1. Daily Lesson Log
School T’boli National High School Grade Level
Grade 10 – Galileo, Faraday,
Lovelace, Kepler & Maxwell
Teacher JANE A. LARIDA Learning Area SCIENCE
Teaching Dates and Time
8/22/22 – 8/26/22 (7:30- 8:30, 8:30- 9:30, 9:50-
10:50, 12:40-1:40, 1:40-3:40)
Quarter 1ST QUARTER
Monday Tuesday Wednesday Thursday Friday
I - OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges.
B. Performance Standards 1. demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions
2. suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis, and volcanic eruptions.
C. Learning
Competences/Objectives
(Write the LC code for each)
a. Describe the Earth’s lithosphere and
differentiate oceanic and continental
plates;
b. Identify the major lithospheric plates;
and
c. Determine the scientific basis for
dividing the lithospheric plate
Describe and relate the distribution of active
volcanoes, earthquake, epicenters, and major
mountain belts to Plate Tectonic Theory (S10ES-
la-j-36.1)
a. Recall the characteristics of seismic
waves in terms of speed;
b. Explain the triangulation method in
locating epicenter of earthquake
II – CONTENT
Plate Tectonic Earthquake
III – LEARNING
RESOURCES
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as
well as paper-based materials. Hands - on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Manual pgs. Page 3-6 Page 8-13
3. Textbook Pages Science Links 10-page 5-9
4. Additional Materials
from Learning Resource
(LR) Portal
http://geology.com/plate-tectonics.shtml
(Map of Plate Boundaries)
http://marc.fornier.free.free.fr (Map of
Earthquake Distribution)
https://pubs.usgs.gov/gip/volc/fig34.html
(Map of Active volcanoes)
http://m.youtube.com/watch?v=zWZyjqzUg3A&t=50s
(Video about the earthquake that happens in Abra)
B. Other Learning Resources
Monday Tuesday Wednesday Thursday Friday
IV – PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can
infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
2. A. Reviewing previous lesson or
presenting the new lesson
Let the students recall four
spheres of the Earth.
Biosphere
Atmosphere
Lithosphere
Hydrosphere
Show students gif and let them
guess what is the topic all
about.
B. Establishing a purpose for the
lesson
Let the students compare what
they see in a world map and
continental map.
Let the student watch an article
about earthquake, then let
them identify some terms that
are relevant to the topic.
C. Presenting examples/ instances of
the new lesson
Discuss the difference between
oceanic and continental plates
Define the following important
terminologies:
a. Epicenter
b. Focus
c. Magnitude
d. Seismic waves
D. Discussing new concepts and
practicing new skills #1
Let the students answer the
table comparing the two plates.
Let the students compare p
waves and s waves.
E. Discussing new concepts and
practicing new skills #2
Discuss triangulation method.
F. Developing mastery
(Leads to Formative Assessment 3)
Using the map of plate
boundaries let the student
identify the larger plates and
smaller plates in the table.
Let the student locate the
epicenter of an earthquake
using triangulation method in
the activity “Find Me”
Monday Tuesday Wednesday Thursday Friday
G. Finding practical applications of
concepts and skills in daily living
What are you going to do if your
house is located near an active
volcano?
What are you going to do if
earthquake occurs in your
place?
H. Making generalizations and abstractions
about the lesson
What do you think is the basis of
scientist in dividing the Earth’s
lithosphere into several plates?
What do you think is the
importance in determining the
epicenter of an earthquake?
I. Evaluating learning The teacher will give 10
multiple test questions.
The teacher will give 10 true or
false questions
3. J. Additional activities for application or
remediation
IV – REMARKS
V – REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what
help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners who require additional
activities for remediation.
C. Did the remedial lessons work? No. of
learners who have caught up with the lesson.
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did this work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Observed/Checked by:
Name & Signature
VALENTINA N. DECOLONGON VALENTINA N. DECOLONGON
