School MAKATI HIGH SCHOOL Grade Level GRADE - 10

1``GRADES 1
to 12 DAILY Teacher LUCKY D. REMOS Learning Area EARTH & SPACE
LESSON LOG Teaching Dates and Time October 9 - 13, 2023 Quarter FIRST

Day 1 Day 2 Day 3 Day 4

A. Content The learners demonstrate understanding of
Standards
1. the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges

B. Performance The learners should be able to

Standards 1. demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions; and
2. suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis, and volcanic eruptions.
C. Learning Enumerate the lines of evidence that Describe the possible causes of plate movement Describe the possible causes of plate
Competencies / support plate movement (S10ES – Ia-j- (S10ES – Ia-j-36.5) movement (S10ES – Ia-j-36.5) Day 4:
Objectives 36.6) 1. Enumerate the lines of evidence that
Write the LC code DAY 2: DAY 3: support plate movement
for each 1. Relate the convection current with the 1. Explain Plate Tectonic Theory 2. Describe the possible causes of plate
DAY 1: plate movement. as a unifying theory. movement
1. Explain how magnetic stripes on the 2. Discuss how ridge push and slab pull
seafloor provide evidence for seafloor cause plate movement.
spreading.

II. CONTENT Magnetic Striping Possible causes of plate movement Plate Tectonic Theory 3rd Summative Test

III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s Science-10-Quarter-1-Module-6-for- Science-10-Quarter-1-Module-6-for-Print.pdf Science-10-Quarter-1-Module-6-for- Science-10-Quarter-1-Module-6-for-Print.pdf
Materials pages Print.pdf Print.pdf
Science – Grade 10 Alternative Delivery Mode Science – Grade 10 Alternative Delivery Mode
Science – Grade 10 Alternative Delivery Science – Grade 10 Alternative Delivery
Mode Quarter 1 - Module 7: Continental Drift Theory Mode Quarter 1 - Module 6: Possible Causes of Plate
Second Edition, 2021 Movement Second Edition, 2021
Quarter 1 - Module 6: Possible Causes of Quarter 1 - Module 6: Possible Causes
Plate Movement Second Edition, 2021 of Plate Movement Second Edition, 2021

3. Textbook pages
4. Additional
Materials from
 Learning
Resource (LR)
portal
B. Other Learning Printed Summative Test Video lesson, PowerPoint Presentation Video lesson, PowerPoint Presentation Printed Summative Test
Resources
IV. These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you
can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
PROCEDURES processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

A. Reviewing previous The teacher will present a picture of Show a picture to the students and ask the question: Recap. Tell the students to review their notes for 10mins.
lesson or presenting magnet and let the student recall the
the new lesson concept about the magnet. “What does the arrow pointing outward represents?” Ask the following questions:

1. What’s the big idea behind the

Continental Drift Theory?
2. How did the Plate Tectonics
become a unifying theory?

Explain that:

law of magnetism is that like poles repel

one another and unlike poles attract each
other

B. Establishing a The teacher will present a picture of Demonstrate a simple experiment of heating oil with Vocabulary: Tell the students that they will be taking their 3rd
purpose for the magnetometer and will explain the use of it colored brown chalk form as a mountain in the Summative Test and they should answer each
lesson beaker. Let the student observe. This can be done • Continent item carefully.
via video presentation as an alternative. • Evidence
• Fossil
• Geologist
• Theory
• Continental drift
• Plate tectonics
 Explain that:

Many scientists have been using a

magnetometer, an instrument used to
measure the strength of the magnetic field,
in the exploration of the ocean. As they
mapped the seafloor, they discovered
patterns of stripes on rocks on both sides
of mid-oceanic ridge with normal polarity
and reversed polarity. This is now known
as magnetic striping.

C. Presenting The teacher will recall the concept of How can you relate the demonstrated activity in Ask how are evidences related to The teacher will distribute a copy of the test
examples/ seafloor spreading plate tectonics? theories? papers to the students.
instances of the
new lesson Explain that: The teacher may also state the questions orally or
Records project on a wider screen using slide
In 1960 Harry Hammond Hess, an presentations.
American geophysicist, proposed the Insight

Theory of Seafloor Spreading which states Analysis

Scientific
Theory/Model Remember to observe exact time allotment for
that magma continuously comes out from Data
students in taking the test.
the mid-ocean ridges, as the magma cools
Experiments
it spreads away from the ridges creating a
younger ocean floor. This process is
thought to have caused the continents to
drift apart.

D. Discussing new The teacher will explain to the class the Let the learners conduct the Activity 7 “Push me up Have an inquiry-based learning about Pen and Paper Quiz
concepts and earth’s magnetic field that the Earth’s outer and aside!” in Learner’s Material p. 70 – 71 and let evidences of Continental Drift Theory.
practicing new core is composed of liquid iron that moves the students present their realization in their output. - Discuss the instructions of the quiz and the time
skills #1 as the Earth rotates. The motion of the allotment
liquid iron generates a magnetic field. The - after 30 minutes, let the students exchange their
Earth’s magnetic field has the North Pole answer sheet. And post the answer key
and South Pole, aligned with the axis of
rotation. The magnetic field lines follow
from northern hemisphere to southern
hemisphere
E. Discussing new The teacher will present a video about the Let the students watch a video about the Test Proper
concepts and magnetic striping as the evidence of Plate Tectonics Theory.
practicing new seafloor spreading and let the student
skills #2 answer the guide question. Based on the video, what do you think is
the importance of plate tectonics in
https://www.youtube.com/watch? Wegener’s continental drift theory?
v=BCzCmldiaWQ

1. What is magnetic striping? Describe

Explain that:

The magma or molten rocks that made up

the ocean floor contains iron. The iron lines
up with the magnetic field of the earth. If
the magnetic field is on the North Pole, it
will line up pointing to the north. If the
magnetic field is on the South Pole, it will
line up pointing to the south. When the
molten rock hardens, the iron is locked
forming magnetic stripes parallel to mid-
ocean ridges

F. Developing mastery Activity : Seafloor Spreading and Magnetic Answer the guide questions Q30 – Q33 of the The teacher will record the scores of the learners
(Leads to Formative Striping activity in Learner’s Material p. 69. and have to determine the mastery level of the
Assessment 3) class and design strategy for immediate
intervention
 1. Name the feature shown at A. What
happens in this site?

2. Name the feature shown at B. When

does this happen?

3. Name the features shown at C.

4. What do the arrows pointing outward

indicate?

5. Explain how the magnetic striping on the

seafloor provides evidence for seafloor
spreading.

G. Finding practical Why are magnetic stripes on the seafloor How convection current occur? Let students simulate the “Interactive Ask the students the following questions:
applications of important? Plate Movement”
concepts and skills Which part of the test that you find hard to
in daily living These patterns of stripes provide the https://pbslm- answer?
history of seafloor spreading. contrib.s3.amazonaws.com/WGBH/
Geophysicists can read these patterns conv16/conv16-int-mmes/index.html (Will depend on the result of the test)
from the magnetic anomalies they measure What difficulties did you encounter while taking the
with a magnetometer. Where the magnetic test?
wiggles, or anomalies, are broader, the
spreading rate has been faster. (Will depend on the result of the test)

Which part of the test you did well?

(Will depend on the result of the test)

H. Making Harry Hammond Hess proposed the Why does the creation of convection current
generalizations and Theory of Seafloor Spreading. underneath the earth is important to realize?
abstractions about
the lesson • Seafloor spreading is when magma flows
out from the mid-ocean ridge and
continuously adds new materials to the
seafloor.

• The Earth’s magnetic field is generated Let the students study the Wilson Cycle
by the moving liquid iron in the Earth’s
outer core.

• Magnetic reversal happens when the

magnetic North pole transforms to
magnetic South Pole or vice versa.

• Magnetic stripping happens when the

molten iron on the seafloor lines up
pointing to the North Pole or South Pole,
depending on the orientation of the
magnetic field. When the iron hardens, it
locks forming magnetic stripes.

• As the seafloor spreads, there is

continuous magnetic stripping that forms a
symmetrical pattern along the mid-ocean
ridge.

I. Evaluating learning Checking of students answer in their quiz Checking of students answer in the activity 5-item quiz Checking of students answer in their quiz

J. Additional activities
for application or
remediation

V. REMARKS

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
VI. REFLECTION 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 strategiesworked

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?