GRADES 1 to

12 School Grade Level Grade 10

Daily Lesson
Teacher Learning Area Science
Log
Teaching Date and
Quarter First
Time

DAY: 15

I. OBJECTIVES

A Understand the relationship among the locations of volcanoes,

. Content Standards earthquake epicenters, and mountain ranges

Suggest ways by which he/she can contribute to government efforts

B
in reducing damage due to earthquakes, tsunamis, and volcanic
. Performance Standards
eruptions

C Learning Competency:
.  Describe the internal structure of the earth and discuss the
possible causes of plate movement.(S9ES-Ia-j-36.4)

Learning Competencies / Objectives Learning Objectives:

Write the LC code for each  Find the clues to solve problem;
 Recognize how the Continental Drift Theory is developed.

Continental Drift Theory Evidence: The Continental Jigsaw Puzzle

II. CONTENT

III. LEARNING RESOURCES

A
. References

1 pp. 38
Teacher's Guide Pages
.
2 pp 58
Learner's Materials Pages
.
3 Textbook APEX Integrated Science LP UNIT 5 Changes in the Environment
. Pages
4
. Additional Materials from Learning
Resource (LR) portal

laptop
projector
B illustration
. Other Learning Resource newspaper or cartoon illustration
glue
Cardboard.

IV. PROCEDURES

A Reviewing previous lesson or  How will you describe asthenosphere?

. presenting the new lesson  How does the plasticity of the Earth’s mantle influence the
 movement of the lithospheric plates?

“Dr. Quack Quack, are you there?”

“The teacher will group the students into five wherein one
B member of the groups will be ask to go out while the other members
Establishing a purpose for the
. will try to make puzzle using their body parts. If the groups are ready
Lesson
the teacher will call the group leader who asked to go out and to let
them disband their group mates.”
What are your bases in doing that activity?

C Showing the picture of Alfred Wegener.

. Presenting examples / instances of
the
What do you think is the contribution of Alfred Wegener?
new lesson
Do you believe that this theory really existed?
D Activity: Let’s Fit It!
. 1. Do this activity in a group of five to six members.
2. Obtain a set of torn newspaper page or magazine page
Discussing new concepts and
from your teacher.
practicing
3. Try to fit the pieces together.
new skills #1
4. Use a tape to connect the pieces.

E
. Discussing new concepts and
practicing Group Presentation
new skills #2

F  What features of the newspaper helped you to connect the

. pieces perfectly?
 How do the lines of prints or texts in the newspaper help you
Developing mastery to confirm that you have reassembled the
(Leads to Formative Assessment 3) newspaper/magazine page?
 Show proofs that the newspaper is perfectly reassembled.

G
. Ask the students to read this!

For hundreds of millions of years, all the land of Earth was

joined together as one large landmass or supercontinent. Scientists
called this supercontinent Pangaea (meaning all lands’ in Greek).
However, about 200million years ago, Pangaea began to break
Finding practical applications of
apart and the pieces drifted away from one another. Pangaea broke
concepts
into two pieces, one in the north and one in the south. Scientists
and skills in daily living
called the two new continents Laurasia (the continent in the North),
and Gondwanaland (the continent in the south). These two large
land masses continued to break apart into even smaller continents,
and about 140 million years ago Gondwanaland began to separate
into what we know today as Antarctica, South America, Africa, India,
parts of South East Asia and Australia.

H Making generalizations and Show to the students a world map like this!
. abstractions
about the lesson
  Ask students to look closely at the continents and pose the
questions:
Choose the letter of the correct answer.
1. Alfred Wegener called the supercontinent _______.
A. Eurasia
B. Pangaea
C. Wegener
D. All lands
2. Most geologists rejected Alfred Wegener’s idea of continental drift
because_______________.
A. Wegener was interested in what Earth was like millions
of years ago.
B. Wegener used several different types of evidence to
support his hypothesis.
C. Wegener could not identify a force that could move
the continents.
I
Evaluating Learning D. They were afraid of a new idea.
.
3. Which of the following was not used by Wegener as evidence of
continental drift?
A. Fossils that were found on different continents.
B. The fit of the continents.
C. Magnetic reversals on the seafloor.
D. Evidence of glacial scratches continents found near the
equator
4. Evidence that supports the theory of continental drift has been
provided by
A. Coal fields
B. Fossils
C. Glacial deposits
D. All of these

J
. Additional activities for application or The students will have further research about the evidence of
Remediation continental drift theory.

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 worked?
F
. What difficulties did I encounter which
my principal or supervisor can help me
solve?

G What innovation or localized materials

. did I
Use or discover which I wish to share
with other teachers?

School Grade Level Grade 10

GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date
Quarter First
and Time
DAY: 16

I. OBJECTIVES

Understand the relationship among the locations of volcanoes, earthquake

A
Content Standards epicenters, and mountain ranges
.
Suggest ways by which he/she can contribute to government efforts in
B
Performance Standards reducing damage due to earthquakes, tsunamis, and volcanic eruptions
.
C Learning Competency:
.  Enumerate the lines of evidence that support plate movement. (S9ES-
Ia-j-36.6)

Learning Objectives:
 Infer the possible direction of motion of the continents as they drifted
Learning Competencies / away;
Objectives  Draw fossil of plants and animals as evidences found in the present
Write the LC code for each continents that will help solve the puzzle in the fitting of the drifted
continents;
 Reconstruct and describe Pangaea; and
 Predict what will happen to the world as the continents continuously
move.

II. CONTENT Continental Drift Theory: Evidence from fossils

III. LEARNING RESOURCES

A
References
.
1. Teacher's Guide Pages pp. 38-40
pp. 59-60
2. Learner's Materials Pages
3. Textbook APEX Integrated Science LP UNIT 5 Changes in the Environment
 Pages
4. Additional Materials from
Learning
Resource (LR) portal
Laptop
Projector
B
Other Learning Resource Photocopy of seven continents
.
World map
Pair of scissors

IV. PROCEDURES

A
. Reviewing previous lesson or How will you describe Pangaea? How will you describe the movement of the
presenting the new lesson lithospheric plates?

Show pictures of the different fossils of the continents.

B Establishing a purpose for the

. Lesson

What did you notice with the pictures?

C Arrange the following jumbled letters to complete the statement below.

. OFSLSSI
_ _ _ _ _ _ _ is preserved remains or traces of organisms from remote past.
RFDIT
Presenting examples / instances of
A slow and gradual movement of change from one place, condition, etc. to
the
another.
new lesson
SOCNITNNET
One of the great divisions of the earth

D Activity: Drifted Supercontinent!

. 1. Cut carefully the traces of the seven continents. Warning: (Be
careful in using the scissors.)
2. Sketch the dominant species of plants and animals found in the
continents before and after drifting away from each other.
3. Put the cut-outs together.
Discussing new concepts and 4. Make sure that you put fitting edges of the continents side by side to
practicing form the supercontinent Pangaea.
new skills #1 5. Compare Pangaea with the world map.
6. Now move one continent relative to its current location. Observe
carefully the direction of its motion as it assumes its current location
and position. Record your observation.
7. Do the same procedure to the other continents. Record your
observations.

E Discussing new concepts and

. practicing Group Presentation
new skills #2
F Developing mastery 1. What do the Glossopteris fossils tell us about the early positions of
. (Leads to Formative Assessment the continents?
3) 2. If Glossopteris fossils were found in Antarctica, what was the
climate of this continent before?
3. If the climate and the position of a place are relative to each other,
where then was the initial location of Antarctica 250 million years
ago?
4. What does the presence of Mesosaurus fossils tell about the initial
location and positioning of South America, Africa, and Antarctica?
5. What clues are useful in reconstructing Pangaea?
6. Which continents do you think were neighbors before?
7. Is there a possibility that the current location of a continent would
 be different 100 years from now?
8. Where do you think was the Philippines located during the time
that the Pangaea existed? Research on how the Philippine islands
G Finding practical applications of
. concepts If the continents will continue to move, what can you predict to the
Philippines’ location 100 million years from now?
and skills in daily living
H
.
Making generalizations and  Based from the evidence presented, did you believe that Continental
abstractions Drift Theory really existed?
about the lesson  Can you trace the location of fossils nowadays?

1. How do Glossopteris fossils tell us about the early positions of the southern
continents?
A. These continents were once joined.
B. These continents are separated.
C. These continents are far from each other.
D. These continents are destroyed into pieces.
2. If Glossopteris fossils (fern) were found in Antarctica, how will you describe
the climate of this continent before?
A. It has an unpredictable climate.
B. It has a tropical climate.
C. It has frequent typhoon.
D. It has a summer season.
I 3. How does the presence of Mesosaurus fossils used to tell about the initial
Evaluating Learning
. location and positioning of South America, Africa, and Antarctica?
A. It tells us that these continents were connected before.
B. It tells us that these animals survive at different weather.
C. It tells us that these animals have several species.
D. It tells us that animals are travelers.
4. What clues are useful in reconstructing Pangaea?
A. Fossils B. species of animals
C. climate D. plate movement
5. Which continents do you think were neighbors before?
A. South America, Africa, and Antarctica
B. North America, Africa, and Antarctica
C. South America, Africa , Eurasia
D. South America, Australia and Antarctica
J Arrange the puzzle in order to show the location of fossils in the different
. parts of the world.

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 worked?

F What difficulties did I encounter which

. my principal or supervisor can help
me solve?
G What innovation or localized
. materials did I
Use or discover which I wish to share
with other teachers?

GRADES 1 to School Grade Level Grade 10

12
Daily Lesson Teache
Learning Area Science
Log r
Teachi
ng Date
Quarter First
and
Time
DAY: 17

I. OBJECTIVES

A Understand the relationship among the locations of volcanoes, earthquake epicenters, and
. Content Standards mountain ranges

B Suggest ways by which he/she can contribute to government efforts in reducing damage due
Performance
. to earthquakes, tsunamis, and volcanic eruptions
Standards
C Learning Competency:
.  Enumerate the lines of evidence that support plate movement (S9ES –Ia-j-
36.6)
Learning
Competencies /
Objectives
Learning Objectives:
Write the LC code for
 Define continental drift theory;
each
 Trace the origin of the five continents; and
 Show evidences of continental drifting.

II. CONTENT Continental Drift Theory

III. LEARNING
RESOURCES
A
. References

1 Teacher's Guide
pp. 38-40
. Pages
2 Learner's pp. 59-60
 . Materials Pages
3 Textboo APEX Integrated Science LP UNIT 5 Changes in the Environment
. k Pages
4 Additional
. Materials from
Learning
Resource (LR)
portal
Laptop
B Projector
Other Learning
. Photocopy of seven continents
Resource
World map
Pair of scissors

IV. PROCEDURES

A
. Reviewing previous Based from the evidences of Continental drift theory, did you believe that this theory really
lesson or presenting existed?
the new lesson

B Establishing a
Have you ever played a puzzle? What techniques did you use to make it perfectly fit with one
. purpose for the
another?
Lesson
C Showing a picture of the earth in present day
.

Presenting examples /
instances of the
new lesson

Based from Continental drift theory, what do you think will be the appearance of the
continents after many years? Is this theory somehow true? If you lived during Wegener’s
time, will you believe him?

D Discussing new Let the students read and analyze the story.
. concepts and
practicing My Teacher’s Story
new skills #1
Once upon a time, there was child standing on a peak of a mountain and was
wondering about previous formation of the earth million years ago. He was wondering why
there was a big distance between islands. At that moment, he can’t do anything but to ask
questions though he knew that no one could answer his questions. He is witty and was
dreaming to be a meteorologist and he became one. The first goal he has set when he
finished his meteorology was to know, how five continents fell drifted apart, namely, South
America, North America, Africa, Eurasia including India and Antarctica. Because of his
intelligence and his determination everything was going perfectly and according to his goal.
On that time, he proposed that the continents were once connected and he called this a large
landmass called Pangaea. That was 250 million years ago during Permian period. Million
years had passed and that child still alive until he reached Triassic period to Jurassic period
and he concluded that the Pangaea started to break into two smaller supercontinents called
Laurasia and Gondwanaland. Those continents were separated and drifted apart since then
until cretaceous period up to the present day. (Allow the students to see the photos of the
evolution of Pangaea). Just like the normal celebrity his life was not full of roses; he also
encountered some dilemmas and problems along his way to prove his theory. Many people
were not agreed and believed to him. Due to this, he never stops looking for the evidences.
He swam into the ocean, travelled around the world and even travelled in the sky just to find
the evidences. On the day he gathered all the data, he called an international TV network
and told them he wanted to have a press conference. He was interviewed by a well-known
anchorman million years ago. He mentioned during the press conference his evidences.
According to him, he was surprised that the edges of each continent were matched to one
another. He also mentioned about fossils such as Glossopteris which was located at
Southern America, Australia, India and Antarctica which are now separated from each other
by Wide Ocean. He added that large seeds of this plant would not possible travel a long
journey by wind or survives a rough ride through ocean waves. Second fossils he found was
 Mesosaurus and Lystosaurus which were freshwater reptiles. They were located in South
America, and Africa. He also added that it is impossible to them to swim over the vast ocean
and move to other continents. After the presscon he went home and he slept on his Bed and
never rises again. That child was Alfred, Alfred Weyneger, and a German Meteorologist.

Based from the story, can you enumerate the evidences of continental drift theory by
presenting it to the class. You can do it many ways.
E Discussing new
. concepts and
practicing
new skills #2
F 1. What are your bases in creating your own story?
Developing mastery
. 2. What are your evidences?
(Leads to Formative
3. Do you think, your story is somehow related to the real story? Why?
Assessment 3)
G Identify the era of the following illustrations. Then, arrange it according to the
. movement of the plate by putting number on the box below.

Finding practical
applications of
concepts
and skills in daily
living

H Making
. generalizations and  What is Continental Drift Theory all about?
abstractions  What are the evidences that show that continents drifted away?
about the lesson
RUBRICS
Group 1 – Collage Making Group 2-Poster Making
Group 3 – Role Play Group 4- Puzzle game
I
Evaluating Learning Group 5 Pantomime style
.
(see attached rubrics)

J Additional activities
. for application or The students will draw how the lithospheric plates move based from the continental drift
theory.
remediation
V. REMARKS
VI. REFLECTION

No. of learners who

A
earned 80% in the
.
evaluation
B No. of learners who
. require additional
activities for
 remediation who
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 worked?
F What difficulties did I
. encounter which my
principal or supervisor
can help me solve?
G What innovation or
. localized materials did I
Use or discover which I
wish to share with other
teachers?

School Grade Level Grade 10

GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First
Time
DAY: 18

I. OBJECTIVES

Understand the relationship among the locations of volcanoes, earthquake

A
Content Standards epicenters, and mountain ranges
.
Suggest ways by which he/she can contribute to government efforts in
B
Performance Standards reducing damage due to earthquakes, tsunamis, and volcanic eruptions
.
C Learning Competency:
.  Describe the possible causes of plate movement. (S9ES-Ia-j-36.5)

Learning Competencies / Objectives Learning Objectives:

Write the LC code for each  Describe the seafloor spreading process; and
 Realize the importance of the seafloor spreading process relative to
the continental drift theory

II. CONTENT Seafloor Spreading

III. LEARNING RESOURCES

A
References
.
1. Teacher's Guide Pages
2. Learner's Materials Pages pp. 61-64
Textbook APEX Integrated Science LP UNIT 5 Changes in the Environment
3.
Pages
4. Additional Materials from
https://www.youtube.com/watch?v=oXYAdzmwQsc
Learning
Resource (LR) portal
B Other Learning Resource Laptop
 Projector
Illustration
Bond paper
. Colored pencil
Scissors
Ruler

IV. PROCEDURES

A
. Reviewing previous lesson or How will state the Continental Drift Theory?
presenting the new lesson

B Establishing a purpose for the

. Lesson

What can you say about the illustration?

C
.

Presenting examples / instances of

the
new lesson
 What can you infer in the illustration?
 What is the movement of the lithospheric plate?
 What happens to the magma as it rises from the rift of the mid-
ocean ridge?
 What do you call to the process wherein the magma cools down
and becomes a new sea floor?
D Activity: Split and Separate
. 1. Using a colored pencil, draw stripes across one sheet of bond paper
parallel to the short sides of the paper. The stripes should vary in
spacing and thickness.
2. Fold the bond paper in half lengthwise.
3. Write the word “Start” at the top of both halves of the paper. It
should look like the figure on the right.
4. Cut the bond paper in half along the dashed line to form two strips.
5. Take the board paper and make three (3) 11-cm long slits as
indicated in the illustration.

Discussing new concepts and

practicing
new skills #1
 6. The two slits near the edges of the bond paper should be both 11-
cm from the center slit.
7. Put the two striped strips of paper together so that the “Start” labels
touch one another.
8. Insert the strips up through the center slit, and then pull them toward
the side slits.

9. Insert the ends of the strips into the side slits. Pull the ends of the
strips as shown in the figure below and watch what happens at the
center slit.

E Discussing new concepts and

. practicing Group Presentation
new skills #2
F  What do the stripes in the paper represent?
.  What does the middle slit represent? What occurs in this region?
 What is the role of the mid–ocean ridge in the movement of
Developing mastery lithospheric plates?
(Leads to Formative Assessment 3)  How does the new seafloor form at the mid-ocean ridge?
 What process/es happen at the side slits?
 Is the earth getting larger and wider when plates drift away from
each other? Explain briefly.
G Finding practical applications of Is the earth getting larger and wider when plates drift away from
. concepts each other? Explain briefly.
and skills in daily living
H Making generalizations and
. abstractions How will you describe the seafloor spreading process?
about the lesson
Explain this illustration:

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 worked?

F What difficulties did I encounter which

. my principal or supervisor can help me
solve?
G What innovation or localized materials
. did I
Use or discover which I wish to share
with other teachers?
 School Grade Level Grade 10
GRADES 1 to 12
Daily Lesson
Log Teacher Learning Area Science

Teaching Date and

Quarter First
Time

DAY: 19

I. OBJECTIVES

A Understand the relationship among the locations of volcanoes,

. Content Standards earthquake epicenters, and mountain ranges

Suggest ways by which he/she can contribute to government efforts

B
in reducing damage due to earthquakes, tsunamis, and volcanic
. Performance Standards
eruptions

C Learning Competency:
.  Describe the possible causes of plate movement. (S9ES-Ia-
j-36.5)

Learning Competencies / Objectives Learning Objectives:

Write the LC code for each  Analyze a magnetic polarity map.
 Use legends and scales of the map properly.
 Calculate the rate of seafloor spreading using magnetic
clues.

II. CONTENT Rate of Seafloor Spreading

 III. LEARNING RESOURCES

A
. References

1
Teacher's Guide Pages
.
2
Learner's Materials Pages pp. 61-64
.
3 Textbook APEX Integrated Science LP UNIT 5 Changes in the Environment
. Pages
4
. Additional Materials from Learning https://www.youtube.com/watch?v=8wbILPRJXVM&spfreload=10
Resource (LR) portal

Magnetic polarity map

B
Metric ruler
. Other Learning Resource
Pencil

IV. PROCEDURES

A
.
Reviewing previous lesson or How will you describe the seafloor spreading process?
presenting the new lesson

B The teacher will show a video clip showing the rate of seafloor
Establishing a purpose for the
. spreading.
Lesson
C
. Presenting examples / instances of Over the last 10 million years, there has been an average
the
of 4 to 5 reversals per million years. What does it indicate?
new lesson

D Activity: How fast does it go?

. 1. Study the magnetic polarity map. You will be working only with
normal polarity readings; these are the peaks above the baseline on
the top half of the graph.
2. Place the long edge of the ruler vertically on the graph. Align the
ruler with the center peak 1 of the Mid-Atlantic Ridge.
3. Determine and record the distance and age that line up with the
center of peak 1 west. Repeat this process for peak 1 east of the
Discussing new concepts and ridge.
practicing 4. Calculate the average age and distance for this pair of peaks.
new skills #1

Magnetic polarity map

5. Repeat steps 2 to 4 for the remaining pairs of normal polarity

peaks.
6. Calculate the rate of movement in centimeters per year using the
formula
Rate = distance / time.
E
. Discussing new concepts and
practicing
new skills #2

F 1. How far do the plates move away from each other every year?
. Developing mastery 2. If Africa is approximately 2400 km away from the Mid-Atlantic
Ridge, how long ago was it when Africa was directly at or near the
(Leads to Formative Assessment 3)
Mid-Atlantic Ridge?
G  As the distance from the Mid-Atlantic Ridge increases, what
. Finding practical applications of change in the age of the sea floor is observed?
concepts  Why was the discovery of rocks older than 2 billion years old
and skills in daily living on the ocean floor so important?

H
. Making generalizations and What is the typical range for the rate of seafloor spreading?
abstractions How is this calculated?
about the lesson

Solve and answer briefly.

 The distance between stations A and B is 1,080 km.

The difference between the ages of the rocks at station A
I and station B is 54,000,000 years. Calculate the average
Evaluating Learning
. rate of sea floor spreading.

 Explain how the Earth's magnetic reversals provide

evidence of sea-floor spreading.

J Activity: Pictionary
. Identify the following illustrations.

Additional activities for application or

remediation

Seafloor spreading magma

Oceanic crust Ocean floor
subduction

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 worked?
F
. What difficulties did I encounter which
my principal or supervisor can help me
solve?

G What innovation or localized materials

. did I
Use or discover which I wish to share
with other teachers?

School Grade Level Grade 10

GRADES 1 to 12
Daily Lesson
Log Teacher Learning Area Science

Teaching Date and

Quarter First
Time
DAY: 20

I. OBJECTIVES

A Understand the relationship among the locations of volcanoes,

. Content Standards earthquake epicenters, and mountain ranges

Suggest ways by which he/she can contribute to government efforts

B
in reducing damage due to earthquakes, tsunamis, and volcanic
. Performance Standards
eruptions

C Learning Competency:
.  Describe the possible causes of plate movement. (S9ES-Ia-j-
36.5)
Learning Competencies / Objectives
Learning Objectives:
Write the LC code for each
 Describe the magnetic reversal; and
 Realize the importance of the seafloor spreading process
relative to the continental drift theory.

II. CONTENT Magnetic Reversal

III. LEARNING RESOURCES

A
. References

1
Teacher's Guide Pages pp.41
.
2
Learner's Materials Pages pp. 64-65
.
3 Textbook APEX Integrated Science LP UNIT 5 Changes in the Environment
. Pages
4
. Additional Materials from https://www.youtube.com/watch?v=BCzCmldiaWQ
Learning https://www.youtube.com/watch?v=sIayxqk0Ees
Resource (LR) portal

B Laptop
. Other Learning Resource Projector
Pair of scissors

IV. PROCEDURES

A
.
Reviewing previous lesson or
How will you describe the rate of sea floor spreading?
presenting the new lesson

B
Establishing a purpose for the Show video clip about magnetic reversal.
.
Lesson
C Presenting examples / instances of The students will identify the pictures connected to
. the magnetic reversal. The expected answers are related in the
new lesson definition of magnetic reversal written in the box below.
Complete the missing letter in order to find the words that will
complete the statement below.
D The students will identify the pictures connected in magnetic
. reversal given in the preliminary activity.

Discussing new concepts and A magnetic reversal is also called magnetic flip of a
practicing _____. It happens when the ______ is transformed into a South
new skills #1 Pole and the _______ becomes the North Pole. This is due to the
____ in the direction of flow in the _____.

E
. Discussing new concepts and
practicing
new skills #2

F
. Developing mastery  What is magnetic reversal?
(Leads to Formative Assessment 3)  How does magnetic reversal happen?

G Over the last 10 million years, there has been an average of

. 4 to 5 reversals per million years. New rocks are added to the
Finding practical ap’plications of ocean floor at the ridges with approximately equal amounts on both
concepts sides of the oceanic ridge. The stripes on both sides are of equal
and skills in daily living size and polarity which seemed to be mirror images across
the ocean ridge. What does this indicate?

H
. Making generalizations and  How will you describe the magnetic reversal?
abstractions  How does it prove seafloor spreading?
about the lesson

How will you explain the illustration?

I
Evaluating Learning
.

J Additional activities for application

. or
remediation
V. REMARKS

VI. REFLECTION

No. of learners who

A
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 worked?

F What difficulties did I

. encounter which my
principal or supervisor
can help me solve?
G
. What innovation or
localized materials did I
Use or discover which I
wish to share with
other teachers?
 School Grade Level Grade 10
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date
Quarter First
and Time
DAY: 21

I. OBJECTIVES

Understand the relationship among the locations of volcanoes, earthquake

A
Content Standards epicenters, and mountain ranges
.
Suggest ways by which he/she can contribute to government efforts in reducing
B
Performance Standards damage due to earthquakes, tsunamis, and volcanic eruptions
.
C Learning Competency:
.  Enumerate the lines of evidence that support plate movement;
S9ES-Ia-j36.6
Learning Competencies / Learning Objectives:
Objectives
 Explain what causes the tectonic plates to move.
Write the LC code for each
 Enumerate the factors that cause tectonic plates to move.
 Realize the importance of the creation of convection current
underneath the earth.

II. CONTENT Factors that cause the movement of tectonic plates

III. LEARNING RESOURCES

A
References
.
1. Teacher's Guide Pages pp. 42-43
2. Learner's Materials Pages pp 69-71
Textbook APEX Integrated Science LP UNIT 5 Changes in the Environment
3.
Pages
4. Additional Materials from
Learning
Resource (LR) portal
Dropper
Food color
1000 mL beaker
B
Other Learning Resource 700 mL water
.
3-5 small / light wood blocks
Hotplate/alcohol burner & tripod

IV. PROCEDURES

A
. Reviewing previous lesson or  How will you describe the magnetic reversal?
presenting the new lesson  How does it prove seafloor spreading?
B Establishing a purpose for the
What do you think are the causes of the movement of tectonic plates?
. Lesson
C
.

Presenting examples / instances

of the
new lesson

What did you noticed with the picture? What can you say about the movement
of the lithospheric plate?

D Activity: Push me up and Aside

. 1. Pour 700 mL of water into the beaker.
2. Place the beaker on a hotplate and heat it. Give ample time for the
water to heat up.
Warning: Make sure that you know how to operate a hotplate. Wear
Discussing new concepts and
heat resistant gloves to protect your hands. In the absence of a
practicing
hotplate, you can use an alcohol burner.
new skills #1
3. Add a few drops of food coloring to the water in the beaker.
4. Looking from the side of the dish, observe what happens in the water.
5. Put several light wood blocks in the center of the heated near to boiling
water.

E Discussing new concepts and

. practicing Group Work Presentation
new skills #2
F  How does the food coloring behave?
.  Explain the behavior of food color.
Developing mastery
 Enumerate the factors that cause the formation of a current.
(Leads to Formative Assessment
3)  What happens to the blocks? What does this resemble? Illustrate your
observations.

G Finding practical applications of How can you relate the movement of tectonic plates to the earth’s
. concepts interior?
and skills in daily living
H  Explain what causes the tectonic plate to move.
. Making generalizations and  How can you identify the factors that cause tectonic plates to move?
abstractions
about the lesson
Direction: Choose the letter of the best answer.
1. Substance A and B are submerge in water. If substance B floats and
substance A sinks, what does it show?
A. Substance A is equally dense than B
B. Substance B is denser than A
C. Substance A is less dense than B
D. Substance B is less dense than A
2. What is needed in order for a hot less dense particle to sink so that the other
less dense particle rises?
I
Evaluating Learning A. Particles shall cool down
.
B. Particles shall solidify
C. Particles shall liquify
D. Particles must explode.
3. Arrange the correct steps of convection current happening on earth’s mantle.
Label it as 1 for the 1st step followed by second and third step.
_______A. The hot magma flows out of the mantle and cools down to form new
ocean crust. 3
_______B. These forces lift and split the lithosphere at the divergent plate
boundaries. 2
 _______C. The hot less dense rising material spreads out as it reaches the
upper mantle causing upward and sideward forces. 1

J Find the following words.

.

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
worked?
F What difficulties did I encounter
. which my principal or supervisor can
help me solve?
G What innovation or localized
. materials did I
Use or discover which I wish to
share with other teachers?
 School Grade Level Grade 10
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First
Time
DAY: 22

I. OBJECTIVES

Understand the relationship among the locations of volcanoes,

A
Content Standards earthquake epicenters, and mountain ranges
.
Suggest ways by which he/she can contribute to government efforts in
B
Performance Standards reducing damage due to earthquakes, tsunamis, and volcanic eruptions
.
C Learning Competency:
.  Describe the possible causes of plate movement. (S9ES-Ia-j-
36.5)

Learning Objectives:
Learning Competencies / Objectives
 Define convection currents;
Write the LC code for each
 Describe the processes that occur during convection current;
and
 Illustrate the movement of convection current.

II. CONTENT Convection Currents

III. LEARNING RESOURCES

A
References
.
1. Teacher's Guide Pages
pp. 71-72
2. Learner's Materials Pages
Textbook APEX Integrated Science LP UNIT 5 Changes in the Environment
3.
Pages
4. Additional Materials from Learning https://www.youtube.com/watch?v=MmMX83diwl0
Resource (LR) portal https://www.youtube.com/watch?v=0mUU69ParFM
300 mL cooking oil
Powdered colored chalk
Paper funnel
500 mL beaker
B
Other Learning Resource Stirring rod
.
Alcohol lamp
Tripod
Match

IV. PROCEDURES

A
. Reviewing previous lesson or Explain what causes the tectonic plate to move
presenting the new lesson
B
Establishing a purpose for the Lesson
. By group, demonstrate the word “convection current”.
C
. Presenting examples / instances of the Show a video clip how convection currents occur.
new lesson

D Activity: Convection Current

. 1. Put a chalk powder in beaker.
Discussing new concepts and
2. Pour the 300 mL cooking oil into the beaker.
practicing
3. Light up the burner.
new skills #1
4. Then place the beaker over the flame.
5. Now, observe.
E Discussing new concepts and
. practicing Group Presentation
new skills #2
F  What happened to the chalk after being heated in the beaker?
. Developing mastery  What represents the chalk as it goes up while being heated?
(Leads to Formative Assessment 3)

G Finding practical applications of Illustrate how convection current occur using a diagram.
. concepts
and skills in daily living
H
. Making generalizations and abstractions What happens during convection currents?
about the lesson

How will you explain the illustration?

I
Evaluating Learning
.

J
.
Additional activities for application or
The students will make their own model of convection current.
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 worked?

F What difficulties did I encounter which my

. principal or supervisor can help me solve?
G
. What innovation or localized materials did I
Use or discover which I wish to share with
other teachers?