GRADE/SECTION GRADE 10 LEARNING AREA SCIENCE 10

DAILY
LESSON
TEACHING DATES/TIME SEPTEMBER 9-13, 2024 QUARTER SEVENTH WEEK
LOG

DAYS OF THE WEEK Monday Tuesday Wednesday Thursday Friday

Actual Teaching Time: 6:10 – 6:45 6:10 – 6:45 6:10 – 6:45 6:10 – 6:45 6:10 – 6:45
6:45 – 7:20 6:45 – 7:20 6:45 – 7:20 6:45 – 7:20 6:45 – 7:20
7:20 – 7:55 7:20 – 7:55 7:20 – 7:55 7:20 – 7:55 7:20 – 7:55
7:55 – 8:30 7:55 – 8:30 7:55 – 8:30 7:55 – 8:30 7:55 – 8:30
8:50 – 9:25 8:50 – 9:25 8:50 – 9:25 8:50 – 9:25 8:50 – 9:25

I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday

the relationship among the the relationship among the the relationship among the the relationship among the the relationship among the
locations of volcanoes, earthquake locations of volcanoes, locations of volcanoes, locations of volcanoes, locations of volcanoes,
Content Standards
epicenters, and mountain ranges earthquake epicenters, and earthquake epicenters, and earthquake epicenters, and earthquake epicenters, and
mountain ranges mountain ranges mountain ranges mountain ranges
1. demonstrate ways to ensure 1. demonstrate ways to 1. demonstrate ways to 1. demonstrate ways to ensure 1. demonstrate ways to ensure
disaster preparedness during ensure disaster preparedness ensure disaster disaster preparedness during disaster preparedness during
earthquakes, tsunamis, and during earthquakes, preparedness during earthquakes, tsunamis, and earthquakes, tsunamis, and
volcanic eruptions 2. suggest tsunamis, and volcanic earthquakes, tsunamis, volcanic eruptions 2. suggest volcanic eruptions 2. suggest
ways by which he/she can ways by which he/she can
ways by which he/she can eruptions 2. suggest ways by and volcanic eruptions 2.
Performance contribute to government contribute to government
Standards contribute to government which he/she can contribute suggest ways by which
efforts in reducing damage due efforts in reducing damage due
efforts in reducing damage due to government efforts in he/she can contribute to to earthquakes, tsunamis, and to earthquakes, tsunamis, and
to earthquakes, tsunamis, and reducing damage due to government efforts in volcanic eruptions volcanic eruptions
volcanic eruptions earthquakes, tsunamis, and reducing damage due to
volcanic eruptions earthquakes, tsunamis,
and volcanic eruptions
Learning Describe the possible causes of Describe the possible causes of Describe the possible causes Describe the possible causes of Describe the possible causes of
Competencies / plate movemenS10ES – Ia-j-36.5 plate movemenS10ES – Ia-j-36.5 of plate movemenS10ES – Ia- plate movemenS10ES – Ia-j- plate movemenS10ES – Ia-j-
Objectives
KSA: KSA: j-36.5 36.5 36.5
Define convection current; Define convection current; KSA: KSA: KSA:
Discuss ridge push; Discuss ridge push; Define convection current; Define convection current; Define convection current;
Discuss ridge push; Discuss ridge push; Discuss ridge push;
Define clearly the slab pull and trench suction;
Define clearly
& the slab pull and trench suction; &
Define clearly the slab pull and trench
Definesuction;
clearly &
the slab pull and trench
Define
suction;
clearly
& the slab pull and trenc

Appreciate the importance of causesAppreciate

of plate movements
the importance
and itsofeffect
causestoof
theplate
environment.
movements and its effect to the environment.
Appreciate the importance of causes
Appreciate
of plate
the movements
importance of
andcauses
its
Appreciate
effect
of plate
to the
movements
environment.
importanceand
of its
caue
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s PP 61-72 PP 61-72 PP 61-72 PP 61-72 WEEKLY TEST
Guide Pages
2. Learner’s Learner’s Material Page 71-72 Learner’s Material Page 71-72 Learner’s Material Page 71- Learner’s Material Page 71-72
Materials pages 72
3. Textbook
pages
4. Additional
Materials from
Learning Resources
PowerPoint presentation, laptop, PowerPoint presentation, PowerPoint presentation, PowerPoint presentation,
B. Other Learning
television, chalk, chalkboard laptop, television, chalk, laptop, television, chalk, laptop, television, chalk,
Resources chalkboard chalkboard chalkboard
IV. PROCEDURES
A. Reviewing Preliminaries: Preliminaries: Preliminaries: Preliminaries:
previous A. Prayer A. Prayer A. Prayer A. Prayer
lesson or B. Checking of Attendance B. Checking of B. Checking of B. Checking of
presenting C. Review: Attendance Attendance Attendance
C. Review: C. Review: C. Review:
the new
lesson The learners will identify the
different layers of the earth and The learners will be playing The learners will identify the Let the learners study the
define each layer based on the “hilaan ng goma”. following: pictures flashed in the screen
picture. The learner will look for a a. Convection current and say something about it
rubber band and cut it to make b. Ridge push
it straight. The learner will try to
hold the edges of the rubber Possible answer:
band using his/her hands then A. CONVECTION 1.
the learner will pull his hands CURRENT- It is a continuous
outwards until the rubber band process wherein a substance
breaks off. like water is heated, the less
Possible answers: 2.
dense particles rise while the
1. Crust - the outermost layer
denser particles sink. Once it
of the Earth where humans live
is hot less dense particles
2. Mantle - it is composed of
cool down, they sink, and
very hot, dense rock. This is where
plate movements takes place other less dense particles
3. Outer core-it is like a ball of rise. 3.
very hot mantle.
RIDGE PUSH -It is a process
Inner core - it has the hottest 1. Ridge push- The
wherein the weight of the
temperature oceanic crust moves away from
uplifted ridges pushes the
the divergent boundary.
 oceanic crust towards the 2. Slab pull - The weight
trench at the subduction of the subducting plate pulls
zone as the older seawater the trailing slab into the
sinks. subduction zone.
Trench suction - It is thought to
result from small-scale
convection in the mantle
wedge, driven by the
subducting lithosphere.
B. Establishin The learners will answer the KWLH Based on the activity, the The learners will be watching The learners will do the
ga chart. learners will answer these or play yoyo. activity: SURF THE NET:
purpose They will just answer the first two questions: Answer the question: What Instruction:
for the
lesson columns. a. What happens to the causes the yoyo to go Before you start learning about
rubber band when you are downwards? plate movements, answer the
pulling your hands outwards? questions below and draw
b. What is reason why the Possible answer: what is required. Write and
The
rubber band stretches and The yoyo goes down because draw your response in the
teacher will call a learner to share
breaks off afterwards? of the force applied on it. second column or “My
her answer.
Response Before Surfing the
Answer may vary.
Possible answers: Net”. You may use paint or
1. The rubber band photoshop to make your
stretches as it pulls both ends. drawing and save a jpeg file in
The rubber band stretches due the image. Alternatively, you
to its elasticity but if the can replicate the Draw and
elasticity of the rubber band worksheet in a paper, then
scan or take a photo of your
reaches its end then the rubber
output and upload it in the
band breaks off. submission bin. Make sure to
keep both the hard and soft
copies. Should you need
assistance or if you require
further clarifications, feel free
to ask or e-mail your teacher.
C.Presenting The learners will watch a video The learners will watch a video The teacher will instruct the The learners will watch a video
Examples/instances about convection currents about ridge push. learners to do a simple presentation: Causes of
of new lesson (https://youtu.be/Kpoko_l34ZE) (https://youtu.be/ko62LgEkvV8) experiment. tectonic plate movement.
. Materials: shoe box (https://www.youtube.com/wa
The teacher will ask the learners Paper clips (30 pcs) tch?v=JmC-vjQGSNM Plate
what they have understood Procedure: Tectonics, by Boseman Science.
from the video presented. 1. Connect all paper Process questions:
clips until finish. 1. What is the source of
Possible answer: 2. Put the shoe box at energy that drives the
The video is all about what the edge of a table or a chair. movement of the lithospheric
ridges are and how do ridges 3. Place the paper clips plates? Why do you think this is
formed. at the top of the shoe box in the source?
a straight line.
4. Push the chain of Possible answer:
paper clips in the edge of the The energy source for plate
shoe box downwards. tectonics is Earth’s internal
Observe what will happen to heat while the forces moving
the clips. the plates are the ridge push
and slab pull gravity forces. This
Guided questions: is the source because the
A. What happens as the hottest part of the earth comes
chain moves off the edge? from the core going up to the
B. Why does the paper crust.
clip fall down independently
upon reaching 3/4 of the
clips at the edge?
C. Is it possible that the
paper clips will break while
pushing it downward? Why?
 Possible answer:
A. As the chain moves
on the edge of the box, the
chain falls down by its own.
B. The paper clips fall
down due to the weight of
the chain at the end of it and
the gravitational force on it.
Yes, it depends on the force
applied on the clips and if the
weight of the both edges are
the same and pulling each
other away.
D.Discussing new Let the learners identify convection The teacher will ask the learners The learners will construct Let the learners figure out the
concepts and current as possible cause of plate how they define Ridge push words related to slab pull different possible causes of
practicing new skills movement. based on the video they using the acronym SLAB. plate tectonic movement and
#1
watched. The learners will share their how they work together based
CONVECTION CURRENT - It is a answers. on the diagram.
continuous process wherein a RIDGE PUSH -It is a process The teacher will discuss the
substance like water is heated, the wherein the weight of the definition of slab pull and
less dense particles rise while the uplifted ridges pushes the slab push.
denser particles sink. Once it is hot oceanic crust towards the
less dense particles cool down, they trench at the subduction zone as Possible answer:
sink, and other less dense particles the older seawater sinks. S - tretching of the plate
rise. - also known as L - etting the plate go
- these are warm water gravitational sliding, seafloor downwards
currents drive and carry plates spreading A - pplication of resisting MAIN CAUSES OF PLATE
of lithosphere along like a - newly-formed plates at forces MOVEMENT
conveyor belt. oceanic ridges are warm, and B - bridge falling A. SUBDUCTION - a
- describe the rising, so have a higher elevation at process wherein a plate with
spread, and sinking of gas, the oceanic ridge than the oceanic lithosphere meets
liquid, or molten material colder, more dense plate another plate, the dense
caused by the application of material further away; gravity oceanic lithosphere dives
heat. causes the higher plate at the
beneath the other plate and
- rotate slowly, as they move and ridge to push away the
sinks into the mantle.
drag the plates along. lithosphere that lies further
from the ridge - The sinking oceanic
- it is primarily opposed lithosphere drags the rest of
by plate drag, which is the
the tectonic plate and this is
drag force of
the rigid lithosphere moving the main cause of plate motion.
over the Oceanic lithosphere is
weaker, asthenosphere. therefore pulled apart in
 - may be the predominant several directions: that process
driving force in the plate's creates the mid-ocean ridges
motion. where new, hot and light
oceanic crust is created.

CONVECTION - exist inside the

Earth's mantle. The mantle is
not liquid; rather, the solid
rocks are so hot that they can
slowly flow. Hot, less dense
rock material goes toward the
crust whereas relatively denser,
less hot material goes toward
the core.
E. Discussing The teacher will show how The teacher will show the The teacher will show the The learner will make a simple
new concepts convection current happens by diagram of ridge push. Let the diagram of slab pull. Let the procedure that shows how
and practicing using the illustration. learners explain the diagram. learners explain the diagram. earthquake and volcanic
new skills #2
eruption happens. The teacher
will demonstrate it then the
learners will do it
FOR EARTHQUAKE: they will
need ruler
Hold the rulers tightly.
Move each other hands in
an opposite direction.
1. Rocks heats up underneath Process question:
As lithospheric plates move What happens to the ruler?
the mantle.
away from mid-ocean ridges Predict what will happen to the
2. Less dense spreads out as it
The process of ridge push they cool and become rulers as you continue to move
reaches the upper mantle causing denser. They eventually
⮚ Thinning of the crust until they slip past each other.
upward and sideward motion. become denser than the
and mantle lithosphere due to Having seen what happens to
3. Heat rises and split the underlying hot mantle. After
convection. the ruler, try to explain how
lithosphere at divergent plate subducted, cool, dense earthquakes are generated.
boundaries. ⮚ Mantle upwelling and lithosphere sinks into the
The air cools down and hot magma decompression melting. mantle under its own FOR VOLCANIC ERUPTON:
flows out the mantle from the weight. This helps to pull the Materials: baking soda, vinegar
oceanic crust New oceanic crust created in the rest of the plate down with it. and soft drinks bottle
mid ocean ridge. Resisting forces, The main Procedure:
effect of the underlying Put on the vinegar in the bottle
mantle is to produce a about 3/4 of it. Gently pour the
shearing or frictional force baking soda in the bottle.
resisting the motion of Process questions:
 lithospheric plates. And for What happens? Can you
newly subducting slabs, the explain why?
resisting force of the mantle
as the slab tries to force its
way through is stronger than
the shearing on the top and
bottom of the descending
slab. Friction between the
converging plates and also
the force required to bend a
plate resist the movement of
the plate at subduction
zones.
F.Developing Let the learners identify the The learners will give some The learners will make a The learners will visit the link
mastery (Leads to possible effects of convection examples of ridge push. process flow of slab pull and posted
Formative current. slab push. (http://www.livescience.com/4
Assessment)
Answer: Faults, earthquakes, In the Philippines, there is the 8638-offshore-islands-boost-
tsunamis, and other geologic Marikina Fault which is believed The process flow differs on tsunami-flooding.html) This is
activities happen. to be the cause of ridge push. how the learner understands an article about small islands
the lesson. amplify tsunami flooding by
Becky Oskin, November 5,
2014.

After reading the article, the

learners will answer the
question: Should people living
in the coastal areas rely on
offshore islands to help reduce
risk of flooding and damage
from tsunamis?
They will use the POW + TREE
activity.
STRATEGY ACTIVITY

P - ick an idea or
opinion.

O - rganize and
generate notes and
ideas for each part
of the tree

T-opic
 sentence

R-eason

E-xplanation

E-nding

W-rite and say more

(Learners answers will differ depends on

how they understand the article and
what topic they will choose)

G.Finding Practical To further understand the lesson, The learners will cite examples The learners will be asked The learners will identify ways
applications of the teacher together with the on how to prepare for a
that the process of ridge push how they cook pancit canton
concepts and skills learners will perform an can be applied in our life. or noodles did they ever disaster.
experiment. DISASTER PREPAREDNESS TIPS
observe what happen to the
The teacher will demonstrate the
procedure in front of the learners/ We can relate the noodles upon putting it in a
1. Communicate where
via online teleconference. Then the process of ridge push in boiling water.
you will be.
learners will also do it and observe our attitudes especially Ask learner to explain what
2. Contact someone
what will happen next. in handling our temper. they observe in cooking
outside the affected
Materials: Problems may arise in noodles. In this event, slab
area to tell them where
a. Hot water 1 liter pull can be observed by the
our everyday life and it you will be for the
b. Cold water 1 liter noodles that move from the
tests our temper and duration of the event.
c. Four empty bottles of center to the side then going
strength but sometimes Business owners
softdrinks (small) down.
should remind
d. Food coloring (2 colors) these problems stretch
employees of their
e. Playing card 1 pc out our temper and if it
roles in helping to get
goes worst. Anger will the business back up
Procedure: appear because the and running, and how
1. Open the food coloring, elasticity of our temper they will be notified
place one color at hot water and when the facility is
was already broken, like
the other color in cold water. Make open again.
sure to put the darker color at the what is happening in the
ridge push process. 3. Know the warning
cold water.
signs and alert signals
2. Place the cold water in the
for your area. Stay
two bottles of soft drinks and
tuned to your local
another two bottles for hot water.
television or radio
Set A
station or community
1. Place the playing card on
alert system for
top of the hot water then put on
emergency
the top of it with the cold water.
information.
The mouths of the bottle must be 4. Check your emergency
aligned with each other. survival kit. Make
2. Remove the playing cards sure your emergency
gently and observe what will survival kit is stocked
happen to the water. with essential items
Set B and kept in an easily
1. Place the playing card on accessible location.
top of the cold water and put on
5. Collect emergency
the top of it the hot water, again
building
with the mouth of the bottles
materials. Depending
joined together.
on the type of disaster,
2. Remove the paying cards
you may want to have
gently and observe what will
emergency materials
happen to the water.
on hand, such as
plywood, sandbags and
Guided question:
waterproof tarps.
A. What happens to the water
in set A and in set B? 6. Fuel up your vehicles
B. Describe your observation. and equipment. If you
have an emergency
Possible answers: generator, make sure
1. The water in the first bottle you have fresh fuel on
changes in color due to the hot hand. Depending on
water vapor. While nothing your situation, you may
happens in the water of bottle need a supply of extra
2. fuel. If so, be sure to
Answers may vary. store the spare fuel in
an approved container
in a safe location.
Never use a generator
inside or even in a
garage. Make sure it is
located a safe distance
from windows, doors
and vents.
7. Be sure you have car
chargers for your cell
phone, smart phone
and other portable
devices. Having car
chargers available can
assist you in staying in
communication with
 others if your
electricity goes out. Do
not forget to fully
charge devices before a
storm.
8. Secure all outdoor
objects or move them
inside. Grills, patio
furniture and
flowerpots are
common household
items that can become
airborne in high winds.
Do not use grills inside
or store propane tanks
inside the house or
garage. Business
owners should also
remember to secure
outdoor signage,
benches and
equipment to help
minimize potential
damage.
9. Know how to shut off
all utilities. It is always
a good idea to know
how to turn off the gas,
electricity and water in
your home or place of
business. If you need to
evacuate suddenly, it
may be prudent to turn
off utilities before
leaving. Before doing
so, consider equipment
that can help minimize
damage and should
therefore not have
utilities interrupted,
such as electricity to
sump pumps or fire
 protection equipment.
DO NOT PANIC!!!
The teacher will relate convection The teacher will ask the learners Let the learner answer the The learners will answer the
current in the environmental set-up to share to the class what they questions: second portion of the table
wherein as the heat rises from the have learned today. 1. What do you mean presented at procedure B:My
ground the cold air in the Possible answers: by slab pull? response after surfing the Net.
atmosphere decreases. It is one of I have learned that ridge push is
the reasons why Earth’s a process wherein the weight of 2. How do slab pull
temperature gets hot. the uplifted ridges pushes the happens?
oceanic crust towards the
The learners will answer this trench at the subduction zone as
Possible answer:
question. the older seawater sinks.
1. Slab Pull is a possible
1. Based on the statement - also known as
cause of tectonic plate
above, what are the ways we can gravitational sliding, seafloor
do to maintain the cool air in our spreading. movement wherein the
H.Making
generalizations and environment? The process of Ridge push are as weight of the subducting
abstractions about follows: plate pulls the trailing slab
the lesson ⮚ Thinning of the crust into the subduction zone just
and mantle lithosphere due to like a tablecloth slipping off
convection. the table and pulling items
with it.
⮚ Mantle upwelling and
decompression melting. Slab pull happens when the
plates moves sideward
⮚ New oceanic crust brought by subduction, the
plate moves downwards due
created in the mid ocean ridge.
to the force applied on it.
The effects of ridge push
are seafloor spreading
and formation of faults.
I.Evaluating As a summary of the lesson, the The learners will make a ridge The learners will draw a The learners will do the
Learning learners will watch and hear the simple diagram showing how differentiated performance
push DIORAMA using any
convection music. medium they can use. slab pull and slab push are task.
(https://youtu.be/dipJir9ZpFU) interrelated. You’re now ready to make a
(See rubrics at the bottom part
project for this module. You
of the lecture)
will be given three options for
your final product. You only
need to choose one and make
one.

“The Philippines, because of its

geographical location, is
vulnerable to many types of
natural disasters. It is located at
the western part of the Pacific
Ring of Fire, a most active part
of the earth characterized by
ocean encircling belt of active
volcanoes and earthquake
generators.
In response to these factors
and conditions, you are to
develop a strategy for disaster
preparedness and risk
reduction for natural
catastrophes that include
volcanic eruptions,
earthquakes and their resultant
effects like tsunamis specifically
designed for Filipinos whether
in the government and private
sectors or common citizens.
Your product will be evaluated
based on:
✔ Content
✔ Planning and organization
✔ Creativity
✔ Impact
Tasks:
A. Local DRRM (Disaster
Risk Reduction Management)
Officer - The western valley
fault or formerly known as the
Marikina valley fault system
stretches from the province of
Bulacan to the province of
Laguna in the south
transversing Metro manila
areas. Watch the video about
this.
(http://philnews.pj/2013/10/17
west-valley-fault-earthquake-
threatens-metro-manila-
video/)
You are the local DRRM officer
of Muntinlupa City and tasked
to ensure disaster
preparedness this year among
public schools in the city. You
are to create any of the
following that will be used to
educate and train elementary
and high school students in
preparation for the earthquake
so they will know what to do
during the earthquake.
● Demo nstration video
● Powerpoint presentation

B. Mayon Volcano
recently erupted and has
always been active. The
eruption of Mt Pinatubo in
1991 caused a huge damage to
properties and the
environment especially in
Pampanga, Zambales and in
our province. Hundreds of
people were killed and
thousands were left homeless.
There are many other active
and dormant volcanoes in the
Philippines.
You are the Science Research
Specialist of
PHILVOCS( Philippine
Volcanology and Seismology)
and scheduled to be
interviewed in a National TV
program on the science behind
volcanic eruptions and
primarily on disaster
preparedness and risk
reduction. You will prepare any
of the following as your visual
aid that will be shown to the
viewers during the TV
interview.
 ● Flyer illustrating a Disaster
Preparedness Kit
● Animated video
Comic booklet or digital
cartoon
The learners will explain briefly No additional activities No additional activities No additional activities
J.Additional
activities for how convection currents work and
application or its implication to the environment.
remediation The essay will be based on content,
___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on ___Lesson carried. Move on to ___Lesson carried. Move on to
V. REMARKS next objective. the next objective. to the next objective. the next objective. the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
VI. REFLECTION
A.No. of learners 10- ROWLING 10- ROWLING 10- ROWLING 10- ROWLING 10- ROWLING
10- PARKER 10- PARKER 10- PARKER 10- PARKER 10- PARKER
who earned 80% on
10- ORWELL 10- ORWELL 10- ORWELL 10- ORWELL 10- ORWELL
the formative 10- TWAIN 10- TWAIN 10- TWAIN 10- TWAIN 10- TWAIN
assessment 10- SHELDON 10- SHELDON 10- SHELDON 10- SHELDON 10- SHELDON
B.No. of Learners 10- ROWLING 10- ROWLING 10- ROWLING 10- ROWLING 10- ROWLING
10- PARKER 10- PARKER 10- PARKER 10- PARKER 10- PARKER
who require
10- ORWELL 10- ORWELL 10- ORWELL 10- ORWELL 10- ORWELL
additional activities 10- TWAIN 10- TWAIN 10- TWAIN 10- TWAIN 10- TWAIN
for remediation 10- SHELDON 10- SHELDON 10- SHELDON 10- SHELDON 10- SHELDON
C.Did the remedial 10- ROWLING 10- ROWLING 10- ROWLING 10- ROWLING 10- ROWLING
lessons work? No. of 10- PARKER 10- PARKER 10- PARKER 10- PARKER 10- PARKER
learners who have 10- ORWELL 10- ORWELL 10- ORWELL 10- ORWELL 10- ORWELL
caught up with the 10- TWAIN 10- TWAIN 10- TWAIN 10- TWAIN 10- TWAIN
10- SHELDON 10- SHELDON 10- SHELDON 10- SHELDON 10- SHELDON
lesson.
10- ROWLING 10- ROWLING 10- ROWLING 10- ROWLING 10- ROWLING
D.No. of learners 10- PARKER 10- PARKER 10- PARKER 10- PARKER 10- PARKER
who continue to 10- ORWELL 10- ORWELL 10- ORWELL 10- ORWELL 10- ORWELL
require remediation 10- TWAIN 10- TWAIN 10- TWAIN 10- TWAIN 10- TWAIN
10- SHELDON 10- SHELDON 10- SHELDON 10- SHELDON 10- SHELDON
E.Which of my Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work well: Strategies used that work
teaching strategies ___ Group collaboration ___ Group collaboration well: ___ Group collaboration well:
worked well? Why ___ Games ___ Games ___ Group collaboration ___ Games ___ Group collaboration
did this work? ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Games ___ Solving Puzzles/Jigsaw ___ Games
___ Answering preliminary ___ Answering preliminary ___ Solving Puzzles/Jigsaw ___ Answering preliminary ___ Solving Puzzles/Jigsaw
activities/exercises activities/exercises ___ Answering preliminary activities/exercises ___ Answering preliminary
___ Carousel ___ Carousel activities/exercises ___ Carousel activities/exercises
___ Diads ___ Diads ___ Carousel ___ Diads ___ Carousel
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Diads ___ Think-Pair-Share (TPS) ___ Diads
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ ___ Think-Pair-Share (TPS)
Poems/Stories Poems/Stories ___ Rereading of Paragraphs/ Poems/Stories ___ Rereading of Paragraphs/
___ Differentiated Instruction ___ Differentiated Instruction Poems/Stories ___ Differentiated Instruction Poems/Stories
___ Role Playing/Drama ___ Role Playing/Drama ___ Differentiated Instruction ___ Role Playing/Drama ___ Differentiated Instruction
___ Discovery Method ___ Discovery Method ___ Role Playing/Drama ___ Discovery Method ___ Role Playing/Drama
___ Lecture Method ___ Lecture Method ___ Discovery Method ___ Lecture Method ___ Discovery Method
Why? Why? ___ Lecture Method Why? ___ Lecture Method
___ Complete IMs ___ Complete IMs Why? ___ Complete IMs Why?
___ Availability of Materials ___ Availability of Materials ___ Complete IMs ___ Availability of Materials ___ Complete IMs
 ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Availability of Materials
___ Group member’s cooperation in ___ Group member’s ___ Pupils’ eagerness to learn ___ Group member’s ___ Pupils’ eagerness to learn
doing their tasks cooperation in doing their ___ Group member’s cooperation in doing their ___ Group member’s
tasks cooperation in doing their tasks cooperation in doing their
tasks tasks
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
F.What difficulties __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
did I encounter __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
which my principal Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
or supervisor can __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
help me solve? Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
G.What innovation __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
or localized __ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
materials did I
__ Recycling of plastics to be used __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be
use/discover which I as Instructional Materials used as Instructional Materials used as Instructional used as Instructional Materials used as Instructional Materials
wish to share with __ local poetical composition __ local poetical composition Materials __ local poetical composition __ local poetical composition
other teachers? __ ppt presentation __ ppt presentation __ local poetical composition __ ppt presentation __ ppt presentation
__ ppt presentation

PREPARED BY: NOTED:

KARL LOUIE G. OLAVE ROBERTO B. RODRIGUEZ, PhD

Teacher I Principal III