School: DADALAQUITEN INTEGRATED SCHOOL Grade Level: 10

GRADES 1 to 12 Teacher: MARIE JOIE R. TORRES Learning Area: SCIENCE

DAILY LESSON LOG Teaching Dates and Time: September 26-30, 2022/1:30-2:30 Quarter: 1ST QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Objective over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
lessons exercises and remedial activities maybe done for developing content knowledge and competencies. These are using Formatives Assessment Strategies.
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lesson. Weekly objectives shall
be derived from the curriculum guide.
A. Content Standards: The learner demonstrates understanding of the relationship among the locations of volcanoes, earthquake epicenters, and ICL
mountain ranges.
B. Performance The learner shall be able to: a. Demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic ICL
Standards: eruptions;b. Suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes,
tsunamis, and volcanic eruptions

C. Learning Describe the different types of Describe the different types Describe the different types Describe the different types
Competencies/ Objectives: plate boundaries- S9ES –Ia- of plate boundaries- S9ES – of plate boundaries- S9ES – of plate boundaries- S9ES
Write the LC code for j36.2 Ia-j36.2 Ia-j36.2 –Ia-j36.2
each In this lesson, the students In this lesson, students should In this lesson, students should
should be able to: be able to: be able to: In this lesson the students
should be able to:
1. Determine the effect of 1.Explain the processes that 1.Explain the processes that 1. Explain the processes that
transform-fault boundary on the occur along convergent occur along convergent occur along divergent
Earth’s crust. boundaries boundaries boundaries.
2.Determine the 2.Determine the 2. Determine the results of
consequences of colliding consequences of colliding plates that are moving apart.
plates. plates.

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content in a week or two.
II. CONTENT Plate Boundaries- Plate Boundaries-Two Plate Boundaries -Going
Plate Boundaries- Transform-
Convergence of Two Oceanic Continental Plates Separate Ways
Fault Boundary
Plates Converging
III. LEARNING List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an in learning. Ensure that there is a mix of
RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References

1. Teacher’s Guide Science grade 10 Teacher’s Science grade 10 Teacher’s Science grade 10 Teacher’s Science grade 10 Teacher’s
Pages material material material material
2. Learner’s Materials Learner’s material pp 16-17 Learner’s material pp18-19 Learner’s material pp 23-24 Learner’s Material pp 25-28
Pages
 3. Text book Pages

4. Additional Materials Four blocks of wood Modeling clay

from Learning 2 blocks measures Blocks of wood
resources(LR)Portal 5cmx5cmx10cm,
2 blocks measures
5cmx5c,x15cm
B. Other Learning Cross-sectional diagram of
Resources converging oceanic plates

These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by
IV. PROCEDURES/ 7 E’s demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the students with
Learning Model multiple ways to learn new things, practice their learning, question their learning processes and draw conclusion about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
ELICIT Review of the past lesson- Review of the past lesson. Review of the previous Review of the previous ICL
Divergence of plates Let the students recall the activity activity.
subduction process and the
geologic events that will take
place because of the process.
A. ENGAGE Let the students simulate how *Brainstorm the students The teacher may start the
The teacher may start the
transform-fault boundary is about two oceanic plate could lesson by asking questions
lesson by saying this:
formed. also collide because of plate such as: “ In a convergent plate
tectonics. a.What is the highest peak in
boundary, the leading plates
*Introduce the Activity: the Philippines? undergo destruction process
Convergence of two oceanic b.How about the highest
as the crust is consumed in
plates mountain in the world?
the mantle. But what do you
c.Do you have any idea how
think is happening on the
tall Mount Everest is?
other end of each plates?”
How do you think most of the
*To find out answer to this
tall mountains of the world
question, students will study
are formed? the next type of plate
boundary –the Divergent
Plate Boundary
C. EXPLORE Let the students draw a diagram Let the students draw a Introduce the activity: Let the students analyze four
showing what they think would diagram showing what they Two Continental Plates pictures: two rift valleys
be the outcome of this event. think would be the outcome Converging And two ocean ridges:
of this event.
Let the students make or create Processing:
a model with explanation. Let the students make or 1. What are common
create a model with in the four pictures?
explanation. 2. What do you think is
 happening to the
Earth’s crust in
those pictures?
3. If these event
continues for
millions of years,
what do you think
will be the effect on
the crust?
D. EXPLAIN Presentation of output Presentation of output. Presentation of output Presentation of outputs

E. ELABORATE Processing Process questions: Processing End the lesson by asking the
1.If the blocks of wood were 1.What geologic 1.What happened to the strips following questions:
plates, what kind of plate events/processes that will of clay as they were pushed a.What are the indications
boundary is formed between occur because of this plate from opposite ends? that the crust is spreading or
Blocks 1 and 2? Between 3 and movement? 2.If the strips of clay splitting?
4? 2.What geologic features represent the Earth’s b.Where do divergent
2. Describe the relative motion might form at the surface of lithosphere, what do you boundaries are mostly
of Blocks 2 and 3; Blocks 1 and Plate A? think is formed in the situated?
3; Blocks 2 and 4. 3.If the edge of Plate A lithosphere? c.What is formed as plates
suddenly flicks upward, a 3. What other geologic event continuously separate or
large amount of water may be could take place with this split?
displaced. What could be type of plate movement? d. What is the spreading rate
formed at the surface of the at the ridges?
ocean? e. What happens when the
spreading center develops
within a continent?
f.Compare the length and
depth of a rift valley as the
spreading continues.
g. What geologic events
could take place when two
oceanic plates diverge?
h.What geologic events
could take place when two
continental plates diverge?

F. EVALUATE Let students answer the Let the students make a venn Let the students differentiate The teacher should distribute
following: diagram on the similarities this type of convergent plate a drawing of a valley and let
a.What are transform-fault and differences between boundary with the other two? the students make a diagram
boundary? converging continental plate End the lesson through an if rifting continues for
b.Where does transform-fault and oceanic plate and two animated diagram of how millions of years.
 usually found? oceanic plates converging in himayas is formed.
c.What geologic terms of geologic events or
events/processes could take processes.
place with this type of plate
movement?
G. EXTEND Let the students have an Let the students bring the Let the students have an
advance reading on following: advance reading about
earthquakes. *Modeling clay divergence of plates..
*2 blocks of wood

VI- REMARKS
VI - REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
required additional
activities for remediation
C. Did the remedial lessons
work?
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies work well? Why
did this work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other
teachers?
Prepared by:
MARIE JOIE R. TORRES Checked and Noted by:
Subject Teacher FLORO T. RAFANAN
Principal I