TEACHER LUIE P.

TRANSFIGURACION DATES COVERED AUGUST 19-23, 2024

GRADE LEVEL 10 QUARTER 1
LEARNING AREA EARTH SCIENCE

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

(Morrison 7:10-7:55 AM) (Morrison 7:10-7:55 AM) (Morrison 7:10-7:55 AM) (Morrison 7:10-7:55 AM) (Morrison 7:10-7:55 AM)
(Shakespeare 8:40-9:25 AM) (Shakespeare 8:40-9:25 AM) (Shakespeare 8:40-9:25 AM) (Shakespeare 8:40-9:25 AM) (Shakespeare 8:40-9:25
(Hemingway 9:45-10:30 (Hemingway 9:45-10:30 AM) (Hemingway 9:45-10:30 AM) (Hemingway 9:45-10:30 AM) AM)
AM) (Hugo 10:30-11:15 AM) (Hugo 10:30-11:15 AM) (Hugo 10:30-11:15 AM) (Hemingway 9:45-10:30
(Hugo 10:30-11:15 AM) (Thomas 11:15-12:00 NN) (Thomas 11:15-12:00 NN) (Thomas 11:15-12:00 NN) AM)
(Thomas 11:15-12:00 NN) (Milton 12:30-1:15) (Milton 12:30-1:15) (Milton 12:30-1:15) (Hugo 10:30-11:15 AM)
(Milton 12:30-1:15) ) (Thomas 11:15-12:00 NN)
(Milton 12:30-1:15)

 Content The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges.
Standard
 Performance The learners should be able to:
Standard 1. demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions; and
2. suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis, and volcanic eruptions
 Learning Recall the characteristics of seismic waves in terms of speed. Explain and locate the earthquake epicenter using the triangulation
Competencies method.
 Write the LC (S10ES – Ia-j-36.1)
Code for each
II. CONTENT Epicenter Plate Boundaries
III. LEARNING
RESOURCES
A. References ADM Modules 1 ADM Modules 1 ADM Modules 1 ADM Modules 1 ADM Modules 1
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Blank Map, Bond Paper, World Map,
Bond Paper, Art Materials
Resources Internet and Ballpen and Pencil. Laptop, Teachers Guide, Chalk Laptop, Teachers Guide, Chalk
IV. These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from
formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions
PROCEDURES about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Preparation
1. Prayer
-The teacher will ask
Preparation
the assigned student
1. Prayer
Preparation for the prayer
-The teacher will start
the prayer by sending a 5. Prayer Preparation
-The teacher will start the 9. Prayer Preparation 2. Greetings
picture of the Cross
prayer by sending a picture of -The teacher will ask the 1. Prayer -After the prayer, the
2. Greetings
the Cross assigned student for the prayer -The teacher will ask the assigned teacher will greet the
-After the prayer, the
6. Greetings student for the prayer class
teacher will greet the
class “Good Day” -After the prayer, the teacher 10. Greetings
will greet the class “Good -After the prayer, the 2. Greetings 3. Attendance
A. PRELIMINARIES Day” teacher will greet the class -After the prayer, the teacher will greet -The teacher will roll call
3. Attendance
the class the names of the
-The teacher will post a
7. Attendance 11. Attendance learners to serve as their
“Reaction” attendance
-The teacher will post a -The teacher will roll call the 3. Attendance attendance
“Reaction” attendance names of the learners to -The teacher will roll call the names of
4. Reminder
serve as their attendance the learners to serve as their attendance 4. Reminder
-The teacher will remind the class to
8. Reminder -The teacher will remind
follow and abide rules and regulations
-The teacher will remind the 12. Reminder 4. Reminder the class to follow and
during messenger class and always
class to follow and abide rules -The teacher will remind the -The teacher will remind the class to abide rules and
respect each other during discussion.
and regulations during class to follow and abide follow and abide rules and regulations regulations during class
messenger class and always rules and regulations during during class and always respect each and always respect each
respect each other during class and always respect other during discussion other during discussion
discussion. each other during discussion
1. The Teacher will present a 1. The teacher will let the learners
picture of convergent boundary. play number Letter Game: 1. Review/Recall 1. Review/Recall
B. ELICIT Allowthe students to analyze the Students will guess the hidden -The teacher will ask one -The teacher will recall
pictures. words. Then explain student to recall their 1. Review/Recall the last Lesson
the revealed words. previous topic -The teacher will recall the last topic
1. Motivation 1. Discussion 1. Discussion
-The teacher will show pictures -The learners will have a picture -The teacher will ask the
1. Discussion of different landforms caused analysis Teacher will show different students with a HOTS”
-The teacher will Ask the students with by divergent boundary. pictures of damage done by question: What is the impact
a “HOTS” question: What do you think -Show pictures of different earthquakes then students will give their or effect of the different
C.EXPLORE -The teacher will assign their fourth will be the result if the plates are landforms that are associated insights. movement in the plate
Performance task, moving apart? totransform fault boundary. boundary?

Introduction to Divergent
Boundary
 -The teacher will conduct video Analysis.
Teacher will show video then later on ask
-The teacher will present a video clip thestudents their insights about thevideo.
showing a scenario of plates that are
moving apart. This will lead tothe Article Analysis. Studentswill read an article and
discussion of possible landforms when answer the guide questions.
D. DEVELOP
-The teacher will instruct the class of the plates are moved apart and (Strong Quake Strikes Southern
their Performance task. processes that occur along Philippines, Killing at Least 6 ) The learners will have a Picture
divergent boundaries. -The teacher will give an article Analysis. (ThreeTypes of Plate
(Instruction: Illustrate the three Pate Analysis. Students will read an Boundary)
Movements and give their respective article and answer the guide Students will analyze and summarize
land formations) questions the pictures that that teacher will show.
- The teacher will let the students -The teacher will let the students perform
-Convergent perform Activity 4 Going Separate “Ready, Set, Glue”
E. COLLABORATE -Divergent Ways”. -The teacher will let the (Transform Boundary Model) . -The teacher will let the students
-Transform (L.M 25-26) students perform Activity 5 manipulate the board
“Slide and Shake” (L.M 29-30) work using laptop andprojector.
-Th teacher will let the learners answer the -Th teacher will let the learners answer the
-The teacher will be giving more follow up -The teacher will be giving more
F. APPLY guide questionsfound in ADM module 3 guide questionsfound in ADM Module 3
questions regarding on transform fault follow up questions regarding on
boundary. three types of plateboundary

-Assessment shall be given at the end of the ADM/CLAID Modules or topic

G. ASSESSMENT

V. REMARKS
This plan was suppose to be last weeks
-This Plan shall be implemented on the
topics, but due to some important and
said date.
This Plan will be implemented for one day necessary events, it was delayed. Procedures may vary depending on the occasion

Reflect on your teaching and assess yourself as a teacher. Think about your student's progress this week. What works? What else needs to be done to help the students learn? Identify what help your
VI. REFLECTION 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
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 works?
F. What difficulties did
I encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

Prepared by: LUIE P. TRANSFIGURACION Noted by: FELY B. DOMINGO

Science Teacher I Head Teacher Science Department