1ST Quarter - dlp in science 10

Bachelor of Science in Civil Engineering (Misamis University)

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School Grade Level 10
DAILY LESSON LOG Teacher Learning Area SCIENCE
Teaching Dates and Time Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The Learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges

B. Performance Standard The Learners shall be able to demonstrate ways to ensure disaster preparedness during earthquake, tsunamis, and volcanic eruptions.
C. Learning Competency/Objectives Answer the following test Locate the epicenter of an Describe the distribution of active volcanoes, Explain the process that occur
items honestly and truthfully earthquake using the earthquake epicenters, and major mountain belts. along convergent boundaries
triangulation method
S9ES-Ia-j-36.1 S9ES-Ia-j-36.1 S9ES-Ia-j-36.2 S9ES-Ia-j-36.3
II. CONTENT Unit 1, Module 1 Plate Epicenter Plate Boundaries Continental Plate &
Tectonics Oceanic Plate
III. LEARNING RESOURCES
A.
References
1.
Teacher’s Guide pages pp. 3-6 pp. 7-9 pp. 10-11 pp. 12-13
2.
Learner’s Materials pages pp. 3-8 pp. 8-10 pp. 11-15 pp. 16-17
3.
Textbook pages
4.
Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Pictures of plate tectonics Manila paper, pentel pen
IV. PROCEDURES
A. Reviewing previous lesson or Recall the concept learned What are the different What is a triangulation Posting of manila paper on What are the different types
presenting the new lesson from G9 about active and types of seismic waves method and how to perform the board of Plate Boundaries?
inactive volcanoes. ( P & S waves ) it?
B. Establishing a purpose for the Show pictures about plate Ask students of the Let the students watch the
lesson tectonics different earthquake that video
occurs in the country Discuss briefly the “west https://www.youtube.com/
valley fault system” watch?v=1-HwPR_4mP4
C. Presenting examples/Instances of Give Pre-Assessment in Group the students into 5 creatively! Call students to present Post the picture of the
the new lesson the form of K-W-L strategy and give an instruction on their output Cross-sectional diagram of
http://www.nea.org/tools/k-w- how to perform the converging continental and
l-know-want-to-know- activity. oceanic plates
learned.html

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D. Discussing new concepts and Group the class into 5 and Discuss and analyze their Let the students answer
practicing new skills # 1 answer the Pre- Assessment Perform Activity #1: “Find Perform Activity #2: the guide questions in
work if they properly
E. Discussing new concepts and items 1-10 in a manila paper the Center” “Lets Mark the Activity #3: Head-On
practicing new skills # 2 Boundaries” follow the procedures Collision, Part A
F. Developing mastery Present the output by Call a representative per then check later on. Check the answer in the guide
group by posting their group to present their work questions
work on the board in front of their
classmate
G. Finding practical application of What are you going to do The teacher will roam - What are you going to do What are the common
concepts and skills in daily living if earthquake occurs in if your house is located near landforms near a bodies of
your place? to an active volcano? water?
H. Making generalizations and What do you think is the around to ensure that What do you think is the Discuss Converging Oceanic
abstractions about the lesson importance of determining basis of scientists in Crust Leading Plate and
the epicenter of an dividing Earth’s lithosphere Continental Crust Leading
earthquake? the students are doing into several Plate
plates?
I. Evaluating learning Check the pre- assessment Give 5 true or false questions. Give 5 multiple test questions Give 5 identification type of
made through K-W-L the activity well. test
strategy
J. Additional activities for application or Discuss the introduction of Give reflection on the Discuss the different types
remediation Plate Tectonics earthquake happened in of Plate Boundaries
loboc, bohol province
V. REMARKS Check and discuss the
activity on the next
meeting
VI. REFLECTION
No. of learners who earned 80% in the evaluation
A. No. of learners who require additional activities for remediation who scored below 80%
B. Did the remedial lessons work? No. of learners who have caught up with the lesson
C. No. of learners who continue to require remediation
D. Which of my teaching strategies worked well? Why did these work?
E. What difficulties did I encounter which my principal or supervisor can help me solve?
F. What innovation or localized materials did I use/discover which I wish to share with other teachers?

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School Grade Level 10
DAILY LESSON LOG Teacher Learning Area SCIENCE
Teaching Dates and Time Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The Learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges

B. Performance Standard The Learners shall be able to demonstrate ways to ensure disaster preparedness during earthquake, tsunamis, and volcanic eruptions.
C. Learning Competency/Objectives Explain the processes occur along a convergent
boundaries.
Determine the consequences of colliding plates
S9ES-Ia-j-36.3 S9ES-Ia-j-36.3
II. CONTENT Convergence of Two Two Continental Plates
Oceanic Plates Converging
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 14-15 pp. 15-16
2. Learner’s Materials pages pp. 18-22 pp. 23-24
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or Recall the process of Recall the Convergence of
presenting the new lesson subduction Two Oceanic Plates
B. Establishing a purpose for the lesson Post a picture of a tsunami Posting of pictures of
and ask a series of questions different mountains in the
about it. world
C. Presenting examples/Instances of the Posting of Figure 11: Ask the students to arrange
new lesson Cross-sectional diagram the pictures from highest to
of converging oceanic lowest
plates elevation.
D. Discussing new concepts and
practicing new skills # 1

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E. Discussing new concepts and practicing Perform activity #3: Part Perfom activity #3 Part C:
new skills # 2 B: Convergence of Two Two Continental Plates
Oceanic Plates Converging
F. Developing mastery Discuss the Formation of Why most of the
Philippine Archipelago mountains are tall?
G. Finding practical application of What is the cause of the What is the benefit of
concepts and skills in daily living formation of Himalayan having a mountain near your
mountain range? place?
H. Making generalizations and Discuss the process in
abstractions about the lesson converging plates.
I. Evaluating learning Give 5 multiple type of test Check the Guide questions
in the activity.
J. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION
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 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?

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DAILY LESSON School Grade Level 10
LOG Teacher Learning Area Science
Teaching Dates and Time Quarter First Quarter
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard The learners shall demonstrate an understanding of:
The relationship among the location of volcanoes, earthquake, epicenters and mountain ranges.
B. Performance Standard The learners shall be able to:
1. Demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis and volcanic eruption.
2. Suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis
and volcanic eruptions.
C. Learning Competency/Objectives S9ES-Ia-j-36.6
Realize the importance of Simulate and describe Calculate the rate of Realize the importance of Design a scheme to
the continental drift theory the seafloor spreading seafloor spreading using the creation of convection inform local folks
as line of evidences that process. magnetic clues. current underneath the about the
support plate tectonics. earth. possibilities of
earthquakes,
tsunamis and other
geologic
activities.
II. CONTENT UNIT I: Earth and Space UNIT I: Earth and Space UNIT I: Earth and Space UNIT I: Earth and Space UNIT I: Earth and
MODULE 2: The Earth’s MODULE 2: The Earth’s MODULE 2: The Earth’s MODULE 2: The Earth’s Space
Interior Interior Interior Interior MODULE 2: The
TOPIC: Line of Evidences TOPIC: Line of Evidences TOPIC: Line of Evidences TOPIC: Line of Evidences Earth’s Interior
that Support Plate that Support Plate that Support Plate that Support Plate TOPIC: Line of
Tectonics SUBTOPIC: Tectonics SUBTOPIC: Tectonics SUBTOPIC: Tectonics SUBTOPIC: Evidences that
Continental Drift Theory Seafloor Spreading Rate of Seafloor Spreading Convection Current Support Plate
Tectonics
SUBTOPIC:
Performance
Task; Information
Campaign
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 37 - 40 pp. 40 - 41 pp. 41 - 42 pp. 42 - 43 pp. 43 - 49

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2. Learner’s Materials pages pp. 53 - 61 pp. 61 - 68 pp. 64 - 69 pp. 69 - 72 pp. 73 - 76
3. Textbook pages
4. Additional Materials from Learning
Resource (LR)portal
B. Other Learning Resource

IV. PROCEDURES
A. Reviewing previous lesson or Review the continental Recall the continental How does seafloor Let the student do the Recall the
presenting the new lesson drift theory using drift theory by letting the spreading? Let the board work in how to performance task
questions in ICT format. student present their learner explain their calculate distance a given at the start
(5 minutes) poster in the class. output about information continent moves. of the first quarter
ICT Integration (10 minutes) campaign made through (5 minutes) in Learner’s
Integrative post card. Integrative Material p. 73 and
(10 minutes) to be presented at
Integrative the end of the
quarter today.
(3 minutes)
B. Establishing a purpose for the Show world map how Let the student observe Perform the activity Demonstrate a simple The performance
lesson continental drift theory the map of Mid-Atlantic entitled “Island Hopping” experiment of heating oil task must be set
can be related as line of Ridge and ask how mid- and answer the guide with colored brown chalk and rated
evidences that support ocean ridges relative to question. form as a mountain in according to
plate tectonics. the continental drift (10 minutes) the beaker. Let the details and
(3 minutes) theory. Constructivism and student observe. information,
Integrative (3 minutes) Collaborative (5 minutes) methods of
Integrative Integrative presentation/
dissemination,
techniques,
accuracy, and
feedback/result.
(2 minutes)
C. Presenting examples/Instances of How Alfred Wegener How evidences that How can you relate the How can you relate the Preparation of
the new lesson who proposed the support seafloor rate of travel you gone in demonstrated activity in each group for
continental drift theory spreading theory an island in the distance plate tectonics? their presentation.
does supported his claim contradict the a continent moves for (5 minutes) (5 minutes)
for his evidences? continental drift theory? every year? Inquiry-based
(2 minutes) (2 minutes) (5 minutes)
Inquiry-based Inquiry-based Inquiry-based

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D. Discussing new concepts and Perform activity entitled Let the learners perform and Perform Activity 6 “How Let the learners conduct Presentation of
practicing new skills # 1 “Evidently Continental?” present their work in fast does it go!” in the Activity 7 “Push me up their output in the
using cluster diagram. Let Activity 5 “Split and Learner’s Material p. 68 – and aside!” in Learner’s class.
the learners present their Separate!” in Learner’s 69 and let the students Material p. 70 – 71 and let (30 minutes, 7-8
output. Material p. 66 – 67. present their output. the students present their minutes for each
(20 minutes) (20 minutes) (15 minutes) realization in their output. group)
Constructivism and Constructivism and Constructivism and (20 minutes) Constructivism
Collaborative Collaborative Collaborative Constructivism and and Collaborative
Collaborative

E. Discussing new concepts and practicing

new skills # 2
F. Developing mastery Answer the guide Answer the guide questions Answer the guide questions Answer the guide questions
question in the activity. (5 Q22 - Q27 of the activity in Q28 - Q29 of the activity in Q30 – Q33 of the activity in
minutes) Learner’s Material p. 67. Learner’s Material p. 69. Learner’s Material p. 69.
Inquiry-based (5 minutes) (5 minutes) (5 minutes)
Inquiry-based Inquiry-based Inquiry-based

G. Finding practical application of How would you think the Why does rocks used as How far do the Philippine How convection current How can we help
concepts and skills in daily living difference of the land an indication that seafloor plate in China after 100 occur? locality to give
formation of your is spreading? (5 minutes) million years? (5 minutes) (5 minutes) informative
hometown 10 years ago, Inquiry-based Inquiry-based Inquiry-based materials about the
wasn’t it the same? ways to mitigate the
What probably the cause of effects of tectonic
this changes? activities-related
(5 minutes) disaster?
Inquiry-based (5 minutes)
Inquiry-based

H. Making generalizations and How can you explain the How can you describe How can you calculate the Why the creation of How did you design
abstractions about the lesson earth’s mechanism in the the seafloor spreading rate of seafloor spreading convection current the scheme to
continental drift theory as process? using magnetic clues? underneath the earth does inform local folks
line of evidences that (5 minutes) (5 minutes) important to realize? about the
support plate tectonics? Inquiry-based Inquiry-based (5 minutes) possibilities of
(5 minutes) Inquiry-based earthquakes,
Inquiry-based tsunamis and
other geologic
activities?

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(5 minutes)
Inquiry-based
I. Evaluating learning Ask the learners to make a Let the learners make post Ask the students to create Let the student write a Answer the
poster showing information card that will inform local their assigned continent letter addressed to our Summative
of the risk caused by folks about the relative and calculate how far does government official about Assessment in
geologic activities in the impact of geological it go after 100 million that it is impossible to Learner’s Material
locality (15 minutes) activities caused by seafloor years ago from Mid- stop tectonic activities p. 74 - 76.
Constructivism, spreading. Atlantic Ridge? In what like convection current (10 minutes)
Collaborative and (10 minutes) way this calculation will but we can do something Reflective
Reflective Constructivism, help to understand the risk to mitigate their effects.
Collaborative of the impact may bring by (10 minutes)
and Reflective this geological events. (5 Reflective
minutes)
Reflective

J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION
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 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?

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MONDAY ATTACHMENT

ATTACHMENT 1: RECALL (ICT INTEGRATION)

1. Mechanical vibrations that occur inside the

Earth which is caused by the breakage of rocks.

Seismic Waves
Love Waves
Primary Waves
Secondary Waves

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ATTACHMENT 2: ACTIVITY SHEET

ACTIVITY #
Evidently Continental?

Objectives:
 Review the continental drift theory.
 Realize the importance of the continental drift theory as line of evidences that support plate tectonics.

Materials:
 Cartolina/Manila paper
 Art materials
 Pentel pen

Procedure:

Using the given cluster diagram, supply necessary concept that will relate the evidences of continental drift theory.

Evidences of
Continental
Drift Theory

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Guide Question:
1. How can you differentiate the evidences of Continental Drift Theory?
2. How does the evidences of Continental Drift Theory support the Plate Tectonics Theory?

Rubrics
In giving points to student’s responses, you may refer to the pointing system given in Teacher’s Guide p. 33.

WEDNESDAY ATTACHMENT

ATTACHMENT 1: MOTIVATION (GAME-

BASED) ACTIVITY#
Island Hopping!

Objective:
 Relate speed to calculate the distance a continent moves for every year.

Materials:
 Chalk
 Meterstick
 Timer
 Recording Notebook

Procedure:

1. Draw a starting line and measure 50m, 100m, 200m.

2. Draw an island for every measurement that will serve as a finish line.
3. Each member of the group will compete to run for 50m, 100m, 200m.
4. Record the time it took upon arriving the island.

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Observation:

Students Time of 50m run Time of 100m run Time of 200m run
1.
2.

Guide Question:

1. Calculate the speed of every member for every run using the formula speed = distance/time.
2. How can you compare the speed of each student? How and why they differ?
3. Compare and analyze the speed to the other group?
4. How can you compare it to the movement of the continent in every year?

Rubrics

Criteria Excellent Very Good Good Needs Improvement

(3 points) (2 points) (1point) (1point)

Concept and Content

Coordination and Cooperation
Presentation
Time Allotment

Total

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School Grade Level 10
Teacher Learning SCIENCE 10
DAILY LESSON LOG Area
Teaching Dates and Time Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES

A. Content Standard The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake, epicenters and mountain ranges.
B. Performance Standard The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis and volcanic eruptions.
C. Learning Competency S9ES-Ia-j-36.2
/Objectives  Define divergent  Explain the processes  Describe transform fault  Explain the  Compare and
Write the LC code for each. boundaries. that occur along boundary processes that contrast the
 Cite some landforms divergent boundaries.  Determine the effect of occur along three types of
formed when plate transform-fault boundary divergent boundary using
move apart on the Earth’s crust. boundaries. ICT simulation.
 Discuss how
earthquake is
possible in
transform fault
boundary
II. CONTENT
Divergent Boundary Divergent Boundary Transform Boundary Transform Boundary Three types of plate
boundary
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages

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4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or Present a picture of convergent Number Letter Game: Students Recall the previous lesson. Recall the previous Recall the previous lesson
presenting the new lesson boundary. Allow the students to will guess the hidden words. lesson.
analyze the Then explain
pictures. the revealed words.
B. Establishing a purpose for the Ask the students with a “HOTS” Show pictures of different Show pictures of different landforms Picture analysis Teacher Ask the students with a
lesson question: What do you think will landforms caused by divergent that are associated to transform fault will show different HOTS” question: What is
be the result if the plates are boundary. boundary. pictures of damage done the impact or effect of the
moving apart? by earthquakes then different movement in the
students will give their plate boundary?
Introduction to Divergent insights.
Boundary
C. Presenting examples/Instances Present a video clip showing a Article Analysis. Students will Video Analysis. Teacher will show Article Analysis. Students Picture Analysis. (Three
of the new lesson scenario of plates that are read an article and answer the video then later on ask the students will read an article and Types of Plate Boundary)
moving apart. This will lead to guide questions. their insights about the video. answer the guide questions. Students will analyze and
the discussion of possible (Strong Quake Strikes summarize the pictures
landforms when the plates are Southern Philippines, that that teacher will
moved apart and processes that Killing at Least 6 ) show.
occur along
divergent boundaries.
D. Discussing new concepts and Let the students perform Let the students perform Let the students perform Let the students
practicing new skills # 1 Activity 4 Going Separate “Ready, Set, Glue” (Divergent Let the students perform Activity “Ready, Set, Glue” manipulate the board
Ways”. Boundary Model) 5 “Slide and Shake” (L.M 29-30) (Transform Boundary Model) work using laptop and
(L.M 25-26) projector.
E. Discussing new concepts and Answer the guide questions found
practicing new skills # 2 in L.M

F. Developing mastery Answer the guide questions Answer the guide questions. Giving more follow up questions Answer the guide Giving more follow up
(leads to Formative found in L.M regarding on transform fault questions. questions regarding on
Assessment 3) boundary. three types of plate
boundary
G. Finding practical application Ask the students the importance What do you think will happen Ask the students the importance of What do you think the effect What is the distinct
of concepts and skills in of knowing the divergent if the plates will continue apart knowing the transform fault of earthquake in the characteristics of each
daily living boundary. for million years? boundary. environment? type of plate boundary?

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H. Making generalizations and Cite some possible landforms Label the different parts of Cite some possible effects of What is the distinct Using concept map,
abstractions about the lesson formed during divergent divergent boundary continuous sliding of plates? characteristics of transform summarize the three
boundary. fault boundary compare to types of plate boundary.
two other
faults?
I. Evaluating learning Define divergent boundary. Explain the processes occur Define transform fault boundary. Explain the processes Explain each type of
along divergent boundaries. occur along transform boundary
fault boundaries.
J. Additional activities for
application or remediation
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.
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 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

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to share with other
teachers?
School Grade Level 10
DAILY LESSON LOG Teacher Learning SCIENCE 10
Area
Teaching Dates and Time Quarter First

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES

A. Content Standard 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 eruptions.
Standard
C. Learning Competency S9ES-Ia-j-36.2
/Objectives  Relate hot spot with  Define earthquake  Prepare survival kit
Write the LC code for each. plate boundaries  Prepare survival kit  Discuss the importance
 Define hot spots of preparing survival kit
II. CONTENT
Hot Spots Earthquake SURVIVAL KIT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages p. 19 pp. 20-22 pp. 20-22
2. Learner’s Materials pp. 31-32 pp. 33-35 pp. 33-35
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or Recall the previous lesson Recall the previous lesson Recall the previous lesson.
presenting the new lesson

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B. Establishing a purpose for the Ask the students with a “HOTS” Unlocking key words Picture analysis
lesson question: what is hot spots? Earthquake Magnitude Teacher will show different
Epicenter pictures of catastrophic phenomena
Richter scale then ask the
students about their insights.
C. Presenting Video Analysis. Teacher will Video Analysis. Teacher will Video Analysis. Teacher will show
examples/Instances of the new present a video then later on will show video then later on ask video then later on ask the students
lesson ask the students about their the students about their about their insights about the video.
insights. insights about the video. Top 10 Worst Natural Disasters Of
What is a Volcanic Hotspot- Kobe Earthquake 07 01 1995 All Time
(Educational)
D. Discussing new concepts and Let the students perform Let the students will do the Let the students continue the
practicing new skills # 1 Activity 6 “Drop it Like It’s performance task found in performance task
“HOT SPOT” “ LM 33 LM 33
(L.M 31-32) SURVIVAL KIT SURVIVAL KIT
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery (leads Answer the guide questions Presentation of output. See Presentation of output. See
to Formative found in L.M rubrics in LM. 33 rubrics in LM. 33
Assessment 3)
G. Finding practical What do you think is the What is the importance of survival
application of concepts and skills importance of knowing about kit?
in daily living hot spots?
H. Making generalizations and What is hot spots? What are the basic needs that we
abstractions about the lesson need to include in our survival kit?

I. Evaluating learning Linked hot spot to plate What you will do before, during and
tectonics. after earthquake?
J. Additional activities for Teachers Note: Continuation
application or remediation of performance task.

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.
A. No. of learners who earned
80% in the evaluation

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B. No. of learners who require
additional activities for
remediation who scored below
80%
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?

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School Grade Level 10
DAILY LESSON Teacher Learning Area SCIENCE
LOG Teaching Dates and Time Quarter FIRST QUARTER

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES
The learners demonstrate understanding of the relationship among the locations of volcanoes, earthquake epicentres and mountain ranges
A. Content Standard
The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquake, tsunamis, and volcanic eruptions.
B. Performance Standard
S9ES-Ia-j-36.4 S9ES-Ia-j-36.4 S9ES-Ia-j-36.4 S9ES-Ia-j-36.4 S9ES-Ia-j-36.5
C. Learning
Competency/Objectives Write Develop understanding of
the LC code for each. Diagnose students’ prior Describe the internal Describe the internal Describe the internal structure of the structure of the Earth ’s
knowledge about Earth’s structure of the Earth. structure of the Earth. the Earth. interior by constructing a
interior. scale model of a “slice” of
Describe the different types of Describe the composition of Describe the properties of the the interior of the Earth an
Learn about the seismic waves. the Earth’s Interior. layers of the Earth. studying the material
explanations in their right properties of Earth’s
and wrong answers. interior.
The Earth’s Interior The Earth’s Interior The Earth’s Interior The Earth’s Interior The Earth’s Interior
II. CONTENT
III. LEARNING
RESOURCES
A. References Science Learner’s Science Learner’s Material Science Learner’s Material Science Learner’s Material file:///C:/Users/FixFone/
Material Science Teacher’s Guide Science Teacher’s Guide Science Teacher’s Guide Downloads/Modelling_
Science Teacher’s Guide the_Structure_of_the_Eart
_-_Student_Activity.pdf
1. Teacher’s Guide pages
TG. Page 27 – 31 TG. Page 32 - 34 TG. Page 34 – 36 TG. Page 36 - 37
2. Learner’s Materials
pages LM. Page 39 – 42 LM. Page 43 - 47 LM. Page 48 - 51 LM. Page 52 - 53
3. Textbook pages

Downloaded by Jemuel Castillo ([email protected])

4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
Earth's Interior Isn't Quite
http://aspire.cosmic- eldoradogeology.weebly.com/
What We Thought It Was ray.org/Labs/SeismicWaves/ uploads/3/7/5/7/37573473/
earthsinteriorlab.doc
https://www.youtube.com/
watch?v=IWZky7mXoO0

IV. PROCEDURES

A. Reviewing previous Have you ever wonder what Do you still Remember the What are seismic waves? What are the compositions of What are the properties of
lesson or presenting the new is inside the earth? different types of waves? What the Earth’s Interior? the layers of the Earth?
lesson are those? What is the difference
What do you imagine between P and S waves?
about earth’s interior? Do you have an idea what type
of wave we experience during
earthquake?

B. Establishing a purpose for Showing a Video Structure of the Earth: Crust,

the lesson Earth's Interior Isn't Quite Mantle and Core
What We Thought It https://www.youtube.com/
Was? watch?v=YxGgkF582rI

C. Presenting Follow TG for Follow TG for studying the Follow TG discussion of the Follow TG for Activity 2
examples/Instances of the Pre-assessment Earth’s Interior Composition of the Earth’s Our Dynamic Earth
new lesson Choose the letter of the on page 32 Interior pp. 34 Answers to Questions 3-
correct answer. 1-10 Demonstration: Simulating 9
Answer briefly the given Plasticity pp. 35-36 on pp. 36-37
questions 1-5
on pp. 29-31

D. Discussing new concepts Answer Discussion Discussion Do Activity 2 Modeling the Structure of
and practicing new skills # 1 Pre-assessment Studying the Earth’s Interior The composition of the Our Dynamic Earth the Earth:
A. 1-10 Do Activity 1 Earth’s Interior Answer Guide Questions

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B. 1-5 Amazing Waves pp. 48-51 3-9 – pp. 52-53 See Attachment
LM pp. 40 – 42 LM pp 43 – 47.

E. Discussing new concepts

and practicing new skills #2

F. Developing mastery (leads

to Formative Assessment ) Let the students answer Let the students be familiar Let the students be familiar As an individual activity, Let the Students perform
Pre-Assessment what is seismic wave and its of the composition of the Activity 2 will test the learners’ the activity -
types through class discussion. Erath’s interior through class understanding on the different Modeling the Structure of
pp 43-46 discussion. characteristics, properties and the Earth:
Let them complete the LM pp. 48-51 composition of the Earth’s
necessary information using Demonstration: layers See Attachment
the given organizer of activity Simulating Plasticity LM pp. 48-52
1. LM page 47 TG. pp. 35-36
G. Finding practical
application of concepts and Scientists use indirect measurements and seismic waves from earthquakes to determine the internal
skills in daily living structure of the Earth. Analysis of the Earth’s internal structure is made possible because
earthquakes produce vibrations called seismic waves. These waves travel through the interior of the
Earth and can be measured with sensitive detectors called seismographs. Scientists have
seismographs set up all over the world to track movement of the Earth’s
crust.
H. Making generalizations
and abstractions about the Seismic waves are very The ability of the Oxygen is the most abundant The core itself consists of
lesson important in understanding the asthenosphere to flow slowly element in the Earth’s crust. The solid inner core and a liqui
discovery of the different is termed as plasticity. elements silicon, oxygen, iron outer core. It is difficult t
layers of the Earth as well as in The Earth’s composition tells and magnesium make up the study the structure of th
determining the properties of a story about itself. It gives mantle. Earth because: the crust too
i
these layers. us clues to its past and proofs The inner core is mostly made thick to drill all the wa
about the gradual and slow up of iron and nickel. It is solid through.
changes that it has undergone due to the very high pressure
for over 4.6 billion years. that keeps it compacted together
even if the
temperature is really very high.

I. Evaluating learning

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Answer Pre-Assessment LM Answer guide questions What are the compositions Answer guide questions Describe the structure of
pp 40-42. 1-2 of activity 1 Amazing of the Earth’s Interior? 3-9 of Activity 2 the Earth using the own-
waves Our Dynamic Earth made model from the
pp 47 LM pp. 53 activity.
J. Additional activities for Earth’s Interior Lab
application or remediation
eldoradogeology.weebly.com/
uploads/3/7/5/7/37573473/
earthsinteriorlab.doc
V. REMARKS
VI. REFLECTION
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 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?

Downloaded by Jemuel Castillo ([email protected])

School Grade Level 10
DAILY LESSON Teacher Learning Area SCIENCE
LOG Teaching Dates and Time Quarter FIRST QUARTER

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES
The learners demonstrate understanding of the relationship among the locations of volcanoes, earthquake epicenters and mountain ranges
A. Content Standard
The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquake, tsunamis, and volcanic eruptions.
B. Performance Standard
S9ES-Ia-j-36.5 S9ES-Ia-j-36.5 S9ES-Ia-j-36.5
C. Learning
Competency/Objectives Write Describe the possible causes Describe the possible causes Describe the possible causes
the LC code for each. of plate movement. of plate movement. of plate movement.

Explain Earth’s Recognize how the Predict what will happen to

mechanism and Continental continental drift theory is the world as the continents
Drift Theory and its developed. continuously move.
evidences.
The Earth’s Mechanism The Earth’s Interior and The Earth’s Interior and
II. CONTENT Mechanism Mechanism

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
TG. Page 37 TG. Page 38 TG. Pages 38 – 40
2. Learner’s Materials
pages LM. Pages 53 – 57 LM. Page 58 LM. Pages 59 - 60
3. Textbook pages

Downloaded by Jemuel Castillo ([email protected])

4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource https://www.youtube.com/ https://www.youtube.com/
watch?v=sgPnnzou0og watch?v=mZGh94KF784

file:///C:Users/FixFone/Do
wnloads/activity-
continentaldrift.pdf

IV. PROCEDURES

A. Reviewing previous What are the properties of What are the possible How does the Continental
lesson or presenting the new the layers of the Earth? causes of plate movement? Drift Theory developed?
lesson

How does Alfred Wegener

come up to the concept of
continental drift theory?

B. Establishing a purpose for www.stem.org.uk/elibrary/ Showing a video

the lesson resource/36611 Continental Drift Theory
Animation

C. Presenting Follow TG for Follow TG Follow TG

examples/Instances of The Earth’s Mechanism Activity 3 – Let’s Fit It! Activity 4 – Drifted
the new lesson Page 37 On page 38 Continents!
On pages 38-40

D. Discussing new concepts Discussion Do Activity 3 Do Activity 4

and practicing The Earth’s Mechanism Let’s Fit It! Drifted Continents!
new skills # 1 The Continental Drift LM page 58 LM pages 59-60
Theory
pp. 53 - 57

Downloaded by Jemuel Castillo ([email protected])

E. Discussing new concepts
and practicing
new skills #2
F. Developing mastery (leads Let the students be familiar Let the students perform the Let the students perform first
to Formative Assessment ) of the Earth’s Mechanism, activity as a group. The the activity facilitated by the
the Continental Drift students’ reasoning ability teacher as preparation for the
Theory and its evidences. will be enhanced. Conduct class discussion. LM pages
LM page 53-57 the activity as quick as 59- 60
possible.

G. Finding practical An important use of fossils is in dating rocks, and geologists normally refer to the age of a
application of concepts and rock by using classification system, based on fossils rather than by saying something is so-
skills in daily living many millions of years old. “Jurassic” rocks, for example, are characterized by a particular
fossil assemblage that distinguishes them from “Cretaceous” rocks that overlay them.

H. Making generalizations The Continental Drift The Continental Drift Since it is impossible for
and abstractions about the Theory of Alfred Wegener Theory of Alfred Wegener Glossopteris fossils found in
lesson states that the continents states that the continents different regions or
were once part of a large were once part of a large continents to be blown by the
landmass called Pangaea landmass called Pangaea wind or carried by ocean
which drifted away from which drifted away from waves, the only possibility is
each other. The continents each other. that these regions were once
moved away from each connected. Continents are
other towards their current continuously moving. But it
positions. Alfred Wegener will not very noticeable
based his theory on because it took 200 million
evidences from fossils years before the continents
embedded in rocks and rock came to where they are now,
formation. based on continental drift
theory. Scientists are also
expecting this to happen in
the future.

I. Evaluating learning What are the possible Answer Guide Questions Answer Guide Questions
causes of plate movement? 10-12 of Activity 3 – Lets 13-21 of Activity 4 –
Fit It! LM page 58

Downloaded by Jemuel Castillo ([email protected])

Drifted Continents! LM
How does Alfred Wegener pages 59-60
come up to the
concept of continental drift
theory?
J. Additional activities for Activity – Fossils
application or remediation file:///C:Users/FixFone/Do
wnloads/activity-
continentaldrift.pdf
V. REMARKS
VI. REFLECTION
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 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?

Downloaded by Jemuel Castillo ([email protected])