School CACABUGAOAN NATIONAL HIGH SCHOOL Grade Level 10

DAILY LESSON LOG Teacher VENUS L. CERIL Learning Area SCIENCE

Teaching Dates and Time AUGUST 29 – SEPTEMBER 01, 2023 Quarter FIRST

MONDAY / HOLIDAY 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 What are the different What is a Posting of manila paper on What are the different
presenting the new lesson learned from G9 about types of seismic waves ( triangulation method the board types of Plate
active and inactive P & S waves ) and how to perform Boundaries?
volcanoes. 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 form of K-W-L strategy and give an instruction on Cross-sectional diagram
the new lesson http://www.nea.org/tools/k-wl- how to perform the activity. their output of converging continental
know-want-to- and oceanic plates
knowlearned.html

Prepared by: Checked by: Noted:

VENUS L. CERIL MOISES O. BARROGA DR. PERDEN C. LIMSON

Subject Teacher Head Teacher SHS Assistant Principal II / OIC
 School CACABUGAOAN NATIONAL HIGH SCHOOL Grade Level 10
DAILY LESSON LOG Teacher VENUS L. CERIL Learning Area SCIENCE
Teaching Dates and Time SEPTEMBER 04 - SEPTEMBER 08, 2023 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 moun
ranges
B. Performance Standard The Learners shall be able to demonstrate ways to ensure disaster preparedness during earthquake, tsunamis, and volcanic eruption
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 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 arrange the pictures from
 diagram of converging highest to lowest
oceanic plates elevation.
D. Discussing new concepts and
practicing new skills # 1

Prepared by: Checked by: Noted:

VENUS L. CERIL MOISES O. BARROGA DR. PERDEN C. LIMSON

Subject Teacher Head Teacher SHS Assistant Principal II / OIC
 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 a
volcanic eruptions.
C. Learning Competency/Objectives S9ES-Ia-j-36.6
Realize the importance Simulate and describe the Calculate the rate of Realize the importance of Design a schem
of the continental drift seafloor spreading seafloor spreading using the creation of convection inform local
theory as line of process. magnetic clues. current underneath the about the
evidences that support earth. possibilities of
plate tectonics. earthquakes, ts
and other geolo
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 an
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: Th
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; Informatio
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 - 4
 School CACABUGAOAN NATIONAL HIGH SCHOOL Grade Level 10
DAILY LESSON LOG Teacher VENUS L. CERIL Learning Area SCIENCE
Teaching Dates and Time SEPTEMBER 11 - SEPTEMBER 16, 2023 Quarter FIRST

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 performance
presenting the new lesson drift theory using drift theory by letting the spreading? Let the board work in how to given at the start of the
questions in ICT format. student present their learner explain their calculate distance a quarter in Learner’s Ma
(5 minutes) poster in the class. output about information continent moves. p. 73 and to be present
ICT Integration (10 minutes) campaign made through (5 minutes) the end of the quarter to
Integrative post card. (10 minutes) Integrative (3 minutes)
Integrative

B. Establishing a purpose for the Show world map how Let the student observe Perform the activity Demonstrate a simple The performance task m
lesson continental drift theory the map of Mid-Atlantic entitled “Island experiment of heating oil be set and rated accord
can be related as line of Ridge and ask how Hopping” and answer with colored brown chalk details and information,
evidences that support midocean ridges the guide question. (10 form as a mountain in methods of presentation
plate tectonics. relative to the minutes) the beaker. Let the dissemination, techniqu
(3 minutes) continental drift theory. Constructivism and student observe. accuracy, and
Integrative (3 minutes) Collaborative (5 minutes) feedback/result.
Integrative Integrative (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 each gro
the new lesson who proposed the support seafloor rate of travel you gone demonstrated activity their presentation.
continental drift theory spreading theory in an island in the in plate tectonics? (5 (5 minutes)
does supported his claim contradict the continental distance a continent minutes)
for his evidences? drift theory? moves for 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 their ou
practicing new skills # 1 “Evidently and present their work in fast does it go!” in the Activity 7 “Push me in the class.
Continental?” using Activity 5 “Split and Learner’s Material p. 68 up and aside!” in (30 minutes, 7-8 minute
cluster diagram. Let the Separate!” in Learner’s – 69 and let the Learner’s Material p. 70 each group)
learners present their Material p. 66 – 67. students present their – 71 and let the students Constructivism and
output. (20 minutes) (20 minutes) output. (15 minutes) present their realization Collaborative
Constructivism and Constructivism and Constructivism and in their output.
Collaborative Collaborative Collaborative (20 minutes)
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 How can we help
concepts and skills in daily living difference of the land an indication that Philippine plate in China current occur? (5 locality to give informati
formation of your seafloor is spreading? after 100 million years? minutes) materials about the way
hometown 10 years ago, (5 minutes) (5 minutes) Inquiry-based mitigate the effects of
wasn’t it the same? Inquiry-based Inquiry-based tectonic activities-relate
What probably the cause disaster? (5 minutes)
of this changes? (5 Inquiry-based
minutes)
Inquiry-based
 H. Making generalizations and How can you explain How can you describe How can you Why the creation of How did you design the
abstractions about the lesson the earth’s mechanism the seafloor calculate the rate of convection current scheme to inform local
in the continental drift spreading process? seafloor spreading underneath the about the
theory as line of (5 minutes) using magnetic clues? earth does important possibilities of earthqua
evidences that support Inquiry-based (5 minutes) to realize? (5 tsunamis and other geo
plate tectonics? (5 Inquiry-based minutes) activities?
minutes) Inquiry-based
Inquiry-based

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

School CACABUGAOAN NATIONAL HIGH SCHOOL Grade Level 10

DAILY LESSON LOG Teacher VENUS L. CERIL Learning Area SCIENCE
Teaching Dates and Time SEPTEMBER 18 - SEPTEMBER 22, 2023 Quarter FIRST
 4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson Present a picture of Number Letter Game: Recall the previous lesson. Recall the previous lesson. Recall the previo
or presenting the new convergent boundary. Allow Students will guess the lesson
lesson the students to analyze the hidden words. Then explain
pictures. the revealed words.
B. Establishing a purpose for Ask the students with a Show pictures of different Show pictures of different Picture analysis Ask the students
the lesson “HOTS” question: What do landforms caused by landforms that are associated Teacher will show HOTS” question:
you think will be the result if divergent boundary. to transform fault boundary. different pictures of is the impact or e
the plates are moving apart? damage done by the different mov
earthquakes then students in the plate boun
Introduction to Divergent will give their insights.
Boundary
C. Presenting Present a video clip showing Article Analysis. Students Video Analysis. Teacher will Article Analysis. Students
Picture Analysis.
examples/Instances of a scenario of plates that are will read an article and show video then later on ask the will read an article and Types of Plate
the new lesson moving apart. This will lead to answer the guide questions. students their insights about the answer the guide Boundary)
the discussion of possible video. questions. Students
landforms when the plates are (Strong Quake Strikes analyze
moved apart and processes Southern Philippines, summarize
that occur along divergent Killing at Least 6 ) pictures that
boundaries. teacher will show
D. Discussing new concepts Let the students perform Let the students perform Let the students perform Let the students
and practicing new skills # Activity 4 Going Separate “Ready, Set, Glue” Let the students perform Activity “Ready, Set, Glue” manipulate the b
1 Ways”. (Divergent Boundary Model) 5 “Slide and Shake” (L.M 29-30) (Transform Boundary work using laptop
(L.M 25-26) Model) projector.
E. Discussing new concepts Answer the guide questions
and practicing new skills # found in L.M
2
F. Developing mastery Answer the guide questions Answer the guide questions. Giving more follow up questions Answer the guide Giving more follo
(leads to Formative found in L.M regarding on transform fault questions. questions regard
Assessment 3) boundary. three types of pla
boundary
G. Finding practical Ask the students the What do you think will Ask the students the importance What do you think the What is the distin
application of concepts importance of knowing the happen if the plates will of knowing the transform fault effect of earthquake in the characteristics of
 and skills in daily living divergent boundary. continue apart for million boundary. environment? type of plate bou
years?

H. Making generalizations and Cite some possible landforms Label the different parts of Cite some possible effects of What is the distinct Using concept m
abstractions about the formed during divergent divergent boundary continuous sliding of plates? characteristics of summarize the th
lesson boundary. transform fault boundary types of plate bo
compare to two other
faults?
I. Evaluating learning Define divergent boundary. Explain the processes occur Define transform fault boundary. Explain the processes Explain each typ
along divergent boundaries. occur along transform fault boundary
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 d
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevan
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

Prepared by: MONDAY Checked by:TUESDAY Noted:

WEDNESDAY THURDAY FRIDAY
I. OBJECTIVES

A. Content Standard VENUSTheL. CERIL

learners demonstrate anMOISES O. BARROGA
understanding of the relationship amongDR. PERDENof
the locations C.volcanoes,
LIMSON earthquake, epicenters and mountain ranges.
Subject Teacher Head Teacher SHS Assistant Principal II / OIC tsunamis and volcanic eruptions.
B. Performance Standard The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes,

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
 School CACABUGAOAN NATIONAL HIGH SCHOOL Grade Level 10
DAILY LESSON LOG Teacher VENUS L. CERIL Learning Area SCIENCE
Teaching Dates and Time SEPTEMBER 25 - SEPTEMBER 29, 2023 Quarter FIRST
B. Establishing a purpose for Ask the students with a Unlocking key words Picture analysis
the lesson “HOTS” question: what is hot Earthquake Teacher will show different
spots? Magnitude pictures of catastrophic
Epicenter phenomena then ask the
Richter scale students about their insights.
C. Presenting Video Analysis. Teacher will Video Analysis. Teacher Video Analysis. Teacher will
examples/Instances of the present a video then later on will show video then later show video then later on ask the
new lesson will ask the students about on ask the students about students about their insights
their insights. their insights about the about the video.
What is a Volcanic Hotspot- video. Top 10 Worst Natural Disasters Of
(Educational) Kobe Earthquake 07 01 1995 All Time
D. Discussing new concepts Let the students perform Let the students will do the Let the students continue
and practicing new skills # 1 Activity 6 “Drop it Like It’s performance task found in the performance task LM 33
“HOT SPOT” “ LM 33 SURVIVAL KIT
(L.M 31-32) SURVIVAL KIT
E. Discussing new concepts
and practicing new skills # 2
F. Developing mastery Answer the guide questions Presentation of output. See Presentation of output. See
(leads 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
application of concepts and importance of knowing about survival kit?
skills in daily living hot spots?
H. Making generalizations and What is hot spots? What are the basic needs that
abstractions about the lesson we need to include in our
survival kit?
I. Evaluating learning Linked hot spot to plate What you will do before, during
tectonics. and after earthquake?
J. Additional activities for Teachers Note:
application or remediation Continuation 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 d
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevan
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?

Prepared by: Checked by: Noted:

VENUS L. CERIL MOISES O. BARROGA DR. PERDEN C. LIMSON

Subject Teacher Head Teacher SHS Assistant Principal II / OIC

School CACABUGAOAN NATIONAL HIGH SCHOOL Grade Level 10

 DAILY LESSON LOG Teacher VENUS L. CERIL Learning Area SCIENCE
Teaching Dates and Time OCTOBER 02 – OCTOBER 07, 2023 Quarter FIRST

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 structure Describe the internal Describe the internal structure the structure of the Earth ’s
knowledge about Earth’s of the Earth. structure of the Earth. of 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 and
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_Ear
_-_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 eldoradogeology.weebly.com/
Earth's Interior Isn't Quite
http://aspire.cosmic- uploads/3/7/5/7/37573473/
What We Thought It Was ray.org/Labs/SeismicWaves/ earthsinteriorlab.doc
https://www.youtube.com/
watch?v=IWZky7mXoO0

IV. PROCEDURES

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

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

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

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

D. Discussing new Answer Discussion Discussion Do Activity 2 Modeling the Structure of the
concepts and practicing Pre-assessment Studying the Earth’s Interior Do The composition Our Dynamic Earth Earth:
new skills # 1 A. 1-10 Activity 1 of the Earth’s Answer Guide Questions
Interior
 B. 1-5 LM Amazing Waves LM pp. 48-51 3-9 – pp. 52-53 See Attachment
pp. 40 – 42 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 learners’ the activity -
types through class Erath’s interior understanding on Modeling the Structure of
discussion. pp 43-46 through class the different characteristics, the Earth:
Let them complete the discussion. properties and composition of
necessary information using LM pp. 48-51 the Earth’s layers See Attachment
the given organizer of activity Demonstration: LM pp. 48-52
1. LM page 47 Simulating Plasticity
TG. pp. 35-36
G. Finding practical
application of concepts and Scientists use indirect measurements and seismic waves from earthquakes to determine the
skills in daily living 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 the Seismic waves are very The ability of the Oxygen is the most abundant The core itself consists of
lesson important in understanding asthenosphere to flow element in the Earth’s crust. solid inner core and a liqu
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
 i

Prepared by: Checked by: Noted:

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY
I. OBJECTIVES
VENUS
The L. CERIL
learners MOISES
demonstrate understanding O.relationship
of the BARROGAamong the locations
DR.ofPERDEN C.earthquake
volcanoes, LIMSON epicenters and mountain ranges
A. Content Standard Subject Teacher Head Teacher SHS Assistant Principal II / OIC
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 movement. causes of plate movement. causes of plate movement.

Explain Earth’s mechanism Recognize how the Predict what will happen to
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
 School CACABUGAOAN NATIONAL HIGH SCHOOL Grade Level 10
DAILY LESSON LOG Teacher VENUS L. CERIL Learning Area SCIENCE
Teaching Dates and Time OCTOBER 09 – OCTOBER 13, 2023 Quarter FIRST
 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/activitycontinentaldrift.pdf

IV. PROCEDURES

A. Reviewing previous What are the properties of the What are the possible How does the Continental
lesson or presenting layers of the Earth? causes of plate Drift Theory developed?
the 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 Page 37 Activity 3 – Let’s Fit It! Activity 4 – Drifted
the new lesson 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 the Let the students perform first
(leads to Formative familiar of the Earth’s activity as a group. The the activity facilitated by the
Assessment ) Mechanism, the students’ reasoning ability will teacher as preparation for the
Continental Drift Theory be enhanced. Conduct the class discussion. LM pages
and its evidences. activity as quick as possible. 5960
LM page 53-57

G. Finding practical An important use of fossils is in dating rocks, and geologists normally refer to the age of a
application of concepts rock by using classification system, based on fossils rather than by saying something is so-
and 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 Theory of Since it is impossible for
and abstractions about the Theory of Alfred Wegener Alfred Wegener states that the Glossopteris fossils found in
lesson states that the continents continents were once part of a different regions or continents
were once part of a large large landmass called to be blown by the wind or
landmass called Pangaea Pangaea which drifted away carried by ocean waves, the
which drifted away from from each other. only possibility is that these
each other. The regions were once
continents moved away connected. Continents are
from each other towards continuously moving. But it
their current positions. will not very noticeable
Alfred Wegener based his because it took 200 million
theory on evidences from years before the continents
fossils embedded in rocks came to where they are now,
and rock 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 13-
causes of plate 10-12 of Activity 3 – Lets 21 of Activity 4 –
movement? Fit It! LM page 58
 How does Alfred Drifted Continents! LM
Wegener come up to the concept of pages 59-60
continental drift theory?
J. Additional activities for application Activity – Fossils
or remediation file:///C:Users/FixFone/Do
wnloads/activitycontinentaldrift.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?

Prepared by: Checked by: Noted:

VENUS L. CERIL MOISES O. BARROGA DR. PERDEN C. LIMSON

Subject Teacher Head Teacher SHS Assistant Principal II / OIC