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QUIPAYO NATIONAL HIGH SCHOOL GRADE AND 10-PERSEUS

SCHOOL:
SECTION
GRADES 1 TO 12 MYLENE R. NEVIAR LEARNING SCIENCE
TEACHER:
DAILY LESSON LOG AREA:
TEACHING SEPTEMBER 12, 2023
DATES: 8:30-9:30am QUARTER: FIRST QUARTER
TIME:
WEEK 2-DAY 3 REMARKS/ANNOTATION
I. OBJECTIVES
Objective over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons exercises and remedial activities maybe done for developing content knowledge and competencies. These are using Formatives
Assessment Strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning
the lesson. Weekly objectives shall be derived from the curriculum guide.
The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake, epicenters and mountain
A. Content Standards: ranges.
B. Performance The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and
Standards: volcanic eruptions.
C. Learning At the end of the session, the learners should be able to:
Competencies/ a. Define plate boundaries
Objectives: Write the LC b. Describe the different types of plate boundary.
code for each c. Give the importance of setting boundaries in real life situation.
Most Essential Learning Competency:
Describe the different types of plate boundaries. (S10ES–Ia –j– 36.2)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content in a week or two.
II. CONTENT PLATE TECTONICS (TYPE OF PLATE BOUNDARIES)

III. LEARNING List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an in learning. Ensure that there is a
mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES

A. References
1. Teacher’s Guide SCIENCE 10 (TG) pp.11-12
Pages
2. Learner’s Materials SCIENCE 10 (LM) pp 14-15
Pages
3. Text book Pages

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4. Additional
Materials from Learning
resources(LR)Portal
B. Other Learning
Resources

These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always
IV PROCEDURES be guided by demonstration of learning the by the students which you can infer from formative assessment activities. Sustain learning
systematically by providing the students with multiple ways to learn new things, practice their learning, question their learning processes
and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for
each step.
 Preliminary Activities:
o Prayer
o Setting arrangement
o Attendance checking
A. Reviewing Previous
o Classroom management.
Lesson or Presenting
New Lesson  Review of the Past Lesson (Individual Activity)
o The Teacher will ask the students to ANSWER the question:
What are the two types of crust?
Describe oceanic crust and continental crust.

Elicit:
INDIVIDUAL ACTIVITY:
o The teacher will show picture for the students to observe and
B. Establishing a analyze. The teacher will ask
Purpose for the a. What particular calamity took place in the area?
Lesson b. Why do earthquakes occur?
o Based on the activity, the teacher will present the topic.
o using ppt. ask student to read and explain the objective for the
day.
C. Presenting Examples Engage
Instances of the  (LETS HELP EACH OTHER)
Lesson o The teacher will give the words to ponder for the day. Students
will arrange the JUMBLED LETTER and use it in a sentence
EEDVNTIRG OUNBYRAD - DIVERGENT BOUNDARY
TCNOENGVRE YRBOAUDN - CONVERGENT BOUNDARY
RANMTROSF AUFTL AYROUBDN - TRANSFORM FAULT
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BOUNDARY

Explore:
 Let the students form a group. Each group will be given a specific
D. Discussing New activity/task to work on.
Concepts and Group 1- divergent Plate boundary
Practicing New Group 2- convergent boundary
Skills#1 Group 3- transform fault boundary
 Every group will present their work After 3 minutes.
 Rubrics will be used in rating the group activity.

Explain :
E. Discussing New  Group presentations (each group will present a chant/yell before
Concepts and reporting.
Practicing New  The teacher will rate the group presentation using rubrics
Skills#2  The teacher will clear misconceptions if there are any.

o The teacher will show a video clip showing plate boundary

F. Developing Mastery
movement.
(Leads to
Formative
What is the difference between the divergent, convergent and
Assessment 3)
transform fault boundary?

G. Finding Practical Elaborate

Application of Cite a situation where you set boundaries in your life. What do you
Concepts and Skills in think are the importance of setting boundaries in real life situation?
Daily Living

H. Making
Generalization
and Abstractions The teacher will ask: What have you learn from todays lesson?
about
the lesson
I. Evaluating Learning Evaluation:
Choose the letter of the best answer for each question

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1. Plates slide past each other at

A. subduction zone
B. divergent boundary
C. convection current
D. transform fault boundary

2. Plates move apart at boundaries.

a. convergent
b. stable
c. divergent
d. transform
3. The boundary between two plates moving toward each other is
called a ___________.
A. divergent boundary
B. transform boundary
C. lithosphere
D. convergent boundary

4. Define Plate Boundary

5. Give at least 1 importance of setting boundaries in real life situation.

Extend:
J. Additional Activities 1. Watch the movie “ San Andreas”
for Application or
2. Identify what kind of plate movement is depicted on the movie.
Remediation

Objectives had attained___ Objectives had

Objectives had attained___ Objectives had attained___
Objectives not attained due attained___
VI - REMARKS to:_____________________
Objectives not attained due
Objectives not attained
Objectives not attained due
to :_____________________. to_____________________.
due to_________

VII - REFLECTION

A. No. of learners who

earned 80% in the
evaluation

B. No. of learners who

required additional
activities for remediation
C. Did the remedial lessons
work?
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D. No. of learners who

continue to require
remediation
E. Which of my teaching
strategies work well?
Why did this work?

Prepared by: Checked and Observed:

MYLENE R. NEVIAR MARIE JEAN T. SABIDO

Teacher I Head teacher I-TLE
Noted:

NATIVIDAD C. DE LEON
School Principal II

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