School Amaya School of Home Industries Grade Level 10

DAILY LESSON Teacher Marilene B. Saria Learning Area Science

LOG Teaching Dates and Time August 29-September 01, 2023 Quarter First

Session 1 Session 2 Sessions 3-4

At the end of the one-week session, learners shall achieve 80% mastery in explaining the different processes that occur along the plate
I. OBJECTIVES
boundaries: convergent, divergent and transform.
A. Content Standards The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicenters and
mountain ranges.
B. Performance The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis and volcanic
Standards eruptions and 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 distribution of Describe the distribution of Describe the distribution of
Competencies/Objectives active volcanoes, earthquake, active volcanoes, earthquake, active volcanoes,
(Write the LC code for epicenters and major mountain epicenters and major mountain earthquake, epicenters and
each) belts (S10ES-Ia-j-36.1) belts (S10ES-Ia-j-36.1) major mountain belts
(S10ES-Ia-j-36.1)
Describe the different types of Describe the different types of
plate boundaries (S10ES-Ia-j- plate boundaries (S10ES-Ia-j-
36.2) 36.2) 1. Describe active volcanoes,
mountain belts and
Explain the different processes Explain the different processes earthquake epicenters;
that occur along the plate that occur along the plate
boundaries (S10ES-Ia-j-36.3) boundaries (S10ES-Ia-j-36.3) 2. Locate active volcanoes,
mountain belts and
Describe the possible causes of Describe the possible causes of earthquake epicenters in
plate movement (S10ES-Ia-j- plate movement (S10ES-Ia-j- the Philippines and in the
36.5) 36.5) world;

Enumerate the lines of evidence
that support plate movement
(S10ES-Ia-j-36.6)
Enumerate the lines of evidence
that support plate movement
(S10ES-Ia-j-36.6)
3. Draw a simple map of
CALABARZON and plot the
distribution of active
volcanoes, earthquake
epicenter and major
mountain belts in
 1. Orient students on the
objectives, content,
requirements and classroom
assessment of the subject
including the house rules of the
subject;
2. Emphasize the value of
pursuit to scientific knowledge
and skills coupled with hard
work and core values;
3. Write a list of expectations in
the subject, teacher and
classmates and group
themselves based on their
interests, skills and hobbies
II. CONTENT
Orientation
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
page
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Material
from Learning Resource
(LR) portal
B. Other Learning ¼ sheet of paper, index card,
Resources notebook, ball pen
1. Assess students’ prior CALABARZON using
knowledge on Plate Tectonics symbols
Theory, plate boundaries and
the geologic processes happen
in them, driving mechanism and
evidences of plates’ motion ;
2. Display honesty and proper
behavior while taking the test;
3. Manifest scientific literacy
and skills in answering the
questions in the Diagnostic Test
Plate Tectonics Distribution of active
Internal Structure of the Earth volcanoes, earthquake
(Diagnostic Test) epicenters and major
mountain belts
pp. 10-11
pp. 11-14
test questionnaires, pad paper Short video clips about active
ball pen volcanoes, earthquake
epicenters and mountain

IV. PROCEDURES
A. Reviewing previous Begin with classroom
lesson or presenting the routines
new lesson a. Prayer
b. Reminder of the classroom
health and safety protocols
c. Checking of attendance and
cleanliness of the classroom
d. Quick “kumustahan”
Getting to Know You
”Straight From the Heart”
The teacher introduces herself
to the class.
On a ¼ sheet of paper, students
write three characteristics that
best describe them and share
each characteristic to a instructed to keep their cell
classmate. At the end, it is
expected that each student
shares his/her three best
characteristics to his/her three
classmates in the classroom.
NOTE: Clear instructions were
given by the teacher to the
students before the activity
proper.
Begin with classroom
routines
a. Prayer
b. Reminder of the classroom
health and safety protocols
c. Checking of attendance and
cleanliness of the classroom
Preparing materials to be used
in the Diagnostic Test
Giving last minute reminders
while taking the test including
demonstrating honesty and
proper behavior.
The students are also
phones and gadgets inside
their bags.
belts, Philippine Map, tags of
three different colors, world
map, CALABARZON map,
coloring materials
Approach: Collaborative
Approach
Strategy: Peer Teaching
Begin with classroom
routines
a. Prayer
b. Reminder of the classroom
health and safety protocols
c. Checking of attendance
and cleanliness of the
classroom
Integration Across Content
Knowledge -English G7
MELC
Identify the genre, purpose,
intended audience and
features of various viewed
texts such as movie clip,
trailer, newsflash, internet-
based program,
documentary, video
(EN7VC-I-d-6)
Ask the learners to watch
short clips about the
following:
a. active volcanoes
b. earthquake epicenters
c. mountain belts
What do you think is the
purpose of the watched short
clips?

Integration Within Content

Knowledge -Science G9
MELC
Describe the different types
of volcanoes and volcanic
eruption; Explain what
happens when volcanoes
erupt (S9ES -IIIb-28)

Complete this concept map

based on your previous
knowledge about active
volcanoes.

Integration Within Content

Knowledge -Science G8
MELC
Differentiate the
1. epicenter of an
earthquake from its focus;
2 intensity of an
earthquake from its
magnitude;
3 active and inactive faults
(S8ES-IIa-15)

B. Establishing a purpose The teacher asks:
for the lesson How do you find the activity?
Did you know something new
in your classmates?
C. Presenting examples/ The teacher also introduces her
instances of the new subject and starts a game
lesson where she asks questions
related to the past topics in
Science that students have
learned in their previous grade
level. Those who will be able to
answer her questions will be
given rewards.
NOTE: Clear instructions were
given by the teacher to the
students before the activity
proper.
Based on your G8’s lesson on
earthquake epicenter, draw
on the board what is likely to
happen in a place declared as
the epicenter of an
earthquake.
Have you heard of the news
about Sierra Madre
protecting us from a super
typhoon? What type of
landform is Sierra Madre?
The teacher explains the Integration of the
purpose of the Diagnostic Test Vocabulary Skills:
and emphasized its Based on the preliminary
importance in assessing the activities and guided by the
level of understanding of the teacher, the students define
students before the delivery of the following terms:
the lessons. a. active volcanoes
b. earthquake epicenters
c. mountain ranges
The teacher reads the The teacher presents a
instructions and general picture of the Pacific Ring of
directions in the exam. Fire. The teacher asks some
questions about Pacific Ring
The students must write their of Fire.
answers in capital letters and
avoid making erasures.
 The teacher emphasizes the
importance of studying and
connecting the past lessons to
the present ones strengthening
mastery.
D. Discussing new Orientation
concepts and practicing The teacher orients the
new skills #1 students about the class rules,
course outline, grading system
and subject requirements.
Conduct of Diagnostic Test COLLABORATIVE
APPROACH
LEARNING TASK 1
Integration Across Content
Knowledge -AP G8 MELC
Nasusuri ang katangiang
pisikal ng daigdig (AP8HSK-
Id-4)
Integration of positive and
non-violent discipline,
collaborative learning, and
differentiated instruction
At this moment students
group themselves as quietly
as possible and arrange their
chairs in small circles. Before
doing the activity, the
students are well instructed
and guided by the teacher of
what they are expected to do.
They have also different task
to perform in the group like
facilitator, secretary,
contributors, and presenters.
The teacher presents the map
of the world showing the
location of active volcanoes,
earthquake epicenters and
mountain belts.
Students work in groups to
study the world map and
mark the locations of active
volcanoes, earthquake
epicenters and mountain
belts using the materials that
she asked them to bring.
Students also answer the
guide questions given by the
teacher.
Questions:
1. Based on the map, list
down the places where you
can find the following;
a. volcanoes
b. earthquake epicenters
c. mountain ranges
2. How will you describe the
location of active volcanoes,
mountain ranges/folded
mountains, and earthquake
zones?
3. Explain why those places in
the map have active
volcanoes, earthquake
epicenters and mountain
ranges.
E. Discussing new Setting of Expectations
concepts and practicing “Oh My 3 G’s”
new skills #2 On strips of paper, students
write what they would like to
GAIN from the subject, GIVE for
the success of this academic
school year, and GROAN or
complain about the subject.
After five minutes, they will
post their strips of paper under
GAIN, GIVE and GROAN.
NOTE: Clear instructions were
given by the teacher to the
students before the activity
proper.
The teacher lets the students
pass their papers in an
organized manner after the
exam.
The students quietly and
properly check their
classmate’s paper, and write
the total score in the upper
right part of the answer sheet.
After the checking of papers,
students pass the answer
sheets alphabetically, boys’
papers separate from the
girls’.
LEARNING TASK 2
Still in their groupings,
students study the Philippine
map below.
Questions:
1. Do you know the location
of active volcanoes
in the Philippines?
2. Can you locate them in the
map?
3. Do these areas also
experience an earthquake?
4. Can you locate in the map
some provinces that
experiences an earthquake
recently?
5. Are they also near
mountains or mountain belts?
6. Can you locate some
mountains or mountain belts
in the Philippines?

F. Developing mastery Groupings “I… We Belong”
(Leads to Formative The teacher lets the students
Assessment 3) group themselves based on
their interests and skills.
Group 1-Singers
Group 2-Dancers
Group 3-Artists
Group 4-Writers
Group 5-Speakers
The students will also create
their group name and group
yell.
NOTE: Clear instructions were
given by the teacher to the
students before the activity
proper.
*Note: Use different colors of
tags for active volcanoes,
earthquake epicenters and
mountain belts.
The teacher asks the learners
to present their group output
in class and share their
answers in the guide
questions of their activity.
Utilization of HOTS
questions
Based on the information
discussed answer the
questions that follow:
1. In what places in the world
can you locate active
volcanoes, earthquake
epicenters and mountain
ranges distributed in the
world?
2. How are active volcanoes,
earthquake epicenters and
mountain ranges distributed
in the world?
3. How will you describe the
location of active volcanoes,
earthquake epicenters and
mountain ranges distributed
in the world?
4. How will you relate the
location of active volcanoes,
earthquake epicenters and
mountain ranges?
G. Finding practical Integration Across Content
applications of concepts Knowledge -AP G10 MELC
and skills in daily living Naisasagawa ang mga
angkop na hakbang ng
CBDRRM Plan
As a Filipino living in a
volcanic country, why is it
important to identify
locations or places with
active volcanoes, earthquake
belts and mountain ranges?
What preparations can you
make prior to the occurrence
of possible disasters?
Create an Emergency or
Evacuation Plan in
preparation of a possible
natural disaster.
H. Making generalizations At the end the teacher The teacher lets the students
and abstractions about emphasized value of pursuit to synthesize the important
the lesson scientific knowledge and skills concepts in the lesson.
coupled with hard work and
core values. Active volcanoes, earthquake
epicenters and mountain
ranges are concentrated in
narrow zones near bodies of
water, edges of the continents
and very seldom at the
middle of the continents.

In places where active

volcanoes are, there are also
earthquake epicenters and
mountain ranges. They are
located in the Pacific Ring of
Fire.

I. Evaluating learning
J. Additional activities for
application or
remediation
Our country is one of those
countries in the Pacific Ring
of Fire. This is the reason why
we experience volcanic
eruption, earthquakes and
mountain formations. As
Filipinos, we need to be
always prepared for any
natural disaster.
Diagnostic Test Peer Assessment Based on
the following Criteria
Content of Output-50%
Group Presentation-20%
Cooperation-20%
Visual Aid-10%
Total-100%
Integration Across Content
Knowledge -AP G3 MELC
Naipaliliwanag ang
kahulugan ng mga simbolo
na ginagamit sa mapa sa
tulong ng panuntunan (ei.
katubigan, kabundukan,
etc) (AP3LAR- Ia-1)
LEARNING TASK 3
The teacher asks the students
to draw a simple map of the
distribution of active
volcanoes, earthquake
epicenter and major
mountain belts in
CALABARZON on a short
bond paper and et them use
 these symbols in their map.

The teacher asks them also

to answer the following
questions:
1. How can you describe
the distribution and
location of active
volcanoes, mountain belts
and occurrence of
earthquakes in
CALABARZON?
2. Do you understand now
why our region is
experiencing earthquakes,
volcanic eruptions, and
mountain formations?
3. What do you think is its
implications to the
residents in
CALABARZON?
V. REMARKS

VI. REFLECTION
1. No. of learners who
earned 80% in the
evaluation
2. No. of learners who
require additional
activities for remediation
who scored below 80%
3. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson
4. No. of learners who
continue to require
remediation
5. Which of my teaching
strategies worked well?
Why did these work?
6. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
7. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Checked/Noted:

BEATRIZ G. TALACTAC RENALITA S. TAPAWAN

Master Teacher I Head Teacher II