School: DADALAQUITEN INTEGRATED SCHOOL Grade Level: 10

GRADES 1 to 12 Teacher: MARIE JOIE R. TORRES Learning Area: SCIENCE

DAILY LESSON LOG Teaching Dates and Time: September 19-23, 2022/1:30-2:30 Quarter: 1ST QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Objective 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 maybe done for developing content knowledge and competencies. These are using Formatives Assessment Strategies.
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lesson. Weekly objectives shall
be derived from the curriculum guide.
A. Content Standards: The learner demonstrates understanding of the relationship among the locations of volcanoes, earthquake epicenters, and ICL
mountain ranges.
B. Performance The learner shall be able to: a. Demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic ICL
Standards: eruptions;b. Suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes,
tsunamis, and volcanic eruptions

C. Learning Describe the different types of
Competencies/ Objectives: plate boundaries- S9ES –Ia-
Write the LC code for j36.2
each In this lesson, the students
should be able to:
Describe the different types
of plate boundaries- S9ES –
Ia-j36.2
In this lesson, students should
be able to:
Describe the different types
of plate boundaries- S9ES –
Ia-j36.2
In this lesson, students should
be able to:
Describe the different types
of plate boundaries- S9ES
–Ia-j36.2
In this lesson the students
should be able to:

1.Explain the processes that 1.Explain the processes that 1.Explain the processes that 1. Explain the processes that
occur along convergent occur along convergent occur along convergent occur along divergent
boundaries boundaries boundaries boundaries.
2.Determine the consequences 2.Determine the 2.Determine the 2. Determine the results of
of colliding plates. consequences of colliding consequences of colliding plates that are moving apart.
plates. plates.
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 in a week or two.
II. CONTENT Plate Boundaries- Converging Plate Boundaries- Plate Boundaries-Two Plate Boundaries -Going
Continental Plate and Oceanic Convergence of Two Oceanic Continental Plates Separate Ways
Plate Plates Converging
III. LEARNING List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an in learning. Ensure that there is a mix of
RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References

1. Teacher’s Guide Science grade 10 Teacher’s Science grade 10 Teacher’s Science grade 10 Teacher’s Science grade 10 Teacher’s
Pages material material material material
2. Learner’s Materials Learner’s material pp 16-17 Learner’s material pp18-19 Learner’s material pp 23-24 Learner’s Material pp 25-28
Pages
3. Text book Pages
 4. Additional Materials Modeling clay
from Learning Blocks of wood
resources(LR)Portal
B. Other Learning Cross-sectional diagram of Cross-sectional diagram of
Resources converging continental and converging oceanic plates
oceanic plates
These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by
IV. PROCEDURES/ 7 E’s demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the students with
Learning Model multiple ways to learn new things, practice their learning, question their learning processes and draw conclusion about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
ELICIT Review of the past lesson-Types Review of the past lesson. Review of the previous Review of the previous ICL
of plate boundaries Let the students recall the activity activity.
subduction process and the
geologic events that will take
place because of the process.
A. ENGAGE *Let the students recall that *Brainstorm the students The teacher may start the The teacher may start the
there are two types of crust- about two oceanic plate could lesson by asking questions lesson by saying this:
continental and oceanic. also collide because of plate such as: “ In a convergent plate
*Introduce to the students that tectonics. boundary, the leading plates
plates could either be a *Introduce the Activity: a.What is the highest peak in undergo destruction process
continental crust-leading plate Convergence of two oceanic the Philippines? as the crust is consumed in
or an oceanic-leading plate. plates b.How about the highest the mantle. But what do you
*Introduce the mountain in the world? think is happening on the
activity,,Converging c.Do you have any idea how other end of each plates?”
Continental Plate and Oceanic tall Mount Everest is? *To find out answer to this
Plate. How do you think most of the question, students will study
tall mountains of the world the next type of plate
are formed? boundary –the Divergent
Plate Boundary

C. EXPLORE Let the students study a figure Let the students draw a Introduce the activity: Two Let the students analyze four
showing a cross-sectional diagram showing what they Continental Plates pictures: two rift valleys
diagram of plates that are think would be the outcome Converging And two ocean ridges:
converging. of this event.
Process questions: Processing:
1,What type of plate is Plate A? 1. What are common
What about Plate B?Why do Let the students make or in the four pictures?
you say so? create a model with 2. What do you think is
2.Describe what happens to explanation. happening to the
Plate A as it collides with Plate Earth’s crust in
B? Why? those pictures?
 3.What do you think may
happen to the leading edge of
Plate A as it continues to move
downward? Why?
4.What do you call this molten
material?
5.What is formed on top of
Plate B?
6.As the plate continue to grind
against each other, what other
geologic event could take
place?
D. EXPLAIN Presentation of output.
E. ELABORATE End the lesson through an
animated diagram of subduction
process on the
website;http;//earthguide.ucsd.e
du/eoc/teachers/t_tectonics/p_su
bduction.html
F. EVALUATE Let students take a short quiz.
Presentation of output.
Process questions:
1.What geologic
events/processes that will
occur because of this plate
movement?
2.What geologic features
might form at the surface of
Plate A?
3.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?
Let the students make a venn Let the students differentiate
Presentation of output
Processing questions:
1.What happened to the strips
of clay as they were pushed
from opposite ends?
2.If the strips of clay
represent the Earth’s
lithosphere, what do you
think is formed in the
lithosphere?
3. What other geologic event
could take place with this
type of plate movement?
3. If these event
continues for
millions of years,
what do you think
will be the effect on
the crust?
Presentation of outputs
End the lesson by asking the
following questions:
a.What are the indications
that the crust is spreading or
splitting?
b.Where do divergent
boundaries are mostly
situated?
c.What is formed as plates
continuously separate or
split?
d. What is the spreading rate
at the ridges?
e. What happens when the
spreading center develops
within a continent?
f.Compare the length and
depth of a rift valley as the
spreading continues.
g. What geologic events
could take place when two
oceanic plates diverge?
h.What geologic events
could take place when two
continental plates diverge?
Let the students make a
 Refer questions in the quiz diagram on the similarities
bank. and differences between
converging continental plate
and oceanic plate and two
oceanic plates converging in
terms of geologic events or
processes.
G. EXTEND Let the students have an Let the students bring the
advance reading on following:
convergence of two oceanic o Modeling clay
plates o 2 blocks of wood
VI- REMARKS
this type of convergent plate “hugot”about divergence.
boundary with the other two?
End the lesson through an
animated diagram of how
himayas is formed.
Let the students have an Let the students bring the
advanve reading about following materials:
divergence of plates.. o Four blocksof wood
o Two hookscrews
/nail
o sandpaper

VI - REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
required additional
activities for remediation
C. Did the remedial lessons
work?
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies work 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
used/discover which I wish
to share with other
teachers?
Prepared by:
MARIE JOIE R. TORRES Checked and Noted by:
Subject Teacher FLORO T. RAFANAN
Principal I