Teachers Daily Log Plan

1. DAILY LESSON LOG School LAAK NATIONAL HIGH SCHOOL Grade Level 10
Teacher ROGELIO C. DAPAR Learning Area Science
Teaching Dates and Time Quarter First Quarter
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard The learners shall demonstrate an understanding of:
The relationship among the location of volcanoes, earthquake, epicenters and mountain ranges.
B. Performance Standard The learners shall be able to:
1. Demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis and volcanic eruption.
2. Suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis and
volcanic eruptions.
C. Learning
Competency/Objectives
S9ES-Ia-j-36.6
Realize the importance of the
continental drift theory as
line of evidences that support
plate tectonics.
Simulate and describe
the seafloor spreading
process.
Calculate the rate of
seafloor spreading
using magnetic clues.
Realize the importance
of the creation of
convection current
underneath the earth.
Design a scheme to
inform local folks
about the
possibilities of
earthquakes,
tsunamis and other
geologic activities.

2. II. CONTENT UNIT I: Earth and
Space MODULE 2:
The Earth’s
Interior
TOPIC: Line of
Evidences that
Support
Plate Tectonics
SUBTOPIC:
Continental
Drift Theory
UNIT I: Earth and
Space MODULE 2:
The Earth’s
Interior
TOPIC: Line of
Evidences that
Support
Plate Tectonics
SUBTOPIC: Seafloor
Spreading
UNIT I: Earth and
Space MODULE 2:
The Earth’s
Interior
TOPIC: Line of
Evidences that
Support
Plate Tectonics
SUBTOPIC: Rate of
Seafloor Spreading
UNIT I: Earth and
Space MODULE 2:
The Earth’s
Interior
TOPIC: Line of
Evidences that
Support
Plate Tectonics
SUBTOPIC:
Convection
Current
UNIT I: Earth
and
Space
MODULE 2: The
Earth’s Interior
TOPIC: Line of
Evidences that
Support Plate
Tectonics
SUBTOPIC:
Performance
Task;
Information
Campaign

3. III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 37 - 40 pp. 40 - 41 pp. 41 - 42 pp. 42 - 43 pp. 43 - 49
2. Learner’s Materials pages pp. 53 - 61 pp. 61 - 68 pp. 64 - 69 pp. 69 - 72 pp. 73 - 76
3. Textbook pages
4. Additional Materials from
Learning
Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Review the continental
drift theory using
questions in ICT format.
(5 minutes)
ICT Integration
Recall the
continental drift
theory by letting the
student present their
poster in the class.
(10 minutes)
Integrative
How does
seafloor
spreading? Let
the learner
explain their
output about
information
campaign made
through post
card. (10
minutes)
Integrative
Let the student
do the board
work in how to
calculate distance
a continent
moves.
(5 minutes)
Integrative
Recall the
performance
task given at
the start of the
first quarter in
Learner’s
Material p. 73
and to be
presented at
the end of the
quarter today.
(3 minutes)

4. B. Establishing a purpose for the
lesson
Show world map how
continental drift
theory can be related
as line of evidences
that support plate
tectonics.
(3 minutes)
Integrative
Let the student
observe the map of
Mid-Atlantic Ridge
and ask how
midocean ridges
relative to the
continental drift
theory. (3 minutes)
Integrative
Perform the
activity entitled
“Island Hopping”
and answer the
guide question.
(10 minutes)
Constructivism
and
Collaborative
Demonstrate a simple
experiment of
heating oil with
colored brown chalk
form as a mountain in
the beaker. Let the
student observe.
(5 minutes)
Integrative
The
performance
task must be set
and rated
according to
details and
information,
methods of
presentation/
dissemination,
techniques,
accuracy, and
feedback/result.
(2 minutes)
C. Presenting examples/Instances
of the new lesson
How Alfred Wegener
who proposed the
continental drift
theory does
supported his claim
for his evidences?
(2 minutes)
Inquiry-based
How evidences that
support seafloor
spreading theory
contradict the
continental drift
theory?
(2 minutes)
Inquiry-based
How can you
relate the rate of
travel you gone in
an island in the
distance a
continent moves
for every year? (5
minutes)
Inquiry-based
How can you relate
the demonstrated
activity in plate
tectonics? (5
minutes)
Inquiry-based
Preparation of
each group for
their
presentation.
(5 minutes)

5. D. Discussing new concepts and
practicing new skills # 1
Perform activity
entitled “Evidently
Continental?” using
cluster diagram. Let
the learners
present their
output. (20
minutes)
Constructivism and
Collaborative
Let the learners
perform and present
their work in
Activity 5 “Split and
Separate!” in
Learner’s Material p.
66 – 67.
(20 minutes)
Constructivism and
Collaborative
Perform Activity
6 “How fast does
it go!” in
Learner’s
Material p. 68 –
69 and let the
students present
their output. (15
minutes)
Constructivism
and
Collaborative
Let the learners
conduct the Activity
7 “Push me up and
aside!” in
Learner’s Material p.
70 – 71 and let the
students present
their realization in
their output.
(20 minutes)
Constructivism and
Collaborative
Presentation of
their output in
the class.
(30 minutes, 7-
8 minutes for
each group)
Constructivism
and
Collaborative
E. Discussing new concepts and
practicing new skills # 2

6. F. Developing mastery Answer the guide question in the
activity.
(5 minutes)
Inquiry-based
Answer the guide
questions Q22 - Q27
of the activity in
Learner’s Material p.
67.
(5 minutes)
Inquiry-based
Answer the guide
questions Q28 -
Q29 of the activity
in Learner’s
Material p. 69.
(5 minutes)
Inquiry-based
Answer the guide
questions Q30 – Q33
of the activity in
Learner’s Material p.
69.
(5 minutes)
Inquiry-based
G. Finding practical
application of
concepts and skills in
daily living
How would you think the
difference of the land formation of
your hometown 10 years ago,
wasn’t it the same? What
probably the cause of this
changes? (5 minutes)
Inquiry-based
Why does rocks used
as an indication that
seafloor is spreading?
(5 minutes)
Inquiry-based
How far do the
Philippine plate in
China after 100
million years?
(5 minutes)
Inquiry-based
How convection
current occur? (5
minutes)
Inquiry-based
How can we help
locality to give
informative
materials about
the ways to
mitigate the
effects of
tectonic
activities-related
disaster? (5
minutes)
Inquiry-based
H. Making
generalizations and
abstractions about
the lesson
How can you explain the earth’s
mechanism in the continental
drift theory as line of evidences
that support plate tectonics? (5
minutes)
Inquiry-based
How can you
describe the
seafloor spreading
process? (5
minutes)
Inquiry-based
How can you
calculate the
rate of seafloor
spreading using
magnetic clues?
(5 minutes)
Inquiry-based
Why the creation
of convection
current
underneath the
earth does
important to
realize? (5
minutes)
Inquiry-based
How did you
design the
scheme to
inform local folks
about the
possibilities of
earthquakes,
tsunamis and
other geologic
activities?

7. I. Evaluating learning Ask the learners to make a
poster showing information
of the risk caused by geologic
activities in the locality
(15 minutes)
Constructivism,
Collaborative and
Reflective
Let the learners
make post card that
will inform local
folks about the
relative impact of
geological activities
caused by seafloor
spreading. (10
minutes)
Constructivism,
Collaborative and
Reflective
Ask the students
to create their
assigned
continent and
calculate how far
does it go after
100 million years
ago from Mid-
Atlantic Ridge? In
what way this
calculation will
help to
understand the
risk of the impact
may bring by this
geological events.
(5 minutes)
Reflective
Let the student write
a letter addressed to
our government
official about that it
is impossible to stop
tectonic activities
like convection
current but we can
do something to
mitigate their
effects.
(10 minutes)
Reflective
Answer the
Summative
Assessment in
Learner’s
Material p. 74 -
76. (10
minutes)
Reflective

8. J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
who scored below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up
with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these 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

9. 1. Mechanical vibrations that occur inside the
Earth which is caused by the breakage of rocks.
Seismic Waves
Love Waves
Primary Waves
Secondary Waves
MONDAY ATTACHMENT
ATTACHMENT 1: RECALL (ICT INTEGRATION

10. ATTACHMENT 2: ACTIVITY SHEET
ACTIVITY # _____
Evidently Continental?
Objectives:
• Review the continental drift theory.
• Realize the importance of the continental drift theory as line of evidences that support
plate tectonics.
Materials:
• Cartolina/Manila paper
• Art materials
• Pentel pen
Procedure:
Using the given cluster diagram, supply necessary concept that will relate the evidences
of continental drift theory.

11. Evidences of
Continental
Drift
Theory
Guide Question:
1. How can you differentiate the evidences of Continental Drift Theory?
2. How does the evidences of Continental Drift Theory support the Plate Tectonics
Theory?
Rubrics
In giving points to student’s responses, you may refer to the pointing system given in
Teacher’s Guide p. 33.

13. Student
s
Time of 50m run Time of 100m run Time of 200m run
1
.
2
.
Observation:
Guide Question:
1. Calculate the speed of every member for every run using the formula speed =
distance/time.
2. How can you compare the speed of each student? How and why they differ?
3.Compare and analyze the speed to the other group?
How can you compare it to the movement of the continent in every year?

14. Rubrics
Criteria Excellent (3
points)
Very Good (2
points)
Good
(1point)
Needs Improvement
(1point)
Concept and Content
Coordination and Cooperation
Presentation
Time Allotment
Total

15. The act of teaching is a holistic endeavor. Effective teachers
employ effective instructional strategies, and classroom
management techniques and a classroom curricular design
in a fluent, seamless fashion.” Marzano. (2003)