School RIZAL SPECIAL EDUCATION LEARNING CENTER Grade Level Grade 10

K TO 12 Teacher NAZER M. LACABO, LPT. Learning Area Science

DAILY LESSON LOG WEEK 1

Teaching Dates and Time Quarter 1
2:00-3:00 PM

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY

A. Content Standards The learners demonstrate an understanding of:

The relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges.

The learners shall be able to:

B. Performance Standard 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 / At the end of this lesson, the following DepEd learning competency (competencies) should be met by the students.
Write the LC code for each
● describe the distribution of active volcanoes, earthquake epicenters, and major mountain belts (S10ES –Ia-j-36.1).

At the end of this lesson, At the end of this lesson, students At the end of this lesson, At the end of this lesson, students should
students should be able to: should be able to: students should be able to: be able to:

● identify the active volcanoes ● define fault, earthquake, and ● identify the different ● describe the formation of landforms in
in the Philippines; and epicenter; mountain ranges in the the Philippines; and
Objectives:
Philippines and their
● determine the location and ● learn the location of major locations. ● be familiar with the plate boundaries
distribution of the volcanoes. faults in the Philippines; and surrounding the country.

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 ● describe the seismic activities
in the country.

Volcanoes, Epicenters, and Major Mountain Belts in the Philippines

II. CONTENT Distribution of Active Earthquake Epicenters Mountain Belts in the Formation of Landforms
Volcanoes Philippines

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide pages QUIPPER

2. Learner’s Material pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR)
portal

B. Other Learning Resources QUIPPER SCIENCE 10 STUDENTS AND TEACHERS CONTENT

IV. PROCEDURES

A. Reviewing previous lesson Elicit prior knowledge of Describe an earthquake. What is Introduce the mountains Recall Wegener’s theory on the existence
or presenting the new lesson students to a volcano and an earthquake? What are the found in the Philippines. of continental drift. What is Pangaea?
volcanic eruption. What is a possible damages that it can Where are the mountains What are the pieces of evidence that
volcano? Why does it erupt? cause? located? prove the drifting apart of this single
landmass?

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B. Establishing a purpose for Why are there numerous What are the major causes of What is the difference What are the plate boundaries in the
the lesson volcanoes in the Philippines? earthquakes in the Philippines? between a mountain and a Philippines?
How were they formed? volcano?
How do landforms form?
Where are the active volcanoes
in the Philippines located?

C. Presenting Chemical Volcano Earthquake Simulation Mapping the Mountains in the Wegener’s Puzzling Continents
examples/instances for the Philippines
new lesson In this activity, the students are In this activity, the students are In this activity, the students are asked to
asked to create a model of a asked to simulate an earthquake. In this activity, the students fit together fossil evidence to support the
volcano. are asked to locate the idea that centuries ago, there is only one
Philippine mountains. landmass which just drifted apart as time
goes by.

D. Discussing new concepts Describe the Pacific Ring of Visualize the parts of an Introduce mountains and Describe the plate tectonics theory. What
and practicing new skills # 1 Fire. What is the Pacific Ring of earthquake. What are the parts of mountain belts. What are the is the concept behind plate tectonics
Fire? Where is it located? an earthquake? mountains and mountain theory?
belts?
Describe a magma and how it Differentiate the measures in Differentiate the types of plate
reaches the surface of Earth. describing the strength of an Enumerate and locate the boundaries. What are the three main
Why does the magma rise? earthquake. What is the mountain ranges in the types of plate boundaries?
difference between intensity and Philippines. What are the
Enumerate the active, potentially magnitude? mountain ranges found in the
active, and inactive volcanoes in Philippines?
the Philippines. Identify the faults found in
Philippine faults. What are faults?
What are the active, potentially Where is it located?
active, and inactive volcanoes?
Where are they located?

E. Discussing new concepts Option B: Why does the Magma Graphical Analysis of Cross it Out! When the Clays Collide
and practicing new skills # 2 Rise? Earthquakes

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 In this activity, students are In this activity, the students will In this activity, the students In this activity, the students are asked to
asked to simulate the rising of create a graphical analysis of the will recall the mountain demonstrate how convergent boundary
magma to Earth’s crust. recent earthquakes that happened ranges that they have works.
in the Philippines. discussed previously.

F. Developing mastery Identify whether it is an active Let the students answer the Indicate the location of each Modified True or False. Write true if the
or inactive volcano. Write A for following questions on their given mountain and write the statement is correct. If false, underline
(Leads to Formative active and IA for inactive. Also, notebook. Then, it will be name of the mountain range the text that makes the statement
Assessment 3) identify the region/province checked and graded. where it belongs. incorrect and write the correct word or
where the volcanoes can be group of words on top of it.
found. a. Write true if the statement is 1. Mt. Negron - Antique
correct while write false if the Range 1. There are eight major tectonic plates. -
1. Didicas Volcano - A- statement is Incorrect. False, seven
Cagayan province 2. Mt. Pulag-Central
1. Fault is the general term used Cordillera 2. The lithospheric crust is thicker in
2. Kanlaon Volcano - A- Negros to describe the break in rock continents than in oceans. - True
layers. 3. Mt. Guiwan - Sierra Madre
3. Calayan Volcano - IA - 3. When a convergent boundary is
Cagayan False 4. Mt. Pinatubo - Zambales formed, it can result in the formation of
Mountains new seafloor. - False, divergent boundary
4. Mt. Bulusan - A - Sorsogon 2. Tectonic plates are slabs of
crusts in which its movement 5. Mt. Negron - Zambales 4. The convergence of two continental
5. Canipo Volcano - IA - form faults. Mountains plates produces orogens. - True
Palawan
True 6. Mt. Kalatungan - 5. Transform plate occurs when two
6. Mt. Bontes - IA - La Union Kalatungan Mountain Range plates simply slide past each other.
3. Faults only occur along plate
7. Mt. Banahaw - A - Quezon boundaries. False 7. Mt. Dulang-dulang - - True
Kitanglad Mountain Range
8. Mt. Hibok-Hibok - A - 4. Magnitude is the measure of 6. The divergent boundary is also called
Camiguin the energy of an earthquake 8. Mt. Cuadrado - Zambales constructive margin. - True
9. Biliran Volcano - A - Biliran based on the amount of shaking Mountains
and property damage. False 7. The lithosphere is located down below
9. Mt. Cetaceo - Sierra Madre the asthenosphere. - False,
10. Mt. Burgos - IA - Albay
5. The hypocenter is also known

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 as the focus of the earthquake. 10. Mt. Tapulao - Zambales above
True Mountains
8. Lithosphere consists of the uppermost
mantle and the overlying crust.

- True

9. The asthenosphere is a weak and

ductile region that allows the lithosphere
to move as a separate continent. - True

10. The Atlantic Ocean is produced by a

divergent boundary. - True

G. Finding practical Relate scientific process in Relate scientific process in Relate scientific process in Relate scientific process in solving real
applications of concepts and solving real life situation. solving real life situation. solving real life situation. life situation.
skills in daily living

H. Making generalizations The teacher will ask the students The teacher will ask the students The teacher will ask the The teacher will ask the students about
and abstractions about the about what they have learned about what they have learned students about what they have what they have learned from the lessons.
lesson from the lessons. from the lessons. learned from the lessons.

I. Evaluating Learning HOLIDAY- BONIFACIO DAY Paper and pen test Paper and pen test Paper and pen test

J. Additional activities for

application for remediation

V. REMARKS

5 | Page
VI. REFLECTION

Prepared by: Checked and approved:

NAZER M. LACABO, LPT ROSEMARIE E. SEDRA, LPT

Subject Teacher Junior High Coordinator

School RIZAL SPECIAL EDUCATION LEARNING CENTER Grade Level Grade 10

K TO 12 Teacher NAZER M. LACABO, LPT. Learning Area Science

DAILY LESSON LOG WEEK 2

Teaching Dates and Time Quarter 1
2:00-3:00 PM

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY

A. Content Standards The learners demonstrate an understanding of:

6 | Page
 The relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges

The learners shall be able to:

B. Performance Standard 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 / At the end of this lesson, the following DepEd learning competency should be met by the students:
Write the LC code for each
● describe the different types of plate boundaries (S9LE-Ia-j-36.2).

At the end of this lesson, students At the end of this lesson, At the end of this lesson, At the end of this lesson, students
should be able to: students should be able to: students should be able to: should be able to:

● define divergent plate boundary; ● define the convergent ● learn the process of plate ● learn the process of land formation
boundary; movements along transform along plate boundaries.
Objectives: ● describe the movement process of boundary;
the divergent boundary; and ● describe the process of
movement along the boundary; ● describe the effect/s of
● identify examples of the divergent and transform boundary
boundary. movement; and
● identify the different types of
convergent boundary. ● determine the location of
some transform boundaries on
Earth.

Plate Boundaries

II. CONTENT Divergent Plate Boundaries Convergent Plate Boundaries Transform Plate Boundaries Processes and Landforms along

Plate Boundaries

III. LEARNING

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RESOURCES

A. References

1. Teacher’s Guide pages QUIPPER

2. Learner’s Material pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR)
portal

B. Other Learning Resources QUIPPER SCIENCE 10 STUDENTS AND TEACHERS CONTENT

IV. PROCEDURES

A. Reviewing previous lesson Recall the basics about Earth’s Recall the divergent boundary. Recall the convergent Recall the types of plate boundary.
or presenting the new lesson layers. What are the four major What is a divergent boundary? boundary. What is a How do plate boundaries differ from
layers of Earth? How does a divergent boundary convergent boundary? How one another?
affect Earth’s surface? does convergent boundary
affect Earth’s surface?

B. Establishing a purpose for What are divergent boundaries? What are convergent What are transform plate What activities occur in plate
the lesson boundaries? boundaries? boundaries?
How do divergent boundaries
move? How do convergent boundaries How do movements are How do plate movements affect
move? present in transform plate topographic structures on Earth’s
boundaries? crust?

C. Presenting Knowing the Layers of the Earth Divergent Plate Boundaries Subduction Plate Boundaries
examples/instances for the
8 | Page
new lesson In this activity, the students will be In this activity, the students In this activity, the students In this activity, the students will be
asked to construct a simple will be asked to construct a will need to relate the principle asked to construct a table comparing
illustration of Earth’s layer using simple illustration of the of subduction to recent the three types of plate boundary.
clay. divergent boundary and its volcanic eruptions in
movement. Indonesia.

D. Discussing new concepts Describe what is a divergent Describe the convergent Describe the transform plate Describe the processes happening in
and practicing new skills # 1 boundary. What could be happening boundary. What is a convergent boundary. What is a transform the divergent plate boundary. What are
within the divergent boundary that boundary? plate boundary? the processes occurring in a divergent
causes the formation of the ocean plate boundary?
floor? Discuss the movements of Discuss the locations of most
convergent boundaries. What is transform plate boundaries. Discuss the processes happening in
Discuss the mechanism on how the subduction? What is an arc? Where can we usually see the convergent plate boundaries. What are
ocean floor is being formed. How result of the transform plate the processes occurring in a
can the changes in the ocean floor Discuss the types of convergent boundary activity? convergent plate boundary?
affect the land masses above the plate boundaries. What are the
ocean? different types of convergent Discuss the common activities Discuss the common processes
plate boundaries? happening within the happening in the transform plate
Discuss the process of seafloor transform plate boundaries. boundaries. What are the processes
spreading. What is seafloor occurring in a transform plate
spreading? How does this affect the What are fault zone and boundary?
divergent boundary? fracture zone?

E. Discussing new concepts Sea Floor Spreading Examples of Convergent San Andreas Fault Plate Boundary Virtual Laboratory
and practicing new skills # 2 Boundaries
In this activity, students will watch In this activity, students will In this activity, students visit a virtual
an animated video discussing the In this activity, students will visit the official websites for laboratory showing activities in each
seafloor spreading. watch an animated video San Andreas fault. type of plate boundary.
showing different examples of
convergent boundaries.

F. Developing mastery a. Fill in the blanks with the correct Identify the following terms Write true if the statement is Identify in which boundary the
terms that satisfy the given describing in each item. correct. Otherwise, write false landforms are found. Put DB for
(Leads to Formative analogies. and provide reasons why is it divergent, CB for convergent, and TB

9 | Page
Assessment 3) 1. Charles Darwin: the theory of 1. The area where tectonic incorrect. for the transform.
evolution; __________: seafloor plates move towards each
spreading theory. Harry Hammond other. Convergent plate 1. In transform plate 1. Himalayan Mountain Range CB
Hess boundary boundaries, there are frequent
upwellings of magma. 2. San Andreas Fault TB
2. convergent plate boundary: 2. Zone where earthquakes are 3. Andes Mountains CB
destructive margin; divergent plate generated during the false, no upwelling of magma
boundary: converging. Wadati-Benioff 2. Earthquakes often occur in 4. Mid-Atlantic Ridge DB
zone areas near the conservative
__________. mid-oceanic ridges 5. East Pacific Rise DB
3. The type of a convergent margins. true
3. East African Rift: continental rift; plate boundary that forms
East Pacific Rise: volcanic island arcs. oceanic- 3. Transform faults are only
__________________. found along the ocean floor.
oceanic false, mostly found
divergent plate boundary 4. The long, sublinear chains of 4. San Andreas Fault forms the
4. together: convergent plate volcanoes that are formed due tectonic boundary between
boundary; separate: to the introduction of volatiles Eurasian Plate and the North
__________________. into the hot asthenosphere American Plate. false, Pacific
wedge between two plates. arcs and North American Plates
constructive margin
5. The primary process 5. Transform plate boundaries
5. seafloor spreading: operating in the oceanic are plates sliding past each
____________________; convergent margins. other. true
subduction: trench-arc systems. subduction
6. Fault zones and fracture
Global Ridge System 6. Other term used to refer to zones are formed in transform
the convergent plate faults. true
boundaries.
7. There is a lot of production
destructive margins and destruction of crust
7. The type of a convergent occurring in the conservative
plate boundary that forms margins. false, no production
continental volcanic arcs.
10 | Page
 oceanic-continental and destruction occurring

8. The type of convergent plate 8. San Andreas Fault is a

boundary that forms mountain transform plate boundary. true
ranges.
9. The existence and nature of
continental-continental transform faults were
discovered by a Canadian
9. Deep and long troughs in the geologist named Jonas Wilson.
ocean floor manifesting the false, John Wilson
process of subduction in the
convergent margins. trench-arc 10. There is often no
system volcanism occur in transform
plate boundaries. true
10. It is where oceanic crust
descends towards the mantle
due to differences in density of
the subducting plate, the
asthenosphere, and the
overriding plate. subduction
zone

G. Finding practical Relate scientific process in solving Relate scientific process in Relate scientific process in Relate scientific process in solving real
applications of concepts and real life situation. solving real life situation. solving real life situation. life situation.
skills in daily living

H. Making generalizations The teacher will ask the students The teacher will ask the The teacher will ask the The teacher will ask the students about
and abstractions about the about what they have learned from students about what they have students about what they have what they have learned from the
lesson the lessons. learned from the lessons. learned from the lessons. lessons.

II.Evaluating Learning Output will serve as evaluation Output will serve as evaluation Output will serve as evaluation Paper and pen test

11 | Page
J. Additional activities for
application for remediation

V. REMARKS

VI. REFLECTION

School RIZAL SPECIAL EDUCATION LEARNING CENTER Grade Level Grade 10

K TO 12 Teacher NAZER M. LACABO, LPT. Learning Area Science

DAILY LESSON LOG WEEK 3

Teaching Dates and Time Quarter 1
2:00-3:00 PM

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY

A. Content Standards The learners demonstrate an understanding of:

The relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges

The learners shall be able to:

B. Performance Standard 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

12 | Page
C. Learning Competencies / At the end of this lesson, the following DepEd learning competency should be met by the students:
Write the LC code for each
● describe the internal structure of the Earth (S9ES-Ia-j-36.5).

At the end of this lesson, students At the end of this lesson, At the end of this lesson, At the end of this lesson, students
should be able to: students should be able to: students should be able to: should be able to:

● describe Earth’s crust; ● describe Earth’s mantle; ● describe Earth’s core; ● describe the layers of other
terrestrial planets; and
Objectives: ● list the abundant elements in Earth’s ● identify the three layers of ● identify the two layers of
crust; Earth’s mantle; and Earth’s core; and ● compare the layers of earth to the
layers of other terrestrial planets.
● identify the two types of Earth’s ● define mantle convection. ● differentiate the two layers
crust; and of Earth’s core.

● explain how Earth’s crust is formed.

Earth's Internal Structure

II. CONTENT The Crust The Mantle The Core Earth's Layers and Other
Terrestrial Planets

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide pages QUIPPER

2. Learner’s Material pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR)
13 | Page
portal

B. Other Learning Resources QUIPPER SCIENCE 10 STUDENTS AND TEACHERS CONTENT

IV. PROCEDURES

A. Reviewing previous lesson Recall the basic information about the Recall the basic information Recall the composition and Recall the different layers of the
or presenting the new lesson Solar system. How does the Solar about the Earth’s crust. What are structure of the mantle. How Earth. What are the major layers
system look like? How it is formed? the major components of the thick is the mantle? What are of the Earth? How do each layer
Earth’s crust? What are the types the major components of the differ from one another?
of Earth’s crust? mantle?

B. Establishing a purpose for What are the layers of Earth? What are the layers of Earth? What are the layers of Earth? Is Earth’s internal structure
the lesson different from that of the other
How are the layers of Earth different How are the layers of Earth How are the layers of Earth terrestrial planets?
from one another? different from one another? different from one another?
What are the similarities and
What is the composition of each layer What is the composition of each What is the composition of differences of Earth’s internal
of the Earth? layer of the Earth? each layer of the Earth? structure from that of the other
terrestrial planets?

C. Presenting The Solar System Earth’s Surface The Deepest Hole on Earth Egg-ARTH 4
examples/instances for the
new lesson In this activity, the students will be In this activity, the students will In this activity, the students Comparable to a hard-boiled egg,
asked to form a group and arrange be watching a live video of the will be watching a video the Earth is also made up of
each member based on the Earth from outer space. discussing the deepest hole on several distinct layers. In this
arrangement of the planets within the activity, the students need to have
Solar system. Earth and the things people an overall comparison of the egg
were able to find there. and Earth’s layers.

D. Discussing new concepts Discuss the characteristics of the Discuss the characteristics of the Discuss the characteristics of Discuss how the other terrestrial
Earth’s crust. What are the distinct Earth’s mantle. What are the the Earth’s core. What are the planets are similar or different to
14 | Page
and practicing new skills # 1 characteristics of the Earth’s crust? distinct characteristics of the distinct characteristics of the Earth. What are the shared
What are the types of crust present on Earth’s mantle? What are the Earth’s core? What are the characteristics of the terrestrial
Earth? common components of Earth’s common components of planets?
mantle? Earth’s core?
Discuss the general composition of the Describe the structure and
Earth’s crust. What is the major Discuss the different layers of the Discuss the different layers of characteristics of Mercury. How
component of the Earth’s crust? How mantle. How the mantle layers the core. How many layers are many layers do Mercury have?
does it affect the characteristics of the are divided? How does each layer present in the Earth’s core? How do each layer differ from one
Earth’s crust? differ from one another? You How does each layer differ another?
from one another?

E. Discussing new concepts Minerals in Earth’s Crust Thickness of the Mantle The Earth’s Inner Layers The Earth’s Inner Layers
and practicing new skills # 2
In this activity, students will need to In this activity, students will need In this activity, students will In this activity, students will make
observe things around them that might to simulate the thickness of the need to create a model showing an illustration showing the
be composed of elements extracted Earth’s first two layers: mantle the different layers of the differences in the color of each
from the Earth’s crust. and crust. Earth. terrestrial planet.

F. Developing mastery Write the word true if the given Use additional questions to Identify the term being Identify the term being described
statement is correct, otherwise, write assess students’ understanding of described in each item. in each item.
(Leads to Formative the word false. the lesson. a. Identify which layer
Assessment 3) of the Earth can state the 1. The innermost layer of 1. The smallest and one of the
1. The crust is the outermost layer of following statements. Earth. It is 3480 km thick and densest terrestrial planets second
the geosphere. True its depth starts from to Earth.
1. I can handle stress with
2. Crust is made up mostly of solid flexibility. asthenosphere 2900 to 6380 km. Core Mercury.
rocks and minerals, and is enriched in
silica and other components. It is 2. My location is between the 2. The 85% of the Earth’s core 2. A planet having similar
extremely thin, compared to the other plastic layer and the rocky layer is made up of this element. Iron compositions to Earth. Venus
layers, and its thickness varies from 5 of Earth. Low velocity 3. Lighter element present in 3. A planet having a red color
to around 80 km depending on where discontinuity Earth’s core. Sulfur from space. Mars
you are on the planet. True
3. Once a rock comes into my 4. Lighter element present in 4. The Solar system’s largest
3. The crust, together with the area, I can change the orderly Earth’s core. Oxygen

15 | Page
 uppermost part of the mantle, make up packaging of its structure. 5. Lighter element present in mountain. Olympus Mons
the brittle lithosphere, which is broken transition zone Earth’s core. Carbon
up into major sections called tectonic 5. The primary components of
plates. True 4. I am situated between the layer
6. Lighter element present in Venus’ core. Iron-Nickel alloy
composed of silicates and layer
Earth’s core. Hydrogen
4. The most abundant element in which is composed of granitic 6. The primary component of
Earth’s crust is oxygen with an and basaltic igneous rock. Moho 7. A liquid layer that is 2260 Earth’s core. Iron and Nickel
average abundance of 276 900 ppm discontinuity km thick. Outer core
7. The similar component of all
(parts per million). True 8. The innermost layer of the terrestrial planets. Rocks
5. I am the composition of the
5. Aluminum is found in sand, slabs which could interact that Earth’s core. Inner core
8. The components of Mars’ core.
quartzite, mica, and talc. This element could make mountains.
9. A process that allows Iron, Nickel, and Sulfur
is usually utilized in the production of lithosphere movement of iron in the outer
ceramics, glass, cosmetics, core. Turbulent flow 9. The thickest layer of Mars.
insecticides, and pharmaceutical 6. I may be at the lowest point Rocky mantle
products. False but I am hot. mesosphere 10. Another major component
10. The prominent feature of
6. Silicon is extracted from its 7. I originated from the of the core. Nickel Venus. Weak magnetic field.
compounds commonly through the earthquake and can penetrate
Bayer and Hall-Heroult processes. It is different types of medium.
a lightweight metal used in making primary waves
utensil foils and packaging materials. 8. I am found between the solid
False metal ball and the molten layer of
7. Continental crust is composed Earth. Gutenberg discontinuity
mostly of dark-colored mafic rocks. 9. I can lift you when you are
The density of oceanic crust ranges warm and drag when you are
from 2.9 to 3.1 g/cm3. False cold. convection
8. Continental margins separate 10. I occupy the greatest volume
continental crust from oceanic crust. of Earth’s internal structure.
These are prominent between oceanic mantle
and continental crust in passive
margins.
16 | Page
 True

9. Deep ocean basins are the areas

found between the continental margins
and ocean ridges. True

10. The oceanic crust, is composed of

many rock types. It’s major
component is granodiorite, a light-
colored igneous rock. False

G. Finding practical Relate scientific process in solving Relate scientific process in Relate scientific process in Relate scientific process in
applications of concepts and real life situation. solving real life situation. solving real life situation. solving real life situation.
skills in daily living

H. Making generalizations The teacher will ask the students about The teacher will ask the students The teacher will ask the The teacher will ask the students
and abstractions about the what they have learned from the about what they have learned students about what they have about what they have learned
lesson lessons. from the lessons. learned from the lessons. from the lessons.

III. Evaluating Learning Output will serve as evaluation Output will serve as evaluation Output will serve as evaluation Paper and pen test

J. Additional activities for

application for remediation

V. REMARKS

K TO 12 School RIZAL SPECIAL EDUCATION LEARNING CENTER Grade Level Grade 10

17 | Page
 Teacher NAZER M. LACABO, LPT. Learning Area Science

DAILY LESSON LOG WEEK 4

Teaching Dates and Time Quarter 1
2:00-3:00 PM

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY

A. Content Standards The learners demonstrate an understanding of:

The relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges

The learners shall be able to:

B. Performance Standard 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 / This serves as a prerequisite or enrichment for the following DepEd competency:
Write the LC code for each
● describe the possible causes of plate movement (S10ES –Ia-j-36.5); and

● enumerate the lines of evidence that support plate movement. (S10ES –Ia-j-36.6).

At the end of this lesson, students At the end of this lesson, At the end of this lesson, students At the end of this lesson, students
should be able to: students should be able to: should be able to: should be able to:

Objectives: ● define what tectonic plates are; ● identify the causes of plate ● describe continental fitting and ● discuss applications of studying
movements; and how it supports the tectonic theory; plate movements.
● describe plate movements; and
● discuss the mechanism on ● discuss how fossils and glacier
● discuss theories on plate how tectonic plates move. deposits can prove plate movements;
movements. and

18 | Page
 ● explain how paleomagnetic data
are used to prove plate movement.

Plate Movements

II. CONTENT Tectonic Plates Causes of Plate Movements Evidence That Supports Plate Applications in Technology

Movement

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide pages QUIPPER

2. Learner’s Material pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR)
portal

B. Other Learning Resources QUIPPER SCIENCE 10 STUDENTS AND TEACHERS CONTENT

IV. PROCEDURES

19 | Page
A. Reviewing previous lesson Recall that Earth is made up of Recall the concept of tectonic Recall that there are forces that lead Recall that there is evidence that
or presenting the new lesson different subsystems, and one of plates. What are tectonic to the movement of the tectonic supports the movement of plates.
these subsystems is the plates? How do the plate plates. What is the solid-state flow What is the evidence for the
geosphere which comprises the move? model? movement of plates?
ground. What is the geosphere?

B. Establishing a purpose for What are tectonic plates? How do tectonic plates move? What are the theories associated with What are the technological
the lesson plate movements? applications of plate movements?
How do tectonic plates move? What are the theories
associated with plate What is the evidence that supports
What are the theories associated movements? plate movement?
with plate movements?
What is the evidence that
supports plate movement?

C. Presenting The Different Layers of Earth Construct-a-plate Solid-state Flow Brainstorming Plate Movement Jigsaw
examples/instances for the
new lesson This is an activity that will allow This activity allows the student This is an activity that will allow This activity will allow students to
students to visualize the different to build their own models of students to recall the processes do a jigsaw activity regarding the
layers of Earth. the major tectonic plates using associated with the solid-state flow. evidence for plate movement.
dough and food colors.

D. Discussing new concepts Discuss the concept of tectonic Mention that people initially State that there are various proofs for Mention the fact that the study of
and practicing new skills # 1 plates. What are tectonic plates? thought that the continents and the movement of plates. plate tectonics has multiple
How do plates move? the ocean basins are in a fixed implications in the modern world?
position. What is the evidence for the
Discuss that there are two movement of plates? Discuss the applications for
different models that study the What are the factors affecting geologic history and mineral
movements of plates. What are plate movement? How does Discuss continental fit. explorations.
the two models for studying the the solid-state flow model How does it serve as primary What are the applications for
movement of plates? explain the causes of plate evidence for the movement of plates? mineral exploration and geologic
movement?
history?

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E. Discussing new concepts Plate Movements Solid-State Flow Continental Fit Geologic Maps
and practicing new skills # 2
This is a video that will show This activity will allow the This activity will allow the students This activity will allow the students
students some of the concepts students to visualize the to use a map in order to look at to visualize a geologic map of the
involved in plate movements. concept of solid-state flow continental fit. Philippines.
using a simple exercise.

F. Developing mastery Modified True or False. Write Write true if the statement is Fill in the blanks with the proper item Write true if the statement is
true if the statement is correct. If correct, and false if it is based on the relationship between the correct. If false, give the correct
(Leads to Formative false, underline the text that incorrect. words of the first pair, then define the word/s to make the statement
Assessment 3) makes the statement incorrect word for a-c (2 pts each). For d-g, correct.
and write the correct word or 1. Hot spots are the surface answer the questions. (1 pt each)
group of words on top of it. representation of mantle 1. The rates of continental
plumes. True a. Africa: South America advancement and seafloor spreading
1. Dynamics involves forces and are determined by measuring the
processes and their relation to the 2. Hot spots are only located Australia:Antarctica length of magnetic stripes. width
movement of tectonic plates. true within plate interiors. False i. Australia was once connected to 2. Broader stripes indicate a shorter
2. Pangaea was a gigantic 3. In solid-state flow, the Antarctica. period. longer
landmass which consisted of four energy is released in the
continental rifts. False b. Wegener: continental drift 3. Magnetic signatures all over the
supercontinents. false - two
Valentine/Moore:climate data world are the same. Produces
3. Continental drift theory was 4. Distribution of the hot spots variations
set forth by a geophysicist named is limited along the ridges. i. Valentine and Moore’s climate data
Harry Hess. false - Alfred False was used by Wegener as evidence. 4. Movements of plates are irregular
Wegener and intermittent. true
5. Most of the gravitation c. magnetism loss: Curie point
4. A triple junction is a point imbalance occurs within the 5. The slow movement of plates is
movement of poles:polar wandering
where three plate boundaries ridges andsubduction zones. called creep. true
converge. true True
i. Polar wandering refers to the 6. Plate tectonics tells nothing about
movement of the planet’s magnetic geologic history. plate tectonics
5. The arm of the triple junction 6. The slab-pull force pulls the
oceanic lithosphere downward
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 that failed to produce an ocean to the subduction zones. True poles. provide explanation of geologic
basin is called the aucolagen. record
false - aulacogen 7. The ridge-push force moves
material underneath the plates 7. The scientist made progress
6. Harry Hess envisioned that sideward. False d. Which continent was north of toward understanding tectonic
drifting along an oceanic ridge South America in Pangaea? Africa activity. true
results from the activity of two 8. Hot spots move along the e. Which continent was south of India 8. Seismic refers to crustal
opposing convection cells riding plates. False in Pangaea? Antarctica
from underneath Earth’s surface. 9. Mantle plumes are rising movement having less intensity.
true columns of hot rocks from the f. Where is the Reykjanes ridge? aseismic
Iceland
7. The supercontinents lower mantle. True 9. PHIVOLCS predicts natural
Gondwana and Laurasia were 10. Solid-state flow can be g. What was the fossilized fern that disasters. in charge of reducing
part of Pangaea. true compared to how water was found in all continents? impacts of natural disasters
Glossopteris
8. Laurasia was made up of the circulates in a kettle. true 10. Permanent danger zones are
continents of South America, flora areas where settlements must not be
Africa, India, Australia, built. true
Antarctica. false - Gondwana

9. Kinematics is not concerned

with the underlying forces within
the crustal movements. true

10. The plate tectonics theory

came about from the
combination of the continental
drift theory and the seafloor
spreading theory. true

G. Finding practical Relate scientific process in Relate scientific process in Relate scientific process in solving Relate scientific process in solving
applications of concepts and solving real life situation. solving real life situation. real life situation. real life situation.
skills in daily living

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H. Making generalizations The teacher will ask the students The teacher will ask the The teacher will ask the students The teacher will ask the students
and abstractions about the about what they have learned students about what they have about what they have learned from about what they have learned from
lesson from the lessons. learned from the lessons. the lessons. the lessons.

IV. Evaluating Learning Output will serve as evaluation Output will serve as evaluation Output will serve as evaluation Paper and pen test

J. Additional activities for

application for remediation

V. REMARKS

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