DAILY LESSON LOG School Grade Level 10

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 What are the different What is a Posting of manila paper What are the different
presenting the new lesson learned from G9 about types of seismic waves triangulation method on the board types of Plate Boundaries?
active and inactive ( P & S waves ) and how to perform
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 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-wl- how to perform the converging continental and
know-want-to- activity. oceanic plates
knowlearned.html

D. Discussing new concepts VI. REFLECTION Discuss and analyze their Let the students
and practicing new skills # Group the class into 5 answer
1 and answer the Perform Activity #1: “Find Perform Activity #2: the guide questions
E. Discussing new concepts PreAssessment items the Center” “Lets Mark the in work if they properly
and practicing new skills # 1-10 in a manila paper Boun Activity #3: Head-
2 F. Developing mastery Present the output by daries” Call a representative per On follow the procedures Collision, Part A
group by posting their group to present their then check later on. Check the answer in the
work on the board work in front of their guide questions
classmate
G. Finding practical application What are you going to do The teacher will
of concepts and skills in roam if earthquake occurs in your place? What are you going to do What are the
daily living common if your house is located landforms
What do you think is the around to
near a bodies of near to an active volcano?
ensure that importance of determining
H. Making generalizations and water?
the epicenter of an
abstractions about the What do you think is the Discuss
earthquake? the students are doing
lesson Converging basis of scientists in Oceanic
Crust Leading dividing Earth’s Plate and
Check the Give 5 true or false Continental lithosphere into several Crust
preassessment made questions. the activity well. Leading Plate plates?
I. Evaluating learning through K-W-L strategy Give 5 multiple test Give 5 identification type of
Discuss the Give reflection on the questions test
introduction of Plate earthquake happened in
J. Additional activities for Tectonics loboc, bohol province Discuss the different types
application or remediation of Plate Boundaries
Check and discuss the
activity on the
V. REMARKS next meeting
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?

DAILY School Grade Level 10

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 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

DAILY LESSON School Grade Level 10

LOG
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 of Design a scheme
of the continental drift the seafloor spreading seafloor spreading using 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. (10 minutes) Integrative Material p. 73 and
Integrative to be presented at
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 experiment of heating oil task must be set
can be related as line of Ridge and ask how Hopping” and answer with colored brown chalk and rated
evidences that support midocean ridges the guide question. (10 form as a mountain in according to
plate tectonics. relative to the minutes) the beaker. Let the details and
(3 minutes) continental drift 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 demonstrated activity each group for
continental drift theory spreading theory in an island in the in plate tectonics? (5 their presentation.
does supported his claim contradict the continental distance a continent minutes) (5 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
practicing new skills # 1 “Evidently and present their work in fast does it go!” in the Activity 7 “Push me their output in the
Continental?” using Activity 5 “Split and Learner’s Material p. 68 up and aside!” in class.
 cluster diagram. Let the Separate!” in Learner’s – 69 and let the students Learner’s Material p. 70 (30 minutes, 7-8
learners present their Material p. 66 – 67. present their output. (15 – 71 and let the students minutes for each
output. (20 minutes) (20 minutes) 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? (5 minutes) locality to give
formation of your seafloor is spreading? after 100 million years? Inquiry-based informative
hometown 10 years ago, (5 minutes) (5 minutes) materials about
wasn’t it the same? Inquiry-based Inquiry-based the ways to
What probably the cause mitigate the effects
of this changes? (5 of tectonic
minutes) activities-related
Inquiry-based disaster? (5
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
abstractions about the lesson the earth’s mechanism the seafloor calculate the rate of convection current design the scheme
in the continental drift spreading process? seafloor spreading underneath the to inform local
theory as line of (5 minutes) using magnetic clues? earth does important folks about the
evidences that support Inquiry-based (5 minutes) to realize? (5 possibilities of
plate tectonics? (5 Inquiry-based minutes) earthquakes,
minutes) Inquiry-based tsunamis and other
Inquiry-based 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 create their assigned letter addressed to our Summative
information of the risk inform local folks about continent and calculate government official Assessment in
caused by geologic the relative impact of how far does it go after about that it is Learner’s
activities in the locality geological activities 100 million years ago impossible to stop Material p. 74 -
(15 minutes) caused by seafloor from Mid-Atlantic Ridge? tectonic activities like 76. (10 minutes)
Constructivism, spreading. (10 minutes) In what way this convection current but Reflective
Collaborative and Constructivism, calculation will help to we can do something to
Reflective Collaborative and understand the risk of mitigate their effects.
Reflective the impact may bring by (10 minutes)
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)

ACTIVI
TY#
_____
_____
_
Island
Hoppi
ng!

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 (3 Very Good Good Needs Improvement

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 Area
LOG 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 processes • Describe transform fault • Explain the  Compare and
Write the LC code for each. boundaries. that occur along boundary processes contrast the three
• Cite some landforms divergent • Determine the effect of that occur types of
formed when plate boundaries. transform-fault boundary along boundary using
move apart on the Earth’s crust. divergent ICT simulation.
boundaries.
• 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 Present a picture of Number Letter Game: Recall the previous lesson. Recall the previous lesson. Recall the previous
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 with a
the lesson “HOTS” question: What do landforms caused by landforms that are associated Teacher will show HOTS” question: What
you think will be the result if divergent boundary. to transform fault boundary. different pictures of is the impact or effect of
the plates are moving apart? damage done by the different movement
earthquakes then students in the plate boundary?
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. (Three
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 will
landforms when the plates are (Strong Quake Strikes analyze and
moved apart and processes Southern Philippines, summarize the
that occur along divergent Killing at Least 6 ) pictures that 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 board
1 Ways”. (Divergent Boundary Model) 5 “Slide and Shake” (L.M 29-30) (Transform Boundary work using laptop and
(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 follow up
(leads to Formative found in L.M regarding on transform fault questions. questions regarding on
Assessment 3) boundary. three types of plate
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 distinct
application of concepts importance of knowing the happen if the plates will of knowing the transform fault effect of earthquake in the characteristics of each
and skills in daily living divergent boundary. continue apart for million boundary. environment? type of plate boundary?
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
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 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 • 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 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
(Educational) Kobe Earthquake 07 01 Of All Time
1995
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?
 School Grade Level 10
DAILY LESSON LOG Teacher Learning Area SCIENCE
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 ’s
knowledge about Earth’s structure 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 Describe the composition Describe the properties of the the interior of the Earth
Learn about the of seismic waves. of the Earth’s Interior. layers of the Earth. and 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 previous Have you ever wonder Do you still Remember the What are seismic waves? What are the compositions of What are the properties of
lesson or presenting what is inside the earth? different types of waves? the Earth’s Interior? the layers of the Earth?
the new lesson What are those? What is the difference
What do you imagine between P and S waves?
about earth’s interior? Do you have an idea what
type of wave we experience
during earthquake?

B. Establishing a purpose Showing a Video Structure of the Earth:

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

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

D. Discussing new Answer Discussion Discussion Do Activity 2 Modeling the Structure of

concepts and practicing Pre-assessment Studying the Earth’s Interior The composition of the Our Dynamic Earth the Earth:
new skills # 1 A. 1-10 Do Activity 1 Earth’s Interior Answer Guide Questions
 B. 1-5 LM Amazing Waves pp. 48-51 3-9 – pp. 52-53 See Attachment
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
Assessment ) Pre-Assessment what is seismic wave and its of the composition of the Activity 2 will test the perform the
types through class Erath’s interior learners’ understanding on activity -
discussion. pp 43-46 through class the different characteristics, Modeling the Structure of
Let them complete the discussion. properties and composition of the Earth:
necessary information using LM pp. 48-51 the Earth’s layers
the given organizer of Demonstration: LM pp. 48-52 See Attachment
activity Simulating Plasticity
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 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 plasticity. iron and magnesium make up study the structure of th
as in determining the The Earth’s composition the mantle. Earth because: the crust i
properties of these layers. tells a story about itself. It The inner core is mostly too thick to drill all the wa
gives us clues to its past made up of iron and nickel. It through.
and proofs about the is solid due to the very high
gradual and slow changes pressure that keeps it
that it has undergone for compacted together even if
over 4.6 billion years. the temperature is really very
high.
I. Evaluating learning
i
 School Grade Level 10
DAILY LESSON LOG Teacher Learning Area SCIENCE
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/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 Let the students perform
(leads to Formative familiar of the Earth’s the activity as a group. first the activity facilitated
Assessment ) Mechanism, the The students’ reasoning by the teacher as
Continental Drift Theory ability will be enhanced. preparation for the class
and its evidences. Conduct the activity as discussion. LM pages
LM page 53-57 quick as possible. 5960

G. Finding practical An important use of fossils is in dating rocks, and geologists normally refer to the
application of concepts age 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 The Continental Drift Since it is impossible for
and abstractions about the Theory of Alfred Wegener Theory of Alfred Wegener Glossopteris fossils found
lesson states that the continents states that the continents in different regions or
were once part of a large were once part of a large continents to be blown by
landmass called Pangaea landmass called Pangaea the wind or carried by
which drifted away from which drifted away from ocean waves, the only
each other. The each other. possibility is that these
continents moved away regions were once
from each other towards connected. Continents are
their current positions. continuously moving. But
Alfred Wegener based his it will not very noticeable
theory on evidences from because it took 200 million
fossils embedded in rocks years before the
and rock formation. continents came to 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 Questions Answer Guide Questions
causes of plate 10-12 of Activity 3 – Lets 13-21 of Activity 4 –
movement? Fit It! 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 for Activity – Fossils

application or file:///C:Users/FixFone/Do
remediation 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?