DETAILED LESSON PLAN IN
SCIENCE
GRADE LEVEL
GRADE 10
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
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
QUARTER WEEK & DAY NO. Topic
ST
1 QUARTER WEEK 1 DAY 1-2
The learners demonstrate an understanding of:
The learners demonstrate an understanding of the relationship among the
locations of volcanoes, earthquake epicenters and mountain ranges.
The learners shall be able to demonstrate ways to ensure disaster preparedness
during earthquakes, tsunamis and volcanic eruptions
The learners should be able to describe the distribution of active volcanoes,
earthquake epicenters and major mountain belts - S10ES-Ia-j-36.1
1. Describe an earthquake.
2. U Determine the epicenter of a hypothetical earthquake using
triangulation method.
D Infer the importance of determining the epicenter of an earthquake in
studying plate tectonics.
Distribution of earthquake epicenters, active volcanoes and major mountain
belts.
Science 10 Teacher’s Guide pp. 6-9
Science- Grade 10 Learner’s module pp. 6-10
Cohen, Michael R., et.al, Discover Science, Scott Foresman and Company
Editorial Services: Glenview, Illinois, 1993. https://tinyurl.com/Triangulation-
Method-Tutorial
http://pubs.usgs.gov
http://earthquake.usgs.gov https://tinyurl.com/Tsunami-Warning-System-
Distanc https://www-livescience-com.cdn.amproject.org
https:// tinyurl.com/largest-continent-in-the-world
https://worldpopulationreview.com/continents/
The learners demonstrate an understanding of:
The learners demonstrate an understanding of the relationship among the
locations of volcanoes, earthquake epicenters and mountain ranges.
The teacher will show a mind map to the learners and ask: What comes into
your mind when you hear the word tectonics or plate tectonics? Write your
guesses on the map projected/posted on the board.
►Teachers brief introductory discussions:
Plate tectonics has something to do with the earth’s lithosphere which consists
of crust and the upper mantle. The crust has two types: the continental crust
and the oceanic crust (show a figure showing the kinds of crust to the learners).
The continental crust is thicker but less dense than oceanic crust. Because of

B. Establishing a purpose for
the lesson
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts
and practicing new skills #1
this, continental crust floats higher than the oceanic crust. The lithosphere is
divided into several segments called plates and is said to be in constant but slow
motion which they called tectonics. Thus, plate tectonics means a moving
lithospheric plates.
►Teacher will show a map of the plate boundaries through a power point
presentation. Then, ask the learners the following questions indicated in the
box below.
►Teacher will say:
1. The next activities in this module will help you answer the question
previously posted. But, before we study more about plate tectonics,
let’s discuss first one of the consequences of moving crustal plates
which is crucial in studying plate tectonics: earthquake
2. Let the learners describe earthquake and recall the types of seismic
waves but focus on the body waves. They must recall also that Primary
waves travel faster than Secondary waves. Show to them a graphic
organizer through a PowerPoint Presentation and let them paste the
metacards on the blank boxes in the graphic organizer.
3. Explain to them, that because of this difference in velocity, the distance
of epicenter from the recording station can be determined.
●Let the learners perform the Activity 1: Find the Center-Part A and B
●Give/present the rubric (see attached rubric)

E. Discussing new concepts
and practicing new skills #2
●Explain the procedure, check on the groups from time to time if all group
members are actively doing the task and remind them about some rules in doing
the activity esp. on CLAYGO RULE. Let them do the task in 20 minutes.
●Activity Proper (see attached Activity sheets)
Activity 1 “Find the Center-Part A”
Note: This is Part A of the activity in which learners will develop their math skills by doing
computations. Their computed values will be used later in Part B of this activity.
What to do:
1. Study the data in the table below showing the difference in the arrival
time of P-wave and S-wave on three seismic recording stations.
2. Compute the distance of the epicenter from each of the stations using
this formula:
d= Td x 100km
8 seconds
Where:
d=distance (km)
Td=time difference in the arrival time of P-wave and S-wave (seconds)
Note: This formula is suited because 8 seconds is the interval between the times of
arrival of the P-wave and S-wave at a distance of 100 km.
3. When you have already computed the distance in kilometers (km),
convert it into centimeters using the given scale (1.5 cm: 200 km). Use the
method below for your computation.
d in km x 1.5/200km
4. Fill in the table below with your computed values as required in the
appropriate column.
Guide Questions:
Q1. Which recording station is the farthest from the epicenter of the
hypothetical earthquake?
Q2. Which recording station is the nearest from the epicenter of the
hypothetical earthquake?
Q3. Why is there a need to convert the unit of the computed distance in
kilometers into centimeters?
Activity 1 “Find the Center-Part B”
Note: This is Part B of the activity in which learners will develop their measuring
skills by doing triangulation method using the computed values in Part A.
What to do:
5. Choose one of the recording stations and measure the computed
distance on the map scale (the scale of the map in Figure 3 is 1.5 cm:
200 km). Set your compass for that computed distance.

F. Developing mastery (leads to
Formative Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
6. Center your compass on the station you have chosen. Draw a circle.
7. Repeat steps 5 and 6 for the rest of the stations. You should get three
circles that intersect or nearly intersect at a point. This intersection is
the epicenter.
Guide Questions:
Q4. Where is the epicenter of this hypothetical earthquake?
Q5. What difficulty will you encounter if you have data from two recording
stations?
Q6. What is the distance of the epicenter from the seismic station?
Q7. What do you think is the importance of determining the epicenter of an
earthquake?
“ Presentation of Group Output”
●Each group will choose a reporter to present their collaborative output in
front.
●The T will allow learners to interact after the reporting.
●The T will polish students’ ideas based on the following guide questions:
Part A
1. Which recording station is the farthest from the epicenter of the
hypothetical earthquake?
2. Which recording station is the nearest from the epicenter of the
hypothetical earthquake?
3. Why is there a need to convert the unit of the computed distance in
kilometers into centimeters?
Part B
4. Where is the epicenter of the hypothetical earthquake?
5. What difficulty will you encounter if you only have data from two
recording stations?
6. What is the distance of the epicenter from the seismic station?
7. What do you think is the importance of determining the epicenter of an
earthquake?
Teacher will discuss in-depth ideas/key concepts
Then, the teacher will pose again this question to the learners: What do you
think is the importance of determining the epicenter of an earthquake?
►Locating earthquake epicenters will pinpoint which fault lines are active.
Usually less active fault line stores great amount of potential energy that could
cause major earthquake once released. Therefore, places near fault lines that
remain inactive for a long period of time are due to experience a major
earthquake.
I. Sequencing Events Directions. Arrange the following events in correct
sequence in locating the earthquake epicenter using triangulation method. Use
numbers 1 to 4. Write your answer in a ¼ sheet of paper. Do it in 5 minutes.
 ____ Determine the difference in the arrival time of S and P waves recorded
from each of the seismological stations.
____ Use the triangulation method to locate the center.
____ Obtain the data from three different seismological stations
____ Determine the distance of the epicenter from the station

II. Essay ( See attached rubric)

J. Additional activities for
application or remediation
1. What do you think is the importance of locating the epicenter of an
earthquake? Explain briefly.
Teacher leads learners to connect the concept to different contexts or transfer
new learning by asking the students the following questions: 1. How could one’s
knowledge about the location of an earthquake epicenter be crucial in today’s
world? Why?

V. REMARKS
VI. REFLECTION
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 these 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: Louie Jan H. Sarno