DAILY School Grade Level 10

LESSON LOG
Teacher Learning Area SCIENCE

Teaching Dates and Quarter FIRST

Time

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. rning Competency/Objectives Answer the following test Locate the epicenter of Describe the distribution of active volcanoes, Explain the process that
Lea items honestly and an earthquake using the earthquake epicenters, and major mountain belts. occur along convergent
truthfully triangulation method boundaries
S9ES-Ia-j-36.1 S9ES-Ia-j-36.1 S9ES-Ia-j-36.2 S9ES-Ia-j-36.3
II. CONTENT Unit 1, Module 1 Plate Epicenter Plate Boundaries Continental Plate &
Tectonics Oceanic Plate
III. LEARNING RESOURCES
A. References
1 Teacher’s Guide pages pp. 3-6 pp. 7-9 pp. 10-11 pp. 12-13
.
2 Learner’s Materials pages pp. 3-8 pp. 8-10 pp. 11-15 pp. 16-17
.
3 Textbook pages
.
4 Additional Materials from
. Learning Resource (LR) portal
B. Other Learning Resource Pictures of plate tectonics Manila paper, pentel pen
IV. PROCEDURES
A. Reviewing previous lesson or Recall the concept What are the different What is a Posting of manila paper What are the different
presenting the new lesson learned from G9 about types of seismic waves triangulation method on the board types of Plate
 active and inactive ( P & S waves ) and how to perform Boundaries?
volcanoes. it?
B. Establishing a purpose for the Show pictures about Ask students of the Let the students watch
lesson plate tectonics different earthquake the video
that occurs in the Discuss briefly the https://www.youtube.com/
country “west valley fault watch?v=1-HwPR_4mP4
C. Presenting examples/Instances of Give Pre-Assessment in Group the students into system” creatively! Call students to present Post the picture of the
the new lesson the form of K-W-L 5 and give an instruction their output Cross-sectional diagram
strategy on how to perform the of converging continental
http://www.nea.org/tools/k- activity. and oceanic plates
wl-know-want-to-
knowlearned.html
D. Discussing new concepts VI. REFLECTION Perform Activity #1: “Find Perform loboc, bohol
and practicing new skills # 1 Group the class into 5 and answer Activity #2: the Center” “Lets Mark the province
E. Discussing new concepts the PreAssessment items 1-10 in a B Check and discuss the
and practicing new skills # 2 manila paper Present the output by oundaries” Call a activit
F. Developing mastery group by posting their work on the representative per group to y on the
board present their next
work in front meeting
of their classmate Discuss and analyze their Let the
G. Finding practical application of What are you going to do The students answer
concepts and skills in daily teacher will roam if earthquake occurs the guide
living in your place? questions in work if they properly
What do you think is the around to Activity
H. Making generalizations and ensure that importance of determining #3: Head-On follow the procedures
abstractions about the lesson the epicenter of an Collision, Part A then check
later on. Check the answer in
Check the preassessment made earthquake? the students are doing
the guide questions
through K-W-L strategy
I. Evaluating learning Discuss the introduction of Plate Give 5 true or false
Tectonics questions. the activity well. What are you going to do
What are the common if your
J. Additional activities for Give reflection house is located landforms near a
application or remediation on the bodies of near to an active volcano?
earthquake water?
V. REMARKS happened in
 What do you think is the Discuss Continental lithosphere into several questions test types of Plate
Converging basis of scientists in Crust Leading Plate plates? Boundaries
Oceanic Crust Leading Give 5 multiple test Discuss the
dividing Earth’s Plate and identification type of different
No. of learners who earned 80% in the evaluation
A. No. of learners who require additional activities for remediation who scored below 80%
B. Did the remedial lessons work? No. of learners who have caught up with the lesson
C. No. of learners who continue to require remediation
D. Which of my teaching strategies worked well? Why did these work?
E. What difficulties did I encounter which my principal or supervisor can help me solve?
F. What innovation or localized materials did I use/discover which I wish to share with other teachers?

DAILY School Grade Level 10

LESSON LOG
Teacher Learning Area SCIENCE

Teaching Dates and Quarter FIRST

Time

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 moun
ranges
B. Performance Standard The Learners shall be able to demonstrate ways to ensure disaster preparedness during earthquake, tsunamis, and volcanic eruption
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
presenting the new lesson subduction of 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 different mountains in the
questions about it. world
C. Presenting examples/Instances of Posting of Figure 11: Ask the students to
the new lesson Cross-sectional arrange the pictures from
diagram of converging highest to lowest
oceanic plates elevation.
D. Discussing new concepts and
practicing new skills # 1
 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 Simulate and describe Calculate the rate of Realize the importance Design a
importance of the the seafloor spreading seafloor spreading of the creation of scheme to
continental drift theory process. using magnetic clues. convection current inform local
as line of evidences underneath the earth. folks about the
that support plate possibilities of
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 TOPIC: Line of TOPIC: Line of TOPIC: Line of Earth’s Interior
Evidences that Support Evidences that Support Evidences that Support Evidences that Support TOPIC: Line of
Plate Tectonics Plate Tectonics Plate Tectonics Plate Tectonics Evidences that
SUBTOPIC: Continental SUBTOPIC: Seafloor SUBTOPIC: Rate of SUBTOPIC: Convection Support Plate
Drift Theory Spreading Seafloor Spreading Current 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

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 Recall the
presenting the new lesson drift theory using drift theory by letting the spreading? Let the the board work in performance task
questions in ICT format. student present their learner explain their how to calculate given at the start
(5 minutes) poster in the class. output about distance a continent of the first
ICT Integration (10 minutes) information campaign moves. quarter in
Integrative made through post (5 minutes) Learner’s
card. (10 minutes) Integrative Material p. 73
Integrative and to be
presented at 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 experiment of heating oil task must be set
can be related as line of Ridge and ask how Hopping” and answer with colored brown chalk and rated
evidences that support midocean ridges the guide question. (10 form as a mountain in according to
plate tectonics. relative to the minutes) the beaker. Let the details and
(3 minutes) continental drift 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 Preparation of
the new lesson who proposed the support seafloor rate of travel you gone the demonstrated each group for
continental drift theory spreading theory in an island in the activity in plate their presentation.
does supported his claim contradict the distance a continent tectonics? (5 minutes) (5 minutes)
for his evidences? continental drift theory? moves for every year? Inquiry-based
(2 minutes) (2 minutes) (5 minutes)
Inquiry-based Inquiry-based Inquiry-based

D. Discussing new concepts and Perform activity Let the learners perform Perform Activity 6 “How Let the learners conduct Presentation of
practicing new skills # 1 entitled “Evidently and present their work in fast does it go!” in the Activity 7 “Push me their output in the
Continental?” using Activity 5 “Split and Learner’s Material p. 68 up and aside!” in class.
cluster diagram. Let Separate!” in Learner’s – 69 and let the Learner’s Material p. 70 (30 minutes, 7-8
the learners present Material p. 66 – 67. students present their – 71 and let the students minutes for each
their output. (20 (20 minutes) output. (15 minutes) present their realization group)
minutes) Constructivism and Constructivism and in their output. Constructivism
Constructivism and Collaborative Collaborative (20 minutes) and Collaborative
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 Why does rocks used as How far do the How convection How can we help
concepts and skills in daily living the difference of the an indication that Philippine plate in China current occur? (5 locality to give
land formation of your seafloor is spreading? after 100 million years? minutes) informative
hometown 10 years (5 minutes) (5 minutes) Inquiry-based materials about
ago, wasn’t it the Inquiry-based Inquiry-based the ways to
same? What probably mitigate the
the cause of this effects of tectonic
changes? (5 minutes) activities-related
Inquiry-based disaster? (5
minutes)
Inquiry-based
H. Making generalizations and How can you explain How can you How can you Why the creation of How did you
abstractions about the lesson the earth’s mechanism describe the seafloor calculate the rate of convection current design the
in the continental drift spreading process? seafloor spreading underneath the scheme to inform
theory as line of (5 minutes) using magnetic earth does local folks about
evidences that support Inquiry-based clues? (5 minutes) important to the
plate tectonics? (5 Inquiry-based realize? (5 minutes) possibilities of
minutes) Inquiry-based earthquakes,
Inquiry-based tsunamis and
other geologic
activities?

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

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)

AC
TIVITY
#
_____
_____
_
Island
Hoppi
ng!

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.

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

School Grade Level 10

Teacher Learning
DAILY LESSON Area
LOG

SCIENCE 10
 Teaching Dates and Quarter FIRST
Time

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 • Describe transform fault • Explain the  Compar
Write the LC code for each. boundaries. processes that boundary processes contra
• Cite some landforms occur along • Determine the effect of that occur three typ
formed when plate divergent transform-fault boundary along boundary
move apart boundaries. on the Earth’s crust. divergent ICT simul
boundaries.
• Discuss how
earthquake
is possible
in
transform fault
boundary
II. CONTENT
Divergent Boundary Divergent Boundary Transform Boundary Transform Boundary Three types of p
boundary
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
 4. Additional Materials
from Learning
Resource
(LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson Present a picture of Number Letter Game: Recall the previous lesson. Recall the previous Recall the previo
or presenting the new convergent boundary. Allow Students will guess the lesson. lesson
lesson the students to analyze the hidden words. Then explain
pictures. the revealed words.
B. Establishing a purpose for Ask the students with a Show pictures of different Show pictures of different Picture analysis Ask the students
the lesson “HOTS” question: What do landforms caused by landforms that are associated Teacher will show HOTS” question:
you think will be the result if divergent boundary. to transform fault boundary. different pictures of is the impact or e
the plates are moving apart? damage done by of the different
earthquakes then movement in the
Introduction to Divergent students will give their boundary?
Boundary insights.
C. Presenting Present a video clip showing Article Analysis. Students Video Analysis. Teacher will Article Analysis. Students Picture Analysis.
examples/Instances of a scenario of plates that are will read an article and show video then later on ask the will read an article and (Three
the new lesson moving apart. This will lead answer the guide questions. students their insights about the answer the guide Types of Plate
to the discussion of possible video. questions. Boundary)
landforms when the plates (Strong Quake Strikes Students
are moved apart and Southern Philippines, analyze
processes that occur along Killing at Least 6 ) summarize
divergent boundaries. pictures that
teacher will show
D. Discussing new concepts Let the students perform Let the students perform Let the students perform Let the students
and practicing new skills # Activity 4 Going Separate “Ready, Set, Glue” Let the students perform Activity “Ready, Set, Glue” manipulate the b
1 Ways”. (Divergent Boundary Model) 5 “Slide and Shake” (L.M 29-30) (Transform Boundary work using laptop
(L.M 25-26) Model) projector.
E. Discussing new concepts Answer the guide questions
and practicing new skills # found in L.M
2
F. Developing mastery Answer the guide questions Answer the guide questions. Giving more follow up questions Answer the guide Giving more follo
(leads to Formative found in L.M regarding on transform fault questions. questions regard
Assessment 3) boundary. three types of pla
 boundary
G. Finding practical Ask the students the What do you think will Ask the students the importance What do you think the What is the distin
application of importance of knowing the happen if the plates will of knowing the transform fault effect of earthquake in the characteristics of
concepts and skills in divergent boundary. continue apart for million boundary. environment? type of plate bou
daily living years?
H Making generalizations Cite some possible Label the different parts of Cite some possible effects of What is the distinct Using concept m
. and abstractions about landforms formed during divergent boundary continuous sliding of plates? characteristics of summarize the
the lesson divergent boundary. transform fault boundary types of plate
compare to two other boundary.
faults?
I. Evaluating learning Define divergent boundary. Explain the processes Define transform fault Explain the processes Explain each ty
occur along divergent boundary. occur along transform boundary
boundaries. 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
to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them rele
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
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
• Define hot spots of 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 Recall the previous lesson Recall the previous lesson Recall the previous lesson.
or presenting the new lesson
B. Establishing a purpose for Ask the students with a Unlocking key words Picture analysis
the lesson “HOTS” question: what is hot Earthquake Teacher will show different
spots? Magnitude pictures of catastrophic
Epicenter phenomena then ask the
Richter scale students about their insights.
C. Presenting Video Analysis. Teacher will Video Analysis. Teacher Video Analysis. Teacher will
examples/Instances of present a video then later on will show video then later show video then later on ask the
the new lesson will ask the students about on ask the students about students about their insights
their insights. their insights about the about the video.
What is a Volcanic Hotspot- video. Top 10 Worst Natural Disasters Of
(Educational) Kobe Earthquake 07 01 1995 All Time
D. Discussing new concepts Let the students perform Let the students will do the Let the students continue
and practicing new skills # 1 Activity 6 “Drop it Like It’s performance task found in the performance task LM 33
“HOT SPOT” “ LM 33 SURVIVAL KIT
(L.M 31-32) 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 importance of knowing about survival kit?
and skills in daily living hot spots?
H. Making generalizations and What is hot spots? What are the basic needs
abstractions about the lesson that we 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:
application or remediation Continuation 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 d
to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relev
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 to
share with other teachers?
 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 Develop understandin
Write the LC code for Diagnose students’ prior Describe the internal Describe the internal Describe the internal of the structure of the
each. knowledge about Earth’s structure of the Earth. structure of the Earth. structure of the Earth. Earth ’s interior by
interior. constructing a scale
Describe the different types Describe the composition Describe the properties of model of a “slice” of th
Learn about the of seismic waves. of the Earth’s Interior. the layers of the Earth. interior of the Earth an
explanations in their right studying the material
and wrong answers. properties of Earth’s
interior.
The Earth’s Interior The Earth’s Interior The Earth’s Interior The Earth’s Interior The Earth’s Interio
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/
Science Teacher’s Modelling_
Guide the_Structure_of_the_
ar
_-_Student_Activity.pd
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
School Grade Level 10
DAILY LESSON Teacher Learning Area SCIENCE
LOG Teaching Dates and Time Quarter FIRST QUARTER

4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning
Resource eldoradogeology.weebly.com
Earth's Interior Isn't Quite
http://aspire.cosmic- /
What We Thought It Was ray.org/Labs/SeismicWaves/ uploads/3/7/5/7/37573473/
https://www.youtube.com/ earthsinteriorlab.doc
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
lesson or presenting what is inside the earth? different types of waves? the Earth’s Interior? of the layers of the
the new lesson What are those? What is the difference Earth?
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.co
Was? / watch?v=YxGgkF582rI

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

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

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
 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 Studen
Assessment ) Pre-Assessment what is seismic wave and of the composition of the Activity 2 will test the perform t
its types through class Erath’s interior learners’ understanding on activity -
discussion. pp 43-46 through class the different characteristics, Modeling the Structure
Let them complete the discussion. properties and composition of the Earth:
necessary information LM pp. 48-51 the Earth’s layers
using the given organizer Demonstration: LM pp. 48-52 See Attachment
of activity Simulating Plasticity
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
and skills in daily living the internal 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 Seismic waves are very The ability of the Oxygen is the most The core itself consis
abstractions about the important in understanding asthenosphere to flow abundant element in the of solid inner core and
lesson the discovery of the slowly is termed as Earth’s crust. The elements liqu outer core. It
different layers of the Earth plasticity. silicon, oxygen, iron and difficult t study t
as well as in determining The Earth’s composition magnesium make up the structure of th Ea
the properties of these tells a story about itself. It mantle. because: the crust i t
gives us clues to its past The inner core is mostly
layers. thick to drill all the w
and proofs about the made up of iron and nickel.
through.
gradual and slow It is solid due to the very
changes that it has high pressure that keeps it
undergone for over 4.6 compacted together even if
 billion years. the temperature is really
very high.
I. Evaluating learning
i
 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 Describe the possible Describe the possible Describe the possible
Write the LC code for causes of plate causes of plate causes of plate
each. movement. movement. movement.

Explain Earth’s Recognize how the Predict what will happen

mechanism and continental drift theory is to the world as the
Continental Drift Theory developed. continents continuously
and its evidences. move.
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
School Grade Level 10
DAILY LESSON Teacher Learning Area SCIENCE
LOG Teaching Dates and Time Quarter FIRST QUARTER
 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/activitycontinentaldrift.pd
f

IV. PROCEDURES

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

How does Alfred

Wegener come up to the
concept of continental
drift theory?

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

purpose 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 Page 37 Activity 3 – Let’s Fit It! Activity 4 – Drifted
the new lesson 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
new skills # 1 The Continental Drift LM page 58 Continents!
Theory pp. 53 - LM pages 59-60
57
E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery Let the students be Let the students perform Let the students perform
(leads to Formative familiar of the Earth’s the activity as a group. first the activity facilitated
Assessment ) Mechanism, the The students’ reasoning by the teacher as
Continental Drift Theory ability will be enhanced. preparation for the class
and its evidences. Conduct the activity as discussion. LM pages
LM page 53-57 quick as possible. 5960

G. Finding practical An important use of fossils is in dating rocks, and geologists normally refer to the
application of concepts age of a rock by using classification system, based on fossils rather than by saying
and skills in daily living something is so-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 The Continental Drift The Continental Drift Since it is impossible for
generalizations and Theory of Alfred Theory of Alfred Wegener Glossopteris fossils found
abstractions about the Wegener states that the states that the continents in different regions or
lesson continents were once were once part of a large continents to be blown by
part of a large landmass landmass called Pangaea the wind or carried by
called Pangaea which which drifted away from ocean waves, the only
drifted away from each each other. possibility is that these
other. The continents regions were once
moved away from each connected. Continents
other towards their are continuously moving.
current positions. Alfred But it will not very
Wegener based his noticeable because it
theory on evidences from took 200 million years
fossils embedded in before the continents
rocks and rock formation. came to where they are
now, 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
 Drifted Continents! LM
How does Alfred pages 59-60
Wegener come up to the
concept of continental drift
theory?
J. Additional activities Activity – Fossils
for application or file:///C:Users/FixFone/Do
remediation wnloads/activitycontinentaldrift.p
df
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?