DETAILED SCIENCE LESSON PLAN

GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
10 First Quarter 2-3 1

I. OBJECTIVES

The learners demonstrate an understanding of the relationship among the

A. Content Standards
locations of volcanoes, earthquake epicenters, and mountain ranges.

The learners shall be able to:

1. Demonstrate ways to ensure disaster preparedness during earthquakes,
B. Performance Standards tsunamis, and volcanic eruptions.
2. Suggest ways by which he/she can contribute to government efforts in
reducing damage due to earthquakes, tsunamis, and volcanic eruptions.

The learners should be able to:

C. Learning Competencies/ 1. describe the distribution of active volcanoes, earthquake epicenters, and
Objectives major mountain belts.
(Write the LC code)

S9ES –Ia-j-36.1

1. Plate Tectonics
1.1 Distribution
II. CONTENT 1.1.1 volcanoes
1.1.2 earthquake epicenters
1.1.3 mountain ranges

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Pages 10-11
2. Learner’s Materials pages Pages 11-13
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources CK12 Flexbook, Boardworks PPT
IV. PROCEDURES

ELICIT (5 minutes)
A. Reviewing previous lesson Ask: How do we locate the epicenter of an earthquake? (Triangulation Method)
or presenting the new What do you think is the importance of determining the epicenter of an
lesson earthquake? (Answer will vary: Locating earthquake epicenters will pinpoint which
fault lines are active.)

Present the Objectives:

B. Establishing a purpose for 1. Describe the distribution of active volcanoes, earthquake epicenters, and major
the lesson mountain belts.
2. Determine the scientific basis for dividing the Lithospheric plates.

ENGAGE (5 minutes)
(4 pics into 1) Show video clip of an actual Earthquake and pictures of Volcano,
C. Presenting Mountain Range, and Map of Plate Boundaries. Then ask: What do you think is the
examples/instances of the relationship between the four pictures?
new lesson
Show the Map of Plate Boundaries again. Then ask: What do you think is the
basis of dividing the world in such manner?

GRADE LEVEL
10
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (leads
to Formative Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations and
abstractions about the
lesson
I. Evaluating learning
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
DETAILED SCIENCE LESSON PLAN
QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
First Quarter 2-3 2
EXPLORE (25 minutes)
Introduce to the learners the Activity 2 “Let’s Mark the Boundaries” and tell
them that the next activity will help them confirm their answers to the last
question. (See Attached Activity Sheet) This activity should be done group.
Guide the students in doing the activity by giving instructions on how the
activity should be properly done. Go around the different groups to check their
work. Give them ample time to finish the activity.
EXPLAIN (10 minutes)
Call on the groups to post their answers in the board. Then, randomly choose
one group to present their output to the class. After the group has presented,
discuss the answers of the activity. Then, check the answers of each group.
Explain important concepts of the lesson through interactive powerpoint
presentations (PPT).
Key concepts:
• Plates are large pieces of the upper few hundred kilometers of Earth that
move as a single unit as it floats above the mantle.
• The plates are in constant motion. As they interact along their margins,
important geological processes take place, such as the formation of mountain belts,
earthquakes, and volcanoes.
ELABORATE (7 minutes)
Ask: Can you describe the distribution of active volcanoes, earthquake
epicenters, and major mountain belts? (Their locations are in one common place
which is nearest or along the plate boundaries.)
Why do you think it is important for us to identify areas which are prone to
earthquakes? (It is important to identify areas which are prone to earthquakes so
that necessary precautions could be done if ever you’re living in one of those
places.)
What do you think is the basis of scientists in dividing Earth’s lithosphere
into several plates? (Geologic activities such as seismicity (occurrence of
earthquake), volcanism and mountain formation are the basis of scientists in
dividing Earth’s lithosphere.)
EVALUATE (5 minutes)
One Sentence is Enough for a Wise Man.
1. Describe the distribution of active volcanoes, earthquake epicenters, and major
mountain belts. (Their locations are in one common place which is nearest or along
the plate boundaries.)
2. What is the scientific basis for dividing the Lithospheric plates? (Occurrence of
earthquake, mountain and volcanic formation.
EXTEND (2 minutes)
Research on how Mayon Volcano is formed based on plate tectonics.
 DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
10 First Quarter 2-3 3

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?

Prepared by:

ROMEL S. VILLARUBIA
T-III