School NORTH FAIRVIEW HIGH SCHOOL Grade level 10

Teacher JOANNA MARIE N. CABALAR Learning Area EARTH AND SPACE

Teaching Date SEPTEMBER 8, 2023 Quarter 1ST QUARTER
I. OBJECTIVES FRIDAY
A. Content Standards The Learners demonstrate an understanding of:
● the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges
B. Performance The learners should be able to:
Standards 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 The learners should be able to:
competencies/ ● S10ES –Ia-j-36.1.1
Objectives Write the Given the necessary materials, 80% of the students should be able to:
LC code for each 1. Describe the epicenters and focus of an earthquake
2. Identify the different types of seismic waves
3. Give the disadvantage is your house is near to the epicenter.

II. CONTENT SEISMIC WAVES

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages TG pp. 11
2. Learner’s Materials pages LM pp11-12
3. Textbook pages
4. Additional Materials from Learning
Resources (LR) portal
B. Other Learning Resources Simulation: http://d3tt741pwxqwm0.cloudfront.net/WGBH/conv16/conv16-int-tectonic/index.html
IV. PROCEDURES
A. Review Previous lesson or Students should identify the parts
presenting Locate the Focus (hypocenter) and the Epicenter
the new lesson ELICIT

B. Establishing a purpose for the What must be the strength of an earthquake as it gets closer to the epicentre?
lesson ELICIT How does the waves travel?

C. Discussing new concept and Students will describe the illustration

practicing new skills #1 ENGAGE

From the focus the waves travel in the earth in the form of seismic waves. Describe the
illustration?

D. Discussing new concepts and The teacher will discuss the different kinds of seismic waves:
practicing new skills #2 EXPLORE Body waves and the Surface waves.
E. Developing Mastery (leads to Which is the fastest waves?
 formative assessment 3) EXPLAIN Which is the slowest waves?
What waves can travel deeper in the earth’s mantle?
F. Finding practical applications of Give the disadvantage is your house is near to the epicentre.
concepts and skills in daily living
EXTEND
G. Making generalizations and What is epicentre?
abstractions about the lesson What is hypocentre?
ELABORATE What is seismic waves?

H. Evaluating learning EVALUATE Refer to the diagram of the cross – section of the crust below.
C
B

1. What does A refer to?

a. fault plane b. fault line c. focus d.
epicentre
2. What does B refer to?
a. fault plane b. fault line c. focus d.
epicentre

3. The type of seismic waves that arrive at the surface first and move by compressing and
expanding the ground like an accordion are called _______________.
a. Secondary waves b. Primary waves c. Surface waves d. Mercalli waves

I. Additional activities for applications

and remediation EXTEND
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in Jasper Iolite Onyx Aquamarine Emerald
the evaluation

B. No of learners who require Jasper Iolite Onyx Aquamarine Emerald

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 Pointers why it worked well:
work well? Why did these work? 1. ____________________ 2. ____________________ 3. ____________________
Why it did not work well:
1. ____________________ 2. ____________________ 3. ____________________
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovations or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted by:

________________ ______________________ _____________________ _________________________
Joanna Marie N.Cabalar Noemi B. Salacsacan Michael A. Nazareth, EdD Launcelot T.Lauigan, EdD
T-III MT-1 HT VI, Science Dept. Principal IV
 School NORTH FAIRVIEW HIGH SCHOOL Grade level 10
Teacher JOANNA MARIE N. CABALAR Learning Area EARTH AND SPACE
Teaching Date SEPTEMBER 7, 2023 Quarter 1ST QUARTER
I. OBJECTIVES THURSDAY
A. Content Standards The Learners demonstrate an understanding of:
● the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges
B. Performance The learners should be able to:
Standards 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 The learners should be able to:
competencies/ ● S10ES –Ia-j-36.1.1
Objectives Write the Given the necessary materials, 80% of the students should be able to:
LC code for each 1. Identify the major and minor plates and their interactions in the Earth's lithosphere.
2. Explain the scientific bases in dividing the lithospheric plates.
3. Recognize the importance of knowing the bases in dividing the lithospheric plates.
II. CONTENT Distribution of Earthquake epicenter, mountain ranges and active volcanoes
Major and Minor Plate
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages TG pp. 11
2. Learner’s Materials pages LM pp11-12
3. Textbook pages
4. Additional Materials from Learning
Resources (LR) portal
B. Other Learning Resources Simulation: http://d3tt741pwxqwm0.cloudfront.net/WGBH/conv16/conv16-int-tectonic/index.html
IV. PROCEDURES
A. Review Previous lesson or Ask students what they know about the Earth's lithosphere and tectonic plates.
presenting
the new lesson ELICIT
B. Establishing a purpose for the Show a video clip of a volcanic eruption and ask students to describe what they observe.
lesson ELICIT Present a set of images showing different landforms (mountains, trenches, etc.) and ask students
to discuss how they might be related.
C. Discussing new concept and Plate Movement Animation- Phet Simulation
practicing new skills #1 ENGAGE Materials: Drawing paper, colored pencils or markers, animation software (optional)
Instructions:
1. Instruct students to choose a specific tectonic plate and its surrounding plates.
2. On a piece of drawing paper, students will create a series of illustrations that represent
movement of the chosen plate over a period of time (e.g., 10 million years).
3. If available, students can also use animation software to create a digital animation of the plate
movement.
4. Students should label their illustrations or frames with the corresponding time intervals.
Rubric:
- Clear representation of plate movement through illustrations or animation (5 points)
- Accuracy of labeling time intervals (5 points)
- Creativity and visual appeal of the final product (5 point)
D. Discussing new concepts and .1 How do the animation or illustrations represent the movement of the chosen tectonic plate?
practicing new skills #2 EXPLORE 2. Explain the significance of time intervals in understanding plate movement.
E. Developing Mastery (leads to Teach the concept of plate tectonics using a visual presentation, highlighting the major and minor
formative assessment 3) EXPLAIN plates.
F. Finding practical applications of Assign students to research and present a case study on a specific region affected by plate
concepts and skills in daily living tectonics, focusing on the geological features and the impact on human activities.
EXTEND
G. Making generalizations and What are the Major and Minor Plates
abstractions about the lesson
ELABORATE
H. Evaluating learning EVALUATE Base on their presentation
I. Additional activities for applications Write a reflection paper discussing the role of plate tectonics in shaping Earth's surface and its
and remediation EXTEND impact on human societies. Include specific examples to support your ideas.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in Jasper Iolite Onyx Aquamarine Emerald
the evaluation
 B. No of learners who require Jasper Iolite Onyx Aquamarine Emerald
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 Pointers why it worked well:
work well? Why did these work? 1. ____________________ 2. ____________________ 3. ____________________
Why it did not work well:
1. ____________________ 2. ____________________ 3. ____________________
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovations or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted by:

________________ ______________________ _____________________ _________________________
Joanna Marie N.Cabalar Noemi B. Salacsacan Michael A. Nazareth, EdD Launcelot T.Lauigan, EdD
T-III MT-1 HT VI, Science Dept. Principal IV
 School NORTH FAIRVIEW HIGH SCHOOL Grade level 10
Teacher JOANNA MARIE N.CABALAR Learning Area EARTH AND SPACE
Teaching Date SEPTEMBER 6,2023 Quarter 1ST QUARTER

I. OBJECTIVES WEDNESDAY
A. Content Standards The Learners demonstrate an understanding of:
 the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges.
B. Performance The learners should be able to:
Standards 1. demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic
eruptions; and
2. suggest ways by which he/she can contribute to government efforts in reducing damage due to
earthquakes, tsunamis, and volcanic eruptions.
C. Learning The learners should be able to: S10ES –Ia-j-36.1.1
competencies/ Given the necessary materials, 80% of the students should be able to:
Objectives Write the 1. Identify the location of active volcanoes, earthquake epicenter, and major mountain belts by
LC code for each watching video;
2. Manipulate the simulation of the location of active volcanoes, earthquake epicenter, and major
mountain belts; and
3. Recognize the importance of knowing the relationship of the distribution of active volcanoes,
earthquake epicenter, and major mountain belts.
II. CONTENT Unit 1, Module 1 Plate Tectonics
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide TG pp. 6
pages
2. Learner’s LM pp. 6-7
Materials pages
3. Textbook pages ---
4. Additional Materials from ---
Learning Resources (LR) portal
B. Other Learning Online Resources:
Resources https://contrib.pbslearningmedia.org/WGBH/buac17/buac17-int-quakevolint/index.html
https://www.youtube.com/watch?v=CAzx6IKWV3c&list=WL&index=1&t=502s
IV. PROCEDURES
A. Review Previous lesson or
presenting Recall the concept learned from G9 about active and inactive volcanoes.
the new lesson ELICIT

B. Establishing a purpose for the

lesson ELICIT Show pictures about plate tectonics

C. Discussing new concept and Describe lithosphere and hydrosphere.

practicing new skills #1 ENGAGE

D. Discussing new concepts and What are the plates surrounding Philippine Plate?
practicing new skills #2
EXPLORE

E. Developing Mastery (leads to Compare the puzzle map to the current map of the world.
formative assessment 3)
EXPLAIN

F. Finding practical applications of Do volcanoes, and earthquakes related with each other?
concepts and skills in daily living
EXTEND
G. Making generalizations and 1. What patterns or correlations did you find between volcanic activity and earthquake occurrences?
abstractions about the lesson 2. How do mountain ranges affect the distribution of active volcanoes and earthquake epicenters?
ELABORATE
H. Evaluating learning EVALUATE FACT or BLUFF
1. All volcanoes are cone-shaped
2. Volcanoes are found only on land
3. A volcano has an opening at the top (or in some case on the sides) through
which lava, ash, and gases escape onto the surface
 4. Hot thick cloud of gas, molten rocks and ash come out of a volcano's opening
5. All volcanoes erupt violently
6. A volcano is not dangerous if it does not produce lava.
7. Volcanoes are described according to their shape and type of eruption
8. A volcanic eruption happens when there is an earthquake beneath the earth's
crust.
9. The pressure of dissolved gas building up in the magma causes a volcanic
eruption
10. Volcanoes only erupt straight up through the top vent and not on the sides.
I. Additional activities for Write a reflective essay on the importance of studying the location of active volcanoes, earthquake
applications and remediation epicenters, and major mountain belts in understanding Earth's dynamic processes and ensuring the
EXTEND safety of communities
V. REMARKS
VI. REFLECTION
A. No. of learners who earned Jasper Iolite Onyx Aquamarine Emerald
80% in the evaluation
B. No of learners who require Jasper Iolite Onyx Aquamarine Emerald
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 Pointers why it worked well:
strategies work well? Why did 1. ____________________ 2. ____________________ 3. ____________________
these work? Why it did not work well:
1. ____________________ 2. ____________________ 3. ____________________
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovations or localized
materials did I use/discover
which I wish to share with other
teachers?

Prepared by: Checked by: Noted by:

________________ ______________________ _____________________ _________________________
Joanna Marie N.Cabalar Noemi B. Salacsacan Michael A. Nazareth, EdD Launcelot T.Lauigan, EdD
T-III MT-1 HT VI, Science Dept. Principal IV