Probably an
+philippines&tbm=isch&hl=en- earthquake.
US&chips=q:earthquake+bicol+philippines,online
_chips:camarines+sur:Ith77tvMFjE%3D,online_chi
ps:earthquake+naga+city&sa=X&ved=2ahUKEwi 3. Earthquakes occur
BtfWn0qKBAxVGmWMGHTA7B_oQ4lYoBHoECAE because of the buildup
QPQ&biw=1349&bih=651#imgrc=QzzAdEQmK0v
tJM
of pressure underneath
1. What is unusual in picture A? the earth’s crust.
In picture B?
4. No. we may experience
2. What particular calamity
earthquakes also,
took place in the area? because we are
3. Why do earthquakes occur? located at the pacific
4. Do you think our locality is ring of fire.
exempted to earthquakes?
- incorporate the
Why? 5. We learned from the Earth quake drill
5. What are the things that we earthquake drill to in the lesson.
should do when earthquake Duck. Cover. Hold.
occurs?
EXPLORE Present to the student the video Students watch the video monitors and
lesson on “The Types of Plate lesson and answers Worksheet assists the class
Boundaries” No. 4- Types of Plate while the activity
Boundaries is on-going)
https://www.youtube.com/watch?v=I
AGZItftASg

Let the students answer Worksheet

No. 4- Types of Plate Boundaries.

EXPLAIN Ask students to present their Students may answer in Displayed

answers on the class. English or Filipino then the proficient use of
1. What are the three types of teacher translates. mother tongue,
Filipino or English
plate boundaries? 1. Converging Plate, to facilitate
Diverging Plate and teaching and
 2. Describe the plate Transform plate learning through
boundaries encouraging
movements. learners to use
3. Cite situation where we can 2. Slip- past through each mother tongue in
other, moving away from answering, then
set boundaries in our life. each other and moving teacher will
towards each other. translate for the
What do you think are the
class.
importance of setting 3. Students answer may vary.
Applied a range of
boundaries in real life teaching
situation? strategies to
develop critical
and creative
thinking as well as
HOTS by relating
the lesson in real
life scenario.
ELABORATE Teacher discusses the following key Students listen to the Used range of
points; discussion, reads the text for teaching
1. Different types of plate the class. strategies to
boundaries enhance learner
2. Movements of each plate achievement in
literacy by
boundaries
assigning students
3. Possible effects of each
to read and or
plate movement
reading in unison.
EVALUATE Establishes safe
and secure
learning
environment to
enhance learning
through the
consistent
implementation of
policies,
guidelines and
procedures such
Study the map of the motion of the plates. From this, identify the as classroom
plates that moves towards each other, moves away from each other behavior,
and slip past through each other. Choose from the box below.
distribution and
retrieval of
moves towards moves away slip past through
worksheets and
1 1 1
2 2 2
answer sheets,
3 3 3 seating
4 4 4 assignment and
5 5 others.
6

S America- Nazca S America- Antarctic Australian- Pacific

Pacific- N America African- Eurasian African- Antarctic
Pacific- Antarctic Arabian- Eurasian Nazca- Antarctic
Arabian- Indian N American- Eurasian N American- S American
S America- African Indian- Eurasian
N America- African Eurasian- Philippines

EXTEND There are two different types of crust; the oceanic and continental crust. Maintained
1. What do you think will happen if two different lithospheric plates learning
move towards, move away and slip past through each other? environments
that promote
2. What geological formation could take place? fairness, respect
 and care to
You may present your work through; encourage
a. Powerpoint presentation learning by giving
b. Drawing students chance
c. Photo Essay to prepare task
d. Photo Collage based from their
skills, talents and
Rubrics/ Criteria. interest guided
Content ( accurate and correct information)- 10 points with rubrics.
Presentation (creativity and systematic sequence)- 10 points
Artistic Effort ( original idea/ concept and artistry) 10 points

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
that my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover that I
wish to share with other teachers?

Prepared by: Checked by:

GARRY A. POSADA BRIGIDA D. MARIŇAS

Teacher I, Science Master Teacher 1, Science

Noted:

JOSE ROY S. AGUILAR

Head Teacher VI, Science Department

Approved by:

AMELIA R. EUSEBIO
School Principal IV