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
items honestly and earthquake using the earthquake epicenters, and major mountain belts. occur along convergent
truthfully triangulation method boundaries
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 What are the different
presenting the new lesson from G9 about active and types of seismic waves method and how to on the board types of Plate Boundaries?
inactive volcanoes. ( P & S waves ) perform 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
 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- Perform Activity #1: “Find Perform Activity #2: the guide questions in
work if they properly
E. Discussing new concepts and Assessment items 1-10 in the Center” “Lets Mark the Activity #3: Head-On
practicing new skills # 2 a manila paper 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
group by posting their group to present their guide questions
work on the board work 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 landforms near a bodies of
your place? near 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
abstractions about the lesson importance of determining basis of scientists in Oceanic Crust Leading
the epicenter of an dividing Earth’s Plate and Continental
earthquake? the students are doing lithosphere into several Crust Leading Plate
plates?
I. Evaluating learning Check the pre- Give 5 true or false Give 5 multiple test Give 5 identification type of
assessment made through questions. the activity well. questions test
K-W-L strategy
J. Additional activities for application Discuss the introduction of Give reflection on the Discuss the different
or remediation Plate Tectonics earthquake happened in types 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?
 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
presenting the new lesson subduction of Two Oceanic Plates
B. Establishing a purpose for the Post a picture of a tsunami Posting of pictures of
lesson and ask a series of different mountains in the
questions about it. world
C. Presenting examples/Instances of Posting of Figure 11: Ask the students to
the new lesson Cross-sectional diagram arrange the pictures from
of converging oceanic highest to lowest
plates elevation.
D. Discussing new concepts and
practicing new skills # 1
 E. Discussing new concepts and Perform activity #3: Part Perfom activity #3 Part C:
practicing 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
mountain range? your 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?
 DAILY LESSON School Grade Level 10
LOG Science
Teacher Learning Area
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 Simulate and describe Calculate the rate of Realize the importance Design a scheme
of the continental drift the seafloor spreading seafloor spreading using of the creation of to inform local
theory as line of process. magnetic clues. convection current folks about the
evidences that support underneath the earth. possibilities of
plate tectonics. 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 TOPIC: Line of TOPIC: Line of TOPIC: Line of Earth’s Interior
Evidences that Support Evidences that Support Evidences that Support Evidences that Support TOPIC: Line of
Plate Tectonics Plate Tectonics Plate Tectonics Plate Tectonics Evidences that
SUBTOPIC: Continental SUBTOPIC: Seafloor SUBTOPIC: Rate of SUBTOPIC: Convection Support Plate
Drift Theory Spreading Seafloor Spreading Current 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
 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
D. Discussing new concepts and Perform activity entitled Let the learners perform Perform Activity 6 “How Let the learners conduct Presentation of
practicing new skills # 1 “Evidently Continental?” and present their work in fast does it go!” in the Activity 7 “Push me their output in the
using cluster diagram. Activity 5 “Split and Learner’s Material p. 68 up and aside!” in class.
Let the learners present Separate!” in Learner’s – 69 and let the students Learner’s Material p. 70 (30 minutes, 7-8
their output. Material p. 66 – 67. present their output. – 71 and let the students minutes for each
(20 minutes) (20 minutes) (15 minutes) present their realization group)
Constructivism and Constructivism and Constructivism and in their output. Constructivism
Collaborative Collaborative Collaborative (20 minutes) and Collaborative
Constructivism and
Collaborative
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery Answer the guide Answer the guide Answer the guide Answer the guide
question in the activity. questions Q22 - Q27 of questions Q28 - Q29 of questions Q30 – Q33 of
(5 minutes) the activity in Learner’s the activity in Learner’s the activity in Learner’s
Inquiry-based Material p. 67. Material p. 69. Material p. 69.
(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 How convection current How can we help
concepts and skills in daily living difference of the land an indication that Philippine plate in China occur? locality to give
formation of your seafloor is spreading? after 100 million years? (5 minutes) informative
hometown 10 years ago, (5 minutes) (5 minutes) Inquiry-based materials about
wasn’t it the same? Inquiry-based Inquiry-based the ways to
What probably the cause mitigate the effects
of this changes? of tectonic
(5 minutes) activities-related
Inquiry-based disaster?
(5 minutes)
Inquiry-based
H. Making generalizations and How can you explain the How can you describe How can you calculate Why the creation of How did you
abstractions about the lesson earth’s mechanism in the seafloor spreading the rate of seafloor convection current design the scheme
the continental drift process? spreading using underneath the earth to inform local
theory as line of (5 minutes) magnetic clues? does important to folks about the
evidences that support Inquiry-based (5 minutes) realize? possibilities of
plate tectonics? Inquiry-based (5 minutes) earthquakes,
(5 minutes) Inquiry-based tsunamis and
Inquiry-based other geologic
activities?
 (5 minutes)
Inquiry-based
I. Evaluating learning Ask the learners to make Let the learners make Ask the students to Let the student write a Answer the
a poster showing post card that will inform create their assigned letter addressed to our Summative
information of the risk local folks about the continent and calculate government official Assessment in
caused by geologic relative impact of how far does it go after about that it is Learner’s Material
activities in the locality geological activities 100 million years ago impossible to stop p. 74 - 76.
(15 minutes) caused by seafloor from Mid-Atlantic Ridge? tectonic activities like (10 minutes)
Constructivism, spreading. In what way this convection current but Reflective
Collaborative and (10 minutes) calculation will help to we can do something to
Reflective Constructivism, understand the risk of mitigate their effects.
Collaborative and the impact may bring by (10 minutes)
Reflective this geological events. Reflective
(5 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?
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
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
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.
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
 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  Describe transform fault  Explain the  Compare and
Write the LC code for each. boundaries. processes that occur boundary processes that contrast the
 Cite some landforms along divergent  Determine the effect of occur along three types of
formed when plate boundaries. 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
 4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts
and practicing new skills #
1 Ways”.
E. Discussing new concepts
and practicing new skills #
2
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical
application of concepts
and skills in daily living
Present a picture of
convergent boundary. Allow
the students to analyze the
pictures.
Ask the students with a
“HOTS” question: What do
you think will be the result if
the plates are moving apart?
Introduction to Divergent
Boundary
Present a video clip showing
a scenario of plates that are
moving apart. This will lead to
the discussion of possible
landforms when the plates
are moved apart and
processes that occur along
divergent boundaries.
Let the students perform
Activity 4 Going Separate
(L.M 25-26)
Answer the guide questions
found in L.M
Ask the students the
importance of knowing the
divergent boundary.
Number Letter Game:
Students will guess the
hidden words. Then explain
the revealed words.
Show pictures of different
landforms caused by
divergent boundary.
Article Analysis. Students
will read an article and
answer the guide questions.
Let the students perform
“Ready, Set, Glue”
(Divergent Boundary Model)
Answer the guide questions.
What do you think will
happen if the plates will
continue apart for million
years?
Recall the previous lesson.
Show pictures of different
landforms that are associated to
transform fault boundary.
Video Analysis. Teacher will
show video then later on ask the
students their insights about the
video.
Let the students perform Activity
5 “Slide and Shake” (L.M 29-30)
Answer the guide questions
found in L.M
Giving more follow up questions
regarding on transform fault
boundary.
Ask the students the importance
of knowing the transform fault
boundary.
Recall the previous
lesson.
Picture analysis
Teacher will show
different pictures of
damage done by
earthquakes then
students will give their
insights.
Article Analysis. Students
will read an article and
answer the guide
questions.
(Strong Quake Strikes
Southern Philippines,
Killing at Least 6 )
Let the students perform
“Ready, Set, Glue”
(Transform Boundary
Model)
Answer the guide
questions.
What do you think the
effect of earthquake in the
environment?
Recall the previous
lesson
Ask the students with a
HOTS” question: What
is the impact or effect of
the different movement
in the plate boundary?
Picture Analysis. (Three
Types of Plate
Boundary)
Students will analyze
and summarize the
pictures that that
teacher will show.
Let the students
manipulate the board
work using laptop and
projector.
Giving more follow up
questions regarding on
three types of plate
boundary
What is the distinct
characteristics of each
type of plate boundary?
H. Making generalizations Cite some possible landforms Label the different parts of Cite some possible effects of What is the distinct Using concept map,
and abstractions about the formed during divergent divergent boundary continuous sliding of plates? characteristics of summarize the three
lesson boundary. transform fault boundary types of plate
compare to two other boundary.
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
 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 Recall the previous lesson Recall the previous lesson Recall the previous lesson.
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts
and practicing new skills # 1
E. Discussing new concepts
and practicing new skills # 2
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical
application of concepts and
skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
Ask the students with a
“HOTS” question: what is hot
spots?
Video Analysis. Teacher will
present a video then later on
will ask the students about
their insights.
What is a Volcanic Hotspot-
(Educational)
Let the students perform
Activity 6 “Drop it Like It’s
“HOT SPOT” “
(L.M 31-32)
Answer the guide questions
found in L.M
What do you think is the
importance of knowing about
hot spots?
What is hot spots?
Linked hot spot to plate
tectonics.
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.
Unlocking key words
Earthquake
Magnitude
Epicenter
Richter scale
Video Analysis. Teacher
will show video then later on
ask the students about their
insights about the video.
Kobe Earthquake 07 01 1995
Let the students will do the
performance task found in
LM 33
SURVIVAL KIT
Presentation of output.
See rubrics in LM. 33
Teachers Note:
Continuation of performance
task.
Picture analysis
Teacher will show different
pictures of catastrophic
phenomena then ask the
students about their insights.
Video Analysis. Teacher will
show video then later on ask the
students about their insights
about the video.
Top 10 Worst Natural Disasters Of
All Time
Let the students continue the
performance task
LM 33
SURVIVAL KIT
Presentation of output.
See rubrics in LM. 33
What is the importance of
survival kit?
What are the basic needs that
we need to include in our
survival kit?
What you will do before, during
and after earthquake?
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?
 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 Develop understanding of
Write the LC code for each. Diagnose students’ prior Describe the internal Describe the internal Describe the internal structure the structure of the Earth
knowledge about Earth’s structure of the Earth. structure of the Earth. of the Earth. ’s interior by constructing a
interior. scale model of a “slice” of
Describe the different types Describe the composition Describe the properties of the the interior of the Earth and
Learn about the of seismic waves. of 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
 4. Additional Materials
from Learning Resource
(LR)portal
B. Other Learning
Resource
Earth's Interior Isn't Quite
What We Thought It Was
https://www.youtube.com/
watch?v=IWZky7mXoO0
IV. PROCEDURES
A. Reviewing previous Have you ever wonder
lesson or presenting the what is inside the earth?
new lesson
What do you imagine
about earth’s interior?
B. Establishing a purpose Showing a Video
for the lesson Earth's Interior Isn't Quite
What We Thought It
Was?
C. Presenting Follow TG for
examples/Instances of the Pre-assessment
new lesson Choose the letter of the
correct answer. 1-10
Answer briefly the given
questions 1-5
on pp. 29-31
D. Discussing new Answer
concepts and practicing Pre-assessment
new skills # 1 A. 1-10
http://aspire.cosmic-
ray.org/Labs/SeismicWaves/
Do you still Remember the
different types of waves?
What are those?
Do you have an idea what
type of wave we experience
during earthquake?
Follow TG for studying the
Earth’s Interior
on page 32
Discussion
Studying the Earth’s Interior
Do Activity 1
eldoradogeology.weebly.com/
uploads/3/7/5/7/37573473/
earthsinteriorlab.doc
What are seismic waves? What are the compositions of What are the properties of
the Earth’s Interior? the layers of the Earth?
What is the difference
between P and S waves?
Structure of the Earth: Crust,
Mantle and Core
https://www.youtube.com/
watch?v=YxGgkF582rI
Follow TG discussion of Follow TG for Activity 2
the Composition of the Our Dynamic Earth
Earth’s Interior pp. 34 Answers to Questions
Demonstration: Simulating 3-9
Plasticity pp. 35-36 on pp. 36-37
Discussion Do Activity 2 Modeling the Structure of
The composition of the Our Dynamic Earth the Earth:
Earth’s Interior Answer Guide Questions
 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 Let the students answer Let the students be familiar Let the students be familiar As an individual activity, Let the Students perform
Assessment ) Pre-Assessment what is seismic wave and its of the composition of the Activity 2 will test the the activity -
types through class Erath’s interior through learners’ understanding on Modeling the Structure of
discussion. pp 43-46 class discussion. the different characteristics, the Earth:
Let them complete the LM pp. 48-51 properties and composition of
necessary information using Demonstration: the Earth’s 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 Scientists use indirect measurements and seismic waves from earthquakes to determine
and skills in daily living the internal 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 Seismic waves are very The ability of the Oxygen is the most abundant The core itself consists of
the lesson important in understanding asthenosphere to flow element in the Earth’s crust. solid inner core and a liqui
the discovery of the different slowly is termed as The elements silicon, oxygen, outer core. It is difficult t
layers of the Earth as well as plasticity. iron and magnesium make up study the structure of th
in determining the properties The Earth’s composition the mantle. Earth because: the crust i
of these layers. tells a story about itself. It The inner core is mostly made too thick to drill all the wa
gives us clues to its past up of iron and nickel. It is solid through.
and proofs about the due to the very high pressure
gradual and slow changes that keeps it compacted
that it has undergone for together even if the
over 4.6 billion years. temperature is really very
high.
I. Evaluating learning
 Answer Pre-Assessment Answer guide questions What are the compositions Answer guide questions Describe the structure of
LM pp 40-42. 1-2 of activity 1 of the Earth’s Interior? 3-9 of Activity 2 the Earth using the own-
Amazing 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?
 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 Describe the possible Describe the possible Describe the possible
Write the LC code for each. causes of plate causes of plate causes of plate
movement. movement. movement.

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

mechanism and continental drift theory is the world as the continents
Continental Drift Theory developed. continuously move.
and its 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
 4. Additional Materials
from Learning Resource
(LR)portal
B. Other Learning https://www.youtube.com/ https://www.youtube.com/
Resource 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 the layers of the Earth? causes of plate Drift Theory developed?
new lesson movement?

How does Alfred Wegener

come up to the concept of
continental drift theory?

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

for 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 Discussion Do Activity 3 Do Activity 4

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

G. Finding practical An important use of fossils is in dating rocks, and geologists normally refer to the age
application of concepts of a rock by using classification system, based on fossils rather than by saying
and skills in daily living something is so-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
and abstractions about Theory of Alfred Wegener
the lesson states that the continents
were once part of a large
landmass called Pangaea
which drifted away from
each other. The continents
moved away from each
other towards their current
positions. Alfred Wegener
based his theory on
evidences from fossils
embedded in rocks and
rock formation.
I. Evaluating learning What are the possible
causes of plate
movement?
The Continental Drift
Theory of Alfred Wegener
states that the continents
were once part of a large
landmass called Pangaea
which drifted away from
each other.
Answer Guide Questions
10-12 of Activity 3 – Lets
Fit It! LM page 58
Since it is impossible for
Glossopteris fossils found
in different regions or
continents to be blown by
the wind or carried by
ocean waves, the only
possibility is that these
regions were once
connected. Continents are
continuously moving. But it
will not very noticeable
because it took 200 million
years before the
continents came to where
they are now, based on
continental drift theory.
Scientists are also
expecting this to happen in
the future.
Answer Guide Questions
13-21 of Activity 4 –
 Drifted Continents! LM
How does Alfred pages 59-60
Wegener 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?