DLL-GenMath-Oct. 3-7, 2022-CALUPE

Instructional Planning
(The process of systematically planning, developing, evaluating, and managing the instructional process by
using principle of teaching and learning – D.O. 42, s. 2016)
Instructional Unit Plan
Muntinlupa National High
School School (SHS) Grade Level 11
Teacher Learning Area General Mathematics

Teaching Dates
and Time October 3-4, 2022 Quarter 1
I. OBJECTIVES
At The end of the teaching-learning process, the
learners should be able to:
A. Most Essential Learning Competencies
1. determine the intercepts, zeroes and asymptotes of
rational functions.
2. Sketch the graph of rational functions.
II. PROCEDURES
ELICIT
Review previous lesson:
A. Reviewing previous lesson or
x−1
presenting the new lesson. Given : r ( x )=
x−4
Determine:
a. Domain
b. Table of values
c. Graph
d. Range
Show the graph of given rational function. Identify the
intercepts and asymptotes.
B. Establishing a purpose for the lesson.
Source:
https://www.varsitytutors.com/hotmath/hotmath_help/top
ics/graphing-rational-functionshttps://
www.varsitytutors.com/hotmath/hotmath_help/topics/
graphing-rational-functions
1
ENGAGE
C. Presenting examples of the new
Find the x and y intercepts, zeroes and asymptotes of the
lesson. following:
1.
x 2  3x  4
2.R ( x) 
x 2  16
EXPLORE
y  int ercept :
 Discuss2 the definitions of intercepts, zeroes and
0  3(0)  4  4 1
R ( xasymptotes.
)  
0 2  16  16 4
D. Discussing new concepts

and practicing new skills #1.
Show how to determine these values using the


given rational functions above.
Using the computed values of intercepts, zeroes, and
asymptotes, sketch the graphs.
E. Discussing new concepts and practicing new Show further examples.
skills #2
Learning Material: Power Point Presentation on
Rational Functions, SLM by Gladys Joy Mallari
EXPLAIN
F. Developing mastery. (Leads to Formative Performance Task:
Assessment Test) Group Task: Assign one rational function to each group.
Let then determine the intercepts, zeroes and
asymptotes.
Prepare for an oral presentation using Power Point,
Manila paper or board illustration.
EXTEND
G. Finding practical applications of The word “asymptote” comes from the Greek word
concepts and skills in daily living. “asumptotos” which means “not falling together.” Notice how
closely an asymptote approaches, but never quite touch the x
or y - axis. No matter how close they get, they are never
meant to touch.
Have you ever been in a situation where you almost got what you wanted but
because of some reasons, you were not able to? How did you manage to accept it?
2
ELABORATE
Summary of concepts learned
H. Making generalizations and abstractions
Prepare an outline of terms, definitions and formula for
about the lesson.
the concepts of intercepts, zeroes and asymptotes in the
notebook.
I. Evaluating learning. EVALUATE
(vertical and horizontal) of the rational function 𝑦=

Find the intercepts (x and y), zeroes and the asymptotes
𝑥−2/ x , then sketch the graph.
REFLECTION
Prepared by: Checked by:
____________________ ____________________ ____________________

ARLYN SACRO MYLYN M. VALLEJO, PhD
Subject Teacher Master Teacher II Over-all Focal Person-SHS
Noted by:
_____________________
ANTONIO B. ROCHA EdD
Principal IV
3
(The process of systematically planning, developing, evaluating, and managing the instructional process by
using principle of teaching and learning – D.O. 42, s. 2016)
School Grade Level 11
School-Main (SHS)
Teacher Learning Area
General Mathematics
Teaching Dates
October 3-4, 2022 Quarter 1
and Time
I. OBJECTIVES
At the end of the teaching-learning process, the learners
should be able to:
A. Most Essential Learning
Competencies 1. determine the intercepts, zeroes and asymptotes of
rational functions.
2. Sketch the graph of rational functions
II. PROCEDURES
ELICIT
 Ask learners to define the terms intercepts, zeroes
and asymptotes. How do you determine these
values?
presenting the new lesson.
ENGAGE
B. Establishing a purpose for the Each group will present and discuss the assigned rational
lesson. functions. Discuss and answer questions by the teacher.
ENGAGE
Group Presentation
lesson. Criteria:
Accuracy of computation = 30 pts
Oral Presentation= 15 pts
Visual Aid prepared=5 pts
EXPLORE
D. Discussing new concepts and Students/ group presenters answer probing questions about
practicing new skills #1. their assigned problem.
EXPLORE
E. Discussing new concepts and practicing
new skills #2
EXPLAIN
Rate their performance task.
F. Developing mastery. (Leads to
Formative Assessment Test)
EXTEND
G. Finding p r a c t i c a l applications Let them cite real life situations where they apply rational
of concepts and skills in daily living. functions.
ELABORATE
H. Making generalizations and Let students summarize their learnings from the activity.
abstractions about the lesson.
EVALUATE
I. Evaluating learning. Evaluate Performance task.
Answer worksheet.
REFLECTION
____________________ ____________________ ____________________

Noted by:
____________________
Principal IV
(The process of systematically planning, developing, evaluating and managing the instructional process by using
principle of teaching and learning – D.O. 42, s. 2016)
School-Main (SHS)
Teacher Learning Area General Mathematics
Teaching Dates
October 5, 2022 Quarter 1
and Time
I. OBJECTIVES
should be able to:
A. Most Essential Learning 1. determine the domain, range, intercepts, zeroes and
Competencies asymptotes of rational functions.
II. PROCEDURES
ELICIT
 Ask learners to define the terms intercepts, zeroes
and
 How do you determine domain, range, intercepts,
zeroes and asymptotes of rational functions?
ENGAGE
B. Establishing a purpose for the Today, you are going to answer all practice exercises on the
lesson. lessons.
ENGAGE
lesson. Let them group themselves into groups of 3.
Distribute the worksheets.
EXPLORE
D. Discussing new concepts and Let students answer the given worksheets: Domain and
practicing new skills #1. Range
EXPLORE
E. Discussing new concepts and practicing Let students answer the given worksheets- Intercepts, zeroes,
new skills #2 asymptotes
F. Developing mastery. (Leads to Formative EXPLAIN

test Worksheets
EXTEND
G. Finding practical applications of
concepts and skills in daily living.
ELABORATE
H. Making generalizations and Summary of concepts learned.
EVALUATE
I. Evaluating learning. Check the worksheets.
REFLECTION
Prepared by: Checked by: Checked by:
____________________ ____________________ ____________________

Noted by:
____________________
Principal IV
School-Main (SHS)
Teacher Elizabeth C. Calupe Learning Area General Mathematics
Teaching Dates
and Time
I. OBJECTIVES
should be able to:
Competencies 1. solve real-life problems on rational functions,
equations and inequalities.
II. PROCEDURES
ELICIT
 Have a short drill in solving rational equations and
A. Reviewing previous lesson
inequalities.
or presenting the new lesson.
ENGAGE
Present a word problem to the class.
B. Establishing a purpose for the Tell the class rational functions, rational equations and
lesson. inequalities are widely used in modelling real-life situations.
ENGAGE
C. Presenting examples of the new Example 1. The Santos family goes on a summer vacation in
lesson. Bicol. To accommodate their big family, two SUVs are used.
The first car, a Ford Everest, leaves at 1:00 p.m. at a constant
rate of 40 kph towards their destination. After thirty minutes,
the second car, a Chevrolet Trailblazer, leaves and travels at a
constant rate of 55 kph. At what time will the Trailblazer
overtake Ford Everest?
EXPLORE
D. Discussing new concepts and Discuss the solution to the given problem.
practicing new skills #1.
EXPLORE
E. Discussing new concepts and practicing Cite and solve another sample problem.
new skills #2 Example 2. Mang Ambo’s banca can travel 15 miles per hour in still
water. It travels 200 miles upstream against the current then returns
to the starting location. The total time of the trip is 10 hours. What is
the speed of the current?

test Solve the given problem.
EXTEND
G. Finding practical applications of Just like in real life, being a good problem-solver is a must. A good
concepts and skills in daily living. problem-solver analyzes the problem, looks for available things to
use, and carefully make steps towards achieving the solution to the
problem.
Are you a good problem-solver? How can it help you in your school
works? In real life?
ELABORATE
H. Making generalizations and Summarize steps in solving problems.
abstractions about the lesson. Word problems requires understanding the given situation fully.
You have to identify what is being asked in the problem, what are
the given facts to help you solve it, and what is the action you have
to do to get the correct answer.
EVALUATE
I. Evaluating learning. Answer the worksheets.
REFLECTION
____________________ ____________________ ____________________

ELIZABETH C. CALUPE ARLYN SACRO MYLYN M. VALLEJO, PhD
Noted by:
____________________
Principal IV
School-Main (SHS)
Teaching Dates
Quarter 1
and Time
I. OBJECTIVES
At The end of the teaching-learning process, the learners
should be able to:
3.
II. PROCEDURES
ELICIT
Review previous lesson:
x−1
presenting the new lesson. Given : r ( x )=
x−4
Determine:
e. Domain
f. Table of values
g. Graph
h. Range
Show the graph of given rational function. Identify the
intercepts and asymptotes.
Source:
https://www.varsitytutors.com/hotmath/hotmath_help/topics/g
raphing-rational-functionshttps://www.varsitytutors.com/
hotmath/hotmath_help/topics/graphing-rational-functions
1
ENGAGE
Find the x and y intercepts, zeroes and asymptotes of the
lesson. following:
2.
x 2  3x  4
2.R ( x) 
x 2  16
y  int ercept :
EXPLORE
 Discuss0 2 the
 3definitions
(0)  4 of intercepts,
4 1 zeroes and
)
R ( xasymptotes.  
0 2  16  16 4
D. Discussing new concepts

and practicing new skills #1.
 Show how to determine these values using the given

rational functions above.
Using the computed values of intercepts, zeroes, and

E. Discussing new concepts and practicing new asymptotes, sketch the graphs.
skills #2 Show further examples.
Learning Material: Power Point Presentation on Rational

Functions, SLM by Gladys Joy Mallari
EXPLAIN
F. Developing mastery. (Leads to Formative Performance Task:
Assessment Test) Group Task: Assign one rational function to each group.
Let then determine the intercepts, zeroes and asymptotes.
Prepare for an oral presentation using Power Point, Manila
paper or board illustration.
EXTEND
G. Finding practical applications of The word “asymptote” comes from the Greek word
concepts and skills in daily living. “asumptotos” which means “not falling together.” Notice how
closely an asymptote approaches, but never quite touch the x or y -
axis. No matter how close they get, they are never meant to touch.
Have you ever been in a situation where you almost got what you
wanted but because of some reasons, you were not able to? How
did you manage to accept it?
2
ELABORATE
Prepare an outline of terms, definitions and formula for the
about the lesson.
concepts of intercepts, zeroes and asymptotes in the
notebook.
I. Evaluating learning. EVALUATE
(vertical and horizontal) of the rational function 𝑦= 𝑥−2/ x ,

Find the intercepts (x and y), zeroes and the asymptotes
then sketch the graph.
REFLECTION
Prepared by: Checked by: Checked by:
____________________ ____________________ ____________________

Noted by:
____________________
Principal IV
3
School-Main (SHS)
Teaching Dates
and Time
I. OBJECTIVES
At the end of the teaching-learning process, the learners shoul
be able to:
rational functions.
II. PROCEDURES
ELICIT
 Ask learners to define the terms intercepts, zeroes and
asymptotes. How do you determine these values?
ENGAGE
ENGAGE
Group Presentation
lesson. Criteria:
EXPLORE
EXPLORE
new skills #2
5
EXPLAIN
EXTEND
G. Finding practical applications of Let them cite real life situations where they apply rational
concepts and skills in daily living. functions.
ELABORATE
EVALUATE
Answer worksheet.
REFLECTION
Prepared by: Checked by: Approved by:
____________________ ____________________ ____________________

Noted by:
____________________
Principal IV
5
School-Main (SHS)
Teaching Dates
and Time
I. OBJECTIVES
should be able to:
Competencies 1. determine the domain, range, intercepts, zeroes and
asymptotes of rational functions.
II. PROCEDURES
ELICIT
ENGAGE
lesson. lessons.
ENGAGE
EXPLORE
D. Discussing new concepts and Let students answer the given worksheets: Domain and Range
5
EXPLORE

test Worksheets
EXTEND
ELABORATE
EVALUATE
REFLECTION
____________________ ____________________ ____________________

Noted by:
____________________
Principal IV
5
School-Main (SHS)
Teaching Dates
and Time
I. OBJECTIVES
should be able to:
Competencies 1. solve real-life problems on rational functions, equations
and inequalities.
II. PROCEDURES
ELICIT
inequalities.
ENGAGE
ENGAGE
lesson. Bicol. To accommodate their big family, two SUVs are used. The
first car, a Ford Everest, leaves at 1:00 p.m. at a constant rate of
40 kph towards their destination. After thirty minutes, the
second car, a Chevrolet Trailblazer, leaves and travels at a
EXPLORE
EXPLORE

5
EXTEND
concepts and skills in daily living. problem-solver analyzes the problem, looks for available things to use,
and carefully make steps towards achieving the solution to the
problem.
ELABORATE
abstractions about the lesson. Word problems requires understanding the given situation fully. You
have to identify what is being asked in the problem, what are the
given facts to help you solve it, and what is the action you have to do
to get the correct answer.
EVALUATE
REFLECTION
____________________ ____________________ ____________________

Noted by:
____________________
Principal IV
5
School-Main (SHS)
Teaching Dates
and Time
I. OBJECTIVES
At the end of the teaching-learning process, the learners shoul
be able to:
rational functions.
II. PROCEDURES
ELICIT
asymptotes. How do you determine these values?
ENGAGE
ENGAGE
Group Presentation
lesson. Criteria:
EXPLORE
EXPLORE
new skills #2
1
EXPLAIN
EXTEND
G. Finding practical applications of Let them cite real life situations where they apply rational
concepts and skills in daily living. functions.
ELABORATE
EVALUATE
Answer worksheet.
REFLECTION
____________________ ____________________ ____________________

Noted by:
____________________
Principal IV
1
School-Main (SHS)
Teaching Dates
and Time
I. OBJECTIVES
should be able to:
Competencies 1. determine the domain, range, intercepts, zeroes and
asymptotes of rational functions.
II. PROCEDURES
ELICIT
ENGAGE
lesson. lessons.
ENGAGE
EXPLORE
D. Discussing new concepts and Let students answer the given worksheets: Domain and Range
2
EXPLORE

test Worksheets
EXTEND
ELABORATE
EVALUATE
REFLECTION
____________________ ____________________ ____________________

Noted by:
____________________
Principal IV
3
School-Main (SHS)
Teaching Dates
and Time
I. OBJECTIVES
should be able to:
Competencies 1. solve real-life problems on rational functions, equations
and inequalities.
II. PROCEDURES
ELICIT
inequalities.
ENGAGE
ENGAGE
lesson. Bicol. To accommodate their big family, two SUVs are used. The
first car, a Ford Everest, leaves at 1:00 p.m. at a constant rate of
40 kph towards their destination. After thirty minutes, the
second car, a Chevrolet Trailblazer, leaves and travels at a
EXPLORE
EXPLORE

4
EXTEND
concepts and skills in daily living. problem-solver analyzes the problem, looks for available things to use,
and carefully make steps towards achieving the solution to the
problem.
ELABORATE
abstractions about the lesson. Word problems requires understanding the given situation fully. You
have to identify what is being asked in the problem, what are the
given facts to help you solve it, and what is the action you have to do
to get the correct answer.
EVALUATE
REFLECTION
____________________ ____________________ ____________________

Noted by:
____________________
Principal IV
5
6
7
Assessment Test) Explain how to identify rock forming minerals using
their physical and chemical properties
EXTEND
G. Finding practical applications of concepts Give some important uses of mineral in our daily
and skills in daily living. lives.
ELABORATE
H. Making generalizations and abstractions Summary of concepts learned.
about the lesson.
EVALUATE
List five minerals and their common uses. Identify
the specific property/properties that makes the
mineral suitable for those uses.
I. Evaluating learning.
For example, graphite, having a black streak and
hardness of 1-2, is used in pencils due to its ability to
leave marks on paper and other objects.
MARIA TEDDIELYN BERNADETTE C. LEBRIAS
8
School-Main (SHS)
Teacher Maria Teddielyn Bernadette C. Learning Area Earth Science
Lebrias
Teaching Dates
Week 2 Lesson 1 Quarter 1
and Time
I. OBJECTIVES
At the end of the teaching- learning process, the learners
should be able to:
1. classify rocks into igneous, sedimentary, and

metamorphic; and
2. appreciate the importance of rocks and minerals in our
daily lives
II. PROCEDURES
ELICIT
A. Reviewing previous lesson or presenting Show a rock or a picture of rocks or stone.
the new lesson. Ask the learners to describe it.
ENGAGE
 Power Point Presentation:
B. Establishing a purpose for the lesson. Some panoramic views of beautiful rock formations in
the Philippines.
ENGAGE
 Show the learners some rock and mineral
samples.
 Let the learners give some physical properties of
C. Presenting examples of the new lesson.
rock and mineral samples.
 Ask them if all them are the same? If not, how
would they classify them?
EXPLORE
1. Discussion/ Lecture through:
 Power Point Presentation
 Video Presentation
 Online Platform like Zoom and Google classroom
D. Discussing new concepts and practicing
 Printed Module
new skills #1.
 Face to face
Topics:
2. Classifying rocks into igneous, sedimentary, and
metamorphic.
1
3. Appreciating the importance of rocks and minerals in
our daily lives.
Sources: https://www.youtube.com/watch?
v=tZlPRkf1KWw
https://www.zmescience.com/science/geology/types-of-
rock/
EXPLORE
ACTIVITY: Rock My World!

Direction:
Learners will be given samples of rocks or pictures of
rocks. They will examine each sample. And fill up the
provided table by writing the sample number in column
1, their physical characteristics in column 2, and rock
classification in column 3:

new skills #2
To help them classify each rock sample, they may refer to

the table below:
Guide Questions:
1. Which samples have crystals?
2. Which samples have vesicles or cavities?
3. Which samples have glassy texture?
2
4. Which samples contain fossils?
5. Which samples contain sediments and are dusty to
hands?
6. Which samples are flaky and split into many layers?
7. Which samples are the hardest and the densest?
8. Which samples are igneous, sedimentary and
metamorphic rocks?
9. How can you classify rocks?
10. What do you think is the importance of rocks in our
daily lives?
EXPLAIN
F. Developing mastery. (Leads to Formative Explain how rocks are classify into igneous, sedimentary
Assessment Test) and metamorphic rocks.
EXTEND
G. Finding practical applications of In the Philippines, there are many sites of beautiful rock
concepts and skills in daily living. formations. How do you think we can conserve it?
ELABORATE
Summary of Concepts learned
H. Making generalizations and abstractions • Power Point Presentation: The three main categories
about the lesson. of rocks and how to classify them physically.
EVALUATE
Two sentence explanation
If you are given an unknown rock sample and you are
asked to identify and classify them, what will you do?
Explain in two sentences only.
Rubric for two sentence explanation:

3
School-Main (SHS)
Lebrias
Teaching Dates
and Time
I. OBJECTIVES
At the end of the teaching-learning process, the
A. Essential Learning Competencies 1. explain how the products of weathering are carried
away by erosion and deposited elsewhere
II. PROCEDURES
ELICIT
Show students a sample of a large rock. Ask the learners
1. Can you name any natural cause or process that
A. Reviewing previous lesson or presenting could possibly break the rock into smaller pieces?
the new lesson. 2. If the early Earth’s crust was mainly composed of
rocks, why do we have layers of soil on the surface
now? Where did these soils came from?
ENGAGE
Introduce the list of key terms that learners will
encounter.
a. Weathering
b. Mechanical weathering
c. Abrasion
d. Chemical weathering
e. Hydrolysis
f. Carbonation
g. Oxidation
h. Frost wedging
1
ENGAGE
Show learner this sculptured rock.
Ask the learners:

What do you think cause this rock formation?
2
EXPLORE
Discussion/Lecture through:
 Platform like Zoom and Google classroom
 Printed Module
 Face to face
Topics:
1. How rocks undergo weathering?
Physical/Mechanical Weathering
Chemical Weathering

new skills #1.
2. How the products of weathering are carried away by

erosion and deposited elsewhere?
3
3. How rocks and soil move downslope due to the direct
action of gravity?
EXPLORE
ACTIVITY: Break Me Down
•Explain how does physical/mechanical weathering

contribute to chemical weathering and demonstrate the
fact that chemical weathering can hasten mechanical
weathering.
1. Watch the video presentation.

2. Fill up the table below
ANTACID COLD WATER HOT WATER (s)
(s)
WHOLE
HALF
QUARTER
E. Discussing new concepts and practicing POWDERED
new skills #2
GUIDE QUESTIONS:
1. In which setup did the reaction occur most rapidly? In

which setup did it occur most slowly?
2. What is the relationship between particle size and
speed it takes for the tablet to dissolve? How
does this relationship apply to weathering in nature?
3. In the activity you have watched, how does
physical/mechanical weathering contribute to chemical
weathering? How can you demonstrate the fact that
chemical weathering can hasten mechanical
weathering?
4. Compare dissolution times in cold water and hot
water. What is the relationship between temperature
and weathering rate?
EXPLAIN
Explain the relationship of some geologic processes that
F. Developing mastery. (Leads to Formative
occur on the surface of the Earth such as weathering,
Assessment Test)
erosion, mass wasting, and sedimentation.
4
EXTEND
1. List some everyday examples of weathering. Identify
and explain whether these everyday
occurrences show physical or chemical weathering.
G. Finding practical applications of concepts
(Possible answers: Paint on walls gradually
and skills in daily living.
deteriorating, tree roots breaking concrete or rock,
bleach removing stains on clothes, rust on a car,
barely legible inscriptions in marble monuments, etc.)
ELABORATE
1. How rocks undergo weathering?
2. How the products of weathering are carried away by
erosion and deposited elsewhere?
about the lesson.
3. How rocks and soil move downslope due to the direct
action of gravity?
EVALUATE
Illustrate how physical/mechanical weathering take
place in the following:
Ice/Frost Wedging
Release of Pressure
Growth of Plants
Animal
Abrasion
5
School-Main (SHS)
Lebrias
Teaching Dates
and Time
I. OBJECTIVES
should be able to:
Competencies
1. describe where the Earth’s internal heat comes from
II. PROCEDURES
ELICIT
Recall:
a. The different layers of the Earth.
b. The rock cycle and the definition of magma.
ENGAGE
Show the students a piece of igneous rock. Ask the students
the following:
a. How is an igneous rock formed?
B. Establishing a purpose for the b. If magma is defined as molten rock material, do you need to
lesson. melt rocks to form magma?
c. Is temperature increase solely responsible for the melting of
rocks?
d. Where and how is magma formed?
ENGAGE
Show learners this diagram

lesson.
How is Earth’s heat redistributed?
1
EXPLORE
Discussion/ Lecture through:
 Online Platform like Zoom and Google Classroom
 Face to Face
 Printed Module
D. Discussing new concepts and
practicing new skills #1. Topics:
1. Where the Earth’s internal heat comes from?
Source: https://www.youtube.com/watch?
v=cD6_5q6GpSE
https://steemit.com/steemstem/@lordneroo/introduction-to-
geology-plutonism-and-volcanism
EXPLORE
Activity: Chocolate Mantle Convection
1. Watch the video and answer the guide questions.

•Video “Hot mantle convection demonstration”
Source: https://www.youtube.com/watch?v=PdwyBAOqHrk
E. Discussing new concepts and
practicing new skills #2 Guide Questions
1. How is heat transferred in the activity? Give evidence
for your answer.
2. Describe what happens to the powder when the water
starts to boil? Explain why this occurs?
3. How does this activity relate to the formation of
magma?
EXPLAIN
Explain the two categories of the internal heat sources of the
F. Developing mastery. (Leads to Earth: (http://www.ucl.ac.uk/EarthSci/people/
Formative Assessment Test) lidunka/GEOL2014/Geophysics8%20-
%20Thermal%20evolution/Heat.htm
EXTEND
What is the importance of magmatism in mountain formation?
ELABORATE
H. Making generalizations and
1. Where the Earth’s internal heat comes from?
EVALUATE
Draw a schematic of a cross section of the earth, showing the
different layers of the earth. Include and label (when
necessary) the following parts of the illustration:
I. Evaluating learning. 1. Heat transfer mechanisms and the direction of heat transfer
(through arrows)
Further research — Below the drawing, note the different
zones where magma is formed, and cite
one known location of each.
2
3
School-Main (SHS)
Lebrias
Teaching Dates
and Time
I. OBJECTIVES
At the end of the teaching-learning process, the learner
should be able to:
1. describe how magma is formed (magmatism)
II. PROCEDURES
ELICIT
Recall:
A. Reviewing previous lesson or presenting
Process of heat transfer:
the new lesson.
Conduction, convection, radiation
ENGAGE
Ask the learner: If magma is defined as molten rock
material, do you need to melt rocks to form magma?
ENGAGE
C. Presenting examples of the new lesson. Give the difference between magma and lava.
EXPLORE
Discussion/ Lecture through:
• Power Point Presentation
• Video Presentation
• Online Platform like Zoom and Google Classroom
• Face to Face
• Printed Module
Topic:
1. How magma is formed?
 Melting due to decrease in pressure
D. Discussing new concepts and practicing (decompression melting)
new skills #1.  Melting as a result of the addition of volatiles
(flux melting)
 Melting resulting from heat transfer from rising
magma (heat transfer melting)
1
EXPLORE
Activity: Magmatism
Study the diagram below:

new skills #2
Guide questions:
1. Give the different tectonic settings where magma is
generated.
2. What type of melting is usually associated with the
settings identified in # 1?
3. Below the drawing, note the different zones where
magma is formed, and cite
one known location of each.
EXPLAIN
F. Developing mastery. (Leads to Formative Explain the role of volatiles in the partial melting of
Assessment Test) rocks?
EXTEND
What is the importance of magma in rock formation?
ELABORATE
Summary of concepts learned.
How magma is formed?
about the lesson.
EVALUATE
Answer briefly:
1. What is decompression melting?
2. How is the Earth's internal heat redistributed?
3. Describe how rising magma causes melting.

2
School-Main (SHS)
Lebrias
Teaching Dates
and Time
I. OBJECTIVES
should be able to:
1. describe the changes in mineral components and texture of
A. Essential Learning Competencies
rocks due to changes in pressure and temperature
(metamorphism)
II. PROCEDURES
ELICIT
Ask the learners to recall the definition of metamorphic rocks
from the previous lesson.
presenting the new lesson.  What causes the metamorphism of rocks?
 What sort of physical and chemical changes in rocks
occur during metamorphism?
ENGAGE
Introduce to the learners that heat, pressure, and chemically
active fluids are referred to as the "agents of metamorphism”.
B. Establishing a purpose for the
 Emphasize that all changes in the rock during
lesson.
metamorphism occur in the solid state (no melting
involved).
ENGAGE
C. Presenting examples of the new Video Presentation
lesson. Contact and regional metamorphism
EXPLORE
Lecture/Discussion through:
• Online Platform
• Printed Module
• Face to face
Topics
1. The changes in mineral components and texture of rocks
due to changes in pressure and temperature (metamorphism);
Sources:
https://flexiblelearning.auckland.ac.nz/rocks_minerals/rocks/
metamorphic.html
https://www.universetoday.com/82009/how-are-igneous-
rocks-formed/
1
EXPLORE
Activity: Index fossils
 Index fossils are widely distributed fossils, of narrow

range in time, regardless as characteristics of a given
geological formation, used especially in determining
the age of related formation
Direction:
Study the picture below and answer the questions that follow.
E. Discussing new concepts and

practicing new skills #2
Guide Questions
1. The fossils (called trilobites) have been distorted compared
with fossil A by moderate pressures which have changed the
rock in which they were found from a mudstone to a slate.
2. What might have happened to the fossils if the pressures
had been much greater?
a. In what direction were the forces that squeezed fossil B?
b. Estimate by what proportion of its original length it has
been squeezed?
c. In what direction were the forces that squeezed fossil C?
d. Estimate by what proportion of its original length it has
been squeezed?
e. What do your answers suggest about how much the rock in
the region in which the fossils were
found has been squeezed?
f. How might this scale of deformation have been caused?
EXPLAIN
1. Explain how shale (sedimentary rock) becomes gneiss
(metamorphic rock).

Source:
Tarbuck, E.J. et al, Essentials of Geology, 11thed, p192.)
Source:
http://www.colorado.edu/geolsci/courses/GEOL3950/
classnotes/Lecture%20%239%20notes%202006.pdf
2
EXTEND
G. Finding practical applications of What are metamorphic and igneous rocks used for in everyday
concepts and skills in daily living. life?
ELABORATE
H. Making generalizations and
1. The changes in mineral components and texture of rocks
due to changes in pressure and temperature (metamorphism).
EVALUATE
A simple report to be submitted next meeting:
 Explain the relationship of metamorphism and plate

tectonics (i.e. expected metamorphic grade in a
specific tectonic setting).
3
School-Main (SHS)
Lebrias
Teaching Dates
and Time
I. OBJECTIVES
At the end of the teaching -learning process, the learners
should be able to:
A. Most Essential Learning Competencies 1. compare and contrast the formation of the different
types of igneous rocks
II. PROCEDURES
ELICIT
a. Review the different types of igneous rocks based on
silica content.
b. Review the processes for magma generation and
where it is generated. Use the following table
A. Reviewing previous lesson or presenting to quickly run through these.
the new lesson.
ENGAGE
Ask the learners: What happens to magma after it is
formed?
ENGAGE
Discuss why and how magma rises up (Monroe et al.,
Physical Geology, 2007, p107).
1
EXPLORE
• Online Platform
• Printed Module
• Face to face
new skills #1. Topic:
Compare and Contrast the Formation of the Different
Types of Igneous rocks
1. Discuss the Bowen’s reaction series (Carlson, D. H.,
Plummer, C. C., Hammersley L., Physical Geology Earth
Revealed 9th ed., 2011, pp 289-290)
2. Discuss the different magmatic differentiation
processes.
2
EXPLORE
Activity: Bowen’s Reaction Series
Direction: Read the passage below:
Bowen’s reaction series describes the sequence of

mineral crystallization in a cooling magma. The two
branches of the series are the continuous and
discontinuous branches. As the temperature drops, the
discontinuous branch describes how minerals are
transformed into another type of mineral while the
continuous branch shows how calcium-rich plagioclase
feldspar is progressively changed into sodic plagioclase.
The reverse of Bowen’s reaction series describes the
melting of rock.
What to do?
Make a Concept Map of Bowen’s Reaction Series.

new skills #2 Guide Questions:
a. What minerals are stable at higher melting
temperature and crystallize before those stable at
lower temperatures?
b. Which series explain how minerals are formed under

different temperature conditions, given that
all the required elements for certain minerals are
present?
c. What are the two branches, which happen

simultaneously?
d. Can a single “parental magma” produce various kinds

of igneous rocks through magmatic
differentiation?
e. What is the significance of the Bowen’s reaction

series?
EXPLAIN
3. Discuss the relationship of the different igneous rock
types and the environment formation.
(http://www.colorado.edu/geolsci
Assessment Test)
/courses/GEOL3950/class_notes/Lecture
%20%239%20notes%202006.pdf):
EXTEND
What is Bowen’s Reaction Series used for?
ELABORATE
H. Making generalizations and abstractions Summary of concepts learned
about the lesson.
3
EVALUATE
Answer briefly.
Can the same volcano produce volcanic rocks with
different compositions? How?
4
School-Main (SHS)
Lebrias
Teaching Dates
and Time
I. OBJECTIVES
should be able to:
A. Most Essential Learning Competencies 1. explain how the movement of plates leads to the
formation of folds and faults
II. PROCEDURES
ELICIT
1. Review of Continental drift theory
Evidences:
1. Fit of the continents
A. Reviewing previous lesson or presenting
2. Matching of rock units across ocean basins
the new lesson.
3. Distribution of fossils
4. Paleoclimate evidence (evidence of tropical climates
and past glaciations)
ENGAGE
Introduce the list of important terms that learners will
encounter.
a. Mid-ocean ridges
b. Abyssal plains
c. Trench
d. Passive margin
e. Continental drift
f. Seafloor spreading
g. Lithosphere
h. Asthenosphere
i. Magnetic anomaly
j. Plate tectonics
k. Plate boundary
l. Subduction
m. Island arc
n. Transform fault
ENGAGE
C. Presenting examples of the new lesson. Learners will watch a video about Faults and Folds
EXPLORE
new skills #1.
• Online Platform
1
• Printed Module
• Face to face
Topic:
How the movement of plates leads to the formation of
folds and faults
1. The main principles Plate Tectonics
2. The concept of lithospheric plate
EXPLORE
Activity: Plate Tectonic
Refer to the hypothetical plate map below showing
continents A and B separated by an ocean.
Guide Questions:
new skills #2 a. How many plate portions are shown?
b. Draw arrows on the map to show the relative direction
the plates are moving.
c. Draw a triangle (∆) where volcanic activity is likely to
occur.
d. Draw a circle (ο) where earthquake is likely to occur."
e. Indicate with an arrow the younging direction of the
lithosphere.
f. Mark the location and type of each plate boundary
shown in the map.
g. If the ocean is opening at a rate of 3cm/yr, how wide
will the ocean be in 100 million yrs?
Give your answer in kilometers.
EXPLAIN
F. Developing mastery. (Leads to Formative 1. Briefly discuss the Wilson Cycle
Assessment Test) 2. Explain the driving forces for plate motion
EXTEND
How does plate tectonic affect our daily lives?
ELABORATE
about the lesson.
EVALUATE
Formulate 3 review questions that cover the content of
the lesson.
2
3
School-Main (SHS)
Lebrias
Teaching Dates
and Time
Time Frame: Two Periods

I. OBJECTIVES
At the end of the teaching learning process, the learners
should be able to:
1. describe how layers of rocks (stratified rocks) are formed
II. PROCEDURES
ELICIT
Review the definition of the following terms:
• Bedding, Stratification, Lamination - refers to layering that
occurs in sedimentary rocks.
Igneous rocks can also exhibit layering especially when formed
at the surface of the Earth (volcanic rocks).
• Stratification - general term for layering in sedimentary
rocks.
• Beds - layering in sedimentary rocks, which are greater than
1 cm thick.
• Lamination - layering in sedimentary rocks, which are less
than 1 cm thick.
ENGAGE
Study the picture below.
Ask the learners if they can point out beddings in the picture.
1
ENGAGE
Explain to the class that each bed represents a ‘page’ in the
Earth's history. The succession of layers or beds in a
C. Presenting examples of the new sedimentary sequence represents the successive time
lesson. intervals in the Earth's history—the bottom layer being the
oldest and the topmost representing the youngest time
interval.
2
EXPLORE
• Online Platform
• Printed Module
• Face to face
Topics:
1. How layers of rocks (stratified rocks) are formed
Source: https://www.youtube.com/watch?
v=0_8eI0H1tR0
EXPLORE
Activity: Sedimentary Layering Model
Direction:
1. Cut off the top of the clear transparent plastic bottle to
form a cylinder.
2. Mix together sand (~80%) and rounded pebbles (~20%).
Pour the mixture into the plastic
cylinder to form the first layer. Press to flatten the surface.
3. Pour pure sand into the plastic cylinder to form the second
layer. Press to compact and flatten
the surface.
4. Form a thin third layer using modeling clay.
5. On a small plastic bag, mix together sand, soil, angular
pebbles, and small wood fragments. Pour the mixture into the
clear plastic bottle to form the fourth layer. Press down on
E. Discussing new concepts and practicing sediment mixture to form a flat surface.
new skills #2 6. Mix together sand and small shells. Pour the mixture into
the plastic cylinder to form the fifth layer.
7. In a separate container, mix together sand and soil in equal
proportions. Pour water into the mixture. Cover the cylinder
with a lid and shake the mixture thoroughly. Pour the mixture
slowly so as not to disturb the lower layers already in the
cylinder. Allow the sediments to settle to form the sixth and
final layer.
8. Have the learners make a representative drawing for each
of the sediment layer.
Drawings should graphically show the grain sizes, grain size
distribution, and ‘fossil content’ (e.g. shells, wood fragments)
9. Measure the thickness of each layer. Have them provide a
short description for each layer in terms of color, grain size
and components.
3
(Image Source: https://s-media-
cacheak0.pinimg.com/236x/e6/94/c9/
e694c9ed6cdadc85650024d06b904fb3.jpg)
Guide Questions:
1. Which layer is the youngest layer?
2. Which layer is the oldest?
3. Can you make a story of what happened to this rock
formation?
EXPLAIN
F. Developing mastery. (Leads to Explain what defines a bed or layer? How do you distinguish
Formative Assessment Test) one bed to another?
EXTEND
G. Finding practical applications of How do rocks impact our lives? What are some practical
concepts and skills in daily living. applications of stratigraphy?
ELABORATE
Summary of concepts learned.
Topics:
H. Making generalizations and 1. How layers of rocks (stratified rocks) are formed
abstractions about the lesson. 2. The different methods (relative and absolute dating) to
determine the age of stratified rocks.
EVALUATE
Superposition is a fundamental principle in stratigraphy (the
study of stratified/layered rocks). It states
that, in an undisturbed (not faulted or folded), the bottom
layer was formed before the top layer.
However, rocks may be subjected to deformation (folding and
faulting), and sedimentary layers or
I. Evaluating learning. beds may be overturned. With this is mind, we need to ensure
that the rock layers are in the correct
sequence and position to correctly interpret the geologic
history of an area.
Can you explain how graded bedding would help in
determining the correct sequence of layers (which is the top
and which is the bottom?)
4
5
School-Main (SHS)
Lebrias
Teaching Dates
and Time

I. OBJECTIVES
1. describe the different methods (relative and
absolute dating) of determining the age of stratified
rocks
II. PROCEDURES
ELICIT
A. Reviewing previous lesson or presenting the Recall
new lesson. How rock layers are formed?
ENGAGE
Introduce the following terms:
• relative dating
• absolute dating
• unconformity
ENGAGE
Present to the class three or more people (ideally of
widely varying ages). Ask them to introduce
themselves to the class. The introduction should
ideally include the type of work they do, years in
service, and clues to their age (e.g. favorite T.V.
show when they were growing up).
1. Once they have left the class, list their names on
the board in random order.
2. Ask the learners to guess who is the oldest and
who is the youngest among the list of persons on the
C. Presenting examples of the new lesson. board. Ask the learners to justify their answers by
enumerating their criteria. List the criteria on the
board.
3. Ask the learners to guess the respective ages of
the persons on the list. If the persons on the list have
given their prior consent, list their ages on the
board.
4. Point out that some of the criteria they have used
can indeed provide clues to the ‘relative’ ages of
people (if a person is older or younger than the rest).
However, none of these can provide us their exact
ages.
1
EXPLORE
• Online Platform
• Printed Module
• Face to face
Topic:
The different methods (relative and absolute dating)
of determining the age of stratified rocks.
D. Discussing new concepts and practicing new
skills #1.  Relative Dating
Principle of Original Horizontality
Law of Superposition
Principle of Lateral Continuity
Principle of Lateral Continuity
Principle of Unconformity
 Absolute Dating
Radiocarbon Dating
Potassium-Argon Dating
Uranium-Lead Dating
EXPLORE
Activity: Relative Dating
Direction: Study the diagram below.
E. Discussing new concepts and practicing new

skills #2
Guide Questions:
1. What are the sequence of events that are shown

in the diagram above? List down from the oldest to
the youngest.
2. What are the principles in stratigraphy that they

used.
2
EXPLAIN
F. Developing mastery. (Leads to Formative Explain the difference between Relative and
Assessment Test) Absolute dating.
EXTEND
G. Finding practical applications of concepts What is relative and absolute dating used for?
and skills in daily living. Why are they important to us?
ELABORATE
about the lesson.
EVALUATE
Archaeologists use techniques developed in geology
to determine the age (relative and absolute) of
I. Evaluating learning. artifacts unearthed from the ground.
Research and write a short report (200 to 300
words) on this topic.
3
School-Main (SHS)
Lebrias
Teaching Dates
and Time

I. OBJECTIVES
A. Most Essential Learning Competencies 1. explain how relative and absolute dating were
used to determine the subdivisions of geologic time
II. PROCEDURES
ELICIT
Review the definition of the following terms:
A. Reviewing previous lesson or presenting the • Fossils
new lesson. • Relative vs absolute dating
• Stratigraphy
ENGAGE
Tell learners, in investigating the history of the Earth,
it is just as important to establish the chronology or
the events in order of occurrence in time. The
B. Establishing a purpose for the lesson. geologic timescale is used by scientist to describe
the timing and relationship between past events in
Earth's history.
 Example is the extinction of dinosaurs.
ENGAGE
Introduce to the learners the age of the Earth
The Earth has a very long history—4.6 billion years of
history. The age of the Earth is based from the
radioactive isotopic dating of meteorites. The oldest
dated rock from the Earth is only ~3.8 billion years
old. Why?
EXPLORE
• Online Platform
• Printed Module
skills #1.
• Face to face
Topic: How relative and absolute dating were used

to determine the subdivisions of geologic time?
 Rocks, Fossils, and the Geologic Time Scale
1
EXPLORE
Activity: Geologic Time
Direction: Read the text and complete the
information in the table below. Then, create a pie
chart to represent the percentage of each division of
time in Table 2 with respect to the Geologic Time
Scale.
The Geologic Time Scale – the time line of the
History of the Earth, is based from the rock record.
Geologic time is subdivided into hierarchal intervals,
the largest being Eon, followed by Era, Period, and
Epoch, respectively. Subdivision of Geologic time is
based from significant events in the Earth’s History
as interpreted from the rock record. The mass
extinction event which lead to the extinction of the
dinosaurs occurred around 66.4 million years ago
marks the boundary between the Mesozoic Era (Age
of the Reptiles) and the Cenozoic Era (Age of
Mammals). This mass extinction event may have
been pivotal in the rise in dominance of the
mammals during the Cenozoic Era.
skills #2
Guide Question:
1. Since the Geologic Time Scale is based on the rock
record, which is the first order of business to
establish the correct succession of rocks?
2. One of the earliest attempts to subdivide the rock
record into units of time was made by Abraham
Gottlob Werner, a German geologist. Werner
divided the rock record into the following rock-time
units (from oldest to youngest): Primary, Secondary,
Tertiary, and Quaternary. Which stratigraphic
principle is used by Werner to establish temporal
relationship among the rock units?
EXPLAIN
Explain how relative and absolute dating were used
to determine the subdivisions of geologic time.
Assessment Test)
• Scientists use the geologic time scale to
illustrate the order in which events on Earth
have happened. ... They used relative dating
2
to divide Earth's past in several chunks of
time when similar organisms were on Earth.
Later, scientists used absolute dating to
determine the actual number of years ago
that events happened.
EXTEND
How does relative and absolute dating were used to
determine the history of the earth and how does it
affect us?
ELABORATE
about the lesson.
EVALUATE
Answer briefly.
How will you determine the relative and absolute
age?
Answer:
Relative age is the age of a rock layer (or the fossils it
contains) compared to other layers. It can be
determined by looking at the position of rock layers.
Absolute age is the numeric age of a layer of rocks or
fossils. Absolute age can be determined by using
radiometric dating.
Source:
Pre/Post-Test Key - UCMP
Berkeleyucmp.berkeley.edu › education ›
explorations › tours › geotime › guide
3
School-Main (SHS)
Lebrias
Teaching Dates
and Time

I. OBJECTIVES
A. Most Essential Learning Competencies 1. describe how the Earth’s history can be
interpreted from the geologic time scale
II. PROCEDURES
ELICIT
A. Reviewing previous lesson or presenting the
Recall: Relative and Absolute Dating
new lesson.
ENGAGE
Draws a 24 hours clock on the board. Ask the
learners “How old is the Earth?” When the correct
age of the Earth has been established.
Compares geologic time to a 24 hours clock.
Some important events in Earth’s History in the 24
hours clock:
a. First prokaryotes
b. First Eukaryotes
c. First multicellular organisms
d. Extinction of the Dinosaurs
ENGAGE
Inform or remind learners that modern humans
emerged during the last ~200,000 years. Ask the
Learners to place the emergence of man in the 24
hours clock of Earth’s History.
EXPLORE
• Online Platform
• Printed Module
• Face to face
skills #1.
Topic: How the Earth’s history can be
interpreted from the geologic time scale
Lecture proper (Outline)
Source: http://www.teachersdomain.org/resource/
tdc02.sci.life.div.lp_divdeeptime/
1
EXPLORE
Activity: Earth’s History
Direction: Match the division of geologic time to the
different events that happened in the Earth’s past by
writing the following on the space provided for each
number.
CE- Cenozoic Era ME- Mesozoic Era
PE- Paleozoic Era PrC- Pre-Cambrian
Evolutionary events:
_1. First evidence of life (3,850 ma)
_2. Photosynthesizing bacteria (3,700 ma) _3.
Oldest fossils (3,500 ma)
_4. First Eukaryotes (2,700 ma)
_5. Ediacaran Fauna (600 ma)
_6. The Cambrian Explosion (530 ma)
_7. First land plants and fish (480 ma)
_8. Arthropods on land (420 ma)
_9. First insects (407 ma)
_10. First amphibians land vertebrates (375 ma)
_11. First dinosaurs (220 mya)
_12. Early mammals (220 mya)
_13. First flowering plants (130 ma)
_14. Early Primates 60 mya
_15. First hominids (5.2 ma)
_16. Modern humans (0.2 ma)
Extinctions Events
skills #2
_17. End Ordovician – 25% of marine vertebrate
families and 57% of genera became extinct (443 ma)
_18. Devonian – 50 -55% of marine invertebrate
genera and 70-80 % of species go extinct (364 ma)
_19. Permian – greatest extinction event; 90% of
all species became extinct (250 ma)
_20. End Cretaceous – extinction of the Dinosaurs;
60-80% of all species became extinct (65 ma)
_21. Late Pleistocene – nearly all large mammals
and birds (>45 pounds) became extinct (.01 ma)
Geologic Events
_22. Formation of the great oceans (4,200 ma)
_23. Oxygen Levels reach 3% of the Atmosphere
(1.9 ma)
_24. Protective Ozone in place (600 ma) d.
Gondwana forms (500 ma)
_25. Oxygen nears present day concentration (400
ma)
_26. Formation of Pangaea supercontinent (280
ma)
_27. Pangaea supercontinent breaks up (200 ma)
h. Continents near present-day positions (40 ma)
_29. Initiation of Seafloor Spreading of South
China Sea (32 ma)
_30. Initiation of the Philippine Fault (4 ma)
2
EXPLAIN
F. Developing mastery. (Leads to Formative Explain and describe how the Earth’s history can be
Assessment Test) interpreted from the geologic time scale.
EXTEND
Why is the geologic time scale important?
ELABORATE
about the lesson.
EVALUATE
Ask the students to write a report (200 to 300
words) on one of the following topics:
1. Theories on the Origin of Life
2. Possible Causes of Mass Extinction Events
3. How mankind is driving the next mass extinction
event
3
School-Main (SHS)
Lebrias
Teaching Dates
and Time

I. OBJECTIVES
learners a should be able to:
1. describe the various hazards that may happen in
the event of earthquakes, volcanic eruptions, and
landslides
II. PROCEDURES
ELICIT
Review the learners on their past lessons on plate
tectonics and earthquakes. Ask the following
questions to know if they still remember or
understood these basic concepts:
a. What are tectonic plates and the concept of plate
A. Reviewing previous lesson or presenting the tectonics?
new lesson. b. What are the relationships of plate tectonics and
faults with earthquakes
c. What are the P, S, and surface waves?
d. Explain the difference between: magnitude vs.
intensity; Richter scale vs. Mercalli scale; and
epicenter vs. focus.
ENGAGE
Introduce the following terms:
a. Natural hazards
b. Risk
c. Vulnerability
d. Ground shaking / ground rupture
e. Tsunamis
f. Earthquake-induced landslides
g. Liquefaction and Subsidence
ENGAGE
Ask the learners to name a recent earthquake that
C. Presenting examples of the new lesson. they remember.
Locate that earthquake in the map.
EXPLORE
1
• Online Platform
• Printed Module
• Face to face
Topic: The various hazards that may happen in

the event of earthquakes, volcanic eruptions, and
landslides
 Making sure that the learners understood the
concepts on plate tectonics and faults, so
they will have a clear understanding of the
structural map. Makin sure to point out the
trenches, and if possible, make cross section
drawings for visualization purposes.
EXPLORE
Activity: Natural Hazard
Direction: Carefully study the pictures and identify as

many hazards that they observed in the clip.
Write down the hazards with their description of
each, include the corresponding effect of these
hazards to the area, people and infrastructure.

skills #2
Fill-out the table below
Natural Hazard Description Effects of these

hazard
2
Guide Question:
1. What are natural hazard?
2. What natural hazard did you experience from the
list? What were the effects to you?
EXPLAIN
F. Developing mastery. (Leads to Formative Explain and describe the effect of these hazards to
Assessment Test) the area, people and infrastructure.
EXTEND
G. Finding practical applications of concepts Can we prevent the bad effect of these natural
and skills in daily living. hazards to our lives? How?
ELABORATE
about the lesson.
EVALUATE
Make campaign material for the learners of the
school. The campaign material must:
a. contain information on the potential danger of
earthquake hazards within the school;
b. be a brochure, poster, or a power point
presentation.
3
School-Main (SHS)
Lebrias
Teaching Dates
and Time

I. OBJECTIVES
1. use hazard maps to identify areas prone to
hazards brought about by earthquake, volcanic
eruptions and landslides
II. PROCEDURES
ELICIT
Recall the natural hazards and its effect.
new lesson.
ENGAGE
Ask the learners the difference between a
geographical and a hazard map.
ENGAGE
Get hazard map of the Philippine and describe its
features.
EXPLORE
• Online Platform
D. Discussing new concepts and practicing new • Printed Module
skills #1. • Face to face
Topic: The use of hazard maps to identify areas

prone to hazards brought about by earthquake,
volcanic eruptions and landslides
EXPLORE
Activity: Locate Me
Direction: Use the hazard map of the Philippine to

E. Discussing new concepts and practicing new identify areas prone to hazards brought about by
skills #2 earthquake, volcanic eruptions and landslides
1
Guide Questions:
1. Which areas are prone to earthquake?
2. Which areas are prone to volcanic eruption?
3. Which areas are prone to landslides?
4. Name a recent earthquake that you remember.

Locate that earthquake in the map. Are there any
damages made by the earthquake?
EXPLAIN
Explain and describe how to use the hazard map.
Assessment Test)
EXTEND
Why is hazard mapping important?
ELABORATE
about the lesson.
EVALUATE
Answer briefly.
1. Describes the benefits of using multiple hazard
I. Evaluating learning. maps relative to individual hazard maps, and
explains the preparation and use of such maps.
2
3
School-Main (SHS)
Lebrias
Teaching Dates
and Time

I. OBJECTIVES
A. Most Essential Learning Competencies 1. identify human activities that speed up or trigger
landslides
II. PROCEDURES
ELICIT
Recall the meaning of natural hazard
Ask the learner what natural hazard is caused by
new lesson.
gravitational pull?
ENGAGE
1. Have a short exchange of experience with the
learners of their field activities.
2. Determine from the class what they learned about
B. Establishing a purpose for the lesson. landslides and their corresponding hazards.
3. Ask them, based from their field exposure, if they
think we, in our own way, do contribute to the
occurrence of landslides and in what way?
ENGAGE
C. Presenting examples of the new lesson. Ask the learners why are landslide dangerous?
EXPLORE
• Online Platform
• Printed Module
skills #1.
• Face to face
Topic: Some human activities that speed up or

trigger Landslides.
EXPLORE
Activity: Man’s Activities and Landslides
skills #2 Direction:
Study the list of most common human activities that
trigger and hasten the occurrence of landslides.
1
a. Removal of vegetation
b. Interference with, or changes to the natural
drainage
c. Leaking pipes such as water and sewer
d. Modification of slopes by construction of roads,
railways, buildings, subdivisions
e. Overloading slopes
f. Mining and quarrying activities
g. Vibration from heavy traffic, blasting during road
constructions of nearby mining activities
h. Excavation of rocks
Guide Questions:
1. What are your observations for each of human
activities?
2. Which of the following list of human activities are
applicable to your communities.
3. Are there other human activities which they think
can also hasten landslides?
4. If you think that it is valid (answer to question 2),
then add it to the list.
EXPLAIN
F. Developing mastery. (Leads to Formative Explain how human activities that speed up or
Assessment Test) trigger Landslides.
EXTEND
G. Finding practical applications of concepts What are the effects of landslide and how do you
and skills in daily living. prevent it?
ELABORATE
about the lesson.
EVALUATE
Answer briefly.
What are the common causes of landslide in the
Philippines? Can we prevent it? How?
2
School-Main (SHS)
Lebrias
Teaching Dates
and Time

I. OBJECTIVES
1. use hazard maps identify areas prone to hazards
brought about by tropical cyclones, monsoons,
floods or ipo-ipo
II. PROCEDURES
ELICIT
Recall the meaning of PAGASA.
new lesson.
ENGAGE
Show pictures of hydrometeorologically
induced hazards
Ask the students to identify the phenomena

represented by the pictures.
ENGAGE
Explain the difference between climate and weather.
The phenomena represented by the pictures are
linked by meteorological, atmospheric, and
hydrological process.
1
EXPLORE
• Online Platform
D. Discussing new concepts and practicing new • Printed Module
skills #1. • Face to face
Topic: The use hazard maps identify areas prone to

hazards brought about by tropical cyclones,
monsoons, floods or ipo-ipo.
2
EXPLORE
Activity: Hydro-meteorological phenomena and
hazards:
Direction: Using the available hazard maps from

MGB/DENR and Project Noah do the following:

skills #2
1. determine if your community is susceptible to any

hydrometeorological hazard.
2. Identify which part of the community is affected
(and by what type of hazard).
3. What is the level of risk or severity (low,
medium, high) in the event that a disaster would
happen?
EXPLAIN
Explain hazard determination.
Assessment Test)
EXTEND
G. Finding practical applications of concepts How will this phenomenon affect a community?
and skills in daily living. What type of hazards is it associated?
ELABORATE
about the lesson.
EVALUATE
Identify a part of the community which is of
significant risk to any hydrometeorological hazard,
Find out the local government's disaster risk
reduction plans.
3
4
School-Main (SHS)
Lebrias
Teaching Dates
and Time

I. OBJECTIVES
A. Most Essential Learning Competencies 1. describe how coastal processes result in coastal
erosion, submersion and saltwater intrusion
II. PROCEDURES
ELICIT
A. Reviewing previous lesson or presenting the Recall: Hydrometeorological hazards, risks and
new lesson. disasters.
ENGAGE
Ask the students what they know about the
following terms:
Coastal erosion
longshore drift
coastal deposition
Coasts
sea level rise
beach profile
Beach
submergence
swash
backwash
ENGAGE

a. Ask the students to carefully study the two maps
paying particular attention to the outlines of the
continents (for the world map) and for the
Philippines, the outlines represent the coastal areas.
b. Ask them to describe the coastlines. Do you have
any idea of why coastlines exhibit such forms?
1
EXPLORE
• Online Platform
• Printed Module
• Face to face
Topic: How coastal processes result in coastal

erosion, submersion and saltwater intrusion
skills #1. The dominant coastal processes:
1. Coastal Erosion
Five common processes that cause coastal erosion:
Corrasion Attrition
Abrasion Corrosion/solution
Hydraulic action
2. Sediment movement along coasts
3. Coastal deposition
EXPLORE
Activity 2. Coastal areas exposure to hazards.
Direction: Study the pictures below
Guide Questions
E. Discussing new concepts and practicing new 1. What are the effects of coastal erosion that leads
skills #2 to the destruction of houses and other
infrastructures along the coasts and the steepening
of the coastal area.
2. What are the effects of submergence which are
due to either the rising sea level or the lowering of
coastal lands?
3. Picture 3 shows how easily seawater can overtop
sea dikes especially during stormy weather. How
can rising sea level and/or the subsidence of land
worsen this problem?
EXPLAIN
Illustrate and describe how the coastal processes
determine the present coastal hazards whether
Assessment Test)
coastal erosion, submersion or saltwater intrusion.
EXTEND
G. Finding practical applications of concepts What are the benefits of cleaning up your local
and skills in daily living. beaches and coast?
2
ELABORATE
about the lesson.
EVALUATE
Submit a poster showing the different hazards along

the coastal areas.
3
School-Main (SHS)
Lebrias
Teaching Dates
and Time

I. OBJECTIVES
1. cite ways to prevent or mitigate the impact of land
development, waste disposal, and construction of
structures on coastal processes
II. PROCEDURES
ELICIT
A. Reviewing previous lesson or presenting the Recall: How coastal processes result in coastal
new lesson. erosion, submersion and saltwater intrusion.
ENGAGE
B. Establishing a purpose for the lesson. Ask the learners what is the meaning of mitigation?
ENGAGE
C. Presenting examples of the new lesson. Ask the learners: How do you mitigate coastal
hazards?
EXPLORE
• Online Platform
• Printed Module
• Face to face
D. Discussing new concepts and practicing new Topic: Ways to prevent or mitigate the impact of
skills #1. land development, waste disposal, and construction
of structures on coastal processes.
Mitigation can take several forms, including: siting,

construction techniques, protective works (erosion
control structures, beach fills, dune construction),
maintenance, land use regulation, coastal zone
management planning, and enhancement of natural
buffers.
1
EXPLORE
Activity: Coastal Hazard and Mitigation
Direction: Study the pictures below.

skills #2
Guide Questions:
1. What do you consider to be the best mitigation to
prevent or lessen the effect of the hazard
present in their field area?
2. Are there man-made structures that have
modified coastal processes? If yes, in what way?
3. How can we stop coastal flooding?
4. How can we protect our coastline?
EXPLAIN
Explain the different ways to cope with coastal
hazards, particularly on coastal erosion, submersion
Assessment Test)
and saltwater intrusion.
EXTEND
What design suggestions would you give for
buildings built near a shore to be able to withstand
waves?
ELABORATE
about the lesson.
EVALUATE
Answer briefly.
How can we protect coastal communities from rising
sea levels?

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Instructional Planning

Teacher Learning Area General Mathematics

B. Establishing a purpose for the lesson.

D. Discussing new concepts

Show how to determine these values using the

I. Evaluating learning. EVALUATE

(vertical and horizontal) of the rational function 𝑦=

𝑥−2/ x , then sketch the graph.

Prepared by: Checked by:

____________________ ____________________ ____________________

Prepared by: Checked by:

____________________ ____________________ ____________________

F. Developing mastery. (Leads to Formative EXPLAIN

Prepared by: Checked by: Checked by:

____________________ ____________________ ____________________

F. Developing mastery. (Leads to Formative EXPLAIN

Prepared by: Checked by:

____________________ ____________________ ____________________

B. Establishing a purpose for the lesson.

D. Discussing new concepts

 Show how to determine these values using the given

Using the computed values of intercepts, zeroes, and

Learning Material: Power Point Presentation on Rational

I. Evaluating learning. EVALUATE

(vertical and horizontal) of the rational function 𝑦= 𝑥−2/ x ,

then sketch the graph.

Prepared by: Checked by: Checked by:

____________________ ____________________ ____________________

Prepared by: Checked by: Approved by:

____________________ ____________________ ____________________

F. Developing mastery. (Leads to Formative EXPLAIN

Prepared by: Checked by: Approved by:

____________________ ____________________ ____________________

F. Developing mastery. (Leads to Formative EXPLAIN

Prepared by: Checked by: Approved by:

____________________ ____________________ ____________________

Prepared by: Checked by: Approved by:

____________________ ____________________ ____________________

F. Developing mastery. (Leads to Formative EXPLAIN

Prepared by: Checked by: Approved by:

____________________ ____________________ ____________________

F. Developing mastery. (Leads to Formative EXPLAIN

Prepared by: Checked by: Approved by:

____________________ ____________________ ____________________

Prepared by: Checked by:

MARIA TEDDIELYN BERNADETTE C. LEBRIAS

1. classify rocks into igneous, sedimentary, and

ACTIVITY: Rock My World!

E. Discussing new concepts and practicing

To help them classify each rock sample, they may refer to

Rubric for two sentence explanation:

Prepared by: Checked by:

MARIA TEDDIELYN BERNADETTE C. LEBRIAS

C. Presenting examples of the new lesson.

Ask the learners:

D. Discussing new concepts and practicing

2. How the products of weathering are carried away by

•Explain how does physical/mechanical weathering

1. Watch the video presentation.

1. In which setup did the reaction occur most rapidly? In