1. The document outlines the daily lesson plan for a Grade 10 science class covering the topic of plate tectonics over the course of a week.
2. The objectives are for students to understand the relationship between locations of volcanoes, earthquake epicenters, and mountain ranges, and to learn ways to prepare for natural disasters and contribute to reducing damage.
3. Each day's lesson covers a different aspect of plate tectonics, such as plate boundaries and the processes that occur along them. Activities include using maps and diagrams to locate features and explain concepts.
1. The document outlines the daily lesson plan for a Grade 10 science class covering the topic of plate tectonics over the course of a week.
2. The objectives are for students to understand the relationship between locations of volcanoes, earthquake epicenters, and mountain ranges, and to learn ways to prepare for natural disasters and contribute to reducing damage.
3. Each day's lesson covers a different aspect of plate tectonics, such as plate boundaries and the processes that occur along them. Activities include using maps and diagrams to locate features and explain concepts.
1. The document outlines the daily lesson plan for a Grade 10 science class covering the topic of plate tectonics over the course of a week.
2. The objectives are for students to understand the relationship between locations of volcanoes, earthquake epicenters, and mountain ranges, and to learn ways to prepare for natural disasters and contribute to reducing damage.
3. Each day's lesson covers a different aspect of plate tectonics, such as plate boundaries and the processes that occur along them. Activities include using maps and diagrams to locate features and explain concepts.
1. The document outlines the daily lesson plan for a Grade 10 science class covering the topic of plate tectonics over the course of a week.
2. The objectives are for students to understand the relationship between locations of volcanoes, earthquake epicenters, and mountain ranges, and to learn ways to prepare for natural disasters and contribute to reducing damage.
3. Each day's lesson covers a different aspect of plate tectonics, such as plate boundaries and the processes that occur along them. Activities include using maps and diagrams to locate features and explain concepts.
GRADES 1 TO 12 School Matahimik Bucana High School Grade Level Grade 10
DAILY LESSON Teacher Rene Boy C. Venturillo Learning Area Science
LOG Teaching Dates and Time June 3 – 7, 2019 Quarter First Week 1
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES A. Content Standards The Learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges. B. Performance Standards The learners shall be able to: 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 Competencies / The Learners should be able to: Objectives 1. Describe the distribution of active volcanoes, earthquake epicenters, and major mountain belts; (S9ES-Ia-j-36.1) 2. Describe the different types of plate boundaries; (S9ES-Ia-j-36.2) 3. Explain the different processes that occur along the plate boundaries; (S9ES-Ia-j-36.3) 4. Describe the internal structure of the Earth; (S9ES-Ia-j-36.4) 5. Describe the possible causes of plate movement; (S9ES-Ia-j-36.5) and 6. Enumerate the lines of evidence that support plate movement. (S9ES-Ia-j-36.6) D. Specific Objectives 1. Describe lithosphere 1. Locate the epicenter of 1. Describe the 1. explain the processes and hydrosphere; an earthquake using the distribution of active that occur along 2. differentiate the kinds triangulation method. volcanoes, earthquake convergent boundaries; of crust; and epicenters, and major and 3. Explain plate tectonics mountain belts; and 2. Determine the using the puzzle map. 2. Determine the scientific consequences of basis for dividing the colliding plates. Lithospheric plates. II. CONTENT 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 can be tackled in a week or two. Plate Tectonics Finding the Epicenter Boundaries Convergent Plate Boundary III. LEARNING RESOURCES A. References 1. Teacher’s Guide Pages pp. 4-8 pp. 7-9 pp. 10-12 pp. 12-16 2. Learner’s Materials pages pp. 3-7 pp. 8-10 pp. 11-14 pp. 16-21 3. Textbook pages 4. Additional Materials from Learning Resources Portal B. Other Learning Resources IV. PROCEDURES A. REVIEW/INTRODUCTION Pretest What are oceanic and Describe triangulation Entry Pass Reviewing previous lesson or continental crusts? method. presenting the new lesson What is Plate Tectonics? B. MOTIVATION/OBJECTIVES Presentation of Objectives Have you experienced Do volcanoes, earthquake Presentation of Establishing a purpose for the earthquake? epicenters, and major Objectives lesson mountain belts found in the same place? C. PRE-ACTIVITY Describe lithosphere and Discussion about Show the figures to the Lighter objects will Presenting examples/ instances of hydrosphere. epicenter. students. always float while the new lesson heavier objects will always sink. Explain D. ACTIVITY Puzzle Map Activity 1:Find the Center Activity 2:Let’s Mark the Activity 3 Discussing new concepts and LM pp. 8-10 Boundaries LM pp. 16,18, 23 practicing new skills #1 LM pp. 11-13 E. ANALYSIS Compare the puzzle map Answer the Guide Answer the Guide Answer the Guide Discussing new concepts and to the current map of the Questions Questions. Questions practicing new skills #2 world. F. DEEPENING What are the plates Describe the distance-time Name some volcanoes Illustrate using books Developing mastery surrounding Philippine graph of S-P interval. located in the boundaries. Plate? G. APPLICATION Which one will float? Soil What will happen to places Do volcanoes, and Prove: Soil is lighter than Finding practical applications of or water? near the epicenter? earthquakes related with water concepts and skills in daily living each other? H. GENERALIZATION/ABSTRACTION Sum up the lessons Sum up the lessons Sum up the lessons Sum up the lessons Making generalization and through Q & A. through Q & A. through Q & A. through Q & A. abstractions about the lesson I. ASSESSMENT Agree or Disagree Output Output Outputs Evaluating learning J. ASSIGNMENT/REMEDIATION What are the three types Cite damages to places in Name some places found Draw two continental Additional activities for application of seismic waves? the epicenter of an in the boundaries. plates converging with or remediation earthquake. each other. 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% on the formative assessment B. No .of learners who require additional activities for remediation. C. Did the remedial lessons work? No. of learners who have caught up with the lesson. D. No .of learners who continue to require 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?
Checked by: DANIEL S. LEBANTE Master Teacher I/School Head