Grade:
10
Quarter:
FIRST
I.
OBJECTIVES
Content Standard
Performance Standard
Learning Competencies
Knowledge
Skills
Attitude
II.
III.
CONTENT
LEARNING RESOURCES
References
Other Learning Resources
IV.
PROCEDURES
A. Preparatory Activities
B. Motivation
C. Activity
D. Analysis
E. Abstraction
F. Application
Subject:
Week No:
9
SCIENCE
Day
4
The learners shall 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; and suggest ways by which
he/she can contribute to government efforts in reducing
damage due to earthquakes,
tsunamis, and volcanic
eruptions.
 Describe the internal structure of the Earth.
 Discuss the possible causes of plate movement.
 Enumerate the lines of evidence that support plate
movement.
S10ES –Iaj-36.1
Specific Objectives: Given the necessary materials, 80%
of the students should be able to:
Discuss various ways on how to mitigate the effects of
tectonic activities
Present ways on how to mitigate the effects of tectonic
activities in a creative way
Show affection to others through group performance in
various ways of mitigating the effects of tectonic activities
PERFORMANCE TASKS ON MITIGATING THE
EFFECTS OF TECTONIC ACTIVITIES
Grade 10 Science Learner’s Material p 73
Grade 10 Science Teacher’s Guide pp 43-44
https://www.youtube.com/watch?v=Cl_kXbhTi8k
https://www.youtube.com/watch?v=3tGfi-zSNTI
The teacher will conduct the usual daily routines of the
class.
 Greetings
 Checking of Attendance
ELICIT-Present again the rubrics to the class on how the
their performance will be graded.
ENGAGE-Each group will present their output. The
teacher should decide on what will be the sequence of
presentation. Remind also the students that their
presentation should only last for 5-7 minutes.
EXPLORE-Solicit ideas from the students on ways how
to mitigate the effects of tectonic activities.
EXPLAIN-Present to the class the ways on mitigating the
effects of tectonic activities such as earthquake, volcanic
eruptions and tsunamis.
(See attachment A)
EXTEND-Ask the following questions to the students:
G. Practical Applications of
Concepts and Skills in
Daily Living
H. Generalization
What are other ways that you can suggest in that will
help our community be informed regarding the ways on
how to mitigate the effects of tectonic activities?
(Possible Ans. information campaign, scheduled radio
and TV announcements, regular symposia from the
government, school regular initiated drills, awareness
campaign from the local barangay, etc.)
EXTEND-In your respective homes, what are your ways
on how to mitigate the effects of tectonic activities?
(Possible Ans. Learners might give the same answers to
what the teacher has presented. But they may suggest
also ways that are based on their locality and availability
of resources)
ELABORATE-Share this quotation to the class and let
them read it loudly. “We cannot stop natural disasters but
we can arm ourselves with knowledge: so many lives
wouldn't have to be lost if there was enough
disaster preparedness.” “Preparedness, when properly
pursued, is a way of life, not a sudden, spectacular
program.”
https://wellbeck.com/disaster-preparedness-plan/disaster-preparedness-quotes
I.
V.
VI.
Evaluation
J. Additional activities for
application or
remediation
(assignment)
REMARKS
REFLECTION
No. of learners who earned
80% in the evaluation
No. of learners who
continue to require
remediation
Did the remedial lesson
work? No. of learners who
caught up the lesson
No. of learners who require
remediation
Which of my teaching
strategies worked well?
Why did these work?
Solicit ideas from the students about their ideas in the
given quotes.
EVALUATE-The scores obtain by the group will serve as
the evaluation for the learners in their performance tasks.
Let the student prepare for the summative assessment to
be given the next day.
What difficulties did I
encounter which principal
and supervisor can help or
solve?
What innovation or localized
did I use/discover which I
wish to share?
ATTACHMENT
WHAT SHOULD I DO BEFORE, DURING, AND AFTER AN EARTHQUAKE?
What to Do Before an Earthquake
 Make sure you have a fire extinguisher, first aid kit, a battery-powered radio, a flashlight, and
extra batteries at home.
 Learn first aid.
 Learn how to turn off the gas, water, and electricity.
 Make up a plan of where to meet your family after an earthquake.
 Don't leave heavy objects on shelves (they'll fall during a quake).
 Anchor heavy furniture, cupboards, and appliances to the walls or floor.
 Learn the earthquake plan at your school or workplace.
What to Do During an Earthquake
 Stay calm! If you're indoors, stay inside. If you're outside, stay outside.
 If you're indoors, stand against a wall near the center of the building, stand in a doorway, or
crawl under heavy furniture (a desk or table). Stay away from windows and outside doors.
 If you're outdoors, stay in the open away from power lines or anything that might fall. Stay
away from buildings (stuff might fall off the building or the building could fall on you).
 Don't use matches, candles, or any flame. Broken gas lines and fire don't mix.
 If you're in a car, stop the car and stay inside the car until the earthquake stops.
 Don't use elevators (they'll probably get stuck anyway).
What to Do After an Earthquake
 Check yourself and others for injuries. Provide first aid for anyone who needs it.
 Check water, gas, and electric lines for damage. If any are damaged, shut off the valves.
Check for the smell of gas. If you smell it, open all the windows and doors, leave immediately,
and report it to the authorities (use someone else's phone).
 Turn on the radio. Don't use the phone unless it's an emergency.
 Stay out of damaged buildings.
 Be careful around broken glass and debris. Wear boots or sturdy shoes to keep from cutting
your feet.
 Be careful of chimneys (they may fall on you).
 Stay away from beaches. Tsunamis and seiches sometimes hit after the ground has stopped
shaking.
 Stay away from damaged areas.
 If you're at school or work, follow the emergency plan or the instructions of the person in
charge.
 Expect aftershocks.
SOURCE: http://kmc-clinic.com/blogSingle/What-to-do-before-during-and-after-volcaniceruption#:~:text=Prepare%20all%20the%20necessary%20things,kids%20first%20befor
e%20anything%20else.
WHAT TO DO BEFORE, DURING AFTER VOLCANIC ERUPTIONS
What to do before volcanic eruptions:
 Each one should be aware of the dangers that volcanic eruptions pose to lives and be
prepared to face whatever circumstances the eruption may bring.
 Prepare all the necessary things to bring once evacuation is needed.
 Store as much food, water, light sources and batteries that are very useful in case of
emergency.
 Prepare masks to cover nose and mouth for the ash falls of the volcano.
 Safety of the kids first before anything else.
What to do during volcanic eruptions:
 Avoid low-lying places because lava flows, and mud flows are more likely to pass here.
 Seek cover in case of ash falls and rock falls and use masks to cover your nose and mouth
and to avoid breathing in the ashes.
 If inside the house, close all doors and windows to avoid letting in the ashes.
 Always stay indoors and watch for your kids, they might be tempted to go out.
 Stay in the evacuation center and wait for further instructions and do not leave until said so.
What to do after volcanic eruptions:
 Go back to your house but leave your kids with someone who can take care of them while
you check your house.
 When in your house, clean everything and check if there’s damages incurred. Use masks
when cleaning.
 Wait for further announcements related to volcano activities.
 Make sure that your house is still safe for all of you.
SOURCE: http://kmc-clinic.com/blogSingle/What-to-do-before-during-and-after-volcaniceruption#:~:text=Prepare%20all%20the%20necessary%20things,kids%20first%20before%20anythi
ng%20else.
WHAT TO DO BEFORE, DURING AFTER TSUNAMI
BEFORE
 Find out if your home, school, workplace or other frequently visited locations are in tsunami
hazard areas. For high risk areas, know the earthquake and tsunami plans for each
location.
 Contact your municipality to know the risks, evacuation and alerting system in your
community. Know the sound of the alert and make sure all in your family are familiar with it
and what to do. Sign up for local alerts.
 now the difference between a tsunami warning and a tsunami watch:
 A tsunami warning means a tsunami may have been generated and could be close to your
area. A full evacuation is suggested.
 A tsunami watch means a tsunami has not yet been verified but could exist and may be as
little as an hour away. Stay alert for more information.
 Review evacuation plans with household members. Be prepared ready to evacuate at a
moment’s notice.
 Plan evacuation routes to areas 30 meters above sea level or 3 kilometers inland. If you
can’t, go as high and as far away as you can. You should be able to reach your safe
location on foot within 15 minutes.
DURING
Be aware of the signs of a tsunami:
 A strong earthquake lasting 20 seconds or more near the coast.
 A noticeable rapid rise or fall of coastal waters.
 Coastal water making unusual noise. The noise may sound like an approaching train, plane,
or whistling.
 Following an earthquake, move quickly to higher ground away from the coast. In case of a
tsunami warning, be prepared ready to evacuate at a moment’s notice.
 Follow posted evacuation routes, where present. Take your animals with you but do not delay
your evacuation to collect them.
 A tsunami is a series of waves that can continue for hours and the next waves may be larger
than earlier ones. Do not assume that after one wave, the danger is over. If you cannot
evacuate to higher ground, evacuate vertically to a higher floor, onto a roof, up a tree, or grab
a floating object.
 If you are at sea, stay there. Boats are generally safer in water deeper than 20 meters. Ships
are safest on high seas in water deeper than 100 meters.
 Watching a tsunami could put you in grave danger. If you can see the wave, you are too close
to escape it.
 Monitor the tsunami’s progress and listen for warnings or instructions from local officials. If
you are safe when the first tsunami hits, stay put until authorities declare all is safe as more
waves may follow.
AFTER
 Continue to take precautions and listen to and follow directions from local authorities.
 Be prepared for aftershocks, which could generate another tsunami.
 Return home only after local officials tell you it is safe. A tsunami is a series of waves that
may continue for hours. Do not assume that after one wave the danger is over. The next wave
may be larger than the first one.
 Be aware of secondary effects. These include landslides, contaminated water, mudflows,
damaged bridges, buildings and roads, and other hazards.
 Only make calls if you require emergency services.
 Stay out of any building that has water around it. Tsunami force can cause floors to crack or
walls to collapse.
 If you suspect your home is unsafe, do not enter. Rely on the professionals to clear your home
for re-entry, if you are unsure.
 Do not light matches or turn on lights or appliances until you are sure there are no gas leaks
or flammable liquids spilled. Avoid use of contaminated water.
 Place a HELP sign in your window if you need assistance.
SOURCE: https://www.redcross.ca/how-we-help/emergencies-and-disasters-in-canada/types-ofemergencies/tsunamis-1
Prepared by:
Noemi B. Salacsacan
Science Teacher
Checked by:
Michael A. Nazareth, EdD
Science Department Head
Noted by:
Launcelot T. Lauigan
Principal IV