lOMoARcPSD|16060149

School EDEN INTEGRATED SCHOOL Grade Level 10

DAILY LESSON LOG Teacher FLORANTE L. MENDOZA Learning Area SCIENCE
Teaching Dates and AUGUST 22-24 Quarter FIRST
Time
MONDAY TUESDAY WEDNESDAY THURSDAY FRI
DA
Y
I. OBJECTIVES
A. Content Standard The Learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicenters, and
mountain ranges
B. Performance Standard The Learners shall be able to demonstrate ways to ensure disaster preparedness during earthquake, tsunamis, and volcanic
eruptions.
C. Learning Answer the following Locate the epicenter of Describe the
Competency/Objectives test items honestly and an earthquake using the distribution
truthfully triangulation method of active
volcanoes,
earthquake epicenters,
and major mountain
belts.
S10ES-Ia-j-36.1 S10ES-Ia-j- S10ES-Ia-j-36.2
36.1
II. CONTENT Unit 1, Module 1 Epicenter Plate Boundaries
Plate
Tectonics
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. pp. 7-9 pp. 10-11
3-
6
2. Learner’s Materials pages pp. pp. 8-10 pp. 11-15
3-
8
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resource Pictures of plate Manila paper, pentel pen
tectonics
IV. PROCEDURES
A. Reviewing previous lesson or Recall the concept What are the different What is a triangulation
 lOMoARcPSD|16060149

presenting the new lesson learned types of seismic method and how
from G9 about active waves ( P & S to perform it?
and inactive waves )
volcanoes.
B. Establishing a purpose for the Show pictures about Ask students of the
plate
lesson tectonics different earthquake that
occurs in the country Discuss briefly the
“west
valley fault system”
C. Presenting examples/Instances Give Pre-Assessment in creatively!
of
the new lesson the form of K-W-L give an instruction on
D. Discussing new concepts and strategy
Group the class into 5
practicing new skills # 1 and answer the Pre- how to perform
Perform Activity #1: Perform Activity
Assessment items 1-10 the activity.
“Find the Center” #2: “Lets Mark
E. Discussing new concepts and
practicing new skills # 2 in a manila paper the Boundaries”
F. Developing mastery Present the output Call a representative
by group by per group to present
posting their work their work in front of
on the board their
classmate The teacher will
G. Finding practical application What are you going to
of concepts and skills in do
daily living if earthquake occurs roam - around to
in your place?
H. Making generalizations What do you think is
and abstractions about the importance of ensure that the
the lesson determining the
epicenter of an
earthquake? students are doing
I. Evaluating Check the pre- Give 5 true or
learning assessment made false questions.
through K-W-L strategy the activity well.
J. Additional activities for Discuss the introduction Give reflection on the
application or remediation of Plate Tectonics earthquake happened
in loboc, bohol
province
V. REMARKS Check and discuss
the activity on the
next
meeting
VI. REFLECTION
lOMoARcPSD|16060149
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School Grade Level 10

DAILY LESSON LOG Teacher Learning Area SCIENCE
Teaching Dates and Time Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The Learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges

B. Performance Standard The Learners shall be able to demonstrate ways to ensure disaster preparedness during earthquake, tsunamis, and volcanic eruptions.
C. Learning Competency/Objectives Explain the processes occur along a convergent
boundaries.
Determine the consequences of colliding plates
S9ES-Ia-j-36.3 S9ES-Ia-j-36.3
II. CONTENT Convergence of Two Two Continental Plates
Oceanic Plates Converging
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 14-15 pp. 15-16
2. Learner’s Materials pages pp. 18-22 pp. 23-24
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or Recall the process of Recall the Convergence of
presenting the new lesson subduction Two Oceanic Plates
B. Establishing a purpose for the Post a picture of a tsunami Posting of pictures of
lesson and ask a series of questions different mountains in the
about it. world
C. Presenting examples/Instances of the Posting of Figure 11: Ask the students to arrange
new lesson Cross-sectional diagram the pictures from highest to
of converging oceanic lowest
plates elevation.
D. Discussing new concepts and
practicing new skills # 1
 lOMoARcPSD|16060149

E. Discussing new concepts and Perform activity #3: Part Perfom activity #3 Part C:
practicing new skills # 2 B: Convergence of Two Two Continental Plates
Oceanic Plates Converging
F. Developing mastery Discuss the Formation of Why most of the
Philippine Archipelago mountains are tall?
G. Finding practical application of What is the cause of the What is the benefit of
concepts and skills in daily living formation of Himalayan having a mountain near
mountain range? your place?
H. Making generalizations and Discuss the process in
abstractions about the lesson converging plates.
I. Evaluating learning Give 5 multiple type of test Check the Guide
questions in the activity.
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation who scored below 80%
C. Did the remedial lessons work? No. of learners who have caught up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these work?
F. What difficulties did I encounter 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?
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DAILY LESSON School Grade Level 10

LOG Teacher Learning Area Science
Teaching Dates and Time Quarter First Quarter
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard The learners shall demonstrate an understanding of:
The relationship among the location of volcanoes, earthquake, epicenters and mountain ranges.
B. Performance Standard The learners shall be able to:
1. Demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis and volcanic eruption.
2. Suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis
and volcanic eruptions.
C. Learning Competency/Objectives S9ES-Ia-j-36.6
Realize the importance of Simulate and describe Calculate the rate of Realize the importance of Design a scheme to
the continental drift the seafloor spreading seafloor spreading using the creation of inform local folks
theory as line of process. magnetic clues. convection current about the
evidences that support underneath the earth. possibilities of
plate tectonics. earthquakes,
tsunamis and other
geologic
activities.
II. CONTENT UNIT I: Earth and Space UNIT I: Earth and Space UNIT I: Earth and Space UNIT I: Earth and Space UNIT I: Earth and
MODULE 2: The Earth’s MODULE 2: The Earth’s MODULE 2: The Earth’s MODULE 2: The Earth’s Space
Interior Interior Interior Interior MODULE 2: The
TOPIC: Line of Evidences TOPIC: Line of TOPIC: Line of TOPIC: Line of Evidences Earth’s Interior
that Support Plate Evidences that Support Evidences that Support that Support Plate TOPIC: Line of
Tectonics SUBTOPIC: Plate Tectonics Plate Tectonics Tectonics SUBTOPIC: Evidences that
Continental Drift Theory SUBTOPIC: Seafloor SUBTOPIC: Rate of Convection Current Support Plate
Spreading Seafloor Spreading Tectonics
SUBTOPIC:
Performance
Task; Information
Campaign
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 37 - 40 pp. 40 - 41 pp. 41 - 42 pp. 42 - 43 pp. 43 - 49
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2. Learner’s Materials pages pp. 53 - 61 pp. 61 - 68 pp. 64 - 69 pp. 69 - 72 pp. 73 - 76

3. Textbook pages
4. Additional Materials from Learning
Resource (LR)portal
B. Other Learning Resource

IV. PROCEDURES
A. Reviewing previous lesson or Review the continental Recall the continental How does seafloor Let the student do the Recall the
presenting the new lesson drift theory using drift theory by letting the spreading? Let the board work in how to performance task
questions in ICT format. student present their learner explain their calculate distance a given at the start
(5 minutes) poster in the class. output about information continent moves. of the first quarter
ICT Integration (10 minutes) campaign made through (5 minutes) in Learner’s
Integrative post card. Integrative Material p. 73 and
(10 minutes) to be presented at
Integrative the end of the
quarter today.
(3 minutes)
B. Establishing a purpose for the Show world map how Let the student observe Perform the activity Demonstrate a simple The performance
lesson continental drift theory the map of Mid-Atlantic entitled “Island Hopping” experiment of heating oil task must be set
can be related as line of Ridge and ask how mid- and answer the guide with colored brown chalk and rated
evidences that support ocean ridges relative to question. form as a mountain in according to
plate tectonics. the continental drift (10 minutes) the beaker. Let the details and
(3 minutes) theory. Constructivism and student observe. information,
Integrative (3 minutes) Collaborative (5 minutes) methods of
Integrative Integrative presentation/
dissemination,
techniques,
accuracy, and
feedback/result.
(2 minutes)
C. Presenting examples/Instances of How Alfred Wegener How evidences that How can you relate the How can you relate the Preparation of
the new lesson who proposed the support seafloor rate of travel you gone in demonstrated activity in each group for
continental drift theory spreading theory an island in the distance plate tectonics? their presentation.
does supported his claim contradict the a continent moves for (5 minutes) (5 minutes)
for his evidences? continental drift theory? every year? Inquiry-based
(2 minutes) (2 minutes) (5 minutes)
Inquiry-based Inquiry-based Inquiry-based
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D. Discussing new concepts and Perform activity entitled Let the learners perform Perform Activity 6 “How Let the learners conduct Presentation of
practicing new skills # 1 “Evidently Continental?” and present their work in fast does it go!” in the Activity 7 “Push me their output in the
using cluster diagram. Let Activity 5 “Split and Learner’s Material p. 68 up and aside!” in class.
the learners present their Separate!” in Learner’s – 69 and let the students Learner’s Material p. 70 (30 minutes, 7-8
output. Material p. 66 – 67. present their output. – 71 and let the students minutes for each
(20 minutes) (20 minutes) (15 minutes) present their realization in group)
Constructivism and Constructivism and Constructivism and their output. Constructivism
Collaborative Collaborative Collaborative (20 minutes) and Collaborative
Constructivism and
Collaborative
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery Answer the guide Answer the guide Answer the guide Answer the guide
question in the activity. questions Q22 - Q27 of questions Q28 - Q29 of questions Q30 – Q33 of
(5 minutes) the activity in Learner’s the activity in Learner’s the activity in Learner’s
Inquiry-based Material p. 67. Material p. 69. Material p. 69.
(5 minutes) (5 minutes) (5 minutes)
Inquiry-based Inquiry-based Inquiry-based
G. Finding practical application of How would you think the Why does rocks used as an How far do the Philippine How convection current How can we help
concepts and skills in daily living difference of the land indication that seafloor is plate in China after 100 occur? locality to give
formation of your spreading? (5 minutes) million years? (5 minutes) (5 minutes) informative
hometown 10 years ago, Inquiry-based Inquiry-based Inquiry-based materials about the
wasn’t it the same? ways to mitigate the
What probably the cause of effects of tectonic
this changes? activities-related
(5 minutes) disaster?
Inquiry-based (5 minutes)
Inquiry-based

H. Making generalizations and How can you explain the How can you describe How can you calculate Why the creation of How did you design
abstractions about the lesson earth’s mechanism in the the seafloor spreading the rate of seafloor convection current the scheme to
continental drift theory as process? spreading using underneath the earth inform local folks
line of evidences that (5 minutes) magnetic clues? does important to about the
support plate tectonics? Inquiry-based (5 minutes) realize? possibilities of
(5 minutes) Inquiry-based (5 minutes) earthquakes,
Inquiry-based Inquiry-based tsunamis and
other geologic
activities?
 lOMoARcPSD|16060149

(5 minutes)
Inquiry-based
I. Evaluating learning Ask the learners to make a Let the learners make Ask the students to create Let the student write a Answer the
poster showing information post card that will inform their assigned continent letter addressed to our Summative
of the risk caused by local folks about the and calculate how far does government official about Assessment in
geologic activities in the relative impact of it go after 100 million that it is impossible to Learner’s Material
locality (15 minutes) geological activities years ago from Mid- stop tectonic activities p. 74 - 76.
Constructivism, caused by seafloor Atlantic Ridge? In what like convection current (10 minutes)
Collaborative and spreading. way this calculation will but we can do something Reflective
Reflective (10 minutes) help to understand the risk to mitigate their effects.
Constructivism, of the impact may bring by (10 minutes)
Collaborative and this geological events. (5 Reflective
Reflective minutes)
Reflective

J. Additional activities for application

or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
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?
 lOMoARcPSD|16060149

MONDAY ATTACHMENT

ATTACHMENT 1: RECALL (ICT INTEGRATION)

1. Mechanical vibrations that occur inside the

Earth which is caused by the breakage of rocks.

Seismic Waves
Love Waves
Primary Waves
Secondary Waves
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ATTACHMENT 2: ACTIVITY SHEET

ACTIVITY #
Evidently Continental?

Objectives:
 Review the continental drift theory.
 Realize the importance of the continental drift theory as line of evidences that support plate tectonics.

Materials:
 Cartolina/Manila paper
 Art materials
 Pentel pen

Procedure:

Using the given cluster diagram, supply necessary concept that will relate the evidences of continental drift theory.

Evidences of
Continental
Drift Theory
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Guide Question:
1. How can you differentiate the evidences of Continental Drift Theory?
2. How does the evidences of Continental Drift Theory support the Plate Tectonics Theory?

Rubrics
In giving points to student’s responses, you may refer to the pointing system given in Teacher’s Guide p. 33.

WEDNESDAY ATTACHMENT

ATTACHMENT 1: MOTIVATION (GAME-

BASED) ACTIVITY#
Island Hopping!

Objective:
 Relate speed to calculate the distance a continent moves for every year.

Materials:
 Chalk
 Meterstick
 Timer
 Recording Notebook

Procedure:

1. Draw a starting line and measure 50m, 100m, 200m.

2. Draw an island for every measurement that will serve as a finish line.
3. Each member of the group will compete to run for 50m, 100m, 200m.
4. Record the time it took upon arriving the island.
 lOMoARcPSD|16060149

Observation:

Students Time of 50m run Time of 100m run Time of 200m run
1.
2.

Guide Question:

1. Calculate the speed of every member for every run using the formula speed = distance/time.
2. How can you compare the speed of each student? How and why they differ?
3. Compare and analyze the speed to the other group?
4. How can you compare it to the movement of the continent in every year?

Rubrics

Criteria Excellent Very Good Good Needs Improvement

(3 points) (2 points) (1point) (1point)

Concept and Content

Coordination and Cooperation
Presentation
Time Allotment

Total
 lOMoARcPSD|16060149

School Grade Level 10

Teacher Learning SCIENCE 10
DAILY LESSON LOG Area
Teaching Dates and Time Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES

A. Content Standard The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake, epicenters and mountain ranges.
B. Performance Standard The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis and volcanic eruptions.
C. Learning Competency S9ES-Ia-j-36.2
/Objectives  Define divergent  Explain the processes  Describe transform fault  Explain the  Compare and
Write the LC code for each. boundaries. that occur along boundary processes that contrast the
 Cite some landforms divergent boundaries.  Determine the effect of occur along three types of
formed when plate transform-fault boundary divergent boundary using
move apart on the Earth’s crust. boundaries. ICT simulation.
 Discuss how
earthquake is
possible in
transform fault
boundary
II. CONTENT
Divergent Boundary Divergent Boundary Transform Boundary Transform Boundary Three types of plate
boundary
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
 lOMoARcPSD|16060149

4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or Present a picture of Number Letter Game: Recall the previous lesson. Recall the previous Recall the previous
presenting the new lesson convergent boundary. Allow Students will guess the hidden lesson. lesson
the students to analyze the words. Then explain
pictures. the revealed words.
B. Establishing a purpose for the Ask the students with a Show pictures of different Show pictures of different Picture analysis Teacher Ask the students with a
lesson “HOTS” question: What do landforms caused by landforms that are associated to will show different HOTS” question: What is
you think will be the result if divergent boundary. transform fault boundary. pictures of damage done the impact or effect of the
the plates are moving apart? by earthquakes then different movement in the
students will give their plate boundary?
Introduction to Divergent insights.
Boundary
C. Presenting Present a video clip showing a Article Analysis. Students will Video Analysis. Teacher will show Article Analysis. Students Picture Analysis. (Three
examples/Instances of the scenario of plates that are read an article and answer the video then later on ask the students will read an article and Types of Plate Boundary)
new lesson moving apart. This will lead to guide questions. their insights about the video. answer the guide questions. Students will analyze
the discussion of possible (Strong Quake Strikes and summarize the
landforms when the plates are Southern Philippines, pictures that that
moved apart and processes that Killing at Least 6 ) teacher will show.
occur along
divergent boundaries.
D. Discussing new concepts and Let the students perform Let the students perform Let the students perform Let the students
practicing new skills # 1 Activity 4 Going Separate “Ready, Set, Glue” (Divergent Let the students perform Activity “Ready, Set, Glue” manipulate the board
Ways”. Boundary Model) 5 “Slide and Shake” (L.M 29-30) (Transform Boundary work using laptop and
(L.M 25-26) Model) projector.
E. Discussing new concepts and Answer the guide questions
practicing new skills # 2 found in L.M

F. Developing mastery Answer the guide questions Answer the guide questions. Giving more follow up questions Answer the guide Giving more follow up
(leads to Formative found in L.M regarding on transform fault questions. questions regarding on
Assessment 3) boundary. three types of plate
boundary
G. Finding practical Ask the students the What do you think will Ask the students the importance of What do you think the effect What is the distinct
application of concepts importance of knowing the happen if the plates will knowing the transform fault of earthquake in the characteristics of each
and skills in daily living divergent boundary. continue apart for million boundary. environment? type of plate boundary?
years?
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H. Making generalizations and Cite some possible landforms Label the different parts of Cite some possible effects of What is the distinct Using concept map,
abstractions about the lesson formed during divergent divergent boundary continuous sliding of plates? characteristics of summarize the three
boundary. transform fault boundary types of plate
compare to two other boundary.
faults?
I. Evaluating learning Define divergent boundary. Explain the processes occur Define transform fault boundary. Explain the processes Explain each type of
along divergent boundaries. occur along transform boundary
fault boundaries.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover
which I wish
 lOMoARcPSD|16060149

to share with other

teachers?
School Grade Level 10
DAILY LESSON LOG Teacher Learning SCIENCE 10
Area
Teaching Dates and Time Quarter First

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES

A. Content Standard The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake, epicenters and mountain ranges.
B. Performance The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis and volcanic eruptions.
Standard
C. Learning Competency S9ES-Ia-j-36.2
/Objectives  Relate hot spot with  Define earthquake  Prepare survival kit
Write the LC code for each. plate boundaries  Prepare survival kit  Discuss the importance of
 Define hot spots preparing survival kit
II. CONTENT
Hot Spots Earthquake SURVIVAL KIT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages p. 19 pp. 20-22 pp. 20-22
2. Learner’s Materials pp. 31-32 pp. 33-35 pp. 33-35
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or Recall the previous lesson Recall the previous lesson Recall the previous lesson.
presenting the new lesson
 lOMoARcPSD|16060149

B. Establishing a purpose for Ask the students with a Unlocking key words Picture analysis
the lesson “HOTS” question: what is hot Earthquake Magnitude Teacher will show different
spots? Epicenter pictures of catastrophic
Richter scale phenomena then ask the
students about their insights.
C. Presenting Video Analysis. Teacher will Video Analysis. Teacher will Video Analysis. Teacher will show
examples/Instances of the present a video then later on show video then later on ask video then later on ask the students
new lesson will ask the students about the students about their about their insights about the video.
their insights. insights about the video. Top 10 Worst Natural Disasters Of
What is a Volcanic Hotspot- Kobe Earthquake 07 01 1995 All Time
(Educational)
D. Discussing new concepts Let the students perform Let the students will do the Let the students continue the
and practicing new skills # 1 Activity 6 “Drop it Like performance task found in performance task
It’s “HOT SPOT” “ LM 33 LM 33
(L.M 31-32) SURVIVAL KIT SURVIVAL
KIT
E. Discussing new concepts
and practicing new skills # 2
F. Developing mastery Answer the guide questions Presentation of output. Presentation of output.
(leads to Formative found in L.M See rubrics in LM. 33 See rubrics in LM. 33
Assessment 3)
G. Finding practical What do you think is the What is the importance of
application of concepts and importance of knowing about survival kit?
skills in daily living hot spots?
H. Making generalizations and What is hot spots? What are the basic needs that we
abstractions about the lesson need to include in our survival
kit?
I. Evaluating learning Linked hot spot to plate What you will do before, during
tectonics. and after earthquake?
J. Additional activities for Teachers Note: Continuation
application or remediation of performance task.

V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned
80% in the evaluation
 lOMoARcPSD|16060149

B. No. of learners who require

additional activities for
remediation who scored below
80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter 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?
 lOMoARcPSD|16060149

School Grade Level 10

DAILY LESSON Teacher Learning Area SCIENCE
LOG Teaching Dates and Time Quarter FIRST QUARTER

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES
The learners demonstrate understanding of the relationship among the locations of volcanoes, earthquake epicentres and mountain ranges
A. Content Standard
The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquake, tsunamis, and volcanic eruptions.
B. Performance Standard
S9ES-Ia-j-36.4 S9ES-Ia-j-36.4 S9ES-Ia-j-36.4 S9ES-Ia-j-36.4 S9ES-Ia-j-36.5
C. Learning
Competency/Objectives Write Develop understanding of
the LC code for each. Diagnose students’ prior Describe the internal Describe the internal Describe the internal structure of the structure of the Earth ’s
knowledge about Earth’s structure of the Earth. structure of the Earth. the Earth. interior by constructing a
interior. scale model of a “slice” of
Describe the different types of Describe the composition Describe the properties of the the interior of the Earth an
Learn about the seismic waves. of the Earth’s Interior. layers of the Earth. studying the material
explanations in their right properties of Earth’s
and wrong answers. interior.
The Earth’s Interior The Earth’s Interior The Earth’s Interior The Earth’s Interior The Earth’s Interior
II. CONTENT
III. LEARNING
RESOURCES
A. References Science Learner’s Science Learner’s Material Science Learner’s Material Science Learner’s Material file:///C:/Users/FixFone/
Material Science Teacher’s Guide Science Teacher’s Guide Science Teacher’s Guide Downloads/Modelling_
Science Teacher’s Guide the_Structure_of_the_Eart
_-_Student_Activity.pdf
1. Teacher’s Guide pages
TG. Page 27 – 31 TG. Page 32 - 34 TG. Page 34 – 36 TG. Page 36 - 37
2. Learner’s Materials
pages LM. Page 39 – 42 LM. Page 43 - 47 LM. Page 48 - 51 LM. Page 52 - 53
3. Textbook pages
 lOMoARcPSD|16060149

4. Additional Materials
from Learning Resource
(LR)portal
B. Other Learning
Resource
Earth's Interior Isn't Quite
http://aspire.cosmic- eldoradogeology.weebly.com/
What We Thought It Was ray.org/Labs/SeismicWaves/ uploads/3/7/5/7/37573473/
earthsinteriorlab.doc
https://www.youtube.com/
watch?v=IWZky7mXoO0

IV. PROCEDURES

A. Reviewing previous Have you ever wonder Do you still Remember the What are seismic waves? What are the compositions of What are the properties of
lesson or presenting the what is inside the earth? different types of waves? the Earth’s Interior? the layers of the Earth?
new lesson What are those? What is the difference
What do you imagine between P and S waves?
about earth’s interior? Do you have an idea what type
of wave we experience during
earthquake?

B. Establishing a purpose Showing a Video Structure of the Earth:

for the lesson Earth's Interior Isn't Quite Crust, Mantle and Core
What We Thought It https://www.youtube.com/
Was? watch?v=YxGgkF582rI

C. Presenting Follow TG for Follow TG for studying the Follow TG discussion of the Follow TG for Activity 2
examples/Instances of the Pre-assessment Earth’s Interior Composition of the Earth’s Our Dynamic Earth
new lesson Choose the letter of the on page 32 Interior pp. 34 Answers to Questions 3-
correct answer. 1-10 Demonstration: Simulating 9
Answer briefly the given Plasticity pp. 35-36 on pp. 36-37
questions 1-5
on pp. 29-31

D. Discussing new Answer Discussion Discussion Do Activity 2 Modeling the Structure of

concepts and practicing Pre-assessment Studying the Earth’s Interior The composition of the Our Dynamic Earth the Earth:
new skills # 1 A. 1-10 Do Activity 1 Earth’s Interior Answer Guide Questions
 lOMoARcPSD|16060149

B. 1-5 Amazing Waves pp. 48-51 3-9 – pp. 52-53 See Attachment
LM pp. 40 – 42 LM pp 43 – 47.

E. Discussing new
concepts and practicing
new skills #2

F. Developing mastery
(leads to Formative Let the students answer Let the students be familiar Let the students be familiar As an individual activity, Let the Students perform
Assessment ) Pre-Assessment what is seismic wave and its of the composition of the Activity 2 will test the learners’ the activity -
types through class discussion. Erath’s interior through class understanding on the different Modeling the Structure of
pp 43-46 discussion. characteristics, properties and the Earth:
Let them complete the LM pp. 48-51 composition of the Earth’s
necessary information using Demonstration: layers See Attachment
the given organizer of activity Simulating Plasticity LM pp. 48-52
1. LM page 47 TG. pp. 35-36
G. Finding practical
application of concepts Scientists use indirect measurements and seismic waves from earthquakes to determine the internal
and skills in daily living structure of the Earth. Analysis of the Earth’s internal structure is made possible because
earthquakes produce vibrations called seismic waves. These waves travel through the interior of the
Earth and can be measured with sensitive detectors called seismographs. Scientists have
seismographs set up all over the world to track movement of the Earth’s
crust.
H. Making generalizations
and abstractions about the Seismic waves are very The ability of the Oxygen is the most abundant The core itself consists of
lesson important in understanding the asthenosphere to flow slowly element in the Earth’s crust. The solid inner core and a liqui
discovery of the different is termed as plasticity. elements silicon, oxygen, iron outer core. It is difficult t
layers of the Earth as well as in The Earth’s composition tells and magnesium make up the study the structure of th
determining the properties of a story about itself. It gives mantle. Earth because: the crust too i
these layers. us clues to its past and proofs The inner core is mostly made thick to drill all the wa
about the gradual and slow up of iron and nickel. It is solid through.
changes that it has undergone due to the very high pressure
for over 4.6 billion years. that keeps it compacted together
even if the
temperature is really very high.

I. Evaluating learning
 lOMoARcPSD|16060149

Answer Pre-Assessment Answer guide questions What are the compositions Answer guide questions Describe the structure of
LM pp 40-42. 1-2 of activity 1 Amazing of the Earth’s Interior? 3-9 of Activity 2 the Earth using the own-
waves Our Dynamic Earth made model from the
pp 47 LM pp. 53 activity.
J. Additional activities for Earth’s Interior Lab
application or remediation
eldoradogeology.weebly.com/
uploads/3/7/5/7/37573473/
earthsinteriorlab.doc
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter 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?
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School Grade Level 10

DAILY LESSON Teacher Learning Area SCIENCE
LOG Teaching Dates and Time Quarter FIRST QUARTER

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES
The learners demonstrate understanding of the relationship among the locations of volcanoes, earthquake epicenters and mountain ranges
A. Content Standard
The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquake, tsunamis, and volcanic eruptions.
B. Performance Standard
S9ES-Ia-j-36.5 S9ES-Ia-j-36.5 S9ES-Ia-j-36.5
C. Learning
Competency/Objectives Write Describe the possible Describe the possible Describe the possible
the LC code for each. causes of plate causes of plate causes of plate
movement. movement. movement.

Explain Earth’s Recognize how the Predict what will happen to

mechanism and continental drift theory is the world as the continents
Continental Drift Theory developed. continuously move.
and its evidences.
The Earth’s Mechanism The Earth’s Interior and The Earth’s Interior and
II. CONTENT Mechanism Mechanism

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
TG. Page 37 TG. Page 38 TG. Pages 38 – 40
2. Learner’s Materials
pages LM. Pages 53 – 57 LM. Page 58 LM. Pages 59 - 60
3. Textbook pages
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4. Additional Materials
from Learning Resource
(LR)portal
B. Other Learning https://www.youtube.com/ https://www.youtube.com/
Resource watch?v=sgPnnzou0og watch?v=mZGh94KF784

file:///C:Users/FixFone/Do
wnloads/activity-
continentaldrift.pdf

IV. PROCEDURES

A. Reviewing previous What are the properties of What are the possible How does the Continental
lesson or presenting the the layers of the Earth? causes of plate Drift Theory developed?
new lesson movement?

How does Alfred Wegener

come up to the concept of
continental drift theory?

B. Establishing a purpose www.stem.org.uk/elibrary/ Showing a video

for the lesson resource/36611 Continental Drift Theory
Animation

C. Presenting Follow TG for Follow TG Follow TG

examples/Instances of The Earth’s Mechanism Activity 3 – Let’s Fit It! Activity 4 – Drifted
the new lesson Page 37 On page 38 Continents!
On pages 38-40

D. Discussing new Discussion Do Activity 3 Do Activity 4

concepts and practicing The Earth’s Mechanism Let’s Fit It! Drifted Continents!
new skills # 1 The Continental Drift LM page 58 LM pages 59-60
Theory
pp. 53 - 57
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E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery Let the students be Let the students perform the Let the students perform first
(leads to Formative familiar of the Earth’s activity as a group. The the activity facilitated by the
Assessment ) Mechanism, the students’ reasoning ability teacher as preparation for the
Continental Drift Theory will be enhanced. Conduct class discussion. LM pages
and its evidences. the activity as quick as 59- 60
LM page 53-57 possible.

G. Finding practical An important use of fossils is in dating rocks, and geologists normally refer to the age of a
application of concepts rock by using classification system, based on fossils rather than by saying something is so-
and skills in daily living many millions of years old. “Jurassic” rocks, for example, are characterized by a particular
fossil assemblage that distinguishes them from “Cretaceous” rocks that overlay them.

H. Making generalizations The Continental Drift The Continental Drift Since it is impossible for
and abstractions about the Theory of Alfred Wegener Theory of Alfred Wegener Glossopteris fossils found in
lesson states that the continents states that the continents different regions or
were once part of a large were once part of a large continents to be blown by the
landmass called Pangaea landmass called Pangaea wind or carried by ocean
which drifted away from which drifted away from waves, the only possibility is
each other. The continents each other. that these regions were once
moved away from each connected. Continents are
other towards their current continuously moving. But it
positions. Alfred Wegener will not very noticeable
based his theory on because it took 200 million
evidences from fossils years before the continents
embedded in rocks and rock came to where they are now,
formation. based on continental drift
theory. Scientists are also
expecting this to happen in
the future.

I. Evaluating learning What are the possible Answer Guide Questions Answer Guide Questions
causes of plate 10-12 of Activity 3 – Lets 13-21 of Activity 4 –
movement? Fit It! LM page 58
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Drifted Continents! LM
How does Alfred Wegener pages 59-60
come up to the
concept of continental
drift theory?
J. Additional activities for Activity – Fossils
application or remediation file:///C:Users/FixFone/Do
wnloads/activity-
continentaldrift.pdf
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who require
additional activities
for remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter 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?