1ST QUARTER-1.pdf

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

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
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?
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?

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
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
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
Recall the process of
subduction
Recall the Convergence
of Two Oceanic Plates
lesson
Post a picture of a tsunami
and ask a series of
questions about it.
Posting of pictures of
different mountains in the
world
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.
DAILY LESSON LOG

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?
What is the cause of the
formation of Himalayan
mountain range?
What is the benefit of
having a mountain near
your place?
Discuss the process in
converging plates.
I. Evaluating learning Give 5 multiple type of test Check the Guide
questions in the activity.
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?

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
Interior
TOPIC: Line of
Plate Tectonics
SUBTOPIC: Seafloor
Spreading
Interior
TOPIC: Line of
Plate Tectonics
SUBTOPIC: Rate of
Seafloor Spreading
Interior
TOPIC: Line of
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
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
Teacher Learning Area Science
Teaching Dates and Time Quarter First Quarter

2. Learner’s Materials pages pp. 53 - 61 pp. 61 - 68 pp. 64 - 69 pp. 69 - 72 pp. 73 - 76
3. Textbook pages
Resource (LR)portal
IV. PROCEDURES
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)
lesson
Show world map how
continental drift theory
can be related as line of
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)
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)

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
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
Material p. 69.
(5 minutes)
Inquiry-based
Answer the guide
questions Q30 – Q33 of
Material p. 69.
(5 minutes)
Inquiry-based
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
How can you explain the
earth’s mechanism in
the continental drift
theory as line of
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?

(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
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?

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

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

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.

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

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
Teacher Learning
Area
SCIENCE 10

4. Additional Materials
from Learning
Resource (LR)portal
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.
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)
“Ready, Set, Glue”
(Divergent Boundary Model)
Let the students perform Activity
5 “Slide and Shake” (L.M 29-30)
“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)
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?

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

to share with other
teachers?
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
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
pages
pp. 31-32 pp. 33-35 pp. 33-35
3. Textbook pages
from Learning Resource
(LR)portal
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
Teacher Learning
Area
SCIENCE 10
Teaching Dates and Time Quarter First

B. Establishing a purpose for
the lesson
“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
new lesson
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
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
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
(leads to Formative
Assessment 3)
found in L.M
Presentation of output.
See rubrics in LM. 33
Presentation of output.
See rubrics in LM. 33
application of concepts and
skills in daily living
importance of knowing about
hot spots?
What is the importance of
survival kit?
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?
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

B. No. of learners who require
additional activities for
remediation who scored below
80%
lesson
continue to require
remediation
strategies worked well? Why
did these work?
encounter which my principal
or supervisor can help me
solve?
use/discover which I wish to
share with other teachers?

DAILY LESSON
LOG
Teaching Dates and Time Quarter FIRST QUARTER
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
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
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
pages LM. Page 39 – 42 LM. Page 43 - 47 LM. Page 48 - 51 LM. Page 52 - 53
3. Textbook pages

(LR)portal
B. Other Learning
Resource
Earth's Interior Isn't Quite
What We Thought It Was
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
watch?v=YxGgkF582rI
C. Presenting
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:

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
new skills #2
(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
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.
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

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.
Earth’s Interior Lab
eldoradogeology.weebly.com/
uploads/3/7/5/7/37573473/
earthsinteriorlab.doc
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
for remediation who scored
below 80%
lesson
continue to require
remediation
did these work?
encounter which my
help me solve?

DAILY LESSON
LOG
Teaching Dates and Time Quarter FIRST QUARTER
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
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.
causes of plate
movement.
Recognize how the
continental drift theory is
developed.
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
pages LM. Pages 53 – 57 LM. Page 58 LM. Pages 59 - 60
3. Textbook pages

(LR)portal
B. Other Learning
Resource
watch?v=sgPnnzou0og
file:///C:Users/FixFone/Do
wnloads/activity-
continentaldrift.pdf
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
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
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

E. Discussing new
new skills #2
(leads to Formative
Assessment )
Let the students be
familiar of the Earth’s
Mechanism, the
and its evidences.
LM page 53-57
the activity as a group. The
students’ reasoning ability
will be enhanced. Conduct
the activity as quick as
possible.
first the activity facilitated
by the teacher as
preparation for the class
discussion. LM pages 59-
60
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.
and abstractions about
the lesson
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.
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?
10-12 of Activity 3 – Lets
Fit It! LM page 58
13-21 of Activity 4 –

How does Alfred
Wegener come up to the
concept of continental
drift theory?
Drifted Continents! LM
pages 59-60
Activity – Fossils
file:///C:Users/FixFone/Do
wnloads/activity-
continentaldrift.pdf
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
for remediation who scored
below 80%
lesson
continue to require
remediation
did these work?
encounter which my
help me solve?

1ST QUARTER-1.pdf

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