This document outlines a science lesson plan for a 10th grade class covering plate tectonics. The objectives are for students to understand the relationship between volcanoes, earthquakes, and mountains, and learn ways to prepare for disasters. The lesson covers evidence that supports plate tectonics theory, including continental drift theory, seafloor spreading, and calculating spreading rates. Students perform hands-on activities and present their work. They also complete a performance task to design an information campaign about earthquake and volcanic eruption risks and preparedness for local communities.
This daily lesson log outlines a science teacher's lesson plans for a 10th grade class on plate tectonics over the course of a week. The objectives are for students to understand the relationship between volcanoes, earthquakes, and mountain ranges, and learn ways to prepare for disasters. Lessons include discussing evidence that supports plate tectonics like the continental drift theory and seafloor spreading. Students participate in hands-on activities and presentations to learn about how plates move and generate landforms. They also develop an information campaign to educate locals about geologic hazards and disaster preparedness.
The document is a daily lesson log for a 10th grade science class taught by Teacher Fatima M. Limbaga. The objectives of the lesson are to teach students about evidence that supports plate tectonics, including the continental drift theory and seafloor spreading. The procedures outline introducing these concepts, having students complete activities to learn about past positions of continents and plate movements, generalizing the evidence that supports continental drift and seafloor spreading, and assessing student learning. The reflection section will be used by the teacher to evaluate student understanding and determine what teaching strategies were most effective.
This document contains a daily lesson log for a 10th grade science class. The teacher, Rogelio C. Dapar, outlines the week's lessons on plate tectonics and evidence that supports the theory. Over the course of the week, students will learn about continental drift theory, seafloor spreading, calculating the rate of seafloor spreading using magnetic clues, convection currents, and designing an information campaign about geological hazards. Lessons incorporate group work, simulations, calculations, and a final presentation. The log details learning objectives, content, resources, teaching procedures, activities, and assessments for each day.
This document is a daily lesson log for a Grade 10 science class covering plate tectonics. Over the course of several sessions, the teacher will discuss various topics related to plate tectonics including the distribution of volcanoes, earthquake epicenters, and mountain ranges; different types of plate boundaries; and processes that occur along plate boundaries. Learning activities will include presentations, videos, discussions, and formative assessments. The goal is for students to understand the relationship between plate tectonics and the formation of various landforms and how this knowledge can help with disaster preparedness.
This document contains the daily lesson log for an Earth and Life Science class in Grade 11. The objectives for the week are to understand the formation of the universe and solar system. On day one, students will discuss hypotheses for the origin of the universe and solar system. They will watch a video on the universe and its expansion. On day two, students will analyze theories on the origin of the solar system and discuss its composition. On day three, students will evaluate whether planets and moons can support life based on criteria. Formative assessments will be used to check understanding throughout the week.
DLL-(daily lesson log) second week science grade 10Virgilio Paragele
This document outlines the objectives, content, activities, and evaluation for four classroom sessions on plate tectonics and earthquake epicenters. The sessions aim to teach students about the relationship between volcanoes, earthquake epicenters, and mountain ranges. Students will learn about plate tectonics and how to use triangulation to locate an earthquake epicenter on a map. Assessment methods include a pre-assessment quiz, board work, and activities having students apply triangulation to find epicenters. The final day will include a reflection on what understanding of plate tectonics reveals.
This document is a daily lesson log for an Earth and Life Science class discussing the Earth's internal heat. The lesson objectives are to describe where the Earth's internal heat comes from, identify the two main sources of internal heat as radiogenic heat and primordial heat, and describe the processes of heat transfer in the Earth's mantle. The lesson content will cover the Earth's interior, internal heat sources, and heat transfer. Activities will include labeling an Earth layer diagram, finding vocabulary words in a word search, discussing the three processes of heat transfer, and a quiz.
This daily lesson log outlines a science teacher's lesson plans for a 10th grade class on plate tectonics over the course of a week. The objectives are for students to understand the relationship between volcanoes, earthquakes, and mountain ranges, and learn ways to prepare for disasters. Lessons include discussing evidence that supports plate tectonics like the continental drift theory and seafloor spreading. Students participate in hands-on activities and presentations to learn about how plates move and generate landforms. They also develop an information campaign to educate locals about geologic hazards and disaster preparedness.
The document is a daily lesson log for a 10th grade science class taught by Teacher Fatima M. Limbaga. The objectives of the lesson are to teach students about evidence that supports plate tectonics, including the continental drift theory and seafloor spreading. The procedures outline introducing these concepts, having students complete activities to learn about past positions of continents and plate movements, generalizing the evidence that supports continental drift and seafloor spreading, and assessing student learning. The reflection section will be used by the teacher to evaluate student understanding and determine what teaching strategies were most effective.
This document contains a daily lesson log for a 10th grade science class. The teacher, Rogelio C. Dapar, outlines the week's lessons on plate tectonics and evidence that supports the theory. Over the course of the week, students will learn about continental drift theory, seafloor spreading, calculating the rate of seafloor spreading using magnetic clues, convection currents, and designing an information campaign about geological hazards. Lessons incorporate group work, simulations, calculations, and a final presentation. The log details learning objectives, content, resources, teaching procedures, activities, and assessments for each day.
This document is a daily lesson log for a Grade 10 science class covering plate tectonics. Over the course of several sessions, the teacher will discuss various topics related to plate tectonics including the distribution of volcanoes, earthquake epicenters, and mountain ranges; different types of plate boundaries; and processes that occur along plate boundaries. Learning activities will include presentations, videos, discussions, and formative assessments. The goal is for students to understand the relationship between plate tectonics and the formation of various landforms and how this knowledge can help with disaster preparedness.
This document contains the daily lesson log for an Earth and Life Science class in Grade 11. The objectives for the week are to understand the formation of the universe and solar system. On day one, students will discuss hypotheses for the origin of the universe and solar system. They will watch a video on the universe and its expansion. On day two, students will analyze theories on the origin of the solar system and discuss its composition. On day three, students will evaluate whether planets and moons can support life based on criteria. Formative assessments will be used to check understanding throughout the week.
DLL-(daily lesson log) second week science grade 10Virgilio Paragele
This document outlines the objectives, content, activities, and evaluation for four classroom sessions on plate tectonics and earthquake epicenters. The sessions aim to teach students about the relationship between volcanoes, earthquake epicenters, and mountain ranges. Students will learn about plate tectonics and how to use triangulation to locate an earthquake epicenter on a map. Assessment methods include a pre-assessment quiz, board work, and activities having students apply triangulation to find epicenters. The final day will include a reflection on what understanding of plate tectonics reveals.
This document is a daily lesson log for an Earth and Life Science class discussing the Earth's internal heat. The lesson objectives are to describe where the Earth's internal heat comes from, identify the two main sources of internal heat as radiogenic heat and primordial heat, and describe the processes of heat transfer in the Earth's mantle. The lesson content will cover the Earth's interior, internal heat sources, and heat transfer. Activities will include labeling an Earth layer diagram, finding vocabulary words in a word search, discussing the three processes of heat transfer, and a quiz.
This document outlines the objectives, content, activities, and schedule for four classroom sessions on plate tectonics and earthquake preparedness. The sessions will focus on understanding the relationship between the locations of volcanoes, earthquake epicenters, and mountain ranges. Learners will describe the distribution of active volcanoes and earthquake epicenters, define key terms, perform triangulation to locate earthquake epicenters on maps, and discuss how plate tectonics causes seismic and volcanic events. Assessment methods include pre-assessments, board work, quizzes, and reflections on understanding plate tectonics.
The document provides a daily lesson log for an 11th grade class on Disaster Risk Reduction and Resilience (DRRR). The objectives are for students to distinguish hazards from natural phenomena, explain how hazards cause disasters, and identify elements at risk. The lesson involves reviewing concepts like vulnerability, conducting hazard mapping of the school, and discussing short-term meteorological hazards and safety measures. Students present their hazard maps and assessments of vulnerabilities. The teacher reflects on students' understanding and how to improve learning.
This document outlines the daily objectives, content, learning resources, procedures, and reflections for a week-long lesson on plate tectonics for a 10th grade science class. Each day focuses on a different aspect of plate tectonics, including defining converging plates, describing the distribution of volcanoes and earthquakes, and explaining the processes that occur at plate boundaries. Activities include students explaining their answers to previous assignments, illustrating plate boundary types, and performing a simulation of plate convergence. The overall objectives are for students to understand the relationship between the locations of volcanoes, earthquakes, and mountains and to suggest ways to reduce damage from these events.
This lesson plan outlines a 60-minute class on divergent plate boundaries:
- The objectives are for students to explain divergent boundary processes, determine the results of separating plates, and generalize divergent effects.
- Students will analyze photos of rift valleys and ridges in groups to determine divergent boundary indications and effects.
- Key concepts are that divergent boundaries form along spreading centers, creating new crust and affecting seismic activity and geology.
- Understanding plate tectonics prepares students for natural disasters.
This document contains the daily lesson log for a science teacher teaching 9th grade students about Earth and space science. Over the course of the week, the teacher's lessons focused on climate change, with objectives for students to describe climatic phenomena, design an information dissemination scheme on the impacts of climate change, and present their designs. The log details the learning targets, objectives, content, procedures, activities, and reflections for each lesson. It also contains a second daily lesson log for a chemistry teacher teaching 8th grade students about the periodic table, with objectives for students to trace its development and describe the arrangement of elements. The chemistry log similarly outlines the targets, content, learning resources, procedures, activities, and reflections for those periodic
1. The document outlines the weekly lesson plan for a Grade 12 Disaster Readiness and Risk Reduction class.
2. The plan covers content on the basic concepts of disasters and disaster risk, the nature and effects of disasters, and analyzing disasters from different perspectives.
3. A variety of learning activities and assessment strategies are included to help students meet the objectives of explaining disaster concepts, differentiating risk factors, and describing the effects of disasters on life.
1. This document outlines the lesson plan for a week-long Earth and Life Science unit taught by Melanie F. Zarate at Labrador National High School.
2. The unit covers Earth's internal heat, magmatism, and related geologic processes. Students will learn about radiogenic heat, primordial heat, magma formation and characteristics.
3. Assessment activities include discussions, concept mapping, and a quiz to evaluate students' understanding of Earth's interior structure and heat transfer, magma processes, and applying these concepts to volcanic phenomena like Mount Mayon eruptions.
DAILY LESSON LOG FOR SCIENCE 6_Q4W1.docxJay Rombines
1) The document outlines a science lesson plan for a 6th grade class covering earthquakes and volcanic eruptions.
2) Over the course of several class periods, students will learn about what causes earthquakes and volcanic eruptions due to the movement of tectonic plates.
3) Activities include identifying effects of earthquakes and volcanoes in pictures, group work analyzing events, and a summative test to evaluate learning.
This semi-detailed science lesson plan aims to teach 10th grade students about the Continental Drift Theory. The lesson involves students recreating the supercontinent Pangaea by arranging cut-out continents. Students will then discuss the positions of the continents in Pangaea and two pieces of evidence that supported Alfred Wegener's Continental Drift Theory: the apparent fit of continents and fossil correlation between continents. To check understanding, students will predict where the Philippines may be located in the future and discuss if the two presented evidence were enough to convince people in Wegener's time of continental drift.
This document is a daily lesson log for a science teacher at Nantangalan National High School. It details lessons taught from February 26 to March 1, 2024 about factors that affect climate. The lessons covered how latitude, altitude, distance from bodies of water, and topography influence the climate of different areas. Students participated in activities and discussions to explain these concepts. Formative assessments were given to evaluate their understanding of how climate is affected by various geographic factors.
1) The lesson plan aims to teach students about seafloor spreading through a collaborative activity where they simulate and describe the process.
2) Students will learn how discoveries of underwater features through modern technology supported the seafloor spreading theory over part of the continental drift theory.
3) Key findings that supported seafloor spreading include rocks being younger near mid-ocean ridges and older farther away, and thinner sediments at ridges.
This document outlines the lesson plan for an Earth and Life Science class at Labrador National High School. Over the course of 4 days, the teacher Melanie Zarate will cover various topics:
Day 1 - Types of rocks and their properties, as well as exogenic processes like weathering and erosion. Students will take a quiz and participate in activities from their learning materials.
Day 2 - Continuation of lessons from Day 1, with a focus on illustrating examples of weathering.
Day 3 - Earth's internal heat, specifically primordial and radiogenic heat. Students will discuss the differences and sources of heat transfer within the mantle.
Day 4 - Continuation of Day 3, with activities examining
This document is a daily lesson log for a Grade 8 science class. It outlines the objectives, content, procedures and reflections for lessons on understanding typhoons. The objectives are for students to explain how typhoons develop and are affected by landmasses and water, and trace typhoon paths using maps and data. The content covers the formation and movement of typhoons in the Philippine Area of Responsibility. Procedures include discussing conditions for typhoon formation, plotting typhoon locations on a map, recalling impacts of past typhoons, and assessing students' understanding. Reflections address student performance and opportunities for improvement.
This document contains daily lesson logs for teaching students about protecting and conserving estuaries and intertidal zones. Over three days, students learn about these environments, why they need to be protected, and ways to protect them. Activities include watching documentaries, answering questions, discussing importance and completing worksheets. The lessons aim to explain the need to protect estuaries and intertidal areas, identify threats to these ecosystems, and discuss student contributions to their preservation.
This document contains a detailed lesson plan for a Grade 10 Science class on the effects of plate tectonics. The lesson plan outlines the objectives, which are to explain plate boundary processes, describe plate movement effects, and understand value of those effects. Key topics include the convergence of two oceanic plates. Activities include students presenting jingles to review prior knowledge, then working in groups to analyze a scenario of oceanic plate convergence and present their findings. The lesson aims to help students understand how the collision of oceanic plates can form volcanic island arcs, trenches, and cause earthquakes and tsunamis.
This document contains a daily lesson log for an Earth and Life Science class of 11th grade students. The teacher, Nector Babasa, covers the following topics over three class periods:
1) Theories on the origin of the universe and solar system. Students are asked to develop their own theories.
2) Evidence for an expanding universe through redshift.
3) Earth being uniquely capable of supporting life due to its four subsystems: geo-sphere, hydrosphere, atmosphere and biosphere.
4) Identification of common rock-forming minerals using their chemical and physical properties.
Teaching methods include videos, pictures, diagrams, questions, essays and a research project. The discussion did
This document outlines a lesson plan on earthquakes and faults for an 8th grade science class. The objectives are for students to understand the relationship between earthquakes and faults, and to make decisions about building structures based on fault locations. The content will focus on earthquakes and faults from the science textbook and additional materials. Students will perform an activity on tsunamis and analyze how earthquakes at sea can cause tsunamis. They will discuss the immediate effects of earthquakes on humans and do an earthquake drill. The lesson aims to help students generalize that earthquakes can destroy lives through different events.
This document contains a daily lesson log for a 6th grade science class. The lesson focuses on friction and gravitational forces over the course of a week. On Monday, the class will review friction and brainstorm examples of it. They will then learn how friction affects motion through group activities and experiments. Later lessons examine different types of friction and ways to reduce friction through discussion, videos, and group presentations. Formative assessments include quizzes and analyzing student outputs to check understanding. The log outlines objectives, topics, resources, teaching procedures, reflections and remarks for the unit.
This document outlines a lesson plan for an 11th grade Earth and Life Science class. The lesson will discuss the origin and structure of the universe, including hypotheses that preceded the Big Bang theory. Students will learn about the solar system and factors that make planets habitable. An activity is planned where students will compare and contrast the terrestrial planets Venus, Earth, and Mars. The teacher will evaluate students on their understanding of similarities and differences between the planets, as well as factors that influence habitability and temperature.
The document outlines a daily lesson log for a science teacher. It includes objectives, content, learning resources, and procedures for lessons on chemical bonding delivered from November 14-25, 2022. The objectives are for students to understand how atoms bond through ionic and covalent bonding. Content includes the periodic table, Lewis structures, ionic bonding, covalent bonding, and metallic bonding. Learning resources listed are teacher guides, student materials, textbooks, and online videos. Procedures describe reviewing concepts, presenting new material, discussions, activities, and assessments to meet the objectives.
This document discusses characteristics and image formation using convex mirrors through ray tracing. It describes how a convex mirror's reflecting surface bulges outward and how objects appear smaller and virtual in convex mirrors. The major rays used in ray tracing - parallel, focal, and straight rays - are illustrated and used to locate the virtual upright image formed by a convex mirror. Applications of convex mirrors include makeup/shaving mirrors and wide-angle rearview mirrors in vehicles.
This document outlines the objectives, content, activities, and schedule for four classroom sessions on plate tectonics and earthquake preparedness. The sessions will focus on understanding the relationship between the locations of volcanoes, earthquake epicenters, and mountain ranges. Learners will describe the distribution of active volcanoes and earthquake epicenters, define key terms, perform triangulation to locate earthquake epicenters on maps, and discuss how plate tectonics causes seismic and volcanic events. Assessment methods include pre-assessments, board work, quizzes, and reflections on understanding plate tectonics.
The document provides a daily lesson log for an 11th grade class on Disaster Risk Reduction and Resilience (DRRR). The objectives are for students to distinguish hazards from natural phenomena, explain how hazards cause disasters, and identify elements at risk. The lesson involves reviewing concepts like vulnerability, conducting hazard mapping of the school, and discussing short-term meteorological hazards and safety measures. Students present their hazard maps and assessments of vulnerabilities. The teacher reflects on students' understanding and how to improve learning.
This document outlines the daily objectives, content, learning resources, procedures, and reflections for a week-long lesson on plate tectonics for a 10th grade science class. Each day focuses on a different aspect of plate tectonics, including defining converging plates, describing the distribution of volcanoes and earthquakes, and explaining the processes that occur at plate boundaries. Activities include students explaining their answers to previous assignments, illustrating plate boundary types, and performing a simulation of plate convergence. The overall objectives are for students to understand the relationship between the locations of volcanoes, earthquakes, and mountains and to suggest ways to reduce damage from these events.
This lesson plan outlines a 60-minute class on divergent plate boundaries:
- The objectives are for students to explain divergent boundary processes, determine the results of separating plates, and generalize divergent effects.
- Students will analyze photos of rift valleys and ridges in groups to determine divergent boundary indications and effects.
- Key concepts are that divergent boundaries form along spreading centers, creating new crust and affecting seismic activity and geology.
- Understanding plate tectonics prepares students for natural disasters.
This document contains the daily lesson log for a science teacher teaching 9th grade students about Earth and space science. Over the course of the week, the teacher's lessons focused on climate change, with objectives for students to describe climatic phenomena, design an information dissemination scheme on the impacts of climate change, and present their designs. The log details the learning targets, objectives, content, procedures, activities, and reflections for each lesson. It also contains a second daily lesson log for a chemistry teacher teaching 8th grade students about the periodic table, with objectives for students to trace its development and describe the arrangement of elements. The chemistry log similarly outlines the targets, content, learning resources, procedures, activities, and reflections for those periodic
1. The document outlines the weekly lesson plan for a Grade 12 Disaster Readiness and Risk Reduction class.
2. The plan covers content on the basic concepts of disasters and disaster risk, the nature and effects of disasters, and analyzing disasters from different perspectives.
3. A variety of learning activities and assessment strategies are included to help students meet the objectives of explaining disaster concepts, differentiating risk factors, and describing the effects of disasters on life.
1. This document outlines the lesson plan for a week-long Earth and Life Science unit taught by Melanie F. Zarate at Labrador National High School.
2. The unit covers Earth's internal heat, magmatism, and related geologic processes. Students will learn about radiogenic heat, primordial heat, magma formation and characteristics.
3. Assessment activities include discussions, concept mapping, and a quiz to evaluate students' understanding of Earth's interior structure and heat transfer, magma processes, and applying these concepts to volcanic phenomena like Mount Mayon eruptions.
DAILY LESSON LOG FOR SCIENCE 6_Q4W1.docxJay Rombines
1) The document outlines a science lesson plan for a 6th grade class covering earthquakes and volcanic eruptions.
2) Over the course of several class periods, students will learn about what causes earthquakes and volcanic eruptions due to the movement of tectonic plates.
3) Activities include identifying effects of earthquakes and volcanoes in pictures, group work analyzing events, and a summative test to evaluate learning.
This semi-detailed science lesson plan aims to teach 10th grade students about the Continental Drift Theory. The lesson involves students recreating the supercontinent Pangaea by arranging cut-out continents. Students will then discuss the positions of the continents in Pangaea and two pieces of evidence that supported Alfred Wegener's Continental Drift Theory: the apparent fit of continents and fossil correlation between continents. To check understanding, students will predict where the Philippines may be located in the future and discuss if the two presented evidence were enough to convince people in Wegener's time of continental drift.
This document is a daily lesson log for a science teacher at Nantangalan National High School. It details lessons taught from February 26 to March 1, 2024 about factors that affect climate. The lessons covered how latitude, altitude, distance from bodies of water, and topography influence the climate of different areas. Students participated in activities and discussions to explain these concepts. Formative assessments were given to evaluate their understanding of how climate is affected by various geographic factors.
1) The lesson plan aims to teach students about seafloor spreading through a collaborative activity where they simulate and describe the process.
2) Students will learn how discoveries of underwater features through modern technology supported the seafloor spreading theory over part of the continental drift theory.
3) Key findings that supported seafloor spreading include rocks being younger near mid-ocean ridges and older farther away, and thinner sediments at ridges.
This document outlines the lesson plan for an Earth and Life Science class at Labrador National High School. Over the course of 4 days, the teacher Melanie Zarate will cover various topics:
Day 1 - Types of rocks and their properties, as well as exogenic processes like weathering and erosion. Students will take a quiz and participate in activities from their learning materials.
Day 2 - Continuation of lessons from Day 1, with a focus on illustrating examples of weathering.
Day 3 - Earth's internal heat, specifically primordial and radiogenic heat. Students will discuss the differences and sources of heat transfer within the mantle.
Day 4 - Continuation of Day 3, with activities examining
This document is a daily lesson log for a Grade 8 science class. It outlines the objectives, content, procedures and reflections for lessons on understanding typhoons. The objectives are for students to explain how typhoons develop and are affected by landmasses and water, and trace typhoon paths using maps and data. The content covers the formation and movement of typhoons in the Philippine Area of Responsibility. Procedures include discussing conditions for typhoon formation, plotting typhoon locations on a map, recalling impacts of past typhoons, and assessing students' understanding. Reflections address student performance and opportunities for improvement.
This document contains daily lesson logs for teaching students about protecting and conserving estuaries and intertidal zones. Over three days, students learn about these environments, why they need to be protected, and ways to protect them. Activities include watching documentaries, answering questions, discussing importance and completing worksheets. The lessons aim to explain the need to protect estuaries and intertidal areas, identify threats to these ecosystems, and discuss student contributions to their preservation.
This document contains a detailed lesson plan for a Grade 10 Science class on the effects of plate tectonics. The lesson plan outlines the objectives, which are to explain plate boundary processes, describe plate movement effects, and understand value of those effects. Key topics include the convergence of two oceanic plates. Activities include students presenting jingles to review prior knowledge, then working in groups to analyze a scenario of oceanic plate convergence and present their findings. The lesson aims to help students understand how the collision of oceanic plates can form volcanic island arcs, trenches, and cause earthquakes and tsunamis.
This document contains a daily lesson log for an Earth and Life Science class of 11th grade students. The teacher, Nector Babasa, covers the following topics over three class periods:
1) Theories on the origin of the universe and solar system. Students are asked to develop their own theories.
2) Evidence for an expanding universe through redshift.
3) Earth being uniquely capable of supporting life due to its four subsystems: geo-sphere, hydrosphere, atmosphere and biosphere.
4) Identification of common rock-forming minerals using their chemical and physical properties.
Teaching methods include videos, pictures, diagrams, questions, essays and a research project. The discussion did
This document outlines a lesson plan on earthquakes and faults for an 8th grade science class. The objectives are for students to understand the relationship between earthquakes and faults, and to make decisions about building structures based on fault locations. The content will focus on earthquakes and faults from the science textbook and additional materials. Students will perform an activity on tsunamis and analyze how earthquakes at sea can cause tsunamis. They will discuss the immediate effects of earthquakes on humans and do an earthquake drill. The lesson aims to help students generalize that earthquakes can destroy lives through different events.
This document contains a daily lesson log for a 6th grade science class. The lesson focuses on friction and gravitational forces over the course of a week. On Monday, the class will review friction and brainstorm examples of it. They will then learn how friction affects motion through group activities and experiments. Later lessons examine different types of friction and ways to reduce friction through discussion, videos, and group presentations. Formative assessments include quizzes and analyzing student outputs to check understanding. The log outlines objectives, topics, resources, teaching procedures, reflections and remarks for the unit.
This document outlines a lesson plan for an 11th grade Earth and Life Science class. The lesson will discuss the origin and structure of the universe, including hypotheses that preceded the Big Bang theory. Students will learn about the solar system and factors that make planets habitable. An activity is planned where students will compare and contrast the terrestrial planets Venus, Earth, and Mars. The teacher will evaluate students on their understanding of similarities and differences between the planets, as well as factors that influence habitability and temperature.
The document outlines a daily lesson log for a science teacher. It includes objectives, content, learning resources, and procedures for lessons on chemical bonding delivered from November 14-25, 2022. The objectives are for students to understand how atoms bond through ionic and covalent bonding. Content includes the periodic table, Lewis structures, ionic bonding, covalent bonding, and metallic bonding. Learning resources listed are teacher guides, student materials, textbooks, and online videos. Procedures describe reviewing concepts, presenting new material, discussions, activities, and assessments to meet the objectives.
This document discusses characteristics and image formation using convex mirrors through ray tracing. It describes how a convex mirror's reflecting surface bulges outward and how objects appear smaller and virtual in convex mirrors. The major rays used in ray tracing - parallel, focal, and straight rays - are illustrated and used to locate the virtual upright image formed by a convex mirror. Applications of convex mirrors include makeup/shaving mirrors and wide-angle rearview mirrors in vehicles.
Continental drift theory proposed that the continents were once joined together and have since drifted apart. Evidence for this includes matching rock formations and fossil records across continents. The theory of seafloor spreading was developed after sonar technology discovered the Mid-Atlantic Ridge, revealing new rock being formed as the seafloor spreads from the ridge. The Earth's surface consists of lithospheric plates that float on the asthenosphere and move independently from one another, pushing continents apart over time. Major earthquake and volcanic zones occur at plate boundaries.
This document discusses scaffolding instruction strategies to assist reading comprehension. It describes scaffolds as temporary supports to help students learn independently. Several pre, during, and post reading scaffolds are outlined, including K-W-L charts, key questions, note taking methods, think alouds, and writing exercises. The purpose of scaffolding is to engage students with text and enhance understanding through supported activities that are gradually removed as skills develop.
This document discusses scaffolding instruction strategies to assist reading comprehension. It describes scaffolds as temporary supports to help students learn independently. Several pre, during, and post reading scaffolds are outlined, including K-W-L charts, key questions, note taking methods, think alouds, and writing exercises. The purpose of scaffolding is to engage students with text and enhance understanding through supported activities that are gradually removed as skills develop.
This document discusses scaffolding instruction strategies to assist reading comprehension. It describes scaffolds as temporary supports to help students learn independently. Several pre, during, and post-reading scaffolds are outlined, including K-W-L charts, key questions, note-taking methods, think-alouds, and writing exercises. The purpose of scaffolding is to engage students with text and enhance understanding through supports that are removed as skills develop.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
1ST QUARTER-1.pdf
1. MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard 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 earthquake, tsunamis, and volcanic eruptions.
C. Learning Competency/Objectives Answer the following test
items honestly and
truthfully
Locate the epicenter of an
earthquake using the
triangulation method
Describe the distribution of active volcanoes,
earthquake epicenters, and major mountain belts.
Explain the process that
occur along convergent
boundaries
S9ES-Ia-j-36.1 S9ES-Ia-j-36.1 S9ES-Ia-j-36.2 S9ES-Ia-j-36.3
II. CONTENT Unit 1, Module 1 Plate
Tectonics
Epicenter Plate Boundaries Continental Plate &
Oceanic Plate
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 3-6 pp. 7-9 pp. 10-11 pp. 12-13
2. Learner’s Materials pages pp. 3-8 pp. 8-10 pp. 11-15 pp. 16-17
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Pictures of plate tectonics Manila paper, pentel pen
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Recall the concept learned
from G9 about active and
inactive volcanoes.
What are the different
types of seismic waves
( P & S waves )
What is a triangulation
method and how to
perform it?
Posting of manila paper
on the board
What are the different
types of Plate Boundaries?
B. Establishing a purpose for the
lesson
Show pictures about plate
tectonics
Ask students of the
different earthquake that
occurs in the country Discuss briefly the “west
valley fault system”
creatively!
Let the students watch the
video
https://www.youtube.com/
watch?v=1-HwPR_4mP4
C. Presenting examples/Instances of
the new lesson
Give Pre-Assessment in
the form of K-W-L strategy
http://www.nea.org/tools/k-w-
l-know-want-to-know-
learned.html
Group the students into 5
and give an instruction on
how to perform the
activity.
Call students to present
their output
Post the picture of the
Cross-sectional diagram of
converging continental and
oceanic plates
DAILY LESSON LOG
School Grade Level 10
Teacher Learning Area SCIENCE
Teaching Dates and Time Quarter FIRST
2. D. Discussing new concepts and
practicing new skills # 1
Group the class into 5 and
answer the Pre-
Assessment items 1-10 in
a manila paper
Perform Activity #1: “Find
the Center”
Perform Activity #2:
“Lets Mark the
Boundaries”
Discuss and analyze their
work if they properly
follow the procedures
then check later on.
Let the students answer
the guide questions in
Activity #3: Head-On
Collision, Part A
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery Present the output by
group by posting their
work on the board
Call a representative per
group to present their
work in front of their
classmate
The teacher will roam -
around to ensure that
the students are doing
the activity well.
Check the answer in the
guide questions
G. Finding practical application of
concepts and skills in daily living
What are you going to do
if earthquake occurs in
your place?
What are you going to do
if your house is located
near to an active volcano?
What are the common
landforms near a bodies of
water?
H. Making generalizations and
abstractions about the lesson
What do you think is the
importance of determining
the epicenter of an
earthquake?
What do you think is the
basis of scientists in
dividing Earth’s
lithosphere into several
plates?
Discuss Converging
Oceanic Crust Leading
Plate and Continental
Crust Leading Plate
I. Evaluating learning Check the pre-
assessment made through
K-W-L strategy
Give 5 true or false
questions.
Give 5 multiple test
questions
Give 5 identification type of
test
J. Additional activities for application
or remediation
Discuss the introduction of
Plate Tectonics
Give reflection on the
earthquake happened in
loboc, bohol province
Discuss the different
types of Plate Boundaries
V. REMARKS Check and discuss the
activity on the next
meeting
VI. REFLECTION
No. of learners who earned 80% in the evaluation
A. No. of learners who require additional activities for remediation who scored below 80%
B. Did the remedial lessons work? No. of learners who have caught up with the lesson
C. No. of learners who continue to require remediation
D. Which of my teaching strategies worked well? Why did these work?
E. What difficulties did I encounter which my principal or supervisor can help me solve?
F. What innovation or localized materials did I use/discover which I wish to share with other teachers?
3. MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard 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 earthquake, tsunamis, and volcanic eruptions.
C. Learning Competency/Objectives Explain the processes occur along a convergent
boundaries.
Determine the consequences of colliding plates
S9ES-Ia-j-36.3 S9ES-Ia-j-36.3
II. CONTENT Convergence of Two
Oceanic Plates
Two Continental Plates
Converging
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 14-15 pp. 15-16
2. Learner’s Materials pages pp. 18-22 pp. 23-24
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
Recall the process of
subduction
Recall the Convergence
of Two Oceanic Plates
B. Establishing a purpose for the
lesson
Post a picture of a tsunami
and ask a series of
questions about it.
Posting of pictures of
different mountains in the
world
C. Presenting examples/Instances of
the new lesson
Posting of Figure 11:
Cross-sectional diagram
of converging oceanic
plates
Ask the students to
arrange the pictures from
highest to lowest
elevation.
D. Discussing new concepts and
practicing new skills # 1
DAILY LESSON LOG
School Grade Level 10
Teacher Learning Area SCIENCE
Teaching Dates and Time Quarter FIRST
4. E. Discussing new concepts and
practicing new skills # 2
Perform activity #3: Part
B: Convergence of Two
Oceanic Plates
Perfom activity #3 Part C:
Two Continental Plates
Converging
F. Developing mastery Discuss the Formation of
Philippine Archipelago
Why most of the
mountains are tall?
G. Finding practical application of
concepts and skills in daily living
What is the cause of the
formation of Himalayan
mountain range?
What is the benefit of
having a mountain near
your place?
H. Making generalizations and
abstractions about the lesson
Discuss the process in
converging plates.
I. Evaluating learning Give 5 multiple type of test Check the Guide
questions in the activity.
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 other teachers?
5. 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.
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
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
DAILY LESSON
LOG
School Grade Level 10
Teacher Learning Area Science
Teaching Dates and Time Quarter First Quarter
6. 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)
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 mid-
ocean 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)
7. 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
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?
8. (5 minutes)
Inquiry-based
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
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 other teachers?
9. MONDAY ATTACHMENT
ATTACHMENT 1: RECALL (ICT INTEGRATION)
1. Mechanical vibrations that occur inside the
Earth which is caused by the breakage of rocks.
Seismic Waves
Love Waves
Primary Waves
Secondary Waves
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.
Evidences of
Continental
Drift Theory
11. 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.
WEDNESDAY ATTACHMENT
ATTACHMENT 1: MOTIVATION (GAME-BASED)
ACTIVITY# ___________
Island Hopping!
Objective:
Relate speed to calculate the distance a continent moves for every year.
Materials:
Chalk
Meterstick
Timer
Recording Notebook
Procedure:
1. Draw a starting line and measure 50m, 100m, 200m.
2. Draw an island for every measurement that will serve as a finish line.
3. Each member of the group will compete to run for 50m, 100m, 200m.
4. Record the time it took upon arriving the island.
12. Observation:
Students Time of 50m run Time of 100m run Time of 200m run
1.
2.
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?
4. How can you compare it to the movement of the continent in every year?
Rubrics
Criteria Excellent
(3 points)
Very Good
(2 points)
Good
(1point)
Needs Improvement
(1point)
Concept and Content
Coordination and Cooperation
Presentation
Time Allotment
Total
13. MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY
I. OBJECTIVES
A. Content Standard 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 Competency
/Objectives
Write the LC code for each.
S9ES-Ia-j-36.2
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.
Explain the
processes that
occur along
divergent
boundaries.
Discuss how
earthquake is
possible in
transform fault
boundary
Compare and
contrast the
three types of
boundary using
ICT simulation.
II. CONTENT
Divergent Boundary Divergent Boundary Transform Boundary Transform Boundary Three types of plate
boundary
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
DAILY LESSON LOG
School Grade Level 10
Teacher Learning
Area
SCIENCE 10
Teaching Dates and Time Quarter FIRST
14. 4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
Present a picture of
convergent boundary. Allow
the students to analyze the
pictures.
Number Letter Game:
Students will guess the
hidden words. Then explain
the revealed words.
Recall the previous lesson. Recall the previous
lesson.
Recall the previous
lesson
B. Establishing a purpose for
the lesson
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.
Picture analysis
Teacher will show
different pictures of
damage done by
earthquakes then
students will give their
insights.
Ask the students with a
HOTS” question: What
is the impact or effect of
the different movement
in the plate boundary?
C. Presenting
examples/Instances of 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.
Article Analysis. Students
will read an article and
answer the guide
questions.
(Strong Quake Strikes
Southern Philippines,
Killing at Least 6 )
Picture Analysis. (Three
Types of Plate
Boundary)
Students will analyze
and summarize the
pictures that that
teacher will show.
D. Discussing new concepts
and practicing new skills #
1
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)
Let the students perform
“Ready, Set, Glue”
(Transform Boundary
Model)
Let the students
manipulate the board
work using laptop and
projector.
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)
Answer the guide questions
found in L.M
Answer the guide questions. Giving more follow up questions
regarding on transform fault
boundary.
Answer the guide
questions.
Giving more follow up
questions regarding on
three types of plate
boundary
G. Finding practical
application of concepts
and skills in daily living
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.
What do you think the
effect of earthquake in the
environment?
What is the distinct
characteristics of each
type of plate boundary?
15. H. Making generalizations
and abstractions about the
lesson
Cite some possible landforms
formed during divergent
boundary.
Label the different parts of
divergent boundary
Cite some possible effects of
continuous sliding of plates?
What is the distinct
characteristics of
transform fault boundary
compare to two other
faults?
Using concept map,
summarize the three
types of plate
boundary.
I. Evaluating learning Define divergent boundary. Explain the processes occur
along divergent boundaries.
Define transform fault boundary. Explain the processes
occur along transform
fault boundaries.
Explain each type of
boundary
J. Additional activities for
application or remediation
V. REMARKS
VI. 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% 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
16. to share with other
teachers?
MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY
I. OBJECTIVES
A. Content Standard 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 Competency
/Objectives
Write the LC code for each.
S9ES-Ia-j-36.2
Relate hot spot with
plate boundaries
Define hot spots
Define earthquake
Prepare survival kit
Prepare survival kit
Discuss the importance
of preparing survival kit
II. CONTENT
Hot Spots Earthquake SURVIVAL KIT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages p. 19 pp. 20-22 pp. 20-22
2. Learner’s Materials
pages
pp. 31-32 pp. 33-35 pp. 33-35
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
Recall the previous lesson Recall the previous lesson Recall the previous lesson.
DAILY LESSON LOG
School Grade Level 10
Teacher Learning
Area
SCIENCE 10
Teaching Dates and Time Quarter First
17. B. Establishing a purpose for
the lesson
Ask the students with a
“HOTS” question: what is hot
spots?
Unlocking key words
Earthquake
Magnitude
Epicenter
Richter scale
Picture analysis
Teacher will show different
pictures of catastrophic
phenomena then ask the
students about their insights.
C. Presenting
examples/Instances of the
new lesson
Video Analysis. Teacher will
present a video then later on
will ask the students about
their insights.
What is a Volcanic Hotspot-
(Educational)
Video Analysis. Teacher
will show video then later on
ask the students about their
insights about the video.
Kobe Earthquake 07 01 1995
Video Analysis. Teacher will
show video then later on ask the
students about their insights
about the video.
Top 10 Worst Natural Disasters Of
All Time
D. Discussing new concepts
and practicing new skills # 1
Let the students perform
Activity 6 “Drop it Like It’s
“HOT SPOT” “
(L.M 31-32)
Let the students will do the
performance task found in
LM 33
SURVIVAL KIT
Let the students continue the
performance task
LM 33
SURVIVAL KIT
E. Discussing new concepts
and practicing new skills # 2
F. Developing mastery
(leads to Formative
Assessment 3)
Answer the guide questions
found in L.M
Presentation of output.
See rubrics in LM. 33
Presentation of output.
See rubrics in LM. 33
G. Finding practical
application of concepts and
skills in daily living
What do you think is the
importance of knowing about
hot spots?
What is the importance of
survival kit?
H. Making generalizations and
abstractions about the lesson
What is hot spots? What are the basic needs that
we need to include in our
survival kit?
I. Evaluating learning Linked hot spot to plate
tectonics.
What you will do before, during
and after earthquake?
J. Additional activities for
application or remediation
Teachers Note:
Continuation of performance
task.
V. REMARKS
VI. 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% in the evaluation
18. 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 other teachers?
19. DAILY LESSON
LOG
School Grade Level 10
Teacher Learning Area SCIENCE
Teaching Dates and Time Quarter FIRST QUARTER
MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY
I. OBJECTIVES
A. Content Standard
The learners demonstrate understanding of the relationship among the locations of volcanoes, earthquake epicentres and mountain ranges
B. Performance Standard
The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquake, tsunamis, and volcanic eruptions.
C. Learning
Competency/Objectives
Write the LC code for each.
S9ES-Ia-j-36.4 S9ES-Ia-j-36.4 S9ES-Ia-j-36.4 S9ES-Ia-j-36.4 S9ES-Ia-j-36.5
Diagnose students’ prior
knowledge about Earth’s
interior.
Learn about the
explanations in their right
and wrong answers.
Describe the internal
structure of the Earth.
Describe the different types
of seismic waves.
Describe the internal
structure of the Earth.
Describe the composition
of the Earth’s Interior.
Describe the internal structure
of the Earth.
Describe the properties of the
layers of the Earth.
Develop understanding of
the structure of the Earth
’s interior by constructing a
scale model of a “slice” of
the interior of the Earth and
studying the material
properties of Earth’s
interior.
II. CONTENT
The Earth’s Interior The Earth’s Interior The Earth’s Interior The Earth’s Interior The Earth’s Interior
III. LEARNING
RESOURCES
A. References Science Learner’s
Material
Science Teacher’s Guide
Science Learner’s Material
Science Teacher’s Guide
Science Learner’s Material
Science Teacher’s Guide
Science Learner’s Material
Science Teacher’s Guide
file:///C:/Users/FixFone/
Downloads/Modelling_
the_Structure_of_the_Eart
_-_Student_Activity.pdf
1. Teacher’s Guide pages
TG. Page 27 – 31 TG. Page 32 - 34 TG. Page 34 – 36 TG. Page 36 - 37
2. Learner’s Materials
pages LM. Page 39 – 42 LM. Page 43 - 47 LM. Page 48 - 51 LM. Page 52 - 53
3. Textbook pages
20. 4. Additional Materials
from Learning Resource
(LR)portal
B. Other Learning
Resource
Earth's Interior Isn't Quite
What We Thought It Was
https://www.youtube.com/
watch?v=IWZky7mXoO0
http://aspire.cosmic-
ray.org/Labs/SeismicWaves/
eldoradogeology.weebly.com/
uploads/3/7/5/7/37573473/
earthsinteriorlab.doc
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Have you ever wonder
what is inside the earth?
What do you imagine
about earth’s interior?
Do you still Remember the
different types of waves?
What are those?
Do you have an idea what
type of wave we experience
during earthquake?
What are seismic waves?
What is the difference
between P and S waves?
What are the compositions of
the Earth’s Interior?
What are the properties of
the layers of the Earth?
B. Establishing a purpose
for the lesson
Showing a Video
Earth's Interior Isn't Quite
What We Thought It
Was?
Structure of the Earth: Crust,
Mantle and Core
https://www.youtube.com/
watch?v=YxGgkF582rI
C. Presenting
examples/Instances of the
new lesson
Follow TG for
Pre-assessment
Choose the letter of the
correct answer. 1-10
Answer briefly the given
questions 1-5
on pp. 29-31
Follow TG for studying the
Earth’s Interior
on page 32
Follow TG discussion of
the Composition of the
Earth’s Interior pp. 34
Demonstration: Simulating
Plasticity pp. 35-36
Follow TG for Activity 2
Our Dynamic Earth
Answers to Questions
3-9
on pp. 36-37
D. Discussing new
concepts and practicing
new skills # 1
Answer
Pre-assessment
A. 1-10
Discussion
Studying the Earth’s Interior
Do Activity 1
Discussion
The composition of the
Earth’s Interior
Do Activity 2
Our Dynamic Earth
Answer Guide Questions
Modeling the Structure of
the Earth:
21. B. 1-5
LM pp. 40 – 42
Amazing Waves
LM pp 43 – 47.
pp. 48-51 3-9 – pp. 52-53 See Attachment
E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery
(leads to Formative
Assessment )
Let the students answer
Pre-Assessment
Let the students be familiar
what is seismic wave and its
types through class
discussion. pp 43-46
Let them complete the
necessary information using
the given organizer of activity
1. LM page 47
Let the students be familiar
of the composition of the
Erath’s interior through
class discussion.
LM pp. 48-51
Demonstration:
Simulating Plasticity
TG. pp. 35-36
As an individual activity,
Activity 2 will test the
learners’ understanding on
the different characteristics,
properties and composition of
the Earth’s layers
LM pp. 48-52
Let the Students perform
the activity -
Modeling the Structure of
the Earth:
See Attachment
G. Finding practical
application of concepts
and skills in daily living
Scientists use indirect measurements and seismic waves from earthquakes to determine
the internal structure of the Earth. Analysis of the Earth’s internal structure is made possible
because earthquakes produce vibrations called seismic waves. These waves travel through
the interior of the Earth and can be measured with sensitive detectors called seismographs.
Scientists have seismographs set up all over the world to track movement of the Earth’s
crust.
H. Making generalizations
and abstractions about
the lesson
Seismic waves are very
important in understanding
the discovery of the different
layers of the Earth as well as
in determining the properties
of these layers.
The ability of the
asthenosphere to flow
slowly is termed as
plasticity.
The Earth’s composition
tells a story about itself. It
gives us clues to its past
and proofs about the
gradual and slow changes
that it has undergone for
over 4.6 billion years.
Oxygen is the most abundant
element in the Earth’s crust.
The elements silicon, oxygen,
iron and magnesium make up
the mantle.
The inner core is mostly made
up of iron and nickel. It is solid
due to the very high pressure
that keeps it compacted
together even if the
temperature is really very
high.
The core itself consists of
solid inner core and a liqui
outer core. It is difficult t
study the structure of th
Earth because: the crust i
too thick to drill all the wa
through.
I. Evaluating learning
22. Answer Pre-Assessment
LM pp 40-42.
Answer guide questions
1-2 of activity 1
Amazing waves
pp 47
What are the compositions
of the Earth’s Interior?
Answer guide questions
3-9 of Activity 2
Our Dynamic Earth
LM pp. 53
Describe the structure of
the Earth using the own-
made model from the
activity.
J. Additional activities for
application or remediation
Earth’s Interior Lab
eldoradogeology.weebly.com/
uploads/3/7/5/7/37573473/
earthsinteriorlab.doc
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 other teachers?
23. DAILY LESSON
LOG
School Grade Level 10
Teacher Learning Area SCIENCE
Teaching Dates and Time Quarter FIRST QUARTER
MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY
I. OBJECTIVES
A. Content Standard
The learners demonstrate 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 earthquake, tsunamis, and volcanic eruptions.
C. Learning
Competency/Objectives
Write the LC code for each.
S9ES-Ia-j-36.5 S9ES-Ia-j-36.5 S9ES-Ia-j-36.5
Describe the possible
causes of plate
movement.
Explain Earth’s
mechanism and
Continental Drift Theory
and its evidences.
Describe the possible
causes of plate
movement.
Recognize how the
continental drift theory is
developed.
Describe the possible
causes of plate
movement.
Predict what will happen to
the world as the continents
continuously move.
II. CONTENT
The Earth’s Mechanism The Earth’s Interior and
Mechanism
The Earth’s Interior and
Mechanism
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
TG. Page 37 TG. Page 38 TG. Pages 38 – 40
2. Learner’s Materials
pages LM. Pages 53 – 57 LM. Page 58 LM. Pages 59 - 60
3. Textbook pages
24. 4. Additional Materials
from Learning Resource
(LR)portal
B. Other Learning
Resource
https://www.youtube.com/
watch?v=sgPnnzou0og
file:///C:Users/FixFone/Do
wnloads/activity-
continentaldrift.pdf
https://www.youtube.com/
watch?v=mZGh94KF784
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
What are the properties of
the layers of the Earth?
What are the possible
causes of plate
movement?
How does Alfred Wegener
come up to the concept of
continental drift theory?
How does the Continental
Drift Theory developed?
B. Establishing a purpose
for the lesson
www.stem.org.uk/elibrary/
resource/36611
Showing a video
Continental Drift Theory
Animation
C. Presenting
examples/Instances of
the new lesson
Follow TG for
The Earth’s Mechanism
Page 37
Follow TG
Activity 3 – Let’s Fit It!
On page 38
Follow TG
Activity 4 – Drifted
Continents!
On pages 38-40
D. Discussing new
concepts and practicing
new skills # 1
Discussion
The Earth’s Mechanism
The Continental Drift
Theory
pp. 53 - 57
Do Activity 3
Let’s Fit It!
LM page 58
Do Activity 4
Drifted Continents!
LM pages 59-60
25. E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery
(leads to Formative
Assessment )
Let the students be
familiar of the Earth’s
Mechanism, the
Continental Drift Theory
and its evidences.
LM page 53-57
Let the students perform
the activity as a group. The
students’ reasoning ability
will be enhanced. Conduct
the activity as quick as
possible.
Let the students perform
first the activity facilitated
by the teacher as
preparation for the class
discussion. LM pages 59-
60
G. Finding practical
application of concepts
and skills in daily living
An important use of fossils is in dating rocks, and geologists normally refer to the age
of a rock by using classification system, based on fossils rather than by saying
something is so-many millions of years old. “Jurassic” rocks, for example, are
characterized by a particular fossil assemblage that distinguishes them from
“Cretaceous” rocks that overlay them.
H. Making generalizations
and abstractions about
the lesson
The Continental Drift
Theory of Alfred Wegener
states that the continents
were once part of a large
landmass called Pangaea
which drifted away from
each other. The continents
moved away from each
other towards their current
positions. Alfred Wegener
based his theory on
evidences from fossils
embedded in rocks and
rock formation.
The Continental Drift
Theory of Alfred Wegener
states that the continents
were once part of a large
landmass called Pangaea
which drifted away from
each other.
Since it is impossible for
Glossopteris fossils found
in different regions or
continents to be blown by
the wind or carried by
ocean waves, the only
possibility is that these
regions were once
connected. Continents are
continuously moving. But it
will not very noticeable
because it took 200 million
years before the
continents came to where
they are now, based on
continental drift theory.
Scientists are also
expecting this to happen in
the future.
I. Evaluating learning What are the possible
causes of plate
movement?
Answer Guide Questions
10-12 of Activity 3 – Lets
Fit It! LM page 58
Answer Guide Questions
13-21 of Activity 4 –
26. How does Alfred
Wegener come up to the
concept of continental
drift theory?
Drifted Continents! LM
pages 59-60
J. Additional activities for
application or remediation
Activity – Fossils
file:///C:Users/FixFone/Do
wnloads/activity-
continentaldrift.pdf
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 other teachers?