Republic of the Philippines
Department of Education
School Cabug National High School
Teacher Analyn E. Wong
Time & Dates 1000:-11:00 AM
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
II. CONTENT
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 Resources
C. Resources Needed
V. PROCEDURES
Introductory Activity
Region VI
Division of Bacolod City
CABUG NATIONAL HIGH SCHOOL
Purok Kabugwason, Brgy. Cabug, Bacolod City
SY: 2022-2023
Grade Level 10
Learning Area Science
Quarter 1st Grading
The learners demonstrate an understanding of the relationship among the locations of
volcanoes, earthquake epicenters, and mountain ranges.
The learner should be able to:
a. demonstrates 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.
 Describe the different types of plate boundaries (S10ES-Ia-j-36.2)
1. identify the layers of the lithosphere,
2. describe the different types of plate boundaries, and
3. discuss how movement of the outermost rigid layer leads to volcanism and
earthquakes.
Indicator No. 7: Planned and implemented developmentally sequenced teaching and
learning process to meet curriculum requirements and varied teaching contexts.
Types of Plate Boundaries
Science 10 Quarter 1 Self- Learning Module 3
Teacher utilizes the Self- Learning Modules and Power Point presentation to strengthen
learner’s understanding of the lesson.
Indicator No. 9: Selected, developed, organized and used of appropriate teaching
learning resources, including ICT to address learning goals.
TV, laptop
Speaker
activity sheet
The teacher checks the attendance, remind the students of the classroom discussion
protocols or class rules and see to it that the students are well and stress- free in the
conduct of the class.
There is prayer and energizer to boost interest in starting the class.
Indicator No. 5: Managed learner behavior constructively by applying positive and non-
violent discipline to ensure learning focused environment.
 Indicator No. 1: Applied knowledge of content within and across curriculum teaching
areas such as Arts, English, EsP, ICT, and Science.

English – vocabulary build up; answering questions in a complete sentence through

verbal and writing
EsP – values-based decision making; giving examples of proper behavior
AralPan- geographical features and world map
ICT – video presentation as motivation activity

A. ELICIT Reviewing the previous lesson or presenting the new lesson

4 Pic 1 Word
Present the images. Let them guess what the picture all about. All words are associated
with the previous lessons.
The fist student to stand and guess the correct answer will receive a prize.

( volcano, continent, mountain, earthquake, plates)

Indicator No. 3: Applied a range of teaching strategies to Develop Critical Thinking, as
well as other Higher- Order Thinking Skills
B. ENGAGE Establishing a purpose for the lesson

The teacher asks the following questions to connect previous lesson to present:

1. How many lithospheric or crustal plates our planet Earth have?

2. How do these plates classified?
3. What are the bases of dividing the lithospheric plates?
4. What are the three different types of plate boundaries?

Indicator No. 2: Used a range of teaching strategy that enhanced learner achievement
in numeracy and literacy skills.
Literacy (answering questions in a complete sentence through verbal or writing)
Numeracy (knowledge on the number of plates based on density and size)

Indicator No. 3: Applied a range of teaching strategies to Develop Critical Thinking, as

well as other Higher- Order Thinking Skills.

C. EXPLORE Activity

1. Group the students into five groups. Let the group explore the PHET simulation on
the following concepts

Learners will be guided by the presented RUBRIC.

CRITERIA NOVICE ACCOMPLISHED EXEMPLARY
(1pt) (2pts) (3pts)
Time Management Members do not Members finish on Members finish
finish on time time ahead of time
Visual The visual The visual The visual
Representation representation is representation is representation is
not organized, organized and organized,
incomplete and complete but complete and
 incorrect incorrect correct
Team Work and Members do not Most of the Members are on
Cooperation know their tasks members are on task and have
and have no task and have defined
defined defined responsibilities at
responsibilities responsibilities all times
Oral Presentation No explanation or Complete Provided complete,
incomplete explanation but not clear and effective
explanation. Not clearly presented explanation
clearly presented

Indicator No. 4: Managed classroom structure to engage learner, individuality or in

groups in meaningful exploration, discovery, and hands-on activities within a range of
physical learning environments.

Indicator No. 5: Managed learner behavior constructively by applying positive and non-
violent discipline to ensure learning focused environment.

(Philosophy of Education:
1.REALISM- focuses on the role of scientific observation, experimentation, and hands-
on learning. It emphasizes the benefits students grasping an intuitive sense of any
subject or topic.
2. PRAGMATISM- focuses on the core value of problem- solving and imparting the right
skill sets that help students solve specific challenges.)
D. EXPLAIN 1. Facilitate discussion using the guide questions for each activity.

When do you say that equation is balanced?

(Answer will be the number of atoms in the reactant side is equal to the number
of atoms in the product side)

2. After the discussion, the following key concepts must be elicited from the
students.

KEY CONCEPTS:
The most fundamental concept in chemistry is the law of conservation of mass.
Matter is neither created nor destroyed. Since all chemical reactions obey this law, the
number and kind of elements on the product side must equal the number and kinds of
atoms on the reactants side. The number and kinds of molecules can be different but
the total atoms on one side will be the same as the other. To do this, it is sometimes
necessary to change the number of the molecules to equal out the atoms. This is
shown by changing coefficients.

Indicator No. 3: Applied a range of teaching strategies to Develop Critical Thinking, as

well as other Higher- Order Thinking Skills.
E. ELABORATE VALUING:
Ask students to give examples of chemical reaction that can be found at home, school
or in the community.

Indicator No. 2: Used a range of teaching strategy that enhanced learner achievement
in numeracy and literacy skills.

Indicator No. 3: Applied a range of teaching strategies to Develop Critical Thinking, as

well as other Higher- Order Thinking Skills.
F. EVALUATION FORMATIVE ASSESSMENT:

Balance the following equations:

1. Ca + H2O Ca(OH)2 + H2

2. CH4 + O2 CO2 + H2O

3. N2 + H2 NH3

Indicator No. 10: Designed, selected, organized and used diagnostic, formative and
summative assessment strategies consistent with curriculum requirements.
 Assignment/Agreement Students will research a natural chemical reaction and balance the equation of the
reaction. They will then present using:

1. Power Point presentation

2. Scrapbook/ portfolio
3. Role Playing

Indicator No. 6: Used differentiated, developmentally appropriate learning experiences

to address learners’ genders, needs, strengths, interest and experiences.

Prepared by: _______________________________ Reviewed by: ______________________________

ANALYN E. WONG MRS. CRISANTA P. DUENAS, MT I

Verified by: __________________________

EDMUNDO Z. PAGUNSAN, JR.
HTIII / OIC