This document outlines a science lesson plan about plate tectonics for a 10th grade class. The lesson plan covers divergent and transform boundaries over the course of a week. On Monday and Tuesday, students will define divergent boundaries, cite landforms formed by plates moving apart, and explain processes at divergent boundaries. On Wednesday, students will describe transform fault boundaries and determine their effects. Activities include modeling plate movement, analyzing videos and articles, and multiple choice questions to evaluate learning. The teacher reflects on student performance and ways to improve instruction.

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K TO 12
DAILY LESSON LOG
School
Catagtaguen National High School Grade Level Grade 10
Teacher MARIFE D. GUADALUPE Learning Area Science
Teaching Dates and Time Week 5 Quarter First
I. OBJECTIVES
Monday Tuesday Wednesday Thursday Friday
A. Content Standards
The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake, epicenters and mountain
ranges.
B. Performance Standard The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis and volcanic eruptions.
C. Learning Competencies /
Write the LC code for each
Objectives:
S10ES-Ia-j-36.2
Define divergent
boundaries.
Cite some landforms
formed when plate move
apart.
Define divergent
boundaries.
Cite some landforms
formed when plate move
apart.
Explain the processes that
occur along divergent
boundaries.
Describe transform fault
boundary.
Determine the effect of
transform-fault boundary
on the Earth’s crust.
II. CONTENT
Continental Plate &
Oceanic Plate
DIVERGENT
BOUNDARY
DIVERGENT
BOUNDARY
TRANSFORM-FAULT
BOUNDARY
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 10-11
2. Learner’s Material pages 16-17
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources

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IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Posting of manila paper on
the board
Present a picture of
convergent boundary.
Allow the students to
analyze the
pictures.
Number Letter Gane:
Students will guess the
hidden words. Then explain
the revealed words.
Recall the previous
lesson.
B. Establishing a purpose for
the lesson
Call students to present
their output.
Ask the students with a
“HOTS” question: What
do you think will be the
result if the plates are
moving apart?
Introduction to Divergent
Boundary.
Show pictures of different
landforms caused by
divergent boundary.
Show pictures of different
landforms that are
associated to transform
fault boundary.
C. Presenting
examples/instances for the new
lesson
Present a video clip
showing a scenario of
plates that are moving
apart. This will lead to the
discussion of possible
landforms when the plates
are moved apart and
processes that occur along
divergent boundaries.
Article Analysis. Students
will read an article and
answer the guide questions.
Video Analysis. Teacher
will show video then later
on ask the students their
insights about the
video.
D. Discussing new concepts and
practicing new skills # 1
Discuss and analyze their
work if they properly follow
the procedures then check
later on.
Let the students perform
Activity 4 Going Separate
Ways”. (L.M 25-26)
Let the students perform
“Ready, Set, Glue”
(Divergent Boundary
Model)
Let the students perform
Activity 5 “Slide and
Shake” (L.M 29-30).
E. Discussing new concepts and
practicing new skills # 2
Answer the guide
questions found in L.M
F. Developing mastery
(Leads to Formative
Assessment 3)
Ask the students if what
they should do if they living
near the volcano.
Answer the guide
questions
found in L.M.
Answer the guide questions. Cite some possible effects
of continuous sliding of
plates.

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G. Finding practical
applications of concepts and
skills in daily living
What do you think is the
basis of scientist in dividing
earth lithosphere into
several plates?
Ask the students the
importance of knowing the
divergent boundary.
What do you think will
happen if the plates will
continue apart for million
years?
Ask the students the
importance of knowing the
transform fault boundary
H. Making generalizations and
abstractions about the lesson
Give 20 multiple choice
questions.
Cite some possible
landforms formed during
divergent boundary.
Label the different parts of
divergent boundary.
Cite some possible effects
of continuous sliding of
plates?
I. Evaluating Learning Give 10 item quiz Define divergent
boundary.
Explain the processes occur
along divergent boundaries.
Define transform fault
boundary.
J. Additional activities for
application for remediation
Reading on plate
boundaries.
.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored below
80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?

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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?
Prepared by: Checked by: Noted:
MARIFE D. GUADALUPE CLARITA P. DAYACOS JOSEPH ROMEL D. ANDRES
Subject Teacher Head Teacher III School Principal IV