Conxtetualized DLP For Science 10

PROTOTYPE AND CONTEXTUALIZED DAILY LESSON
PLANS
IN GRADE 10 SCIENCE
QUARTER 1
i
DEVELOPMENT TEAM
SDO CAMARINES NORTE
Writers
1. Rachel D. Cadiz MT I Vinzons Pilot High School
2. Liza Aberia TI Vinzons Pilot High School
3. Angeline Ross T III Basud National High School
Validators
1. Noel V. Ibis EPS SDO Camarines Norte
2. Senen G. Rafael T III Moreno Integrated School
ii
School Grade Level 10
Teacher Learning Area SCIENCE
Time and Date Quarter/Week/Day Q1W1D1
I. OBJECTIVES
The learners demonstrate an understanding of:
A. Content Standards The relationship among the location of volcanoes, earthquake epicenters
and mountain ranges.
The learners should be able to:
B. Performance Demonstrate ways to ensure disaster preparedness during earthquakes,
Standards
tsunamis and volcanic eruptions.
The learners should be able to describe the distribution of active
volcanoes, earthquake epicenters and major mountain belts.
C. Learning CODE: S10ES-Ia-j36.1
Competencies/ Unpacked LC/Objectives:
Objectives 1. Compare and contrast the two kinds of crust.
2. Reconstruct a plate tectonic model.
3. Explain the movement of each plate using the Plate Tectonics Model.
II. CONTENT PLATE BOUNDARIES
III. LEARNING RESOURCES
A. REFERENCES
Teacher’s Guide
Science Teacher’s Guide 10 p. 6
pages
Learner’s Materials
pages Science Learner’s Module 10 p.6-7
Textbook pages
Additional Materials
from Learning
Resource portal
 Illustration of the layers of Earth’s Lithosphere
B. Other Learning  Map of Plate Boundaries
Resources  Mayon Volcano Picture
 If available: Laptop and Projector Screen
IV. PROCEDURE
Ask the students to recall their learnings on geologic processes in
Grade 8 (Earthquakes, Faulting, Folding), and geologic features on
A. ELICIT
Grade 9 (Formation of Volcanoes).
On the board post the picture of Mayon Volcano or flash it on the

projector’s screen.
1. What land feature is being shown on the picture?

B. ENGAGE 2. What geologic activity on this land feature can be used in agricultural
purposes?
3. Why do you think that our country is endowed with this kind of
geologic feature?
1
 The teacher will divide
the students into eight
groups.
 Even Numbered groups
will perform the Part I of
the Activity, FILL ME UP
while the Odd-
Numbered groups will
perform the Part II of the
Activity, PUZZLE ME
THIS.
The students will perform the Activity 1.A: PLATE TECTONICS

MODEL which consists of two parts, Part I: FILL ME UP and Part II:
PUZLE ME THIS.
C. EXPLORE
 A “Think - Ink - Pair - Share” approach will be used. The
students will write the answers in the guide questions in their
science notebook. (Literacy)
Each group will select one member to report their answers on the Guide
Questions of the activity.
1. What are the layers of the Earth’s Lithosphere?
2. Differentiate the Continental and Oceanic Crust.
D. EXPLAIN
3. Describe the appearance of the Earth’s Lithosphere.
4. Name at least three larger plates and three smaller plates.
5. What do you call the broken segments of plates? How does this
segment contribute to the movement of the plates?
Explain to students that they have demonstrated the plate tectonics
model wherein the entire lithosphere of the Earth is broken into
E. ELABORATE numerous segments called plates.
 The teacher will explain that the continents are moving VERY
slowly, up to 2 cm per year. Mention that this slow but constant
plate movement is called Tectonics.
Scoring Rubrics on Performance Output:
CRITERIA 4 3 2 1
Concept Content With one With two More than two
(Concept written in content content content error
Map) the map error error
was all
correct
Accuracy All pieces All pieces All pieces There are
(Puzzle) are are are pieces that are
accurately accurately accurately inappropriately
placed placed placed placed.
F. EVALUATE
within the beyond 15 beyond 30
allotted seconds of seconds of
time the allotted the allotted
time time
Presentation Information Information Information Information
shared or shared or shared or shared or
presented presented presented presented was
was clear was mostly was not clear or
and clear and somewhat concise
concise concise clear and
concise
2
Team Student Student Student Student did
Cooperation worked as mostly somewhat not work as a
a team worked as worked as team player in
player in a team a team the small
the small player in player in group to gain
group to the small the small information
gain group to group to and to help
information gain gain others
and to help information information
others and to help and to help
others others
Let the students’ research on the relationship of moving plates to
G. EXTEND
occurrences of earthquakes.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who require
additional activities
for remediation
C. Did the lesson
work? No. of
learners who have
caught up w/ 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?
3
ACTIVITY 1
PLATE TECTONICS MODEL
A. FILL ME UP!
Objective: Identify the layers of the lithosphere.
Procedure: Comprehend the Reading Resources and Instructional Activities on Page 6 of your Learning Module. Using
the concept map below, complete the entire ideas showing the layers of the lithosphere.
UPPER MANTLE
THICKER BUT LESS DENSE THINNER BUT DENSER
Guide Questions:
1. What are the layers of the Earth’s Lithosphere?
2. Differentiate the Continental and Oceanic Crust.
B. PUZZLE ME THIS.
Objective: Reconstruct a plate tectonics
Procedure:
B.1 Cut carefully the traces of plate tectonics model. (Reminder: Be careful in using the scissor.)
B.2 Put the cut-outs together. (In fitting the plate boundaries, there is an allotted time of 2 minutes)
3. Describe the appearance of the Earth’s Lithosphere.
B. 3 Look at your assembled model.
4. Name at least three larger plates and three smaller plates.
B. 4 Move one continental plate and observe carefully its edge relative to an edge of another plate.
5. What do you call the broken segments of plates? How does this segment contribute to the movement of the
plates?
4
5
I. OBJECTIVES
The learners demonstrate an understanding of the relationship
A. Content
among the location of volcanoes, earthquake epicenters and
Standards
mountain ranges.
B. Performance Demonstrate ways to ensure disaster preparedness during
Standards earthquakes, tsunamis and volcanic eruptions.
The learners should be able to describe the distribution of active

volcanoes, earthquake epicenters and major mountain belts.
CODE: S10ES-Ia-j36.1
Learners will be able to:
C. Learning 1. Locate the epicenter of an earthquake using the triangulation
Competencies/ method.
Objectives 2. Compute mathematically the distance of the epicenter of an
earthquake.
3. Recognize the importance of determining the epicenter of an
earthquake.
II. CONTENT: Earthquake Epicentres Using Triangulation Method
A. REFERENCES
1. Teacher’s Guide
Science Teacher’s Guide 10 pp. 7-9
pages
2. Learner’s Materials
Science Learner’s Module 10 pp.7-10
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource portal
 hypothetical records of earthquake waves
B. Other Learning  Philippine map
Resources
 drawing compass and ruler
IV. PROCEDURE
Let the students recall their learnings in Grade 8 about the different
types of seismic waves particularly the body waves (Primary
and Secondary waves).
Ask the following questions:

A. ELICIT 1. What is the difference of a body wave and a surface wave?
Which type of wave travels in the Earth’s interior?
2. Compare the velocity of a P and S waves.
3. What geologic activity is associated in the motion of this P and S
waves?
6
A. Show pictures of the following:
A B
Ask the following questions:

1. What does the pictures show?
2. What are the medium of transmission for each wave motion?
3. What do you think is the medium used to transmit the wave in
picture A? B? C?
B. ENGAGE B. Study this pictures.

A B
1. What do you think is depicted in picture A? What is the cause of

destruction?
2. Picture B is a graphical illustration of Picture A. From the labels,
what is the source of this destruction?
3. How do seismic waves travel to the surface of the Earth?
4. Do you think the seismic waves passes through the entire
Earth? How?
PRE-LAB
 Introduce to students the Activity “Find the Center” on pages
8-10 of the Learners Module.The students will use the
triangulation method in locating the epicentre of a
hypothetical earthquake.
 Ask students if they are familiar in using the drawing
compass.
 Demonstrate how a drawing compass works.
Students will perform Activity I-B: FIND THE CENTER
C. EXPLORE
(Refer to the attached Activity Sheet.)
POST LAB
 Each group will select one member to discuss the Guide
Questions of the Activity.
1. Where is the epicenter of this hypothetical earthquake?
D. EXPLAIN
2. Which province on the map is closest to the earthquake epicenter?
How far in kilometers, is this province from epicenter?
3. In which of the 3 provinces listed in the data table would
seismograph detects the earthquakes first? last?
7
4. What happens to the difference in the arrival times between P
waves and S waves as the distance from earthquake increases?
5. What difficulty will you encounter if you only have data from two
recording stations?
*Give a lecture on locating Earthquake Epicenter using Triangulation
Method.
 In order to locate the epicenter of an earthquake, you need to
determine the time interval between the arrival of the P and S
waves on the seismograms from at least three different
stations.
 The radius of each circle corresponds to the epicentral
E. ELABORATE
distance for each seismic recording station. Once you have
drawn all three circles and located the point where all three
intersect, you will have successfully located (triangulated the
epicenter of the earthquake.
 Locating earthquake epicenters will pinpoint which fault lines
are active. The less active fault lines stores great amount of
potential energy that could cause major earthquakes once
released.
A. SCORING RUBRIC FOR PERFORMANCE OUTPUT
1. Located the epicenter of an earthquake using the triangulation
method.
- set the radius of the drawing compass
- drawn three circles on the map using drawing compass
- determined the area where the three circles overlapped
3 points if all the criteria were met
2 points if two out of three criteria were met
1 point if only one criterion was met
2. Compute mathematically the distance of the epicenter of an
earthquake.
- measured the distance of the epicenter from the station properly
- converted the distance covered using a scale.
- used the formula in computing the epicenter of an earthquake
3 points if all the criteria were met
2 points if two out of three criteria were met
1 point if only one criterion was met
B. Select the letter of the correct answer.
F. EVALUATE 1. You were asked to locate the epicenter of a recent earthquake.
Which correct sequence of events should you follow?
i. Determine the difference in the arrival time of S and P waves
recorded from each of the seismological stations.
ii. Use the triangulation method to locate the center.
iii. Obtain data from three different seismological stations.
iv. Determine the distance of the epicenter from the station.
a.) i, iii, ii, iv b.) iii, i, iv, ii c.) iii, iv, i, ii d.) iv, ii, i, iii
2. You were provided with data showing the arrival time of the P and
S waves recorded from three seismic stations. Which of these can
you possibly determine?
a.) the damage at the focus c.) the intensity of the earthquake
b.) the distance to the earthquake d.) the location of the epicenter
3. From the seismogram, the distance to the epicenter can be
determined by measuring
a.) the arrival time of surface wave
b.) the difference in the arrival times of the P and S waves.
c.) the ratio of the amplitude of the largest P and S waves.
d.) the speed of the surface wave.
8
4. What is the distance of the epicenter from a certain recording
station if the difference in arrival time of P and S waves is 1 minute
in 10 seconds?
a.) 850 km b.) 875 km c.) 900 km d.) 925 km
5. Locating earthquake epicenter is important because it will pinpoint
a.) fault line b.) focus c.) plate boundary d.) another epicenter
ANSWERS: 1. B 2. D 3. B 4. B 5. A
MAKING A NEWSPAPER ARTICLE
Write an article for the newspaper detailing what is happening
during an earthquake. Explain each wave type and when it arrived.
How is this information used to find the epicenter?
The article will be graded using this rubric.
CRITERIA 5 4 3 2 1
Factual Four or Three Two One No facts
Information more facts facts fact is are
facts are are are include included
included included include d in in
in in the d in the the
the article. the article. article
article. article.
Accuracy All facts Three Two One All facts
are facts are facts fact is are
accurate accurate are accurat inaccur
accurat e ate
G. EXTEND e
Organizatio Written With With With The
n in a one two more article is
logical minor errors than disorga
manner error two nized
errors and
difficult
to follow
Mechanics Free The The The All
from article article article sentenc
gramma has 1-2 has 3-4 has five es
r and gramma gramm or in the
spelling r or ar or more article
errors spelling spelling gramm contain
errors errors. ar or gramma
spelling r and
errors spelling
errors
IV. REMARKS
V. REFLECTION
VI. OTHERS:
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
C. Did the lesson
work? No. of
learners who have
9
caught up w/ 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?
10
ACTIVITY 1.B
FIND THE CENTER
Objective:
Locate the epicentre of an earthquake using the triangulation method.
Materials:
- hypothetical records of earthquake waves
- Philippine map
- drawing compass and ruler
Procedure:
1. Study the data showing the difference in the arrival time of P-wave and S-wave on three seismic
recording stations.
Recording Station Time difference in the arrival time of P Distance of epicentre

and S waves (seconds) from the station
(kilometres)
Batangas 44.8
Puerto Princesa 32
Davao 38.4
2. Compute the distance of the epicentre from each of the stations using this formula:
d= ___Td___ x 100 where: d= distance (km)
8 seconds Td= time difference in the arrival time of P-wave and S-wave (seconds)
This formula is suited because 8 seconds is the interval between the times of arrival of the P and
S waves at a distance of 100 km.
3. Choose one of the recording stations and measure the computed distance on the map scale
(the scale of the map is 1.5 cm: 200 km)
Set your compass for that computed distance.
4. Center your compass on the station you have chosen. Draw a circle.
5. Repeat steps 3 and 4 for the rest of the stations. You should get three circles that intersect or
nearly intersect at a point. This intersection is the EPICENTER.
6. Circle the epicentre in RED.
GUIDE QUESTIONS/ ANALYSIS:
1. Observe the three circles you have drawn. Where is the epicenter of this hypothetical
earthquake?
2. Which province on the map is closest to the earthquake epicentre? How far in kilometers, is
this province from epicenter?
3. In which of the 3 provinces listed in the data table would seismograph detects the earthquakes
first? last?
11
4. What happens to the difference in the arrival times between P waves and S waves as the
distance from earthquake increases?
5. What difficulty will you encounter if you only have data from two recording stations?
12
I. OBJECTIVES
The learners demonstrate an understanding of the
A. Content Standards relationship among the locations of volcanoes,
earthquake epicenters and mountain ranges
The learners shall be able to

a) demonstrate ways to ensure disaster
preparedness during earthquakes, tsunamis, and
B. Performance Standards volcanic eruptions;
b) suggest ways by which he/she can contribute to
government efforts in reducing damage due to
earthquakes, tsunamis and volcanic eruptions
a) Describe the different types of plate boundaries.
(S10ES–Ia –j– 36.2)
C. Learning Competencies/
Objectives 1. Identify the different plate boundary.
2. Give the importance of setting boundaries in real
life situation.
II. CONTENT PLATE TECTONICS ( TYPE OF PLATE BOUNDARIES )
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 portal
Modelling clay, picture of continents of the world, figures
B. Other Learning Resources showing the three plate boundaries
IV. PROCEDURE
ELICIT
* What are the seven major continents of the world?

* What do you think is the basis of scientist in dividing
Earth’s lithosphere into several plates?
13
The teacher will show these pictures to the class.
A B
ENGAGE
Study the following pictures.
1. What is unusual in Picture A? in Picture B?
2. What particular calamity took place in the area?
3. Why do earthquakes occur?
4. Do you think our locality is exempted to earthquakes
occurrence? Why do you say so?
5. What are the first thing we should do when earthquake
occurs?
6. Is there a relationship between the depths of the
earthquake and the boundary near it?
Divide the class into four groups.

• Give each group a picture of plate boundaries and
modelling clay.
• Let them do the following activities.
Part A. Analyze the picture below
EXPLORE
Look at these pictures.

1. How will you describe them?
2. What do the pictures tell us about the plate movements?
3. Can you name the three distinct types of plate
boundaries?
4. Compare the ways tectonic plates move in relationship
to each other.
5. What geologic event do you think will happen once these
plates move?
Part B. Making a Model
14
• Let the students make a model using modelling clay which
demonstrates the three types of plate boundary.
• After making a model, the students will match their output
with the picture and make a label for each model.
Part C. Hand Gesture Model

• The teacher will let the students use their hands to show
the relative motion of the plates.
a. Divergent Plate Boundary

b. Convergent Plate Boundary
c. Transform Fault Boundary
Presentation of group output.

Discussion:
1. Identify the three types of plate boundary.
2. Describe the plate movement in divergent boundary? In
convergent boundary? In a transform fault boundary?
3. What evidence is there for these plate boundary
movements?
EXPLAIN
4. How fast are plates moving?
5. Can you imagine what will happen or form in the earth’s
lithosphere because of these plate movements?
6. Cite a situation where we set boundaries in our life.
What do you think are the importance of setting
boundaries in real life situation?
The teacher will show a video clip showing the plate

boundary movement.
ELABORATE
What is the difference between the divergent, convergent,
and transform fault boundary?
1. What are the three types of plate boundaries? Describe each

plate in terms of movement.
You will be rated based on these rubric:
Identify the types of plate Make a correct description

boundary (1 pt) (1 pt)
EVALUATE
15
2. From the figure above , list down
a) Two plates showing divergent plate boundary (at least 2)
b) Two plates showing convergent plate boundary (at least
2)
c) Two plates showing transform fault boundary (at least 2)
1. Download and watch the movie “San Andreas”.

EXTEND 2. Identify what kind of plate movement is depicted on the
movie.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who got

80% on the formative
assessment
require additional activities
for remediation
C. Did the remedial lessons
work? No. of learners who
have been caught up in the
lesson
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did it worked well?
F. What difficulties did I
encounter which my
principal/supervisor could
help me with?
localized material/s did I
use/discover which I wish to
share with other teachers?
16
I. OBJECTIVES
A. Content Standards among the locations of volcanoes, earthquake epicenters and
mountain ranges

a) demonstrate ways to ensure disaster preparedness during
B. Performance earthquakes, tsunamis, and volcanic eruptions;
Standards b) suggest ways by which he/she can contribute to
a) Explain the different processes that occur along the plate
boundaries (S10ES –Ia-j-36.3)
C. Learning
Competencies/ Learners will be able to:
Objectives 1. Identify the different geologic features formed when
continental and oceanic plate collide
2. Determine the consequences of colliding plates.
II. CONTENT PLATE TECTONICS( Converging Continental Plate and Oceanic

Plate)
III. LEARNING
RESOURCES
1. Teacher’s Guide pages Science 10 (TG) pp. 12 – 13
2. Learner’s Materials Science 10 (LM) pp. 16 – 17

pages
3. Textbook pages
from Learning Resource
portal
B. Other Learning Manila paper, pen touch, activity sheet
Resources
IV. PROCEDURE
ELICIT
17
1. From this map identify the three types of plate boundary.
2. Mention two adjacent plates and cite what kind of plate
boundary is between them.
Let the students recall that there are two types of crust,
continental and oceanic. Between the two, the oceanic crust is
denser.
Let us reminisce our childhood by looking at this picture.

1. When you were young did you experience playing see saw
ENGAGE with you friends?
2. What happened if your partner is heavier/denser than you? If
he/she is lighter/less dense than you?
3. Can you explain why you ascend or descend when playing
see saw?
4. Have you ever watched a floating hot air balloon? Why do
you think it soars high despite of its heavy mass?
Introduce to the students that plates could either be a

continental crust-leading plate or an oceanic crust-leading plate.
Students will do Activity 3 Head- On Collision, Part A

“Converging Continental plate and Oceanic plate.”
EXPLORE
This activity will allow the students to determine the effects of
colliding oceanic and continental plates.
* Presentation of Group Output

* Discussion:
1. What type of plate is Plate A? What about Plate B? Why do you
say so?
2. Describe what happens to plate A as it collides with Plate B?
Why?
EXPLAIN
3. What do you think may happen to the leading edge of Plate A
as it continues to move downward? Why?
4. What do you call this molten material?
5. What is formed on top of Plate B?
6. As the plates continue to grind each other, what other geologic
event could take place?
The teacher will show a video clip showing the convergent plate
ELABORATE boundary movement to summarize what the students learned in the
activity.
1. Explain the geologic processes occurred when continental plate

and oceanic plate collide:
EVALUATE
a. Trenching
b. Subduction
18
c. Melting
d. Volcanism
2. What are the different geologic features formed when continental
plate and oceanic plate collides? ( trench, volcano )
3. Which of the following is/are the consequence/s of converging
oceanic and continental plates?
a. Subduction
b. Initiate volcanism
c. Formation of trench
d. Occurrence of earthquake
ALTERNATIVE EVALUATION:
Fill in the blank the word/s that explains the processes that occur
along convergent plate boundaries of oceanic and continental
crusts.
4 6
1 2
5
3
During the convergent of ___(1)___ and ___(2)___ the denser

plate bends downward the less dense plate in the process called
___(3)___. Because of this process, a depression on the ocean
floor called ___(4)___ is also formed. The leading edge of the
denser plate will start to melt because the temperature beneath
the crust is higher, this is called __(5)___. ___(6)___ are
mountains that are built by the accumulation of their own
eruptive products such as lava. As the plate continue to grind
against each other ___(7)___ could take place.
8 – 10. Determine three (3) consequences of colliding plates.
1. Search and list down the different trenches in the Philippine

EXTEND archipelago.
2. Enumerate these trenches according to their ascending depth.
19
V. REMARKS
VI. REFLECTION
VII. OTHERS

got 80% on the formative
assessment
require additional
activities for remediation
C. Did the remedial
lessons work? No. of
learners who have been
caught up in the lesson
continue to require
remediation
strategies worked well?
Why did it worked well?
encounter which my
principal/supervisor
could help me with?
use/discover which I wish
to share with other
teachers?
20
I. OBJECTIVES
mountain ranges

boundaries. (S10ES –Ia-j-36.3)
C. Learning
Objectives a) Perform activity 3 Part B Convergence of Two Oceanic
Plates.
b) Determine the consequences of colliding two oceanic plate.
II. CONTENT PLATE TECTONICS( Convergence of Two Oceanic Plates)
III. LEARNING
RESOURCES
1. Teacher’s Guide pages Science 10 (TG) pp. 14 - 15
2. Learner’s Materials Science 10 (LM) pp. 18 - 22

pages
3. Textbook pages
portal
B. Other Learning Tsunami photo, video clip, activity sheet
Resources
IV. PROCEDURE
* Picture of Oceanic and continental crust
ELICIT
1. Which is more buoyant- a continental plate or an oceanic
21
plate? Which plate will dive under if the two were collide with
each other?
2. What geologic processes happen when oceanic and
continental plate boundary collide?
3. What geologic features are formed when collision of oceanic
and continental plates happened?
The teacher will post a picture of tsunami on the board.
ENGAGE
What do you see in the picture?
1. What do you think must be the cause why this ocean waves
become huge?
2. Can you mention a particular situation when we can hear a
tsunami alert?
3. Can you name some countries which already had
experienced the devastating effect of this phenomena?
4. Which place is more prone to this kind of event?
5. Explain the importance of tsunami drill especially on the place
near the seashore?
For Advance Students :
Student will do Activity3, Part B “Convergence of Two Oceanic
plate.” This activity will allow the students to determine the effects
EXPLORE of colliding two oceanic plates.
For Average Students:

Students will do Activity 3 “ When Two Plates Collide”
Presentation of Group Output
Discussion:
1. What are the geologic processes/events that will occur because
of this plate movement?
EXPLAIN
2. What geologic features might form at the surface of Plate A?
3. If the edge of Plate A suddenly flicks upward, a large amount
of water may be displaced. What could be formed at the surface
of the ocean?
The teacher will show a video clip showing the convergence of
ELABORATE two plate boundary and the formation of tsunami.
As a student, how can you help lessen the impact of natural
disasters such as earthquake and tsunami?
Enumerate and explain the geologic event/ processes that

happen when two oceanic plate collide.
EVALUATE
Rubrics
22
FAIR BETTER BEST
(5 pts) (8 pts) (10 pts)
Enumerate and explain

the processes that occur
when two oceanic plates
collide
ALTERNATIVE EVALUATION:
Fill in the blank the word/s that explains the processes that occur
along convergent plate boundaries of two plates.
3 5
1 1
2 4
During the convergent of two ___(1)___ the denser plate

bends downward the less dense plate in the process called ___(2)___.
Because of this process, a depression on the ocean floor called ___(3)___
is also formed. The leading edge of the denser plate will start to melt
because the temperature beneath the crust is higher, this is called
__(4)___. ___(5)___ are mountains that are built by the accumulation of
their own eruptive products such as lava. The volcanic deposits pile up
until they break through the surface of the ocean and form an ___(6)___.
If the edge of the less dense plate suddenly flicks upward, a large amount
of water may be displaced ___(7)___ formed at the surface of the sea. As
the plate continue to grind against each other ___(8)___ could take place.
9 – 10. Determine two (2) consequences of colliding plates.
Students will do a research how the Philippine archipelago

EXTEND had been formed.
23
Agreement
V. REMARKS
VI. REFLECTION
VII. OTHERS

assessment
require additional
C. Did the remedial
continue to require
remediation
encounter which my
could help me with?
to share with other
teachers?
24
I. OBJECTIVES
mountain ranges

C. Learning boundaries. (S10ES –Ia-j-36.3)
Competencies/
Objectives 1.Trace how the Philippine Island was formed.
3. Give the importance of studying plate tectonics in the
formation of Philippine archipelago
II. CONTENT PLATE TECTONICS( Convergence of Two Oceanic Plates)
III. LEARNING
RESOURCES
1. Teacher’s Guide pages Science 10 (TG) pp. 14 - 15
2. Learner’s Materials Science 10 (LM) pp. 18 - 22

pages
3. Textbook pages
4. Additional Materials http://thehistoryofthephilippines.blogspot.com/2012/08/formation-

from Learning Resource of-philippine-islands.html
portal
B. Other Learning
Photograph of Philippines beautiful sceneries, video clip, activity
Resources
sheet
IV. PROCEDURE
ELICIT
1. What type of plate boundary movement is shown in the

picture?
2. Enumerate the different geologic events/processes that
25
happens when two oceanic plates collide.
3. What geologic feature is/are formed?
The teacher will show a power point presentation of some
remarkable landmarks in the Philippines.
ENGAGE
Are you familiar with those spectacular sceneries?

1. In what part of the world can we see those places?
2. Can you name some landforms which is/are also a pride of
our very own province?
Students will be divided into six groups.
Processes involved in the formation of Philippine archipelago are
given in the Philippine Island Formation History. Students will read
EXPLORE
the series of processes and make their own illustrations of the
different processes that occur.
Presentation of Group Output

1. What type of plate boundary movement formed the majority of
EXPLAIN
islands in the Philippine?
2. Explain why our country is surrounded with trenches and volcanoes?
The teacher will show a video clip to explain the formation of Philippine
ELABORATE archipelago.
Give the importance of studying plate tectonics in the formation of
Philippine archipelago.
Make a poem, a jingle, a song or rap showing the processes that
happen how Philippine archipelago had been formed.
(The group can select what they will do with their skill and
interest.)
EVALUATE
Student will be rated based on these rubric: Correctness of
concept 50%
Creativity 30%
Presentation 20%
Total 100%
26
Gather materials and information about major geological events
that occurred in our country. You can create a short teledrama,
video clips, essay or paintings depending on your interest. It is a
must that you include in your material the steps to be undertaken
to ensure preparedness during the said calamities. You will be
EXTEND
graded using this rubric.
Concept - 50%
Quality - 30%
Timeliness - 20%
100 %
Agreement
V. REMARKS
VI. REFLECTION
VII. OTHERS

assessment
require additional
C. Did the remedial
continue to require
remediation
encounter which my
could help me with?
to share with other
teachers?
27
I. OBJECTIVES
A. Content Standards The relationship among the locations of volcanoes, earthquake
epicenters, and mountain ranges.
B. Performance
Demonstrate ways to ensure disaster preparedness during
Standards
earthquakes, tsunamis, and volcanic eruptions.
The learners should be able to :
1. Identify the different geologic features formed when two
continental plates collide.
C. Learning
2. Explain the different processes that occur along the plate
Competencies/ Objectives
boundaries. S10ES –Iaj-36.3
3. Determine the consequences of colliding two continental
plates.
II. CONTENT PLATE TECTONICS( Two Continental Plates Converging )
A. REFERENCES
1. Teacher’s Guide pages Science Teacher’s Guide 10 pp.15
Science 10 LM pp. 23-24
pages
3. Textbook pages
Modelling clay, cardboard, photographs of road signs and road
accident
portal
B. Other Learning Resources
IV. PROCEDURE
A. ELICIT: Reviewing
previous lesson or
presenting the new The Philippines is an archipelago. From the HISTORY of
lesson the Formation of Philippine Island, explain briefly how our
country has been developed.
E. Do you think it was in the same position 5 million years
ago?
F. What type of plate boundary created the Philippines?
G. Can you now explain why the location of the Philippines
is said to be in the “Pacific Ring of Fire”?
28
1. You may start the lesson by asking questions such as;
a. What is the highest peak in the Philippines? Mt. Apo about

3144 meters
b. How about the highest mountain in the world? Mt. Everest
c. Do you have any idea how tall Mount Everest is? 8848
meters
B. ENGAGE: d. How do you think most of the tall mountains of the world are
formed?
2. Just gather all the ideas the students will mention

regarding the last question. After all the ideas had been
presented, tell them that they will check their answers
after they perform the next activity.
Students will perform Activity 3 Head –On Collision Part C: Two

C. EXPLORE:
Continental Plates Converging.
1. Presentation of Group Output

2. Discussion:
 What happened to the strips of clay as they were
pushed from opposite ends?
 If the strips of clay represent the Earth’s
lithosphere, what do you think is formed in the
lithosphere?
D. EXPLAIN:  What other geologic event would take place with
this type of plate movement aside from your
answer in Q2?
 In terms of the consequences on the Earth’s
lithosphere, how will you differentiate this type of
convergent plate boundary (continental plate vs.
continental plate ) with the other two ( continental
plate vs. oceanic plate, and oceanic plate vs.
oceanic plate )?
The teacher will show a video clip showing the convergence of
two continental plate boundary.
E. ELABORATE
Point out the formation of collision zone and the formation of
Himalayan Ranges.
1. What geologic feature/s is /are formed when two

continental plates collide? (You can choose more than
one.)
a. Volcanic island arc
b. ountain ranges
F. EVALUATE c. Oceanic ridges
d. Rift valleys
2. Enumerate and explain the different processes occurred
when two continental plates bumped into each other.
29
FAIR BETTER BEST
(5 points) (8 points) (10
points)
Enumerate
and explain
the
processes
that occur
when two
oceanic
plate collide
3. Which of the following geologic events shows the

consequence/s of colliding two continental plates.
a. Tsunami
b. Storm surge
c. Earthquake
d. Drought
 Write a short paragraph why you think you need to
G. EXTEND study Plate Tectonics being a resident of the
Philippines.
V. REMARKS
VI. REFLECTION
VII. OTHERS:
earned 80% in the
evaluation
require additional
C. Did the lesson work?
No. of learners who
have caught up w/ the
lesson
continue to require
remediation
Why did these work?
encounter which my
principal or supervisor
can help me solve?
localized materials did I
use/discover which I
wish to share with other
teachers?
30
Activity 3
Head-On Collision
Part C: Two Continental Plates Converging
Objectives:
 Explain the processes that occur along convergent boundaries.

 Determine the consequences of colliding plates.
Materials:
modelling clay , 2 different colors
2msheets of cardboard
Procedures:
Observe what happens to the clay between the two cardboard sheet.
Guide Question:
Q1. What happened to the strips of clay as they were pushed from opposite ends?
Q2. If the strips of clay represent the Earth’s lithosphere, what do you think is formed in the
lithosphere?
Q3. What other geologic event could take place with this type of plate movement aside from your
answer in Q2?
Q4. In terms of the consequences on the Earth’s lithosphere, how will you differentiate this type of
convergent plate boundary with the other two?
31
Date and Time Quarter/Week/Day Q1W3D2
I. OBJECTIVES
A. Content Standards The relationship among the locations of volcanoes, earthquake
epicentres, and mountain ranges.
B. Performance
Standards
4. Explain the different processes that occur along the plate
C. Learning
Competencies/
5. Identify the different geologic features formed when two
Objectives
lithospheric plates diverge.
6. Determine the results of plates that are moving apart.
II. CONTENT PLATE TECTONICS( Divergence of Plates)
A. REFERENCES
1. Teacher’s Guide pages Science Teacher’s Guide 10 pp.
Science 10 LM pp. 25-28
pages
3. Textbook pages
from Learning Resource Photographs of Rift valleys and oceanic ridges
portal
B. Other Learning
Resources
IV. PROCEDURE
 Present a map showing the relative motion of plates.
A. ELICIT: Reviewing
previous lesson or
presenting the new
lesson
1. Name two plates that are moving in opposite

direction.
2. What type of plate boundary movement does this
motion tell us?
B. ENGAGE:
32
 What is common in the picture?
 Can we compare a broken relationship to a crustal plates
moving in opposite direction? Why do you say so?
 Introduce the objectives of the lesson.
 Students will perform the Activity 4 “Going Separate Ways.”
This will require them to analyze four pictures. The two
C. EXPLORE:
topmost pictures are rift valleys while the bottom two are
oceanic ridges.
3. Presentation of Group Output
4. Discussion:
 What are common in the four pictures?
 Millions of years ago, the land masses in each picture
were once connected. What do you think is happening to
the Earth’s crust in those pictures?
D. EXPLAIN:  If this event continues for millions of years, what do you
think will be the effect on the crust?
 How does the spreading of plates will look like after
millions of years?
 What will be formed in the lithosphere if two continental
plates diverge? If two oceanic plate diverge?
The teacher will show a power point presentation or a video clip
E. ELABORATE
showing divergence of two plate boundary.
1. Explain how the following geologic processes occur.
a. Rift valley
b. Mid-ocean ridge
c. widening ocean basin
FAIR BETTER BEST
(2 points) (4 points) (6 points)
Explain the
F. EVALUATE processes
that occur
when two
plates move
apart
2. What geologic features are formed when two crustal plates are
moving apart?
3. What is/are the consequences of plates that are moving apart?
Research on different rift valleys and mid ocean ridges found in the
G. EXTEND Philippines. Collect a photograph of each and create an artistic
scrapbook.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% in the
evaluation
require additional
No. of learners who
33
lesson
continue to require
remediation
Why did these work?
encounter which my
can help me solve?
teachers?
34
Activity 4
Going Separate Ways
Objectives:
 Explain the processes that occur along divergent boundaries.
 Determine the results of plates that are moving apart.
Materials: photographs of Rift Valleys and Oceanic Ridges

Procedure:
1. Analyze the photographs of rift valleys (topmost pictures) and oceanic ridges below, and answer the
questions that follow.
Figure 18. Rift valleys and oceanic ridge
1. What are common in the four pictures?

2. Millions of years ago, the land masses in each picture were once connected. What do you think is
happening to the Earth’s crust in those pictures?
3. If this event continues for millions of years, what do you think will be the effect on the crust?
4. Complete the drawing below to illustrate your answer in question number 3.
After millions of years
35
SCIEN
Teacher Learning Area
CE
Quarter/Week Q1W3
Time and Date
/Day D3
I. OBJECTIVES
A. Content
The relationship among the locations of volcanoes, earthquake
Standards
epicenters, and mountain ranges.
B. Performance
Standards
Explain the different processes that occur along the plate
Unpacked LC/Objectives:
C. Learning
7. Identify the geologic events took place along a transform-fault
Competencies/
boundary.
Objectives
8. Determine the results of plates that sliding horizontally past
with each other.
9. List down safety precautionary measures before, during and
after an earthquake.
II. CONTENT PLATE TECTONICS (TRANSFORM-FAULT BOUNDARY)
III. LEARNING
RESOURCES
A. REFERENCES
1. Teacher’s
Guide pages
2. Learner’s
Science Learner’s Module 10 pp. 29-30
Materials pages
3. Textbook
pages
4. Additional
Materials from four blocks of wood, two hook screws, sand paper, bond paper,
Learning Resource pencil/pen
portal
B. Other Learning
Resources
IV. PROCEDURE
H. ELICIT:
Reviewing previous
lesson or
presenting the new
lesson
1. How do these landform been develop?

2. What particular plate movements happened on these
features?
36
3. What geologic feature/s developed when two oceanic plates
move away from each other? When two continental plates
diverge?
Have you still recall the San Andreas movie? What did you feel while
watching the movie?
What kind of natural disaster strikes the area?
I. ENGAGE:
According to the geologist in the movie, what is the cause of that
Establishing a
devastating event?
purpose for the
Did you already checked whether your vicinity IS or NOT prone to
lesson
earthquake?
If an intensity 7 hits our area, can you say that you are prepared?
How do you say so?
J. EXPLORE:
Presenting Students will perform the Activity 5,Slide and Shake which will be a
examples/instances simulation-type activity of how transform-fault boundary is formed
of the new lesson
K. EXPLAIN
Discussion:
Tell students that most transform-fault boundaries are found in the
ocean basins. Only few of which are found in the continents. The
best example of transform-fault boundary in a continent is the
L. ELABORATE San Andreas Fault.
The teacher will show a video clip of San Andreas movie to show the
complexity of San Andreas Fault which is the best example of
transform fault boundary in a continent.
SHORT QUIZ
1. Which is the correct sequence of geologic events took place
along a transform-fault boundary?
1. Occurrence of faults or cracks
2. Movement of rock layers in opposite direction
3. Occurrence of earthquake
a. 1, 2, 3 b. 2, 3, 1 c. 3, 2, 1 d. 1, 3, 2
M. EVALUATE 2. Which of the following geologic events results from the sliding of
rock layers moving past each other?
a. Volcanic eruption
b. Earthquake
c. Mountain Formation
d. All of these
3. List down at least 3 safety tips before, during and after an
earthquake.
N. EXTEND
In pairs, make an outline showing the different landforms and give
Additional activities
examples for each. Justify whether or not these landforms are
for application or
located in any of the plate boundaries distributed around the globe.
remediation.
V. REMARKS
VI. REFLECTION
VII. OTHERS:
A. No. of
learners who
earned 80% in the
evaluation
B. No. of
learners who
37
require additional
activities for
remediation
C. Did the
lesson work? No. of
learners who have
caught up w/ 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?
38
Activity 5
Slide and Shake
Objective:
 Determine the effect of transform-fault boundary on the Earth’s crust.

Materials:
 four blocks of wood:

blocks 1 and 4 measures 5 cm x 5 cm x 10 cm while blocks 2 and 3
measures 5 cm x 5 cm x 15 cm
 two hook screws
 sandpaper
Procedure:
1. Attach a hook screw on one end of Blocks 2 and 3.
2. Arrange the blocks as shown in the illustration below.
3. Place sandpaper on the side of the blocks where they all meet.
4. Slowly pull Blocks 2 and 3 on its hook screw to the direction indicated by the arrow. Observe the
motion of the blocks.
1. Were you able to pull the blocks of wood easily? Why or why not?
2. What can you say about the relative motion of blocks 1 and 2? How about blocks 3 and 4?
3. How will you describe the interaction between blocks 2 and 3 as you pull each block?
4. What is the interaction between blocks 1 and 3? How about between blocks 2 and 4?
5. What do you think would the consequence be if plates move horizontally past each other?
6. Why are transform faults harder to find than the divergent and convergent boundaries?
7. What are the things to prepare in order to ensure the safety of your family if you are living near
a transform fault boundary?
39
I. OBJECTIVES
A. Content Standards among the locations of volcanoes, earthquake epicenter and
mountain ranges
The learners shall be able to demonstrate ways to ensure
B. Performance
disaster preparedness during earthquakes, tsunamis and
Standards
volcanic eruptions.
Explain the different processes that occur along the plate
boundaries; S10ES-Ia-j-36.3
C. Learning
Objectives 1. Explain the formation of hotspots;
2. Perform an activity that simulates the formation of
hotspots.
II. CONTENT HOTSPOT
III. LEARNING
RESOURCES
A. REFERENCES
1. Teacher’s Guide Science Teacher’s Guide 10 pp.42-43
pages
pages
3. Textbook pages
4. Additional Materials https://www.youtube.com/watch?v=AhSaE0omw9o&t=21s
from Learning Resource What is a Volcanic Hotspot? (Educational or
portal https://www.youtube.com/watch?v=asUXBV12Btg Hot spot
formation
B. Other Learning
Resources
IV. PROCEDURE
Look at these pictures:
A. ELICIT
What geologic features are formed in the first figure?

How about in the second figure?
Where do volcanoes usually form?
Can volcanoes be formed on the middle of plates?
Present a picture of Chocolate hills. Then, ask these questions:
B. ENGAGE
Have you been in Bohol?
What beautiful spot do you find in this place?
If not, look at the pictures. How do you describe these
hills?
40
(At this point, the teacher will give an input about the
Chocolate hills. She can also ask the students what they
know and encourage to share the information to the
class.)
The Chocolate Hills are a group of unusually shaped

hills located in the middle of the island of Bohol in
Philippines. This extraordinary landscape is unique to this
small island.
It is unknown how many chocolate hills there are.
It is known that at the bare minimum there are 1268 hills
but some estimates put this number as high as 1776.
The hills are not huge; the highest one barely
reaches 120 meters in height. Even so, most hills are
between 30 and 50 meters. The conical Chocolate hills
are scattered within a fifty square kilometer area.
Mystery still surrounds how the Chocolate Hills
were formed. One of the more popular local legends is that
long ago, two giants fought for days, hurling earth and
stones at one another, until they fell exhausted, friends
once more, into each other's arms.
More romantic is the handsome young giant,
Arogo, who fell in love with a mortal woman. When, as
mortals must, she died, the giant wept, his great teardrops
turning into the Chocolate Hills.
However geologists have differing views about how these
hills were formed. One plausible theory is that they are
weathered formations of a marine limestone lying on top
of an impenetrable clay base.
Whatever their origin, being in their presence is a surreal
experience, and as landscapes go, one of the most bizarre
you can encounter.
Do you think these hills are similar to that of chains of

volcanoes in Hawaii?
How are the volcanoes in Hawaii formed?
The students will perform this Activity by groups, Activity: Drop
it like It’s Hotspot!
C. EXPLORE Note:
You can put a coloring dye to the water to see the spots on
the paper.
Post-Lab Discussion:
Students will report by group.
Guide Questions:
D. EXPLAIN 1. What did you see on the surface of the bond paper?
2. Let’s say that the paper represents the Earth’s crust;
what do you think is represented by the water in the test
tube? What geologic feature do you think will be formed
at the surface of the crust?
41
3. Which of the features, at the surface of the crust, will be
the oldest? The youngest? Label these on your paper.
4. Which of the features will be the most active? The least
active?
5. Label these on your paper.
6. What then is a hotspot? How is it formed? (At this point
show a picture of a
Hotspot.
1. At this point, the teacher will ask again the previous question
in the engage part which is, “Are hotspots the same as the
Chocolate hills?” Then, further explanation will follow.
Emphasize that they are two different things.
2. The student will watch a video clip showing formation of
E. ELABORATE
hotspots in Hawaii.
https://www.youtube.com/watch?v=AhSaE0omw9o&t=21s What
is a Volcanic Hotspot?
https://www.youtube.com/watch?v=asUXBV12Btg (Educational
or Hot spot formation)
Consider this illustration in answering questions 1 to 5.
Volcano A B C D E
Mantle plume
A.
1. Which volcano is the youngest?
2. Which volcano is the oldest?
3. Volcano B is ________________than volcano C.
4. The farther a volcano is from the mantle plume, the
F. EVALUATE ___________ is the age of the volcano.
5. The volcano on top of the mantle plume is the
_______________.
B. 1. Explain in 3-5 sentences how a hotspot is formed.
Scoring Rubrics:
Formation of Hotspot is explained correctly - 10 points

Formation of Hotspot is halfway explained - 7 points
Formation of Hotspot is slightly explained - 5 points
There is an explanation but incorrect - 3 points
No answer - 0
The students will research on the locations of other hotspots in

G. EXTEND
the world. Ask them to bring/include pictures if possible.
V. REMARKS
VI. REFLECTION
VII. OTHERS:
42
earned 80% in the
evaluation below.
require additional
activities for
remediation
No. of learners who
lesson
continue to require
remediation
strategies worked
well? Why did these
work?
encounter which my
can help me solve?
localized materials did
I use/discover which I
wish to share with
other teachers?
43
Name_________________________Grade & Section____________Rating____________
Activity # 6
Drop It Like It’s “Hot Spot”
Objective:
1. Relate hot spot with plate tectonics
Materials:
 alcohol lamp • test tube • test tube holder
 bond paper (2 sheets) • match • water
Procedure:
1. Attach one end of the bond paper to the end of another bond paper.
2. Fill 3/4 of the test tube with water and heat it over an alcohol lamp.
3. While waiting for the water to boil, place the paper on top of the test tube. Be sure that the
two are in contact.
4. Once the water starts boiling and fumes are coming out, hold the paper in the same position
for the next 10 seconds.
5. After 10 seconds, move the bond paper very slowly and horizontally by 10 centimeters. See
to it that the paper and test tube are still in contact.
6. Repeat step 5 after another 10 seconds and observe.
Q36. What can you see on the surface of the bond paper?
Q37. Let’s say that the paper represents the Earth’s crust; what do you think is represented by
the water in the test tube?
Q38. What geologic feature do you think will be formed at the surface of the crust?
Q39. Which of the features, at the surface of the crust, will be the oldest? the youngest? Label
these on your paper.
Q40. Which of the features will be the most active? The least active?
Label these on your paper.
44
I. OBJECTIVES
A. Content Standards among the location of volcanoes, earthquake epicenters and
mountain ranges.
B. Performance earthquakes, tsunamis and volcanic eruptions.
Standards Suggest ways by which he/she can contribute to government
efforts in reducing damage due to earthquakes, tsunamis and
volcanic eruptions.
The learners should be able to describe the internal structure of the
Earth.
CODE: S10ES-Ia-j36.4
C. Learning
Objectives 1. Define seismic waves scientifically.
2. Differentiate the types of seismic waves.
3. Recognize the importance of seismic waves in the study of
the Earth’s interior.
II. CONTENT
III. LEARNING
RESOURCES
A. REFERENCES
1. Teacher’s Guide Science Teacher’s Guide 10 pp. 32-34
pages
pages
3. Textbook pages
from Learning
Resource portal
B. Other Learning
Resources
IV. PROCEDURE
Let the students recall their learnings in Science 8 about
Earthquakes using a GUESSING GAME STRATEGY. Students
will match the correct pairings for CONCEPT, ILLUSTRATION
and DESCRIPTION.
CONCEPTS
O. ELICIT
Earthquake Focus Epicentre
Fault Tectonic Crust

Plates
45
DESCRIPTION
sudden shaking the point below the the point on the

Earth’s surface Earth’s surface
of the Earth’s
where the directly above the
surface earthquake begins focus
outer layer of the

crack in the large section of
Earth where
Earth’s surface the Earth’s crust earthquakes occur
ILLUSTRATIONS
Study the following illustrations.
P. ENGAGE
Ask the following:

1. What is formed on the surface of the water as the water
droplets fall from the faucet?
2. How are earthquake/seismic waves similar to the wave forms
on the surface of the water?
Students will perform Activity 1, AMAZING WAVES on page 47 of
Q. EXPLORE
student’s LM.
Using the given graphic organizer, the students will answer the
necessary information to complete the concept about seismic
R. EXPLAIN
waves.
46
SEISMIC WAVES
Definition
Main Types
Sub-Types
Sub-Types
1. Differentiate surface waves from body waves.

2. Which type of waves do you think were useful to seismologists in
their study of the Earth’s interior? Explain your answer.
Show a video presentation (YouTube Video) “How do scientists use
E. ELABORATE earthquakes to learn more about the interior of the Earth?”
(https://youtube.com/watch?v=gFU3_mZdcfy)
GAME SHOW.
Group students into two. Each group is composed of 20 players.
Each player from competing teams will answer one specific
question within 1 minute. The group who have the highest points
and with shortest time acquire will win. The accumulated score of
each team will be the individual score of the members in their
written performance.
QUESTIONS:
1. What produces seismic waves?
2. What are the two types of seismic waves?
3. Which seismic wave can travel through earth’s interior?
F. EVALUATE
4. Which seismic wave only travel on the earth surface?
5. Which seismic wave refracts and cannot penetrate the core?
6. Which seismic wave can penetrate the core?
7. Which is faster, S or P wave?
8. Where do seismic waves travel slowest? fastest?
9. Which type of wave can penetrate the outer and inner core?
10. What happens to S and P waves as they travel inside earth?
11. What are earthquake waves?
Describe the layers of Earth:
12. Crust
13. Mantle
47
14. Outer Core
15. Inner Core
16. The machine that measures the strength of an earthquake.
17. The epicenter of the earthquake is directly below the focus.
(True/False)
18. Faults are only found near the edges of tectonic plates.
(True/False)
19. In what directions do the Surface waves move?
20. In what directions do the Primary waves move?
Make a timeline that summarizes the discovery of different
scientists in the development of seismic wave properties.
The output of the students will be graded using the rubric.
G. EXTEND Content Accuracy = 25 pts.
Organization= 25 pts.
Graphics/Pictures = 25 pts.
Completeness = 25 pts.
V. REMARKS
VI. REFLECTIONS
VII. OTHERS
earned 80% in the
evaluation
require additional
activities for
remediation
No. of learners who
lesson
continue to require
remediation
strategies worked
well? Why did these
work?
encounter which my
can help me solve?
wish to share with
other teachers?
48
I. OBJECTIVES
D. Content
among the location of volcanoes, earthquake epicenters and
Standards
mountain ranges.
E. Performance earthquakes, tsunamis and volcanic eruptions.
Standards Suggest ways by which he/she can contribute to government
efforts in reducing damage due to earthquakes, tsunamis and
volcanic eruptions.
The learners should be able to describe the internal structure of the
Earth.
F. Learning CODE: S10ES-Ia-j36.4
Competencies/
Objectives Learners will be able to:
1. Construct a model of the Earth’s internal structure.
2. Identify the different layers of the Earth.
II. CONTENT The Composition of the Earth’s Interior
III. LEARNING
RESOURCES
A. REFERENCES
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource portal
Play dough or modelling clay
B. Other Learning Fishline (Tansi)
Resources
Picture of Mayon Volcano during Eruption
IV. PROCEDURES
Show a PowerPoint illustration of the Mayon Volcano eruption.
Ask students:
1. In your Grade 9 lesson, can
you recall the difference
A. ELICIT between a magma and a lava?
2. Where is the source of
these magma?
3. How do scientists determine
the composition of the Earth’s
interior?
TEACHER’S DEMONSTRATION
B. ENGAGE 1. Show a hard-boiled egg and use a knife to create cracks in it.
Compare it to the crust of the Earth.
49
2. Show also the inner plastic lining of the cracked shell and
simulate the plasticity of this lining and compare this to the upper
mantle of the Earth.
3. Peel -off the egg and compare the white part to the mantle.
4. Dig through the yellow part of the egg and compare it to the
Earth’s core. But emphasize that the Earth has a core within a core.
After giving basic concepts on Earth’s layer through the Egg Model,
tell the students that they will create a model using a modelling clay
or play dough. Five groups will be formed and each group will work
independently to complete the activity.
C. EXPLORE Students will perform the Activity – BUILD ME UP.
Ask two members of every group to present their output. One
member will show their constructed model of the Earth identifying
the important layers while the other member will answer the guide
questions in the activity.
GUIDE QUESTIONS:
D. EXPLAIN 1. What are the different layers of the Earth?
2. Why is the Earth hotter at the core than on the surface of the
Earth?
3. If you will to create your own layers of the Earth, what materials
will you use aside from the materials you used in this activity?
Explain why.
Let the students go back in their seats and prepare for an individual
activity.
Students will perform the *LAYERS OF THE EARTH BAG
ACTIVITY.
(*one small bag/paper bag or any teacher-made bag with
prepared questions written in strips of paper)
(Note: Answer to each question will wrap up the topic. The Teacher
may give additional ideas if there are misconceptions in the answers
of the students)
E. ELABORATE Questions related to the concept are inside the bag. With the aid of
a music, the bag will be passed continuously from one student to
another. When the music stops, the student who holds the bag will
picked one question and answers it. The cycle is repeated until all
the questions have been drawn inside the bag.
SAMPLE QUESTIONS:
Enumerate the layers of the earth.
What is the special feature of the upper mantle that aids in
lithospheric movements?
Based on the activity, what are the parts that you have highlighted
in your constructed model?
The output of the students will be graded using this rubric.
CATEGORY 25 points 20 points 15 points 10 points
Over –all The Somewh More time Needs to
appearance structure is at neat and effort be neatly
neat, and could have improved
F. EVALUATE colourful attractive been put and lacks
and but into color
attractive. needs improving attraction
some the
work. structure’s
appearance
50
Model Model Model Model Model
shows c4 shows all shows all 4 has more
layers of 4 of the of the layers than 5
the Earth. layers but but it has 3- errors.
Each layer it has 1-2 4 errors.
is in errors.
different (possibly
color and color,
labelled incorrect
correctly. labelling,
or
missing
labels,
etc.)
On-Time Whole Model Model was Model
model was was turned in 2 was
complete turned in minutes turned in
and turned 1 minute late. 3 minutes
in by the late. late.
assigned
time of
submission
Explanation Explanatio Student Explanation Student
n on the can is basic. is unable
layers of explain to explain
the earth each each
was made layer. layer as
clear and taught in
easy to class.
understand
.
Have students write a reflection on the activity in their notebook with
G EXTEND the following question.
“Why are there different layers to the structure of the earth?”
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional
activities for
remediation
C. Did the lesson
work? No. of
learners who have
caught up w/ the
lesson
D. No. of learners
who continue to
require
remediation
51
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?
52
Activity 2
BUILD ME UP
Objectives:
1. Construct a model of the Earth.
2. Identify the internal layers of the Earth.
Materials:
Modelling clay or Play Dough ( colors: red, yellow, orange, brown, blue, green)
Toothpick
Fishline (Tansi)
Piece of paper or Post-it paper
Used illustration Board or Cardboard
Procedure:
TIME ALLOCATION: 25 minutes
1. Using a modelling clay or play dough construct a model of the Earth following important concepts.
a. create the small, dense inner core using red clay to symbolize the hot center and yellow for
the outer core.
b. over the outer core wrap a thick layer of orange clay which represents the mantle.
c. cover the mantle a thin layer of brown clay that will represent the uppermost part of the mantle.
d. to represent the crust, use a thin layer of blue and green clay. (blue to the oceans and green
for the landforms)
2. Use your creativity to enhance the color of your model and its proper shape and thickness per
layer.
3. After the model is completed, use the fishline to cut straight through your model so the layers can
be observed.
4. Label your Earth model by inserting a toothpick with a post-it paper

showing the name of the specific layer. You can also add some basic
information like temperature, distance or volume on individual labels.
5. Make a base of your model using used illustration board or cardboard

and shape it in a box and place your model on top of it.
GUIDE QUESTIONS:
1. What are the different layers of the Earth?

2. Why is the Earth hotter at the core than on the surface of the Earth?
3. If you were to create your own layers of the Earth, what materials would you use instead of the
materials you used today? Explain why.
53
I. OBJECTIVES
among the
A. Content Standards
locations of volcanoes, earthquake epicenter and mountain
ranges
B. Performance
Standards
volcanic eruptions.
Describe the internal structure of the earth; S10ES-Ia-j-36.4
C. Learning Unpacked LC/Objectives:
Competencies/ 3. Describe the characteristic of the upper mantle or
Objectives the asthenosphere;
4. Perform an activity that simulates the plasticity of the
upper mantle.
II. CONTENT PLASTICITY OF THE UPPER MANTLE
III. LEARNING
RESOURCES
A. REFERENCES
1. Teacher’s Guide pages Science Teacher’s Guide 10 pp.42-43
pages
3. Textbook pages
https://www.youtube.com/watch?v=okO5xmJH2Xc or
from Learning
https://www.youtube.com/watch?v=JmSujCHcCis
Resource portal
B. Other Learning
Resources
IV. PROCEDURES
1. Post a big picture of the earth on the board.
2. Let the students identify the state of matter
A. ELICIT of each layer by posting the small metacards
written solid, liquid and gas.
The teacher may use the cracked shell to represent the
lithosphere and soft butter to represent the asthenosphere. Have
the students slide the shell cracks over the soft butter.
B. ENGAGE What do the cracked shells represent? How about the
butter?
What does this show about the lithospheric plates and
the asthenosphere?
1. The students will perform this Activity by groups, Activity:
Simulating Plasticity.
2. Before doing the activity, the teacher can do the PROBEX
C. EXPLORE
(Predict-Observe-Explain).
She can start with the question that will also be written on the
board:
54
“If cornstarch and water combines, will it act as liquid, solid
or gas?”
The teacher can write this format on the board. She will write
the predictions of the students before doing the activity.
Observations and explanations will be written after doing and
reporting of the activity.
Explanations:
Predictions: Observations:
Note:
The teacher will not just conduct a demonstration activity on
this. The students should be given an opportunity to experience
doing the activity on Simulating Plasticity. It will strengthen the
concept on the ability of the upper mantle to flow since students
are learning by doing.
Students will report by group. Whatever misconceptions
will be corrected during the discussion.
Guide Questions:
D. EXPLAIN 1. How does the mixture behave like?
2. How is the mixture of cornstarch and water similar to the
Earth’s mantle?
3. How is it different from the Earth’s mantle?
4. How does the plasticity of the Earth’s mantle influence
the movement of the lithospheric plates?
The students will watch a video clip showing the asthenosphere
or upper mantle.
https://www.youtube.com/watch?v=okO5xmJH2Xc
E. ELABORATE
Asthenosphere - Layers of earth - Plasticity Activity or
https://www.youtube.com/watch?v=JmSujCHcCis The Mantle
is NOT a Liquid
The students will be evaluated on the activity based on this
rubric:
The activity was performed correctly - 4 points

F. EVALUATE
Science Concept - 3 points
Output and Presentation - 2 points
Teamwork and cooperation of the group -1 point
Total 10 points
Let the students make a reaction on this statement:
G. EXTEND “The Earth’s interior processes are related with the
structure of the Earth’s surface”.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% in the
evaluation below.
require additional
No. of learners who
55
lesson
continue to require
remediation
Why did these work?
encounter which my
can help me solve?
teachers?
56
Name_________________________Grade & Section_______________Score__________
Activity #
SIMULATING PLASTICITY
(Adapted)
Materials
 15 g cornstarch
 2 small cups
 20 ml tap water
 Medicine dropper
 Stirring rod or spoon
Procedure
1. Put 15 g cornstarch into one of the beakers. Put 10 ml water into the other beaker.
2. Add one drop full of water to the cornstarch. Stir the mixture.
Ask the students the question:
How does the mixture react like: solid, liquid or gas?
3. Continue to add water to the mixture, one drop full at a time. Stir the mixture after each addition.
4. Stop adding water when the mixture becomes difficult to stir.
5. Pour the mixture into your hand.
6. Roll the mixture into a ball and press it.
Q1. How does the mixture behave like?

Q2. How is the mixture of cornstarch and water similar to the Earth’s mantle?
Q3. How is it different from the Earth’s mantle?
Q4. How does the plasticity of the Earth’s mantle influence the movement of the lithospheric
plates?
57
I. OBJECTIVES
1. Content Standards among the locations of volcanoes, earthquake epicenter and
mountain ranges
2. Performance
Standards
volcanic eruptions.
Describe the possible causes of plate movement; S10ES-Ia-j-
36.5
3. Learning Unpacked LC/Objectives:
Competencies/ 5. Describe what causes the tectonic plates to move;
Objectives 6. Perform activity 7: Push Me Up and Aside;
7. Realize the importance of the creation of convection
current underneath the earth.
II. CONTENT
III. LEARNING
RESOURCES
A. REFERENCES
pages
3. Textbook pages
https://www.youtube.com/watch?v=fZUz2BTeJgs or
from Learning
https://www.youtube.com/watch?v=f8GK2oEN-uI
Resource portal
B. Other Learning
Resources
IV. PROCEDURE
1. The teacher will post a metacard on the board. On the
metacard, the word “CONVECTION CURRENT” is written.
Then she will ask:
What are the words that you learned in Grade 7 and 8
that are associated with that of “Convection Current”?
A. ELICIT
Write them on the board.
2. Then this time a metacard written a word, “MANTLE” will be
posted on the board.
List on the board all the things you know about this
word.
The teacher will ask these questions to the student:
Have you experienced going into an airport to welcome

a relative from abroad?
Have you seen that apparatus where the luggage of the
B. ENGAGE travelers are put? What do you call that device?
Well, that is a conveyor belt. It is used to transfer a heavy
object from one point to another. (At this point, the
teacher will show a picture of a conveyor belt.)
58
How is a conveyor belt related to the movement of
lithospheric plates?
What causes the plates to move?
These things will be answered in this lesson.
1. The students will perform this Activity by groups, Activity:
Push me Up and Aside!
If only one set of material is available, the teacher can just do
C. EXPLORE this as a demonstration activity.
2. After the demonstration/group activity, students will have a
small group discussion to talk about what they observed and to
answer the questions.
Students will report by group.
Guide Questions:
How does the food coloring behave?
What do you call this behavior?
Enumerate the factors that cause the formation of a
D. EXPLAIN current
What happens to the blocks? What does this resemble?
Explain how this relate to the movement of the plates?
What causes plate movement? What is the
characteristic of the mantle that convection is possible?
How do you relate this with the conveyor belt introduced
in the first part of the lesson?
3. The student will watch a video clip showing convection
current in the mantle.
https://www.youtube.com/watch?v=fZUz2BTeJgs or
E. ELABORATE https://www.youtube.com/watch?v=f8GK2oEN-uI
4. What is the importance of the occurrence of convection

current in the interior of the earth?
Given this picture showing convection current in the mantle,
explain how the lithospheric plates move.
Rubric:
F. EVALUATE
With correct and well- explained concepts 10 points
Slightly well-explained, with some incorrect concepts 7 points
Not so well-explained 5 points
A totally incorrect explanation, but there is effort 3 points
No explanation all 0
G. EXTEND Students will research on the following questions:

59
What is Continental Drift Theory?
What are the evidences that plates are moving?
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% in the
evaluation below.
require additional
activities for
remediation
No. of learners who
lesson
continue to require
remediation
Why did these work?
encounter which my
can help me solve?
wish to share with
other teachers?
60
Name_____________________________Grade & Section_______________Score___
Push me up and aside!

(Adapted)
Objectives:
8. Explain what causes the tectonic plates to move.
9. Enumerate the factors that cause tectonic plates to move.
10. Realize the importance of the creation of convection current
11. underneath the earth.
Materials:
dropper
food color
1000 mL beaker
700 mL water
3-5 small / light wood blocks
hotplate/alcohol burner & tripod
Procedure:
1. Pour 700 mL of water into the beaker.
2. Place the beaker on a hotplate and heat it. Give ample time for the
water to heat up.
Warning: Make sure that you know how to operate a hotplate.

Wear heat resistant gloves to protect your hands.
In the absence of a hotplate, you can use an alcohol burner.
3. Add a few drops of food coloring to the water in the beaker.
4. Looking from the side of the dish, observe what happens in the water.
Q1. How does the food coloring behave?
Q2. What do you call this behavior?
Q3. Enumerate the factors that cause the formation of a current.
5. Put several light wood blocks in the center of the heated near to boiling
water.
Q4. What happens to the blocks? What does this resemble?
6. Illustrate your observation.
61
I. OBJECTIVES
mountain ranges
B. Performance
Standards
volcanic eruptions.
Enumerate the lines of evidence that support plate movement;
S10ES-Ia-j-36.6
Competencies/ 1. State the Continental Drift Theory;
Objectives 2. Perform an activity that recognizes how the Continental
Drift Theory was developed;
3. Give an evidence that support Continental drift Theory ;
II. CONTENT CONTINENTAL DRIFT THEORY (Jigsaw Puzzle Fit)
III. LEARNING
RESOURCES
A. REFERENCES
2. Learner’s Materials Science Learner’s Module 10 pp.53 - 72
pages
3. Textbook pages
https://www.youtube.com/watch?v=_5q8hzF9VVE
from Learning
Resource portal
B. Other Learning
Resources
IV. PROCEDURE
1. The teacher will prepare metacards of different continents
written on them.
2. She will ask the students to post each metacard on the
board according to each location on the world map. They
will not look on the map to confirm their answer.
A. ELICIT
How many continents do we have?
Were you able to correctly place them?
Let’s check your placement of continents. (At this
point the teacher will show the world map to the
class.)
Do you think that’s the location of continents
even million years ago?
Students will perform by group Activity-Let’s Fit It!
Considerations:
Instead of old magazines, teachers can give pictures of
B. ENGAGE scenic or historical spots in Camarines Norte to the students.
Short input of information can be given by a teacher or she can
ask students to share what they know about these
scenic/historical places during the discussion of the activity.
62
The students will do Activity 4 -DRIFTED SUPERCONTINENT
C. EXPLORE
by groups.
Post-lab discussion:
Students will present their work by group.
Guide Questions:
1. Based on the activity, how does the earth look like

million of years ago?
2. State the Continental Drift Theory.
3. What do the Glossopteris fossils tell us about the early
positions of the continents?
4. If Glossopteris fossils were found in Antarctica, what
was the climate of this continent before?
5. If the climate and the position of a place are relative to
D. EXPLAIN each other, where then was the initial location of
Antarctica 250 million years ago?
6. What does the presence of Mesosaurus fossils tell us
about the initial location and positioning of South
America, Africa and Antarctica?
7. What clues are useful in reconstructing Pangaea?
8. Which continents do you think are neighbors before?
9. Is there possibility that the current location of a continent
would be different 100 years from now?
10. Where do you think was the Philippines located during
the time that the Pangaea existed?
11. If the continents will continue to move, try to predict the
Philippines’ locations 100 million years from now?
5. The student will watch a video clip showing the Theory of
E. ELABORATE Continental Drift..
Answer the following questions.
1. A large supercontinent that existed 225 million years ago
was
a. Gondwanaland
b. Laurasia
c. Glossopteris
d. Pangaea
2. The slow movement of land over the earth’s surface is
called?
a. Continental Drift
b. Subduction
F. EVALUATE c. Continental Wandering
d. Sea-floor spreading
3. What was the name of the floral fossils Wegener used for
the idea of Continental Drift?
a. Mesosaurs
b. Trilobites
c. Glossopteris
d. Pseudoschwagerina
4. In the diagram below, which two
are the best examples of different
positions in the past?
a. North America - South America
63
b. North America - Africa
c. South America - Asia
d. Europe - North America
5. In one sentence, state the Continental Drift Theory.
Make a research on this:
G. EXTEND
What are the other evidences that support the Continental Drift
Theory?
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% in the
evaluation
require additional
activities for
remediation
No. of learners who
lesson
continue to require
remediation
strategies worked
well? Why did these
work?
encounter which my
can help me solve?
wish to share with
other teachers?
64
Name____________________________ Grade & Section______________Rating_______
Let’s Fit it!

Activity
Objectives:
1. Find clues to solve a problem.
2. Recognize how the Continental Drift Theory is developed.
Materials:
 old newspaper or magazine
 scotch tape
Procedure:
1. Do this activity in a group of five to six members.
2. Obtain a set of torn newspaper page or magazine page from your teacher.
3. Try to fit the pieces together.
4. Use a tape to connect the pieces.
Q1. What features of the newspaper helped you to connect the

pieces perfectly?
Q2. How do the lines of prints or texts in the newspaper help you to confirm that you have
reassembled the newspaper/magazine page?
Q3.. Show proofs that the newspaper is perfectly reassembled.
65
Name_______________________Grade & Section_____________Rating____________
DRIFTED SUPERCONTINENT
Activity #
Objectives:
1. Tell the possible direction of motion of the continents as they drifted away;
2. Draw fossils of plants and animals as evidences found in the present continents that will help
solve the puzzle in the fitting of the drifted continents;
3. Reconstruct and describe Pangaea.
4. Predict what will happen to the world as the continents continuously move.
Materials:
 photocopy of the seven continents
 world map
 pair of scissors
Procedure:
1. Cut carefully the traces of the seven continents. Warning: Be careful in using the scissors.
2. Sketch the dominant species of plants and animals found in the continents before and after
drifting away from each other.
3. Put the cut-outs together.
Q1. What the Glossopteris fossils tell us about the early positions of the continents?
Q2. If Glossopteris fossils were found in Antarctica, what was the climate of this continent
before?
Q3. If the climate and the position of a place are relative to each other, where then was the
initial location of Antarctica 250 million years ago?
Q4. What does the presence of Mesosaurus fossils tell about the initial location and positioning
of South America, Africa, and Antarctica?
4. Make sure that you put fitting edges of the continents side by side to form the supercontinent
Pangaea.
Q5. What clues are useful in reconstructing Pangaea?

Q6. Which continents do you think were neighbors before?
Q7. Is there a possibility that the current location of a continent would be different 100 years
from now?
Q8. Where do you think was the Philippines located during the time that the Pangaea existed?
Research on how the Philippine islands emerged.

5. Compare Pangaea with the world map.
6. Now move one continent relative to its current location. Observe carefully the direction of its
motion
as it assumes its current location and position. Record your observation.
7. Do the same procedure to the other continents. Record your observations.
Q9. If the continents will continue to move, try to predict the Philippines’ location 100 million
years from now.
66
SCORING RUBRIC:
Well-fit edges, correct placement of fossils, 20 points
all correct answers, well-presented orally
2 incorrect answers, not so well-presented orally
3 incorrect answers, not so-well-presented orally,
Well-fit edges, correct placement of fossils 5 points
Well-fit edges, incorrect placement of fossils 3 points
Poorly-organized, 6 incorrect answers, 1point
not so well-presented orally
No effort shown in doing the activity 0
67
I. OBJECTIVES
among the
A. Content Standards
locations of volcanoes, earthquake epicenter and mountain
ranges
B. Performance
Standards
volcanic eruptions.
C. Learning S10ES-Ia-j-36.6
Objectives 4. Cite other evidences of Continental Drift Theory;
5. Recognize the importance of Continental Drift Theory;
II.CONTENT OTHER EVIDENCES OF CONTINENTAL DRIFT THEORY
III. LEARNING
RESOURCES
A. REFERENCES
Science Learner’s Module 10 pp.53 – 72
pages
3. Textbook pages
https://www.youtube.com/watch?v=tL-phSc_8cs Alfred
Wegener's Evidence of Continental Drift Theory or
https://www.youtube.com/watch?v=MLTev3VK_oo Evidence of
portal
Continental Drift
B. Other Learning
Resources
IV. PROCEDURE
1. The teacher will give these puzzle pieces to each group. The
group will assemble each piece.
What did you form?
A. ELICIT
What clues did you use in building the
puzzle?
What does it show about the continents?
What makes you say that continents were Puzzle pieces
once joined together?
The teacher will ask the students the following questions:
Have you experienced trekking on a mountain?
Do you know the beautiful and famous mountains in the
Philippines? What are those?
B. ENGAGE How about here in Camarines Norte? Can you name
them?
(The teacher can have some inputs regarding the
mountains found in Camarines Norte.)
What things do we usually found in the mountains?
68
1. The students will be divided into three groups. Each group
will be given a topic for small
group discussion. What are the other evidences of
Continental Drift? Each group can
utilize other references including the net.
Group 1 – Evidence from Rocks
Group 2 – Evidence from Glaciation (Past climate)
C. EXPLORE
Group 3 – Coal Deposits
Group 4 – Distribution of Fossils
2. After the small group discussion, students will go to the other
group to share their
learnings.
3. Why is it important to know about the Continental Drift
Theory?
D. EXPLAIN
Students will present the result of their small group discussion.
The student will watch a video clip showing the Evidences of
the Theory of Continental Drift..
https://www.youtube.com/watch?v=tL-phSc_8cs Alfred
E. ELABORATE
Wegener's Evidence of Continental Drift Theory or
https://www.youtube.com/watch?v=MLTev3VK_oo Evidence of
Continental Drift
Students’ Group Output will be evaluated based on this rubric:
Science Concept presented - 4 points

F. EVALUATE Comprehensiveness of Concepts presented - 2 points
Group Presentation/Report - 2 points
Teamwork and Cooperation - 2 points
Total 10 points
Make a research on this:
G. EXTEND Why did other scientists doubt the idea of Alfred Wegener
regarding the Continental Drift?
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% in the
evaluation
require additional
No. of learners who
lesson
D.No. of learners who
continue to require
remediation
Why did these work?
encounter which my
can help me solve?
69
teachers?
70
I. OBJECTIVES
mountain ranges
B. Performance
Standards
volcanic eruptions.
S10ES-Ia-j-36.6
C. Learning
Objectives State the Sea Floor Spreading Theory;
1. State the Sea Floor Spreading Theory;
2. Simulate and describe the seafloor spreading process;
II. CONTENT SEAFLOOR SPREADING (part 1)
III. LEARNING
RESOURCES
A. REFERENCES
Science Teacher’s Guide 10 pp.37-43
pages
pages
3. Textbook pages
from Learning Resource https://www.youtube.com/watch?v=_5q8hzF9VVE
portal
B. Other Learning
Resources
IV. PROCEDURE
1. Let’s look at these pictures:
What do the pictures show?

What were the evidences that continents were once
joined together?
A. ELICIT
2. This time, consider this picture:
What does the picture show?

What happens in a divergent plate boundary?
71
Consider a glass filled with water to the brim: (The teacher will
do the demonstration.)
B. ENGAGE
What happens when we put ice cubes into the glass of
water?
Why does it happen?
So, no two things can occupy the same space at the
same time. The first object should be displaced in order
to give space for the other object. How does this relate
to our lesson? That, you will know as we move on with
today’s lesson.
Pre-lab Discussion:
 Discussion of the procedure of the activity.
C. EXPLORE Laboratory Proper:
The students will do Activity – SPLIT AND SEPARATE! by
groups.
Guide Questions:
What do the stripes in the paper represent?

What does the middle slit represent? What occurs in
this region?
D. EXPLAIN
What is the role of the mid–ocean ridge in the
movement of lithospheric plates?
How does the new seafloor form at the mid-ocean
ridge?
What process/es happen at the side slits?
Is the earth getting larger and wider when plates drift
away from each other? Explain briefly.
At this point the teacher will discuss the concept of
E. ELABORATE magnetic field reversal in order for the students to fully
understand Seafloor Spreading.
Students’ Group Output will be evaluated based on this rubric:
Science Concepts presented - 4 points

Quality of Output - 3 points
F. EVALUATE
Group Presentation/Report - 2 points
Teamwork and Cooperation - 1 point
Total 10 points
G. EXTEND At what rate do the plates drift away from each other?
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% in the
evaluation
72
B.No. of learners who
require additional
No. of learners who have
caught up w/ the lesson
continue to require
remediation
Why did these work?
encounter which my
can help me solve?
teachers?
73
Name_____________________Year & Section______________Rating_______
Split and Separate!

Activity #
Objectives:
1. Simulate and describe the seafloor spreading process.
2. Realize the importance of the seafloor spreading process relative to the Continental Drift
Theory.
Materials:
 board paper
 bond paper
 colored pencil
 pair of scissors
 ruler
Procedure:
1. Using a colored pencil, draw stripes across one sheet of bond paper parallel to the short
sides of the paper. The stripes should vary in spacing and thickness.
2. Fold the bond paper in half lengthwise.
3. Write the word “Start” at the top of both halves of the paper. It should look like the figure on
the right.
4. Cut the bond paper in half along the dashed line to form two strips.
5. Take the board paper and make three (3) 11-cm long slits as indicated in the illustration.
Illustration 1. Bond Paper
6. The two slits near the edges of the bond paper should be both 11-cm from the center slit.
74
7. Put the two striped strips of paper together so that the “Start” labels touch one another.
8. Insert the strips up through the center slit, then pull them toward the side slits.
9. Insert the ends of the strips into the side slits. Pull the ends of the strips as shown in the figure
below and
watch what happens at the center slit.
10. Practice pulling the strips through the slits until you can make the stripes come up and go
down at the
same time.
Q1. What do the stripes in the paper represent?

Q2. What does the middle slit represent? What occurs in this region?
Q3. What is the role of the mid–ocean ridge in the movement of lithospheric plates?
Q4. How does the new seafloor form at the mid-ocean ridge?
Q5. What process/es happen at the side slits?
Q6. Is the earth getting larger and wider when plates drift away from each other? Explain
briefly.
75
I. OBJECTIVES
mountain ranges
B. Performance Standards disaster preparedness during earthquakes, tsunamis and
volcanic eruptions.
S10ES-Ia-j-36.6
Competencies/ Objectives 3. State the Sea Floor Spreading Theory;
4. Simulate and describe the seafloor spreading process;
3. Realize the importance of the seafloor spreading
process relative to the Continental Drift Theory.
II. CONTENT SEAFLOOR SPREADING (part 2)
III. LEARNING
RESOURCES
A. REFERENCES
pages
pages
3. Textbook pages
portal
B. Other Learning
Resources
IV. PROCEDURE
1. The teacher will present a globe.
A. ELICIT Can you point out the magnetic north pole? The
magnetic south pole?
After hundreds of years, what happens to these
magnetic North pole and magnetic South Pole?
Look at the picture closely.
B. ENGAGE
What are formed in the subduction zones?

What are formed in the mid-oceanic ridge?
Is the sea floor really spreading?
76
Pre-lab Discussion:
 Discussion of the procedure of the activity.
C. EXPLORE
Laboratory Proper:
The students Will answer Activity – HOW FAST DOES IT GO?
by groups.
Guide Questions:
At what rate do plates move away from each other?
D. EXPLAIN How far do the plates move away from each other every
year?
If Africa is approximately 2400 km away from the Mid-
Atlantic Ridge, how long ago was it when Africa was
directly at or near the Mid-Atlantic Ridge?
6. The student will watch a video clip showing the Sea Floor
E. ELABORATE
Spreading.
Answer the following questions:
1. Which of the following supports the Seafloor Spreading
Theory?
a. Age of the rocks
b. Magnetic stripes in the ocean floor
c. Formation of the new seafloor
d. Subduction of a lithospheric plate
2. Seafloor spreading is believed to start at
a. Subduction zone
b. Mid-oceanic ridge
c. Asthenosphere
d. Transform-fault boundary
F. EVALUATE 3. Which of the following increases with distance from a mid-
ocean ridge?
a. the age of oceanic lithosphere
b. the thickness of the lithosphere
c. the depth to the sea floor
d. all of the above
4. If the Atlantic Ocean is widening at a rate of 3 cm per year,
how far (in kilometers) will it spread in a million years?
a. 3 kilometers
b. 30 kilometers
c. 300 kilometers
d. 3000 kilometers
5. In one sentence, state the Seafloor Spreading Theory.
Assign students of their performance task:
Performance Task
Goal
To design a scheme to inform local folks in your hometown
about the possibilities of earthquakes, tsunami, and other
geologic activities in your area.
G. EXTEND
Role
A project engineer who wants to develop a new subdivision, a
realtor who sells a house & lot, a geologist visiting his/her
hometown or simply a student seeking to help the government.
Audience
77
People in your locality
Situation
You are to inform local folks in your hometown about the
possibilities of earthquakes, tsunami, and other geologic
activities in your area. Most especially, you must bring out in
them the sense of being always ready and prepared.
Product
Informative materials about ways to mitigate the effects of
tectonic
activities-related disasters
Standards
You will be rated according to the following criteria:
Details and Information 4 points
Method of Presentation/Dissemination 4 points
Techniques 4 points
Accuracy 4 points
Feedback/Result 4 points
TOTAL 20 points
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% in the
evaluation
require additional
No. of learners who have
caught up w/ the lesson
continue to require
remediation
Why did these work?
encounter which my
can help me solve?
teachers?
78
Name___________________________________Year & Section_______Rating________
Activity #
How fast does it go!
Adapted (Glencoe Earth Science student edition copyright 2002)
Objectives:
1. Analyze a magnetic polarity map.
2. Use legends and scales of the map properly.
3. Calculate the rate of seafloor spreading using magnetic clues.
Materials:
 magnetic polarity map
 metric ruler
 pencil
Procedure:
1. Study the magnetic polarity map. You will be working only with normal polarity readings,
these are the peaks above the baseline on the top half of the graph.
2. Place the long edge of the ruler vertically on the graph. Align the ruler with the center peak 1
of the Mid-Atlantic Ridge.
3. Determine and record the distance and age that line up with the center of peak 1 west.
Repeat this process for peak 1 east of the ridge.
4. Calculate the average age and distance for this pair of peaks
Magnetic polarity map

5. Repeat steps 2 to 4 for the remaining pairs of normal polarity peaks.
6. Calculate the rate of movement in centimeters per year using the formula
Rate = distance / time.
Q1. How far do the plates move away from each other every year?
Q2. If Africa is approximately 2400 km away from the Mid-Atlantic Ridge, how long ago was
it when Africa was directly
at or near the Mid-Atlantic Ridge?
79
I. OBJECTIVES
mountain ranges
B. Performance
Standards
volcanic eruptions.
S10ES-Ia-j-36.6
C. Learning Unpacked LC/Objectives:;
Competencies/ 12. Realize the effects of geologic activities like
Objectives volcanic eruptions and earthquakes;
13. Present an activity that will show how to mitigate the
effects of tectonic activities.
MITIGATING THE EFFECTS OF TECTONIC ACTIVITIES
II. CONTENT
(Performance Task)
III. LEARNING
RESOURCES
A. REFERENCES
pages
pages
3. Textbook pages
https://www.youtube.com/watch?v=PzTjbZh2kDA Evolution of
Earth or
https://www.youtube.com/watch?v=SWELdS1fG_E The Beauty
portal
of Planet Earth
B. Other Learning
Resources
IV. PROCEDURE
The teacher can ask these questions:
A. ELICIT Do you agree on the statement, The Earth’s interior

processes are related with the structure of the
Earth’s surface”. Why do you say so?
The teacher will show a video presentation on the evolution of
the earth or a video on how magnificent the Earth is. If the videos
are not available, beautiful pictures of the Earth can be
B. ENGAGE presented instead showing how beautiful the Earth is.
https://www.youtube.com/watch?v=PzTjbZh2kDA Evolution of
Earth or
80
https://www.youtube.com/watch?v=SWELdS1fG_E The
Beauty of Planet Earth
From the video/pictures, what can you say about the

Earth we live in?
The world we live in is so beautiful and so as stewards,
what shall we do to preserve it? (At this point, integration
of Earth Conservation and environment awareness can
be done.)
But then, if there are man-made activities that may
damage the earth, there are also natural processes such
as volcanic activities and earthquakes that we can’t
avoid. They happen because of the processes occurring
in the earth’s interior. These activities can damage to the
earth and that we should be ready at all times. So, the
question is, “How can we be ready on these
unavoidable natural processes/calamities?”
The students will present by group.
Performance Task
Goal
To design a scheme to inform local folks in your hometown
about the possibilities of earthquakes, tsunami, and other
geologic activities in your area.
Role
A project engineer who wants to develop a new subdivision, a
realtor who sells a house & lot, a geologist visiting his/her
hometown or simply a student seeking to help the government.
Audience
People in your locality
Situation
C. EXPLORE You are to inform local folks in your hometown about the
possibilities of earthquakes, tsunami, and other geologic
activities in your area. Most especially, you must bring out in
them the sense of being always ready and prepared.
Product
Informative materials about ways to mitigate the effects of
tectonic
activities-related disasters
Standards
You will be rated according to the following criteria:
Details and Information 4 points
Techniques 4 points
Accuracy 4 points
TOTAL 20 points
Group Presentations
D. EXPLAIN
81
The teacher may discuss the DRRM (Disaster Risk
E. ELABORATE Reduction Management) program of the local government
with the students.
In the performance task, each group can come up with role-
playing with tangible outputs for mitigating the effects of
tectonic activities such as brochures, modules, posters etc.
The students will be rated on their presentation/output

according to this scoring rubric:
F. EVALUATE Details and Information 4 points
Techniques 4 points
Accuracy 4 points
TOTAL 20 points
G. EXTEND Prepare for a unit test.

V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% in the
evaluation below.
require additional
No. of learners who
lesson
continue to require
remediation
Why did these work?
encounter which my
can help me solve?
teachers?
82

Conxtetualized DLP For Science 10

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PROTOTYPE AND CONTEXTUALIZED DAILY LESSON

On the board post the picture of Mayon Volcano or flash it on the

1. What land feature is being shown on the picture?

The students will perform the Activity 1.A: PLATE TECTONICS

THICKER BUT LESS DENSE THINNER BUT DENSER

Objective: Reconstruct a plate tectonics

The learners should be able to describe the distribution of active

Ask the following questions:

Ask the following questions:

B. ENGAGE B. Study this pictures.

1. What do you think is depicted in picture A? What is the cause of

Recording Station Time difference in the arrival time of P Distance of epicentre

6. Circle the epicentre in RED.

GUIDE QUESTIONS/ ANALYSIS:

The learners shall be able to

III. LEARNING RESOURCES

1. Teacher’s Guide pages

2. Learner’s Materials pages

4. Additional Materials from

* What are the seven major continents of the world?

Divide the class into four groups.

Part A. Analyze the picture below

Look at these pictures.

Part C. Hand Gesture Model

a. Divergent Plate Boundary

Presentation of group output.

The teacher will show a video clip showing the plate

1. What are the three types of plate boundaries? Describe each

You will be rated based on these rubric:

Identify the types of plate Make a correct description

1. Download and watch the movie “San Andreas”.

A. No. of learners who got

The learners shall be able to

II. CONTENT PLATE TECTONICS( Converging Continental Plate and Oceanic

2. Learner’s Materials Science 10 (LM) pp. 16 – 17

Let us reminisce our childhood by looking at this picture.

Introduce to the students that plates could either be a

Students will do Activity 3 Head- On Collision, Part A

* Presentation of Group Output

1. Explain the geologic processes occurred when continental plate

During the convergent of ___(1)___ and ___(2)___ the denser

8 – 10. Determine three (3) consequences of colliding plates.

1. Search and list down the different trenches in the Philippine

A. No. of learners who

The learners shall be able to

II. CONTENT PLATE TECTONICS( Convergence of Two Oceanic Plates)

2. Learner’s Materials Science 10 (LM) pp. 18 - 22

1. Which is more buoyant- a continental plate or an oceanic

The teacher will post a picture of tsunami on the board.

For Average Students:

Enumerate and explain the geologic event/ processes that

Enumerate and explain

During the convergent of two ___(1)___ the denser plate

9 – 10. Determine two (2) consequences of colliding plates.

Students will do a research how the Philippine archipelago

A. No. of learners who

The learners shall be able to

II. CONTENT PLATE TECTONICS( Convergence of Two Oceanic Plates)

2. Learner’s Materials Science 10 (LM) pp. 18 - 22

During the convergent of _(1)_ and _(2)_ the denser

During the convergent of two _(1)_ the denser plate