School NORTH FAIRVIEW HIGH SCHOOL
Teacher JOANNA MARIE N. CABALAR
Teaching Date
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
Resources (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Review Previous lesson or
presenting
the new lesson ELICIT
B. Establishing a purpose for the
lesson ELICIT
C. Discussing new concept and
practicing new skills #1 ENGAGE
D. Discussing new concepts and
practicing new skills #2 EXPLORE
E. Developing Mastery (leads to
formative assessment 3) EXPLAIN
F. Finding practical applications of
concepts and skills in daily living
EXTEND
G. Making generalizations and
abstractions about the lesson
ELABORATE
H. Evaluating learning EVALUATE
I. Additional activities for applications
and remediation EXTEND
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
Grade level 10
Learning Area EARTH AND SPACE
SEPTEMBER 11, 2023 Quarter 1ST QUARTER
MONDAY
The Learners demonstrate an understanding of:
● the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges
The learners should be able to:
1. demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic
eruptions
2. suggest ways by which he/she can contribute to government efforts in reducing damage due to
earthquakes, tsunamis, and volcanic eruptions
The learners should be able to:
● S10ES –Ia-j-36.1.1
Given the necessary materials, 80% of the students should be able to:
1. Describe how scientists use different kinds of evidence to form theories.
2. Explain the theory of continental movement and plate tectonics.
3. Reconstruct the position of large islands and continents as they appeared 220 million years
ago.
PLATE TECTONIC PUZZLE
TG pp. 11
LM pp11-12
Science Worktext
Ask students if they have ever wondered how continents and islands were positioned millions of
years ago.
Encourage students to think about the evidence scientists use to understand the movement of
continents.
1.Present a puzzle activity where students have to match the current continents with their possible
positions 220 million years ago.
2. Conduct a class discussion on famous landforms or geological features and ask students to
speculate on how they formed.
Activity 1: Reconstruction Map
Materials: World map, colored pencils, Science Worktext
Instructions: Provide students with a world map and ask them to reconstruct the positions of large
islands and continents as they appeared 220 million years ago. They can use colored pencils to
mark their predictions. Students should refer to the reference materials to support their decisions.
Rubric:
- Accuracy of reconstruction: 10 points
- Use of evidence to support predictions: 5 points
What evidence did you consider while making your predictions?
The teacher explains the theory of continental movement and plate tectonics using visuals,
diagrams, and real-life examples.
Group Discussion: Students discuss the impact of plate tectonics on the Earth's geological
features and natural disasters, relating it to their previous activities.
How does this distribution of volcanic rocks support the theory of continental movement?
Rubric: Assess students' participation and engagement during group activities, such as the
reconstruction map, timeline creation, and evidence analysis.
Jasper Iolite Onyx Aquamarine Emerald
 B. No of learners who require Jasper Iolite Onyx Aquamarine Emerald
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 Pointers why it worked well:
work well? Why did these work? 1. ____________________ 2. ____________________ 3. ____________________
Why it did not work well:
1. ____________________ 2. ____________________ 3. ____________________
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovations or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted by:

________________ ______________________ _____________________ _________________________
Joanna Marie N.Cabalar Noemi B. Salacsacan Michael A. Nazareth, EdD Launcelot T.Lauigan, EdD
T-III MT-1 HT VI, Science Dept. Principal IV

School NORTH FAIRVIEW HIGH SCHOOL Grade level 10

 Teacher
Teaching Date
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
Resources (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Review Previous lesson or
presenting
the new lesson ELICIT
B. Establishing a purpose for the
lesson ELICIT
C. Discussing new concept and
practicing new skills #1 ENGAGE
D. Discussing new concepts and
practicing new skills #2 EXPLORE
E. Developing Mastery (leads to
formative assessment 3) EXPLAIN
F. Finding practical applications of
concepts and skills in daily living
EXTEND
G. Making generalizations and
abstractions about the lesson
ELABORATE
H. Evaluating learning EVALUATE
I. Additional activities for applications
and remediation EXTEND
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
JOANNA MARIE N. CABALAR Learning Area EARTH AND SPACE
SEPTEMBER 13, 2023 Quarter 1ST QUARTER
WEDNESDAY
The Learners demonstrate an understanding of:
● the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges
The learners should be able to:
1. demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic
eruptions
2. suggest ways by which he/she can contribute to government efforts in reducing damage due to
earthquakes, tsunamis, and volcanic eruptions
The learners should be able to:
● S10ES –Ia-j-36.1.1
Given the necessary materials, 80% of the students should be able to:
1. Describe the earthquake epicenter using the triangulation method,
2. Compute the distance of the epicenter using the triangulation method and
3. Recognize the importance of knowing the epicenter of an earthquake using the
triangulation method.
TRIANGULATION METHOD (Continuation)
TG pp. 8
LM pp8-9
---
---
Online resources:
https://www.youtube.com/watch?v=1UNqxuT9mqA
The center of the movement
of plates is known as
Epicenter.
Epicenter is on the surface.
What do you call if it is
beneath the ground?
Answer: (FOCUS)
Question: How do we locate
the epicenter of an
Earthquake?
Show a video clip of a volcanic eruption and ask students to describe what they observe.
Present a set of images showing different landforms (mountains, trenches, etc.) and ask students
to discuss how they might be related.
See attached file
See attached file
Post Activity:
Let the students explain their work.
Checking and discussion.
Recognize the importance of knowing the epicenter of an earthquake using the
triangulation method.
Why is it important to know the earthquake epicenter?
Students’ output in this activity.
For instructions on how to perform triangulation method you may visit this website:
https://www. youtube.com/watch?v=oBS7BKqHRhs
Jasper Iolite Onyx Aquamarine Emerald
 B. No of learners who require Jasper Iolite Onyx Aquamarine Emerald
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 Pointers why it worked well:
work well? Why did these work? 1. ____________________ 2. ____________________ 3. ____________________
Why it did not work well:
1. ____________________ 2. ____________________ 3. ____________________
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovations or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted by:

________________ ______________________ _____________________ _________________________
Joanna Marie N.Cabalar Noemi B. Salacsacan Michael A. Nazareth, EdD Launcelot T.Lauigan, EdD
T-III MT-1 HT VI, Science Dept. Principal IV
 School NORTH FAIRVIEW HIGH SCHOOL Grade level 10
Teacher JOANNA MARIE N.CABALAR Learning Area EARTH AND SPACE
Teaching Date SEPTEMBER 12,2023 Quarter 1ST QUARTER

I. OBJECTIVES TUESDAY
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 should be able to:
Standards 1. demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic
eruptions; and
2. suggest ways by which he/she can contribute to government efforts in reducing damage due to
earthquakes, tsunamis, and volcanic eruptions.
C. Learning The learners should be able to: S10ES –Ia-j-36.1.1
competencies/ Given the necessary materials, 80% of the students should be able to:
Objectives Write the 1. Describe the earthquake epicenter using the triangulation method,
LC code for each 2.Compute the distance of the epicenter using the triangulation method and
3. Recognize the importance of knowing the epicenter of an earthquake using the
triangulation method.
II. CONTENT TRIANGULATION METHOD
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide TG pp. 8
pages
2. Learner’s LM pp8-9
Materials pages
3. Textbook pages ---
4. Additional Materials from ---
Learning Resources (LR) portal
B. Other Learning Online resources:
Resources https://www.youtube.com/watch?v=1UNqxuT9mqA
IV. PROCEDURES
A. Review Previous lesson or The center of the movement of
presenting plates is known as Epicenter.
the new lesson ELICIT Epicenter is on the surface.
What do you call if it is
beneath the ground?
Answer: (FOCUS)

Question: How do we locate

the epicenter of an
Earthquake?

B. Establishing a purpose for the
lesson ELICIT
C. Discussing new concept and
practicing new skills #1 ENGAGE
Show a video clip of a volcanic eruption and ask students to describe what they observe.
Present a set of images showing different landforms (mountains, trenches, etc.) and ask students to
discuss how they might be related.
See attached file

D. Discussing new concepts and See attached file

practicing new skills #2
EXPLORE

E. Developing Mastery (leads to Post Activity:

formative assessment 3) Let the students explain their work.
EXPLAIN Checking and discussion.

F. Finding practical applications of Recognize the importance of knowing the epicenter of an earthquake using the triangulation
concepts and skills in daily living method.
EXTEND
G. Making generalizations and
abstractions about the lesson Why is it important to know the earthquake epicenter?
ELABORATE
 H. Evaluating learning EVALUATE Students’ output in this activity.
I. Additional activities for For instructions on how to perform triangulation method you may visit this website:
applications and remediation https://www. youtube.com/watch?v=oBS7BKqHRhs
EXTEND
V. REMARKS
VI. REFLECTION
A. No. of learners who earned Jasper Iolite Onyx Aquamarine Emerald
80% in the evaluation
B. No of learners who require Jasper Iolite Onyx Aquamarine Emerald
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 Pointers why it worked well:
strategies work well? Why did 1. ____________________ 2. ____________________ 3. ____________________
these work? Why it did not work well:
1. ____________________ 2. ____________________ 3. ____________________
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovations or localized
materials did I use/discover
which I wish to share with other
teachers?

Prepared by: Checked by: Noted by:

________________ ______________________ _____________________ _________________________
Joanna Marie N.Cabalar Noemi B. Salacsacan Michael A. Nazareth, EdD Launcelot T.Lauigan, EdD
T-III MT-1 HT VI, Science Dept. Principal IV

School NORTH FAIRVIEW HIGH SCHOOL Grade level 10

Teacher JOANNA MARIE N.CABALAR Learning Area EARTH AND SPACE
 Teaching Date SEPTEMBER 14,2023 Quarter 1ST QUARTER

I. OBJECTIVES THURSDAY
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 should be able to:
Standards 3. demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic
eruptions; and
4. suggest ways by which he/she can contribute to government efforts in reducing damage due to
earthquakes, tsunamis, and volcanic eruptions.
C. Learning The learners should be able to:
competencies/ ● S10ES –Ia-j-36.2
Objectives Write the Given the necessary materials, 80% of the students should be able to:
LC code for each 1. Describe the movement of the different types of plate boundaries;
2. Watch the video lesson assigned in the group chat; and
3. Recognize the importance of knowing the different types of plate boundaries
II. CONTENT Types of Plate boundaries
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide TG pp. 15
pages
2. Learner’s LM pp. 18-20
Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR) portal
B. Other Learning Link: https://youtu.be/-eeM1Qw2PGo
Resources
IV. PROCEDURES
A. Review Previous lesson or Ask: Why is the lithosphere divided into several plates? / What are the bases in dividing the
presenting lithosphere into plates?
the new lesson ELICIT

B. Establishing a purpose for the
lesson ELICIT
C. Discussing new concept and
practicing new skills #1 ENGAGE
D. Discussing new concepts and
practicing new skills #2
EXPLORE
Presenting the objectives for today’s lesson
1. Identify the movement and type of stress of the different types of plate boundaries;
2. Illustrate the movement of the different types of plate boundaries; and
3. Recognize the importance of knowing the different types of plate boundaries.
1. What can you see in this map? (aside from the plates) ARROW
2. What do you think the arrows in this map represent?
MOVEMENT
3. Will you describe the directions/movement of the arrows?
The direction of plate movements has something to do with the types of
plate boundaries.
Describe the movement of the following plates.

If the plates are continuously moving, what do you think will happen to the rocks?

E. Developing Mastery (leads to Types of plate Convergent Divergent Transform

formative assessment 3) Boundaries Plate Plate Fault
EXPLAIN Boundary Boundary Boundary
Illustration
Movement
Stress

F. Finding practical applications of
concepts and skills in daily living
EXTEND
G. Making generalizations and
abstractions about the lesson
ELABORATE
H. Evaluating learning EVALUATE
I. Additional activities for
applications and remediation
EXTEND
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 work well? Why did
these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovations or localized
materials did I use/discover
which I wish to share with other
teachers?
Identify the illustration and movement of each plate boundaries.
What are the advantages (positive effect) and disadvantages (negative effect) of stress on rocks?
Using the map, give the movement, Types of Plate Boundaries and
Type of stress on rocks.
1. Philippine Plate and Eurasian Plate.
2. Antarctic and Pacific Plate
3. North American and Eurasian Plate
4. Arabian and African Plate
5. North American and Pacific Plate
6. Indian Plate and Eurasian Plate
7. Eurasian Plate and Philippine Plate
1. The relative motion of the plates at the transform fault boundary is (moving away, sliding past)
each other.
2. The relative motion of the plates at the divergent boundary is moving (away, toward) each
other.
3. The relative motion of the plates at the convergent boundary is moving (away, toward) each
other.
4. The longest submarine mountain range in the world is ___________________
5. The plates involved in the creation of the Philippine archipelago are ____________ and
Philippine Plate.
6. The deepest trench in the world ___________________
7. The stress that pushes rocks together is called ______________________
8. The stress/force that pulls rock apart in opposite direction _______________
The stress/force that cause the rock to SLIDE PAST_____________
Assignment:
Type a “hugot line”
In relation to Convergent, Divergent, and Transform
Ex.
Pinag tagpo tayo (Convergent), nag ka roon tayo ng ups and down (Transform) pero in the end, nag
hilaway din tayo. (Divergent)
Jasper Iolite Onyx Aquamarine Emerald
Jasper Iolite Onyx Aquamarine Emerald
Pointers why it worked well:
1. ____________________ 2. ____________________ 3. ____________________
Why it did not work well:
1. ____________________ 2. ____________________ 3. ____________________
Prepared by: Checked by: Noted by:
________________ ______________________ _____________________ _________________________
Joanna Marie N.Cabalar Noemi B. Salacsacan Michael A. Nazareth, EdD Launcelot T.Lauigan, EdD
T-III MT-1 HT VI, Science Dept. Principal IV

School NORTH FAIRVIEW HIGH SCHOOL Grade level 10

Teacher JOANNA MARIE N.CABALAR Learning Area EARTH AND SPACE
Teaching Date SEPTEMBER 15,2023 Quarter 1ST QUARTER

I. OBJECTIVES FRIDAY
A. Content Standards The Learners demonstrate an understanding of:
● the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges.
B. Performance 1. Demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic
Standards eruptions.
2. Suggest ways by which he/she can contribute to government efforts in reducing damage due to
earthquakes, tsunamis, and volcanic eruptions.
C. Learning The learners should be able to:
competencies/ ● Describe the different types of plate boundaries. (S10ES – Ia-j-36.2)
Objectives Given the necessary materials, 80% of the students should be able to:
Write the 1.describe the movement of the different types of plate boundaries by performing the activities given,
LC code for each. 2. identify the geologic features formed or seen in each type of plate boundary, and
3. recognize the importance of unity, collaboration, and cooperation in a group work.
II. CONTENT TYPES OF PLATE BOUNDARIES (Activity Performance)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages TG pp. 10-11
2. Learner’s Materials pages LM pp.11-13
3. Textbook pages EARTH SCIENCE (2022 Edition) by Chastine M. Gonzales-Cardenas pp.23-30
4. Additional Materials from Material from Learning Resource (LR) portal
Learning Resources (LR) Tectonic Boundaries
portal
B. Other Learning Resources Online resources:
-https://www.youtube.com/watch?v=CAzx6IKWV3c
- www.discoveryeducation.com
- SoftSchools.com
- www.brighthubeducation.com
- www.proprofs.com
IV. PROCEDURES
A. Review Previous lesson or Ask
presenting the new lesson What are the three types of plate boundaries? Describe their movement.
ELICIT Cite the stress that makes each plate boundary move.

B. Establishing a purpose for The objectives for today’s lesson.

the lesson ELICIT 1.describe the movement of the different types of plate boundaries,
2.identify the geologic features formed or seen in each type of plate boundary,
3.perform activities 3 and 4, and
4.recognize the importance of unity, collaboration, and cooperation in a group work.

What geologic features could be seen in each boundary?

C. Discussing new concept
and practicing new skills #1
ENGAGE
D. Discussing new concepts
and practicing new skills #2
EXPLORE
E. Developing Mastery (leads
to formative assessment 3)
EXPLAIN
Perform the activities entitled, Types of Plate Boundaries and Name the Plates
I. Pre –activity Discussion
A. Discuss the rubric to be used in the activity
B. The objectives of the activity
C. Unlocking of difficulties
-Procedure
-Terminologies
II. Activity Proper: The students will perform the activity.
III. Post-activity discussion:
- Processing the output of the activity
- Checking the written output
 F. Finding practical
applications of concepts and
skills in daily living EXTEND
G. Making generalizations and
abstractions about the
lesson ELABORATE
H. Evaluating learning
EVALUATE
I. Additional activities for
applications and remediation
EXTEND
Ask
1. What are the three types of plate boundaries? Describe their movement?
2. What are the geologic features formed or seen in each type of plate boundary?
What is the importance of knowing the different types of plate boundaries?
What have you learned from the activity today?
Written output of the activity
Finalize your work at home and be prepared for the post activity discussion.

V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No of learners who require Jasper Iolite Onyx Aquamarine Emerald
additional activities for
remediation
C. Did the remedial lessons
work? No of learners who have Jasper Iolite Onyx Aquamarine Emerald
caught up with the lesson
D. No. of learners who
continue to require remediation
E. Which of my teaching Pointers why it worked well:
strategies work well? Why did 1. ____________________ 2. ____________________ 3. ____________________
these work? Why it did not work well:
1. ____________________ 2. ____________________ 3. ____________________
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovations or
localized materials did I
use/discover which I wish to
share with other teachers?

Prepared by: Checked by: Noted by:

________________ ______________________ _____________________ _________________________
Joanna Marie N.Cabalar Noemi B. Salacsacan Michael A. Nazareth, EdD Launcelot T.Lauigan, EdD
T-III MT-1 HT VI, Science Dept. Principal IV