School BAYAWAN NATIONAL HIGH SCHOOL Grade Level 10

DAILY LESSON LOG Teacher BRYAN PHILIP D. TRAGICO 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
C. Learning Competency/Objectives eruptions.the following Locate the epicenter of Describe the distribution of active
Answer Explain the process
test items honestly and an earthquake using volcanoes, earthquake epicenters, that occur along
truthfully the triangulation and major mountain belts. convergent boundaries
S9ES-Ia-j-36.1 method S9ES-Ia-j-36.1 S9ES-Ia-j-36.2 S9ES-Ia-j-36.3
II. CONTENT Unit 1, Module 1 Plate Epicenter Plate Continental Plate &
Tectonics Boundaries 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 Manila paper, pentel pen
IV. PROCEDURES tectonics
A. Reviewing previous lesson or Recall the concept What are the different What is a Posting of manila What are the different
presenting the new lesson learned types of seismic triangulation paper on the board types of Plate
from G9 about active waves ( P & S method and how to Boundaries?
B. Establishing a purpose for the Show pictures about waves
Ask )
students of the Let the students watch
lesson plate
tectonics different earthquake the
video
occurs in the country Discuss briefly the https://
valley fault system” watch?v=1-HwPR_4mP4
C. Presenting examples/Instances Give Pre-Assessment in Group the students into creatively! Call students to present Post the picture of
of the new lesson the form of K-W-L 5
and give an instruction their output the
Cross-sectional diagram
strategy
http://www.nea.org/ on
how to perform the of
converging continental
tools/k-w- l-know-want-to- activity. and oceanic plates
know-
learned.html
 D. Discussing new concepts and Group the class into 5 Discuss and analyze Let the students
practicing new skills # 1 and answer the Pre- Perform Activity #1: Perform Activity #2: answer the guide
their work if they
E. Discussing new concepts and Assessment items 1-10 “Find the Center” “Lets Mark the questions in Activity
practicing new skills # 2 in a manila paper Boundaries” properly follow the #3: Head-On Collision,
Part A
procedures then
F. Developing mastery Present the output Call a representative Check the answer in the
by group by per group to present check later on. guide questions
posting their work their work in front of
on the board their
classmate The teacher will
G. Finding practical application of What are you going to What are you going to What are the common
concepts and skills in daily do do landforms near a bodies
living if earthquake roam - around to if your house is located of water?
occurs in your near to an active
place? volcano?
H. Making generalizations and What do you think is ensure that the What do you think is Discuss Converging
abstractions about the lesson the importance of the basis of scientists Oceanic Crust Leading
determining the in dividing Earth’s Plate and Continental
epicenter of an students are doing lithosphere into Crust Leading Plate
earthquake? several
plates?
I. Evaluating learning Check the pre- Give 5 true or false the activity well. Give 5 multiple test Give 5 identification
assessment made questions. questions type of test
through K-W-L strategy
J. Additional activities for Discuss the introduction Give reflection on the Discuss the different
application or remediation of Plate Tectonics earthquake happened types of Plate
in loboc, bohol province Boundaries
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
Oceanic Plates 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
presenting the new lesson subduction Convergence of Two
Oceanic Plates
B. Establishing a purpose for thePost a picture of a Posting of pictures of
lesson tsunami and ask a different mountains in
series of questions the world
about it.
C. Presenting examples/Instances Posting of Figure 11: Ask the students to
of the new lesson Cross-sectional arrange the pictures
diagram of from highest to lowest
converging oceanic elevation.
plates
D. Discussing new concepts and
practicing new skills # 1
 E. Discussing new concepts and Perform activity #3: Perfom activity #3 Part
practicing new skills # 2 Part B: Convergence C: Two Continental
of Two Plates
Oceanic Plates Converging
F. Developing mastery Discuss the Formation Why most of the
of mountains are tall?
Philippine Archipelago
G. Finding practical application of What is the cause of What is the benefit of
concepts and skills in daily living the formation of having a mountain
Himalayan mountain near your place?
H. Making generalizations and range? Discuss the process in
abstractions about the lesson converging plates.
I. Evaluating learning Give 5 multiple type of Check the Guide
test 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 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 Simulate and Calculate the rate of Realize the Design a
importance of the describe the seafloor spreading importance of the scheme to
continental drift seafloor spreading using magnetic clues. creation of inform local
theory as line of process. convection current folks about the
evidences that underneath the possibilities of
support plate earth. earthquakes,
tectonics. tsunamis and
other geologic
activities.
II. CONTENT UNIT I: Earth and UNIT I: Earth and UNIT I: Earth and UNIT I: Earth and UNIT I: Earth
Space MODULE 2: Space MODULE 2: Space MODULE 2: Space MODULE 2: and Space
The Earth’s Interior The Earth’s Interior The Earth’s Interior The Earth’s Interior MODULE 2: The
TOPIC: Line of TOPIC: Line of TOPIC: Line of TOPIC: Line of Earth’s Interior
Evidences that Evidences that Evidences that Evidences that TOPIC: Line of
Support Plate Support Plate Support Plate Support Plate Evidences that
Tectonics SUBTOPIC: Tectonics SUBTOPIC: Tectonics SUBTOPIC: Tectonics SUBTOPIC: Support Plate
Continental Drift Seafloor Spreading Rate of Seafloor Convection Current Tectonics
Theory Spreading 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 Recall the continental How does seafloor Let the student do the Recall the
continental
presenting the new lesson drift theory using drift theory by letting spreading? Let the board work in how to performance
the task
questions in ICT student present their learner explain their calculate distance a given at the start
format.
(5 minutes) poster in the class. output about continent moves. of the first
information quarter
ICT Integration (10 minutes) campaign made (5 minutes) in Learner’s
through
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 Perform the activity Demonstrate a simple The performance
observe
lesson continental drift the map of Mid- entitled “Island experiment of heating task must be set
theory Atlantic Hopping” oil
can be related as line Ridge and ask how and answer the guide with colored brown and rated
of mid- chalk
evidences that ocean ridges relative question. form as a mountain in according to
support 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 How Alfred Wegener How evidences that How can you relate How can you relate Preparation of
of the the
the new lesson who proposed the support seafloor rate of travel you demonstrated activity each group for
gone in in
continental drift spreading theory an island in the plate tectonics? their
theory distance presentation.
does supported his contradict the a continent moves for (5 minutes) (5 minutes)
claim
for his evidences? continental drift every year? Inquiry-based
theory?
(2 minutes) (2 minutes) (5 minutes)
Inquiry-based Inquiry-based Inquiry-based
D. Discussing new concepts and Perform activity Let the learners Perform Activity 6 Let the learners Presentation of
practicing new skills # 1 entitled “Evidently perform and present “How fast does it conduct the Activity their output in
Continental?” using their work in Activity 5 go!” in Learner’s 7 “Push me up and the class.
cluster diagram. Let “Split and Separate!” Material p. 68 – 69 aside!” in Learner’s (30 minutes, 7-
the learners present in Learner’s Material and let the students Material p. 70 – 71 8 minutes for
their output. p. 66 – 67. present their output. and let the students each group)
(20 minutes) (20 minutes) (15 minutes) present their Constructivism
Constructivism and Constructivism and Constructivism and realization in their and Collaborative
Collaborative Collaborative Collaborative output.
(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 questions Q22 - Q27 questions Q28 - Q29 questions Q30 – Q33
activity. (5 minutes) of the activity in of the activity in of the activity in
Inquiry-based Learner’s Material p. Learner’s Material p. Learner’s Material p.
67. 69. 69.
(5 minutes) (5 minutes) (5 minutes)
Inquiry-based Inquiry-based Inquiry-based
G. Finding practical application of How would you think Why does rocks used How far do the How convection How can we
concepts and skills in daily living the difference of the as an indication that Philippine plate in current occur? help locality to
land formation of your seafloor is China after 100 (5 minutes) give informative
hometown 10 years spreading? (5 million years? (5 Inquiry-based materials about
ago, wasn’t it the minutes) minutes) the ways to
same? Inquiry-based Inquiry-based mitigate the
What probably the effects of
cause of this tectonic
changes? activities-related
(5 minutes) disaster?
Inquiry-based (5 minutes)
Inquiry-based
H. Making generalizations and How can you explain How can you How can you Why the creation of How did you
abstractions about the lesson the earth’s describe the calculate the rate of convection current design the
mechanism in the seafloor spreading seafloor spreading underneath the earth scheme to
continental drift process? using magnetic does important to inform local
theory as line of (5 minutes) clues? realize? folks about the
evidences that Inquiry-based (5 minutes) (5 minutes) possibilities of
support plate Inquiry-based Inquiry-based earthquakes,
tectonics? tsunamis and
(5 minutes) other
Inquiry-based geologic
activities?
 (5 minutes)
Inquiry-based
I. Evaluating learning Ask the learners to Let the learners make Ask the students to Let the student write Answer the
make a poster post card that will create their assigned a letter addressed to Summative
showing information inform local folks continent and our government Assessment in
of the risk caused by about the relative calculate how far official about that it Learner’s
geologic activities in impact of geological does it go after 100 is impossible to stop Material
the locality (15 activities caused by million years ago tectonic activities p. 74 - 76.
minutes) seafloor spreading. from Mid-Atlantic like convection (10 minutes)
Constructivism, (10 minutes) Ridge? In what way current but we can Reflective
Collaborative and Constructivism, this calculation will do something to
Reflective Collaborative help to understand mitigate their
and Reflective the risk of the impact effects. (10 minutes)
may bring by this Reflective
geological events. (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  Explain the  Describe transform  Explain the  Compare and
Write the LC code for each. divergent processes that fault boundary processes contrast the
boundaries. occur along  Determine the effect that occur three types
 Cite some divergent of transform-fault along of boundary
landforms formed boundaries. boundary on the divergent using ICT
when plate move Earth’s crust. boundaries. simulation.
apart  Discuss how
earthquake
is possible
in
transform
fault
boundary
II. CONTENT
Divergent Divergent Transform Boundary Transform Boundary Three types of plate
Boundary Boundary 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 Present a picture of Number Letter Game: Recall the previous lesson. Recall the previous Recall the previous
lesson or presenting convergent boundary. Students will guess the lesson. lesson
the new lesson Allow the students to hidden words. Then
analyze the explain
pictures. the revealed words.
B. Establishing a purpose Ask the students with a Show pictures of Show pictures of different Picture analysis Ask the students
for the lesson “HOTS” question: What different landforms landforms that are associated Teacher will show with a HOTS”
do you think will be the caused by divergent to transform fault boundary. different pictures of question: What is
result if the plates are boundary. damage done by the impact or effect
moving apart? earthquakes then of the different
students will give movement in the
Introduction to Divergent their plate boundary?
Boundary insights.
C. Presenting Present a video clip Article Analysis. Video Analysis. Teacher will Article Analysis. Picture Analysis.
examples/Instances of showing a scenario of Students will read an show video then later on ask Students will read an (Three Types of
the new lesson plates that are moving article and answer the the students their insights article and answer the Plate Boundary)
apart. This will lead to the guide questions. about the video. guide questions. Students will analyze
discussion of possible (Strong Quake and summarize the
landforms when the Strikes Southern pictures that that
plates are moved apart Philippines, Killing at teacher will show.
and processes that occur Least 6 )
along
divergent boundaries.
D. Discussing new Let the students perform Let the students perform Let the students Let the students
concepts and Activity 4 Going Separate “Ready, Set, Glue” Let the students perform perform “Ready, Set, manipulate the
practicing new skills # Ways”. (Divergent Boundary Activity 5 “Slide and Shake” Glue” board
1 (L.M 25-26) Model) (L.M 29-30) (Transform Boundary work using laptop
Model) and projector.
E. Discussing new Answer the guide questions
concepts and found in L.M
practicing new skills #
2
F. Developing Answer the guide Answer the guide Giving more follow up Answer the guide Giving more follow
mastery (leads to questions found in L.M questions. questions regarding on questions. up questions
 Formative transform fault boundary. regarding on
Assessment 3) three types of plate
boundary
G. Finding practical Ask the students the What do you think will Ask the students the What do you think the What is the distinct
application of importance of knowing happen if the plates will importance of knowing the effect of earthquake in characteristics of
concepts and skills in the divergent boundary. continue apart for transform fault boundary. the environment? each type of plate
daily living million years? boundary?
H. Making generalizations Cite some possible Label the different parts Cite some possible effects of What is the distinct Using concept map,
and abstractions about landforms formed during of divergent boundary continuous sliding of plates? characteristics of summarize the
the lesson divergent boundary. transform fault three types of plate
boundary compare to boundary.
two other
faults?
I. Evaluating learning Define divergent Explain the processes Define transform fault Explain the Explain each type of
boundary. occur along divergent boundary. processes occur boundary
boundaries. along transform
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
Standard eruptions.
C. Learning Competency S9ES-Ia-j-36.2
/Objectives  Relate hot spot  Define earthquake  Prepare survival kit
Write the LC code for each. with plate  Prepare survival kit  Discuss the
boundaries importance of
 Define hot spots preparing survival
kit
II. CONTENT
Hot Earthquake SURVIVAL KIT
Spots
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide p. 19 pp. 20-22 pp. 20-22
pages
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 Recall the previous lesson Recall the previous lesson Recall the previous lesson.
lesson or presenting the
new lesson
B. Establishing a purpose Ask the students with a Unlocking key Picture analysis
for the lesson “HOTS” question: what is words Earthquake Teacher will show different
hot spots? Magnitude pictures of catastrophic
Epicenter phenomena then ask the
Richter scale students about their insights.
C. Presenting Video Analysis. Teacher Video Analysis. Teacher Video Analysis. Teacher will
examples/Instances of will present a video then will show video then show video then later on ask
the new lesson later on will ask the later on ask the the students about their
students about their students about their insights about the video.
insights. insights about the video. Top 10 Worst Natural Disasters
What is a Volcanic Hotspot- Kobe Earthquake 07 01 Of
(Educational) 1995 All Time
D. Discussing new Let the students perform Let the students will do Let the students continue the
concepts and practicing Activity 6 “Drop it Like It’s the performance task performance task
new skills # 1 “HOT SPOT” “ found in LM 33 LM 33
(L.M 31-32) SURVIVAL KIT SURVIVAL KIT
E. Discussing new
concepts and practicing
new skills # 2
F. Developing mastery Answer the guide Presentation of output. Presentation of output.
(leads to Formative questions found in L.M See rubrics in LM. 33 See rubrics in LM. 33
Assessment 3)
G. Finding practical What do you think is the What is the importance of
application of concepts importance of knowing survival kit?
and skills in daily living about hot spots?
H. Making generalizations What is hot spots? What are the basic needs
and abstractions about the that we need to include in
lesson our survival kit?
I. Evaluating learning Linked hot spot to plate What you will do before,
tectonics. during 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 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 Teacher Learning Area SCIENCE
LOG Teaching Dates and Quarter FIRST QUARTER
Time

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES
The learners demonstrate understanding of the relationship among the locations of volcanoes, earthquake epicentres and
A. Content Standard mountain ranges
The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquake, tsunamis, and volcanic
B. Performance Standard eruptions.
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
Write the LC code for Diagnose students’ Describe the Describe the Describe the internal of the structure of the
each. prior knowledge internal internal structure of the Earth. Earth ’s interior by
about Earth’s interior. structure of the Earth. structure of the Earth. constructing a scale
Describe the properties of model of a “slice” of
Learn about Describe the different Describe the the layers of the Earth. the interior of the Earth
the types of seismic waves. composition of the an studying the
explanations in their Earth’s Interior. material properties of
right 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 Science Learner’s Science Learner’s file:///C:/Users/
Material Material Science Material Science Material Science FixFone/
Science Teacher’s Teacher’s Guide Teacher’s Guide Teacher’s Guide Downloads/Modelling_
Guide the_Structure_of_the_E
art
_-
_Student_Activity.pd
f
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
http://aspire.cosmic- eldoradogeology.weebly.c
Quite What We ray.org/Labs/SeismicWav om/
es/ uploads/3/7/5/7/37573473
Thought It Was
/ earthsinteriorlab.doc
https://
www.youtube.com/
watch?
v=IWZky7mXoO0
IV. PROCEDURES

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

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

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

C. Presenting Follow TG for Follow TG for studying Follow TG discussion Follow TG for
examples/Instances of Pre- the Earth’s Interior of the Composition of Activity 2 Our
the new lesson assessment on page 32 the Earth’s Interior pp. Dynamic Earth
Choose the letter of 34 Demonstration: Answers to
the correct answer. Simulating Plasticity Questions 3-9
1-10 Answer briefly pp. 35-36 on pp. 36-37
the given questions
1-5
on pp. 29-31
D. Discussing new Answer Discussion Discussion Do Activity 2 Modeling the
concepts and Pre-assessment Studying the Earth’s The composition of Our Dynamic Structure of
practicing new skills # A. 1-10 Interior the Earth’s Interior Earth the Earth:
1 Do Activity 1 Answer Guide Questions
 B. 1-5 Amazing pp. 48-51 3-9 – pp. 52-53 See Attachment
LM pp. 40 – 42 Waves LM pp
43 – 47.

E. Discussing new
concepts and
practicing new skills #2

F. Developing mastery
(leads to Formative Let the students Let the students be Let the students be As an individual activity, Let the Students
Assessment ) answer Pre- familiar what is seismic familiar of the Activity 2 will test the perform the activity -
Assessment wave and its types composition of the learners’ understanding Modeling the
through class discussion. Erath’s interior through on the different Structure of the
pp 43-46 class discussion. characteristics, Earth:
Let them complete the LM pp. 48-51 properties and
necessary information Demonstration: composition of the See Attachment
using Simulating Earth’s layers
the given organizer of Plasticity LM pp. 48-52
activity TG. pp. 35-36
1. LM page 47
G. Finding practical
application of Scientists use indirect measurements and seismic waves from earthquakes to
concepts and skills in determine the internal structure of the Earth. Analysis of the Earth’s internal
daily living 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 Seismic waves are very The ability of the Oxygen is the most The core itself consists i
abstractions about the important in asthenosphere to flow abundant element in the of solid inner core and
lesson understanding the slowly is termed as Earth’s crust. The a liqui outer core. It is
discovery of the different plasticity. elements silicon, oxygen, difficult t study the
layers of the Earth as The Earth’s iron and magnesium structure of th Earth
well as in determining composition tells a make up the mantle. because: the crust too
the properties of these story about itself. It The inner core is mostly thick to drill all the wa
layers. gives us clues to its made up of iron and through.
past and proofs about nickel. It is solid due to
the gradual and slow the very high pressure
 Answer Pre- Answer guide What are the Answer guide Describe the
Assessment LM questions 1-2 of compositions of the questions 3-9 of structure of the Earth
pp 40-42. activity 1 Amazing Earth’s Interior? Activity 2 using the own- made
waves Our Dynamic model from the
pp 47 Earth LM pp. 53 activity.
J. Additional activities Earth’s Interior Lab
for application or
remediation eldoradogeology.weebly.c
om/
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 Quarter FIRST QUARTER
Time

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES
The learners demonstrate understanding of the relationship among the locations of volcanoes, earthquake epicenters and
A. Content Standard mountain ranges
The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquake, tsunamis, and volcanic
B. Performance Standard eruptions.
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 causes of plate causes of plate causes of plate
each. movement. movement. movement.

Explain Earth’s Recognize how the Predict what will

mechanism and continental drift theory happen to the world as
Continental Drift is developed. the continents
Theory and its continuously move.
evidences.
The Earth’s The Earth’s Interior The Earth’s Interior
II. CONTENT Mechanism and Mechanism and 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:// https://
Resource www.youtube.com/ 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 What are the possible How does the
lesson or presenting properties of the layers causes of plate Continental Drift
the new lesson of the Earth? movement? Theory developed?

How does Alfred

Wegener
come up to the
concept of continental
drift theory?

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

purpose for the lesson elibrary/ Continental Drift
resource/36611 Theory Animation

C. Presenting Follow TG for Follow TG Follow TG

examples/Instances of The Earth’s Activity 3 – Let’s Activity 4 –
Mechanism Fit It! 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 Let’s Fit It! Drifted
Mechanism 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 Let the students
(leads to Formative familiar of the Earth’s perform the activity as perform first the
Assessment ) Mechanism, the a group. The students’ activity facilitated by
Continental Drift reasoning ability will the teacher as
Theory and its be enhanced. Conduct preparation for the
evidences. the activity as quick as class discussion. LM
LM page 53-57 possible. pages 59- 60
G. Finding practical An important use of fossils is in dating rocks, and geologists normally
application of refer to the age of a rock by using classification system, based on fossils
concepts and skills in rather than by saying something is so-many millions of years old.
daily living “Jurassic” rocks, for example, are characterized by a particular fossil
assemblage that distinguishes them from “Cretaceous” rocks that
overlay them.
H. Making The Continental Drift The Continental Drift Since it is impossible
generalizations and Theory of Alfred Theory of Alfred for Glossopteris fossils
abstractions about the Wegener states that Wegener states that found in different
lesson the continents were the continents were regions or continents
once part of a large once part of a large to be blown by the
landmass called landmass called wind or carried by
Pangaea which drifted Pangaea which drifted ocean waves, the only
away from each other. away from each other. possibility is that these
The continents moved regions were once
away from each other connected. Continents
towards their current are continuously
positions. Alfred moving. But it will not
Wegener based his very noticeable
theory on evidences because it took 200
from fossils embedded million years before
in rocks and rock the continents came to
formation. where they are now,
based on continental
drift theory. Scientists
are also expecting this
to happen in
the future.
I. Evaluating learning What are the possible Answer Guide Answer Guide
causes of plate Questions 10-12 of Questions 13-21 of
movement? Activity 3 – Lets Fit It! Activity 4 –
LM page 58
 Drifted Continents! LM
How does Alfred pages 59-60
Wegener come up to
the
concept of
continental drift
theory?
J. Additional activities Activity – Fossils
for application or file:///C:Users/
remediation 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?