SCHOOL
PITOGO HIGH SCHOOL
TEACHER GRADE 10 SCIENCE TEACHERS
Week 5
Dates
Covered:
Day 1
August 29Sept
1,2023
GRADE
LEVEL
LEARNING
AREA
QUARTER
10
Science
FIRST
I. OBJECTIVES
A.
Content Standards
B.
Performance Standard
C. Learning Competencies/
Objectives
Write the LC code for each
.
At the end of the orientation, students should be able to
a. Recall the policies and guidelines given by the teacher.
b. Identify the routine of activities to be done on class.
Specific Objectives:
II. CONTENT
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
5. Other Learning Materials
ORIENTATION
Classroom Policies and Reminders
Classroom Routines
Grading System
Overview of the Curriculum
DepEd
None
https://ncr2.lms.deped.gov.ph/moodle/
Laptop
Powerpoint Presentation
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills
#1
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery (leads
to Formative Assessment 3)
Elicit:
(The activities in this
section will evoke or
draw out prior
concepts or prior
experiences from the
students)
Engage:
(The activities in this
section will stimulate
their thinking and help
them access and
connect prior
knowledge as a
jumpstart to the
present lesson
Explore:
(In this section,
students will be given
time to think, plan,
investigate, and
organize collected
information; or the
performance of the
planned/prepared
activities from the
students’ manual with
data gathering with
Guide Questions)
Explain:
The teacher will welcome the students
for the SY 2023-2024.
The teacher will also ask the students
on what they are expecting for this Sy
2023-2024.
Discussion of the Pitogo High School
Regulations, Protocols, and
Guidelines for Students.
1.Intoduction of the PHS
administrative staff.
2.Discussion of school policies
3.Regulations, Protocols in the Pitogo
High School
4. Grading System
CLASSROOM POLICIES AND
REMINDERS
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations and
abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
(In this section,
students will be
involved in an analysis
of their exploration.
Their understanding is
clarified and modified
because of reflective
activities)/Analysis of
the gathered data and
results and be able to
answer the Guide
Questions leading to
the focus concept or
topic for the day.
Elaborate:
(This section will give
students the
opportunity to expand
and solidify/concretize
their understanding of
the concept and/or
apply it to a real-world
situation)
Evaluation:
(This section will
provide opportunities
for concept check test
items and answer key
which are aligned to
the learning objectives
– content and
performance standards
and address
misconceptions- if any)
Extend:
(This section gives
situation that explains
the topic in a new
context, or integrate it
to another
discipline/societal
concern)
1. Attend classes on time.
2. Prepare all the materials before
going to class.
3.Participate actively in class
discussion.
4. Show respect and courtesy always.
5. Using cellphone during class hours
is not allowed.
5. Cheating in all forms is strictly
prohibited.
V. REMARKS
VI. REFLECTION
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 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?
GCED Pedagogies
- Critical Problem Posing
- Transformative Pedagogy
- ICT
- Values- Based Pedagogy
Prepared by:
MRS.LEA D FIGUEROA
MRS.MARILYN C LAQUINDANUM
MR. EDWARD V MIRANDA
MR. ROMEL U MAWILI
MR. ANTHONY V PEÑAFLORIDA
Checked by:
MRS. IMELDA DUMAYA-QUIBAN, PhD
HTV – Science Dept.
Noted by:
MR. ROSALITO N PALATAN
Principal IV
SCHOOL
PITOGO HIGH SCHOOL
TEACHER GRADE 10 SCIENCE TEACHERS
Week 3
Day 2
Dates
Covered:
September
19-23,
2022
GRADE
LEVEL
LEARNING
AREA
QUARTER
10
Science
FIRST
I. OBJECTIVES
A. Content Standards
B. Performance
Standard
C. Learning
Competencies/
Objectives
Write the LC code for
each
Specific Objectives:
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from
5. Learning Resource (LR)
portal
5. Other Learning
Materials
The learner demonstrates an understanding of the relationship
among the locations of volcanoes, earthquake epicenters, and
mountain ranges.
The learners should be able to:
1. demonstrate ways to ensure disaster preparedness during
earthquakes, tsunamis, and volcanic eruptions.
2. suggest by which he/she can contribute to government efforts in
reducing damage due to earthquakes, tsunamis, and volcanic
eruptions.
MELC: Describe and relate the distribution of active volcanoes,
earthquake epicenters, and major mountain belts to Plate Tectonic
Theory.
After going through this module, the learners are expected to:
1. Plot the active volcanoes, earthquake epicenters and major
mountain belts in a world map.
2. Describe and relate the distribution of active volcanoes,
earthquake epicenters and major mountain belts and
determine the scientific basis for dividing the lithospheric
plates.
3. Present a schematic plan for the community on how to
mitigate or reduce the effects of disaster-related events such
as earthquakes, tsunamis, and volcanic eruptions
Module 3: Lesson 2- Effects of Disaster-related events such as
earthquakes, tsunamis, and volcanic eruptions
DepEd MELCS, Learners' Module 3
Learners' Module #3
None
https://ncr2.lms.deped.gov.ph/moodle/
Powerpoint Presentation
Animated Videos and GIF
Canva-video and GIF graphics
IV. PROCEDURES
A. Reviewing previous
lesson or
presenting the new
lesson
Elicit:
(The activities in
this section will
evoke or draw out
prior concepts or
prior experiences
from the
students)
Give a 10-item Formative Test regarding the
topic discussed in the past day.
B. Establishing a
purpose for the
lesson
Engage:
(The activities in
this section will
stimulate their
thinking and help
them access and
C. Presenting
examples/instances connect prior
knowledge as a
of the new lesson
jumpstart to the
present lesson.
D. Discussing new
Explore:
(In this section,
concepts and
students will be
practicing new
given time to
skills #1
think, plan,
investigate, and
organize collected
information; or the
E. Discussing new
performance of the
concepts and
planned/prepared
practicing new
activities from the
skills #2
students’ manual
with data
gathering with
Guide Questions)
Explain:
(In this section,
students will be
involved in an
analysis of their
exploration. Their
understanding is
clarified and
F. Developing mastery modified because
(leads to Formative
of reflective
Assessment 3)
activities)/Analysis
of the gathered
data and results
and be able to
answer the Guide
Questions leading
to the focus
concept or topic
for the day.
G. Finding practical
Elaborate:
(This section will
applications of
concepts and skills give students the
opportunity to
in daily living
expand and
solidify/concretize
their
H. Making
generalizations and understanding of
the concept
abstractions about
and/or apply it to
the lesson
a real-world
situation)
Evaluation:
(This section will
provide
opportunities for
I. Evaluating learning concept check test
items and answer
key which are
aligned to the
learning objectives
Present an introductory activity.”4PICS 1
WORD”
Discussion of what earthquakes are and why
they occur.
Discussion of the lesson
2. Discussion of the (Positive and Negative)
Effects of Earthquake, volcanic eruptions and
tsunamis.
Students will answer the Guide Questions on
what to do when disaster happens.
There will be 5-item formative assessment.
J. Additional activities
for application or
remediation
– content and
performance
standards and
address
misconceptions- if
any)
Extend:
(This section gives
situation that
explains the topic
in a new context,
or integrate it to
another
discipline/societal
concern)
Agreement: Prepare for a Quiz
V. REMARKS
VI. REFLECTION
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 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?
- Critical Problem Posing
GCED Pedagogies
- Transformative Pedagogy
- ICT
- Values- Based Pedagogy
Prepared by:
MRS. MIRASOL PAMITTAN-GABARAN, LPT
Teacher III
Checked by:
MRS. IMELDA DUMAYA-QUIBAN, MA
HTV – Science Dept.
Noted by:
MR. ALIXANDER HABAN ESCOTE, MA
Principal III
SCHOOL
PITOGO HIGH SCHOOL
TEACHER GRADE 10 SCIENCE TEACHERS
Week 3
Day 3
Dates
Covered:
September
19-23,
2022
GRADE
LEVEL
LEARNING
AREA
QUARTER
10
Science
FIRST
I. OBJECTIVES
A. Content Standards
B. Performance
Standard
C. Learning
Competencies/
Objectives
Write the LC code for
each
The learner demonstrates an understanding of the relationship
among the locations of volcanoes, earthquake epicenters, and
mountain ranges.
The learners should be able to:
1. demonstrate ways to ensure disaster preparedness during
earthquakes, tsunamis, and volcanic eruptions.
2. suggest by which he/she can contribute to government efforts in
reducing damage due to earthquakes, tsunamis, and volcanic
eruptions.
MELC: Describe and relate the distribution of active volcanoes,
earthquake epicenters, and major mountain belts to Plate Tectonic
Theory.
After going through this module, the learners are expected to:
1. Plot the active volcanoes, earthquake epicenters and
major mountain belts in a world map.
2. Describe and relate the distribution of active volcanoes,
earthquake epicenters and major mountain belts and
determine the scientific basis for dividing the lithospheric
plates.
Specific Objectives:
II. CONTENT
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
5. Other Learning
Materials
3. Present a schematic plan for the community on how to
mitigate or reduce the effects of disaster-related events
such as earthquakes, tsunamis, and volcanic eruptions
Module 3: Lesson 3- Discussion of the Individual Performance
Task(Family Preparedness Plan)
DepEd MELCS, Learners' Module 3
Learners' Module #3
None
https://ncr2.lms.deped.gov.ph/moodle/
Powerpoint Presentation
Animated Videos and GIF
Canva-video and GIF graphics
IV. PROCEDURES
A. Reviewing previous
lesson or
presenting the new
lesson
Elicit:
(The activities in
this section will
evoke or draw out
prior concepts or
prior experiences
from the
students)
Give a 10-item Formative Test regarding the
topic discussed in the past day.
B. Establishing a
purpose for the
lesson
Engage:
(The activities in
this section will
stimulate their
thinking and help
them access and
C. Presenting
examples/instances connect prior
knowledge as a
of the new lesson
jumpstart to the
present lesson.
D. Discussing new
Explore:
concepts and
(In this section,
practicing new
students will be
skills #1
given time to
think, plan,
investigate, and
organize collected
information; or the
E. Discussing new
performance of the
concepts and
planned/prepared
practicing new
activities from the
skills #2
students’ manual
with data
gathering with
Guide Questions)
Explain:
(In this section,
students will be
involved in an
analysis of their
exploration. Their
understanding is
clarified and
F. Developing mastery modified because
(leads to Formative
of reflective
Assessment 3)
activities)/Analysis
of the gathered
data and results
and be able to
answer the Guide
Questions leading
to the focus
concept or topic
for the day.
G. Finding practical
Elaborate:
applications of
(This section will
concepts and skills give students the
in daily living
opportunity to
expand and
solidify/concretize
their
H. Making
generalizations and understanding of
the concept
abstractions about
and/or apply it to
the lesson
a real-world
situation)
Evaluation:
(This section will
provide
opportunities for
I. Evaluating learning concept check test
items and answer
key which are
aligned to the
learning objectives
Present a video of a documentary about the
West Valley Fault
Discussion of the possible effects of
earthquake.
Discussion of the lesson
2. Discussion on what to do before, during and
after an earthquake.
Students will answer the Guide Questions on
what to do when disaster happens.
There will be 5-item formative assessment.
J. Additional activities
for application or
remediation
– content and
performance
standards and
address
misconceptions- if
any)
Extend:
(This section gives
situation that
explains the topic
in a new context,
or integrate it to
another
discipline/societal
concern)
Agreement: Prepare for a Summative Test
V. REMARKS
VI. REFLECTION
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 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?
- Critical Problem Posing
GCED Pedagogies
- Transformative Pedagogy
- ICT
- Values- Based Pedagogy
Prepared by:
MRS. MIRASOL PAMITTAN-GABARAN, LPT
Teacher III
Checked by:
MRS. IMELDA DUMAYA-QUIBAN, MA
HTV – Science Dept.
Noted by:
MR. ALIXANDER HABAN ESCOTE, MA
Principal III
SCHOOL
PITOGO HIGH SCHOOL
TEACHER GRADE 10 SCIENCE TEACHERS
Week 3
Day 4
Dates
Covered:
September
19-23,
2022
GRADE
LEVEL
LEARNING
AREA
QUARTER
10
Science
FIRST
I. OBJECTIVES
C. Learning
Competencies/
Objectives
The learner demonstrates an understanding of the relationship
among the locations of volcanoes, earthquake epicenters, and
mountain ranges.
The learners should be able to:
1. demonstrate ways to ensure disaster preparedness during
earthquakes, tsunamis, and volcanic eruptions.
2. suggest by which he/she can contribute to government efforts in
reducing damage due to earthquakes, tsunamis, and volcanic
eruptions.
MELC: Describe and relate the distribution of active volcanoes,
earthquake epicenters, and major mountain belts to Plate Tectonic
Theory.
Write the LC code for
each
After going through this module, the learners are expected to:
1. 85% of the class should be able to pass the summative
assessment
A. Content Standards
B. Performance
Standard
Specific Objectives:
II. CONTENT
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
5. Other Learning
Materials
Module 3: Distribution Of Active Volcanoes, Earthquake
Epicenters And
Major Mountain Belts
DepEd MELCS, Learners' Module 3
Learners' Module #3
Powerpoint Presentation
Animated Videos and GIF
Canva-video and GIF graphics
IV. PROCEDURES
A. Reviewing the
previous lesson or
presenting the new
lesson
Elicit:
(The activities in
this section will
evoke or draw out
prior concepts or
prior experiences
from the
students)
B. Establishing a
purpose for the
lesson
Engage:
(The activities in
this section will
Daily routine.
C. Presenting
examples/instance
s of the new lesson
D. Discussing new
concepts and
practicing new
skills #1
E. Discussing new
concepts and
practicing new
skills #2
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical
applications of
concepts and skills
in daily living
H. Making
generalizations and
abstractions about
the lesson
I. Evaluating learning
stimulate their
thinking and help
them access and
connect prior
knowledge as a
jumpstart to the
present lesson0
Explore:
(In this section,
students will be
given time to
think, plan,
investigate, and
organize collected
information; or the
performance of the
planned/prepared
activities from the
students’ manual
with data
gathering with
Guide Questions)
Explain:
(In thissection,
students will be
involved in an
analysis of their
exploration. Their
understanding is
clarified and
modified because
of reflective
activities)/Analysis
of the gathered
data and results
and be able to
answer the Guide
Questions leading
to the focus
concept or topic
for the day.
Elaborate:
(This section will
give students the
opportunity to
expand and
solidify/concretize
their
understanding of
the concept
and/or apply it to
a real-world
situation)
Evaluation:
(This section will
provide
opportunities for
concept check test
items and answer
key which are
aligned to the
learning objectives
– content and
performance
standards and
The teacher will give a 20-item multiple choice
(Summative test) to assess the learner’s
understanding of the lesson.
The teacher will give a 20-item multiple choice
(Summative test) to assess the learner’s
understanding of the lesson.
The teacher will give a 20-item multiple choice
(Summative test) to assess the learner’s
understanding of the lesson.
Honesty is the best policy.
The teacher will give a 20-item multiple choice
(Summative test) to assess the learner’s
understanding of the lesson.
J. Additional activities
for application or
remediation
address
misconceptions- if
any)
Extend:
(This section gives
situation that
explains the topic
in a new context,
or integrate it to
another
discipline/societal
concern)
The learners are tasked to download and have
an advance reading on the lessons in Module
4.
V. REMARKS
VI. REFLECTION
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 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?
- Critical Problem Posing
- Transformative Pedagogy
GCED Pedagogies
- ICT
- Values- Based Pedagogy
Prepared by:
MRS. MIRASOL PAMITTAN-GABARAN, LPT
Teacher III
Checked by:
MRS. IMELDA DUMAYA-QUIBAN, MA
HTV – Science Dept.
Noted by:
MR. ALIXANDER HABAN ESCOTE, MA
Principal III