Republic of the Philippines
Department of Education
Region VI – Western Visayas
Division of Capiz
ESTEFANIA MONTEMAYOR NATIONAL HIGH SCHOOL
Ongol Ilaya, Dumarao, Capiz
DAILY LESSON PLAN IN SCIENCE 10
Division/School: Grade Level
Name of Teacher: Learning Area
Teaching Date and Time: Quarter
Duration:
I. OBJECTIVES ANNOTATION
A. Content Standard The learners demonstrate an understanding of the relationship among the location of the volcanoes, earthquake
epicenter and mountain ranges.
B. Performance The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis and
Standard volcanic eruptions.
C. Learning Describe the possible causes of the plate movement
Competency with (S9ES-Ia-j-36.5)
code
D. Learning At the end of the lesson, the Grade 10 students should be able to perform the following task with 75% success:
Objectives 1. Describe the evidence that cause plate tectonic to move
2. Appreciate the importance of understanding the event happening underneath the earth
3. Demonstrate ways to ensure preparedness in Plate Tectonic – related disasters
II. CONTENT SOLAR ENERGY AND THE ATMOSPHERE
Topic: Convection Current in the Mantle
Subject Integrated: Geography, English, Mathematics and Values Education, MAPEH , ICT
Values Integration: Keen observation, critical mindedness, cooperation, resiliency, observant.
III. LEARNING
RESOURCES
A. Materials Needed Oil, water, food color, graduated cylinder, 1-liter beaker, tripod, wire gauze, manila paper, pentel pen
B. References
B.1. Teaching pp. 19 – 20
Guide
B.2. Learner’s pp. 31 – 32
Material
B.3. Additional Curriculum Guide in Grade 10 – Science
Materials from
Learning Resource
(LR) Portal
C. Other Learning Downloaded videos
Resources
IV. PROCEDURE
A. Reviewing previous Introductory Activities: (5 minutes)
lesson or presenting A. Prayer
the new lesson B. Checking of Attendance
C. Motivation
(The student will develop their imaginative minds in predicting what will happen on the earth thousands This part targets COT Indicator #3 that develops
of years from now through this activity: Learner’s critical and imaginative thinking skills.
What is your “Advance Ako Mag-isip” Hugot on tectonic plates?
D. Review
Based on the previous lesson on the different types of plate boundaries and their characteristics. This part targets COT Indicator #1 integrating the
Identify what kind of plate boundary that took place in the following pictures concept of Geography about how Red Sea got its name.
(pictures of 2 converging plates, Red Sea and San Andreas Fault) Some information of places in the picture were given to
create awareness and appreciation among learners in the
wonderful effects of the different types of plate
boundaries and how Science explain how these God’s
creations were wonderfully made.
B. Establishing a (Let the students read the objectives) – (3 minutes)
purpose for the At the end of the lesson, the Grade 10 – students should be able to perform the following task with 75% success:
lesson 1. Describe the evidence that cause plate tectonic to move
2. Appreciate the importance of understanding the event happening underneath the earth
3. Demonstrate ways to ensure preparedness in Plate Tectonic – related disasters
C. Presenting (5minutes) This part targets COT Indicator #2. In this part, I used
examples/instances Video presentation on the Formation of Himalayas video presentation to capture interest of my learners and
of the new lesson Give some facts about Mt. Everest to give them the idea how land masses drifted away
(ELICIT) Guide Question: towards each other. I incorporated the knowledge of
1. What is the height of Mt. Everest in m? in km? (Mathematics Subject Integration) Geography by locating where on the Earth the
Himalayan Peak is found. I also integrated the concept
of Conversion, (a Topic in Mathematics) in converting
the height of Mt. Everest in meters and in kilometers to
create awareness in basic conversion values and in basic
conversion values and in basic fundamental operations
of Math. By doing so, my learners will develop
awareness and appreciation in some famous
geographical structures that evolved as products of Plate
Tectonics.
D. Discussing the new (5minutes) GUIDE QUESTIONS: Based on the video presentation:
concepts and 1. Describe the motion of the plates
practicing new kills 2. What facilities the movement of these plates/lithosphere?
(ENGAGE)
E. Discussing new (15 minutes) This part targets COT indicators #4 and #5. I attached a
concepts and Students will be grouped into 4. They will select the leather, scribe, discussant, peace officer, documenter, in- copy of the Rubric to be used in the group activity to
practicing new charge in maintaining cleanliness, and in borrowing and returning materials for the activity. make learning in the activity attainable. Through
skills Then, they will perform the activity entitled “Heat It and Move It” (Pls. see attached activity sheet.) awareness of the standard, the students will engage in
(EXPLORE) Remind of the Precautionary measures to be observed the activity with enthusiasm, fun and sustained interest.
(It is recommended that the criteria on the rubrics will be attached to the activity sheet for students’ reference.) This also fosters communication among the members of
The Teacher will manage misbehavior that might transpire during the activity and will give positive the group towards the achievement of the activity’s
reinforcement. objective, thus develop collaboration and critical
thinking. For sure, they will not read the rubric once,
but will use the rubric as a way to reflect, analyze and
improve their work.
F. Developing mastery (5 minutes)
(Leads to Each group will post their designated area and present their work in class.
Formative GUIDE QUESTIONS:
Assessment) 1. What happens to the oil, food color and water?
(EXPLAIN) 2. What causes this phenomenon
3. Where in nature does convection occur?
4. If convection didn’t occur in the mantle, what would happen to the earth?
G. Finding practical (15 minutes) This targets COT Indicator #2. I unlocked difficult
applications of Discuss with the students through Power Point Presentation the concepts about Convection current in the words that are used in defining the concept.
concepts and skills mantle and Hotspot.
in daily living. Unlock difficult words:
(ELABORATE) *Plume *Stationary *Rafted (English Subject Integration)
Guide Question: This part targets COT Indicator #3 to develop
What is the essence of understanding the events that are happening underneath the earth? Learners’ critical and creative thinking.
H. Making (5 minutes) GROUP WORK Rubric
generalizations and Working as a group, the students will complete the semantic diagram of CONVECTION. Criteria 4 3 2 1
abstractions about Let the discussant read the output Excellence Very Fair Needs
Good Improvement
the lesson Their work will be rated using a rubric. 1. Accuracy 4 3 2 1
2. Creativity/ 4 3 2 1
Neatness
3. Timeliness 4 3 2 1
I. Evaluating (5 minutes) Answers:
Learning Instruction: Fill in the blanks using the words inside the box to complete the paragraph about HOT SPOT 1. Mantle
(Evaluate) (English Subject Integration) 2. Hot Materials
Hot Spot is an area in the __1__ from which __2__ rise as a __3___ . High __4___ and lower __5___ at 3. Thermal Plume
the base of the ___6__ (tectonic plate) facilities the melting of the rock. This melt, called __7___ rises through 4. Eat
cracks and erupts to from __8__. 5. Pressure
6. Lithosphere
Thermal Plume Hot Materials Pressure Volcanoes
7. Magma
Mantle Magma Lithosphere Heat 8. Volcanoes
J. Additional 1. “LIGTAS SA SAKUNA ANG TAONG LAGING HANDA” This part targets COT #6. I used a TIER approach as
activities for Differentiated Instruction Strategy Used: THEIR APPROACH s Differentiated Instruction Strategy to Address
application for Working Time: 2 – 3 days Multiple Intelligences of any learners. Likewise, this
remediation will also develop their skills in drawing, in crafting and
(Extend) TIER 1 TIER 2 TIER 3 in ICT. The learners were given freedom to choose their
Posting Making on FIRST AID KIT to be used at Craft a Flyer/Brochure about output according to their financial availability too. Their
Disaster Preparedness home (made up of shoe box Plate Tectonic-Related output will be a reflection of their creativity
when Plate Tectonic and other recycled boxes) Disasters (for Information workmanship, patience and most importantly, a
Related-Disasters occur Dissemination) reflection of their understanding and application of the
topic taught.
2. “FAMILY MATTERS”
Create with the your family members about your evacuation plan and disaster preparedness at home In the activity “FAMILY MATTERS”, learners will
be given a chance to bond with their family members
Subject Integrated: Arts (MAPEH), ICT, Values Education and talk important matters to be remembered when
disaster strike. In the process, the values of care,
concern, responsibility and love of the family will be
developed.
V. REMARKS
IV. REFLECTIONS
A. No. of learners who
earned 80% in
evaluation.
B. No. of learners who
require additional
activities for
remediation who
scored below 80%.
C. Did the remedial
lesson work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. With of my
teaching strategies
worked well? Why
did these work?
F. What difficulties
did I encounter
which my principal
or superior can help
me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
Prepared by:
__________________________
Teacher
Checked by:
________________________________
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