School BONIFACIO R TAGABAN SR.

IS Grade Level 10
DAILY LESSON LOG Teacher LADY IMMACULATE A. MENDOZA Learning Area SCIENCE
Teaching Dates and Time Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRID

AY
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 Answer the following test Locate the epicenter of an Describe the distribution of active volcanoes, Explain the process that
items honestly and 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 learned What are the different What is a triangulation Posting of manila paper What are the different
presenting the new lesson from G9 about active and types of seismic waves method and how to on the board types of Plate
inactive volcanoes. ( P & S waves ) perform it? Boundaries?
B. Establishing a purpose for the Show pictures about plate Ask students of the Let the students watch
the
lesson tectonics different earthquake that video
occurs in the country Discuss briefly the “west https://www.youtube.com
/
valley fault system” watch?v=1-HwPR_4mP4
C. Presenting examples/Instances of Give Pre-Assessment in Group the students into 5 creatively! Call students to present Post the picture of the
the new lesson the form of K-W-L strategy and give an instruction on their output Cross-sectional diagram
http://www.nea.org/tools/k-w- how to perform the of converging
l-know-want-to-know-
learned.html activity. continental and oceanic
plates
 D. Discussing new concepts and Group the class into 5 Discuss and analyze Let the students
practicing new skills # 1 and answer the Pre- Perform Activity #1: “Find Perform Activity #2: answer the guide
their work if they properly
E. Discussing new concepts and Assessment items 1-10 in the Center” “Lets Mark the questions in Activity #3:
practicing new skills # 2 a manila paper Boundaries” follow the procedures Head-On Collision, Part
A
then check later on.
F. Developing mastery Present the output Call a representative Check the answer in the
by group by posting per group to present guide questions
their work on the their work in front of
board their
classmate The teacher will roam
G. Finding practical application of What are you going to do What are you going to do What are the common
concepts and skills in daily living if earthquake occurs in if your house is located landforms near a bodies
your place? - around to ensure near to an active of water?
volcano?
H. Making generalizations and What do you think is the What do you think is Discuss Converging
abstractions about the importance of that the students are the basis of scientists Oceanic Crust
lesson determining the epicenter in dividing Earth’s Leading Plate and
of an earthquake? lithosphere into several Continental Crust
doing the activity well. plates? Leading Plate
I. Evaluating learning Check the pre- Give 5 true or Give 5 multiple Give 5 identification type of
assessment made false questions. test questions test
through K-W-L strategy
J. Additional activities for application Discuss the introduction Give reflection on the Discuss the different
or remediation of Plate Tectonics earthquake happened in types of Plate
loboc, bohol province Boundaries
V. REMARKS Check and discuss
the activity on the next
meeting
VI. REFLECTION
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?

PREPARED BY: LADY IMMACULATE A. MENDOZA,T-I/SCIENCE TEACHER CHECKED BY: NORMA M. LAYAGAN,MT-I/TEACHER IN-CHARGE
 School BONIFACIO R. TAGABAN SR. IS Grade Level 10
DAILY LESSON LOG Teacher LADY IMMACULATE A. MENDOZA 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
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 elevation.
plates
D. Discussing new concepts and
practicing new skills # 1
 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?

PREPARED BY: LADY IMMACULATE A. MENDOZA,T-I/SCIENCE TEACHER CHECKED BY: NORMA M. LAYAGAN,MT-I/TEACHER IN-CHARGE
 DAILY LESSON School BONIFACIO R. TAGABAN SR. IS Grade Level 10
LOG Teacher LADY IMMACULATE A. MENDOZA 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 Simulate and describe Calculate the rate of Realize the importance Design a scheme
of the continental drift the seafloor spreading seafloor spreading using of the creation of to inform local
theory as line of process. magnetic clues. convection current folks 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 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 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
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. Activity 5 “Split and Learner’s Material p. 68 up and aside!” in class.
Let the learners present Separate!” in Learner’s – 69 and let the students Learner’s Material p. 70 (30 minutes, 7-8
their 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 group)
Constructivism Constructivism Constructivism in their output. Constructivism
and Collaborative and Collaborative and 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 How far do the How convection current How can we help
concepts and skills in daily living difference of the land as an indication that Philippine plate in China occur? locality to give
formation of your seafloor is spreading? after 100 million years? (5 minutes) informative
hometown 10 years ago, (5 minutes) (5 minutes) Inquiry-based materials about
wasn’t it the same? Inquiry-based Inquiry-based the ways to
What probably the cause mitigate the effects
of this changes? of tectonic
(5 minutes) activities-related
Inquiry-based disaster?
(5 minutes)
Inquiry-based
H. Making generalizations and How can you explain How can you describe How can you calculate Why the creation of How did you
abstractions about the lesson the earth’s mechanism the seafloor the rate of seafloor convection current design the scheme
in the continental drift spreading process? spreading using underneath the earth to inform local
theory as line of (5 minutes) magnetic clues? does important to folks about the
evidences that support Inquiry-based (5 minutes) realize? possibilities of
plate tectonics? Inquiry-based (5 minutes) earthquakes,
(5 minutes) Inquiry-based tsunamis and
Inquiry-based other geologic
activities?
 (5 minutes)
Inquiry-based
I. Evaluating learning Ask the Let the learners Ask the students to Let the student write a Answer the
learners to make post card that create their letter addressed to our Summative
make a poster will inform local folks assigned continent government official Assessment in
showing about the relative and calculate how about that it is Learner’s Material
information of impact of geological far does it go after impossible to stop p. 74 - 76.
the risk activities caused by 100 million years tectonic activities like (10 minutes)
caused by seafloor spreading. ago from Mid- convection current but Reflective
geologic (10 minutes) Atlantic Ridge? In we can do something to
activities in Constructivis what way this mitigate their effects.
the locality m, calculation will help (10 minutes)
(15 minutes) Collaborative to understand the Reflective
Constructivis and risk of the impact
m, Reflective may bring by this
Collaborative geological events.
and (5 minutes)
Reflective 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?

PREPARED BY: LADY IMMACULATE A. MENDOZA,T-I/SCIENCE TEACHER CHECKED BY: NORMA M. LAYAGAN,MT-I/TEACHER IN-CHARGE
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
Wave
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) 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.
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 BONIFACIO R. TAGABAN SR. IS Grade Level 10
Teacher LADY IMMACULATE A. MENDOZA Learning Area SCIENCE 10
DAILY LESSON LOG
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  Describe transform  Explain the  Compare and
Write the LC code for each. boundaries. processes that occur fault boundary processes that contrast the
 Cite some landforms along divergent  Determine the effect of occur along three types of
formed when plate boundaries. 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
 4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts
and practicing new skills #
1 Ways”.
E. Discussing new concepts
and practicing new skills #
2
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical
application of concepts
and skills in daily living
Present a picture of
convergent boundary. Allow
the students to analyze the
pictures.
Ask the students with a
“HOTS” question: What do
you think will be the result if
the plates are moving apart?
Introduction to Divergent
Boundary
Present a video clip showing
a scenario of plates that are
moving apart. This will lead
to the discussion of possible
landforms when the plates
are moved apart and
processes that occur along
divergent boundaries.
Let the students perform
Activity 4 Going Separate
(L.M 25-26)
Answer the guide questions
found in L.M
Ask the students the
importance of knowing the
divergent boundary.
Number Letter Game:
Students will guess the
hidden words. Then explain
the revealed words.
Show pictures of different
landforms caused by
divergent boundary.
Article Analysis. Students
will read an article and
answer the guide questions.
Let the students perform
“Ready, Set, Glue”
(Divergent Boundary Model)
Answer the guide questions.
What do you think will
happen if the plates will
continue apart for million
years?
Recall the previous lesson.
Show pictures of different
landforms that are associated to
transform fault boundary.
Video Analysis. Teacher will
show video then later on ask the
students their insights about the
video.
Let the students perform Activity
5 “Slide and Shake” (L.M 29-30)
Answer the guide questions
found in L.M
Giving more follow up questions
regarding on transform fault
boundary.
Ask the students the importance
of knowing the transform fault
boundary.
Recall the previous
lesson.
Picture analysis
Teacher will show
different pictures of
damage done by
earthquakes then
students will give their
insights.
Article Analysis. Students
will read an article and
answer the guide
questions.
(Strong Quake Strikes
Southern Philippines,
Killing at Least 6 )
Let the students perform
“Ready, Set, Glue”
(Transform Boundary
Model)
Answer the guide
questions.
What do you think the
effect of earthquake in the
environment?
Recall the previous
lesson
Ask the students with a
HOTS” question: What
is the impact or effect of
the different movement
in the plate boundary?
Picture Analysis. (Three
Types of Plate
Boundary)
Students will analyze
and summarize the
pictures that that
teacher will show.
Let the students
manipulate the board
work using laptop and
projector.
Giving more follow up
questions regarding on
three types of plate
boundary
What is the distinct
characteristics of each
type of plate boundary?
H. Making generalizations Cite some possible landforms Label the different parts of Cite some possible effects of What is the distinct Using concept map,
and abstractions about the formed during divergent divergent boundary continuous sliding of plates? characteristics of summarize the three
lesson 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

PREPARED BY: LADY IMMACULATE A. MENDOZA,T-I/SCIENCE TEACHER CHECKED BY: NORMA M. LAYAGAN,MT-I/TEACHER IN-CHARGE
 School BONIFACIO R. TAGABAN SR. IS Grade Level 10
DAILY LESSON LOG Teacher LADY IMMACULATE A. MENDOZA Learning Area SCIENCE 10
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
the lesson
C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts
and practicing new skills # 1
E. Discussing new concepts
and practicing new skills # 2
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical
application of concepts and
skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
Ask the students with a
“HOTS” question: what is hot
spots?
Video Analysis. Teacher will
present a video then later on
will ask the students about
their insights.
What is a Volcanic Hotspot-
(Educational)
Let the students perform
Activity 6 “Drop it Like It’s
“HOT SPOT” “
(L.M 31-32)
Answer the guide questions
found in L.M
What do you think is the
importance of knowing about
hot spots?
What is hot spots?
Linked hot spot to plate
tectonics.
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.
Unlocking key words
Earthquake
Magnitude
Epicenter
Richter scale
Video Analysis. Teacher
will show video then later
on ask the students about
their insights about the
video.
Kobe Earthquake 07 01 1995
Let the students will do
the performance task
found in LM 33
SURVIVAL KIT
Presentation of output.
See rubrics in LM. 33
Teachers Note:
Continuation of performance
task.
Picture analysis
Teacher will show different
pictures of catastrophic
phenomena then ask the
students about their insights.
Video Analysis. Teacher will
show video then later on ask the
students about their insights
about the video.
Top 10 Worst Natural Disasters Of
All Time
Let the students continue the
performance task
LM 33
SURVIVAL KIT
Presentation of output.
See rubrics in LM. 33
What is the importance of
survival kit?
What are the basic needs that
we need to include in our
survival kit?
What you will do before, during
and after earthquake?
 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 BONIFACIO R. TAGABAN SR. IS Grade Level 10

DAILY LESSON Teacher LADY IMMACULATE A. MENDOZA Learning Area SCIENCE
LOG Teaching Dates and Time Quarter FIRST QUARTER
PREPARED BY: LADY IMMACULATE A. MENDOZA,T-I/SCIENCE TEACHER CHECKED BY: NORMA M. LAYAGAN,MT-I/TEACHER IN-CHARGE
 MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY
I. OBJECTIVES
The learnersB.demonstrate
1-5 Amazing
understanding Waves
of the pp.locations
relationship among the 48-51 of volcanoes, earthquake
3-9 – pp. 52-53 See ranges
epicentres and mountain Attachment
A. Content Standard LM pp. 40 – 42 LM pp 43 – 47.
4. Additional Materials
The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquake, tsunamis, and volcanic eruptions.
from Learning Resource
B. Performance Standard
(LR)portal
E. Discussing new 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
B. Other Learning
concepts and practicing
C. Learning
Resource
new skills #2
Competency/Objectives Earth's Interior Isn't Quite Develop understanding of
http://aspire.cosmic- eldoradogeology.weebly.com
Write the LC code for each. Diagnose students’ prior Describe the internal
Describe the internal Describe the internal structure the structure of the Earth
F. Developing mastery What We Thought It Was ray.org/Labs/SeismicWaves/ / uploads/3/7/5/7/37573473/
knowledge about structure of the Earth. structure of the Earth. of the Earth. ’s interior by constructing
(leads to Formative Let the students
Earth’s interior.
https://www.youtube.com/ Let the students be familiar Let the students be Asearthsinteriorlab.doc
an individual activity, scale Let the of
model Students
a “slice” of
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watch?v=IWZky7mXoO0 what is seismic
Describe wave and
the different typesits
familiar
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will test the
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Assessment
Learn about the types through
of seismic waves. class
of the Erath’s
composition of the interior learners’ understanding
layers of the Earth. on Modeling the Structure
studying the material
IV. PROCEDURES explanations in their right discussion. pp 43-46 through class discussion.
Earth’s Interior. the different characteristics, propertiesof the Earth:
of Earth’s
and wrong answers. Let them complete the LM pp. 48-51 properties and composition interior.
The Earth’s Interior necessary information
The Earth’s Interiorusing
Demonstration:
The Earth’s Interior of
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II. CONTENT
lesson or presenting the what is inside the earth? different
activity types of waves? TG. pp. 35-36 the Earth’s Interior? the layers of the Earth?
III. LEARNING
new lesson What
1. LM are
pagethose?
47 What is the difference a
RESOURCES
G. Finding practical What do you imagine between P and S waves?
A. References Science
earth’sLearner’s DoScience Learner’s
you have ideaMaterial Science Learner’s Material Science Learner’s Material file:///C:/Users/FixFone/
application of concepts about interior? Scientists useanindirectwhat
measurements and seismic waves from earthquakes to determine
Material Science
type Teacher’s
of wave Guide
we experience Science Teacher’s Guide Science Teacher’s Guide Downloads/Modelling_
and skills in daily living Science Teacher’s Guide the internal structure of the Earth. Analysis of the Earth’s internal structure is made
during earthquake? the_Structure_of_the_Ear
possible because earthquakes produce vibrations called seismic waves. These waves t
travel through the interior of the Earth and can be measured with sensitive detectors _-_Student_Activity.pdf
1. called seismographs.
B. Teacher’s Guide
Establishing pages
a purpose Showing a Video Scientists have 32seismographs set up allPage
over 34
the–world Structure of the Earth: Crust,
TG. Interior
Page 27 – 31 TG. Page - 34 TG. 36 to track movement
TG. Pageof 36the
- 37Earth’s
for the lesson Earth's Isn't Quite crust. Mantle and Core
2. Learner’s Materials What We Thought It
H. Making generalizations https://www.youtube.com/
pages LM. Page
Was? 39 – 42 LM. Page 43 - 47 LM. Page 48 - 51 LM. Page 52 - 53
and abstractions about Seismic waves are very The ability of the Oxygen is the most abundant watch?v=YxGgkF582rI
The core itself consists of
3. Textbook pages
the lesson important in understanding asthenosphere to flow element in the Earth’s crust. solid inner core and a liqui
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oxygen,
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new lesson assessment as in ondetermining
page 32 the The Earth’s
Earth’s
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pp. 34 the mantle.
Answers to Questions Earth because: the crust
Choose the letter of the properties of these layers. tells aDemonstration:
story about itself. It The inner core 3-9 is mostly too thick to drill all the wa
correct answer. 1-10 gives
Simulating
us clues Plasticity
to its pp.
past made upon of pp.
iron36-37
and nickel. It through.
Answer briefly the and proofs 35-36about the is solid due to the very high
given questions 1-5 gradual and slow changes pressure that keeps it
on pp. 29-31 that it has undergone for compacted together even if
over 4.6 billion years. the
D. Discussing new Answer Discussion Discussion temperature is really
Do Activity 2 very Modeling the Structure of
concepts and practicing Pre-assessment Studying the Earth’s Interior The composition of the high. Our Dynamic Earth the Earth:
new
I. skills # 1learning
Evaluating A. 1-10 Do Activity 1 Earth’s Interior Answer Guide Questions
 E. Discussing new
concepts and practicing Drifted Continents! LM
Answer Pre-Assessment
How does Alfred Answer guide What59-60
pages are the compositions Answer guide Describe the structure
new skills #2
Wegener LM pp 40-42.
come up questions 1-2 of activity of the Earth’s Interior? questions 3-9 of Activity of the Earth using the
4. Additional
F. DevelopingMaterials
mastery Let the students beto the Let the students
1 Amazing waves perform Let the students perform 2 own- made model from
from Learning
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to Formative concept
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continental
Earth’s the activity ppas47a group. first the activity facilitated
drift theory? the Our Dynamic the
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Earth LM pp. 53
J.
B. Additional activities for
Other Learning Activity Drift
Continental – Fossils
https://www.youtube.com/ Theory ability will be enhanced. preparation for the class
https://www.youtube.com/
J. Additional activities for
application Earth’s Interior Lab
Resource or remediation and its evidences.
watch?v=sgPnnzou0og
file:///C:Users/FixFone/D Conduct the activity as discussion. LM pages 59-
watch?v=mZGh94KF784
application or remediation
LM page 53-57
o wnloads/activity- quick as possible. 60 i
eldoradogeology.weebly.com
file:///C:Users/FixFone/D
continentaldrift.pdf / uploads/3/7/5/7/37573473/
V. G.REMARKS
Finding practical An important use of fossils is in dating rocks, and geologists normally refer to the
o wnloads/activity- earthsinteriorlab.doc
application of concepts continentaldrift.pdf
age of a rock by using classification system, based on fossils rather than by saying
VI. REFLECTION
V. REMARKS
and skills in daily living something is so-many millions of years old. “Jurassic” rocks, for example, are
VI. A. REFLECTION
No. of learners who MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY
IV. earned
PROCEDURES
80% in the characterized by a particular fossil assemblage that distinguishes them from
I. A. OBJECTIVES
No. of learners who
“Cretaceous” rocks that overlay them.
evaluation
earned 80% in the The learners demonstrate understanding of the relationship among the locations of volcanoes, earthquake epicenters and mountain ranges
B.
A. No. ofStandard
evaluation
Reviewing
A. Content learners who
previous What are the properties of What are the possible How does the Continental
H. Making
require
B. No. generalizations
ofadditional activities The Continental Drift The Continental Drift Since it is impossible for
lesson orlearners
presentingwho the the
The layers
learners of the Earth?
shall causes
be able toTheory of
demonstrate plateways to ensureDrift Theory
disaster developed?during earthquake, tsunamis, and volcanic eruptions.
preparedness
and
for abstractions
remediation
require additional who about
scored
activities Theory of Alfred Wegener
School BONIFACIO of R.
Alfred Wegener
TAGABAN Glossopteris
SR. IS fossils
Gradefound
Level 10
new lesson
B. Performance Standard movement?
the
below lesson
80%
DAILY LESSON
for remediation who scored states that the continents states
Teacher LADY IMMACULATE that the continents in different regions or
Learning Area SCIENCE
aA.large
below
C. Did 80%
the remedial were S9ES-Ia-j-36.5
once part of a large were S9ES-Ia-j-36.5
once part ofWegener MENDOZA S9ES-Ia-j-36.5
continents to be blown by
LOG lessons Teaching Dates andPangaea
Time How does Alfred
C. Learning
work?
C. Did No. of learners
the remedial who
lessons landmass called landmass called Pangaea the wind or Quarter carried by FIRST QUARTER
Competency/Objectives
have Describe the possible come
Describeup to
thethe concept
possible of Describe the possible
work?caught
No. of up with the
learners who which drifted away from which drifted
Write
havethe
lesson LC code
caught up withfor each. each
the causes of plate continental
causes driftaway
of plate theory? from ocean waves, the only
causes of plate
other. The each other. possibility is that these
lesson
D. No. of learners who movement.
continents moved away movement. movement.
regions were once
B. Establishing
continue
D. No. of to require
learners awho
purpose www.stem.org.uk/elibrary/ Showing a video
from each other towards connected. Continents are
for the lesson
remediation
continue to require Explain resource/36611
Earth’s positions. Recognize Continental howDrift the Predict what will happen
remediation
their current continuously moving. But
E. Which of my teaching mechanism and Theory Animation
continental drift theory is to
E. Which ofworkedmy teaching
Alfred Wegener based his it willthenot world as the
very noticeable
strategies well? Why Continental Drift Theory developed. continents continuously
strategies
did worked well? Why theory
these work?
C. Presenting and
on evidences from
itsFollow TG for
evidences. Follow TG
because it took 200 million
move. Follow TG
did thesedifficulties
F. What work? did of I fossils embedded in rocks years before the
examples/Instances The
The Earth’s
Earth’s Mechanism
Mechanism Activity
The 3
Earth’s– Let’s
InteriorFit It!
and TheActivity
Earth’s 4 Interior
– Driftedand
F. What
newdifficulties
which mydid I and rock Page formation. continents came to where
II. encounter
the
CONTENT lesson
encounterorwhich my can
37 On page 38
Mechanism they On
Continents!
Mechanism
are now, based on
principal supervisor pages 38-40
principal
help or supervisor can
me solve? continental drift theory.
III. G. LEARNING
help me solve? Scientists are 4 also
D. What innovation
Discussing newor Discussion Do Activity 3 Do Activity
RESOURCES
G. What
localized innovation
materials or
did I expecting this to happen
concepts and practicing The Earth’s Mechanism Let’s Fit It! Drifted Continents!
A. References
localized
use/discover materials
new skills # 1 which did
I I
wish to The Continental Drift LM page 58 in LM pages 59-60
use/discover
share with other
1. Teacher’s which I wish
teachers?
Guide pagesto Theory the future.
share with other
I. Evaluating teachers?
learning What are TG. Page 37 AnswerTG. Page 38Guide TG. Guide
Pages 38 – 40
pp.the
53possible
- 57 Answer
2. Learner’s Materials causes of plate Questions 10-12 of Questions 13-21 of
pages LM.
movement? Pages
PREPARED BY: LADY IMMACULATE A. MENDOZA,T-I/SCIENCE TEACHER 53 – 57 Activity LM.
3 –Page
Lets 58 Fit It! LM.4Pages
Activity –
CHECKED 59 - 60
BY: NORMA M. LAYAGAN,MT-I/TEACHER IN-CHARGE
PREPARED
3. TextbookBY: pagesLADY IMMACULATE A. MENDOZA,T-I/SCIENCE LM page TEACHER
58 CHECKED BY: NORMA M. LAYAGAN,MT-I/TEACHER IN-CHARGE