Daily Lesson Log in Science and Technology 10 FIRST GRADING SCI 10 new.doc

Lesson Plan in Science 10
References used in teaching

1. GRADE 1 TO 12
DAILY LESSON LOG
SCHOOL DAVID MOISES MEMORIAL HIGH SCHOOL GRADE LEVEL 10
TEACHER FREZEL D. EJEMPLAR LEARNING AREA ELECTIVE (Electronics)
TEACHING DATES AND TIME July 29, 2024-August 2, 2024 QUARTER First Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES
A. Content Standards The learners demonstrate an understanding of:
1.The course content, classroom rules and regulations
B. Performance Standards The learners shall be able to:
1. set a positive tone, establish classroom norms and foster student-teacher rapport
C. Learning Competencies/Objectives
Write the LC Code for each
II.CONTENT (Biology, Math, Social Science,
Values Education, Technology) HOLIDAY- National Heroes Day Suspension of Classes Opening of Classes

Administer Pre-Test
Distribute the
Textbook
. Checking of Pre-Test
Check the reading skills of
students.
III.LEARNING RESOURCES
A. References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from Learning Resources
(LR) portal
B. Other Learning Resources
IV.PROCEDURES
A. Reviewing previous lesson or presenting the
new lesson
Orientation of Students
Classroom Rules and
Regulations
Let the student answer the
Pre- Test
Checking of Test Papers.
B. Establishing a purpose for the lesson
(ELICIT)
Let the student read the
questions to check their
reading skills.
C. Presenting examples/instances of the new
lesson
Present a lesson “Getting to
Know You”
D. Discussing new concepts and practicing new
skills #1 (ENGAGE)
Discuss the Procedure of the
Activity
E. Discussing new concepts and practicing new
skills #2 (EXPLORE)
Let the student share their
answer of the activity with their
classmates.
F. Developing mastery

2. (Leads to formative assessment) (EXPLAIN)
G. Finding practical/applications of concepts
and skills in daily living (ELABORATE)
H. Making generalizations and abstractions
about the lesson
I. Evaluating Learning (EVALUATE)
J. Additional activities for application or
remediation (EXTEND)
V.REMARKS Done giving orientation Done giving Pre-Test Done Checking Pre-Test
Check their reading skills
VI.REFLECTION
A. No. of learners who earned 80% of the
formative assessment
B. No. of learners who require additional
activities to remediation
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?
GRADE 1 TO 12
SCHOOL DAVID MOISES MEMORIAL HIGH SCHOOL GRADE LEVEL 10

3. Sept. 4, 2023 Sept. 5, 2023 Sept. 6, 2023 Sept. 7, 2023
Sept. 8, 2023
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES
A. Content Standards The learners demonstrate an understanding of:
the relationship among the locations of volcanoes, earthquake epicenter, and mountain ranges
B. Performance Standards The learners shall be able to:
1. demonstrate ways to ensure disaster preparedness during earthquakes, 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.
C. Learning Competencies/ObjectivesThe learner shall be able to:
Describe and relate the distribution of active volcanoes, earthquake epicenters, and major mountain belts to Plate Tectonic Theory
Write the LC Code for each S10ES-Ia-j-36.1 S10ES-Ia-j-36.1 S10ES-Ia-j-36.1 S10ES-Ia-j-36.1 S10ES-Ia-j-36.1
II.CONTENT (Biology, Math, Social Science,
Values Education, Technology)
Lesson 1
Volcanoes, Earthquakes,
and Mountain Ranges
Lesson 1
Volcanoes, Earthquakes,
and Mountain Ranges
Lesson 1
Volcanoes, Earthquakes,
and Mountain Ranges
Lesson 1
Volcanoes, Earthquakes,
and Mountain Ranges
Lesson 1
Volcanoes, Earthquakes,
and Mountain Ranges
III.LEARNING RESOURCES
A. References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages 2-3 2-3 4-5 6 6-7
3.Textbook Pages
4.Additional Materials from Learning Resources
(LR) portal
B. Other Learning Resources
IV.PROCEDURES
A. Reviewing previous lesson or presenting the
new lesson
Distribute module 1. What are the different
landscapes or landforms
found on earth?
In your lesson in Grade 9, you
have learned that our country
is part of the Pacific Ring of
fire.
What is the vibration of earth
due to the rapid release of
energy?
What are the seven large plates?
B. Establishing a purpose for the lesson
(ELICIT)
How will you describe the
earth? Checking of Pre-Test
What do we often experience
because of our location?
Show them a map. Let them
identify the plates.
C. Presenting examples/instances of the new
lesson
Let them read the objectives.Let the student read the
questions to check their
reading skills.
Present the lesson about the
important words related to
volcanoes and earthquakes
used in this module.
Present the lesson about
Where the Edges Meet.
D. Discussing new concepts and practicing new
skills #1 (ENGAGE)
Discuss the procedure of the
activity
Discuss the procedure of the
activity
Discuss the procedure of the
activity
E. Discussing new concepts and practicing new
skills #2 (EXPLORE)
Let the student answer the
Pre-Test.
Let the student perform the
activity.
Let the student perform the
activity.

4. F. Developing mastery
(Leads to formative assessment) (EXPLAIN)
Checking of the activity. Discuss the result of the activity.
G. Finding practical/applications of concepts
and skills in daily living (ELABORATE)
How many words do you
remember?
Why is it important to know
places with high risk to
earthquake?
H. Making generalizations and abstractions
about the lesson
How are earthquakes distributed
on the map?
Where are they located?
I. Evaluating Learning (EVALUATE) Name country/countries where
earthquake may not happen?
Why are there no earthquakes
on the country/countries you
mentioned?
J. Additional activities for application or
remediation (EXTEND)
V.REMARKS
VI.REFLECTION
A. No. of learners who earned 80% of the
formative assessment
B. No. of learners who require additional
activities to remediation
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?
GRADE 1 TO 12
DAILY LESSON LOG
SCHOOL DAVID MOISES MEMORIAL HIGH SCHOOL GRADE LEVEL 10
TEACHER FREZEL D. EJEMPLAR LEARNING AREA Earth and Space
TEACHING DATES AND TIME QUARTER First Quarter
Sept. 11, 2023 Sept.12, 2023 Sept.13, 2023 Sept.14, 2023 Sept.15, 2023
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

5. I.OBJECTIVES
A. Content Standards The learners demonstrate an understanding of:
the relationship among the locations of volcanoes, earthquake epicenter, and mountain ranges
B. Performance Standards The learners shall be able to:
1. demonstrate ways to ensure disaster preparedness during earthquakes, 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.
C. Learning Competencies/ObjectivesThe learner shall be able to:
Describe and relate the distribution of active volcanoes, earthquake epicenters, and major mountain belts to Plate Tectonic Theory
Write the LC Code for each S10ES-Ia-j-36.1 S10ES-Ia-j-36.1 S10ES-Ia-j-36.1 S10ES-Ia-j-36.1 S10ES-Ia-j-36.1
II.CONTENT (Biology, Math, Social Science,
Values Education, Technology)
Lesson 1
Volcanoes, Earthquakes,
and Mountain Ranges
Lesson 1
Volcanoes, Earthquakes,
and Mountain Ranges
Lesson 1
Volcanoes, Earthquakes,
and Mountain Ranges
Lesson 1
Volcanoes, Earthquakes,
and Mountain Ranges
Lesson 1
Volcanoes, Earthquakes,
and Mountain Ranges
III.LEARNING RESOURCES
A. References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages 6-9 6-10 11-13 13-19 13-19
3.Textbook Pages
4.Additional Materials from Learning Resources
(LR) portal
B. Other Learning Resources
IV.PROCEDURES
A. Reviewing previous lesson or presenting the
new lesson
How are earthquakes
distributed on the map?
Where are they located?
How are volcanoes distributed
on the map? Where are they
situated?
How can you compare the
location of earthquake
epicenters, volcanoes and
mountain ranges around the
world?
Why is the area along the
edges of plates called the
Pacific Ring of Fire?
Have you seen the map of the
Philippines?
B. Establishing a purpose for the lesson
(ELICIT)
Can you name some
volcanoes that are familiar to
you?
What landforms is present in
our surroundings?
Have you experienced to have
an earthquake?
Why do we have Earthquake
Drill?
In what region do you stay?
C. Presenting examples/instances of the new
lesson
Present a lesson about Earth’s
Major Volcanoes
Present a lesson about
Mountain chains
Present activity1 Recircle the
Ring
Present the Lesson about
Rethink the Risk
D. Discussing new concepts and practicing new
skills #1 (ENGAGE)
Discuss the procedure of the
activity
Discuss the procedure of the
activity
Discuss the procedure of the
activity
Discuss the procedure of the
activity.
E. Discussing new concepts and practicing new
skills #2 (EXPLORE)
Let the student perform the
activity.
Let the student perform the
activity.
Let the student perform the
activity.
Students perform the activity
Re Think the Risks.
F. Developing mastery
(Leads to formative assessment) (EXPLAIN)
Discuss the result of the
activity.
Discuss the result of the
activity.
Discuss the result of the
activity.
Discuss the result of the activity.
G. Finding practical/applications of concepts
and skills in daily living (ELABORATE)
Why is it important to know the
location of the volcano?
How will you relate the
distribution of mountain ranges
How will you relate the
distribution of mountain
If you will choose a province to
live, where will it be? Why?

6. with the distribution of
earthquake epicenters and
volcanoes?
ranges with the distribution of
earthquake epicenters and
volcanoes?
H. Making generalizations and abstractions
about the lesson
How are volcanoes distributed
on the map? Where are they
situated?
What do you think is the basis
of scientists in dividing Earth’s
lithosphere into several plates?
What do you think is the basis
of scientists in dividing Earth’s
lithosphere into several
plates?
Why is it important to know
places with high risk to
earthquake, tsunami and
volcanic eruption?
I. Evaluating Learning (EVALUATE)Based on the map, which
country/countries will unlikely
experience volcanic eruption?
Plates are in constant motions,
as they interact along their
margins, what importance
geologic processes takes
place?
Answer assessment 1
Multiple Choice 1-5
Let them answer Assessment 2.
J. Additional activities for application or
remediation (EXTEND)
V.REMARKS
VI.REFLECTION
A. No. of learners who earned 80% of the
formative assessment
B. No. of learners who require additional
activities to remediation
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?

GRADE 1 TO 12
DAILY LESSON LOG
SCHOOL DAVID MOISES MEMORIAL HIGH SCHOOL GRADE LEVEL 10
TEACHER FREZEL D. EJEMPLAR LEARNING AREA Earth and Space
TEACHING DATES AND TIME QUARTER First Quarter
Sept. 18, 2023 Sept.19, 2023 Sept.20, 2023 Sept.21, 2023 Sept.22 , 2023
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES
A. Content Standards The learners demonstrate an understanding of:
the relationship among the locations of volcanoes, earthquake epicenter, and mountain ranges
B. Performance Standards The learners shall be able to:

7. 1. demonstrate ways to ensure disaster preparedness during earthquakes, 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.
C. Learning Competencies/ObjectivesThe learner shall be able to:
Describe and relate the distribution of active volcanoes, earthquake epicenters, and major mountain belts to Plate Tectonic Theory
Write the LC Code for each S10ES-Ia-j-36.1 S10ES-Ia-j-36.1 S10ES-Ia-j-36.1 S10ES-Ia-j-36.1 S10ES-Ia-j-36.1
II.CONTENT (Biology, Math, Social Science,
Values Education, Technology)
Lesson 1
Volcanoes, Earthquakes,
and Mountain Ranges
Lesson 1
Volcanoes, Earthquakes,
and Mountain Ranges
Lesson 1
Volcanoes, Earthquakes,
and Mountain Ranges
Lesson 1
Volcanoes, Earthquakes,
and Mountain Ranges
Lesson 1
Volcanoes,
Earthquakes, and
Mountain Ranges
III.LEARNING RESOURCES
A. References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages 19-21 19-21 22-23 22-25 25-29
3.Textbook Pages
4.Additional Materials from Learning Resources
(LR) portal
B. Other Learning Resources
IV.PROCEDURES
A. Reviewing previous lesson or presenting the
new lesson
What are the four high-risks
disasters that might happen?
What are the harmful effects of
earthquake, volcanic eruption,
tsunami and landslide?
What are the different
volcanoes are you familiar
of?
B. Establishing a purpose for the lesson (ELICIT)What will happen if you are not
prepared if these disaster
occur?
What are you going to do
before, during and after the
geologic activities?
Do you have a plan to travel
in our local places and
international?
C. Presenting examples/instances of the new
lesson
Present a lesson about
Risk-free and Prepared!
Present a lesson about Disaster
preparedness..
Present an Additional
Activity
“It’s More Fun Near
Philippine Volcanoes”
D. Discussing new concepts and practicing new
skills #1 (ENGAGE)
Discuss the procedure of the
activity
Discuss the procedure of the
activity
Discuss the procedure of
the activity.
E. Discussing new concepts and practicing new
skills #2 (EXPLORE)
Students perform the activity
Risk-free and Prepared!
Students perform the Make-
believe Activity. Students perform the
activity
F. Developing mastery
(Leads to formative assessment) (EXPLAIN)
What are the harmful effects of
earthquake, volcanic eruptions,
landslides and tsunami?
What do you think are the
keys to the accomplishment of
your goals?
Let the student present their
work.
G. Finding practical/applications of concepts and
skills in daily living (ELABORATE)
What are you going to do before,
during and after any disasters?
What do you think are the
factors that may hinder your
During your vacation, in
which hotel will you choose

8. Mayor to accept your
suggestions?
to stay, near a volcano or
away from a volcano? Why?
H. Making generalizations and abstractions
about the lesson
What are the four high-risks
disasters that might happen?
prepared if these disaster occur?
Do you think your suggestions
will be accepted by the people
in your locality? Why?
If you want to stay in a
place near a volcano, what
precautionary measures will
you always remember?
I. Evaluating Learning (EVALUATE) Answer Assessment 3 Answer the assessmentWhat is the best way in
preparing for the disaster?
J. Additional activities for application or
remediation (EXTEND)
Check the understanding of the
Students by answering What I
have Learned.
Additional Activity 3. It’s
Time to Boost Our
Awareness
V.REMARKS
VI.REFLECTION
A. No. of learners who earned 80% of the
formative assessment
B. No. of learners who require additional
activities to remediation
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?
GRADE 1 TO 12
DAILY LESSON LOG
SCHOOL DAVID MOISES MEMORIAL HIGH SCHOOL GRADE LEVEL 10
TEACHER FREZEL D. EJEMPLAR LEARNING AREA Earth and Space
TEACHING DATES AND TIME QUARTER First Quarter
Sept. 25, 2023 Sept.26, 2023 Sept.27, 2023 Sept.28, 2023 Sept.29 , 2023
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES
A. Content Standards The learners demonstrate an understanding of:
the relationship among the locations of volcanoes, earthquake epicenter, and mountain ranges

9. B. Performance Standards The learners shall be able to:
1. demonstrate ways to ensure disaster preparedness during earthquakes, 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.
C. Learning Competencies/ObjectivesThe learner shall be able to:
Describe the different types of plate boundaries
Write the LC Code for each S10ES-Ia-j-36.2 S10ES-Ia-j-36.2 S10ES-Ia-j-36.2 S10ES-Ia-j-36.2 S10ES-Ia-j-36.2
II.CONTENT (Biology, Math, Social Science,
Values Education, Technology)
Lesson 2
Plate Boundaries
Lesson 2
Plate Boundaries
Lesson 2
Plate Boundaries
Lesson 2
Plate Boundaries
Lesson 2
Plate Boundaries
III.LEARNING RESOURCES
A. References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages 1-8 8-10 11 13-15 12,16-17
3.Textbook Pages
4.Additional Materials from Learning Resources
(LR) portal
B. Other Learning Resources
IV.PROCEDURES
A. Reviewing previous lesson or presenting the
new lesson
What is Plate Tectonics
Theory?
What are the seven major
plates?
How does convergent,
Divergent and Transform-Fault
move?
What are the types of plate
boundaries?
B. Establishing a purpose for the lesson (ELICIT)Distribute module 2 Who can draw on the board the
movement of plates?
What type of plate boundary
San Andreas Fault?
Do you know how to make
plate tectonic model?
C. Presenting examples/instances of the new
lesson
Answer Pre-Test
Check the Pre-Test
Present the lesson about Plate
boundaries.
Present the lesson Find the
Boundary on the map.
Present the lesson about the
activity: Fill the Missing Piece
Present the lesson how to
make plate tectonic model.
D. Discussing new concepts and practicing new
skills #1 (ENGAGE)
Let the student answer the Plate
Tectonics Crossword Puzzle.
Discuss the procedure of the
activity.
Discuss the procedure of the
activity.
Discuss the procedure of the
activity.
Discuss the procedure of
the activity. Explain the
rubrics.
E. Discussing new concepts and practicing new
skills #2 (EXPLORE)
Students perform the activity.
Teacher supervises.
Students perform the activity.
Teacher supervises.
Students perform the activity.
Teacher supervises.
Students perform the
activity.
Teacher supervises.
F. Developing mastery
(Leads to formative assessment) (EXPLAIN) Explain the Plate Boundaries.
What type of plate boundary
formed between Pacific plate
and Nazca plate?
How does Divergent,
Convergent, and Transform
Fault Boundary move?
Let the student present their
work.
G. Finding practical/applications of concepts and
skills in daily living (ELABORATE)
What are the different types of
plate boundaries?
What causes plate movements?
What geologic features will form
when Oceanic-continental plate
collide? Two-oceanic plate
collide?
What geologic features will
form when Oceanic-
continental plate collide?
What is divergent plate
boundary? Convergent?
Transform –Fault boundary?
H. Making generalizations and abstractions
about the lesson
Why can you feel the movement
of the ground?
How does Divergent,
Convergent, and Transform
What type of plate boundary
formed between Pacific plate
How does Divergent,
Convergent, and Transform

10. What is Plate Tectonics Theory?Fault Boundary move? and Nazca plate? Fault Boundary move?
I. Evaluating Learning (EVALUATE) What is divergent plate
boundary? Convergent?
Transform –Fault boundary?
Answer assessment 1 and
assessment 2.
Answer assessment 3 Answer what I have learned
on page 12 and Post-Test.
Check the assessment
J. Additional activities for application or
remediation (EXTEND)
V.REMARKS
VI.REFLECTION
A. No. of learners who earned 80% of the
formative assessment
B. No. of learners who require additional
activities to remediation
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?

GRADE 1 TO 12
DAILY LESSON LOG
SCHOOL DAVID MOISES MEMORIAL HIGH SCHOOL GRADE LEVEL 10
TEACHER FREZEL D. EJEMPLAR LEARNING AREA Earth and Space
TEACHING DATES AND TIME QUARTER First Quarter
October 2,2023 October 3,2023 October 4,2023 October 5,2023 October 6,2023
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES
A. Content Standards The learners demonstrate an understanding of:
the relationship among the locations of volcanoes, earthquake epicenter, and mountain ranges
B. Performance Standards The learners shall be able to:

11. 1. demonstrate ways to ensure disaster preparedness during earthquakes, 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.
C. Learning Competencies/ObjectivesThe learner shall be able to:
Explain the different processes that occur along the plate boundaries.
Write the LC Code for each S10ES-Ia-j-36.3 S10ES-Ia-j-36.3 S10ES-Ia-j-36.3 S10ES-Ia-j-36.3
II.CONTENT (Biology, Math, Social Science,
Values Education, Technology)
Module 3
Processes and Landforms
Along Plate Boundaries
Processes and Landforms Along
Plate Boundaries
Processes and Landforms
Along Plate Boundaries
Teachers’ Day CelebrationProcesses and Landforms
Along Plate Boundaries
III.LEARNING RESOURCES
A. References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages 2-6 5-6 6-7 7
3.Textbook Pages
4.Additional Materials from Learning Resources
(LR) portal
B. Other Learning Resources
IV.PROCEDURES
A. Reviewing previous lesson or presenting the
new lesson
What are the three types of
Plate boundaries?
When Continental and
Oceanic plates converge,
which plate move upward?
What happens to the
subducted plates?
What are the two types pf
plate convergence that we
have discussed?
B. Establishing a purpose for the lesson (ELICIT)Let the students answer What I
Know (1-15)
What is the other type of plate
convergence?
What was formed when two
oceanic plates converge?
C. Presenting examples/instances of the new
lesson
Present lesson 1 about
Processes and Landforms
Along with Convergence of
Plates.
Present a lesson about
Convergence Between Two
Oceanic Crusts
Present a lesson about
Convergence Between Two
Continental Crusts
D. Discussing new concepts and practicing new
skills #1 (ENGAGE)
Discuss the procedure of
activity 1. Convergence
between an Oceanic Plate and
a Continental Plate
Discuss the procedure of the
activity 2
Discuss the procedure of
the activity 3
E. Discussing new concepts and practicing new
skills #2 (EXPLORE)
Students perform the activity.. Students perform the Activity. Students perform the
Activity.
F. Developing mastery
(Leads to formative assessment) (EXPLAIN)
Which foam curves above the
other?
How does the water in the wet
foam affect its density?
In the activity, you should have
noticed that one foam moved
on top of the other while they
are converging. If in the
process, the top foam suddenly
flips up so that some water is
pushed forwards and up, what
What happened to the
colliding parts of the
crackers?
If the crackers were Earth’s
crusts, what landform was
produced?

12. do you see on the water
surface, a tsunami or a ripple?
Why?
G. Finding practical/applications of concepts and
skills in daily living (ELABORATE)
If the foams were pieces of the
Earth’s crust, which one is the
continental crust?
Which foam is the oceanic
crust?
If the foams were Earth’s
plates, then they are oceanic
crusts where one subducts
under the other. Explain what
happens next when there is
subduction?
What event will the people
residing in nearby places
experience? Why?
. Do you think volcanic
eruption is possible to
happen?
H. Making generalizations and abstractions
about the lesson
In the activity, what made the
wet foam move under dry foam?
Who can explain the processes
that occur along a convergent
boundary between two oceanic
plate?
What event will the people
residing in nearby places
experience? Why?
. Do you think volcanic
eruption is possible to
happen?
I. Evaluating Learning (EVALUATE) Who can explain the processes
that occur along a convergent
boundary between an oceanic
and a continental plate?
When two oceanic plates
converge, what will form at the
top of the plates?,
Give 5 item quiz.
J. Additional activities for application or
remediation (EXTEND)
V.REMARKS
VI.REFLECTION
A. No. of learners who earned 80% of the
formative assessment
B. No. of learners who require additional
activities to remediation
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?

13. GRADE 1 TO 12
DAILY LESSON LOG
SCHOOL DAVID MOISES MEMORIAL HIGH SCHOOL GRADE LEVEL 10
TEACHER FREZEL D. EJEMPLAR LEARNING AREA Earth and Space
TEACHING DATES AND TIME QUARTER First Quarter
October 9, 2023 October 10, 2023 October 11, 2023 October 12,2023 October 13,2023
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES
A. Content Standards The learners demonstrate an understanding of:
the relationship among the locations of volcanoes, earthquake epicenter, and mountain ranges
B. Performance Standards The learners shall be able to:
1. demonstrate ways to ensure disaster preparedness during earthquakes, 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.
C. Learning Competencies/ObjectivesThe learner shall be able to:

14. Explain the different processes that occur along the plate boundaries.
Describe the possible causes of plate movement
Write the LC Code for each S10ES-Ia-j-36.3 S10ES-Ia-j-36.3 S10ES-Ia-j-36.3 S10ES-Ia-j-36.5 S10ES-Ia-j-36.5
II.CONTENT (Biology, Math, Social Science,
Values Education, Technology)
Module 3
Processes and Landforms
Along Divergent Plate
Boundaries
Processes and Landforms
Along Divergent Plate
Boundaries
Processes and Landforms
Along Plate Boundaries
Earth’s Mechanism
Lesson 1: Mantle Convection
Earth’s Mechanism
Lesson 1: Mantle Convection
III.LEARNING RESOURCES
A. References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages 12-13 12-13 6-7 8-13 8-13
3.Textbook Pages
4.Additional Materials from Learning Resources
(LR) portal
B. Other Learning Resources
IV.PROCEDURES
A. Reviewing previous lesson or presenting the
new lesson
What are the three types of
Plate boundaries?
When Continental and
Oceanic plates converge,
which plate move upward?
What happens to the
subducted plates?
How many large plates on
earth’s lithosphere?
B. Establishing a purpose for the lesson
(ELICIT)
Let the students answer What I
Know (1-15)
What is the other type of plate
convergence?
Let the student label the
layers of the earth.
What are the layers of the
earth? (Show Pictures)
C. Presenting examples/instances of the new
lesson
Present lesson about
Processes and Landforms
Along Divergent Plate
Boundaries
Present a lesson about
Convergence Between Two
Oceanic Crusts
Present the lesson about
mantle convection.
D. Discussing new concepts and practicing new
skills #1 (ENGAGE)
Discuss the procedure of
activity 1. Convergence
between an Oceanic Plate and
a Continental Plate
Discuss the procedure of the
activity 2
Discuss the topic about
convection current.
Discuss the procedure of the
activity.
E. Discussing new concepts and practicing new
skills #2 (EXPLORE)
Students perform the activity.. Students perform the Activity.Students perform the activity..
F. Developing mastery
(Leads to formative assessment) (EXPLAIN)
Which foam curves above the
other?
How does the water in the wet
foam affect its density?
In the activity, you should
have noticed that one foam
moved on top of the other
while they are converging. If
in the process, the top foam
suddenly flips up so that some
Discuss the result of the activity.
1. What represents the plates?
2. What represents the mantle?
3. Where is the heat source?
4. Why are the blocks of wood

15. water is pushed forwards and
up, what do you see on the
water surface, a tsunami or a
ripple? Why?
floating?
G. Finding practical/applications of concepts
and skills in daily living (ELABORATE)
If the foams were pieces of the
Earth’s crust, which one is the
continental crust?
Which foam is the oceanic
crust?
If the foams were Earth’s
plates, then they are oceanic
crusts where one subducts
under the other. Explain what
happens next when there is
subduction?
Have you eaten palitaw? Do you
know how it was cooked?
H. Making generalizations and abstractions
about the lesson
In the activity, what made the
wet foam move under dry
foam?
Who can explain the
processes that occur along a
convergent boundary between
two oceanic plate?
What Makes Lithospheric Plates
Move?
I. Evaluating Learning (EVALUATE) Who can explain the processes
that occur along a convergent
boundary between an oceanic
and a continental plate?
When two oceanic plates
converge, what will form at
the top of the plates?,
J. Additional activities for application or
remediation (EXTEND)
1. Make a Mantle Convection
Pamphlet
2. The pamphlet must include the
following focus questions:
a. What causes convection
currents?
b. What causes convection
currents in Earth's mantle?
V.REMARKS
VI.REFLECTION
A. No. of learners who earned 80% of the
formative assessment
B. No. of learners who require additional
activities to remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the lesson
D. No. of learners who continue to require

16. 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?
GRADE 1 TO 12
DAILY LESSON LOG
SCHOOL DAVID MOISES MEMORIAL HIGH SCHOOL GRADE LEVEL 10
TEACHER FREZEL D. EJEMPLAR LEARNING AREA Earth and Space
TEACHING DATES AND TIME QUARTER First Quarter
October 16, 2023 October 17, 2023 October 18, 2023 October 19,2023 October 20,2023
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES
A. Content Standards The learners demonstrate an understanding of:
the relationship among the locations of volcanoes, earthquake epicenter, and mountain ranges
B. Performance Standards The learners shall be able to:
1. demonstrate ways to ensure disaster preparedness during earthquakes, 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.
C. Learning Competencies/ObjectivesThe learner shall be able to:

17. Explain the different processes that occur along the plate boundaries.
Describe the possible causes of plate movement
Write the LC Code for each S10ES-Ia-j-36.3 S10ES-Ia-j-36.3 S10ES-Ia-j-36.3 S10ES-Ia-j-36.5 S10ES-Ia-j-36.6
II.CONTENT (Biology, Math, Social Science,
Values Education, Technology)
Module 3
Processes and Landforms
Along Plate Boundaries
Processes and Landforms Along
Plate Boundaries
Processes and Landforms
Along Transform Fault
Boundaries
Processes and Landforms
Along Transform Fault
Boundaries
Evidences of Plate
Movements
III.LEARNING RESOURCES
A. References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages 12-13 12-13 14-15 14-15 1-3
3.Textbook Pages
4.Additional Materials from Learning Resources
(LR) portal
B. Other Learning Resources
IV.PROCEDURES
A. Reviewing previous lesson or presenting the
new lesson
What are the three types of
Plate boundaries?
What was the movement of
plates in Divergent plate
boundaries?
What are the three types of
plate boundaries?
B. Establishing a purpose for the lesson (ELICIT)Let the students answer What I
Know (1-15)
When two plates move away
from each other, what geologic
features will form?
Answer What I know
C. Presenting examples/instances of the new
lesson
Present lesson 1 about
Processes and Landforms
Along Divergence of Plates.
Present a lesson about
Transform Fault boundary
Present lesson about
Continental Drift Theory
D. Discussing new concepts and practicing new
skills #1 (ENGAGE)
Discuss the procedure of the
activity.
Discuss the procedure of the
activity 2
Discuss the Continental Drift
Theory.
E. Discussing new concepts and practicing new
skills #2 (EXPLORE)
Students perform the activity..Q1. From the picture, where
does divergence of plates
usually take place, inland or
under bodies of water?
Q2. As plates move apart, a
tension zone is formed. Which
between magma and water,
rises to the tension zone?
Q3. If the divergence continues,
what could probably happen to
the size of the space between
the splitting crusts? Will it widen
or stay the same?
Students perform the Activity. Discuss the figure that
shows the evolution of the
supercontinent Pangaea to
present day distribution of
continents. Can you say that
continents are drifting?

18. F. Developing mastery
(Leads to formative assessment) (EXPLAIN)
As the materials at the tension
zone reach the surface and
cools down, will the materials
form a new crust or another
layer
-As indicated by the arrows,
how do the two plates move
relative to each other? Do they
move towards each other,
away from each other, or
sliding past each other?
-Due to this plate movement,
what geologic event do you
think may happen?
What are the evidences that
continents are drifting?
G. Finding practical/applications of concepts and
skills in daily living (ELABORATE)
Have you tried eating a half-
cooked egg? As you cut open
the white part with your spoon,
what comes out of the cooked
part? Yes, it is the half- cooked
egg yolk. Divergence of plates is
somewhat similar to a splitting
open egg.
Are you aware of the different
places along the West Valley
Fault? What can you advise a
friend who resides in a place
traversed by the fault? If you
have a strong, sturdy furniture
inside your house, can you use
them to protect yourself from
falling objects once the
Do the Glossopteris fossils
tell us all land masses were
once joined together? Q2. If
Glossopteris fossils were
found in Antarctica, what
was the climate of this
continent before?
H. Making generalizations and abstractions
about the lesson
If the cooked part of the egg is
the crust, to what material could
you compare the half-cooked
egg yolk? Why?
After discussing the three types
of plate boundaries, can you
now differentiate them in terms
of the events or processes that
take place along with them?
If the climate and the
position of a place were
relative to each other, where
then was the initial location
of Antarctica 250 million
years ago? Q4. Is the
presence of animal fossils
tells that South America,
Africa, and Antarctica were
once connected?
I. Evaluating Learning (EVALUATE) Complete the statement by
giving the correct words.
Divergence of plates results to
the creation of down faulted
valleys called
(Q8)_____________(rift valleys,
oceanic ridges) and underwater
mountain ranges called
(Q9)________________(rift
valleys, oceanic ridges). At the
tension zone, materials from the
mantle may rise to the surface of
the ocean floor, cools down and
become new
(Q10)_______________(crust,
1.There is no formation of
volcanoes in the convergence
between .
A. two oceanic plates
B. oceanic and continental
plates
C. two continental plates
D. none of these
2.When a plate is denser, it
subducts toward the mantle
and forms magma. This
process ends up in the
formation of
A. mountain range
B. volcano
C. trenches
1.He was credited for
the idea on
Continental Drift
Theory?
A. Alfred Lothar
Wegener
B. Harry Hammond
Hess
C. Charles Darwin
D. Robert Dietz
2. All continents were
once joined together
forming a

19. mantle) D. faults
3.Shallow earthquakes are
associated with .
A. volcanic eruption
C. a tsunami in the ocean
B. subduction process
D. mountain formation
supercontinent
called__________.
A. Panthalassa
B. Laurasia
C. Gondwanaland
D. Pangaea
3. It is possibly the
most important fossil
plant evidence that
continents are drifting.
A. Glossopteris
B. Mesosaurus
C. Lystrosaurus
D. Cynognathus
4. What are the
evidences gathered by
Alfred Wegener to
support his
Continental Drift
Theory?
A.continental fit,
rocks, fossils, coal
deposits, ancient
climate, and glaciers
scars
B. ancient climate of
Antarctica and Africa
C. remains of dead
plants and animals
D. observing the map
5. What two specific
continents fit together
most noticeably?
A. Africa and North
America
B. South America and
Europe

20. C South America and
Africa
D. Antarctica and
Africa
J. Additional activities for application or
remediation (EXTEND)
V.REMARKS
VI.REFLECTION
A. No. of learners who earned 80% of the
formative assessment
B. No. of learners who require additional
activities to remediation
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?
GRADE 1 TO 12
DAILY LESSON LOG
SCHOOL DAVID MOISES MEMORIAL HIGH SCHOOL GRADE LEVEL 10
TEACHER FREZEL D. EJEMPLAR LEARNING AREA Earth and Space
TEACHING DATES AND TIME QUARTER First Quarter
October 23, 2023 October 24, 2023 October 25, 2023 October 26, 2023 October 27, 2023
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES
A. Content Standards The learners demonstrate an understanding of:
the relationship among the locations of volcanoes, earthquake epicenter, and mountain ranges
B. Performance Standards The learners shall be able to:
1. demonstrate ways to ensure disaster preparedness during earthquakes, 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.
C. Learning Competencies/ObjectivesThe learner shall be able to:
Enumerate the lines of evidence that support plate movement.

21. Write the LC Code for each S10ES-Ia-j-36.6 S10ES-Ia-j-36.6
II.CONTENT (Biology, Math, Social Science,
Values Education, Technology)
Module 3
Processes and Landforms
Along Plate Boundaries
Processes and Landforms Along
Plate Boundaries
III.LEARNING RESOURCES
A. References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages 2-6 5-6 7
3.Textbook Pages
4.Additional Materials from Learning Resources
(LR) portal
B. Other Learning Resources
IV.PROCEDURES
A. Reviewing previous lesson or presenting the
new lesson
What are the three types of
Plate boundaries? Review for the Exam First Quarter ExaminationFirst Quarter Examination
B. Establishing a purpose for the lesson (ELICIT)Let the students answer What I
Know (1-15)
C. Presenting examples/instances of the new
lesson
Present lesson 1 about
Processes and Landforms
Along with Convergence of
Plates.
D. Discussing new concepts and practicing new
skills #1 (ENGAGE)
Discuss the procedure of
activity 1. Convergence
between an Oceanic Plate and
a Continental Plate
Discuss the procedure of
the activity 3
E. Discussing new concepts and practicing new
skills #2 (EXPLORE)
Students perform the activity.. Students perform the
Activity.
F. Developing mastery
(Leads to formative assessment) (EXPLAIN)
Which foam curves above the
other?
How does the water in the wet
foam affect its density?
G. Finding practical/applications of concepts and
skills in daily living (ELABORATE)
If the foams were pieces of the
Earth’s crust, which one is the
continental crust?
Which foam is the oceanic
crust?
H. Making generalizations and abstractions
about the lesson
In the activity, what made the
wet foam move under dry foam?
I. Evaluating Learning (EVALUATE) Who can explain the processes
that occur along a convergent
boundary between an oceanic

22. and a continental plate?
J. Additional activities for application or
remediation (EXTEND)
V.REMARKS
VI.REFLECTION
A. No. of learners who earned 80% of the
formative assessment
B. No. of learners who require additional
activities to remediation
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?