Grade 1 to 12
CRUZ HIGH INTEGRATED SCHOOL
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/Objectives
Write the LC code for each
II. CONTENT
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 Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson Show a picture of coal deposits
C. Presenting examples/Instances of the
new lesson
D. Discussing new concepts and
practicing new skills # 1
School STA.
Grade Level 10
Teacher JESSIE J. YAMAT Learning Area SCIENCE
Teaching Dates and Time OCTOBER 10 - 14, 2022 Quarter FIRST
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Oct 10, 2022 Oct 11, 2022 Oct 12, 2022 Oct 13, 2022 Oct 14, 2022
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done
for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and
joy in learning the lessons. Weekly objective shall be derived from the curriculum guides.
The learner demonstrates understanding of the relationship among the locations of volcanoes, earthquake epicenter, and mountain ranges
1. The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions
2. Suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis, and volcanic eruptions
Describe the internal structure of Enumerate the lines of evidence that support plate movement
the Earth (S10ES –Ia-j-36.4)
Evidence from Coal Deposit Seafloor Spreading Theory Magnetic reversal Seafloor Spreading process Magnetic polarity
p 41 - 42 p 42 p 42 - 43 p 43 - 44 p 43 - 44
p 60 - 51 p 61 - 64 p 64 - 65 p 66 - 67 p 68 - 69
https://youtube.com/watch? https://www.youtube.com/watch?
v=BCzCmldiaWQ&feature=share v=tEIhHwizrmQ
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment
activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
Review Evidence from fossils Let the students watch a video on The teacher will have a review by The teacher recalls previous lesson The teacher recalls previous lesson by
“The Continental Drift Theory” letting at least three (3) learners by asking at least three (3) learners asking at least three (3) learners to discuss
Inform the students to take down to discuss what they have to discuss important concepts important concepts learned from the
important notes for questions will learned on the previous lesson learned from the previous previous discussion.
be asked later. discussion.
What was the theory proposed by Picture analysis: The teacher will present a video song about
that have seen in Antarctica Alfred Wegener in 1912? The teacher shows a picture and the “Magnetic Song?
ask the following questions What is the song about?
What is in the picture? What are the two (2) poles of a magnet?
Did you experience swimming in How did magnet behave?
some bodies of water?
Let the students watch a video on The teacher will present the Do you know what happens deep
“The Continental Drift Theory” video about magnetic reversal under the ocean?
Inform the students to take down and seafloor spreading
important notes for questions will
be asked later.
How is coal bed formation What is Pangea? THINK, PAIR & SHARE Perform Activity “Split and Separate” Perform Activity “How Fast Does It Go” refer
possible in Antarctica? After the video the teacher will refer to LM pp. 66-67 and answer to LM pp. 68-69 and answer the following
tell learners to look for a partner the guide questions questions
 and each will share what they
have learned from the video
presented.
E. Discussing new concepts and What is magnetic reversal?
Why magnetic reversal can be
practicing new skills # 2
related to seafloor spreading?
F. Developing mastery (leads to Do you think it could be possible that
they existed in this region where
Formative Assessment 3)
temperature is very low?
Among all the evidence which What will most likely happen if the What will happen to the world as the Is there a possibility that Negros Island and
G. Finding Practical applications of
pieces of evidence did you entire land mass of Earth is still continents continuously to move? Cebu will come closer or far from each
concepts and skills in daily living.
consider to be strongly in support intact as Pangaea? other because of seafloor spreading? Why?
of the idea that the continents
have moved over a long-time
scale
The teacher will let the learners What is the role of the mid-ocean
H. Making generalizations and
to study Figure 14 Magnetic ridge in the movement of
abstractions about the lesson
Reversal (LM pp.65) and answer lithospheric plates?
the guide questions How does the new seafloor form at
the mid-ocean ridge?
Make a summary on the evidence 10-item test 10 items multiple choice 10 items multiple choice 10 items True or False
that support continental drift Multiple choice
I. Evaluating learning

J. Additional activities for application or

remediation
Students enjoyed the lesson Students enjoyed the lesson Students enjoyed the lesson Students enjoyed the lesson Students enjoyed the lesson
V. REMARKS

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
VI. REFLECTION
what help your instructional supervision 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.

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 this work?
 F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted by:

Jessie J. Yamat AILEEN O. LACAP VIRGILIO VALDEZ

Teacher - I HT-I, Science Principal II