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MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard The Learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges B. Performance Standard (^) The Learners shall be able to demonstrate ways to ensure disaster preparedness during earthquake, tsunamis, and volcanic eruptions.
C. Learning Competency/Objectives Answer the following test items honestly and truthfully
Locate the epicenter of an earthquake using the triangulation method
Describe the distribution of active volcanoes, earthquake epicenters, and major mountain belts.
Explain the process that occur along convergent boundaries S9ES-Ia-j-36.1 S9ES-Ia-j-36. 1 S9ES-Ia-j-36. 2 S9ES-Ia-j-36. 3 II. CONTENT Unit 1, Module 1 Plate Tectonics
Epicenter Plate Boundaries Continental Plate & Oceanic Plate III. LEARNING RESOURCES A. References
- Teacher’s Guide pages pp. 3- 6 pp. 7- 9 pp. 10- 11 pp. 12- 13
- Learner’s Materials pages pp. 3- 8 pp. 8- 10 pp. 11- 15 pp. 16- 17
- Textbook pages
- Additional Materials from Learning Resource (LR) portal B. Other Learning Resource Pictures of plate tectonics Manila paper, pentel pen IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson
Recall the concept learned from G9 about active and inactive volcanoes.
What are the different types of seismic waves ( P & S waves )
What is a triangulation method and how to perform it?
Posting of manila paper on the board
What are the different types of Plate Boundaries?
B. Establishing a purpose for the lesson
Show pictures about plate tectonics
Ask students of the different earthquake that occurs in the country Discuss briefly the “west valley fault system” creatively!
Let the students watch the video https://www.youtube.com/ watch?v=1-HwPR_4mP C. Presenting examples/Instances of the new lesson
Give Pre-Assessment in the form of K-W-L strategy http://www.nea.org/tools/k-w- l-know-want-to-know- learned.html
Group the students into 5 and give an instruction on how to perform the activity.
Call students to present their output
Post the picture of the Cross-sectional diagram of converging continental and oceanic plates
DAILY LESSON LOG
School Grade Level (^) 10 Teacher Learning Area SCIENCE Teaching Dates and Time Quarter (^) FIRST
D. Discussing new concepts and practicing new skills # 1
Group the class into 5 and answer the Pre- Assessment items 1-10 in a manila paper
Perform Activity #1: “Find the Center”
Perform Activity #2: “Lets Mark the Boundaries”
Discuss and analyze their work if they properly follow the procedures then check later on.
Let the students answer the guide questions in Activity #3: Head-On Collision, Part A
E. Discussing new concepts and practicing new skills # 2 F. Developing mastery Present the output by group by posting their work on the board
Call a representative per group to present their work in front of their classmate The teacher will roam -
around to ensure that
the students are doing
the activity well.
Check the answer in the guide questions
G. Finding practical application of concepts and skills in daily living
What are you going to do if earthquake occurs in your place?
What are you going to do if your house is located near to an active volcano?
What are the common landforms near a bodies of water? H. Making generalizations and abstractions about the lesson
What do you think is the importance of determining the epicenter of an earthquake?
What do you think is the basis of scientists in dividing Earth’s lithosphere into several plates?
Discuss Converging Oceanic Crust Leading Plate and Continental Crust Leading Plate
I. Evaluating learning Check the pre- assessment made through K-W-L strategy
Give 5 true or false questions.
Give 5 multiple test questions
Give 5 identification type of test
J. Additional activities for application or remediation
Discuss the introduction of Plate Tectonics
Give reflection on the earthquake happened in loboc, bohol province
Discuss the different types of Plate Boundaries
V. REMARKS (^) 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?
E. Discussing new concepts and practicing new skills # 2
Perform activity #3: Part B: Convergence of Two Oceanic Plates
Perfom activity #3 Part C: Two Continental Plates Converging F. Developing mastery Discuss the Formation of Philippine Archipelago
Why most of the mountains are tall? G. Finding practical application of concepts and skills in daily living
What is the cause of the formation of Himalayan mountain range?
What is the benefit of having a mountain near your place? H. Making generalizations and abstractions about the lesson
Discuss the process in converging plates. I. Evaluating learning Give 5 multiple type of test 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?
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard The learners shall demonstrate an understanding of: The relationship among the location of volcanoes, earthquake, epicenters and mountain ranges. B. Performance Standard The learners shall be able to:
- Demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis and volcanic eruption.
- Suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis and volcanic eruptions. C. Learning Competency/Objectives S9ES-Ia-j-36. Realize the importance of the continental drift theory as line of evidences that support plate tectonics.
Simulate and describe the seafloor spreading process.
Calculate the rate of seafloor spreading using magnetic clues.
Realize the importance of the creation of convection current underneath the earth.
Design a scheme to inform local folks about the possibilities of earthquakes, tsunamis and other geologic activities. II. CONTENT UNIT I: Earth and Space MODULE 2: The Earth’s Interior TOPIC: Line of Evidences that Support Plate Tectonics SUBTOPIC: Continental Drift Theory
UNIT I: Earth and Space MODULE 2: The Earth’s Interior TOPIC: Line of Evidences that Support Plate Tectonics SUBTOPIC: Seafloor Spreading
UNIT I: Earth and Space MODULE 2: The Earth’s Interior TOPIC: Line of Evidences that Support Plate Tectonics SUBTOPIC: Rate of Seafloor Spreading
UNIT I: Earth and Space MODULE 2: The Earth’s Interior TOPIC: Line of Evidences that Support Plate Tectonics SUBTOPIC: Convection Current
UNIT I: Earth and Space MODULE 2: The Earth’s Interior TOPIC: Line of Evidences that Support Plate Tectonics SUBTOPIC: Performance Task; Information Campaign III. LEARNING RESOURCES
A. References
- Teacher’s Guide pages pp. 37 - 40 pp. 40 - 41 pp. 41 - 42 pp. 42 - 43 pp. 43 - 49
DAILY LESSON
LOG
School Grade Level 10 Teacher Learning Area Science Teaching Dates and Time Quarter First Quarter
D. Discussing new concepts and practicing new skills # 1
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
Presentation of their output in the class. (30 minutes, 7- 8 minutes for each group) Constructivism and Collaborative
E. Discussing new concepts and practicing new skills # 2 F. Developing mastery 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
Answer the guide questions Q28 - Q29 of the activity in Learner’s Material p. 69. (5 minutes) Inquiry-based
Answer the guide questions Q30 – Q33 of the activity in Learner’s Material p. 69. (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
Why does rocks used as an indication that seafloor is spreading? (5 minutes) Inquiry-based
How far do the Philippine plate in China after 100 million years? (5 minutes) Inquiry-based
How convection current occur? (5 minutes) Inquiry-based
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 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
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
How did you design the scheme to inform local folks about the possibilities of earthquakes, tsunamis and other geologic activities?
(5 minutes) Inquiry-based I. Evaluating learning 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
Answer the Summative Assessment in Learner’s Material p. 74 - 76. (10 minutes) Reflective
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?
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. Draw a starting line and measure 50m, 100m, 200m. 2. Draw an island for every measurement that will serve as a finish line. 3. Each member of the group will compete to run for 50m, 100m, 200m. 4. Record the time it took upon arriving the island.
MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY
I. OBJECTIVES
A. Content Standard (^) The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake, epicenters and mountain ranges. B. Performance Standard The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis and volcanic eruptions. C. Learning Competency /Objectives Write the LC code for each.
S9ES-Ia-j-36. Define divergent boundaries. Cite some landforms formed when plate move apart
Explain the processes that occur along divergent boundaries.
Describe transform fault boundary Determine the effect of transform-fault boundary on the Earth’s crust.
Explain the processes that occur along divergent boundaries. Discuss how earthquake is possible in transform fault boundary
Compare and contrast the three types of boundary using ICT simulation.
II. CONTENT
Divergent Boundary Divergent Boundary Transform Boundary Transform Boundary Three types of plate boundary III. LEARNING RESOURCES A. References
- Teacher’s Guide pages
- Learner’s Materials pages
- Textbook pages
DAILY LESSON LOG
School Grade Level (^) 10 Teacher Learning Area
SCIENCE 10
Teaching Dates and Time Quarter FIRST
- Additional Materials from Learning Resource (LR)portal B. Other Learning Resource IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson
Present a picture of convergent boundary. Allow the students to analyze the pictures.
Number Letter Game: Students will guess the hidden words. Then explain the revealed words.
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 do you think will be the result if the plates are moving apart?
Introduction to Divergent Boundary
Show pictures of different landforms caused by divergent boundary.
Show pictures of different landforms that are associated to transform fault boundary.
Picture analysis Teacher will show different pictures of damage done by earthquakes then students will give their insights.
Ask the students with a HOTS” question: What is the impact or effect of the different movement in the plate boundary?
C. Presenting examples/Instances of the new lesson
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.
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.
Article Analysis. Students will read an article and answer the guide questions. (Strong Quake Strikes Southern Philippines, Killing at Least 6 )
Picture Analysis. (Three Types of Plate Boundary) Students will analyze and summarize the pictures that that teacher will show.
D. Discussing new concepts and practicing new skills # 1
Let the students perform Activity 4 Going Separate Ways”. (L.M 25-26)
Let the students perform “Ready, Set, Glue” (Divergent Boundary Model)
Let the students perform Activity 5 “Slide and Shake” (L.M 29-30)
Let the students perform “Ready, Set, Glue” (Transform Boundary Model)
Let the students manipulate the board work using laptop and projector. E. Discussing new concepts and practicing new skills # 2
Answer the guide questions found in L.M
F. Developing mastery (leads to Formative Assessment 3)
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.
Giving more follow up questions regarding on three types of plate boundary G. Finding practical application of concepts and skills in daily living
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?
What is the distinct characteristics of each type of plate boundary?
to share with other teachers?
MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake, epicenters and mountain ranges. B. Performance Standard
The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis and volcanic eruptions.
C. Learning Competency /Objectives Write the LC code for each.
S9ES-Ia-j-36. Relate hot spot with plate boundaries Define hot spots
Define earthquake Prepare survival kit
Prepare survival kit Discuss the importance of preparing survival kit II. CONTENT Hot Spots Earthquake SURVIVAL KIT III. LEARNING RESOURCES A. References
- Teacher’s Guide pages p. 19 pp. 20-22 pp. 20-
- Learner’s Materials pages
pp. 31-32 pp. 33-35 pp. 33-
- Textbook pages
- Additional Materials from Learning Resource (LR)portal B. Other Learning Resource IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson
Recall the previous lesson Recall the previous lesson Recall the previous lesson.
DAILY LESSON LOG
School Grade Level 10 Teacher Learning Area
SCIENCE 10
Teaching Dates and Time Quarter (^) First
B. Establishing a purpose for the lesson
Ask the students with a “HOTS” question: what is hot spots?
Unlocking key words Earthquake Magnitude Epicenter Richter scale
Picture analysis Teacher will show different pictures of catastrophic phenomena then ask the students about their insights. C. Presenting examples/Instances of the new lesson
Video Analysis. Teacher will present a video then later on will ask the students about their insights. What is a Volcanic Hotspot- (Educational)
Video Analysis. Teacher will show video then later on ask the students about their insights about the video. Kobe Earthquake 07 01 1995
Video Analysis. Teacher will show video then later on ask the students about their insights about the video. Top 10 Worst Natural Disasters Of All Time D. Discussing new concepts and practicing new skills # 1
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 E. Discussing new concepts and practicing new skills # 2 F. Developing mastery (leads to Formative Assessment 3)
Answer the guide questions found in L.M
Presentation of output. See rubrics in LM. 33
Presentation of output. See rubrics in LM. 33
G. Finding practical application of concepts and skills in daily living
What do you think is the importance of knowing about hot spots?
What is the importance of survival kit?
H. Making generalizations and abstractions about the lesson
What is hot spots? What are the basic needs that we need to include in our survival kit? I. Evaluating learning Linked hot spot to plate tectonics.
What you will do before, during and after earthquake? J. Additional activities for application or remediation
Teachers Note: Continuation of performance task. V. REMARKS VI. REFLECTION 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. A. No. of learners who earned 80% in the evaluation
DAILY LESSON
LOG
School Grade Level 10 Teacher Learning Area SCIENCE Teaching Dates and Time Quarter FIRST QUARTER
MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY
I. OBJECTIVES
A. Content Standard
The learners demonstrate understanding of the relationship among the locations of volcanoes, earthquake epicentres and mountain ranges
B. Performance Standard
The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquake, tsunamis, and volcanic eruptions.
C. Learning Competency/Objectives Write the LC code for each.
S9ES-Ia-j-36.4 S9ES-Ia-j-36.4 S9ES-Ia-j-36.4 S9ES-Ia-j-36.4 S9ES-Ia-j-36.
Diagnose students’ prior knowledge about Earth’s interior.
Learn about the explanations in their right and wrong answers.
Describe the internal structure of the Earth.
Describe the different types of seismic waves.
Describe the internal structure of the Earth.
Describe the composition of the Earth’s Interior.
Describe the internal structure of the Earth.
Describe the properties of the layers of the Earth.
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.
II. CONTENT
The Earth’s Interior The Earth’s Interior The Earth’s Interior The Earth’s Interior The Earth’s Interior
III. LEARNING
RESOURCES
A. References 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
file:///C:/Users/FixFone/ Downloads/Modelling_ the_Structure_of_the_Eart _-_Student_Activity.pdf
- Teacher’s Guide pages TG. Page 27 – 31 TG. Page 32 - 34 TG. Page 34 – 36 TG. Page 36 - 37
- Learner’s Materials pages LM. Page 39 – 42 LM. Page 43 - 47 LM. Page 48 - 51 LM. Page 52 - 53
- Textbook pages
- Additional Materials from Learning Resource (LR)portal B. Other Learning Resource (^) Earth's Interior Isn't Quite
What We Thought It Was https://www.youtube.com/ watch?v=IWZky7mXoO
http://aspire.cosmic- ray.org/Labs/SeismicWaves/
eldoradogeology.weebly.com/ uploads/3/7/5/7/37573473/ earthsinteriorlab.doc
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?
Do you have an idea what type of wave we experience during earthquake?
What are seismic waves?
What is the difference between P and S waves?
What are the compositions of the Earth’s Interior?
What are the properties of the layers of the Earth?
B. Establishing a purpose for the lesson
Showing a Video Earth's Interior Isn't Quite What We Thought It Was?
Structure of the Earth: Crust, Mantle and Core https://www.youtube.com/ watch?v=YxGgkF582rI
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
D. Discussing new concepts and practicing new skills # 1
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
Modeling the Structure of the Earth:
