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GRADE 10, Week 1-4, Cycle 1, Quarter 1, September 13-October 8, 2021

This monthly home learning plan outlines the science lessons and activities for 10th grade students over 4 weeks. The lessons cover modules on volcanoes, earthquakes, mountain ranges, plate tectonics, and plate boundaries. Students will read modules, watch videos, complete worksheets, discussions, and a performance task on disaster preparedness. The goal is for students to understand the distribution of volcanoes and earthquakes in relation to plate tectonics, describe different plate boundaries, and explain landforms that occur along plate boundaries.

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orlan sison
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127 views

GRADE 10, Week 1-4, Cycle 1, Quarter 1, September 13-October 8, 2021

This monthly home learning plan outlines the science lessons and activities for 10th grade students over 4 weeks. The lessons cover modules on volcanoes, earthquakes, mountain ranges, plate tectonics, and plate boundaries. Students will read modules, watch videos, complete worksheets, discussions, and a performance task on disaster preparedness. The goal is for students to understand the distribution of volcanoes and earthquakes in relation to plate tectonics, describe different plate boundaries, and explain landforms that occur along plate boundaries.

Uploaded by

orlan sison
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

Department of Education
REGION I
SCHOOLS DIVISION OFFICE I PANGASINAN
LINGAYEN I DISTRICT
PANGASINAN SCHOOL OF ARTS AND TRADES

MONTHLY HOME LEARNING PLAN – USING 4 CLUSTER MODEL


GRADE 10, Week 1–4, Cycle 1, Quarter 1, September 13–October 8, 2021
Day &
Learning Area Learning Competency Learning Task Mode of Delivery
Time
8:00-
Wake up, make up your bed, eat breakfast, and to get ready for an awesome day
9:00
9:00-
Have a short exercise/meditation/bonding with family
9:30
Science 10 The learners should be MODULE 1: Volcanoes, Earthquakes, and Mountain Ranges PRINTED MODULAR
Module 1 able to describe and  Modules are distributed to the
relate the distribution of I. Pre-assessment parents/guardians every Thursday
active volcanoes, Answer What I Know, items 1–15, on pages 2–3 of the module. of the week.
earthquake epicenters,  Learning facilitators are expected to
and major mountain belts II. Learning Tasks return the modules together with
to plate tectonic theory 1. Read and study Module 1 Volcanoes, Earthquakes, and Mountain the answer sheets every
(S10ES–Ia-j-36.1). Ranges, pages 2–12. Wednesday of the following week.
2. Answer What’s In (Definitions and vocabulary words about  Learners are encouraged to send
volcanoes and earthquakes), pages 5–8. pictures of their outputs via Group
3. Perform Remember Where the Edges Meet to see how plates relate chat messenger app for monitoring
to earthquakes, volcanism, and mountain formation. of their progress.
4. Answer What’s More (Activity 1 Re-Circle the Ring and
Assessment), pages 9–10.
5. Answer What I Have Learned, page 11.
6. Supplementary task: Watch the following animated video clip in
YouTube: https://www.youtube.com/watch?v=ZNRI6sv5igQ
Science 10 The learners should be MODULE 2: Plate Boundaries
Module 2 able to describe the
different types of plate I. Pre-assessment
boundaries Answer What I Know, items 1–15, on pages 14–15 of the module.
(S10ES–Ia-j-36.2).
II. Learning Tasks
1. Read and study Lesson 1 Plate Boundaries.
2. Answer What’s In (Plate Tectonics Crossword Puzzle), page 16.
3. Read and study What’s New (Activity 1: Read Me! Understand Me!)
and answer questions 1 to 5, pages 17-18.
4. Read and study What’s It, pages 18-19.
5. Perform What’s More (Enrichment Activity 1: Find the Boundary on
the Map!, Enrichment Activity 2: Spot the Difference, and Enrichment
Activity 3: Fill the Missing Piece, pages 19-22. Answer the assessment
questions that follow after each enrichment activity.
6. Supplementary task: Watch the following animated video clip in
YouTube: https://www.youtube.com/watch?v=IAGZItftASg

Science 10 The learners should be to MODULE 3: Processes and Landforms Along Plate Boundaries
Module 3 explain the different
processes that occur I. Pre-assessment
along the plate Answer What I Know, items 1–5, on page 3 of the module.
boundaries
(S10ES-Ia-j-36). II. Learning Tasks
1. Read and study Lesson 1 Processes and Landforms Along with
Convergence of Plates.
2. Read and answer What’s In, page 26.
3. Answer What’s New (Activity 1: Convergence Between an Oceanic
Plate and a Continental Plate, Activity 2: Convergence Between Two
Oceanic Crusts, Activity 3: Convergence Between Two Continental
Crusts). Answer the guide questions that follow after each activity.
4. Read and study What’s It, pages 29-31.
5. Answer What’s More, pages 31-32.
6. Read and study Lesson 2 Processes and Landforms Along
Divergent Boundary.
7. Answer What’s More and What I Have Learned, pages 33-34.
8. Read and study Lesson 3 Processes and Landforms Transform
Fault Boundary.
9. Answer What’s More and What I Have Learned, page 35.
10. Supplementary task: Watch the following animated video clip in
YouTube: hthttps://www.youtube.com/watch?v=LEWdyJ9tg-M
Quarter 1 Performance Task
Disaster Preparedness

You are an active member of your school’s Supreme Student


Government. Your City/ Municipal Mayor highly commends and accepts
students’ participation in solving current problems and issues. Thus, he or
she opened a social media page/account where students can
communicate openly to him.

On a piece of coupon bond, copy the graphic organizer below and


write a draft of your social media comment suggesting ways by which you
(or the youth) can contribute to government efforts in reducing damage
due to earthquakes, tsunamis, and volcanic eruptions. Make sure to
enumerate specific steps to achieve your goals or suggestions.

Use the hashtags: #youthinaction, #disasterpreparedness. You


may also mention or paste/draw pictures of disaster hazards you have
observed within your city or municipality that may also catch the attention
of your Mayor.

Now that you have performed your make-believe performance task, answer
briefly and honestly the questions on the next page:
Discussion of Possible Outcomes:
1. What do you think are the keys to the accomplishment of your goals?
2. What do you think are the factors that may hinder your Mayor to accept
your suggestions?
3. Do you think your suggestions will be accepted by the people in your
locality? Why?

Your output on the make-believe activity will be rated by your teacher


according to
the following criteria:

Prepared by:

ALIZA MARIE S. SAGUN ORLAN V. SISON MA. ESTER BERLIESE F. DE VERA


Teacher III Teacher III Teacher I

Recommending Approval:

VERGIE V. JORDA
Head Teacher VI

Approved:

ROSARIO C. FERRER, EdD


Principal IV

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