School GMMNHS Grade Level 10

Teacher LHESTER D. ANTOLIN Learning Area Science

Teaching Dates and Time Aug. 29-Sept. 02, 2022 Week/Quarter Week 4/1st
GENERAL MAMERTO DAILY LESSON LOG
NATIVIDADNHS MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
(September 12, 2022) (September 13, 2022) (September 14, 2022) (September 15, 2022) (September 16, 2022)
I. OBJECTIVES 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 if remedial activities may be done for developing content knowledge and competencies.
These are assessed using Formative Assessment strategies. Valuing objectives support the learning content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learners demonstrate an The learners demonstrate an The learners demonstrate an
understanding of the relationship understanding of the relationship understanding of the
among the locations of volcanoes, among the locations of volcanoes, relationship among the locations
earthquake epicenters, and mountain earthquake epicenters, and of volcanoes, earthquake
ranges. mountain ranges. epicenters, and mountain ranges.
B. Performance Standards The learners shall be able to The learners shall be able to The learners shall be able to
demonstrate ways to ensure disaster demonstrate ways to ensure demonstrate ways to ensure
preparedness during earthquakes, disaster preparedness during disaster preparedness during
tsunamis, and volcanic eruptions. earthquakes, tsunamis, and earthquakes, tsunamis, and
volcanic eruptions. volcanic eruptions.
C. Learning Competencies/ The learners should be able to Answer 60% of the examination The learners should be able to The learners should be able to
Objectives describe the distribution of active correctly describe the distribution of active describe the distribution of
(Write the LC code for volcanoes, earthquake epicenters, and volcanoes, earthquake epicenters, active volcanoes, earthquake
each) major mountain belts. and major mountain belts. epicenters, and major mountain
S10ES –Iaj-36.1 S10ES –Iaj-36.1 belts.
1. Identify the relationship between 1. Describe the distribution of S10ES –Iaj-36.1
the speed of the seismic waves and earthquake epicenters and major 1. Cite places where active
the location of an epicenter belts. volcanoes and mountain ranges
2. Tell of some precautionary can be found.
measures one should make when 2. Cite precautionary measures
they are on earthquake prone during volcanic eruption.
areas.
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
FIND THE CENTER DIAGNOSTIC TEST IN LET’S MARK THE LET’S MARK THE
SCIENCE BOUNDARIES BOUNDARIES
Earthquake Distribution in the Active Volcanoes & Mountain
World Ranges in the World
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development.
RESOURCES
A. References
1. Teacher's Guide Pages Grade 10 Science Teacher’s Guide pp Science 10 Teaching Guide, pp.
7 10-11
2. Learner's Materials Grade 10 Science Learner’s Material Science 10 Learner’s Material, pp. Science 10 Learner’s Material,
pages pp 7-10 11-13 pp. 11-1
 3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
Elicit
A. Reviewing previous
lesson or presenting the new
lesson
Engage
B. Establishing a purpose
for the lesson
C. Presenting examples/
instances of the new lesson
Explore
D. Discussing new concepts
and practicing new skills #1
http://www.youtube.com/watch?v=oBS7BKqHRhs Test Paper
https://www.youtube.com/watch?
v=QBqtC_yz_Ok
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.
The teacher will ask the following 1. Discuss the purpose and the Show different maps on the board Let the learners use the activity
questions to the students. content of the diagnostic test. sheet the used the previous day
Who among you have experienced 2. Recall the rules to be observed in as well as the different maps.
earthquake? taking the test
Let the students share their
experiences, knowledge or any idea
that are related to earthquake.
The teacher will then ask; how will
we know the location of an
earthquake?
The teacher will introduce the video Ask students to expound on the Essential Questions: Ask the following Review
found on this link: operative meaning of " Honesty is 1. What can you say of these questions:
https://www.youtube.com/watch?v=QBqtC_yz_Ok
the best policy" maps? 1. How are earthquakes
2. What do these maps tell us? distributed on the map?
2. Where are they located?
3. Where are places with no
earthquakes?
1. Explain the purpose and Map Analysis Let the 3 other groups:
importance of such test. - The class is divided into Volcanologists, Montologists
2. Ask students to read the directions 4 groups. Each group and Orologists groups assigned
of the test and give leading questions will be given different to the Map of Active Volcanoes
to test the clarity of the direction maps for them to study and Mountain ranges present
and analyze. their work in front of the class.
Group Seismologists: Map of
Earthquake Distribution
Group Volcanologists - Map of
Active Volcanoes
Group Orologists - Map of
Mountain Ranges of the World
Group Montologists- Map of
Active Volcanoes (for Sketching)
Group the students into five and Test proper 1. How are earthquakes Essential Questions:
let them do the activity found on distributed on the map? How are volcanoes distributed?
pages 8 – 10 of the Learner’s 2. Where are they located? Where are they located? Based
Material. Please see also 3. Where are places with no on the map, state a country that
Attachment A. earthquakes? is unlikely to experience a
volcanic eruption?

E. Discussing new concepts
and practicing new skills #2
Explain
F. Developing mastery
(Leads to Formative
Assessment 3)
Elaborate
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
Ask volunteers from each group to
share or discuss their output to the
class.
Introduce the formula to the students
in determining the location of the
epicenter.
Using the formula
Td
d= x 100 km
8 seconds
https://www.youtube.com/watch?v=H62RC_AsJvA
The teacher will present a video
about triangulation method found
on the link above. Let the students
analyze the graph (see Attachment
B).
THINK. PAIR. SHARE.
Summarizer the lesson using partner
learning.
Roam around while administering
the examination and give prompting
to students if necessary
See that honesty and discipline is
being observed during test.
Ask students to finish and review the It is relatively easy to see the
answers, when there is still time to relationships between earthquakes
do it.
 The world’s earthquakes are not
randomly distributed over the
Earth’s surface. They tend to be
concentrated in narrow zones)
 Some are located near the edges
of the continents, some are in
mid- continents, while others are
in oceans. But not ALL edges of
continents, mid-continents, or
oceans can be places where
earthquake might occur.
Why do you think it is important
for us to identify areas which are
prone to earthquakes?
Anything can happen in a day,
therefore, it is necessary that one
is ready to face any of the many
challenges caused by nature.
and the plate boundaries. Along
divergent boundaries like the mid-
Atlantic ridge and the East Pacific
Rise, earthquakes are common,
but restricted to a narrow zone
close to the ridge, and consistently
at less than 30 km depth. Shallow
earthquakes are also common
along transform faults, such as the
San Andreas Fault. Along
subduction zones earthquakes are
very abundant, and they are
Compare the location of
majority of earthquake
epicenters with the location of
volcanoes around the world.
How will you relate the
distribution of mountain ranges
with the distribution of
earthquake epicenters and
volcanoes?
Mountain ranges are found in
places where volcanoes and/or
earthquake epicenters are also
located.
Why do you think it is important
for us to identify areas which are
prone to earthquakes?
If you are living near
Canlaon Volcano, what
precautionary measures
would you do?
It is important to identify areas
which are prone to earthquakes
so that necessary precautions
could be done if ever you’re
living in one of those places.
 Plates are large pieces of the
upper few hundred kilometers
of Earth that move as a single
unit as it floats above the
mantle.
 The plates are in constant
motion. As they interact along
their margins, important
geological processes take place,
such as the formation of
mountain belts, earthquakes,
and volcanoes.
 increasingly deep on the landward
side of the subduction zone.
https://opentextbc.ca/geology/chapter/11-2-
earthquakes-and-plate-tectonics/.
Evaluate The activity conducted will serve as Check and evaluate the students’ Answer briefly: Answer briefly:
I. Evaluating learning the evaluation of the learners in this answers, if time allows it How are earthquakes and plate 1. How are volcanoes and
session. boundaries related? earthquakes related?
2. Where do earthquakes
generally occur?
Extend The teachers may send a copy of this Bring the following: What are the three types of plate
J. Additional activities for video to the learners to enrich their 2 plastic sheet boundaries? Describe each type
application or remediation learning on this activity. 2 marking pens (different colors) of plate boundaries.
http://www.youtube.com/watch?v=oBS7BKqHRhs
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.
SECTION A B C D A B C D A B C D A B C D A B C D
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 lesson 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 works?
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?
Legend:

Prepared by: Checked by: Noted:

A 10-Makiling 7:20-8:20 T-F
B 10-Mayon 8:20-9:20 M-Th LHESTER D. ANTOLIN HONEYLETTE M. NATIVIDAD ROSALIA M. LANORIO
C 10-Arayat 7:20-8:20 M-Th Teacher II Head Teacher III, Science School Principal II
D 10-Taal 8:20-9:20 M-Th