DAILY LESSON LOG
School
Teacher
Teaching Dates and Time
MONDAY
I.
TUESDAY
WEDNESDAY
10
SCIENCE
FIRST
THURSDAY
FRIDAY
OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/Objectives
II.
CONTENT
III.
LEARNING RESOURCES
References
Teacher’s Guide pages
Learner’s Materials pages
Textbook pages
Additional Materials from Learning
Resource (LR) portal
Other Learning Resource
PROCEDURES
A.
1.
2.
3.
4.
B.
IV.
Grade Level
Learning Area
Quarter
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/Instances of
the new lesson
The Learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicenters, and mountain
ranges
The Learners shall be able to demonstrate ways to ensure disaster preparedness during earthquake, tsunamis, and volcanic eruptions.
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
Unit 1, Module 1 Plate
Tectonics
Epicenter
Plate Boundaries
Continental Plate &
Oceanic Plate
pp. 3-6
pp. 3-8
pp. 7-9
pp. 8-10
pp. 10-11
pp. 11-15
pp. 12-13
pp. 16-17
Pictures of plate tectonics
Recall the concept learned
from G9 about active and
inactive volcanoes.
Show pictures about plate
tectonics
Give Pre-Assessment in
the form of K-W-L strategy
http://www.nea.org/tools/k-wl-know-want-to-knowlearned.html
Manila paper, pentel pen
What are the different
types of seismic waves
( P & S waves )
Ask students of the
different earthquake that
occurs in the country
Group the students into 5
and give an instruction on
how to perform the
activity.
What is a triangulation
method and how to
perform it?
Discuss briefly the “west
valley fault system”
creatively!
Posting of manila paper
on the board
Call students to present
their output
What are the different
types of Plate Boundaries?
Let the students watch the
video
https://www.youtube.com/
watch?v=1-HwPR_4mP4
Post the picture of the
Cross-sectional diagram of
converging continental and
oceanic plates
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
Group the class into 5 and
answer the PreAssessment items 1-10 in
a manila paper
Present the output by
group by posting their
work on the board
G. Finding practical application 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
V.
REMARKS
Check the preassessment made through
K-W-L strategy
Discuss the introduction of
Plate Tectonics
Discuss and analyze their
Perform Activity #1: “Find
the Center”
Call a representative per
group to present their
work in front of their
classmate
What are you going to do
if earthquake occurs in
your place?
What do you think is the
importance of determining
the epicenter of an
earthquake?
Give 5 true or false
questions.
Perform Activity #2:
“Lets Mark the
Boundaries”
work if they properly
follow the procedures
then check later on.
The teacher will roam -
around to ensure that
the students are doing
the activity well.
Give reflection on the
earthquake happened in
loboc, bohol province
What are you going to do
if your house is located
near to an active volcano?
What do you think is the
basis of scientists in
dividing Earth’s
lithosphere into several
plates?
Give 5 multiple test
questions
Discuss the different
types of Plate Boundaries
Check and discuss the
activity on the next
meeting
VI.
REFLECTION
No. of learners who earned 80% in the evaluation
A. No. of learners who require additional activities for remediation who scored below 80%
B. Did the remedial lessons work? No. of learners who have caught up with the lesson
C. No. of learners who continue to require remediation
D. Which of my teaching strategies worked well? Why did these work?
E. What difficulties did I encounter which my principal or supervisor can help me solve?
F. What innovation or localized materials did I use/discover which I wish to share with other teachers?
Let the students answer
the guide questions in
Activity #3: Head-On
Collision, Part A
Check the answer in the
guide questions
What are the common
landforms near a bodies of
water?
Discuss Converging
Oceanic Crust Leading
Plate and Continental
Crust Leading Plate
Give 5 identification type of
test
DAILY LESSON LOG
School
Teacher
Teaching Dates and Time
MONDAY
I.
TUESDAY
WEDNESDAY
10
SCIENCE
FIRST
THURSDAY
FRIDAY
OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/Objectives
II.
Grade Level
Learning Area
Quarter
CONTENT
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
The Learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicenters, and mountain
ranges
The Learners shall be able to demonstrate ways to ensure disaster preparedness during earthquake, tsunamis, and volcanic eruptions.
Explain the processes occur along a convergent
boundaries.
Determine the consequences of colliding plates
S9ES-Ia-j-36.3
S9ES-Ia-j-36.3
Convergence of Two
Oceanic Plates
Two Continental Plates
Converging
pp. 14-15
pp. 18-22
pp. 15-16
pp. 23-24
Recall the process of
subduction
Post a picture of a tsunami
and ask a series of
questions about it.
Posting of Figure 11:
Cross-sectional diagram
of converging oceanic
plates
Recall the Convergence
of Two Oceanic Plates
Posting of pictures of
different mountains in the
world
Ask the students to
arrange the pictures from
highest to lowest
elevation.
III.
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
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Perform activity #3: Part
B: Convergence of Two
Oceanic Plates
Discuss the Formation of
Philippine Archipelago
What is the cause of the
formation of Himalayan
mountain range?
Give 5 multiple type of test
Perfom activity #3 Part C:
Two Continental Plates
Converging
Why most of the
mountains are tall?
What is the benefit of
having a mountain near
your place?
Discuss the process in
converging plates.
Check the Guide
questions in the activity.
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation who scored below 80%
C. Did the remedial lessons work? No. of learners who have caught up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these work?
F. What difficulties did I encounter which my principal or supervisor can help me solve?
G. What innovation or localized materials did I use/discover which I wish to share with other teachers?
DAILY LESSON
LOG
School
Grade Level
Teacher
Teaching Dates and Time
MONDAY
I.
B. Performance Standard
C. Learning Competency/Objectives
III.
Quarter
First Quarter
WEDNESDAY
THURSDAY
FRIDAY
OBJECTIVES
A. Content Standard
II.
TUESDAY
Learning Area
10
Science
CONTENT
LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
The learners shall demonstrate an understanding of:
The relationship among the location of volcanoes, earthquake, epicenters and mountain ranges.
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.
S9ES-Ia-j-36.6
Realize the importance
Simulate and describe
Calculate the rate of Realize the importance
Design a scheme
of the continental drift
the seafloor spreading
seafloor spreading using of 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.
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
pp. 37 - 40
pp. 40 - 41
pp. 41 - 42
pp. 42 - 43
pp. 43 - 49
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR)portal
B. Other Learning Resource
IV.
pp. 53 - 61
pp. 61 - 68
pp. 64 - 69
Review the continental
drift theory using
questions in ICT format.
(5 minutes)
ICT Integration
Recall the continental
drift theory by letting the
student present their
poster in the class.
(10 minutes)
Integrative
How does seafloor
spreading? Let the
learner explain their
output about information
campaign made through
post card.
(10 minutes)
Integrative
Let the student do the
board work in how to
calculate distance a
continent moves.
(5 minutes)
Integrative
B. Establishing a purpose for the
lesson
Show world map how
continental drift theory
can be related as line of
evidences that support
plate tectonics.
(3 minutes)
Integrative
Let the student observe
the map of Mid-Atlantic
Ridge and ask how midocean ridges relative to
the continental drift
theory.
(3 minutes)
Integrative
Perform the activity
entitled “Island Hopping”
and answer the guide
question.
(10 minutes)
Constructivism and
Collaborative
Demonstrate a simple
experiment of heating oil
with colored brown chalk
form as a mountain in
the beaker. Let the
student observe.
(5 minutes)
Integrative
C. Presenting examples/Instances of
the new lesson
How Alfred Wegener
who proposed the
continental drift theory
does supported his claim
for his evidences?
(2 minutes)
Inquiry-based
How evidences that
support seafloor
spreading theory
contradict the
continental drift theory?
(2 minutes)
Inquiry-based
How can you relate the
rate of travel you gone in
an island in the distance
a continent moves for
every year?
(5 minutes)
Inquiry-based
How can you relate the
demonstrated activity in
plate tectonics?
(5 minutes)
Inquiry-based
PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
pp. 69 - 72
pp. 73 - 76
Recall the
performance task
given at the start
of the first quarter
in Learner’s
Material p. 73 and
to be presented at
the end of the
quarter today.
(3 minutes)
The performance
task must be set
and rated
according to
details and
information,
methods of
presentation/
dissemination,
techniques,
accuracy, and
feedback/result.
(2 minutes)
Preparation of
each group for
their presentation.
(5 minutes)
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
Perform activity entitled
“Evidently Continental?”
using cluster diagram.
Let the learners present
their output.
(20 minutes)
Constructivism and
Collaborative
Let the learners perform
and present their work in
Activity 5 “Split and
Separate!” in Learner’s
Material p. 66 – 67.
(20 minutes)
Constructivism and
Collaborative
Perform Activity 6 “How
fast does it go!” in
Learner’s Material p. 68
– 69 and let the students
present their output.
(15 minutes)
Constructivism and
Collaborative
Let the learners conduct
the Activity 7 “Push me
up and aside!” in
Learner’s Material p. 70
– 71 and let the students
present their realization
in their output.
(20 minutes)
Constructivism and
Collaborative
Answer the guide
question in the activity.
(5 minutes)
Inquiry-based
Answer the guide
questions Q22 - Q27 of
the activity in Learner’s
Material p. 67.
(5 minutes)
Inquiry-based
Why does rocks used as
an indication that
seafloor is spreading?
(5 minutes)
Inquiry-based
Answer the guide
questions Q28 - Q29 of
the activity in Learner’s
Material p. 69.
(5 minutes)
Inquiry-based
How far do the
Philippine plate in China
after 100 million years?
(5 minutes)
Inquiry-based
Answer the guide
questions Q30 – Q33 of
the activity in Learner’s
Material p. 69.
(5 minutes)
Inquiry-based
How convection current
occur?
(5 minutes)
Inquiry-based
How can you describe
the seafloor spreading
process?
(5 minutes)
Inquiry-based
How can you calculate
the rate of seafloor
spreading using
magnetic clues?
(5 minutes)
Inquiry-based
Why the creation of
convection current
underneath the earth
does important to
realize?
(5 minutes)
Inquiry-based
G. Finding practical application of
concepts and skills in daily living
How would you think the
difference of the land
formation of your
hometown 10 years ago,
wasn’t it the same?
What probably the cause
of this changes?
(5 minutes)
Inquiry-based
H. Making generalizations and
abstractions about the lesson
How can you explain the
earth’s mechanism in
the continental drift
theory as line of
evidences that support
plate tectonics?
(5 minutes)
Inquiry-based
Presentation of
their output in the
class.
(30 minutes, 7-8
minutes for each
group)
Constructivism
and Collaborative
How can we help
locality to give
informative
materials about
the ways to
mitigate the effects
of tectonic
activities-related
disaster?
(5 minutes)
Inquiry-based
How did you
design the scheme
to inform local
folks about the
possibilities of
earthquakes,
tsunamis and
other geologic
activities?
I. Evaluating learning
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?
Ask the learners to make
a poster showing
information of the risk
caused by geologic
activities in the locality
(15 minutes)
Constructivism,
Collaborative and
Reflective
Let the learners make
post card that will inform
local folks about the
relative impact of
geological activities
caused by seafloor
spreading.
(10 minutes)
Constructivism,
Collaborative and
Reflective
Ask the students to
create their assigned
continent and calculate
how far does it go after
100 million years ago
from Mid-Atlantic Ridge?
In what way this
calculation will help to
understand the risk of
the impact may bring by
this geological events.
(5 minutes)
Reflective
Let the student write a
letter addressed to our
government official
about that it is
impossible to stop
tectonic activities like
convection current but
we can do something to
mitigate their effects.
(10 minutes)
Reflective
(5 minutes)
Inquiry-based
Answer the
Summative
Assessment in
Learner’s Material
p. 74 - 76.
(10 minutes)
Reflective
MONDAY ATTACHMENT
ATTACHMENT 1: RECALL (ICT INTEGRATION)
1. Mechanical vibrations that occur inside the
Earth which is caused by the breakage of rocks.
Seismic Waves
Love Waves
Primary Waves
Secondary Waves
ATTACHMENT 2: ACTIVITY SHEET
ACTIVITY # _____
Evidently Continental?
Objectives:
 Review the continental drift theory.
 Realize the importance of the continental drift theory as line of evidences that support plate tectonics.
Materials:
 Cartolina/Manila paper
 Art materials
 Pentel pen
Procedure:
Using the given cluster diagram, supply necessary concept that will relate the evidences of continental drift theory.
Evidences of
Continental
Drift Theory
Guide Question:
1. How can you differentiate the evidences of Continental Drift Theory?
2. How does the evidences of Continental Drift Theory support the Plate Tectonics Theory?
Rubrics
In giving points to student’s responses, you may refer to the pointing system given in Teacher’s Guide p. 33.
WEDNESDAY ATTACHMENT
ATTACHMENT 1: MOTIVATION (GAME-BASED)
ACTIVITY# ___________
Island Hopping!
Objective:
 Relate speed to calculate the distance a continent moves for every year.
Materials:
 Chalk
 Meterstick
 Timer
 Recording Notebook
Procedure:
1.
2.
3.
4.
Draw a starting line and measure 50m, 100m, 200m.
Draw an island for every measurement that will serve as a finish line.
Each member of the group will compete to run for 50m, 100m, 200m.
Record the time it took upon arriving the island.
Observation:
Students
1.
2.
Time of 50m run
Time of 100m run
Time of 200m run
Guide Question:
1.
2.
3.
4.
Calculate the speed of every member for every run using the formula speed = distance/time.
How can you compare the speed of each student? How and why they differ?
Compare and analyze the speed to the other group?
How can you compare it to the movement of the continent in every year?
Rubrics
Criteria
Concept and Content
Coordination and Cooperation
Presentation
Time Allotment
Total
Excellent
(3 points)
Very Good
(2 points)
Good
(1point)
Needs Improvement
(1point)
School
Teacher
DAILY LESSON LOG
Teaching Dates and Time
MONDAY
TUESDAY
WEDNESDAY
Grade Level
Learning
Area
10
SCIENCE 10
Quarter
FIRST
THURDAY
FRIDAY
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency
/Objectives
Write the LC code for each.
II.
The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake, epicenters and mountain ranges.
The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis and volcanic eruptions.
S9ES-Ia-j-36.2
 Define divergent
 Explain the
 Describe transform fault
 Explain the
 Compare and
boundaries.
processes that occur
boundary
processes that
contrast the
along divergent
occur along
three types of
 Cite some landforms
 Determine the effect of
boundaries.
divergent
boundary using
formed when plate
transform-fault boundary
boundaries.
ICT simulation.
move apart
on the Earth’s crust.
 Discuss how
earthquake is
possible in
transform fault
boundary
CONTENT
Divergent Boundary
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
Divergent Boundary
Transform Boundary
Transform Boundary
Three types of plate
boundary
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource
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)
G. Finding practical
application of concepts
and skills in daily living
Present a picture of
convergent boundary. Allow
the students to analyze the
pictures.
Ask the students with a
“HOTS” question: What do
you think will be the result if
the plates are moving apart?
Introduction to Divergent
Boundary
Present a video clip showing
a scenario of plates that are
moving apart. This will lead to
the discussion of possible
landforms when the plates
are moved apart and
processes that occur along
divergent boundaries.
Let the students perform
Activity 4 Going Separate
Ways”.
(L.M 25-26)
Number Letter Game:
Students will guess the
hidden words. Then explain
the revealed words.
Show pictures of different
landforms caused by
divergent boundary.
Recall the previous lesson.
Recall the previous
lesson.
Recall the previous
lesson
Show pictures of different
landforms that are associated to
transform fault boundary.
Ask the students with a
HOTS” question: What
is the impact or effect of
the different movement
in the plate boundary?
Article Analysis. Students
will read an article and
answer the guide questions.
Video Analysis. Teacher will
show video then later on ask the
students their insights about the
video.
Picture analysis
Teacher will show
different pictures of
damage done by
earthquakes then
students will give their
insights.
Article Analysis. Students
will read an article and
answer the guide
questions.
(Strong Quake Strikes
Southern Philippines,
Killing at Least 6 )
Let the students perform
“Ready, Set, Glue”
(Transform Boundary
Model)
Let the students
manipulate the board
work using laptop and
projector.
Giving more follow up
questions regarding on
three types of plate
boundary
What is the distinct
characteristics of each
type of plate boundary?
Let the students perform
“Ready, Set, Glue”
(Divergent Boundary Model)
Let the students perform Activity
5 “Slide and Shake” (L.M 29-30)
Picture Analysis. (Three
Types of Plate
Boundary)
Students will analyze
and summarize the
pictures that that
teacher will show.
Answer the guide questions
found in L.M
Answer the guide questions
found in L.M
Answer the guide questions.
Giving more follow up questions
regarding on transform fault
boundary.
Answer the guide
questions.
Ask the students the
importance of knowing the
divergent boundary.
What do you think will
happen if the plates will
continue apart for million
years?
Ask the students the importance
of knowing the transform fault
boundary.
What do you think the
effect of earthquake in the
environment?
H. Making generalizations
and abstractions about the
lesson
Cite some possible landforms
formed during divergent
boundary.
Label the different parts of
divergent boundary
Cite some possible effects of
continuous sliding of plates?
I.
Define divergent boundary.
Explain the processes occur
along divergent boundaries.
Define transform fault boundary.
Evaluating learning
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
What is the distinct
characteristics of
transform fault boundary
compare to two other
faults?
Explain the processes
occur along transform
fault boundaries.
Using concept map,
summarize the three
types of plate
boundary.
Explain each type of
boundary
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done
to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
to share with other
teachers?
School
Teacher
DAILY LESSON LOG
Teaching Dates and Time
MONDAY
I.
10
SCIENCE 10
Quarter
First
WEDNESDAY
THURDAY
FRIDAY
OBJECTIVES
A. Content Standard
B. Performance
Standard
C. Learning Competency
/Objectives
Write the LC code for each.
II.
TUESDAY
Grade Level
Learning
Area
The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake, epicenters and mountain ranges.
The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis and volcanic eruptions.
S9ES-Ia-j-36.2
 Relate hot spot with
plate boundaries
 Define hot spots


Define earthquake
Prepare survival kit


Prepare survival kit
Discuss the importance
of preparing survival kit
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
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
Hot Spots
Earthquake
SURVIVAL KIT
p. 19
pp. 31-32
pp. 20-22
pp. 33-35
pp. 20-22
pp. 33-35
Recall the previous lesson
Recall the previous lesson
Recall the previous lesson.
B. Establishing a purpose for
the lesson
Ask the students with a
“HOTS” question: what is hot
spots?
Video Analysis. Teacher will
present a video then later on
will ask the students about
their insights.
Unlocking key words
Earthquake
Magnitude
Epicenter
Richter scale
Video Analysis. Teacher
will show video then later on
ask the students about their
insights about the video.
Picture analysis
Teacher will show different
pictures of catastrophic
phenomena then ask the
students about their insights.
Video Analysis. Teacher will
show video then later on ask the
students about their insights
about the video.
C. Presenting
examples/Instances of the
new lesson
Let the students perform
Activity 6 “Drop it Like It’s
“HOT SPOT” “
(L.M 31-32)
Let the students will do the
performance task found in
LM 33
SURVIVAL KIT
Let the students continue the
performance task
LM 33
SURVIVAL KIT
Answer the guide questions
found in L.M
Presentation of output.
See rubrics in LM. 33
Presentation of output.
See rubrics in LM. 33
What is a Volcanic Hotspot(Educational)
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
application 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
V.
VI.
REMARKS
REFLECTION
A. No. of learners who earned
80% in the evaluation
Kobe Earthquake 07 01 1995
What do you think is the
importance of knowing about
hot spots?
What is hot spots?
Top 10 Worst Natural Disasters Of
All Time
What is the importance of
survival kit?
What are the basic needs that
we need to include in our
survival kit?
What you will do before, during
and after earthquake?
Linked hot spot to plate
tectonics.
Teachers Note:
Continuation of performance
task.
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done
to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
DAILY LESSON
LOG
School
Teacher
Teaching Dates and Time
MONDAY
I.
Grade Level
Learning Area
Quarter
TUESDAY
WEDNESDAY
10
SCIENCE
FIRST QUARTER
THURDAY
FRIDAY
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
C. Learning
Competency/Objectives
Write the LC code for each.
Diagnose students’ prior
knowledge about Earth’s
interior.
S9ES-Ia-j-36.4
S9ES-Ia-j-36.4
Describe
the
internal Describe
the
internal Describe the internal structure
structure of the Earth.
structure of the Earth.
of the Earth.
Describe the different types Describe the composition
Learn
about
the of seismic waves.
of the Earth’s Interior.
explanations in their right
and wrong answers.
The Earth’s Interior
The Earth’s Interior
The Earth’s Interior
II. CONTENT
III. LEARNING
RESOURCES
A. References
S9ES-Ia-j-36.4
Describe the properties of the
layers of the Earth.
The Earth’s Interior
Science Learner’s
Material
Science Teacher’s Guide
Science Learner’s Material
Science Teacher’s Guide
Science Learner’s Material
Science Teacher’s Guide
Science Learner’s Material
Science Teacher’s Guide
TG. Page 27 – 31
TG. Page 32 - 34
TG. Page 34 – 36
TG. Page 36 - 37
LM. Page 39 – 42
LM. Page 43 - 47
LM. Page 48 - 51
LM. Page 52 - 53
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
S9ES-Ia-j-36.5
Develop understanding of
the structure of the Earth
’s interior by constructing a
scale model of a “slice” of
the interior of the Earth and
studying the material
properties of Earth’s
interior.
The Earth’s Interior
file:///C:/Users/FixFone/
Downloads/Modelling_
the_Structure_of_the_Eart
_-_Student_Activity.pdf
4. Additional Materials
from Learning Resource
(LR)portal
B. Other Learning
Resource
Earth's Interior Isn't Quite
What We Thought It Was
http://aspire.cosmicray.org/Labs/SeismicWaves/
eldoradogeology.weebly.com/
uploads/3/7/5/7/37573473/
earthsinteriorlab.doc
https://www.youtube.com/
watch?v=IWZky7mXoO0
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Have you ever wonder
what is inside the earth?
What do you imagine
about earth’s interior?
Do you still Remember the
different types of waves?
What are those?
What are seismic waves?
What are the compositions of
the Earth’s Interior?
What is the difference
between P and S waves?
Do you have an idea what
type of wave we experience
during earthquake?
Structure of the Earth: Crust,
Mantle and Core
https://www.youtube.com/
watch?v=YxGgkF582rI
B. Establishing a purpose
for the lesson
Showing a Video
Earth's Interior Isn't Quite
What We Thought It
Was?
C. Presenting
examples/Instances of the
new lesson
Follow TG for
Pre-assessment
Choose the letter of the
correct answer. 1-10
Answer briefly the given
questions 1-5
on pp. 29-31
Follow TG for studying the
Earth’s Interior
on page 32
Follow TG discussion of
the Composition of the
Earth’s Interior pp. 34
Demonstration: Simulating
Plasticity pp. 35-36
Follow TG for Activity 2
Our Dynamic Earth
Answers to Questions
3-9
on pp. 36-37
Answer
Pre-assessment
A. 1-10
Discussion
Studying the Earth’s Interior
Do Activity 1
Discussion
The composition of the
Earth’s Interior
Do Activity 2
Our Dynamic Earth
Answer Guide Questions
D. Discussing new
concepts and practicing
new skills # 1
What are the properties of
the layers of the Earth?
Modeling the Structure of
the Earth:
B. 1-5
LM pp. 40 – 42
Amazing Waves
LM pp 43 – 47.
pp. 48-51
3-9 – pp. 52-53
See Attachment
Let the students be familiar
what is seismic wave and its
types
through
class
discussion. pp 43-46
Let them complete the
necessary information using
the given organizer of activity
1. LM page 47
Let the students be familiar
of the composition of the
Erath’s interior through
class discussion.
LM pp. 48-51
Demonstration:
Simulating Plasticity
TG. pp. 35-36
As an individual activity,
Activity 2 will test the
learners’ understanding on
the different characteristics,
properties and composition of
the Earth’s layers
LM pp. 48-52
Let the Students perform
the activity Modeling the Structure of
the Earth:
E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery
(leads to Formative
Assessment )
G. Finding practical
application of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
Let the students answer
Pre-Assessment
See Attachment
Scientists use indirect measurements and seismic waves from earthquakes to determine
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.
Seismic waves are very
important in understanding
the discovery of the different
layers of the Earth as well as
in determining the properties
of these layers.
The
ability
of
the
asthenosphere to flow
slowly is termed as
plasticity.
The Earth’s composition
tells a story about itself. It
gives us clues to its past
and proofs about the
gradual and slow changes
that it has undergone for
over 4.6 billion years.
Oxygen is the most abundant
element in the Earth’s crust.
The elements silicon, oxygen,
iron and magnesium make up
the mantle.
The inner core is mostly made
up of iron and nickel. It is solid
due to the very high pressure
that keeps it compacted
together
even
if
the
temperature is really very
high.
The core itself consists of
solid inner core and a liqui
outer core. It is difficult t
study the structure of th
Earth because: the crust i
too thick to drill all the wa
through.
Answer Pre-Assessment
LM pp 40-42.
J. Additional activities for
application or remediation
Answer guide questions
1-2 of activity 1
Amazing waves
pp 47
What are the compositions
of the Earth’s Interior?
Answer guide questions
3-9 of Activity 2
Our Dynamic Earth
LM pp. 53
Earth’s Interior Lab
eldoradogeology.weebly.com/
uploads/3/7/5/7/37573473/
earthsinteriorlab.doc
V.
VI.
REMARKS
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?
Describe the structure of
the Earth using the ownmade model from the
activity.
DAILY LESSON
LOG
School
Teacher
Teaching Dates and Time
MONDAY
I.
Grade Level
Learning Area
Quarter
TUESDAY
WEDNESDAY
10
SCIENCE
FIRST QUARTER
THURDAY
FRIDAY
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
C. Learning
Competency/Objectives
Write the LC code for each.
II.
S9ES-Ia-j-36.5
S9ES-Ia-j-36.5
Describe the possible
causes of plate
movement.
Describe the possible
causes of plate
movement.
Describe the possible
causes of plate
movement.
Explain Earth’s
mechanism and
Continental Drift Theory
and its evidences.
The Earth’s Mechanism
Recognize
how
the
continental drift theory is
developed.
Predict what will happen to
the world as the continents
continuously move.
The Earth’s Interior and
Mechanism
The Earth’s Interior and
Mechanism
TG. Page 37
TG. Page 38
TG. Pages 38 – 40
LM. Pages 53 – 57
LM. Page 58
LM. Pages 59 - 60
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
B. Other Learning
Resource
https://www.youtube.com/
watch?v=sgPnnzou0og
https://www.youtube.com/
watch?v=mZGh94KF784
file:///C:Users/FixFone/Do
wnloads/activitycontinentaldrift.pdf
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
What are the properties of
the layers of the Earth?
What are the possible
causes of plate
movement?
How does the Continental
Drift Theory developed?
How does Alfred Wegener
come up to the concept of
continental drift theory?
B. Establishing a purpose
for the lesson
www.stem.org.uk/elibrary/
resource/36611
Showing a video
Continental Drift Theory
Animation
C. Presenting
examples/Instances of
the new lesson
Follow TG for
The Earth’s Mechanism
Page 37
Follow TG
Activity 3 – Let’s Fit It!
On page 38
Follow TG
Activity 4 – Drifted
Continents!
On pages 38-40
D. Discussing new
concepts and practicing
new skills # 1
Discussion
The Earth’s Mechanism
The Continental Drift
Theory
pp. 53 - 57
Do Activity 3
Let’s Fit It!
LM page 58
Do Activity 4
Drifted Continents!
LM pages 59-60
E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery
(leads to Formative
Assessment )
Let the students be
familiar of the Earth’s
Mechanism, the
Continental Drift Theory
and its evidences.
LM page 53-57
Let the students perform
the activity as a group. The
students’ reasoning ability
will be enhanced. Conduct
the activity as quick as
possible.
Let the students perform
first the activity facilitated
by
the
teacher
as
preparation for the class
discussion. LM pages 5960
G. Finding practical
application of concepts
and skills in daily living
An important use of fossils is in dating rocks, and geologists normally refer to the age
of a rock by using classification system, based on fossils rather than by saying
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
and abstractions about
the lesson
The
Continental Drift
Theory of Alfred Wegener
states that the continents
were once part of a large
landmass called Pangaea
which drifted away from
each other. The continents
moved away from each
other towards their current
positions. Alfred Wegener
based his theory on
evidences from fossils
embedded in rocks and
rock formation.
The
Continental
Drift
Theory of Alfred Wegener
states that the continents
were once part of a large
landmass called Pangaea
which drifted away from
each other.
I. Evaluating learning
What are the possible
causes of plate
movement?
Answer Guide Questions
10-12 of Activity 3 – Lets
Fit It! LM page 58
Since it is impossible for
Glossopteris fossils found
in different regions or
continents to be blown by
the wind or carried by
ocean waves, the only
possibility is that these
regions
were
once
connected. Continents are
continuously moving. But it
will not very noticeable
because it took 200 million
years
before
the
continents came to where
they are now, based on
continental drift theory.
Scientists
are
also
expecting this to happen in
the future.
Answer Guide Questions
13-21 of Activity 4 –
J. Additional activities for
application or remediation
V.
VI.
REMARKS
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?
How does Alfred
Wegener come up to the
concept of continental
drift theory?
Activity – Fossils
file:///C:Users/FixFone/Do
wnloads/activitycontinentaldrift.pdf
Drifted Continents! LM
pages 59-60