1st QUARTER DLL GRADE 10 - 2018-20192222

SCHOOL
DAILY LESSON LOG CAA NATIONAL HIGH SCHOOL – GRADE LEVEL 10

ANNEX
TEACHER TRIXIA A. PALMOS LEARNING AREA SCIENCE
TEACHING DATE TIME ROOM:
JUNE 3, 2019, MONDAY
6:15-7:15 – 10-JOULE – HG (Friday) QUARTER FIRST
8:15-9:15 – 10-GALILEO – ESP (Thursday) QUARTER
9:15-10:15 – 10-CURIE – AP (Friday)
EPS / PSDS Signature Principal’s Signature Department Head’s /
Coordinator’s
Signature
MICHAEL M. CARMELITA G. YAP
LANDRITO
I. OBJECTIVES
A. Content Standards Demonstrates understanding of the relationship among the locations of volcanoes,
earthquake epicenter, and mountain ranges
B. Performance Standards Demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis,
and volcanic eruption.
C. Learning 1. Orient the Students with the school rules and regulations
Competencies and Code 2. Discuss the k12 Curriculum
II. CONTENT ORIENTATION – RULES AND REGULATIONS
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Material from LR
B. Other Learning Resources
IV. PROCEDURES
A. Review/Presenting New
Lesson (ELICIT) Let the students to sing “Mushi, Mushi – Ola, Ola – Hello, Hello – Kamusta ka”
B. Establishing a purpose
Of Lesson (ENGAGE)
C. Presenting instances of the new

lesson (EXPLORE) Introducing their selves in a creative way
D. Discussing new concepts and

practicing new skills #1 Discuss School Rules and Regulation, Grading System
(EXPLORE)
E. Developing Mastery • The school rules have been established in partnership with the community over a
(EXPLAIN) long period of time. Students are expected to follow the school rules at all times when
on the school grounds, representing the school, attending a school activity or when
clearly associated with the school.
F. Finding Practical application of

concepts and skills in daily living
(ELABORATE)
G. Making Generalization
(ELABORATE)
H. Evaluation (EVALUTATE)
I. Additional activities for

Remediation (EXTEND)
V. REMARKS
VI. REFLECTIONS
________# of learners who earned 80% and above
A. No. of learners who earned 80% in
the Evaluation
B. No. of learners who require

________# of learners who require additional activities for remediation
additional activities for remediation
who scored below 80%
C. Did the remedial lesson work? No. of ________ Yes ________ No

learners who caught up the lesson? ________# of learners who caught up the lesson
D. No. of learners who continue to ________# of learners who continue to require remediation
require remediation.
___Experiment ___Role Play ___Collaborative Learning
E. Which of my teaching strategies ___Lecture ___Discovery Why?____________________Complete IMs
worked? Why did these work? Others ______________________________________________________________
___Bullying among pupils ___Pupils’ behavior/attitude
F. What difficulties did I encounter ___Colorful IMs ___Unavailable technology equipment (AVR/LCD)
which my principal or supervisor can ___Science/Computer/Internet lab
help me solve? Others _______________________________________________________________
___Localized videos ___Making big books from views of the locality
G. What innovation or localized ___Recycling of plastics for contemporary arts
material did I use which I wish to ___Local music composition
share with other teachers? Others _______________________________________________________________
SCHOOL
ANNEX
9:15-10:15 – 10-CURIE – AP (Friday)
Coordinator’s
Signature
I. OBJECTIVES
C. Learning Evaluate the students reading abilities through Science Article about Scientific
Competencies and Code Method – Oral Test
II. CONTENT
THE SCIENTIFIC METHOD – ORAL TEST
A. References
3. Textbook Pages

http://www.softschools.com/language_arts/reading_comprehension/science/1/the
_scientific_method/
IV. PROCEDURES
Lesson (ELICIT) What is reading?
Of Lesson (ENGAGE)

lesson (EXPLORE)

practicing new skills #1
(EXPLORE) Discussion of the importance of reading in one’s acquisition of knowledge
E. Developing Mastery
(EXPLAIN)

(ELABORATE)
(ELABORATE)
Administering Oral Reading Test

V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned 80% in ________# of learners who earned 80% and above
the Evaluation


SCHOOL
ANNEX
9:15-10:15 – 10-CURIE – AP (Friday)
Coordinator’s
Signature
MICHAEL M. CARMELITA G. YAP

LANDRITO
I. OBJECTIVES
C. Learning 75 % of the students should answer the diagnostic test correctly

Competencies and Code
II. CONTENT
DIAGNOSTIC TEST
A. References
3. Textbook Pages
IV. PROCEDURES
Lesson (ELICIT)
B. Establishing a purpose Giving Instructions

Of Lesson (ENGAGE)

lesson (EXPLORE) Let the students to answer the test correctly

(EXPLORE)
(EXPLAIN)

(ELABORATE)
(ELABORATE)
H. Evaluation (EVALUTATE) Test Proper – Diagnostic Test

V. REMARKS
VI. REFLECTIONS
the Evaluation

________ Yes ________ No
C. Did the remedial lesson work? No. of
SCHOOL
ANNEX
JUNE 4, 2019, TUESDAY
9:15-10:15 – 10-CURIE – AP (Friday)
EPS / PSDS Principal’s Signature Department Head’s /
Signature Coordinator’s
Signature
MICHAEL M. LANDRITO CARMELITA G. YAP

I. OBJECTIVES
C. Learning Define Science and its branches

Competencies and Code
II. CONTENT
INTRODUCTION TO SCIENCE
A. References
3. Textbook Pages
B. Other Learning Resources https://sites.google.com/a/nhcs.net/danielthorpe/home/earth-history/chemistry-

unit
IV. PROCEDURES
A. Review/Presenting New Ask the students:
Lesson (ELICIT)
What captured their attention in last topic in Science 7 to 9, and why?
Of Lesson (ENGAGE) Let the students to sing Science Class

lesson (EXPLORE) Ask the students their idea about the word Science
D. Discussing new concepts and Let the student to define science operationally
(EXPLORE)
E. Developing Mastery Let the students to identify and discuss the different branches of Science
(EXPLAIN)
F. Finding Practical application of Cite different examples wherein you can apply science in your daily life and let the
concepts and skills in daily living students to explain the quotation about science.
(ELABORATE)
G. Making Generalization Define Science.

(ELABORATE) Identify the different branches of Science
H. Evaluation (EVALUTATE) Identify the terms that being asked

1. It is a systematic body of Knowledge.
2. It deals with the study of plants
3. It deals with the study of animals.
4. It deals with the study of energy and motion.
5. It deals with the study of Chemical composition of matter.

V. REMARKS
VI. REFLECTIONS
the Evaluation


SCHOOL
ANNEX
TEACHE
R TRIXIA A. PALMOS LEARNING AREA SCIENCE
JUNE 6, 2019, THURSDAY
9:15-10:15 – 10-CURIE – AP (Friday)
Signature
I. OBJECTIVES
C. Learning 1. Define Scientific Method

Competencies and Code 2. Identify the different steps used in Scientific Method
II. CONTENT
SCIENTIFIC METHOD
A. References
3. Textbook Pages
B. Other Learning Resources https://sites.google.com/a/nhcs.net/danielthorpe/home/earth-history/chemistry-unit
IV. PROCEDURES
Lesson (ELICIT)
What captured their attention in last topic and why?
Of Lesson (ENGAGE) Describe the stairs
Give the use / imprtance of stairs
How stairs related to Science?
C. Presenting instances of the new  From the motivational activity, let the
lesson (EXPLORE) students to applied Scientific Method in using the stairs.
 Define scientific method scientifically
D. Discussing new concepts and Let the student to explain the different steps in scientific method
(EXPLORE)
(EXPLAIN)
F. Finding Practical application of Cite different examples wherein you can apply scientific method in your daily life.
(ELABORATE)
G. Making Generalization Define Scientific Method.

(ELABORATE) Identify the different steps in Scientific Method
H. Evaluation (EVALUTATE) Identify the 7 steps in scientific method.

V. REMARKS
VI. REFLECTIONS
the Evaluation


SCHOOL
CAA NATIONAL HIGH SCHOOL – GRADE LEVEL 10
DAILY LESSON LOG TEACHE
ANNEX

JUNE 14, 2019, FRIDAY
9:15-10:15 – 10-CURIE – AP (Friday)
Signature

I. OBJECTIVES
C. Learning Describe planet Earth

Competencies and Code Name different land and water features found on Earth
Explain why several features of the Earth continuously change.
II. CONTENT
Introduction to Plate Tectonics
A. References
3. Textbook Pages
B. Other Learning Resources https://www.youtube.com/watch?v=QDqskltCixA
IV. PROCEDURES
Lesson (ELICIT)
B. Establishing a purpose Describe planet Earth

Of Lesson (ENGAGE)
C. Presenting instances of the new  Name or identify the different land and water features on Earth
lesson (EXPLORE)
D. Discussing new concepts and  From the motivational activity, ask the students why Earth or our Country is
practicing new skills #1 endowed with these kind of geologic features.
(EXPLORE)
E. Developing Mastery  Why and how do you think these several features o the Earth continuously
(EXPLAIN) Change?
 Introduce the word “Plate Tectonics”
Latin Name: tectonicus “pertaining to building”
 Show the map of plate tectonics and identify the different plates
 How these plated move?
 Let the students to watch a video presentation about plate tectonics
F. Finding Practical application of What are the benefits of these features in our country?
(ELABORATE)
G. Making Generalization What is plate tectonics?

(ELABORATE) How / why the plates continuously moves?
H. Evaluation (EVALUTATE) Explain how plate tectonics affects the continuously change occurred on Earth.
RUBRICS
Structure 4 pts
Adherence/Clarity 2 pts
Grammar 2 pts
Length 1 pt
Wow factor 1 pt
V. REMARKS
VI. REFLECTIONS
the Evaluation


G. What innovation or localized ___Localized videos ___Making big books from views of the locality
material did I use which I wish to ___Recycling of plastics for contemporary arts
share with other teachers? ___Local music composition
Others _______________________________________________________________
SCHOOL
ANNEX

9:15-10:15 – 10-CURIE – AP (Friday)
Signature

I. OBJECTIVES
A. Content Standards The learners demonstrates understanding of the relationship among the locations of
volcanoes, earthquake epicenter, and mountain ranges
B. Performance Standards The learners shall be able to:

1. demonstrate ways to ensure disaster preparedness during earthquakes, tsunami
eruption
2. suggest ways by which he/she can contribute to government efforts in reducing
damages due to earthquakes, tsunamis, and volcanic eruptions
C. Learning Define Earthquake
Competencies and Code Locate the epicenter of an earthquake using the triangulation method
S10ES- Ia-j-36.1
II. CONTENT
Find The Epicenter
A. References
1. Teacher’s Guide
Pages page 7-9
2. Learner’s Material
Pages page. 8 - 10
3. Textbook Pages
4. Additional Material
from LR
B. Other Learning https://www.youtube.com/watch?v=QDqskltCixA
Resources
IV. PROCEDURES
Lesson (ELICIT)
B. Establishing a purpose Describe plates

Of Lesson (ENGAGE)

lesson (EXPLORE)
Map of Plate boundaries

Let the students to analyze the map of plate boundaries
D. Discussing new concepts and Let the students to perform the activity Find the epicenter
practicing new skills #1 1. Study the data showing the difference in the arrival time of P-wave and S-wave on
(EXPLORE) three seismic recording stations.
2. Compute the distance of the epicenter from each of the stations using this formula:
d = Td x 100 km
8 seconds
Where: d = distance (km)
Td = time difference in the arrival time of P-wave and S-wave (seconds)
This formula is suited because 8 seconds is the interval between the times of arrival
of the P-wave and S-wave at a distance of 100 km.
3. Choose one of the recording stations and measure the computed distance on the
map scale (the scale of the map in Figure 3 is 1.5 cm: 200 km). Set your compass for
that computed distance.
4. Center your compass on the station you have chosen. Draw a circle.
5. Repeat steps 3 and 4 for the rest of the stations. You should get three circles that
intersect or nearly intersect at a point. This intersection is the epicenter.
E. Developing Mastery Q1. Where is the epicenter of this hypothetical earthquake?

(EXPLAIN) Q2. What difficulty will you encounter if you only have data from two recording
stations?
Q3. What is the distance of the epicenter from the seismic station?
Q4. What do you think is the importance of determining the epicenter of an
earthquake?
F. Finding Practical application of What difficulty will you encounter if you only have data from two
concepts and skills in daily living recording stations?
(ELABORATE)
G. Making Generalization What is an earthquake?

(ELABORATE) How will you locate the epicenter of an earthquake?
H. Evaluation (EVALUTATE) What is the importance of locating the epicenter of an earthquake?
RUBRICS
Structure 4 pts
Grammar 2 pts
Length 1 pt
Wow factor 1 pt

V. REMARKS
VI. REFLECTIONS (Pagninilay)
the Evaluation

who scored below 80

require remediation
G. What innovation or localized
___Recycling of plastics for contemporary arts
material did I use which I wish to
___Local music composition
share with other teachers?
Others _______________________________________________________________
SCHOOL
ANNEX

JUNE 21, 2019, FRIDAY
9:15-10:15 – 10-CURIE – AP (Friday)
Signature

I. OBJECTIVES

eruption
C. Learning Competencies and Describe the location and distribution of the epicenter on the earthquake, active
Code volcanoes and major mountain ranges on the Earth surface.
S10ES- Ia-j-36.1
II. CONTENT
Let’s Mark the Boundaries
A. References
Pages page 10-11
Pages page. 11-15
3. Textbook Pages
from LR
B. Other Learning https://www.youtube.com/watch?v=QDqskltCixA
Resources
IV. PROCEDURES
Lesson (ELICIT)
Of Lesson (ENGAGE)
Figure 2. Map of Plate boundaries

C. Presenting instances of the new Let the students look at Figure 2: Map of Plate Boundaries
lesson (EXPLORE) and you may ask them the following questions;
a. What is the difference between Figure 1 and a regular World map?
b. What do you think is the basis of dividing the world in such manner?
D. Discussing new concepts and Introduce to the learners Activity 2 “Let’s Mark the Boundaries” and tell them that the
practicing new skills #1 next activity will help them confirm their answers to the last question.
(EXPLORE)
1. Study Figure 5 showing the earthquake distribution around the world.
Trace the approximate locations of several earthquake “clusters” using a marking pen
on one of the plastic sheets.
Figure 5. Map of earthquake distribution (Red,

green, and blue dots represent earthquake
epicenters)
2. Study the map of active volcanoes in Figure 6.
Figure 6. Map of active volcanoes (Red

areas represent presence of volcanoes)
3. On the second plastic sheet, sketch the approximate locations of several

volcanoes using a marking pen.
4. Place the earthquake plastic sheet over the volcano plastic sheet.
5. Study Figure 7, the orange portions indicate mountain ranges of the world.
Figure 7. Mountain ranges of the world
6. Now that you have seen the location of volcanoes, mountain ranges,
and majority of earthquake epicenters, study Figure 2 on page 7,
Map of Plate boundaries once more.
E. Developing Mastery Q5. How are earthquakes distributed on the map?
(EXPLAIN) Q6. Where are they located?
Q7. Where are there no earthquakes?
Q8. Why is it important for us to identify areas which are prone to earthquakes?
Q9. How are volcanoes distributed?
Q10. Where are they located?
Q11. Based on the map, mention a country that is unlikely to experience a volcanic
eruption.
Q12. Compare the location of majority of earthquake epicenters with the location of
volcanoes around the world.
Q13. How will you relate the distribution of mountain ranges with the
distribution of earthquake epicenters and volcanoes?
Q14. What do you think is the basis of scientists in dividing Earth’s
lithosphere into several plates?
F. Finding Practical application of What is the importance of plate boundaries in the deformation of the lithosphere?
(ELABORATE)
G. Making Generalization What are the basis for dividing the lithospheric plates?
(ELABORATE)
H. Evaluation (EVALUTATE) Explain the different scientific basis for dividing the lithospheric plates.
RUBRICS
Structure 4 pts
Grammar 2 pts
Length 1 pt
Wow factor 1 pt

V. REMARKS
the Evaluation

who scored below 80
________ Yes ________ No
________# of learners who caught up the lesson
learners who caught up the lesson?
require remediation
Others _______________________________________________________________
SCHOOL
ANNEX

9:15-10:15 – 10-CURIE – AP (Friday)
Signature

I. OBJECTIVES

eruption
C. Learning Competencies and Describe the different types of plate boundaries
Code Explain the processes that occur along convergent boundaries between continental
and oceanic plates
S10ES - Ia-j-36.3
II. CONTENT
CONVERGENT PLATE BOUNDARIES – Continental Plate and Oceanic Plate
A. References
Pages page 10-11
Pages page. 14-17
3. Textbook Pages
from LR
B. Other Learning https://www.youtube.com/watch?v=UjHeS3PnUFw
Resources
IV. PROCEDURES
Lesson (ELICIT)
B. Establishing a purpose Let the students recall that there are two types of crust, continental and oceanic.
Of Lesson (ENGAGE) Between the two, the oceanic crust is denser.
Introduce to the students that plates could either be a continental crust-leading plate
or an oceanic crust-leading plate.
C. Presenting instances of the new Video Presentation about the collision of continental and oceanic plates
lesson (EXPLORE)
D. Discussing new concepts and Introduce the next activity, Part A “Converging Continental plate and Oceanic plate.”
practicing new skills #1 This activity will allow the students to determine the effects of colliding oceanic and
(EXPLORE) continental plates. Study Figure 10 showing a
cross-sectional diagram of plates that are
converging, and answer the questions that
follow.
Figure 10. Cross-sectional diagram of

converging continental and oceanic plates
E. Developing Mastery Q15. What type of plate is Plate A? What about Plate B? Why do you
(EXPLAIN) say so?
Q16. Describe what happens to Plate A as it collides with Plate B? Why?
Q17. What do you think may happen to the leading edge of Plate A as it continues to
move downward? Why?
Q18. What do you call this molten material?
Q19. What is formed on top of Plate B?
Q20. As the plates continue to grind against each other, what other geologic event
could take place?
(ELABORATE)
G. Making Generalization Make a concept that shows comparisons and possible results of the convergence of
(ELABORATE) the different plates (continental and oceanic plates)
H. Evaluation (EVALUTATE) Explain the different geologic processes and events occurred in the collision of
continental and oceanic plates
RUBRICS
Structure 4 pts
Grammar 2 pts
Length 1 pt
Wow factor 1 pt
I. Additional activities for In terms of the consequences on the Earth’s lithosphere, how will you differentiate
Remediation (EXTEND) continental to oceanic convergent plate boundary with the other two boundary?
V. REMARKS
the Evaluation

who scored below 80

require remediation
Others _______________________________________________________________
SCHOOL
ANNEX

9:15-10:15 – 10-CURIE – AP (Friday)
Signature

I. OBJECTIVES

eruption
C. Learning Competencies and Describe the different types of plate boundaries
Code S10ES - Ia-j-36.2
Identify the types of plate boundaries based on the movement of they exhibit.
II. CONTENT
TYPES OF PLATE BOUNDARIES

A. References
Pages page 10-11
Pages page. 14-17
3. Textbook Pages
from LR
Resources
IV. PROCEDURES
Lesson (ELICIT)
B. Establishing a purpose Ask the students their ideas about the picture below:
Of Lesson (ENGAGE)
C. Presenting instances of the new Video Presentation about the types of plated boundaries
lesson (EXPLORE)
D. Discussing new concepts and Let the students to analyzed the picture
(EXPLORE)
(EXPLAIN)
Infer that the different types of plates boundaries is classified based on its motion
(ELABORATE)
G. Making Generalization Differentiate the types of plate boundaries based on the movement that they exhitbit
(ELABORATE)
H. Evaluation (EVALUTATE) Explain the movement of the plate boundaries :

TYPES MOTION
 CONVERGENT
 DIVERGENT
 TRANSFORM
RUBRICS
Structure 4 pts
Grammar 2 pts
Length 1 pt
Wow factor 1 pt
I. Additional activities for In terms of the consequences on the Earth’s lithosphere, how will you differentiate the
Remediation (EXTEND) different types of plated boundaries based on the topography of the earth?
V. REMARKS
the Evaluation

who scored below 80

require remediation
Others _______________________________________________________________
SCHOOL
ANNEX

JUNE 26, 2019, WEDNESDAY
9:15-10:15 – 10-CURIE – AP (Friday)
Signature

I. OBJECTIVES

eruption
C. Learning Competencies and Explain how convergence of oceanic and oceanic plates occur.
II. CONTENT
CONVERGENT PLATE BOUNDARIES – Oceanic Plate to Oceanic Plate
A. References
Pages pp. 10 - 15
Pages pp. 18-22
3. Textbook Pages
4. Additional Material Diagram of plate tectonics, cross -sectional diagram of converging plates / converging
from LR continental and oceanic plates , illustration on the formation of volcanic island arc
Resources
IV. PROCEDURES
Lesson (ELICIT)
B. Establishing a purpose Recall the subduction process and the geologic events that will take place because of
Of Lesson (ENGAGE) the process.
Tell the students that two oceanic plates could also collide because of plate tectonics.
C. Presenting instances of the new Video Presentation about the collision of oceanic and oceanic plates
lesson (EXPLORE)
D. Discussing new concepts and Introduce the next activity, Par B “Convergence of tow oceanic crust” This time the
practicing new skills #1 students will use the knowledge they acquired from the previous activity in predicting
(EXPLORE) what events could take place due to this type of collision.
Let the students to Study Figure 11. It shows a cross-section of two converging
oceanic plates.
E. Developing Mastery Let the students to answer the guiede questions:

(EXPLAIN) Q21. What are the geologic processes/events that will occur because
of this plate movement?
Q22. What geologic features might form at the surface of Plate A?
Q23. If the edge of Plate A suddenly flicks upward, a large amount of water may be
displaced. What could be formed at the surface of the ocean?
(ELABORATE)
G. Making Generalization Explain the process occurred in the collision of two oceanic plates
(ELABORATE)
H. Evaluation (EVALUTATE) Give 5 Geologic features/events or process occurred in the collision of two oceanic
plates
Remediation (EXTEND) oceanic to oceanic convergent plate boundary with the other two boundary?
V. REMARKS

the Evaluation

who scored below 80

require remediation
Others _______________________________________________________________
SCHOOL
ANNEX

9:15-10:15 – 10-CURIE – AP (Friday)
Signature

I. OBJECTIVES

eruption
C. Learning Competencies and Explain how convergence of continental and continental plates occur.
II. CONTENT
CONVERGENT PLATE BOUNDARIES – Continental to Continental Plates
A. References
Pages pp. 10 - 15
Pages pp. 18-24
3. Textbook Pages
4. Additional Material Diagram of plate tectonics, cross -sectional diagram of converging plates / converging
from LR continental and oceanic plates , illustration on the formation of volcanic island arc
B. Other Learning https://www.youtube.com/watch?v=3XQEJDAa_8o
Resources
IV. PROCEDURES
Lesson (ELICIT)
B. Establishing a purpose Start the lesson by asking questions such as;

Of Lesson (ENGAGE)
a. What is the highest peak in the Philippines? Mt. Apo about
3144 meters
b. How about the highest mountain in the world? Mt. Everest

c. Do you have any idea how tall Mount Everest is? 8848
meters
d. How do you think most of the tall mountains of the world

are formed?
C. Presenting instances of the new Video Presentation about the collision of continental an continenal plates
lesson (EXPLORE)
D. Discussing new concepts and Just gather all the ideas the students will mention regarding the last question. After all
practicing new skills #1 the ideas had been presented, tell them that they will check their answers after they
(EXPLORE) perform the next activity, Part C – Converging of two continental plates.
1. On a piece of paper, flatten the modeling clay with the palm of your hand.
2. Cut the clay into four strips; each strip should be 0.5 cm thick, 4 cm wide, and 12
cm long.
3. Put 4 strips one on top of the other.
4. Place a block of wood at each end of the clay strips and slowly push the two blocks
together. Observe what happens to the clay.
E. Developing Mastery Let the students to answer the guide questions:

(EXPLAIN) Q24. What happened to the strips of clay as they were pushed from opposite ends?
Q25. If the strips of clay represent the Earth’s lithosphere, what do you think is
formed in the lithosphere?
Q26. What other geologic event could take place with this type of plate movement
aside from your answer in Q25?
Q24. What happened to the strips of clay as they were pushed from opposite ends?
Q25. If the strips of clay represent the Earth’s lithosphere, what do you think is
formed in the lithosphere?
Q26. What other geologic event could take place with this type of plate movement
aside from your answer in Q25?
(ELABORATE)
G. Making Generalization Explain the process occurred in the collision of two continental plates
(ELABORATE)
H. Evaluation (EVALUTATE) Name and explain the geologic process or events occurred in the collision of
continental and continental plates
RUBRICS for ESSAY

Structure 4 pts
Grammar 2 pts
Length 1 pt
Wow factor 1 pt
Remediation (EXTEND) continental to continental convergent plate boundary with the other two boundary?
V. REMARKS
the Evaluation

who scored below 80

require remediation
Others _______________________________________________________________
RUBRICS for ESSAY

Structure 4 pts
Adherence/
Clarity 2 pts
Grammar 2 pts
Length 1 pt
Wow factor 1 pt
10 pts
SCHOOL
ANNEX

JULY 1, 2019, MONDAY
9:15-10:15 – 10-CURIE – AP (Friday)
MICHAEL M. LANDRITO Signature
Head Teacher IV CARMELITA G. YAP
Officer –In-Charge Master Teacher 1
I. OBJECTIVES

eruption
C. Learning Competencies and Explain the processes that occur along divergent boundaries
II. CONTENT
DIVERGENT PLATE BOUNDARIES
A. References
Pages pp. 10 - 15
Pages pp. 18-24
3. Textbook Pages
4. Additional Material Diagram of divergent plate boundaries
from LR
B. Other Learning https://www.youtube.com/watch?v=3XQEJDAa_8o
Resources
IV. PROCEDURES
Lesson (ELICIT)
What captured their attention in last topic and why? Convergent boundaries
B. Establishing a purpose The teacher will start the lesson by saying this:
Of Lesson (ENGAGE) “In a convergent plate boundary, the leading plates undergo destruction process as
the crust is consumed in the mantle. But what do you think is happening on the other
end of each plates?” (creation of new crust)
C. Presenting instances of the new Video Presentation about the divergent plate boundaries
lesson (EXPLORE)
D. Discussing new concepts and Let the students to perform the next activity “Going Separate Ways,” the activity will
practicing new skills #1 require students to analyze four pictures. The two top most pictures are rift valleys
(EXPLORE) while the bottom two are oceanic ridges.

(EXPLAIN) Q28 What are common in the four pictures?
Answers: All four pictures show a fissure or a crack between two land masses.
Q29. What do you think is happening to the Earth’s crust in those pictures?
Answer: The land masses are moving away from each other.
Q30. If this event continues for millions of years, what do you think will be the
effect on the crust?
Answer: The distance between the land masses will be far greater than what
is shown in the picture.
Q31. Complete the drawing below to illustrate your answer in question number 3.

(ELABORATE)
G. Making Generalization Explain the process occurred in the divergent of two continental plates and two
(ELABORATE) oceanic plates
H. Evaluation (EVALUTATE) Give 3 possible effects that are found at a divergent boundary between oceanic
plates, And 2 possible effects between continental plates
(a submarine mountain range such as the Mid-Atlantic Ridge; volcanic activity in the
form of fissure eruptions; shallow earthquake activity; creation of new seafloor; and a
widening ocean basin)
(rift valley formation which will soon develop into linear sea; shallow earthquake
activities, and numerous normal faults. )
I. Additional activities for If the divergent continues for millions of years, what do you think will be the effect on
Remediation (EXTEND) the crust?
Illustrate or draw your answer.
V. REMARKS
the Evaluation

who scored below 80

require remediation
Others _______________________________________________________________
SCHOOL
ANNEX
LEARNING AREA SCIENCE
R
JULY 8, 2019, (MONDAY)
9:15-10:15 – 10-CURIE – AP (Friday)
Head Teacher III CARMELITA G. YAP
I. OBJECTIVES

eruption
C. Learning Competencies and Explain how the chain of volcanic islands formed.
II. CONTENT
Drop It Like It’s “Hot Spot”
A. References
Pages pp. 20
Pages pp. 31-32
3. Textbook Pages
4. Additional Material Diagram of Hot spot forming a chain of volcanoes
from LR
B. Other Learning http://www.youtube. com/watch?v=AhSaE0omw9o
Resources
IV. PROCEDURES
Lesson (ELICIT)
TYPES OF PLATE BOUNDARIES
B. Establishing a purpose Show the students an aerial picture of

Of Lesson (ENGAGE) the Hawaiian islands
Tell them that the Hawaiian islands are
volcanic islands.
Let them realize that Hawaii is situated
in the middle of Pacific plate and not
along the plate boundaries.
C. Presenting instances of the new Ask them what gives rise to Hawaiian islands.
lesson (EXPLORE) Introduce to them the next activity which is about intraplate activities. The activity will
simulate how hot spots give rise to volcanic islands.
D. Discussing new concepts and Let the students to perform the activity:
practicing new skills #1 1. Attach one end of the bond paper to the end of another bond paper.
(EXPLORE) 2. Fill 3/4 of the test tube with water and heat it over an alcohol lamp.
3. While waiting for the water to boil, place the paper on top of the test tube. Be sure
that the two are in contact.
4. Once the water starts boiling and fumes are coming out, hold the paper in the
same position for the next 10 seconds.
5. After 10 seconds, move the bond paper very slowly and horizontally by 10
centimeters. See to it that the paper and test tube are still in contact.
6. Repeat step 5 after another 10 seconds and observe.
(EXPLAIN) Q36. What can you see on the surface of the bond paper?
Q37. Let’s say that the paper represents the Earth’s crust; what do you think is
represented by the water in the test tube?
Q38. What geologic feature do you think will be formed at the surface of the crust?
Q39. Which of the features, at the surface of the crust, will be the oldest? the
youngest? Label these on your paper.
Q40. Which of the features will be the most active? The least active? Label these on
your paper.
F. Finding Practical application of Explain how tectonic activities could also happen within a plate and not just along the
concepts and skills in daily living boundaries?
(ELABORATE)
G. Making Generalization Let the students to explain hot spot forming a chain of
(ELABORATE) volcanoes
A “hot spot” is an area in the mantle from which hot
materials rise as a thermal plume.
High heat and lower pressure at the base of the
lithosphere (tectonic plate) facilitates melting of the
rock. This melt, called magma, rises through cracks
and erupts to form volcanoes.
As the tectonic plate moves over the stationary hot spot,
the volcanoes are rafted away and new ones form in their
place. This results in chains of volcanoes, such as the Hawaiian Islands.
H. Evaluation (EVALUATE) Explain how hot spots give rise to volcanic islands.
I. Additional activities for Prepare an emergency kit for the whole family that they can use during or after a
Remediation (EXTEND) disaster.
V. REMARKS
the Evaluation

who scored below 80
require remediation
Others _______________________________________________________________
SCHOOL
ANNEX

9:15-10:15 – 10-CURIE – AP (Friday)
Signature

I. OBJECTIVES

eruption
C. Learning Competencies and Differentiate the types of plate boundaries base on the movement of they exhibit.
II. CONTENT
TYPES OF PLATES BOUNDARIES
A. References
Pages page 10-11
Pages page. 14-17
3. Textbook Pages
from LR
Resources
IV. PROCEDURES
A. Review/Presenting New Describe planet Earth
Lesson (ELICIT)
B. Establishing a purpose  Name or identify the different land and water features on Earth
Of Lesson (ENGAGE)
C. Presenting instances of the new Video Presentation about the types of plated boundaries
lesson (EXPLORE)
D. Discussing new concepts and Let the students to analyzed the picture
(EXPLORE)
E. Developing Mastery Group Activity

(EXPLAIN) Group 1 – Converging continental and Oceanic Plate
Group 2 – Convergence of two oceanic plates
Group 3 – Converging of two continental plates
Group 4 – Going Separate ways
Presentation of the output per group (5 minutes per group)
RUBRICS
Excellent (20) Good (15) Poor (10)
Preparation
Presentation
Science Understanding
Creativity
(ELABORATE)
G. Making Generalization Differentiate the types of plate boundaries based on the movement that they exhibit
(ELABORATE)
H. Evaluation (EVALUTATE) Explain the movement of the plate boundaries :
TYPES MOTION GEOLOGIC FEATURES
 CONVERGENT
 DIVERGENT
 TRANSFORM
I. Additional activities for In terms of the consequences on the Earth’s lithosphere, how will you differentiate the
Remediation (EXTEND) different types of plated boundaries based on the topography of the earth?
V. REMARKS
the Evaluation

who scored below 80

require remediation
Others _______________________________________________________________
SCHOOL
ANNEX

JULY 3, 2019 (WEDNESDAY)
9:15-10:15 – 10-CURIE – AP (Friday)
I. OBJECTIVES

eruption
C. Learning Competencies and Develop an understanding of critical analysis of film
Code
II. CONTENT TRANSFORM PLATE BOUNDARIES

San Andreas Movie – Film Showing
A. References
Pages page 10-11
Pages page. 14-17
3. Textbook Pages
from LR
B. Other Learning http://www.historyvshollywood.com/reelfaces/san-andreas/
Resources
IV. PROCEDURES
A. Review/Presenting New Types of plate boundaries
Lesson (ELICIT)
Of Lesson (ENGAGE)
C. Presenting instances of the new IS THE SCIENCE IN SAN ANDREAS ACCURATE?

lesson (EXPLORE) EXPLORING WHAT'S REALISTIC AND WHAT'S NOT
D. Discussing new concepts and FILM SHOWING

(EXPLORE)
E. Developing Mastery Let the students to answer the following guide questions:
(EXPLAIN) 1. Could an earthquake along San Andreas Fault create a large tsunami? Why?
2. Is the level of destruction that we see in the movie accurate? Why?
3. What’s the most accurate part about the San Andreas movie?
(ELABORATE)
(ELABORATE)
H. Evaluation (EVALUATE) Complete the table :

MOTION TYPE OF PLATE BOUNDARY GEOLOGIC FEATURES EVENT
I. Additional activities for Prepare an emergency kit for the whole family that they can use during or after a
Remediation (EXTEND) disaster.
V. REMARKS
the Evaluation

who scored below 80

require remediation
Others _______________________________________________________________
SCHOOL
ANNEX

JULY 10, 2019, (WEDNESDAY)
9:15-10:15 – 10-CURIE – AP (Friday)
I. OBJECTIVES

eruption
C. Learning Competencies and Prepare a survival kit or an emergency kit for the whole family that they can use
Code during or after a disaster.
II. CONTENT SURVIVAL KIT - Help your family prepare for an impending emergency.
A. References
1. Teacher’s Guide pp. 20-21
Pages
2. Learner’s Material pp. 33
Pages
3. Textbook Pages
4. Additional Material http://www.redcross.org/
from LR
B. Other Learning Survival kit or emergency kit
Resources
IV. PROCEDURES
A. Review/Presenting New Geologic Processes and Geologic Features
Lesson (ELICIT)
B. Establishing a purpose We are quite aware that our country is susceptible to different disasters such as
Of Lesson (ENGAGE) earthquakes, volcanic eruptions, and tsunamis. Therefore, it is a must for us to
prepare and ensure our safety and survival when these disasters strike.
C. Presenting instances of the new Ask them to prepare an emergency kit for the whole family that they can use during or
lesson (EXPLORE) after a disaster.
D. Discussing new concepts and Present their emergency kits in the class and explain why they think those items must
practicing new skills #1 be included in the kit.
(EXPLORE) Encourage debate and discussion.
E. Developing Mastery Emphasize that an emergency kit must be prepared ahead of time, not right before or
(EXPLAIN) during an emergency
Scoring Rubrics
Survival Kit Items - 10 pts
Labels and Uses - 5 pts
Neatness and Effort exerted – 5 pts
F. Finding Practical application of Why our country Philippines is susceptible to different kinds of disasters?
(ELABORATE)
G. Making Generalization Explain the importance of preparing a survival kit.

(ELABORATE)
H. Evaluation (EVALUATE) List 10 items included in a survival kit

V. REMARKS
the Evaluation

who scored below 80

require remediation
Others _______________________________________________________________
SCHOOL
ANNEX

JULY 11, 2019 (THURSDAY)
9:15-10:15 – 10-CURIE – AP (Friday)
I. OBJECTIVES

eruption
C. Learning Competencies and Assess student’s knowledge about plate boundaries
Code
II. CONTENT
Summative Assessment for Competencies S10 ES - I a-j - 36.1-
A. References
1. Teacher’s Guide Page 1-26
Pages
2. Learner’s Material Page 1-33
Pages
3. Textbook Pages
from LR
B. Other Learning Test papers
Resources
IV. PROCEDURES
Lesson (ELICIT)
Of Lesson (ENGAGE)

lesson (EXPLORE)

practicing new skills #1 Test Proper
(EXPLORE)
(EXPLAIN)

(ELABORATE)
(ELABORATE)
H. Evaluation (EVALUATE)

V. REMARKS
the Evaluation

who scored below 80

require remediation
Others _______________________________________________________________
SCHOOL
ANNEX

JULY 12, 2019 (FRIDAY)
9:15-10:15 – 10-CURIE – AP (Friday)
I. OBJECTIVES

eruption
C. Learning Competencies and Assess student’s knowledge about plate boundaries
Code
II. CONTENT
Summative Assessment for Competencies S10 ES - I a-j - 36.1-
A. References
Pages
Pages
3. Textbook Pages
from LR
Resources
IV. PROCEDURES
Lesson (ELICIT)
Of Lesson (ENGAGE)

lesson (EXPLORE)

(EXPLORE)
(EXPLAIN)

(ELABORATE)
(ELABORATE)

V. REMARKS
the Evaluation

who scored below 80

require remediation
Others _______________________________________________________________
DAILY LESSON LOG
SCHOOL
CAA NATIONAL HIGH SCHOOL –
ANNEX
GRADE LEVEL
10
TEACHER
TRIXIA A. PALMOS
LEARNING AREA
SCIENCE

6:15-7:15 – 10-JOULE – HG (Friday)
8:15-9:15 – 10-GALILEO – ESP (Thursday)
9:15-10:15 – 10-CURIE – AP (Friday)
QUARTER
FIRST QUARTER
EPS / PSDS
Signature
Principal’s Signature
MICHAEL M. LANDRITO
Head Teacher III
Officer –In-Charge
Department Head’s /
Coordinator’s
Signature
CARMELITA G. YAP
Master Teacher 1
I. OBJECTIVES
A. Content Standards
Demonstrates understanding of the relationship among the locations of volcanoes, earthquake epicenter, and mountain ranges
B. Performance Standards
Demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruption and,
Suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis, and
volcanic eruptions.
Differentiate P-waves from S-waves in terms of their behavior in earth’s interior C. Learning Competencies and
Code
Describe the internal structure of the Earth;
S10ES –Ia-j-36.4
II. CONTENT
Characterize, P, S and surface waves Amazing Waves!
A. References
Pages
pp. 32-34
Pages
pp. 43-47
3. Textbook Pages
from LR
B. Other Learning
Resources
https://www.ck12.org/book/CK-12-Earth-Science-Concepts-For-High-School/section/4.8/
IV. PROCEDURES
Lesson (ELICIT)
Recall the Layers of the Earth
Of Lesson (ENGAGE)
Relate how each layer of the Earth was discovered.

Present the parts of the waves

lesson (EXPLORE)
How is a seismologist like a medical doctor?

Just as a medical doctor uses an MRI, CT scan, or x-ray to see inside a patient's body, seismologists use wave energy to learn
about Earth's interior. The difference is that the doctor can run the energy through the patient at any time. Scientists need to wait
for an earthquake to get information about Earth's interior.
(EXPLORE)
Let the students to perform Activity 1 on page 47, Amazing Waves?

Write the necessary information to complete the concept about seismic waves.
(EXPLAIN)
Q1. Differentiate surface waves from body

waves.
Q2. Which type of waves do you think were useful to seismologists in their
study of the Earth’s interior? Explain your answer

(ELABORATE)
Let the students to explain the simple quotation about waves

“Life comes at us un waves. We can’t predict or control those waves, but we can learn to surf.”
By: Dan Millman
(ELABORATE)
What is the difference between P-wave and S-wave based on the diagram?
Identify if it is S Wave or P-wave based on its characteristics

1. It can travel through liquid, solid or gas
2. It can travel through solid only
3. It is compressional waves
4. It is transverse waves
5. It can travel faster
V. REMARKS

the Evaluation

who scored below 80

________ Yes ________ No
D. No. of learners who continue to

require remediation
________# of learners who continue to require remediation
E. Which of my teaching strategies

worked? Why did these work?
___Lecture ___Discovery Why?____________________Complete IMs
Others ______________________________________________________________
F. What difficulties did I encounter

which my principal or supervisor can
help me solve?
___Colorful IMs ___Unavailable technology equipment (AVR/LCD)
___Science/Computer/Internet lab
Others _______________________________________________________________


Others _______________________________________________________________
DAILY LESSON LOG
SCHOOL
CAA NATIONAL HIGH SCHOOL –
ANNEX
GRADE LEVEL
10
TEACHER
TRIXIA A. PALMOS
LEARNING AREA
SCIENCE

6:15-7:15 – 10-JOULE – HG (Friday)
8:15-9:15 – 10-GALILEO – ESP (Thursday)
9:15-10:15 – 10-CURIE – AP (Friday)
QUARTER
FIRST QUARTER
EPS / PSDS
Signature
Principal’s Signature
MICHAEL M. LANDRITO
Head Teacher III
Officer –In-Charge
Department Head’s /
Coordinator’s
Signature
CARMELITA G. YAP
Master Teacher 1
I. OBJECTIVES
Demonstrates understanding of the relationship among the locations of volcanoes, earthquake epicenter, and mountain ranges
Demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruption and,
Suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis, and
volcanic eruptions.
C. Learning Competencies and

Code
Describe the internal structure of the Earth;

S10ES –Ia-j-36.4
Describe the properties of the layers of the earth

Tell the composition of the layers of the earth. ( Activity 2 Our Dynamic Earth )
II. CONTENT
Our Dynamic Earth
A. References
Pages
pp. 32-37
Pages
pp. 48-53
3. Textbook Pages
from LR
Diagram of Earth’s Layer
B. Other Learning
Resources
https://www.ck12.org/book/CK-12-Earth-Science-Concepts-For-High-School/section/4.8/
IV. PROCEDURES
Lesson (ELICIT)
Recall the Seismic Waves
Of Lesson (ENGAGE)
Let the students to answer the word puzzle

lesson (EXPLORE)
Let the students to watch a short video presentation about the earths composition – crust, mantle, core

(EXPLORE)
Let the students to perform Activity 2 on page 52-53, Our Dynamic Earth
1. Label the drawing corresponding to the Earth’s layers.
2. Describe the different layers of the Earth using symbols.
3. Choose from the response grid on the right the symbol that you need
to finish the figure on the left.
4. Draw the symbol/s in the corresponding layer of the Earth.
(EXPLAIN)
Answer the following guide questions :

Q3. What element is the most abundant in the Earth’s crust?
Q4. What elements make up most of the mantle?
Q5. What is the special feature of the upper mantle?
Q6. How did scientists come to know that the outer core is liquid?
Q7. What materials make up the inner core?
Q8. Is the inner core solid, liquid, or gas? What keeps it in this phase?
Q9. Compare the inner core and the outer core.

(ELABORATE)
Let the students to explain the simple quotation about waves
(ELABORATE)
How will you describe the structure of crust, mantle and core?
Identify the layers of the earth that being describe.

1. The outermost layer of the earth.
2. The hottest layer of the earth
3. The thickest layer of the earth
4. The thinnest layer of the earth
5. The layer of the earth where living organisms can exist

V. REMARKS

the Evaluation

who scored below 80

________ Yes ________ No

D. No. of learners who continue to

require remediation
________# of learners who continue to require remediation
E. Which of my teaching strategies

worked? Why did these work?
___Lecture ___Discovery Why?____________________Complete IMs
Others ______________________________________________________________
F. What difficulties did I encounter

which my principal or supervisor can
help me solve?
___Colorful IMs ___Unavailable technology equipment (AVR/LCD)
___Science/Computer/Internet lab
Others _______________________________________________________________


Others _______________________________________________________________
SCHOOL
DAILY LESSON ANNEX
LOG TEACHING DATE TIME ROOM:
9:15-10:15 – 10-CURIE – AP (Friday)
I. OBJECTIVES
B. Performance Standards Demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and
volcanic eruption and,
Suggest ways by which he/she can contribute to government efforts in reducing damage
due to earthquakes, tsunamis, and volcanic eruptions.
C. Learning Competencies and Describe the internal structure of the Earth;

Code S10ES –Ia-j-36.4
Describe the properties of the layers of the earth

Tell the composition of the layers of the earth. ( Activity 2 Our Dynamic Earth )
II. CONTENT Our Dynamic Earth
A. References
Pages
2. Learner’s Material pp. 48-53
Pages
3. Textbook Pages
4. Additional Material Diagram of Earth’s Layer
from LR
B. Other Learning https://www.ck12.org/book/CK-12-Earth-Science-Concepts-For-High-School/section/4.8/
Resources
IV. PROCEDURES
Lesson (ELICIT) 1. What have you learned in our last topic?
2. What captured your attention in our last topic and why?
B. Establishing a purpose Let the students to label the layers of the earth
Of Lesson (ENGAGE)
C. Presenting instances of the new Let the students to watch a short video presentation about the earths composition – crust,
lesson (EXPLORE) mantle, core
D. Discussing new concepts and Let the students to perform Activity 2 on page 52-53, Our Dynamic Earth
practicing new skills #1 1. Label the drawing corresponding to the Earth’s layers.
(EXPLORE) 2. Describe the different layers of the Earth using symbols.
3. Choose from the response grid on the right the symbol that you need
to finish the figure on the left.
4. Draw the symbol/s in the corresponding layer of the Earth.
E. Developing Mastery Each group will perform the activity.

(EXPLAIN)
Answer the following guide questions :
Q3. What element is the most abundant in the Earth’s crust?
Q4. What elements make up most of the mantle?
Q5. What is the special feature of the upper mantle?
Q6. How did scientists come to know that the outer core is liquid?
Q7. What materials make up the inner core?
Q8. Is the inner core solid, liquid, or gas? What keeps it in this phase?
Q9. Compare the inner core and the outer core.
F. Finding Practical application of Let the students to explain the simple quotation about waves
(ELABORATE)
G. Making Generalization How will you describe the structure of crust, mantle and core?
(ELABORATE)
H. Evaluation (EVALUATE) Identify the layers of the earth that being describe.
1. The outermost layer of the earth.
2. The hottest layer of the earth
3. The thickest layer of the earth
4. The thinnest layer of the earth
5. The layer of the earth where living organisms can exist

V. REMARKS
the Evaluation

who scored below 80

require remediation
SCHOOL
DAILY LESSON LOG ANNEX
JULY 23, 2019, (TUESDAY)
9:15-10:15 – 10-CURIE – AP (Friday)
I. OBJECTIVES
C. Learning Competencies and Code Describe the possible causes of plate movement;
S10ES –Iaj-36.5
Describe and reconstruct Pangaea

State Wegener's continental drift
II. CONTENT Continental Drift Theory

A. References
1. Teacher’s Guide Pages pp. 37-37
2. Learner’s Material Pages pp. 53-58
3. Textbook Pages
4. Additional Material Picture of Alfred Wegener
from LR
B. Other Learning Resources https://www.youtube.com/watch?v=eszm-2Wa3NQ
IV. PROCEDURES
Lesson (ELICIT) 1. What have you learned in our last topic?
2. What captured your attention in our last topic and why?
B. Establishing a purpose LETS FIT IT!

Of Lesson (ENGAGE) 1. Do this activity in a group of five.
2. Obtain a set of torn picture of Alfred Wegener from your teacher.
3. Try to fit the pieces together.
4. Use a tape to connect the pieces
C. Presenting instances of the new .Ask the students:
lesson (EXPLORE) Who is Alfred Wegener? What is his contribution in the field of Geology?
Group 1 – Interaction to Alfred Wegener
Who is Alfred Wegener?
D. Discussing new concepts and Students will be asked to perform an activity using different worksheet about continental
practicing new skills #1 drift theory formulated by Alfred Wegener.
(EXPLORE) They will use their own creativity and uniqueness in putting up their ideas in their
assigned task.
Group 2 – Continent Puzzle
What clues are useful in reconstructing Pangaea?
Which continents do you think were neighbors before?
Group 3 – Use the Clues
What is the idea of Continental Drift?
Group 4 – Continental Promises Poem
Read aloud and display the poem
Why they think the author wrote that poem
Group 5 – Continental Jingle
State the continental drift theory
E. Developing Mastery Presentation of the output per group (5 minutes per group)
(EXPLAIN) RUBRICS
Preparation
Presentation
Creativity
F. Finding Practical application of Let the students to explain the picture
(ELABORATE)
G. Making Generalization How the continental drift theory developed?

(ELABORATE)
H. Evaluation (EVALUATE) Choose the letter of the correct answer:
1. Who came up with the theory of continental drift?
A. Albert Lovera
B. Albert Einstein
C. Alfred Wegener
D. Isaac Newton
2. What does the word Pangaea mean?
A. All Earth
B. One Country
C. All Sea
D. Many Earths
3. What letter was Pangaea shaped like?
A. C
B. T
C. D
D. O
4. What happened to Pangaea?
A. It broke apart over a millions of years
B. It broke apart in a couple of years
C. It was destroy by an asteroid
D. It sunk into the ocean
5. What is represented by the picture?
A. Sea-Floor Spreading
B. Pangaea
C. Volcano
D. Mountain
I. Additional activities for Let the students to watch the ICE AGE:CONTINTENTL DRIFT
Remediation (EXTEND) MOVIE
This is a fun movie based around the idea of continental drift
What does the film show that causes Earth’s tectonic plates to
break apart and move?
V. REMARKS

the Evaluation

who scored below 80

require remediation
which my principal or supervisor can help ___Science/Computer/Internet lab
me solve? Others _______________________________________________________________
Others _______________________________________________________________
SCHOOL
ANNEX

JULY 26, 2019, (FRIDAY)
9:15-10:15 – 10-CURIE – AP (Friday)
I. OBJECTIVES
and volcanic eruption and,
Suggest ways by which he/she can contribute to government efforts in reducing
damage due to earthquakes, tsunamis, and volcanic eruptions.
C. Learning Competencies and Enumerate the lines of evidence that support plate tectonic
1. tell the possible direction of motion of the continents as they drifted away
2. draw fossils of plants and animals as evidences found in the present continents
that will help solve the puzzle in the fitting of the drifted continents
II. CONTENT
Continental Drift Theory - DRIFTED SUPERCONTINENT

A. References
Pages
Pages
3. Textbook Pages
4. Additional Material Photocopy of 7 continents, pictures of fossils
from LR
B. Other Learning https://www.youtube.com/watch?v=eszm-2Wa3NQ
Resources
IV. PROCEDURES
A. Review/Presenting New Evidences of Continental Drift Theory
Lesson (ELICIT)
Of Lesson (ENGAGE)
C. Presenting instances of the new Show pictures of different fossils found on different continents
lesson (EXPLORE)
Glossopteris Fossil
Mesosaurus Fossil
D. Discussing new concepts and Activity Proper

practicing new skills #1 1. Cut carefully the traces of the seven continents. Warning: Be careful in using the
(EXPLORE) scissors.
2. Sketch the dominant species of plants and animals found in the continents before
and after drifting away from each other.
3. Put the cut-outs together.
4. Make sure that you put fitting edges of the continents side by side to form the
supercontinent Pangaea.
5. Compare Pangaea with the world map.
6. Now move one continent relative to its current location. Observe carefully the
direction of its motion as it assumes its current location and position. Record your
observation.
7. Do the same procedure to the other continents. Record your observations.
E. Developing Mastery Answer the following guide questions:
(EXPLAIN) Q13. What do the Glossopteris fossils tell us about the early positions of the
continents?
Q14. If Glossopteris fossils were found in Antarctica, what was the climate of this
continent before?
Q15. If the climate and the position of a place are relative to each other, where then
was the initial location of Antarctica 250 million years ago?
Q16. What does the presence of Mesosaurus fossils tell about the initial location and
positioning of South America, Africa, and Antarctica?
Q17. What clues are useful in reconstructing Pangaea?
Q18. Which continents do you think were neighbors before?
Q19. Is there a possibility that the current location of a continent would be different
100 years from now?
Q20. Where do you think was the Philippines located during the time that the
Pangaea existed? Research on how the Philippine islands emerged.
Q21. If the continents will continue to move, try to predict the Philippines’ location 100
million years from now.
F. Finding Practical application of Let the students to explain the simple quotation
(ELABORATE)
G. Making Generalization What is the direction of the motion of the continents as they drifted apart?
(ELABORATE)
The Continental Drift Theory of Alfred Wegener states that the continents were once
part of a large landmass called Pangaea which drifted away from each other. The
continents moved away from each other towards their current positions.
H. Evaluation (EVALUATE) Identify 5 evidences that support the Continental Drift Theory
I. Additional activities for Explain the direction of motion of the continents as they drifted away.
RUBRICS for ESSAY
Structure 4 pts
Grammar 2 pts
Length 1 pt
Wow factor 1 pt
V. REMARKS
the Evaluation

who scored below 80

require remediation
SCHOOL
ANNEX

9:15-10:15 – 10-CURIE – AP (Friday)
I. OBJECTIVES
C. Learning Competencies and Identify and describe the parts of male and female reproductive system.
Code Discuss the reproductive health, diseases and disorders.
II. CONTENT REPRODUCTIVE HEALTH
A. References
Pages
Pages
3. Textbook Pages
4. Additional Material Diagram of male and female reproductive system
from LR
B. Other Learning https://www.youtube.com/watch?v=eszm-2Wa3NQ
Resources
IV. PROCEDURES
Lesson (ELICIT)
Of Lesson (ENGAGE)
C. Presenting instances of the new Video presentation about reproductive health

lesson (EXPLORE) Emphasize that the reproductive health does not start out from a list of diseases or
problems – sexually transmitted diseases, maternal mortality – or form a list of
programs - maternal and child health, safe motherhood, family planning.
Reproductive health instead must be understood in the context of relationships:
fulfilment and risk; the opportunity to have a desired child or alternatively to avoid
unwanted or unsafe pregnancy .
D. Discussing new concepts and Let the students to identify and discuss the parts of male and female reproducive
practicing new skills #1 systme
(EXPLORE)
E. Developing Mastery Discuss the different types of STD’s

(EXPLAIN)

(ELABORATE)
G. Making Generalization What is the importance of reproductive health?

(ELABORATE)
H. Evaluation (EVALUTATE) Give 5 examples of reproductive diseases

V. REMARKS
the Evaluation

who scored below 80

require remediation
Others _______________________________________________________________
SCHOOL
9:15-10:15 – 10-CURIE – AP (Friday)
I. OBJECTIVES
Trace the evolution of Pangaea

Identify the evidences that support the Continental Drift Theory.
S10ES - Ia-j-36.6
II. CONTENT
Evidences of Continental Drift Theory

A. References
3. Textbook Pages
from LR
B. Other Learning Resources https://www.youtube.com/watch?v=_5q8hzF9VVE
IV. PROCEDURES
Lesson (ELICIT) What have you learned in our last topic?
What captured your attention in our last topic and why?
B. Establishing a purpose Link the concept of the Earth’s interior structure with its interior processes, and then the
Of Lesson (ENGAGE) effects of these process.
Ask the students, “Is the Earth’s interior processes related with the structure of the Earth’s
surface?”
C. Presenting instances of the new Recall the work of Alfred Wegener

lesson (EXPLORE)
D. Discussing new concepts and Students will be asked to perform an activity using different worksheet about continental
practicing new skills #1 ACT ME OUT!
(EXPLORE) Students will be asked a simulation activity featuring the different evidence of continental
drift theory formulated by Alfred Wegener. They will act out their simulation (news casting,
puppet show, variety show, games show or talk show) to the class .
They will use their own creativity and uniqueness in putting up their ideas in their
assigned task. Present it in the class through narration.
Group 1 – Evidence from Rocks
Group 2 – Evidence from Fossils
Group 3 – Seafloor spreading
Group 4 –Magnetic Reversal
Group 5 – Coal Deposit
E. Developing Mastery Presentation of the output per group (5 minutes per group)
(EXPLAIN) RUBRICS
Preparation
Presentation
Creativity
Let the students to watch a video presentation about the continental drift theory
(ELABORATE)

(ELABORATE)

V. REMARKS
the Evaluation

who scored below 80

require remediation
me solve? Others _______________________________________________________________
Others _______________________________________________________________
SCHOOL
ANNEX

JULY 30, 2019 (TUESDAY)
9:15-10:15 – 10-CURIE – AP (Friday)
I. OBJECTIVES

eruption
C. Learning Competencies and Assess student’s achievement level in grade 10
Code Determine the academic levels, strength and weaknesses, as well as their knowledge
learnt throughout the year in 5 categories: English, Filipino, Science, Math and
Araling Panlipunan
II. CONTENT NAT – MOCK TEST (Frequency of Score)

A. References
Pages
Pages
3. Textbook Pages
from LR
Resources
IV. PROCEDURES
A. Review/Presenting New Daily Routine
Lesson (ELICIT) Giving Instructions
Of Lesson (ENGAGE)

lesson (EXPLORE)

practicing new skills #1 Item Analysis – Frequency of Scores
(EXPLORE)
(EXPLAIN)

(ELABORATE)
(ELABORATE)

V. REMARKS
the Evaluation

who scored below 80

require remediation
Others _______________________________________________________________
SCHOOL
TEACHE
9:15-10:15 – 10-CURIE – AP (Friday)
I. OBJECTIVES
The Learners demonstrate an understanding of the relationship between electricity
and magnetism in electric motors and generators.
The Learners shall be able to assemble a simple model of the relationship between
electricity and magnetism.
C. Learning Competencies and 1. Identify the different Electromagnetic wave characteristics.
Code 2. Compare the relative wavelengths, frequencies, and energies of the different
S10FE- IIa-b-47
II. CONTENT
PROPERTIES OF ELECTROMAGNETIC WAVES -
ELECTROMAGNETIC SPECTRUM
A. References
Pages
Pages
3. Textbook Pages
4. Additional Material Diagram of electromagnetic spectrum
from LR
B. Other Learning https://www.youtube.com/watch?v=m4t7gTmBK3g
Resources
IV. PROCEDURES
A. Review/Presenting New Properties of Waves (wavelength, frequency, speed, period, amplitude..)
Lesson (ELICIT)
B. Establishing a purpose Show the difference between mechanical waves and electromagnetic waves
Of Lesson (ENGAGE)
C. Presenting instances of the new Discuss the electromagnetic waves
lesson (EXPLORE)
D. Discussing new concepts and Video Presentation about Electromagnetic Spectrum

(EXPLORE)
E. Developing Mastery Study the chart to answer the following questions

(EXPLAIN)
1. What are the 7 types of electromagnetic waves (EM)?
8. Which EM wave type has the longest wavelength?

9. Which EM wave type has the shortest wavelength?
10. Which EM wave type has frequencies lower than the red of visible light?
11. Which EM wave type has frequencies higher than the violet of visible light?
12. Which sections of the EM spectrum are used for communications, e.g. radio and
mobile phones?
13. What form of EM radiation would be best to create an image of a human’s internal
structures?
14. Which EM wave enable us to see?
15. Which EM wave that capable to detect the night vision camera?
16. Which EM wave that emitted by the sun
17-18. Which two waves lie at the ends of the visible spectrum?
19. In the visible wave, which color has the longest wavelength?
20. Which EM wave is used in radar?

(ELABORATE)
G. Making Generalization Compare the wavelength and the frequency of each electromagnetic spectrum
(ELABORATE)
H. Evaluation (EVALUTATE) Identify the type of electromagnetic waves

1. It has the highest frequency
2. It is used to check the broken bones
3. It enable us to see
4. It has the longest wavelength
5. It is emitted by the sun

V. REMARKS
the Evaluation

who scored below 80
________ Yes ________ No
C. Did the remedial lesson work? No. of ________# of learners who caught up the lesson
require remediation
Others _______________________________________________________________
SCHOOL
ANNEX

AUGUST 7, 2019, (WEDNESDAY)
9:15-10:15 – 10-CURIE – AP (Friday)
I. OBJECTIVES
A. Content Standards The learners should be able:
Demonstrates understanding of the relationship among the locations of volcanoes,
B. Performance Standards The learners should be able to:

Demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis,
C. Learning Competencies and Assess student’s knowledge about plate boundaries and electromagnetism
Code (MODULE 1-3)
II. CONTENT TEST / REVIEW

A. References
Pages
Pages
3. Textbook Pages
from LR
Resources
IV. PROCEDURES
Of Lesson (ENGAGE)

lesson (EXPLORE)

(EXPLORE)
(EXPLAIN)

(ELABORATE)
(ELABORATE)

V. REMARKS
the Evaluation

who scored below 80

require remediation
Others _______________________________________________________________
SCHOOL
ANNEX

AUGUST 8, 2019, (THURSDAY)
9:15-10:15 – 10-CURIE – AP (Friday)
I. OBJECTIVES

C. Learning Competencies and Determine the learners mastery level of competencies at all learning areas in the
Code First Quarter
II. CONTENT FIRST PERIODIC TEST – DAY 1

A. References
Pages
Pages
3. Textbook Pages
from LR
Resources
IV. PROCEDURES
B. Establishing a purpose DAY 1

Of Lesson (ENGAGE) 7:30 – 8:30 ENGLISH
8:30 – 9:30 ESP
9:30 – 10:00 RECESS
10:00 – 11:00 SCIENCE
11:00 – 12:00 TLE

lesson (EXPLORE)

(EXPLORE)
(EXPLAIN)

(ELABORATE)
(ELABORATE)

V. REMARKS
the Evaluation

who scored below 80
________ Yes ________ No
require remediation
Others _______________________________________________________________
SCHOOL
ANNEX

AUGUST 13. 2019, (TUESDAY)
9:15-10:15 – 10-CURIE – AP (Friday)
I. OBJECTIVES
C. Learning Competencies and Determine the learners mastery level of competencies at all learning areas in the
Code First Quarter
II. CONTENT FIRST PERIODIC TEST – DAY 2

A. References
Pages
Pages
3. Textbook Pages
from LR
Resources
IV. PROCEDURES
B. Establishing a purpose DAY 1

Of Lesson (ENGAGE) 7:30 – 8:30 ARALING PANLIPUNAN
8:30 – 9:30 FILIPINO
9:30 – 10:00 RECESS
10:00 – 11:00 MATH
11:00 – 12:00 MAPEH

lesson (EXPLORE)

(EXPLORE)
(EXPLAIN)

(ELABORATE)
(ELABORATE)

V. REMARKS
the Evaluation

who scored below 80

require remediation
Others _______________________________________________________________
SCHOOL
ANNEX

AUGUST 14, 2019, (WEDNESDAY)
6:15-7:15 – 10-JOULE – HG (Friday) FIRST
9:15-10:15 – 10-CURIE – AP (Friday)
I. OBJECTIVES

C. Learning Competencies and Analyze the item in the First Quarter Test
Code
II. CONTENT ITEM ANALYSIS

A. References
Pages
Pages
3. Textbook Pages
from LR
B. Other Learning Test papers/ Answer Sheet
Resources
IV. PROCEDURES
B. Establishing a purpose Collecting and Summarizing the Frequency of Scores

Of Lesson (ENGAGE)

lesson (EXPLORE)
D. Discussing new concepts and ITEM ANAYLYSIS PROCEDURE

practicing new skills #1 1. Score each test.
(EXPLORE) 2. Sort the papers in numerical order according to the total score, highest to lowest.
3. Determine the upper 27 % and the lower 27 % groups. “Maximally reliable item
discrimination results will be obtained when each criterion group contains 27% of the
4. Record separately the number of times each alternative was selected by
individuals in the high and low groups.
5. Encode the results in the template.
(EXPLAIN)

(ELABORATE)
(ELABORATE)

V. REMARKS
the Evaluation

who scored below 80

require remediation
help me solve? Others _______________________________________________________________-
Others _______________________________________________________________
SCHOOL
ANNEX

August 9, 2019 (MONDAY)
9:15-10:15 – 10-CURIE – AP (Friday)
I. OBJECTIVES

eruption
C. Learning Competencies and Develop an understanding of critical analysis of film related to continental drift
Code
II. CONTENT CONTINENTAL DRIFT

ICE AGE – FILM SHOWING
A. References
Pages page 10-11
Pages page. 14-17
3. Textbook Pages
from LR
B. Other Learning http://www.historyvshollywood.com/reelfaces/san-andreas/
Resources
IV. PROCEDURES
A. Review/Presenting New Theory of Continental Drift
Lesson (ELICIT)
B. Establishing a purpose Let the students to watch the ICE AGE:CONTINTENTL DRIFT MOVIE
Of Lesson (ENGAGE) This is a fun movie based around
the idea of continental drift

lesson (EXPLORE)
D. Discussing new concepts and FILM SHOWING

(EXPLORE)
(EXPLAIN)

(ELABORATE)
(ELABORATE)
H. Evaluation (EVALUATE) Let the students to answer the guide question
What does the film show that causes Earth’s tectonic plates to break apart and
move?
V. REMARKS
the Evaluation

who scored below 80

require remediation
Others _______________________________________________________________
SCHOOL
AUGUST 6, 2019, (TUESDAY)
9:15-10:15 – 10-CURIE – AP (Friday)
I. OBJECTIVES
Trace the evolution of Pangaea

Identify the evidences that support the Continental Drift Theory.
S10ES - Ia-j-36.6
II. CONTENT
Continental Drift Theory – Activity on the movie Ice Age 4

A. References
3. Textbook Pages
from LR
B. Other Learning Resources https://www.youtube.com/watch?v=_5q8hzF9VVE
IV. PROCEDURES
Lesson (ELICIT) What have you learned in our last topic?
What captured your attention in our last topic and why?
B. Establishing a purpose Link the concept of the Earth’s interior structure with its interior processes, and then the
Of Lesson (ENGAGE) effects of these process.
Ask the students, “Is the Earth’s interior processes related with the structure of the Earth’s
surface?”

lesson (EXPLORE)
D. Discussing new concepts and After the students watch the Ice Age 4. Students will be asked to perform an activity.
(EXPLORE) 1. The picture above shows Scrat catching on fire.
When Scrat starts falling through Earth's interior,
why does he catch on fire?
2. The picture above shows Scrat falling through

Earth's interior layers. Does this picture show the
correct layers of Earth? Explain how you know.
3. What's another name for the crust?
4. What's another name for the upper mantle?
5. What's a word to describe the state of matter of
the upper mantle?
6.
When Scrat hits the inner core, it is a solid
ball surrounded by solid rock like the picture
above. Are these correct depictions of the
inner and outer core? If not, how are they
different
7. What does the film show that causes Earth's
tectonic plates to break apart and move?
8. We know that Scrat did not cause Earth's
tectonic plates to break up and move. Explain what really causes Earth's plates
to move.
E. Developing Mastery RUBRICS for Activiy

(EXPLAIN) Structure 4 pts
Grammar 2 pts
Length 1 pt
Wow factor 1 pt
(ELABORATE)

(ELABORATE)
V. REMARKS
the Evaluation

who scored below 80

require remediation
me solve? Others _______________________________________________________________
Others _______________________________________________________________
SCHOOL
ANNEX

AUGUST 15, 2019, (THURSDAY)
6:15-7:15 – 10-JOULE – HG (Friday) FIRST
9:15-10:15 – 10-CURIE – AP (Friday)
I. OBJECTIVES

C. Learning Competencies and Review the least mastered skills in the first periodic test
Code
II. CONTENT REVIEW

A. References
Pages
Pages
3. Textbook Pages
from LR
B. Other Learning Test papers/ Answer Sheet
Resources
IV. PROCEDURES
B. Establishing a purpose Let the students to read and analyze the least mastered items
Of Lesson (ENGAGE)

lesson (EXPLORE)

(EXPLORE)
(EXPLAIN)

(ELABORATE)
(ELABORATE)

V. REMARKS
the Evaluation

who scored below 80

require remediation
help me solve? Others _______________________________________________________________-
Others _______________________________________________________________

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SCHOOL

DAILY LESSON LOG CAA NATIONAL HIGH SCHOOL – GRADE LEVEL 10

II. CONTENT ORIENTATION – RULES AND REGULATIONS

III. LEARNING RESOURCES

2. Learner’s Material Pages

4. Additional Material from LR

B. Other Learning Resources

C. Presenting instances of the new

D. Discussing new concepts and

F. Finding Practical application of

I. Additional activities for

B. No. of learners who require

C. Did the remedial lesson work? No. of ________ Yes ________ No

III. LEARNING RESOURCES

2. Learner’s Material Pages

4. Additional Material from LR

B. Other Learning Resources

C. Presenting instances of the new

D. Discussing new concepts and

F. Finding Practical application of

I. Additional activities for

B. No. of learners who require

C. Did the remedial lesson work? No. of ________ Yes ________ No

MICHAEL M. CARMELITA G. YAP

C. Learning 75 % of the students should answer the diagnostic test correctly

III. LEARNING RESOURCES

2. Learner’s Material Pages

4. Additional Material from LR

B. Other Learning Resources

B. Establishing a purpose Giving Instructions

C. Presenting instances of the new

D. Discussing new concepts and

F. Finding Practical application of

H. Evaluation (EVALUTATE) Test Proper – Diagnostic Test

I. Additional activities for

B. No. of learners who require

MICHAEL M. LANDRITO CARMELITA G. YAP

C. Learning Define Science and its branches

III. LEARNING RESOURCES

2. Learner’s Material Pages

4. Additional Material from LR

B. Other Learning Resources https://sites.google.com/a/nhcs.net/danielthorpe/home/earth-history/chemistry-

C. Presenting instances of the new

G. Making Generalization Define Science.

H. Evaluation (EVALUTATE) Identify the terms that being asked

I. Additional activities for

B. No. of learners who require

C. Did the remedial lesson work? No. of ________ Yes ________ No

C. Learning 1. Define Scientific Method

III. LEARNING RESOURCES

4. Additional Material from LR

B. Other Learning Resources https://sites.google.com/a/nhcs.net/danielthorpe/home/earth-history/chemistry-unit

 Define scientific method scientifically

G. Making Generalization Define Scientific Method.

H. Evaluation (EVALUTATE) Identify the 7 steps in scientific method.

B. No. of learners who require

C. Did the remedial lesson work? No. of ________ Yes ________ No

R TRIXIA A. PALMOS LEARNING AREA SCIENCE

C. Did the remedial lesson work? No. of Yes No

C. Did the remedial lesson work? No. of Yes No

C. Did the remedial lesson work? No. of Yes No

C. Did the remedial lesson work? No. of Yes No

C. Did the remedial lesson work? No. of Yes No

C. Did the remedial lesson work? No. of Yes No

C. Did the remedial lesson work? No. of Yes No

C. Did the remedial lesson work? No. of Yes No

C. Did the remedial lesson work? No. of Yes No

C. Did the remedial lesson work? No. of Yes No