School GMMNHS Grade Level 10

Teacher LHESTER D. ANTOLIN Learning Area Science

Teaching Dates and Time October 03-07, 2022 Week/Quarter Week 7/1st
GENERAL DAILY LESSON LOG
MAMERTO MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
(October 03, 2022) (October 04, 2022) (October 05, 2022) (October 06, 2022) (October 07, 2022)
NATIVIDADNHS
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 understanding The learners demonstrate an The learners demonstrate an
of the relationship among the locations of understanding of the relationship among understanding of the relationship
volcanoes, earthquake epicenters, and the locations of volcanoes, earthquake among the locations of volcanoes,
mountain ranges. epicenters, and mountain ranges. earthquake epicenters, and mountain
ranges.
B. Performance The learners shall be able to: The learners shall be able to: The learners shall be able to:
Standards 1. demonstrate ways to ensure disaster 1. demonstrate ways to ensure disaster 1. demonstrate ways to ensure disaster
preparedness during earthquakes, tsunamis, preparedness during earthquakes, preparedness during earthquakes,
and volcanic eruptions; tsunamis, and volcanic eruptions; tsunamis, and volcanic eruptions;
2. suggest ways by which he/she can 2. suggest ways by which he/she can 2. Suggest ways by which one can
contribute to government efforts in contribute to government efforts in contribute to government efforts in
reducing damage due to earthquakes, reducing damage due to earthquakes, reducing damage of earthquakes
tsunamis, and volcanic erruptions. tsunamis, and volcanic erruptions.
C. Learning Explain the different processes that Explain the different processes that Explain the different processes that Answer 80% of the test
Competencies/ Objectives occur along the plate boundaries occur along the plate boundaries occur along the plate boundaries correctly.
Code: S10ES –Iaj-36.3 Code: S10ES –Iaj-36.3 Code: S10ES –Iaj-36.3
(Write the LC code for 1. Determine the result of plates that are 1. Determine the effect of transform- 1. Define a hot-spot.
each) moving apart. fault boundary on the Earth’s crust. 2. Relate hot spot with plate tectonics

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.
DIVERGENCE OF PLATES TRANSFORM-FAULT BOUNDARY HOT-SPOT SUMMATIVE TEST
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 Science Teaching Guide, pp. 10-11 Science Teaching Guide, pages 18-19 Science Teaching Guide, pages 19-20
Pages
2. Learner's Materials Science 10 Learner’s Material, pp. 14 Science Learners Material, pages 29-30 Science Learners Material, pages 30-
pages Grade 10 SLK Quarter 1 Week 4 31
3. Textbook pages Science Resource Package by Argelyn A
Mahumot.
4. Additional
Materials from Learning
Resource (LR) portal
B. Other Learning https://manoa.hawaii.edu/sealearning/sites/default/files/5ESS_Tectonic_
Teacher%20Guide_2.pdf
https://www.youtube.com/watch?v=AhSaE0omw9o

Resources https://uhmagis.maps.arcgis.com/apps/webappviewe
 r/index.html?id=f6672e31727d49468a37b7bb3ab77d77
IV. PROCEDURES 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.
Elicit Let the students recall the three types of Let the students recall the divergent 1. Discuss the purpose and the
A. Reviewing previous convergent boundary. boundary and the geologic feature it can content of the test.
lesson or presenting the create. 2. Recall the rules to be
new lesson observed in taking the test
Engage Introduce the activity entitled: The Oreo Watch the San Andreas Trailer Show this aerial photo of Hawaii Ask students to expound on the
B. Establishing a purpose Cookie Diverging Separately Method https://www.youtube.com/watch?v=23VflsU3kZE island: operative meaning of " Honesty
for the lesson is the best policy"
Ask: What geological event is shown in
the movie trailer?

Introduce the activity entitled:

Transform-Slide Oreo Cookie

Tell the students that Hawaii islands

are volcanic islands.
Hawaii is situated right in the middle
of Pacific plate and not along
boundaries. And yet, we can find the
largest and most active volcanoes in
Hawaii islands.
Why do you think so?
What gives rise to Hawaii islands?
C. Presenting examples/ State the objectives and materials need in State the objectives and materials need The teacher will perform the 1. Explain the purpose and
instances of the new the activity. in the activity. activity: DROP IT LIKE IT’S importance of the summative
lesson HOT SPOT test.
Also, let the students read the overview of Also, let the students read the overview State the objectives and materials 2. Ask students to read the
the activity. of the activity. need in the activity. directions of the test and give
leading questions to test the
clarity of the direction
Explore Activity Proper: Activity Proper: Activity Proper: Test proper
D. Discussing new 1. Get the oreo cookie and don’t eat it 1. Get the oreo cookie and don’t eat it 1. Attach one end of the bond paper to
concepts and practicing yet . Carefully remove the upper yet. Carefully remove the upper cookie the end of another bond paper.
new skills #1 cookie by twisting. by twisting. 2. Fill ¾ of the test tube with water
2. Slide the upper cookie over the 2. Break the upper cookie in half. and heat it over an alcohol lamp.
creamy filling. What do you think this 3. Lay down the two halves of upper 3. While waiting for the water to boil,
motion represents? oreo cookie on creamy filling. place the paper on top of the test tube.
3. Break the upper cookie in half. As 4. Slide the two pieces of oreo cookie Be sure that the two are in contact.
you do so, listen to the sound it makes. laterally past one another, over the 4. Once the water starts boiling and
Observe what happens. creamy filling as shown below. Observe fumes are coming out, hold the paper
4. Lay down the two halves of upper what happens. in the same position for the next 10
cookie on creamy filling. seconds.
5. Slowly push down the two halves of 5. After 10 seconds, move the bond
 upper cookie into the creamy filling paper very slowly and horizontally by
apart. Observe what happens. 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.
E. Discussing new Ask the following: Ask the following: Ask the following:
concepts and practicing 1. As you slide the two pieces apart and 1. As you slide the two pieces laterally 1. Based on the activity, what can
new skills #2 gently push down on both, what happens to past one another over the creamy filling, you see on the surface of the bond
the creamy filling? what do you notice about the edges of paper?
2. The creamy filling between the two the oreo cookie? 2. What geologic feature do you
broken “plates” may tend to flow upward. 2. What geologic feature/s might form at think will be formed at the surface
When two plates move apart at a divergent the edges of the oreo cookie? of the crust?
boundary, the magma underneath 3. Describe what happens as the 3. Which of the features, at the
decompresses and flows upward. What transform fault boundary moves? surface of the crust, will be the
geologic feature/s might be formed? oldest? The youngest?
3. Describe what happens as the plates 4. Which of the features will be the
move apart? most active? The least active?
Explain Discussion on divergence of plates. Discussion on transform-fault Discussion about hot-spot. Roam around while
F. Developing mastery boundaries. administering the
(Leads to Formative examination and give
Assessment 3) prompting to students if
necessary
Elaborate Ask the students to give examples of Solicit examples of geologic features Question: See that honesty and discipline
G. Finding practical geologic features generated through generated through divergence of plates. How does a “hot spot” relate to plate is being observed during test
applications of concepts divergence of plates. tectonics?
and skills in daily living
H. Making Fill in the chart below. Fill in the chart below. Questions: Ask students to finish and
generalizations and Draw Movement Resulting Draw Movement Resulting 1. In your simple words, what is a review the answers, when there
what of the plates Landform what of the Landform
abstractions about the the (Directions) or Geologic the plates or “hot spot”? is still time to do it.
lesson oreo Activity oreo (Directions) Geologic
cookie cookie Activity
looked looked 2. What is the reason of its
like like occurrence?
Divergent Transform-
Plate fault
Boundary Boundary

Evaluate If diverging plate boundary continues for Short answers: Short answer: Check and evaluate the
I. Evaluating learning millions of years, what do you think will be 1. What is transform-fault boundary? Using a diagram, show how hot spot students’ answers, if time
the effect on the crust? Complete the (Ans: Transform-fault boundaries are is formed. allows it
drawing below to illustrate your answer. where two plates are sliding horizontally
past one another.)
2. Why earthquakes at transform plate
boundaries shallow?
 (Ans: Transform fault earthquakes have
shallow focus because the plates meet
near the surface. )

Extend Bring oreo cookie for the next session. Students are tasked to make/construct a Watch this short video:
J. Additional activities for foldable graphic organizer of plate http://www.youtube.com/watch?v=AhSaE0omw9o

application or boundary. They can follow the

remediation illustration below. Prepare for Summative Test tomorrow.

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