Department of Education

ANDRES M. LUCIANO HIGH SCHOOL

School Grade Level 10

GRADES 1 TO 12
Teacher Learning Area SCIENCE
DAILY LESSON LOG
Teaching Dates and Time Quarter 1st

I.OBJECTIVES Monday Tuesday Wednesday Thursday

A. Content Standards The relationship among the locations of volcanoes, earthquake epicentres, and mountain ranges.
B. Performance Standards Demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions.
C. Learning Competencies/Objectives Describe the distribution of active volcanoes, earthquake epicenters, and major mountain belts
Plate Tectonics:
II.CONTENT
1.1. Distribution1.1.1 volcanoes 1.1.2 Earthquake Epicenters 1.1.3 Mountain Range
III.LEARNING RESOURCES Grade 10 Science Grade 10 Science Grade 10 Science Grade 10 Science
A. References
1. Teacher’s Guide pages 12 - 17 12 – 17
2. Learner’s Materials pages 14 - 18 14- 18
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES

Video clip (types of plate Let the students recall that there
A. Reviewing previous lesson or boundaries are two types of crust, continental
presenting the new lesson and oceanic crust.
(ELICIT)
Ask the students to explain what Show the following picture:
B. Establishing a purpose for the they see from the video. Picture # 1: mountain
lesson 1.How do you describe the Picture# 2: rift valleys
(ENGAGE) movements of the three plates? Picture # 3: fault line
2.Do you think these movements
of the plates has various Key Questions:
effects on earth’s lithosphere?
3.What geologic events do you
observed in the video clip?

C.Presenting examplies/instances of
the lesson
(ENGAGE)
Group activity: The students will
group into three.
D.Discussing new concepts and Let them do the activity.
practicing new skills 1 Each group will discuss
(EXPLORE) depending on what type of plate
boundaries they will pick.
Guide questions:
1.Differentiate the types of plate
boundaries.
2.Describe their movements.
(Let the students say something
about the pictures shown by the
teacher)
1. What can you say about
the picture #1? #2? #3?
What can you see in picture #1?
#2? #3?
Designing the Experiment:
1. Divide the students into 5
groups.
2. The teacher will introduce
to the students the
different station prepared
by the teacher before the
class.
3. Each station consist of
picture or video of the 3
types of boundaries.
Station 1:
A. continental and oceanic plates
 TV/Laptop – video
B: Two Oceanic Plates
 Picture
C: Two continental plates
 Two wooden block
 Clay/Mud
Station 2:
 Picture
Station 3:
 The teacher will prepared
the ff.
- Four blocks of wood

E.Discussing new concepts and
practicing new skills 2
(EXPLORE)
F.Developing mastery
(Leads to Formative Assessment 3)
(EXPLAIN)
G. Finding practical application of
concepts and skills in daily living
(EXPLAIN)
The leader for each group will
report their outputs.
1.Explain the process that occur
along each boundaries
2.Determine the consequences
of the movements of the
plates.
Class Interaction
o block 1 and 4 measures 5cm
x 5cm x 10cm
o block 2 and 3 measures 5 cm
x 5 cm x 15 cm
- two hook screw
- sand paper
(To save time for this the
teacher may already do
the set up same from the
picture found in page 29
of students module)
4. Remind the students to
answer the guide
questions in each station
before moving to their
next station.
See the attached paper for the
procedure and guide question in
each station.
Presentation:
➢ Ask students to present their
data to the class. While
others will observe the data
presented.
➢ Let the students compare and
analyse their results.
Ask the key question, “Does your
answer agree with your
classmates? Let them justify their
answers.
➢ Present the video clip or
PowerPoint presentation on
H. Making generalizations and
abstractions about the lesson
(ELABORATE)
I. Evaluating learning
(EVALUATE)
J.Additional activities for application
or remediation
1.The teacher must able to
generalize the different types of
plate boundaries such as:
a.divergent plate boundary –
plates are moving apart creating
a zone of tension
b.convergent plate boundary –
two plates are moving toward
each other,collide
c.transform fault boundary –
plates slide or grind without
diverging or converging.
Quiz: Answer the following
questions.
1.Enumerate the three types of
plate boundaries.
2.Describe the different types of
plate boundaries.
3.Give at least 3 effects of the
movements of these types of
plate boundaries.
Cite some examples of
geological events of each types
of plate boundaries.
three types of convergent
boundaries prepared by the
teacher.
Concepts:
There are three type of
plate boundaries, which are
differentiated by the type of
movement they exhibit.
1. Divergent boundary
where in plates move
apart creating zone of
tension.
2. Convergent boundary
where in two plates
moving toward each
other.
Transform boundary where in
plates or grid past each other
without diverging and converging.
Match column A with column B
and C
A B C
Types of Plate Boundaries
Relative motion of the
Plates Geologic Features/events
Present
Divergent a. moving away
from each other d.
earthquakes
Convergent b. moving toward
each other e. mountains,
volcanoes, trenches and
earthquake
Transform fault c. sliding
past each other f. rift
valleys, oceanic ridges and
earthquake
Individual performance
( 1 picture/student )
 (EXTEND) 1. Search some picture of
feature (ex. Mountains,
valleys and rivers)
Describe how this feature form.
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 encourage 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?