School: Grade Level: 10
GRADES 1 to 12 Teacher: Learning Area: Science
DAILY LESSON LOG Teaching Dates and I- Week 4
Time: Quarter:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. Objectives
A. Content Standards The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake
epicentres, and mountain ranges.
B. Performance Standards The learners shall be able to:
1. demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions.
2.Suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes,
tsunamis, and volcanic eruptions.
C. Learning Competencies Explain the different processes that occur along the plate boundaries.
*Explain the processes that *Explain the processes that *Explain the processes that Explain the processes that
occur along converging occur along convergence of occur along convergence of occur along divergent
Continental Plate and two Oceanic Plates. two Continental Plates. boundaries
Oceanic Plate.
1. II. Content Processes and Landforms along plate boundaries. (S10ES-Ia-j-36.3)
III. Learning Resources - -
A. References
1. Teacher’s Guide Pages Pages 12-13 Pages 14-15 Pages 15-16 Pages 16-17
2. Learner’s Materials Pages Pages 16-17 Pages 18-22 Pages 23-24 Pages 25-27
3. Textbook Pages
4. Additional Materials from
Learning Resources (LR)
Portal)
B. Other Learning Resources
IV. Procedures
Elicit The Students answer the The students will answer In a convergent plate
following questions: *Recall the subduction the following questions: boundary, the leading
-What are the 2 types of process and the geologic 1.What is the highest peak plates undergo destruction
crust? events because of this in the Philippines? process as the crust is
-Between the two, which is process. 2.How about the highest consumed in the mantle.
denser? *let the students know that mountain in the world? But what do you think is
two oceanic plates could also 3.Do you have any idea happening on the other
collide because of plate how tall Mount Everest is? end of each plates?
tectonics. 4.How do you think most “(creation of new crust)
of the tall mountains of the
world are formed?
*Gather all the ideas the
students will mention
regarding the last question.
Engage Presentation of objectives Presentation of objectives Presentation of objectives Presentation of objectives
Explore * The students will be *Let the students perform the *The students will be
grouped into 5. activity 3, part B ‘Head on grouped into 5. *Let the students answer
*Let the students perform Collision-Convergence of two *Let the students perform the activity “Going
the activity 3 part A ‘Head oceanic plate and let them the activity 3 part C ‘Head Separate Ways,”
on Collision- Converging answer the guide questions. on Collision- Two
Continental Plate and *Let the students draw a Continental plates * Let the students analyze
Oceanic Plate’ and let them diagram showing what they Converging and let them the four pictures.
answer the guide think would be the outcome answer the guide
questions. of this event. questions.
Explain Let the students answer Let the students answer the Let the students answer -What are common in the
the following questions: following questions: the following questions: four pictures?
-What type of plate is plate -What are the geologic -What happened to the -Million of years ago,the
A? What about plate B? processes/events that will strips of clay as they were land masses in each
Why do you say so? occur because of this plate pushed from opposite picture were once
movement? ends? connected. What do you
-Describe what happens to think is happening to the
plate A as it collides with -What geologic features might -If the strips of clay Earth’s crust in those
plate B? Why? form at the surface of plate A? represent the Earth’s pictures?
lithosphere, what do you
-What do you think may -If the edge of plate A think is formed in the -If this event continues for
happen to the leading edge suddenly flicks upward, a lithosphere? millions of years, What do
of plate A as it continues to large amount of water may be you think will be the effect
move downward? Why? displaced. What could be -What other geologic event on the crust?
formed at the surface of the could take place with this
-What do you call this ocean? type of plate movement -Complete the drawing to
molten material? aside from your answer in illustrate your answer in
Q25? question number 30.
-What is formed on top of
plate B?
-As the plates continue to
grind against each other,
what other geologic event
could take place?
Elaborate *Convergence of two oceanic When two continental *Divergent boundaries
*Subduction process is plates also undergo plates meet head on, occur along spreading
convergence of an oceanic subduction process. neither is subducted. centers where plates are
and continental plate. The Instead, the crust tends to moving apart and new
denser oceanic plate slides *The geologic buckle and be pushed crust is created by magma
under the continental plate. events/processes will take upward causing formation pushing up the mantle.
place during this process are: of mountain ranges and
*The geologic -formation of volcanic island other highlands. *Effects that are found at a
events/processes will take arcs and trenches divergent boundary
place during subduction -generates shallow, between oceanic plates
process are: intermediate or deep include: a submarine
- formation of volcanoes earthquake. mountain range such as
and trenches *Strong earthquakes the Mid-Atlantic Ridge;
- occurrence of earthquake generated at the ocean floor volcanic activity in the
may cause displacement of form of fissure eruptions;
large volume of water and shallow earthquake
launch big waves called activity; creation of new
tsunami. seafloor; and widening
ocean basin.
*If a divergent boundary is
between continental
plates, the effects are: rift
valley formation which will
soon develop into linear
sea; shallow earthquake
activities, and numerous
normal faults.
Evaluate Based on students answer Based on students answer in Based on students answer Based on students answer
in the activity: the activity: in the activity: in the activity:
Rubrics: Rubrics: Rubrics: Rubrics:
6 out of 6 correct response 3 out of 3 correct response = 4 out of 4 correct response 4 out of 4 correct response
= 10 points 10 points = 10 points = 10 points
5 out of 6 correct response 2 out of 3 correct response = 3 out of 4 correct response 3 out of 4 correct response
= 9 points 8 points = 9 points = 9 points
4 out of 6 correct 1 out of 3 correct response= 6 2 out of 4 correct 2 out of 4 correct
response= 8 points points response= 8 points response= 8 points
3 out of 6 correct 0 out of 3 correct response= 4 1 out of 4 correct 1 out of 4 correct
response= 7 points points response= 7 points response= 7 points
2 below= 6 points 0 = 5 points 0 = 5 points
Extend The students will watch The students will watch video The students will watch The students will watch
video an animated diagram about the convergence of two video about the video about the divergent
of subduction process on oceanic plates.(optional) convergence of two plate boundary. (optional)
this website; continental plates.
http://earthguide.ucsd.edu/ (optional)
eoc/teachers/t_tectonics/
p_subduction.html (optional)
V. Remarks
VI. Reflection
A. No. of learners who earned
80% in the evaluation
B. No. of learners who requires
additional acts. for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
caught up with the lessons
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my
principal/supervisor can help
me solve?
G. What innovations or
localized materials did I
used/discover which I wish to
share with other teachers?
Prepared: Evaluated:
ANJIEL C. BANTILAN ALFIE V. ANDO
Secondary School Teacher I MT-II
Inawayan National High School Hagonoy National High School
Approved:
ROSALIA V. BAUTISTA
Science Education Program Supervisor
Division of Davao Del Sur
School: Grade Level: 10
GRADES 1 to 12 Teacher: Learning Area: Science
DAILY LESSON LOG Teaching Dates and
Time: Quarter: I (week 5)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. Objectives
A. Content Standards The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake
epicentres, and mountain ranges.
B. Performance Standards The learners shall be able to:
1. Demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions.
2. Suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes,
tsunamis, and volcanic eruptions.
C. Learning Competencies Explain the different processes that occur along the plate boundaries (S10ES-Ia-j 36.3)
Determine the effect of *Relate hot spot with plate *Prepare Survival Kit . Summative Assessment
transform – fault boundary tectonics. * Discuss the importance of
on the Earth’s crust. * Define hot spots preparing survival kit.
2. II. Content Processes and Landforms along plate boundaries. (S10ES-Ia-j-36.3) -
III. Learning Resources
A. References
1. Teacher’s Guide Pages Pages 18-19 Pages 19-20 Pages 20-22 Pages 23
2. Learner’s Materials Pages 29-30 Pages 31-32 Page 33 Pages 34 - 35
Pages
3. Textbook Pages
4. Additional Materials
from Learning Resources
(LR) Portal)
B. Other Learning 4-blocks of wood: Alcohol lamp, bond paper (2 Emergency kit
Resources Blocks 1 and 4 measures sheets), test tube, match, test -water, non-perishable
5cmx5cmx10cm while tube holder, water, paper and foods,flashlight, battery-
blocks 2 and 3 measures pen powered radio, extra
5cmx5cmx15cm batteries, first aid kit,
Two hook screws medications and medical
Sandpaper items, multi purpose
tool,sanitation and
personal hygiene items,
copies of personal
documents, cellphone and
chargers, family and
emergency contact
information, extra cash,
emergency blanket,map(s)
of the area.
IV. Procedures
Elicit Let the students recall the Let the students recall the Let the students recall the
different types of fault: formation of volcano. aftermath during Typhoon
*Normal, reverse and Pablo happened in Davao
strike-slip fault. Oriental .
Recall also that faults are
fractures in the earth’s
crust created by different
types of
forces acting on the *The students will analyze an
lithosphere. aerial picture of the Hawaiian
Engage islands.
Presentation of objectives. Presentation of objectives
*What causes the formation of
chain volcanic islands?
Explore *Let the students perform Let the students perform the
the activity “Slide and activity 6 ‘ Drop It Like It’s
Shake” ‘Hot Spot”
Explain After the activity has been 1.What can you see on the *Let the students present
performed, students will surface of the paper? their emergency kits in the
answer the following 2. Let’s say that the paper class and explain why they
questions: represents the Earth’s crust:; think those items must be
-If the blocks of wood were What do you think is included in the kits.
plates, what kind of plate represented by the water in
boundary is formed the test tube? *Encourage debate and
between blocks 1 and 2? 3.What geologic feature do discussions.
Between 3 and 4? you think will be formed at
(divergent) the surface of the crust? * Emphasize that an
4.Which of the features at the emergency kit must be
-Describe the relative surface of the crust will be the prepared ahead of time,
motion of blocks 2 and 3; oldest? The youngest? not right before or during
blocks 2 and 4? 5Which of the features will be an emergency.
the most active? The least
-What is the interaction active? Label these on your -.
between blocks 1 and 3? paper
How about between blocks
2 and 4?
-Based on activity, how will
you relate it in the
Transform-fault boundary?
Elaborate Transform-fault * A ‘hot spot’ is an area in the Why is it important to
boundaries are where two mantle from which hot prepare an emergency kit
plates are sliding materials rise as a thermal before a disaster will
horizontally past one plume. happen?
another.
*High heat and lower
Most transform faults are pressure at the base of the
found on the ocean floor. lithosphere (tectonic plate)
They commonly offset facilitates melting of the rock.
active spreading ridges, This melt , called magma,
producing zig-zag plate rises through cracks and
margins, and are generally erupts to form volcanoes.
defined by shallow
earthquakes. *As the tectonic plate moves
over the stationary hot spot,
the volcanoes are rafted away
and new ones form in their
place. This results in chains of
volcanoes, such as Hawaiian
Islands.
Evaluate Based on students answer Based on students answer in Refer to Science Learner’s
in the activity: the activity: Material page 33, or
Science Teacher’s Guide
Rubrics: Rubrics: page 2l for Rubric in
4 out of 4 correct response 5 out of 5 correct response = scoring the students
= 10 points 10 points output
3 out of 4 correct response 4 out of 5 correct response =
= 9 points 9 points
2 out of 4 correct 3 out of 5 correct response= 8
response= 8 points points
1 out of 4 correct 2 out of 5 correct response= 7
response= 7 points points
0 = 5 points 1 below = 5 points
Extend
V. Remarks
VI. Reflection
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
requires additional acts. for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
caught up with the lessons
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my
principal/supervisor can
help me solve?
G. What innovations or
localized materials did I
used/discover which I wish
to share with other
teachers?
Prepared: Evaluated:
ANJIEL C. BANTILAN ALFIE V. ANDO
Secondary School Teacher I MT-II
Inawayan National High School Hagonoy National High School
Approved:
ROSALIA V. BAUTISTA
Science Education Program Supervisor
Division of Davao Del Sur
