Grade 10 Science

Lesson Plan in Science Grade 10

Liza A. Vegafria/Mc Arthur L. Cababan
VNHS/Lourdes Integrated School
09352523605/09059278395

Content Standards:
The learners demonstrate an understanding of the relationship among the locations
of volcanoes, earthquake epicenters, and mountain ranges.

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.

Learning Competency:
The learners should be able to describe the distribution of active volcanoes,
earthquake epicenters, and major mountain belts. (S10ES – Ia-j-36.1)

Quarter: 1 Week:1 Day: 2

I. Objectives:
At the end of 60 minutes, 100% of the learners are expected to:
1. Define plate tectonics, lithosphere, and plates.
2. Identify the two kinds of crust.

II. Content:
Subject Matter: Plate tectonics
Integration:
English – describing pictures
Strategies: Cooperative Learning, Inquiry-based Approach, Computer Aided
Instruction
Show me boards
Materials: printed pictures, laptop & TV/projector for powerpoint presentation or
manila
paper, paper, review ball
References:
Learner’s Material pp.6-7, Breaking Through Sciencepp.25-26

III. Learning Tasks:

ELICIT(Access prior knowledge ) 5 Minutes Materials

The teacher will show some pictures and let the learner’s observe Pictures
carefully the given pictures and describe.

(Picture 1) (Picture 2) (Picture 3)

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(Picture 4) (Picture 5) (Picture 6)

Image Source: https://geology.com/plate tectonics.jpg

Guide Questions:
1. What do you observe in the given pictures?
2. What geologic features is shown in pictures 1, 2, and 3?
3. What do you think is happening in pictures 3,4, and 5?
4. What changes do you observe in picture 3, 4, and 5 ?
5. What inferences can you make about the causes of these changes?
Possible answers:
1. (Answers may vary).Geologic features of mountains, mountain
ranges, volcano and damages caused by earthquake that changes
the Earth’s surface.
2. Mountain, mountain ranges, and volcano.
3. Occurrence of earthquakes in the earth’s surface.
4. Damages of establishments, infrastructure and landforms as a
result of earthquake.
5. Earthquakes changes the Earth’s surface.
ENGAGE(Get the students’ minds focused on the topic)10Minutes
Present the picture to the learners and let them evaluate. Ask some
volunteers to write their observations on the board.
Pictures

Image Source: https://geology.com/plate tectonics.jpg

Guide questions:
1. What do you observe in the pictures?
2. What is common among the five pictures?
3. Do you see any patterns?
4. Can you think of a possible explanations for the patterns you see?
Possible answers:
1. (Answers may vary). It is moving in various directions, some are
moving away from each other,(pulling apart), going towards each
other (colliding each other), sliding each other.
2. It shows movement.
3. There are broken lines.
4. Due to constant movement it tends to break some portion of the
Earth’s surface.
EXPLORE(Provide students with a common experience)

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20 Minutes
Video clip Presentation http://
The class will be divided into 4 groupsand let the group discuss and give www.makemegeniu
insights of the following based from the video clips: os.com
Questions:
1. What is plate tectonics?
2. What are tectonics plates made of?
3. What are plates? How about lithosphere?
4. What are the two kinds of crust? Describe each.
Note: answers are found in the key concepts given.
EXPLAIN(Teach the concept. Should include interaction between teacher and
students). 20 Minutes
Let the students present their output. The teacher will give additional
information on the presentation and also give inputs if there are PowerPoint
misconceptions or confusions during the presentation of the output. presentation on the
Key concepts: key concepts
Plate tectonics- a theory which suggests that Earth’s crust is made up of
plates that interact in various ways, thus producing earthquakes,
mountains, volcanoes, and other geologic features.
Lithosphere- the crust and part of the upper mantle.
Plates- rigid sections of the lithosphere that move as a unit.
Continental Crust- the thick part of the Earth’s crust, not
located under the ocean.
Oceanic Crust- the thin part of the Earth’s crust located under
the ocean.
Tectonic platesare made of rigid lithosphere which formed the crust and
the extreme upper mantle.
ELABORATE(Students apply the information learned in the Explain. The
teacher will give inputs to deepen the understanding of the students) 20 minutes
Gallery walk:
With the same group, the learners will apply what they have learned from
the lesson by analyzing the picture posted in every station and ask them to
write something what they understand.
Note: the learners will be provided a manila paper or bond paper.
Station 1 Station 2

Station 3 Station 4

Image Source: https://geology.com/plate tectonics.jpg

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Grade 10 Science

EVALUATE How will you know that the students have learned the concept?
10 min.
Show me boards:
The learners will be group with a maximum of 5 members. They will be Illustration board,
provided with an illustration board where they are going to write their chalk, tissue paper
answers. The teacherwillask the questions twice. Time allotment for every
question is only 1 minute.
Key questions:
1. What is plate tectonics?
2. What are tectonics plates made of?
3. What are plates? How about lithosphere?
4. What are the two kinds of crust? Describe each.
Note: answers refer to key concepts.
EXTEND(Deepen conceptual understanding through use in new context). 5
minutes
The learners will be given an assignment to list downthree (3) possible Bond Paper
effects of the movement of the plates and let them cite some advantages
and disadvantages of this movement.
Possible answers:
1. (Answers may vary) occurrence of earthquakes,
Mountain building, formation of volcanoes and new crust, etc.
Advantages: -they generate land and other landforms
-create fertile soils
-precious minerals
Without tectonic plates there would be no formations of
mountains,volcanoes, ocean ridges, etc.
Disadvantages:
it can lead to disaster that could endangerthe life of every
organisms.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Rubrics for the group activity and presentation:

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Criteria 5-points 4- points 3- points GROUP SCORE

1. Content All answers to 1-2 answers are All answers are
guide questions are wrong with unclear vague and
correct with clear explanation confusing to the
explanation listeners
2. Presentation/ Delivery of Output is well Output is well Output is not
the output organized and organized but not organized and not
delivered correctly delivered correctly delivered correctly
3. Cooperation All the group 1-2 members do All members are
members re not cooperate. only doing the
cooperating activity but did not
present
4. Time frame Performed the Performed the Performed the
activity and activity and activity and
answered on or answered questions answered
before the time 1-2 minutes after questions 2 or
given. the time given. more minutes after
the time given.
TOTAL POINTS: 12 POINTS

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Grade 10 Science

Lesson Plan in Science Grade 10

Dallis May J. Danluyan
Lurugan National High School

Content Standards:
The learners demonstrate an understanding of the relationship among the locations
of volcanoes, earthquake epicenters, and mountain ranges.

Performance Standards:
The learners shall be able to:
3. Demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis,
and volcanic eruptions.
4. suggest ways by which he/she can contribute to government efforts in reducing
damage due to earthquakes, tsunamis, and volcanic eruptions.

Learning Competency:
The learners should be able to describe the distribution of active volcanoes,
earthquake epicenters, and major mountain belts. (S10ES – Ia-j-36.1)

Quarter: First Week:1 Day: 3-4

I. Objectives:
At the end of 120 minutes, 100% of the learners are expected to:
1. Locate the epicenter of an earthquake using triangulation method.
2. Calculate the distance of the epicentre from the station (Km)
3. Determine the importance of locating earthquake epicenter.

II. Content:
Subject Matter: Locating Earthquake Epicenter
Integration: (Learning Area): MATHEMATICS (Measurement), TLE (Construction),
Geography, ENGLISH (Reading Comprehension)
Strategies: Collaborative Learning, Group Presentation, Video presentation
Materials: Activity sheets on locating earthquake epicentre, Compass and ruler,
Philippine map, Video clips from: https://www.youtube.com/watch?
v=oBS7BKqHRhs
https://www.youtube.com/watch?v=FvTIbXc-eh0
References:
DepEd Grade 10 Science Learner’s Material
DepEd Grade 10 Science Teacher’s Guide

III. Learning Tasks:

ELICIT(Access prior knowledge ) 5 Minutes Materials

The teacher will show the following pictures to elicit previous
knowledge of students about the topic.

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Questions:
1. What can you say about the pictures?
2. Were you able to experience earthquake?
3. What do you call the point on the earth where
the earthquake starts?
Possible answer:
1. The pictures shows the occurrence of an earthquake and its
impact/damages to the environment. It also shows the
instrument used to record earthquake.
2.Yes
3. Focus
ENGAGE(Get the students’ minds focused on the topic)20
Minutes
Let the students watch the video on locating epicenter using
triangulation method.
Questions:
1. What was the video all about?
2. How many data from seismic stations are needed to
locate the epicenter?
3.What are the data needed in locating the epicenter?

Possible answer:
1. The video is all about locating epicenter using
triangulation method.
2. It needs three data in order to locate the epicenter.
3.Time difference in the arrival time of P-waves and S-waves,
distance of epicenter from the station, distance on the map.
EXPLORE(Provide students with a common experience)
35 Minutes
Let the students perform the activity Locating the earthquake
epicenter individually ( in a group) and prepare their output
for presentation

Activity Title: Finding the Epicenter

Objective: Locate the epicenter of an earthquake using the

triangulation method.
Procedure:
1. Study the data showing the difference in the arrival time of
P-wave and S-wave on three seismic recording stations.
2. Compute the distance of the epicenter from each of the
stations using this formula:

d= Td x 100 km

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8 seconds

Where: d = distance (km)

Td = time difference in the
arrival time of P-wave and S-wave
(seconds)
3. Choose one of the recording stations and measure the
computed distance on the map scale (the scale of the map in
Figure 3 is 1.5 cm: 200 km). Set your compass for that
computed distance.
4.Center your compass on the station you have chosen. Draw
a circle.
5. Repeat steps 3 and 4 for the rest of the stations. You should
get three circles that intersect or nearly intersect at a point.
This intersection is the epicenter

Time difference in the Distance of

Distance on the
arrival time of P-wave epicenter
map
and S-wave from the station
Recording station Km (1.5/200km)
(seconds) (km )
PUERTO GALERA 53.4
CEBU 19.2
PUERTO
59.7
PRINCESA

Questions:
1. Where is the epicenter of this hypothetical earthquake?
2. What difficulty will you encounter if you only have data
from two recording stations?
Possible answer:
1. The epicenter is located at TACLOBAN
2. If you only have 2 data from recording stations, then you
will only have two circles with two intersections and you will
have 2 possible locations of the epicenter.
EXPLAIN(Teach the concept. Should include interaction
between teacher and students).20Minutes
Let 3 students present their outputs to the class. Teacher will
give inputs on the misconceptions/ missed concepts of the
students.

Key Concepts:
 In order to locate the epicenter of an earthquake, you
need at least 3 data (epicentral distances) from 3
seismic stations.
 Once you have epicentral distances, you can draw
circles to represent each distance on a map. The radius
of each circle corresponds to the epicentral distance
for each seismic recording station. Once you have
drawn all three circles and located the point where all

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three intersect, you will have successfully located

(triangulated) the epicenter of the earthquake.

ELABORATE(Students apply the information learned in the

Explain. The teacher will give inputs to deepen the understanding
of the students) 20 minutes
Let the students watch the video from
https://www.youtube.com/watch?v=FvTIbXc-eh0“ the Do’s
and Donts in an event of an Earthquake”
Questions;
1. What is the message of the video?
2. Why is it important to be ready in an event of an
earthquake?
Possible answer:
1.it tells us the Do’s and Don’ts if an earthquake occurs.
2. it is important to be ready for safety and security.
EVALUATE How will you know that the students have learned
the concept? 10 minutes.
Essay:
1. Why it is important to determine the location of an
earthquake epicenter?

EXTEND(Deepen conceptual understanding through use in new

context). 10 minutes
Let students answer the following in preparation for the next activity
Why do you think epicenters are found on the places where they were located?
What are land formations found on places or nearer to where epicenters are located?

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Rubrics for the group activity and presentation:

Criteria 5-points 4- points 3- points GROUP
SCORE
1. Content All answers to 1-2 answers are All answers are

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guide questions wrong with vague and

are correct with unclear confusing to the
clear explanation listeners
explanation
2. Presentation/ Output is well Output is well
Output is not
Delivery of the output organized and organized butorganized and
delivered not deliverednot delivered
correctly correctly correctly
3. Cooperation All the group 1-2 members do
All members
members re not cooperate.
are only doing
cooperating the activity but
did not present
4. Time frame Performed the Performed the Performed the
activity and activity and activity and
answered on or answered answered
before the time questions 1-2 questions 2 or
given. minutes after more minutes
the time given. after the time
given.
TOTAL POINTS: 12 POINTS

LESSON PLAN IN SCIENCE 10

Hilma M. Delarmente

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Grade 10 Science

Valencia National High School

09652087222

Content Standards: The learners demonstrate an understanding of the relationship among

the locations of volcanoes, earthquake epicenters, and mountain ranges.

Learning Competency and Code:

Describe the distribution of active volcanoes, earthquake epicenters, and major
mountain belts. S10ES-Ia-36.1

Quarter: 1 Week: 1 Day: 5-6

I.Objectives
At the end of the lesson, the learners should be able to

1. Describe the distribution of earthquake epicenter using the Plate Map.

II. Content
Subject Matter: Distribution of Earthquake Epicenter
Integration:
English-Use of descriptive words to describe formations of different
geologic features.
Values Education- Appreciate the beauty of nature
AralingPanlipunan- Explain the theories of how land forms are created.
Strategies: 7E’S
Complete the Puzzle
Reporting

Materials: Learner’s Materials in Science 10

References: Learner’s Material Science 10 pages 25-28, Teacher’s
Guide pages 16-17
https://www.phivolcs.dost.gov.ph/index.php/earthquake/earthquake-
information3
Learners Manual page 11-14.

III. Learning Tasks:

ELICIT (Access prior knowledge) 5 Minutes Materials

Learners will do the game “Complete Me”
Mechanics: Earths Plate Map Outline
The teacher will call one male and one Cut out pieces of Major Plates
female to do the game as contest.
Using the Earth’s Plate Map outline, place
the correct location of the major Plates (cut
out) in the map outline until the map is
complete Take note of the neighboring
plates if they match.

1. What is your guide in completing the

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map?
2. How important is the boundary between
plates.
3. What geologic features formed between
them?

Photos courtesy of GeorgiosDomouchtsidis

ENGAGE (Get the students’ minds focused on

the topic)10 minutes
Learnersare group into 5. Each group will
be givennews report in different
earthquake happens in the Philippines in
2018. Each of the group will answer the
questionsbelow.
Questions:
1. What time and day the earthquake
occur in the place?
2. Where is the location of the Phillippine Institute Of Volcanology
earthquake? And Seismology (PHIVOLCS) [PH]
3. How depth is the Earthquake?
https://www.phivolcs.dost.gov.ph/ind
4. How strong is the earthquake felt in
ex.php/earthquake/earthquake-
the area?
information3
5. How many aftershocks are
expected?
6. Are there casualties/ damages in the
area?
7. What do you think earthquake occur
in that place?

Possible Answers:
Answers may vary due different
news report assigned in each group.
EXPLORE ( Provide students with a common
experience)20 minutes
The same group will perform Activity 2: Let’s
Mark the Boundaries. (Earthquake distribution)
Learners’ output will be posted on the board
and presented by group through draw lots.

Map of Earthquake Distribution (Red, green

and blue dots represent earthquake epicenters)
(Adapted) http://marc.fournier.free.free.fr

Learner’s Material in Science 10 pages 11-12

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Grade 10 Science

EXPLAIN (Teach the concept. Should include

interaction between teacher and students) 20
minutes
The learners will study the map of earthquake
distribution around the world. Identify the
locations of several earthquake “clusters”
Guide questions:
1. How are earthquakes distributed on the
map?
2. Where are they located?
3. Where are there no earthquakes?
4. Why is it important for us identify areas
which are prone to earthquakes?

Possible answers:
1. The world’s earthquakes are not
randomly distributed over the
Earth’s surface. They tend to be
concentrated in narrow zones.
2. Some are located near the edges
of the continents, some are in
mid-continents, while others are
in oceans .
3. Answers may vary. Some of the Manila Papers, Marking pens
possible answers are: large part
of the Pacific ocean,
northernmost Asia, majority of
Europe, eastern
portion of North and South America
and western Africa.
4. 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.
ELABORATE (Students apply the information
learned in the Explain.The teacher will give inputs
to deepen the understanding of the students) 10
minutes
Showing the Earth’s Plate Map learners
will identify the continents where
earthquake epicentres are located.
1. How do you describe the location Image courtesy geology.com

of earthquake epicentres in the map?

2. What continents where earthquake
usually occurs?
3. Why do you think earthquake
epicentres are located in these areas?
Teacher emphasizes the movements

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of plates are mostly found between

boundaries of plates.
Possible Answers:
1. Some earthquake epicentres are located
near the edges of the continents, some
are in the mid continents and others are
in the oceans.
2. Earthquakes usually occur in some
continents like Western part North and
South America, Eastern Africa,
Southernmost of Asia.
3. Most Earthquakes occur in these areas
because most plates continues to grind
against each other, move away each
other or move towards each other.
EVALUATE (( How will you know that the
students have learned the concept?) 20 minutes
Formative Test. Complete the Map
Call learners from different group to complete
the map with the correct location of earthquake
epicentres..
Mechanics:
1. An outline of a Plate Tectonics map is
posted on the Board. Each outline of
plate is numbered 1 to 10. Image Courtesy and modified by: R.J. Lillies 2005, Parks
2. Each group will be assigned number of and Plates

plates to be answered by placing push

pins of the location of earthquake Plate Tectonic map, Push pins, Manila
Paper, Styrofoam, Masking tape
epicentres.

RUBRICS FOR THE GROUP

PARTICIPATION
1
Criteria 5 15
0
Demonstrate cooperation
among the member of the
group
Correctly use the materials to
arrive accurate results
Explain the concept well
EXTEND (Deepen conceptual understanding
through use in new context) 5 minutes

Search for the map of the Philippine Faults.

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Study the map. Will you predict which

area/areas may experience strong earthquakes?
Why do you think so?
Reflection:
A. Number of learners achieve 80%________________________
B. Number. of Learners who have caught up the lesson?_______
C. No. of Learners who require additional activities for remediation:_______
D. Number of learners who have caught up the lesson:____________
E. Number of learners who continue to require remediation:______
F. Which of my teaching strategies worked well?__________
G. What difficulties did I encounter which my principal or supervisor help me solve?
________
H. What innovation or localized materials did I used/ discover which I wish to share
with other teacher?__________________________

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Grade 10 Science

Lesson Plan in Science 10

Angelie Joy Bokingo-Dumanlag
Valencia National High School

Content Standards:
The learners demonstrate an understanding of the relationship among the locations
of volcanoes, earthquake, epicentres and mountain ranges.
Performance Standards:
The learners shall be able to demonstrate ways to ensure disaster preparedness
during earthquakes, tsunamis and volcanic eruptions.
Learning Competencies and Code:
The learners should be able to describe the distribution of active volcanoes
earthquake epicenters, and major mountain belts; S9ES –Ia-j36.1

Quarter: 1 Week: 2 Day: 7-8

I. Objectives:
At the end of the lesson, the students will be able to locate the distribution of
active volcanoes in the continents using the map of volcanoes in the world.
II. Content:
Subject matter:Plate Tectonics
ICT integration: Utilize power point in the presentation of result
Strategies: Cooperative learning, Hands-on activity
References: CG, LM pp. 11-14.

III. Learning Tasks

IV. ELICIT(Access prior knowledge)5 minutes Materials/Assessment Tools

Show a video on the distribution of active volcanoes in the https://www.youtube.com/
world. watch?v=bZRxyl0dQFo.
a. What can you say about the video presented?
b. How would you describe the formation of the
volcanoes?
c. How would you describe its distribution?

ENGAGE(Get the students’ minds focused on the topic (short; question or picture).5
minutes
Guide questions for students:
a. What can you infer about the video?
b. In your own understanding, how do volcanoes being formed?
c. How do volcanoes being distributed
EXPLORE(Provide students with a common experience) 20 minutes
a. The students will be grouped in 3 members. They
will perform Activity 2 “Let’s Mark the

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Grade 10 Science

Boundaries”.
b. Tell them to read the instructions carefully to avoid
error.
c. The group output will be presented in the class with
the rubrics for grading.
EXPLAIN(Teach the concept. Should include interaction between teacher and
students).15minutes
a. Ask each group to present their output.
b. The teacher will give inputs to the students if there
are misconceptions about the topic during
presentations.

ELABORATE (Students apply the information learned in the Explain).10 minutes

The teacher will show another video on the distribution
of Volcanoes and disaster preparedness. https://www.youtube.com/
Guide questions: watch?v=hpfh4aRu4hs ,
a. How do you describe volcanoes and its distribution? https://www.youtube.com/wat
b. What will you do if these disasters strike your area? ch?v=Z-w_z9yobpE.

EVALUATE(How will you know the students have learned the concept)
Evaluation is based on the presentation of each group.

EXTEND(Deepen conceptual understanding through use in new context).

a. Advance reading on the next topics which is the type
of plate boundaries.
Guide questions for students:
i. What are the different types of plate
boundaries?
ii. How does each one different from one
another?

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Rubrics for the group activity and presentation:

Criteria 5-points 4- points 3- points GROUP

SCORE
1. Content All answers to 1-2 answers are All answers are
guide questions wrong with vague and
are correct with unclear confusing to the
clear explanation listeners
explanation
2. Presentation/ Output is well Output is well
Output is not
Delivery of the output organized and organized butorganized and
delivered not deliverednot delivered
correctly correctly correctly
3. Cooperation All the group 1-2 members do
All members
members re not cooperate.
are only doing
cooperating the activity but
did not present
4. Time frame Performed the Performed the Performed the
activity and activity and activity and
answered on or answered answered
before the time questions 1-2 questions 2 or
given. minutes after more minutes
the time given. after the time
given.
TOTAL POINTS: 12 POINTS

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Grade 10 Science

Lesson Plan in Science 10

Cris May Jane S. Saure
Lilingayon National High School

Content Standards:
The learners demonstrate an understanding of the relationship among the locations
of volcanoes, earthquake epicenters, and mountain ranges

Performance Standards:
The learners demonstrate ways to ensure disaster preparedness during earthquakes,
tsunamis, and volcanic eruptions

Learning Competency and Code:

The learners describe the distribution of active volcanoes, earthquake epicenters,
and major mountain belts. S10ES-Ia-36.1

Quarter: 1 Week: 3 Day: 9-10

I. Objectives:
At the end of 120 minutes 100% of the learners are expected to:
1. describe the distribution of active volcanoes using the Map of Volcanoes in the
world;
2. present (a jingle/role play/poem/poster/broadcasting) about the distribution of the
active volcanoes; and
3. show awareness on how to prepare from geological events such as volcanism.
II. Content:
Subject Matter: Distribution of Active Volcanoes

Integration:
Learning Area: English
Strategies: Differentiated Instruction
Materials: LM, Map of active volcanoes of the world, ball pen, paper, TV

References: LM pp.12-13
TG pp. 11-12
http://ees.as.uky.edu/sites/default/files/elearning/module04swf.swf
https://www.youtube.com/watch?v=ywovuS_4KNk

III. Learning Tasks:

ELICIT: (Access prior knowledge ) (5 minutes) Materials

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Grade 10 Science

Teacher will ask the learners to give a brief discussion on the

activity being performed on previous lesson. This will be done via
draw lots. The name that will be picked shall do the discussion.

Key Question:
1. Where are the Earthquakes located?
2. Why is it important to identify areas that are prone to earthquake?

ENGAGE: Get the students’ minds focused on the topic (short; question or
picture). (10 minutes)
Video clip viewing on volcanic eruption
https://www.youtube.com/watch?v=ywovuS_4KNk Video clip

Key Questions:
1. What have you observed?
2. Do you have related experience/s with what is seen in the video
presented?
3. What can you do in order to avoid this kind of phenomena?

EXPLORE: Provide students with a common experience. (30 minutes)

Group task: 1.Copies of

figure 6 maps
2. Rating
Sheet
3. Rubrics

Procedure:
1. Study the map of active volcanoes in Figure 6.

Guide Questions:
1. How are volcanoes distributed?
2. Where are they located?
3. Based on the map, mention a country that is unlikely to experience a

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Grade 10 Science

volcanic eruption.
4. How will prepare yourself from geological events such as volcanism?
Compare the location of majority of earthquake epicentres with the
location of volcanoes around the world.
EXPLAIN: Teach the concept. Should include interaction between teacher
and students. (30 minutes)

Reporter of every group shall present/explain their findings on

the activity being performed. A draw lots shall be facilitated, one
group will present it by preparing a jingle, a drama presentation, a
broadcasting, a poem or a poster making.

Key Concepts:
 Plates are large pieces of the upper few hundred kilometres 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.

Answer #1: Volcanoes are not randomly distributed. Majority of them

are found along the edges of some continents.

Answer #2: Majority are found along the edges of some continents,
particularly in the western coast of North and South America, East and
South East Asia.

Answer #3: Answers may vary

The teacher will assess/ give comments on students’ presentation.

ELABORATE: (Students apply the information learned in the Explain.

(10 minutes)

To view an interactive map that will show the relationship between

plate boundaries and different geologic processes, you may
visit;http://ees.as.uky.edu/sites/default/files/elearning/module04swf.swf

EVALUATE: How will you know the students have learned the concept?
(15minutes)
Answer the following questions in ½ crosswise. Formative
1. How are volcanoes distributed? 5 pts assessment
2. Where are they located? 5 pts
EXTEND: Deepen conceptual understanding through use in new context.
(10 minutes)
Do research of volcanoes in Mindanao and its specific location,
classify the volcanoes as active or inactive.

21 | L e s s o n P l a n
Grade 10 Science

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ____
C. Did the remedial lesson work?
D. No. of learners who have caught up the lesson:
E. No. of learners who continue to require remediation:
F. Which of my teaching strategies worked well? Why did these work?
G. What difficulties did I encounter which my principal or supervisor help me solve?
H. What innovation or localized materials did I used/discover which I wish to share
with other teacher?

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Grade 10 Science

Activity Sheet
Let’s Mark the Boundaries
(Adapted from Learner’s’ Material)
Objectives:
• Describe the distribution of active volcanoes, earthquake epicenters, and major mountain
belts.
• Determine the scientific basis for dividing the Lithospheric plates.

Materials: Map of active volcanoes of the world

- Study the map of active volcanoes in Figure 6.

Guide Questions:
Q1. How are volcanoes distributed?

Q2. Where are they located?

Q3. Based on the map, mention a country that is unlikely to experience a volcanic eruption.

- On the second plastic sheet, sketch the approximate locations ofseveral volcanoes
using a marking pen.
1. Place the earthquake plastic sheet over the volcano plastic sheet.

Q4. Compare the location of majority of earthquake epicenters with the location of
volcanoes around the world.

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Grade 10 Science

RATING SHEET and RUBRICS

Group Name: _________________________
Score:________
Name Task
1.___________________________ _________________________
2.___________________________ _________________________
3.___________________________ _________________________
4.___________________________ _________________________
5.___________________________ _________________________
6.___________________________ _________________________
7.___________________________ _________________________
8.___________________________ _________________________

Rubrics for the group activity and output presentation:

GROUP
Criteria 5-points 3-points 2-point SCORE

1. Cooperation All of the group 1-2 members do 1-2 members are

members are not participate. only doing the
participating. activity.
2. Data/ All answers to the 1 answer is All answers are
Presentation guide questions wrong and the wrong and the
are correct and the explanation is explanation are
explanation is not so clear vague/confusing
clear
3. Time frame Answered the Answered the Answered the
(answering the guide questions question on question in an
activity) before the time time. extended time.
given.
TOTAL POINTS (10 POINTS)

24 | L e s s o n P l a n
Grade 10 Science

Lesson Plan in Science Grade 10

Cilia C. Torregoza
Dagatkidavao Inegrated School
09057297658

Content Standards:
The learners demonstrate an understanding of the relationship among the locations
of volcanoes, earthquake epicenters, and mountain belts.

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.

Learning Competency and Code:

Describe the distribution of active volcanoes, earthquakes epicenters, and major
mountain belts.S10ES- Ia- J- 36.1
Quarter: 1 Week: 3 Day: 11-12

I. Objectives:
At the end of 120 minutes, 100% of the learners are expected to:
1. Locate the distributions of Mountain Belts using the Map of the World.
2. Describe the distribution of mountain ranges using the Map of the Mountain Belts.

II. Content:
Subject Matter: Distribution of volcanoes, earthquakes epicenter
and mountain ranges

Integration:
Geology- locating the distribution of mountain belts using the maps of the
world
History- using map of the world in locating the distributions of mountain
belts
English- reading comprehension and sentence construction in answering the
guide questions

Strategies: Picture analysis, Collaboration/ Group Activity, Reading

Comprehension
Materials: Teachers Guide, Learners Materials, Pictures and PDF, Reading
Selection

References:
Teachers Guide: pages 10- 11
Learners Materials: pages 11- 14

25 | L e s s o n P l a n
Grade 10 Science

Reading Materials: www.classzone.com

Map of the world: pinterest.com

III. Learning Task:

ELICIT (Access prior knowledge) 5 minutes Materials

To elicit prior knowledge, let the students recall the last activity they Map of the
performed and ask the following questions based from the given picture. earthquake
epicenters and
map of active
volcanoes taken
from Learners
Manual
Pages 11- 14.

Image source: DepEd Learners Material

1. How are volcanoes distributed?
2. Compare the location of the majority of earthquake epicenters with the
location of volcanoes around the world?

Possible answer:
1. Volcanoes are not randomly distributed. Majority of them are
found along the edges of some continents.
2. Earthquake epicenters and volcanoes are both situated at the
same location.

ENGAGE (Get the students’ minds focused on the topic) 5 minutes

The teacher will show the map of the mountain ranges of the world. Let
the learners observe.

1. What do you observe in the given map?

Possible answer:
1. Answer may vary. It shows a certain pattern of distribution of the
mountain ranges.

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Grade 10 Science

EXPLORE (Provide students with a common experience) 15 minutes

The teacher will group the students (5 groups only). Map of the world
The teacher will explain the procedure and the rubrics of the activity. Map of
The teachers will provide each group with the activity sheet and answer distribution of
sheet. Mountain Ranges
pinterest.com
Map of the World
Taken from Science 10 Learners Manual pages 11-14.
Map of the Mountain Ranges of the World

Let the students answer the following guide questions:

1. Using the map of the world, locate the mountain belts.
2. How are mountain ranges distributed?
3. How will you relate the distribution of mountain ranges with the
distribution of earthquakes epicenters and volcanoes?
4. Is it possible to find mountain ranges on places where volcanoes and
earthquake epicenters are located?
Possible answer:
1. Answers may vary.
2. Mountain ranges are not randomly distributed.
3. Mountain ranges are found in places where volcanoes and
earthquake epicenters are also located.
4. Yes.
EXPLAIN(Teach the concept. Should include interaction between
teacher and students.) 15 minutes
Let the students present their output. To make the output presentation
alive, the group will present their output in the following creative way.
Group 1- in a form of TV reporting
Group 2- in a form Radio Broadcasting
Group 3- in a form of spoken poetry
Group 4- in a form of poem
Group 5- in a form of a talk show
The teacher will give inputs if there are some misconception or
confusions during the presentations of output.

Key concepts:
1. Most mountains and mountain ranges are parts of mountain belts that
have formed where two lithospheric plates have converged and where, in
most cases, they continue to converge. In effect, many mountain belts
mark the boundaries in turn intersect other such boundaries.
Consequently, there exist very long mountain systems where a series of
convergent plate boundaries continue from one to the next. A nearly
continuous chain of volcanoes and mountain ranges surrounds most of the
Pacific basin- the so- called Circum- Pacific System.
2. Most of the continuous chain of mountains can be traced from Morocco
in North Africa through Europe, then across Turkey,, and Iran through the
Himalayas to Southeast Asia; this Chain, the Alpine- Himalayan System,

27 | L e s s o n P l a n
Grade 10 Science

has formed where the African, Arabian, and Indian Plates have collided
with the Eurasian Plate.
3. Nearly all mountain ranges on the Earth can be included in one of the
two major systems and most that cannot are residual mountains, which
originated from ancient continental collisions that occurred hundreds of
millions of years ago.
4. Mountain ranges are found in places where volcanoes and earthquake
epicenters are also located.

ELABORATE (Students apply the information learned in the Explain.

The teacher will give inputs to deepen the understanding of the students.)
10 minutes
Reading selection
taken from
www.classzone.co
m

The teacher will provide a reading materials on Mountain Ranges and

Belts taken from www.classzone.com

Guide questions:
1. How are mountain ranges formed?
2. Where do major mountain belts located?

Possible answer:
1. Most mountains belong to ranges-long lines of mountain that were
formed at about the same time and by the same process. Ranges that are
close together make up mountain belts.

28 | L e s s o n P l a n
Grade 10 Science

2. Most of the world’s major mountain belts are located along tectonic
plate boundaries.

EVALUATE(5 minutes)
The activity sheets and performance rating of the students will serve as
their score. These are formative assessment tools of student’s progress
and understanding.
EXTEND(Deepen conceptual and understanding through the use in new
context) 5 minutes
Research on the different types of plate boundaries.

Reflection:
A. No. of learners achieve 80%: __________
B. No. of learners who required additional activities for remediation: __________
C. Did the remedial lesson work? _____________
D. No. of learners who have caught up the lesson: __________
E. No. of learners who continue to require remediation: __________
F. Which of my teaching strategies worked well? Why did these work? _______
G. What difficulties did I encounter which mu principal or supervisor help me solve?
_________
H. What innovation or localized materials did I used/ discover which I wish to share with
other teacher? ________

Rubrics for the group activity and output presentation:

Total
Criteria 5 points 4 points 3points

All the group 1- 2 members are

1. members are 1-2 members do only doing the
Cooperation participating not participate activity
All answers to
the guide
questions are
correct and 1-2 answer is All answers are
the wrong and the wrong and the
explanation is explanation is not explanation are
2. Content clear so clear confusing

3. Output is well
Presentation/ organized and Output is well Output is not
Delivery of delivered organized but not organized and not
output confidently deliver properly deliver properly

29 | L e s s o n P l a n
Grade 10 Science

Performed the
activity and Performed the
answered the activity and Performed the
guide answered the activity and answered
questions on guide question 1 the guide questions 2
4. Time or before the minute after the or more minutes after
Frame given time. given time the given time.

TOTAL POINTS (20 POINTS)

Handout 2

Answer Sheet

Activity # ________ Score:

_________________

30 | L e s s o n P l a n
Grade 10 Science

Title: ______________________________________ Date:

__________________
Name of the group:___________________
Group member:
1.
2.
3.
4.
5.
Objectives:
1.
_________________________________________________________________________
_________________________________________________________________________
__.
Answers to guide questions:

Handout 3

Activity No. 2
Let’s Mark the boundaries!
Part C

31 | L e s s o n P l a n
Grade 10 Science

Objectives:
 Locate the distributions of Mountain Belts using the Map of the World.
 Describe the distribution of mountain ranges using the Map of the Mountain
Belts.

Materials:
 Map of the world
 Map of the mountain ranges
 Activity Sheets
 Answer sheet
Procedure:
1. Using the map of the world and the map of the
earthquake distribution (done in previous activity)
and map of active volcanoes (done in previous
activity) locate the distribution of mountain ranges.

pinterest.com
Map of the world

32 | L e s s o n P l a n
Grade 10 Science

Taken from Science 10 Learners Manual pages 11- 14

Map of mountain ranges

Questions:
1. Using the map of the world, locate the mountain belts.
2. How are mountain belts distributed?
3. How will you relate the distribution of mountain ranges with the distribution of
earthquakes epicenters and volcanoes?
4. Is it possible to find mountains ranges on places where volcanoes and earthquake
epicenters are located?

Handout 5
Reading Materials

33 | L e s s o n P l a n
Grade 10 Science

(www.classzone.com)

Guide Questions:
1. How are mountain ranges formed?
2. Where do major mountain belts located?

Lesson Plan in Science 10

Darwendan Hamol-awon Sambahay
Valencia National High School

34 | L e s s o n P l a n
Grade 10 Science

Content Standards:
The learners demonstrate an understanding of the relationship among the locations
of volcanoes, earthquake, epicentres and mountain ranges.

Performance Standards:
The learners shall be able to demonstrate ways to ensure disaster preparedness
during earthquakes, tsunamis and volcanic eruptions.

Learning Competencies and Code:

The learners should be able to describe the distribution of active volcanoes
earthquake epicenters, and major mountain belts; S9ES –Ia-j36.1

Quarter: 1 Week: 4 Day: 13-14

I. Objectives:
At the end of the lesson, the students should be able to:
1. compare the distribution of volcanoes, earthquake epicenters and major
mountain belts.
2. determine the scientific basis for dividing the Lithospheric plates.

II. Content:
Subject matter: Plate Tectonics (Distribution of volcanoes, earthquake
epicentres and major mountain belts.

ICT integration: Utilize power point in the presentation of result

Strategies: Cooperative learning, Hands-on activity

References: CG, LM pp. 12-13.

DepEd Grade 10
Science Learner’s Material /Teachers Guide
Links for pictures:
http://pubs.usgs.gov/gip/volc/fig34.html
https://tse1.mm.bing.net/th?
id=OIP.rpYYVgEEa_HSHV4EaFNUmwHaDr&pid=15.1&P=0&w=321&h=16
0
Links for video clips:
https://www.youtube.com/watch?v=S9ty-ta1wyI
https://www.youtube.com/watch?v=xC9snjBR3nU

III. Learning Tasks

35 | L e s s o n P l a n
Grade 10 Science

ELICIT(Access prior knowledge)5 minutes Materials/Assessment Tools

Students are group into five. Each group will connect pieces Map of active volcanoes
of pictures of a world map of active volcanoes. After fitting Scotch tape
the pictures together, students will answer further the Link:
following questions: http://pubs.usgs.gov/gip/volc/f
ig34.html
1. What does the map shown all about?
2. How are volcanoes distributed?

ENGAGE(Get the students’ minds focused on the topic (short; question or picture).5
minutes
The teacher will provide a map of mountain ranges of the Map of mountain ranges of the
world and students will trace the color marks in the map world
using a crayon. Link:
https://tse1.mm.bing.net/th?
Now that you have seen the location of volcanoes, id=OIP.rpYYVgEEa_HSHV4
mountain ranges, and majority of earthquake epicentres, EaFNUmwHaDr&pid=15.1&
study Figure 2 on page 7, Map of Plate boundaries once P=0&w=321&h=160
more.

EXPLORE(Provide students with a common experience).15 minutes

Let the students watch a video clips showing the distributions of mountain ranges, volcanoes
and earthquake epicentres.

Activity Sheets
Key Question: Video Clips
Q13. How will you relate the distribution of mountain
ranges with the distribution of earthquake epicentres and

36 | L e s s o n P l a n
Grade 10 Science

volcanoes? Link:
https://www.youtube.com/
Q14. What do you think is the basis of scientists in dividing watch?v=S9ty-ta1wyI
Earth’s lithosphere into several plates?
https://www.youtube.com/
Students will answer the following questions: watch?v=xC9snjBR3nU
1. Compare the location of majority of earthquake
epicentres with the location of volcanoes around the
world. The students will share their answers to the
class.

EXPLAIN(Teach the concept. Should include interaction between teacher and students).20
minutes
Let the groups will answer the question below andcreate a
graphic organizer in a cartolina /manila paper. The students Rubrics
will then present their output orally to the class and they are Presentation of outputs
graded through rubrics.

Students will answer the following questions:

1. Compare the location of majority of earthquake
epicentres with the location of volcanoes around the
world. The students will share their answers to the
class.

Key Question:
Q13. How will you relate the distribution of volcanoes,
earthquake epicentres to the distribution of mountain
ranges?
Answer: Mountain ranges are found in places where
volcanoes and/or earthquake epicenters are also located.
Q14. What do you think is the basis of scientists in dividing
Earth’s lithosphere into several plates?
Answer: Geologic activities such as seismicity (occurrence
of earthquake), volcanism and mountain formation are the
basis of scientists in dividing Earth’s lithosphere.

After the report, the teacher will give inputs on

important concepts missed by the students. Teacher will
also give feedback on their activity group performance.
ELABORATE (Students apply the information learned in the Explain).10 minutes
Panel discussion
Each group will answer the following questions.
1. Were you able to get information on the distribution of
volcanoes, earthquake epicentres and major mountain belts?

2. Were the basis of scientist in dividing Earth’s Lithosphere

well explained?

37 | L e s s o n P l a n
Grade 10 Science

The places on Earth where most of the earthquakes

originated or some mountains and volcanoes were formed
mark the boundaries of each lithospheric plate. Each plate is
slowly moving relative to each other, causing geologic
events to happen along their boundaries.

EVALUATE(How will you know the students have learned the concept)
The activity sheets and performance rating sheets will serve Activity Sheets
as the “Evaluate” component of the lesson plan. These are Rating Sheet
formative assessment tools of student progress and
understanding.

EXTEND(Deepen conceptual understanding through use in new context).

Assignment
Each student will make a song, poem, or a rap video recorded presentation.
about the comparison on the distribution of volcanoes,
earthquake epicentres and major mountain belts. Students
will pass video recorded presentation.

Reflection:
I. No. of learners achieve 80%: ____
J. No. of learners who require additional activities for remediation: ____
K. Did the remedial lesson work?

38 | L e s s o n P l a n
Grade 10 Science

L. No. of learners who have caught up the lesson:

M. No. of learners who continue to require remediation:
N. Which of my teaching strategies worked well? Why did these work?
O. What difficulties did I encounter which my principal or supervisor help me solve?
P. What innovation or localized materials did I used/discover which I wish to share
with other teacher?

Lesson Plan in Grade 10 Science

Khessa Pamela Di L. Flores
Valencia National High School
09263290421

39 | L e s s o n P l a n
Grade 10 Science

Content Standards:The learners demonstrate an understanding of the relationship among

the
locations of volcanoes, earthquake epicenters, and mountain ranges.

Performance Standards:The learners shall be able to demonstrate ways to ensure disaster

preparedness during earthquakes, tsunamis, and volcanic eruptions; and
suggest ways by which he/she can contribute to government efforts in
reducing damage due to earthquakes, tsunamis, and volcanic eruptions.

Learning Competency:
The learners should be able to describe the different types of plate boundaries
S10ES-Ia-j-36.2
Quarter: 1 Week:4 Day: 15

I. Objectives
At the end of the lesson, 100% of the learners are expected to:
1. describe the different types of plate boundaries
2. illustrate the different types of plate boundaries
3. appreciate the importance of plate boundaries

II. Content
Subject Matter: (Plate Tectonics) Different types of plate boundaries
Integration: AralingPanlipunan- Different landforms has its
historical past and stories to tell but scientifically
it has its explanation due to movements of plate
boundaries.
E.S.P.: Appreciating one’s land is also taking care of our environment not only
in our present generation but for the next generations to come.
Strategies: Picture Puzzle – students will solve a picture puzzle on plate
boundaries

Collaborative Learning – students will do group activity on plate boundaries

MATCH ME, WHAT PLATE AM I?
Group Activity – students will do a big group sharing on the
importance of our plate boundaries
Materials: Pictures, Metacards, Powerpoint, Activity sheets, White board,
Marker
References: Science 10 Teachers Guide Textbook page 13-15
Science 10 Learners Material Textbook page 14-15
http//www.google.pictures on plate boundaries.com

III. Learning Tasks:

ELICIT (Access prior knowledge ) 8 Minutes Materials

40 | L e s s o n P l a n
Grade 10 Science

Activity1: PICTURE PUZZLE Cut pictures of map

- To elicit prior knowledge, students will do a picture puzzle, arranging of plate boundaries
the pictures provided by the teacher forming the map of plate
boundaries.

Source: DepEd Science Textbook LM10

Key Question: 1. What does the picture shows?

2. What are the large plates and the smaller
plates shown in the map of plate
boundaries?
Possible answer:
1. It shows the movement and direction of plates.
2. Large plates includes: Pacific plate, African plate, Antarctic plate, etc.
Smaller plates includes: Philippine plate, Nazca plate
etc.
ENGAGE (Get the students’ minds focused on the topic) 8Minutes

Activity2: MATCH ME!

-Students will match the picture by labeling the picture to its
corresponding direction of movement. The direction will be moving
towards each other, moving apart, and sliding past each other.
Direction: 1. Label each picture to its corresponding direction of motion.
(Write only the letter for your answer)

41 | L e s s o n P l a n
 Grade 10 Science

___1. ___2.

___3. ___4.

____5.

Source: http//www.google.types of plate boundaries.com

Answer choices: -Pictures on objects

A.Moving towards indicating different
B. Moving apart direction of
movements.
C. Sliding past each other -Metacards on:
Key Answers: 1. C 2. A 3. A 4. A 5. B * Moving
towards
* Moving
apart * Sliding
passing each
other

EXPLORE (Provide students with a common experience) 8Minutes

Activity 3: WHAT PLATE AM I? -Picture of Map

- Students will do another activity where they will list the names of showing motion of
plates in Figure 8 in their Science 10 learning material textbook page 14 plates
showing the map of motion of plates.
- The direction of motion of plates are plates moving towards each
other, plates move apart, and plates that slide or grind past each other.

Key Questions:
1. What are the plates in the map that moves apart?

2. What are the plates in the map that moves toward

Source: DepEd Science
each other? Textbook LM10

42 | L e s s o n P l a n
 Grade 10 Science

3. What are the plates in the map that slides or grind past
each other?
Possible answers:
1. Pacific ocean and Nazca plates, Pacific and Caribbean
Plates
2. Nazca and South America plate, North America and Africa plate
3. Arabian and Irinian plate
EXPLAIN (Teach the concept. Should include interaction between teacher and
students). 10 Minutes

The teacher connects the lesson through their activity and discusses about
the different types of plate boundaries.
Key Questions:
1. What are the types of plate boundaries?
2. What is divergent boundary?
3. What is convergent boundary?
4. What is transform fault boundary?
- -Powerpoint on
Key Points: different pictures of
Types of Plate boundaries: Convergent
Plate Boundaries,
1. Divergent plate boundary
Divergent Plate
2. Convergent plate boundary Boundaries and
3. Transform fault boundary Transform
Divergent plate boundary- plates move apart, creating a zone Fault Plate
of tension Boundaries
Convergent plate boundary- plates are moving toward each
other where plates collide
TRANSFORM FAULT BOUNDARY- plates slide or grind
past each other without diverging
or converging .
ELABORATE (Students apply the information learned in the
Explain. The teacher will give inputs to deepen the understanding of the
students) 10 minutes
Activity 4: GROUP ACTIVITY -White board and
-Students will do a group sharing activity on the importance of the different marker -
types of plate boundaries and let Powerpoint
presentation on
forms of
Convergent Plate
Boundaries,
the learners illustrate their ideas through drawing on the board. Divergent Plate
Key Questions: Boundaries, and
1. How important our land is? Transform Fault
2. How important it is in our life, in our family, community and to our Boundaries

43 | L e s s o n P l a n
 Grade 10 Science

children’s children?
3. Does it has story to tell or does it has history to tell?
4. What are places in the Philippines that are now being visited as tourist
spots because of its unique and amazing landforms?
Note: Answers may vary.

EVALUATE (10 minutes)

44 | L e s s o n P l a n
 Grade 10 Science

-Students will answer the activity sheets to evaluate their understanding on the Activity sheets
different types of plate boundaries.
Direction: 1. Match the pictures to its corresponding types of plate boundaries.

Activity Sheet
Name:_______________ Date:________ Score:_____

TYPES OF PLATE BOUNDARIES

Directions: Match the picture to its type of plate
boundaries. Write only the letter for your answer.
A. Convergent B. Divergent C. Transform Fault

__1. __2. __3.

__4. __5. __6.

__7. __8. __9. __10.

Answers: 1. B 2. A 3. C 4. B 5. A 6. B 7. C 8. B
9. A 10. B

EXTEND (Deepen conceptual understanding through use in new context). 6

minutes
Essay:
-As a student how can you help preserved the natural resources of the Earth.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___
Lesson Plan in Science 10

45 | L e s s o n P l a n
Grade 10 Science

Miraflor M. Montecillo
Banlag Integrated School

Content Standards:
The learners demonstrate an understanding of: the relationship among the locations
of volcanoes, earthquake epicenters, and mountain ranges.
Performance Standards:
1. The learners shall be able to 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.
Learning Competencies and Code:
The learners should be able to describe the distribution of active volcanoes
earthquake epicenters, and major mountain belts; S10ES –Ib,c- 36.2

Quarter: 1 Week: 4 Day: 16

V. Objectives:
AtAt the end of the lesson, 100 % of the learners are expected to:
1. Differentiate the types of earth’s plate.
2. Identify the Three Types of Plate boundaries.
VI. Content:
Subject matter:Plate Tectonics
Integration:
P.E and arts –students will mime such as things like facial expression, body
language, hand gestures etc.
English – reading comprehension skills
Geography/ Social studies – analyzing arrows in the given plate map
Strategies:
 Game-based learning is done during elicit where in the groups will mime
the projected pictures and may answer YES or NO and one( 1)player is
VII.
given 60 seconds to guess it.
 Anticipation-Reaction Guide (ARG) – using handouts, before starting
the activity the students will mark whether they agree (+) or disagree
(—) with each given statement in the column before. After completing
all the activities, they will mark whether agree (+) or disagree (—) with
each statement in the column after.
 Directed Activities Related to Text (DART) – students will read and
understand the given reading materials and answer the questions related
to the text.
 Cooperative Learning – student will do the activity in a group, assigned
a reporter and a scribe and each member will have to share their ideas.
References:
Science 10 LM pp 13-14
Anderson, D. L. (2009).Plate tectonics, platonics, and logic.
Retrieved January 7, 2012, from MantlePlumes website,
mantleplumes.org/Philosophy.html

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Grade 10 Science

IV. Learning Tasks

ELICIT: (Access prior knowledge (5 minutes) Materials

Game-based learning: What is the Password? Images/ pictures: volcanoes,
The group will mime the projected pictures and mountains, valleys, ocean,
may answer lakes
YES or NO. The player is given 60 seconds to
guess it.
Key question:
1. What are different landforms or bodies of water
and why did it occurs?

ENGAGE: Get the students’ minds focused on the topic Materials

(short; question or picture). (10 minutes)
Individual:
Activity 1: Anticipation Reaction Guide: Activity Sheets
Students will answer hand outs no.1.
Anticipation guide:
Mapping Plates
EXPLORE: Provide students with a common experience. (20 Materials
minutes)
Activity 2: Directed Activities Related to Text (DART):
Group Activity: Student Reading (hand outs no. 2) Reading/ Activity Sheets
Earth’s Dynamic Machine:
Basics of Plate Tectonics
Students are to answer hand outs no.3:
Directed Reading Table: Understanding Plate boundaries
EXPLAIN: Teach the concept. Should include interaction Materials
between teacher and students. (15 minutes)
Students-Teacher Inquiry Discussion Paper and pen
Anticipation Reaction Guide: mapping plates: Student
will defend their answers.
ELABORATE: Students apply the information learned in the Materials
Explain. (10 minutes)
Plate Map Analysis activity Plate map, paper and pen
Students will answer Key Questions in hand outs no. 4
EVALUATE: How will you know the students have learned Materials
the concept? (5 minutes)
Formative assessment:
10 items Multiple Choice Test Paper and pen
EXTEND: Deepen conceptual understanding through use in Materials
new context. (5 minutes)
Concept mapping on plate boundaries

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Grade 10 Science

IV: Reflection:
A. No. of learners achieved 80%:
B. No. of learners who require additional activities for remediation:
C. Did the remedial lessons work?
D. No. of learners who have caught up the lesson:
E. No. of learners who continue to require remediation:
F. Which of my teaching strategies work well?
Why did these works?

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Grade 10 Science

Appendices

Hand outs no. 1.

Name: ___________________________________ Date: ____________

Anticipation Reaction Guide: Mapping Plates

Before starting the activity, mark whether you agree (+) or disagree (—) with each
statement below in the column before.

After completing the activity, mark whether you agree (+) or disagree (—) with each
statement below in the column after.

Before Statements After

1. All of the earth’s plates are about the same size.
2. The plates include the lithosphere under the oceans.
3. Earth’s crust and upper mantle are broken into sections called plates
4. All of the earth’s plates are moving in the same direction.
5. The edges of continents are the same as the boundaries of plates.
6. A collision zone forms where two oceanic crusts collide.
7. Transform boundaries occur where two plates slide past one another.
8. A subduction zone is where one plate (oceanic) goes under another.
9. At convergent boundaries, plates are moving apart from one another.
10. Earthquakes can occur at convergent, divergent or transform boundaries.

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Grade 10 Science

Hand outs no. 2.

Earth’s Dynamic Machine:
Basics of Plate Tectonics
Text adapted from The Earth Machine: The Science of a Dynamic Planet by Edmond A. Mathez.
Columbia University Press, 2007.
All images from AMNH- American Museum of Natural History

The lithosphere, the rigid, strong outermost shell of Earth, is broken into ten large plates.
The mantle below those plates is solid rock. However, over time — and at high
temperatures and pressures — the solid rock of the mantle very slowly flows in enormous
circular motions called
convective currents. These currents cause the plates to move, a process geologists describe
with the theory of plate tectonics. Because of plate tectonics, Earth’s surface is in constant
motion. Plates separate. They slip past one another. They even collide with each other.
Arabia, for instance, pulls away from Africa, opening up the Red Sea. North America
creeps away from Europe
at about one inch per year
— roughly the rate at
which a fingernail grows!
Large regions of the Pacific
seafloor dive beneath the
surrounding continents.
And as India pushes north
into Asia, it creates the
world-famous mountain
range called the Himalayas.

Plates Moving Apart

Where plates separate, or diverge, ocean basins

are created. 85% of Earth’s volcanic eruptions occur
along divergent boundaries. Many small earthquakes
happen along these boundaries at shallow depths (less
than 6 miles). As the plates move apart, magma rises
from the mantle to fill the empty space. In this way,
the plates grow as they separate. By this process, entire
ocean basins re-form about every 200 million years.
Most divergent plate boundaries run through the
world’s oceans. In the Atlantic, the boundary divides
the ocean basin almost exactly in half. This
boundary is called a mid-ocean ridge. This term
means that there is a range of volcanic
mountains running through the bottom of the
Atlantic Ocean.

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Plates Coming Together

Where plates collide, or converge, a variety of landforms are created. Such

structures include mountains, volcanic island arcs and deep-sea trenches. Convergent plate
boundaries produce large and small earthquakes. They build great, explosive volcanoes as
well. Exactly what happens at a convergent plate boundary depends on what collides with
what.
Most plate convergence occurs between oceanic and continental plates. When this
happens, the colder and denser oceanic plate sinks below the continental plate into the
mantle. That process is known as subduction. The boundary where it occurs is called a
subduction zone.

Plates Sliding By

Where plates slip past each other, they form long

furrows in the lithosphere called transform boundaries.
These boundaries are typically hundreds to thousands of
miles long. At transform boundaries, crust is not created,
nor does it disappear. The plates on either side of the fault
may be moving in opposite directions. Or they could be
moving in the same direction, but at different speeds.
Where transform faults bend, one of two different
structures will form. A pull-apart basin may grow. This type
of long, narrow depression collects sediment or fills with
water. The Dead Sea between Jordan and Israel is one such
basin. On the other hand, plate motion may cause blocks of crust to jam together, creating
ridges and folds called transverse ridges. A good example of this is the Transverse Ranges
in California, to the north of Los Angeles. There, a bend in the San Andreas Fault causes
the crust to wrinkle.

Hand outs no. 3

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 Grade 10 Science

Group No. _________________ Date:

__________
Directed Reading Table: Understanding Plate Boundaries
(Adapted with modification from Issues and Earth Sciences. 2012. The Regents of the University of California)

Type of plate Scientific Description of plate At this type of plate Diagram of

motions Term for Movement boundary, plate
Boundary what happens to movement
Type the lithosphere? It
is: formed ,
destroyed, neither

Sliding

Spreading

Colliding

Hand outs no.4

Plate Map Analysis

Image from

https//www.texasgateway.org

Key Questions:

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1. Is there a convergent boundary?

_________________________________________________________________________

2. What type of movement is occurring at a convergent boundary?

_________________________________________________________________________

3. Where is the divergent boundary?

_________________________________________________________________________

4. What type of movement is occurring at a divergent boundary?

_________________________________________________________________________

5. Is there a transform boundary?

_________________________________________________________________________

6. What type of movement is occurring at a transform boundary?

_________________________________________________________________________

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Formative Test
10 items Multiple Choice Test
1. What are the three types of plate boundaries?
A. destructive, constructive, sliding
B. destructive, convergent, transform
C. divergent, constructive, transform
D. divergent, convergent, transform
2. What is the type of plate boundaries where two plates slip past each other, moving in
opposite directions?
A. transform boundary
B. divergent boundary
C. convergent boundary
D. rift valley
3. Which of the following best describes Earth’s mantle?
A. a layer of hot rock.
B. a layer of molten metal.
C. a dense ball of solid metal.
D. a layer of rock that forms Earth’s outer skin.
4. Where would the least dense layer of the Earth be found?
A. Crust B. Inner core C. Mantle D. Outer core
5. Which of the following plate boundaries occur when two tectonic plates move away
from one another?
A. divergent boundary C. convergent boundary
B. Transform boundary D. subduction zone

6. What part of the earth did crust and upper mantle occurs?
A. Core B. Continents C. Lithosphere D. core
7. Oceanic crust is denser than continental crust. Which of the following is most likely to
happen when a plate carrying oceanic crust converges with a plate carrying continental
crust?
A. The plates collide and mantle convection stops
B. The denser oceanic plate gradually sinks into the mantle and melts.
C. Both the oceanic and the continental plates sink into the mantle and melt.
D. The less dense continental plate gradually sinks into the mantle and melts.
8. Jane states that the motion of the tectonic plates causes rapid (fast) changes. Steve states
that the motion of the tectonic plates causes slow changes. Who is correct?
A. Jane is correct because changes to Earth’s surface happen rapidly.
B. Steve is correct because changes to Earth’s surface happen slowly.
C. Neither are correct because changes happen at a moderate pace.
D. Both of them are correct because some changes happen rapidly and some happen
slowly.
9. Which of the following layers of the earth did continents on lithospheric plates move
around Earth’s surface due to convection currents?
A. crust B. outer core C. mantle D. inner core
10. Which of the following occurs when two plates are moving together?
A. divergent boundary C. transform boundary
B. convergent boundary D. lithosphere

Lesson Plan in Science 10

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Grade 10 Science

Olive Mae L. Palomera

Valencia National High School

Content Standards:
The learners demonstrate an understanding of the relationship among the locations
of volcanoes, earthquake, epicentres and mountain ranges.
Performance Standards:
The learners shall be able to demonstrate ways to ensure disaster preparedness
during earthquakes, tsunamis and volcanic eruptions.
Learning Competencies and Code:
The learners should be able to describe the distribution of active volcanoes
earthquake epicenters, and major mountain belts; S9ES –Ia-j36.1
Quarter: 1 Week: 5 Day: 17-18
I. Objectives:
At the end of 120 minutes, 100% of the learners areexpected to:
1. Describe the types of movement of Convergent Plate boundary.
a. Continental and oceanic plate convergence
b. Continental to continental plate convergence
II. Content:
Subject matter:Plate Tectonics (
ICT integration: Utilize power point in the presentation of result
Strategies: Cooperative learning, Hands-on activity
References: CG, LM pp. 12-13.
 https://www.google.com/search?
biw=1366&bih=608&tbm=isch&sa=1&ei=GYetXKrDMpPemAWuxonACw&
q=tectonic+plate+convergence&oq=tectonic+plate+convergence&gs_l=img.3..
0j0i8i30l2.2831.16465..17626...0.0..0.1225.8158.0j4j2j0j1j5j3j1......0....1..gws-
img.......0i67j0i24.HFXrDzXDeXM#imgrc=zGh_F8UsNGxDPM:
 https://www.google.com/search?
biw=1366&bih=608&tbm=isch&sa=1&ei=MYetXICVMKHemAWikLCICA&
q=continental+continental+convergence&oq=continental+&gs_l=img.1.0.0i67l
4j0l4j0i67l2.167833.177897..181842...0.0..2.644.4000.0j6j9j1j0j1......0....1..gw
s-wiz-img.....0..0i24.ZRiCQr0_fxY#imgrc=OP9VxARlZAMMXM:
 https://en.wikipedia.org/wiki/Valencia,_Bukidnon#Topography
 http://pubs.usgs.gov/gip/dynamic/understanding.html#anchor4844282 2012
 www.readingeducator.com/strategies/frayer.htm
 Science 10 Learner’s Module

III. Learning Tasks

Materials/
ELICIT(Access prior knowledge)10 minutes Assessment
Tools
The teacher will ask questions about the previous lesson.

Guide questions:
1. What is the relationship among the locations of volcanoes,
earthquakeepicenters and mountain ranges?
2. What is plate tectonic?

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Grade 10 Science

Possible answers:
1. Mountains, volcanoes, earthquake epicentres are related because
they are mostly distributed and located in the same place.
2. Plate Tectonics-a theory which suggests that Earth’s crust
is made up of plates that interact in variousways, thus
producing earthquakes, mountains,volcanoes, and other
geologic features.

ENGAGE(Get the students’ minds focused on the topic (short; question or picture).
15 minutes

The teacher will show a simulation of the movement of the plate Colored paper
boundaries using folded paper. Then the students will identify what type Scissors
of plate boundary is shown in the simulation. Glue

https://www.google.com/search?
q=hands+on+plate+tectonics+activities&sa=X&tbm=isch&source=iu&ictx=1&fir=QodtSCPjHfoQ
1M%253A%252CPZ4LcVxRpLPPDM
%252C_&usg=AI4_kQoLv0faIY7NPOjeQAISUaKJzaSow&ved=2ahUKEwi6rpqb79rgAhWMJaY
KHWHrDgoQ9QEwBnoECAIQDg&biw=1366&bih=657#imgrc=-af0_WWDGIlxUM:

Guide questions
1. What type of plate boundary is formed when two tectonic
plates move toward each other and collide?
2. What would be the result if two tectonic plates collide with
each other?
3. What type of plate boundary is formed when two tectonic
plates move away from each other?

Possible answers:
1. Convergent Plate boundary
2. There will be formations of geologic features such as,
mountains, volcanoes and earthquake may occur.
3. Divergent Plate Bounda
EXPLORE(Provide students with a common experience).25 minutes
Activity Sheets
The students will do the activity by pair. They will be provided with You can also
activity sheets to perform Activity on “Head-on Collision” refer on the
activity in the
Head-On Collision Learner’s module
pages 16 - 17 and
Procedure: Study the figure below showing a cross sectional diagram of pages 23 - 24.
plates that are converging and answer the questions that follow, fill in the
table below.

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Type of Convergent What is the What is the What geologic

Plate boundary direction of effect on features might
motion of plate? the Crust? be formed at
the surface?
The platesmove There will There will be
toward each be Volcanic arcs
other but the formation and trench
denser plate of geologic forms.
subducts. features.

Continental and
oceanic plate
convergence
The plates move There will Mountain
towards each be ranges are
other. formation formed
of geologic
features.

Continental and
continental plate
convergence

EXPLAIN(Teach the concept. Should include interaction between teacher and

students).20minutes
The students are going to explain further their answers in the class
and the teacher will facilitate the student’s presentation and
discussion.
Guide Questions:
1. What are the two types of plates?
2. Describe what happens as these plates collide?
3. What do you think may happen as the leading edge of one plate
continue to move towards the earth’s interior?
4. As these plates continue to move towards each other, what other
geologic event could take place?
Possible answers:
1. The two types of plates are continental and
oceanic plates.
2.
3. When two continental plates collide the surface of
the earth crumpled and raise forming mountains.

57 | L e s s o n P l a n
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4. Earthquake may occur.

ELABORATE (Students apply the information learned in the Explain).20 minutes
The students are going to watch a video clip on Plate boundaries https://
by Bozeman Science www.youtube.co
Guide Questions: m/watch?
1. What caused plate boundaries to move? v=GeDcnFUvBd
2. What will happen to a tectonic plate as it continue to subduct? w
3. What geologic processes/events that will occur because of this plate
movement?
Possible Answers:
1. Convection current
2. The plate will melt as it reach into the
mantle
3. These will form volcanoes, mountains,
trenches, earthquakes.

EVALUATE(How will you know the students have learned the concept)20 MINUTES.
The students are going to fill in the Frayer Model Diagram
www.readingeduc
Description ator.com/
Illustration of strategies/
movement frayer.htm

Continental-Oceanic
Oceanic Continental
plate
plate boundary
boundary

Geologic features not

Examples of Geologic formed from this
Features formed plate
boundary
movement

DescriptionIllustration of this plate

Plate movement

Continental-Continental
plate boundary

Geologic Features
Geologic features
formed
formed not

EXTEND(Deepen conceptual understanding through use in new context). 10 minutes

Search about the Divergent movement of plate boundary and the
transform fault boundary. Describe their movement
ESSON PLAN IN SCIENCE 10

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Grade 10 Science

Hilma M. Delarmente
Valencia National High School
09652087222

Content Standards:
The learners demonstrate an understanding of the relationship among the locations
of volcanoes, earthquake epicenters, and mountain ranges.
Learning Competency and Code:
Describe the different plate boundaries (S10ES-Ie-36.2)
Quarter: 1 Week: 5 Day: 19-20
I. Objectives
At the end of the 120 minutes,100% of the learners are expected to:

2. Describe the effects of diverging plate movements

a. Rift Valley
b. Oceanic Ridge
c. Seafloor spreading

II. Content
Subject Matter: Plate Tectonics (Effects of diverging plates movements)
Integration:
English-Use of descriptive words to describe formations of different
geologic features.
Values Education- Appreciate the beauty of nature
Araling Panlipunan- Explain the theories of how land forms are created.
Strategies:
7E’s Model
Concept Mapping
Gallery Walk
Materials: Learner’s Materials in Science 10
References: Learner’s Material Science 10 pages 25-28, Teacher’s
Guide pages 16-17
https://www.moorlandschool.com.uk/earth/tectonics

III. Learning Tasks:

ELICIT (Access prior knowledge) 10 Minutes Materials

Numbered Pictures of different landforms are posted on Similar pictures are shown
the board. The teacher call learners to answer the Picture 1 Picture 2 Picture 3

following guide questions:

1. Which of the pictures are the products when two
continental plates collide?
2. Which is the result when one continental plate and
one oceanic plate collide? Photos courtesy of En.tripadvisor.com, pinterest.com

Possible Answers:
1. Pictures 2, 4, 6 Picture 4 Picture 5

2. Pictures 3 and 9

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Picture 6
Picture 7

Picture 8 Picture 9

ENGAGE (Get the learners’ minds focused on the topic)

15 minutes
Instruct learners to have a pair. Each Pair will observe the
picture
Call volunteers to share their observations. to the class.
Questions:
1. What do the arrows indicate?
2. Describe the direction of the arrow.
3. Name at least 3pairs of plates that showed similar
movements
4. What happened between the two plates if the
movement continues Photo Courtesy Indiana.edu
5. What geologic features possibly form during the
movements of these plates.
Similar Picture of Plate Map
Possible Answers: showing diverging
1. The arrows indicate the plate movements. movement
2. The arrows move away from each other or
diverge.
3. African Plates and South American Plates, Nazca
and Pacific Plates, Australian and Antarctic
Plates, Eurasian Plate and North American Plate

EXPLORE ( Provide learners with a common

experience)25 minutes

The learners will perform activity “Separate

Lives”(Activity sheet will be provided)
The learners will be group into 5. Each group will go
around in 5 stations were pictures of different geologic
features formed by diverging movement of plates.Let
them observe and answer the questions..
1. Describe the common features among the pictures.
2. What caused these to formed?

Learners’ output will be posted on the board and will be Photos courtesy of Georgios Domouchtsidis

60 | L e s s o n P l a n
Grade 10 Science

presented by group.
Similar Pictures of Ridges,
Cliffs, Rifts
Activity Sheet on “Separate
Lives”

EXPLAIN (Teach the concept. Should include

interaction between teacher and students) 20 minutes
Guide questions:
1. Describe the common features of thepictures?
2. How are these geologic features formed?
3. If this event continues for millions of years, what
do you think will be the effect on the Earth’s
crust?
Possible answers:
Manila Papers, Marking
1. All the pictures have cracks or fissure.
pens
2. These geologic features are formed when two
plates diverge or move away from each other.
3. If the fissures or cracks continue to move away
from each other , these may form submarine
mountain range, volcanic activity in the form of
fissure eruptions, shallow earthquakes, creation
of new seafloor and a widening ocean basin.

ELABORATE (Students apply the information learned

in the Explain.The teacher will give inputs to deepen the
understanding of the students) 20 minutes
A video is shown to show how a rift valley and https://www.moorlandschool.com.uk/
Oceanic ridges are formed. earth/tectonics

EVALUATE (( How will you know that the students

have learned the concept?) 20 minutes
Concept Mapping.
Make a concept map using the termsinside the box.
Oceanic Oceanic-
Ridge oceanic
plates
Seafloor
Spreading Rift Valley

Continental- Diverging Diverging

continental Plates
Plates
platesOceanic-
oceanic plates Continental oceanic plates

Seafloor Spreading
Possible answer:
Oceanic Ridge Seafloor Spreading

61 | L e s s o n P l a n
Grade 10 Science

EXTEND (Deepen conceptual understanding through

use in new context) 10 minutes
Look around the place or in your own Barangay where
you can pass by. Capture any landforms you see and
show to the class. Let them identify if they are the result
of convergent or divergent plate movement.Make an
album of these pictures of these landforms with correct
label: Name of geologic features, Location, Type of Plate
Boundary.
Reflection:
J. Number of learners achieve 80%________________________
K. Number. of Learners who have caught up the lesson?_______
L. No. of Learners who require additional activities for remediation:_______
M. Number of learners who have caught up the lesson:____________
N. Number of learners who continue to require remediation:______
O. Which of my teaching strategies worked well?__________
P. What difficulties did I encounter which my principal or supervisor help me solve?
________
Q. What innovation or localized materials did I used/ discover which I wish to share
with other teacher?_________________________

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Grade 10 Science

Activity Sheet
“Separate Lives”

Objective:
Describe the effects of diverging plate movements
a. .Rift Valley
b. Oceanic Ridge
c. Seafloor spreading
Materials:
5 pictures showing the products of diverging boundary movement

Procedure:

1. Each group will be assigned to observe the picture by station.

Group 1 will first observe Station 1
Group 2 will be station 2
Group 3 will be station 3
Group 4 will be station 4 and Group 5 will be Station 5.
2. A two minute time allotment will be given to each group to observe.
3. A bell rings signalthe time has ended every observation and the group move to the
next number of station until all group observe the 5 stations.
4. Share your observation to the class and answer the questions.

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Station 1

Station 2

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Station 3

Station 4

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Grade 10 Science

Station 5

Ocean water

Mantle Magma

Oceanic crust
Photo courtesy of slideshare.net

66 | L e s s o n P l a n
Grade 10 Science

Lesson Plan In Science Grade 10

Hilma M. Delarmente
Valencia National High School
09652087222

Content Standards:
The learners demonstrate an understanding of the relationship among the locations
of volcanoes, earthquake epicenters, and mountain ranges.
Learning Competency and Code:
Describe the different plate boundaries (S10ES-Ie-36.2)
Quarter: 1 Week: 6 Day: 21-22
I.Objectives
At the end of 120 minutes, 100% of the learners are expected to:

1. Describe the movement of transform fault boundary

2. Explain the effect of transform fault boundary on the Earth’s crust

II. Content
Subject Matter: Plate Tectonics (Transform Fault Boundary)
Integration:
English-Use of descriptive words to describe formations of different
geologic features.
Values Education- Appreciate the beauty of nature
AralingPanlipunan- Explain the theories of how land forms are created.

Strategies: Cooperative learning

Materials: Science 10 Learner’s Material, Laptop, Wi Fi

References: Science 10 Learner’s Material pages 29-30, Science
10 Teacher’s Guide pages18-19.

III. Learning Tasks:

ELICIT(Access prior knowledge) 10 Minutes Materials

Pictures of Convergent and Divergent Plate boundaries will Pictures similar to these.
be shown to the students
Guide questions:
1. What type of plate boundary is shown in the picture?
2. How would you describe each type of plate boundary

67 | L e s s o n P l a n
Grade 10 Science

in terms of their movement?

3. Which of this type produce earthquake? Image courtesy of Dreamstime.com

ENGAGE (Get the learners’ minds focused on the topic)15

minutes
The teacher will present a video clip on Valencia City and
Bohol Earthquake devastations.
Questions:
1. How would you describe an earthquake in the video?
2. What other Type of Plate Boundary possibly produce Photos courtesy of
Bukidnonnews.wordpress.com

an earthquake?
EXPLORE ( Provide students with a common
experience)25 minutes
The learners will be group into 5 and perform Activity 5 -Science 10 Learner’s
Simulation of Transform Fault Boundary. Material page 29
Learners’ output will be posted on the board and presented 2 pieces 5cm x 5 cm x10
by group through draw lots. cm blocks of wood(blocks
1 and 4)
-2 pieces 5 cm x 5 cm x 15
cm another blocks of
wood(blocks 2 and 3)
-two hook screws
-sandpapers

EXPLAIN (Teach the concept. Should include interaction

between teacher and students) 25 minutes
The teacher will give inputs on how the transform fault Manila Papers, Marking
contribute to this Earth shaking. Let the learners participate pens
in the discussion.
Guide questions:
1. Were able to pull the blocks of wood easily? Why or
Why not?
2. What can you say about the relative motion of Blocks
1 and 2? How about blocks 3 and 4?
Block 1 and 3 and blocks 2 and 4 are sliding past one
another

3. How will you describe the interaction between

Blocks 2 and 3 as you pull each block?
4. What is the interaction between Blocks 1 and 3? How
about between Blocks 2 and 4?
5. If the blocks of wood were plates, what kind of plate
boundary is formed between Blocks 2 and 3?

Possible Answers:

68 | L e s s o n P l a n
Grade 10 Science

1. No, because of the friction between the two

blocks.
2. Block 2 is moving away from Block 1, while Block 3
is moving away from Block 4.
3. Blocks 2 and 3 are sliding past each other
4. Blocks 1 and 3 and blocks 2 and 4 are sliding past
one another
5. Transform fault plate boundary
ELABORATE (Students apply the information learned in
the Explain.The teacher will give inputs to deepen the
understanding of the students) 20 minutes
The teacher will show a video on the Transform Plate
Boundaries. This further explain how transform fault
movement affect the land area of Los Angeles and San
Francisco California. The Teacher will reinforce by asking
the following question:
1. Aside from earthquakes produce in this type of Plate
boundary, what other geologic features form from Video link
this type of plate boundary? https:/www.youtube.com/w
2. What other countries experience the Effect of atch?v=tuKNtQ7Hupg
Transform Plate boundaries?

Possible Answers:
1. Faults may form
2. Los Angeles California, New York (other answers)

EVALUATE (( How will you know that the students have

learned the concept?) 20 minutes
Formative Test
Essay: Answer the following questions briefly.
Questions.
1. Illustrate and describe the transform fault boundary.
(5 points)
2. Explain the effect of transform fault on the Earth’s
crust?(5 points)

EXTEND(Deepen conceptual understanding through use in

new context)10 minutes
Search about the Earthquake happened in Valencia City 10
years ago. Locate the specific area and the strength of
Earthquake in Richter scale. Visit one the area nearest to
your barangay and interview residents if there are changes
they noticed that happened in their place (Cracks formed on
the ground, distance /gap between cliffs widened or
narrowed, sinkhole formed, etc.)Let them share their
experiences during the earthquake. Share this to the class
next meeting.
Reflection:

69 | L e s s o n P l a n
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A. No. of learners achieve 80%_______

B. No. of Learners who have caught up the lesson?_______
C. No. of Learners who require additional activities for remediation:_______
D. Number of learners who have caught up the lesson:____________
E. Number of learners who continue to require remediation:______
F. Which of my teaching strategies worked well?__________
G. What difficulties did I encounter which my principal or supervisor help me solve?
________
H. What innovation or localized materials did I used/ discover which I wish to share
with other teacher?__________________________

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Lesson Plan in Science Grade 10

Margie B. Gonzales
Valencia National High School
09553546966

Content Standards
The learners demonstrate an understanding of the relationship among the
locations of volcanoes, earthquake epicenters, and mountain ranges.

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

Learning Competency
The learners should be able to describe the different types of plate boundaries
S10ES- Ia-j-36.2

Quarter: 1 Week: 6 Day: 23-24

I. Objectives:
At the end of 60 minutes, 100% of the learners should be able to:
o define hot spots;
o illustrate hot spots;
o identify younger volcanoes from older volcanoes;
o explain why most active volcano is the youngest and least active is the
oldest.
II. Content:
Subject Matter: Hot Spots
Integration:

Araling Panlipunan:
History of Hawaiian Islands - Pacific revealed a chain of volcanic structures
extending from theHawaiianIslands to Midway Islands. When geologists determined
the
age ofeach volcanicisland through radiometric dating, they noticed that the farther the
volcano fromHawaii is, the older and less active it is.

MAPEH
Safety practices in terms of emergency. Swimming skills, an advantage in
some water related disasters
Strategies: Think, Pair and Share (TPS), ICT integration,
Small group laboratory activity
Materials: Video clips, Material for the Activity 6 (alcohol lamp, test tube, test tube,
holder, bond paper (2 sheets), match, water), Picture of Hawaiian Island Mantle Plume
References: Science 10 Learning materials, Worksheets Volcanoes
https://www.youtube.com/watch?v=lAmqsMQG3RM

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https://www.youtube.com/watch?v=V863xR0Y2qk
Hot spot formation
https://www.youtube.com/watch?v=asUXBV12Btg

III. Learning Tasks:

ELICIT(Access prior knowledge ) 5 Minutes Materials

To elicit prior knowledge, the teacher will ask the learners about Think Pair and Share
transform faults (known location and example, geologic events due while learners recall the
to transform faults. previous lesson.

ENGAGE(Get the students’ minds focused on the topic)

5 Minutes

Show video clips on Volcanoes Laptop

Relate the video clip to the lesson LCD /LED TV

EXPLORE(Provide students with a common experience)

30 Minutes
See attached activity
Let the learners perform Activity 6 from the learner’s manual sheet with rubrics
Group Activity
Activity: Drop It Like It’s “Hot Spot” With 3 or 4 members
a. Facilitator
Objective: Learners will perform activity in the laboratory and relate b. Recorder
hot spot with plate tectonics c. Summarizer
d. Presenter
EXPLAIN(Teach the concept. Should include interaction between
teacher and students).30 Minutes

Group Reporting and discussions See attached rubrics for

reporting
Answers to questions
Q36. What can you see on the surface of the paper?
Answer: The surface of the paper which is directly in contact with
the test tube became wet.

Q37. Let’s say that the paper represents the Earth’s crust; what do
you think is represented by the water in the test tube?
Answer: Magma from the mantle is represented by the water in the
test tube.

Q38. What geologic feature do you think will be formed at the

surface of the crust?
Answer: Volcanoes will be formed.

Q39. Which of the features at the surface of the crust will be the

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oldest? The youngest? Label these on your paper.

Answer: The oldest volcano will be the first one that developed
while the youngest volcano is the last one that was formed.

Q40. Which of the features will be the most active? The least active?
Label these on your paper.
Answer: The most active volcano is the youngest one (the one that is
currently on top of the magma source). While the least active
volcano, is the oldest (because it is already cut-off from the source of
magma).

Key concepts:
1. A “hot spot” is an area in the mantle from which hot materials rise
as a thermal plume.
2. High heat and lower pressure at the base of the lithosphere
(tectonic plate) facilitates melting of the rock. This melt, called
magma, rises through cracks and erupts to form volcanoes.
3. As the tectonic plate moves over the stationary hot spot, the
volcanoes are rafted away and new ones form in their place. This
results in chains of volcanoes, such as the Hawaiian Islands.

ELABORATE(Students apply the information learned in the

Explain. The teacher will give inputs to deepen the understanding of
the students) 5 minutes

Students will answer the following questions by pair.

Determine which of the volcano below is youngest, oldest.
Number the oldest with 4, 3, 2, 1 consecutively 1 is the
youngest.
Which volcano is the most active? why?
Which volcano is the least active? why?

EVALUATE10 minutes

Draw a hotspot with three volcanoes, number each volcano

consecutively with 1 as the most active and 3 as the least active. 20
pts

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EXTEND(Deepen conceptual understanding through use in new

context). 5 minutes

Give instruction for the Performance task to perform found in page

33 of the learning manual.

 We are quite aware that our country is susceptible to different

disasters such as earthquakes, volcanic eruptions, and
tsunamis. Therefore, it is a must for us to prepare and ensure
our safety and survival when these disasters strike.

 For this activity, your goal is to help your family prepare for
an impending emergency. Your task is to prepare an
emergency kit for the whole family.

 Decide what items should be in your emergency kit and be

ready to present it in class.

 The scoring rubric in page 34 will be used in assessing

learners’ kit.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

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Group Evaluation Rubric

Criteria 4 3 2 1
Effort Produced additional Fully prepared; Minimal Little or no evidence of
resources for the completed all preparation; preparation; no effort
group; extraordinary agreed tasks; superficial shown
effort demonstrated competent, but knowledge of
not extraordinary resources;
minimal effort

Attitude Exceptionally Positive; Neutral; neither Disparaging; negative,

positive and supportive; mostly encouraging nor withdrawn or belligerent;
constructive; constructive and discouraging; absent
encourages other upbeat disinterested in
group members the performance
of others

Contribu Outstanding Good quality Poor quality work; Poor quality; little, if any,
tion contribution; above- work; few substantive contribution to group
and-beyond; work is revisions or errors; much goals
excellent in form additions are revision and
and substance necessary editing is required

Group Group Effort Attitude Contribution Total

Member

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Grade 10 Science

Lesson Plan in Science Grade 10

Maida Fe B. Berbigal
Valencia National High School
0967 – 618 – 7908

Content Standards: The learners demonstrate understanding ofthe relationship among the
locations of the volcanoes, earthquake epicenters, and mountain
ranges.

PerformanceStandards: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.

Learning Competency:The learners should be able to explain the different processes that
occur along the plate boundaries.

Code: S9ES–Ia – j –36.3

Quarter: 1 Week: 7 Day: 25

I. Objectives:
At the end of 60 minutes, 100% of the learners are expected to describe the divergent
movement of the plate boundary.

II. Content:
Subject Matter:Plate Tectonics (Divergent Movement of Plate Boundary)

Integration:
Math –The students will solve how much farther do plates separate
in a given time of year.
Strategies:
Brainstorming - The students will find ways on how to analyze the pictures
to be able to answer the questions in Activity 4.
Problem solving - the students will interpret and present data based from the
given problem.
Question and Answer - the student will answer different questions asked by the
teacher and also by their classmates.
Cooperative learning - the students will be grouped and will share their ideas to
their fellow.
Materials:
Table of geologic features formed in divergent boundary
Activity Sheet
Test Paper
References:
Science 10 Learning Manual

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III. Learning Tasks:

ELICIT(Access prior knowledge ) 5 Minutes Materials

Ask, what happens when a couple breaks up?

(many possible thoughts will come up)
ENGAGE(Get the students’ minds focused on the topic)
7 Minutes

On the board, show this prepared diagram.

Let the students guess the possibilities

What happens when two Continental Plates break up?  Prepared diagram
similar to the left
 Prepared diagram
with answer

What happens when two Oceanic Plates break up?

EXPLORE(Provide students with a common experience)

12 Minutes

With your science group, please do activity 4, Going Separate Activity sheet
Ways on Pages 25 to 27. An activity sheet will be provided to Activity 4: Going Separate
Ways
every group. Make sure to answer the questions that follows.

EXPLAIN(Teach the concept. Should include interaction

between teacher and students).15 Minutes

Two groups will be asked to volunteer to present their Student’s output

answers in front of the class. The teacher and classmates will
have a clarifying questions every after presentations.

The teacher will the sum up the divergent processes, the

continental-continental divergence and oceanic-oceanic
divergence.
CONTINENTAL-CONTINENTAL OCEANIC-OCEANIC
DIVERGENCE DIVERGENCE

Rift Valleys Ocean Ridges

“Red Sea” “Mid-Atlantic Ridge”

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Divergent boundaries occur along spreading centers where

plates are moving apart and new crust is created by magma
pushing up from the mantle.

Effects that are found at a divergent boundary between oceanic

plates include: a submarine mountain range such as the Mid-
Atlantic Ridge; volcanic activity in the form of fissure eruptions;
shallow earthquake activity; creation of new seafloor; and a
widening ocean basin.

If a divergent boundary is between continental plates, the effects

are: rift valley formation which will soon develop into linear
sea; shallow earthquake activities, and numerous normal faults.

ELABORATE(Students apply the information learned in the

Explain. The teacher will give inputs to deepen the
understanding of the students) 8 minutes
Let’s Do the Math

If the Red Sea moves 2 cm a year. How much farther apart

will they move in year 2050?

EVALUATE. 10 minutes
Short Quiz.
Identify the plates on the map that shows divergent movement Test paper
and write thegeologic features that may foundalong these Plate Tectonics map
plates.
Fill in the table for your answer.

Divergent Plates Possible Geologic Feature/s

found

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EXTEND(Deepen conceptual understanding through use in

new context). Minutes

Search google and print a picture of a rift valley or an ocean

ridge. Specify at which country and plate boundary is this
geologic feature found.

Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Names: _______________________________ Section: _______________

_______________________________
_______________________________

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_______________________________

Activity 4: Going Separate Ways

Objectives:
 Explain the processes that occur along divergent boundaries.
 Determine the results of plates that are moving apart.

Materials:
photographs of Rift Valleys and Oceanic Ridges

Procedure:
1. Analyze the photographs of rift valleys (topmost pictures) and oceanic ridges
below, and answer the questions that follow.

1. What are common in the four pictures?

___________________________________________________________________
___________________________________________________________________

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___________________________________________________________________
______

2. Millions of years ago, the land masses in each picture were once connected. What
do
you think is happening to the Earth’s crust in those pictures?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
______

3. If this event continues for millions of years, what do you think will be the effect on
the crust?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
______

4. Complete the drawing below to illustrate your answer in questionnumber 30.

After million of years

Short Quiz

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Name: ____________________________________ Section: ____________ Score:

_______

A student will be given a map and will be given a table to fill in.

Divergent Plates Possible Geologic Feature/s found

1
2
3
4

Short Quiz Key Answer

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Grade 10 Science

Name: ____________________________________ Section: ____________ Score:

_______

A student will be given a map and will be given a table to fill in.

Possible Answers

Divergent Plates Possible Geologic Feature/s found

1 South American Plate and African Plate

2
3
4

Names: _______________________________ Section: _______________

_______________________________

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_______________________________
_______________________________

Activity 4: Going Separate Ways

Objectives:
 Explain the processes that occur along divergent boundaries.
 Determine the results of plates that are moving apart.

Materials:
photographs of Rift Valleys and Oceanic Ridges

Procedure:
2. Analyze the photographs of rift valleys (topmost pictures) and oceanic ridges
below, and answer the questions that follow.

1. What are common in the four pictures?

All four pictures show a fissure or a crack between two land masses.

2. Millions of years ago, the land masses in each picture were once connected.
What do
you think is happening to the Earth’s crust in those pictures?
The land masses are moving away from each other.

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3. If this event continues for millions of years, what do you think will be the effect
on
the crust?
The distance between the land masses will be far greater than what
is shown in the picture

4. Complete the drawing below to illustrate your answer in question number 7..

The illustration of the learners should show a wider crack or fissure

between the two land masses.

After million of years

Lesson Plan in Science Grade 10

Maida Fe B. Berbigal

87 | L e s s o n P l a n
Grade 10 Science

Valencia National High School

09676187908

ContentStandards: The learners demonstrate understanding ofthe relationship among the

locations of the volcanoes, earthquake epicenters, and mountain
ranges.

PerformanceStandards: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.

Learning Competency:The learners should be able to explain the different processes that
occur along the plate boundaries.
Code: S9ES–Ia – j –36.3
Quarter: 1 Week: 7 Day: 26-27

I. Objectives:
At the end of 120 minutes, 100% of the learners are expected to
1. describe the movement of convergent plate boundary between oceanic-oceanic.
2. illustrate the movement of convergent plate boundary between oceanic-oceanic.
II. Content:
Subject Matter:Plate Boundaries ( Convergent Boundary)
Integration:
English – the students will understand the text given to answer the questions

Geography – the students will learn to understand maps to visualize the locations
of the trenches and volcanic island arcs and to truly relate the lesson locally.
Strategies:
Brainstorming - The students will find ways on how to answer the questions
asked in the activity.
Problem solving - the students will interpret and present data based from the
given problem.
Question and Answer - the student will answer different questions asked by the
teacher and also by their classmates.
Cooperative learning - the students will be grouped and will share their ideas to
their fellow.
Materials: Flash cards – Vocabularyand meaning
Work sheet – Activity 1 Head-on collision
Worksheet – Activity 2 Formation of the Philippine Archipelago
Visual Aid – Diagram of the geologic features fourmed in oceani-oceanic
convergencce
References:
Science 10 Learner’s Materials
https://earthguide.ucsd.edu/eoc/teachers/t_tectonics/p_subduction.

III. Learning Tasks:

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ELICIT(Access prior knowledge ) 5 Minutes Materials

The teacher will post a vocabulary on the board where the students will
pair it with its corresponding meaning which is also posted on the board.
The teacher will then call on volunteer to find the meaning of each word.
This is a drill to refresh their minds on the different geologic features that
could possibly form in a convergence.

Trench -- a depression in the seafloor produced by a

subduction process.
Magma – a mass of molten rock formed at depth, including Illustration Board
dissolved gasses and crystals.
Plates – rigid sections of the lithosphere that move as a unit.
Volcano –a mountain or hill, typically conical, having a crater or vent
through lava, rock fragments, hot vapor, and gas are being or have been
erupted from the earth’’s crust
Volcanic island arc –a chain of volcanoes that develop parallel to a trench

ENGAGE(Get the students’ minds focused on the topic)

10 Minutes
Situational experience: The teacher will give some situation to the
learners they are familiar with for example road accidents and ask the
given question.

1. What will happen when two cars of the same size hit each other
face-to-face? (the car’s front will get crumpled)
Possible Answer:
Based from the given scenario, assuming that the car has the
same speed, both of the cars’ front side will get crumpled
due to the impact of collision. But when the truck and car hit
each other, the smaller vehicle will have bigger damage due
to the great force.
EXPLORE(Provide students with a common experience)
15 Minutes
Activity 1
Head-On Collision
The class will be asked to go to their respective groups. An activity Head-On Collision
worksheet will be handed to each group where the learners discuss and answer Worksheet
the following questions.
1. What are the geologic processes/events that will occur because of this
plate movement?
2. What geologic features might form at the surface of plate A?
3. If the edge of Plate A suddenly flicks upward, a large amount of water
may be displaced. What could be formed at the surface of the ocean?

Possible answers:
1.
a. Plate B undergoes subduction process or the sinking of plate
towards the mantle.

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b. Earthquakes can happen since the two plates are grinding against
each other.
c. Trench/es will form.
d. Volcanoes will form at the surface of Plate A.
2. Volcanoes might form at the surface of plate A
3. Tsunami is formed at the surface of the sea.
EXPLAIN(Teach the concept. Should include interaction between
teacher and students).20 Minutes

The teacher will then call a representative from two volunteer groups to
present activity 1.

After their presentation, the teacher will ask to theclass the following
questions?
1. Why one plate subducted under the other plate when the two
plates are all oceanic plates?
2. Which plate undergoes subduction?
3. What are the geologic features found on this kind of
convergence?
4. Where will you see a trench?
5. How are volcanoes formed in this situation?

The teacher will then show a diagram illustrating the geologic features
formed during oceanic-oceanic convergence.

Possible Answers:
1. Because even if they are both oceanic plates the materials that
made up these plates may form in different time although made of
the same materials.Density slightly varies.
2. When plates collide, denser one subducts over the less dense.
3. Volcanic island Arc formed.
4. A trench is found in areas where subduction of plates occur.
5. When the leading edge of of subducting platereached the mantle,
it start to melt because the temperature
beneath the crust (mantle) is higher. It also carries water which causes
the melting of rocks. The molten rocks moves into the crust forming a
chain of volcanoes.

ELABORATE(Students apply the information learned in the Explain.

The teacher will give inputs to deepen the understanding of the students)
20 minutes
Worksheet on activity No.
Activity 2 : Formation of the Philippine Archipelago
2. Formation of the
The class will again be grouped with 5 members. The learners are free to Philippine Archipelago
choose their group mates. They will be asked to read, understand the
maps on pages 19 to 22 and answer the following questions:
1. Name the two plates that converged?
2. Which plate undergone subduction?
3. What are the geologic features formed? Illustration – a diagram of

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4. Where in the Philippines trenches are found? oceanic-oceanic

Possible answers: convergence
1. Philippine Plate and Eurasian Plate
2. Philippine Plate
3. Volcanic Islands
4. Manila-Negros-Cotabato
Trench System, and the Sulu Trench
This is to relate the discussed concept to local setting, our own
country.

The teacher will then show a diagram illustrating the geologic features
formed during oceanic-oceanic convergence.

EVALUATE. 20 minutes

The group which has not presented will choose one representative to
present their answer of a question from activity 2.

The class will then be free to ask question for further clarification.

The output of activity 1 and 2 will also be evaluated.

EXTEND(Deepen conceptual understanding through use in new

context). 10 minutes

1. On the map of plates, find another oceanic-oceanic convergence

and predict the geologic features that is possibly found the area.

Reflection:
A. No. of learners achieve 80%: _________
B. No. of learners who require additional activities for remediation: _________
C. Did the remedial lessons work? _________
D. No. of learners who have caught up the lesson: _________
E. No. of learners who continue to require remediation: _________
F. Which of my teaching strategies worked well? Why did these work? _________
G. What difficulties did I encounter which my principal or supervisor help me solve?
______
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? _________

Names: _______________________________ Section: _______________

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_______________________________
_______________________________
_______________________________
Activity 1: Head-On Collision

Part B. Convergence of Two Oceanic Plates

Procedure:
1. Study Figure 11. It shows cross-section of two converging oceanic plates.
2. Using your knowledge gained from the previous activity, identify the geologic
events or features resulting from this collision.

Questions:

1. What are the geologic processes/events that will occur because of tis plate movement?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. What geologic features might form at the surface of plate A?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3. If the edge of Plate A suddenly flicks upward, a large amount of water may be
displaced.
What could be formed at the surface of the ocean?
_________________________________________________________________________
_________________________________________________________________________
___

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Names: _______________________________ Section: _______________

_______________________________
_______________________________
_______________________________
_______________________________

Activity 2: The formation of the Philippine Archipelago

Procedure:
1. Read the text found in pages 19 to 22 of your learners manual.

2. Study the maps illustrated on the same pages.

3. Answer the questions below.

Questions:

1. Name the two plates that converged?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
______

2. Which plate undergone subduction?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
______

3. What are the geologic features?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
________

4. Where in the Philippines trenches are found?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

5. Where in the Philippines volcanoes are found?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Lesson Plan in Science 10

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 Grade 10 Science

Lilybeth P. Gapuzan
Lurugan National High School

Content Standards:
The Learners demonstrate understanding of the relationship among the location of
volcanoes, earthquakes epicenters, and mountain ranges.
Performance Standards:
1. Demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis,
and volcanic eruptions.
2. Suggest ways by which he/she can contribute to the government efforts in
reducing damage due to earthquakes, tsunamis, and volcanic eruptions.
Learning Competency and Code:
Explain the processes that occur along the plate boundaries S10ES-Ia-j-36.3 (6
days)

Quarter: 1 Week: 7 Day: 28

I. Objectives:
At the end of 60 minutes, 100% of the learners are expected to:
1. Describe the places having convergence of plates.
2. Identify the places in the map having the convergence of plates.
3. Relate the importance of plate movements to the position of the places at
present.

II. Content:
Subject Matter: Convergent Plate Boundary
Integration:
(Learning Area): English (Vocabulary, Writing and speaking skills)
Strategies:Guided-Inquiry Based Approach, Collaborative Approach
Materials:Map, Pictures, Video Clip, Paper and Marker
References: DepEd Grade 10 Science Learner’s Material, Practical Science 10, Earth
Science 10, You Tube Videos

III. Learning Tasks: (Depends on the Strategy used)

ELICIT (Access prior knowledge) 5 mins. Materials

A. Elicit: (Access prior Knowledge) 5 Minutes https://
bitlylink.com/
1. To Elicit the prior knowledge about plate boundaries, the teacher will qDGMn
show a map showing convergence of plates.

2. The Teacher will let the students say something about the picture
3. Let the students write their answers and post it on the board.

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ENGAGE (Get the students mind in focused on the topic) (10 mins.)
1. The Teacher will show pictures about convergence of plates https://
bitlylink.com/
irPTQ

Ask the following questions:

a. What is the picture all about?
b. What happened if plates will move towards each other?

2. The teacher will process students’ responses.

EXPLORE (20 mins.)
1. The teacher will group the students with 5 members. Activity sheet
2. The teacher will provide a copy of a map (LM page14) Ratingsheets
3. Let them perform the Activity. (NOTE: Each group should have the Manila paper,
Activity Guide) ruler, pencil/pentel
4. The teacher will discuss the rubrics of the activity. pen
5. Each group will be provided with the activity sheets and rating sheets
6. Let the students do the Activity
7. Let the Students present their output to the class.
8. Let the students answer the guide questions.

Guide Questions:
1. What are the different plates shown in the map?
2. What are the different plates that show convergence of plates?

EXPLAIN (15 min.)

1. Each group will present their output. Group output
2. The teacher will give more inputs and concepts missed by the students. Rating sheet
Key Concepts:
1. Types of Plates (Continental and Oceanic Plates)
2. Subduction is an event in which slab of rock thrusts into the mantle
3. Tsunami is a series of ocean waves with a very long wavelength caused by
large-scale disturbances of the ocean.
4. Volcanic Arc are mountains formed in part by igneous activity associated with
subduction of oceanic lithosphere beneath a continent
5. Mountain Ranges is a large group of tall mountains formed when two
continental plates converge.
6. Volcanic Island Arc is a chain of volcanoes that develop parallel to a trench

ELABORATE (10 min.)

The Teacher will show a video clip on Converging of Plates
Ask the following questions: https://

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1. What is the video all about? bitlylink.com/

2. What is formed if plates will converge? 0CBYj
3. Describe each process.
4. What happened if plates will move towards each other?
5. What geologic event will happen if plates will move towards each
other?
6. What geologic features will be formed if plates will move towards each
other?

EVALUATE (5 min.)

1. The activity and Rating Sheets of each group will serve as their score Written work,
for the day. This will serve as their formative assessment tool of Activity output
students in understanding about the topic.

EXTEND
1. Let the students look around them and look for a geologic feature that
they can relate to the lesson (movement of plates) and let them explain
how these geologic features were formed.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

RATING SHEET AND RUBRICS

Group Number/Name: ________________ Score:____________

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Grade 10 Science

Name Task
Leader
Secretary
Assistant Secretary
Timer
Reporter
Researcher

Rubrics for the group activity and output presentation:

Criteria 5-points 3-points 1-point Score

1.Data/ All answers are 1-2 answers is All answers
Presentation correct and not correct and neither are nor
explained explanation is correct. Attempt
clearly/properly not clear to explain but
still not correct
2. Able to Able to Answer Able to Answer Unable to
answer the all the guide all the guide answer all the
guide questions questions questions but 1- guide questions
Correctly 2 are not correct
3. Group All members of 1-3 members of 1-2 members
Cooperation in the group the group do not are only doing
doing the participated participate the activity
activity
Total points (15)

Lesson Plan in Science 10

Writer: Lilybeth P. Gapuzan
Lurugan National High School

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 Grade 10 Science

Content Standards:
The Learners demonstrate understanding of the relationship among the location of
volcanoes, earthquakes epicenters, and mountain ranges.
Performance Standards:
3. Demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis,
and volcanic eruptions.
4. Suggest ways by which he/she can contribute to the government efforts in
reducing damage due to earthquakes, tsunamis, and volcanic eruptions.
Learning Competency and Code:
Explain the processes that occur along the plate boundaries S10ES-Ia-j-36.3 (6
days)

Quarter: 1 Week: 8 Day: 29

I. Objectives:
At the end of 60 minutes, 100% of the learners are expected to:

4. Discuss the processes that occur between diverging

a. Oceanic and oceanic plate boundaries
b. Continental and continental plate boundaries
5. Relate the importance of plate movements to the position of the places at
present.

II. Content:
Subject Matter: Diverging Plates
Integration:
(Learning Area): English (Vocabulary, Writing and speaking skills)
Strategies: POE, Guided-Inquiry Based Approach, POE
Materials:Modeling Clay, Cardboard, Map, Pictures, Video Clip, Paper and Marker

References: DepEd Grade 10 Science Learner’s Material, Practical Science 10, Earth
Science 10, You Tube Videos

III. Learning Tasks:

ELICIT (Access prior knowledge) 5 mins. Materials

4. To Elicit the prior knowledge about divergent plate boundaries, the https://
teacher will let the students describe each picture. bitlylink.com/
NRV7K

Picture of rift valley

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a.

https://
bitlylink.com/p9g9P

b. Picture of ocean ridges

https://
www.mbari.org/
science/seafloor-
processes/
volcanoes/mid-
ocean-ridges/

Volcanism at mid-ocean ridges

5. The teacher will let the students post their answers on the board
6. Let the students read their answers posted.
ENGAGE (Get the students mind in focused on the topic) (10 mins.) (POE)
3. The teacher will make demonstration on divergent plates using Modelling Clay,
modeling clay. Cardboard
4. Ask the following questions:
c. What will happen to modeling clay if I am going to move the
cardboard on opposite side?

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EXPLORE (20 mins.)

9. The Teacher will group the students with 5 members. Activity sheet
10. Let them perform Activity 4: Going Separate Ways (LM page 25-) Rating sheets
(NOTE: Each group should have the Activity Guide) Manila paper, ruler,
11. The teacher will discuss the rubrics of the activity. pencil/pentel pen
12. Each group will be provided with the activity sheets and rating sheets
13. Let the students do the Activity
14. Let the Students present their output to the class.
15. Let the students answer the guide questions.

EXPLAIN (15 min.)

3. Each group will present their output.
4. The teacher will give more inputs and concepts missed by the students.
Group output
Key Concepts: Rating sheet
1. Formation of Rift Valley and Oceanic ridges is indications that the
crust is spreading or splitting apart.
2. When two tectonic plates move away from one another, the
boundary between them is called a divergent boundary.
Divergent boundaries occur where plates are moving apart and
new crust is created by magma pushing up from the mantle. The
sea floor spreading that we discussed in section 4 of this lesson is
an example of divergent boundaries and is the most common
type of divergent boundary. However, divergent boundaries can
also be formed on continents.

ELABORATE (10 min.)

The Teacher will show a video clip on divergence of Plates
Ask the following questions: (https://
7. What is the video all about? www.youtube.com/
8. What is formed if plates will diverge? watch?
9. Describe each process v=GeDcnFUvBdw)
10. What happened if plates will move away from each other?
11. What geologic event will happen if plates will move away from each
other?
12. What geologic features will be formed if plates will move away from
each other?

EVALUATE (5 minutes)
2. The activity and Rating Sheets of each group will serve as their score
for the day. This will serve as their formative assessment tool of Written work,
students in understanding about the topic. Activity output
3. The Teacher will let the students fill out the third column of Table 1
give earlier. This is to assess what they learned about the topic.
EXTEND (5 minutes)
1. Let the students share their experience during an earthquake. And let
them relate their experience to the lesson movement of plates and how
geologic features formed.

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Grade 10 Science

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

RATING SHEET AND RUBRICS

Group Number/Name: ________________ Score:____________

Name Task
Leader
Secretary
Assistant Secretary

101 | L e s s o n P l a n
Grade 10 Science

Timer
Reporter
Researcher

Rubrics for the group activity and output presentation:

Criteria 5-points 3-points 1-point Score

1.Data/ All answers are 1-2 answers is All answers
Presentation correct and not correct and neither are nor
explained explanation is correct. Attempt
clearly/properly not clear to explain but
still not correct
2. Able to Able to Answer Able to Answer Unable to
answer the all the guide all the guide answer all the
guide questions questions questions but 1- guide questions
Correctly 2 are not correct
3. Group All members of 1-3 members of 1-2 members
Cooperation in the group the group do not are only doing
doing the participated participate the activity
activity
Total points (15)

Lesson Plan in Science 10

Writer: Lilybeth P. Gapuzan
Lurugan National High School
09269835349

Content Standards:
The Learners demonstrate understanding of the relationship among the location of
volcanoes, earthquakes epicenters, and mountain ranges.

102 | L e s s o n P l a n
 Grade 10 Science

Performance Standards:
The learners shall be able to:
5. Demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis,
and volcanic eruptions.
6. Suggest ways by which he/she can contribute to the government efforts in
reducing damage due to earthquakes, tsunamis, and volcanic eruptions.
Learning Competencies and Code:
Explain the processes that occur along the plate boundaries S10ES-Ia-j-36.3 (6
days)

Quarter: 1 Week: 8 Day: 30

I. Objectives:
At the end of 60 minutes, 100% of the learners are expected to:
6. Explain the processes that occur along convergent boundaries.
7. Explain the formation of:
a. Volcanic arc
b. Mountain ranges
8. Discuss the geologic events occur during convergence of plates.

II. Content:
Subject Matter: Convergent Boundaries (Continental-continental plate)
Integration:
(Learning Area): English (Vocabulary, Writing and speaking skills)
Strategies: KWL, Guided-Inquiry Based Approach, Gallery Walk
Materials:Pictures, Video Clip, Paper and Marker
References: DepEd Grade 10 Science Learner’s Material, Practical Science 10, Earth
Science 10, You Tube Videos

III. Learning Tasks:

ELICIT ( Access prior knowledge) 5 mins. Materials

B. Elicit: ( Access prior Knowledge) 5 Minutes
1. Elicit the prior knowledge about plate boundaries, the teacher will let
the students fill out the first and second column of the table below.
What I Know What I Wonder What I Learned

2. The Teacher will let the students post their answers on the board and
let them do a gallery walk.
Let the students read their answers posted.
ENGAGE (Get the students mind in focused on the topic) (10 (5 minutes)
5. The Teacher will show pictures about convergence of plates https://www.google.com/
search?
biw=1366&bih=608&tbm=isc
h&sa=1&ei=P-
bKXLv_B6jVz7sPxeKywAs&q=i
mages+about+convergence+o
f+plates&oq=images+about+c
onvergence+of+plates&gs_l=i
mg.3...0.0..1766...0.0..0.0.0....

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...0......gws-wiz-img.F-
tg6KSyLrE#imgrc=pR-
FFBL_QShy3M:

6. Ask the following questions:

d. What is the picture all about?
e. What happened if plates will move towards each other?
f. What geologic event will happen if plates will move towards
each other?
g. What geologic features will be formed if plates will move
towards each other?

EXPLORE (15 minutes)

16. The Teacher will group the students with 5 members. Let them Activity sheet
perform Activity 3: Head on Collision ( LM page 16-23) Rating sheetsManila
(NOTE: Each group should have the Activity Guide) paper, ruler,
17. The teacher will assign an activity every group since in this topic pencil/pentel pen
there are three activities.
18. The teacher will discuss the rubrics of the activity.
19. Each group will be provided with the activity sheets and rating
sheets
20. Let the students do the Activity
21. Let the Students present their output to the class.
22. Let the students answer the guide questions.

Guide Questions:
3. What are the Types of plates?
4. What will happen if Plate Boundaries will converge?
5. What happened if plates will move towards each other?
6. What geologic event will happen if plates will move towards
each other?
7. What geologic features will be formed if plates will move
towards each other?

EXPLAIN (15 minutes)

5. Each group will present their output.
6. The teacher will give more inputs and correct the misconceptions.
Key Concepts:
7. Types of Plates (Continental and Oceanic Plates)
8. Subduction is an event in which slab of rock thrusts into the mantle. Group output
9. Tsunami is a series of ocean waves with a very long wavelength caused Rating sheet
by large-scale disturbances of the ocean.
10. Volcanic Arc are mountains formed in part by igneous activity associated
with subduction of oceanic lithosphere beneath a continent
11. Mountain Ranges are a large group of tall mountains formed when two
continental plates converge.

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 Grade 10 Science

ELABORATE (10 minutes)

The Teacher will show a video clip on Converging of Plates
(https://
Ask the following questions: www.youtube.com/
13. What is the video all about? watch?
14. What is formed if plates will converge? v=Y0eWnOZpSpQ
15. Describe each process

EVALUATE (5 minutes)
4. The activity and Rating Sheets of each group will serve as their
score for the day. This will serve as their formative assessment tool Written work, Activity
of students in understanding about the topic. output
5. The Teacher will let the students fill out the third column of Table
1 give earlier. This is to assess what they learned about the topic.

What I Know What I Wonder What I Learned

6. Let the students present their output.

EXTEND (5 minutes)
Ask the students to share their ideas on how mountains were formed? Let them
relate their answers to the lesson movement of plates and how geologic
features formed. Ask them what will happen to the surface of the earth if there
is no movement of plates?

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

RATING SHEET AND RUBRICS

Group Number/Name: ________________ Score:____________

Name Task
Leader
Secretary
Assistant Secretary

105 | L e s s o n P l a n
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Timer
Reporter
Researcher

Rubrics for the group activity and output presentation:

Criteria 5-points 3-points 1-point Score

1.Data/ All answers are 1-2 answers is All answers
Presentation correct and not correct and neither are nor
explained explanation is correct. Attempt
clearly/properly not clear to explain but
still not correct
2.Able to Able to Answer Able to Answer Unable to
answer the all the guide all the guide answer all the
guide questions questions questions but 1- guide questions
Correctly 2 are not correct
3. Group All members of 1-3 members of 1-2 members
Cooperation in the group the group do not are only doing
doing the participated participate the activity
activity
Total points (15)

Lesson Plan in Science Grade 10

Keziar P. Resmeros
Valencia National High School

Content Standards:
The learners demonstrate an understanding of the relationship among the locations
of volcanoes, earthquake epicenters, and mountain ranges.

Performance Standards:

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Grade 10 Science

The learners shall be able to:

5. Demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis,
and volcanic eruptions.
6. suggest ways by which he/she can contribute to government efforts in reducing
damage due to earthquakes, tsunamis, and volcanic eruptions.

Learning Competency:
The learners should be able todescribe the internal structure of the Earth
(S10ES –Iaj-36.4)

Quarter:First Week:8 Day: 31-32

I. Objectives:
At the end of 120 minutes, 100% of the learners are expected to:
4. Define seismic waves scientifically.
5. Differentiate the different types of seismic waves
6. Recognize the importance of seismic waves in the study of the Earth’s
interior.

II. Content:
Subject Matter: Seismic Waves: Its types and importance
Integration: English (describing and analysing)
Strategies:Collaborative Learning, Group Presentation, Video presentation,
Demonstration, short discussion
Materials:Slinky and plastic tape and Rope, DLP projectorLaptopPowerPoint or copy
of TG Science 10 Q1 Module 2 Activity 1 p. 33-34, DLP projector,
Notebookand pen

References: DepEd Grade 10 Science Learner’s Material

DepEd Grade 10 Science Teacher’s Guide
Video/PowerPoint Links: https://tinyurl.com/y6jyporb
https://tinyurl.com/y2jdow6h

III. Learning Tasks:

ELICIT(Access prior knowledge ) 3 Minutes Materials
The teacher will ask the learners “From what you’ve learned in our
previous topic about the different processes that occur along the plate
boundaries let us try to check if you can still remember:
Questions:
1. What are the causes of earthquakes?
2. If someone told you to figure out what is inside Earth, how
would describe?
3. What do you think scientists do to figure it out?

Possible answer: Answers may vary

1. Earthquakes occur when elastic energy is accumulated slowly within
the Earth's crust as a result of plate motions and then released suddenly
at fractures in the crust called faults.
2. It is hot, contains minerals, and it is moving constantly.

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3. Scientists uses instruments to detect what’s inside the earth.

ENGAGE(Get the students’ minds focused on the topic)15

Minutes
Demonstration: Hammer, brick
Encourage learners to discuss how the elastic energy travels to the
surface of the Earth or how it passes through the entire Earth.
Ask the learners to predict what would happen if they touch one
end of a brick and tap the other end with a hammer.
Allow the learners to experiment with them. They should be able
to feel the energy of the hammer in their fingertips. Encourage them to
guess why they can feel the energy. Explain to them that they can feel it
because the energy of the hammer blows travels to their fingertips in the
form of waves.

(Let students figure out the words vibration or waves or seismic waves
in their answers.)

Teacher’s hint:
Earthquakes occur when elastic energy is accumulated slowly within the
Earth's crust as a result of plate motions and then released suddenly at
fractures in the crust called faults. The released energy travels in the
form of waves called seismic waves. It is this released energy that puts
human beings and human structures in danger. Therefore, it is critical to
understand where this energy is released and in what form.
EXPLORE(Provide students with a common experience)
15 Minutes
Demonstration: slinky
1. Demonstrate the types of wave motion of a slinky by calling one
learner in front of the class to hold the other end of the slinky.
2. Mark two spots on the slinky near the center with plastic tape at the
top of adjacent loops so that they can see the movement of energy along
their length.
3. Stretch out the slinky to about 3 meters along a floor, table, or other
flat surface. Have students take turns compressing 10–20 coils and then
releasing them rapidly while they hold the end of the slinky, making
sure to watch the energy wave travel the length of the slinky.
4. After several repetitions, ask learners to describe their observations of
the coil and the tape.
Answer: the coils move back and forth along the length of the slinky as
they compress and expand it.

5. Ask the learners what kind of earthquake waves this slinky motion
resembles.
The answer is compressional waves. Remind them that in compressional
waves particles of material move back and forth parallel to the direction
in which the wave itself moves. As a compressional wave passes, the
material first compresses and then expands.

Note: P-waves (P stands for primary) are compressional earthquake

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waves that pass through the interior of the Earth.

P-waves change the volume of the material through which they
propagate. P-waves in the air are sounds. P-waves can move faster
through the ground than the air, but not all of this energy is in the range
of human hearing. When the sound waves are in the audible frequency
range, some people may hear them.

6. Now tie one end of a 2-meter rope to the door knob of the classroom
door or window. Ask one student to hold the free end of the rope in
his/her hand. Ask the student to back away from the door until the rope
is straight with a little bit of slack and start to gently shake the rope up
and down. Allow each student to create this motion. After several
repetitions, ask students to describe the rope motion. Ask them what
kind of earthquake wave motion this resembles.

The answer is shear waves. Remind them that in shear waves particles
of material move back and forth perpendicular to the direction in which
the wave itself moves. S-waves (S stands for secondary) are shear
earthquake waves that pass through the interior of the Earth. S-waves
don't change the volume of the material through which they propagate,
they shear it.

Note: The motion of the rope due to shear waves is much easier to
observe than the compression waves, but the shear waves travel more
slowly than compression waves.

EXPLAIN(Teach the concept. Should include interaction between

teacher and students). Minutes
The teacher will show a short video about the types of seismic waves. Video clip
Let learners copy the important terms in their notebook. It’s okay to play
the video twice if the leaners did not grasp easily.

Let individual learners answer the Activity 1 p. 47 from their LM Q1

Module 2 by filling the information to complete the concept about
seismic waves in their activity notebook.

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Grade 10 Science

Q1. Differentiate surface waves from body waves.

Q2. Which type of waves do you think were useful to
seismologist in their study of the Earth’s interior?
Answers:
1. Surface waves travel only on the Earth’s surface like
ripples of water while body waves travel the Earth’s body(interior). In
addition, surface waves arrive last at seismic recording stations
compared to the body waves.
2. The body waves were used by seismologist because
they can pass through the Earth’s interior.

In giving points to students’ responses, you may refer to the following:

30 points – a graphic organizer that is complete and comprehensive
27 points – one part of the organizer is not filled but the given ideas are
correct
25 points – two parts of the organizer is not filled but the given ideas are
correct
23 points – three parts of the organizer is not filled and some of the
given
ideas are correct
20 points – four parts of the organizer is not filled and some of the given
ideas are correct
18 points – five parts or above are not filled

ELABORATE(Students apply the information learned in the

Explain. The teacher will give inputs to deepen the understanding
of the students) 12 minutes
Short discussion

In an earthquake, scientists can observe the arrival of compression

waves before the arrival of shear waves using seismographs. You may
choose to show a close-up of a record (seismogram) for a single

110 | L e s s o n P l a n
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earthquake event and ask your students to point out different seismic
waves. In addition, shear waves cause much more damage to structures
since it is easier to shake surface rocks than it is to compress them.
Ask them to compare and contrast the simple setup with actual
vibrations caused by seismic waves traveling through the Earth or along
its surface. For instance, seismic waves carry energy from the source of
the shaking outward in all directions (not in one direction only as the
demonstration setup shows).

Both primary and secondary waves are body waves (pass through the
interior of the Earth). Surface waves travel along the Earth's surface.
Two examples of surface waves are Rayleigh waves and Love waves.

Explain to the learners that Rayleigh waves cause the ground to

ripple up and down (like water waves in the ocean before they break at
the surf line) whereas the Love waves cause the ground to ripple back
and forth (like the movement of a snake).

Ask the learners to recall how scientists use seismic wave

observations to investigate the interior structure of the Earth.
This is similar to checking the ripeness of a melon by tapping on it. To
understand how scientists see into the Earth using vibrations, one needs
to understand how waves or vibrations interact with the rocks that make
up the Earth.

Explain to the learners that seismic waves travel fast, on the order of
kilometers per second. The speed of a seismic wave depends on many
factors. Ask students to think about a few factors that can change the
speed of a seismic wave (e.g., rock composition, temperature, pressure)
Ask them to explain how these factors can change the speed of a seismic
wave. Students should be able to answer these questions based on the
knowledge they acquired throughout this lesson. Seismic waves travel
faster in denser rocks; temperature tends to lower the speed of seismic
waves; and pressure tends to increases the speed.
Note: The speed of a seismic wave generally increases with depth,
despite the fact that the increase of temperature with depth works to
lower the wave velocity.
EVALUATE
Instructions: Allow learners to write the capital letter only of their
choice in a 1/2 sheet of paper.
1. When considering the three types of seismic waves, which waves
move more slowly than their counterparts yet produce the most severe
ground movements?
A. P waves
B. S waves
C. Surface waves

2. Which waves vibrate from side to side and up and down?

111 | L e s s o n P l a n
Grade 10 Science

A. P waves
B. S waves
C. Surface waves
3. Love (L) Seismic Waves can pass through ________________.
A. earthquakes only
B. the surface only
C. the core only
D. the mantle only
4. Primary (P) Seismic Waves can pass through ________________.
A. solids, gases, and liquids
B. crust and core only
C. liquids only
D. gases only
E. solids only
5. Secondary (S) Seismic Waves can pass through _____________.
A. crust and core only
B. solids only
C. liquids only
D. solids and gases
E. gases only
6-7. Contrast the characteristics of Primary and Secondary waves.
8-9. Contrast the characteristics of Love and Rayleigh waves.

Answers: 1. B 2. C 3. B 4. A 5. B
6-7. Primary waves: Secondary waves:
-Compressional waves -Transverse waves
-The particles vibrate parallel -The particles vibrate
to the direction where the wave perpendicular to the
is travelling to the direction
- can travel through solids where the wave
liquids and gas is travelling
can travel through
solids only

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Grade 10 Science

8-9. Love waves- travel along the surface of the earth from
the point directly above the epicentre.
-travel only through the lithosphere that
cause ripples on the surface.
- Most damaging type

Rayleigh waves- travel along the free surface of an

elastic solid such as the Earth.
- Their motion is a combination of longitudinal
compression and dilation that results in an elliptical
motion of points on the surface.
- Spread out most in time, producing a long wave
duration on seismographs.

Note: Geologists study earthquake waves to “see” Earth’s interior.

Waves of energy radiate out from an earthquake’s focus. These waves
are called seismic waves. Seismic waves go different speeds through
different materials.
They change speed when they go from one type of material to another.
This causes them to bend. Some seismic waves do not travel through
liquids or gases. They just stop. Scientists use information from seismic
waves to
understand what makes up the Earth’s interior.
EXTEND(Deepen conceptual understanding through use in new
context). 2 minutes
Let the students make some reactions on the given statement:
Scientists study meteorites to learn about Earth’s interior. Meteorites
formed in the early solar system. These objects represent early solar
system materials. Some meteorites are made of iron and nickel. They are
thought to be very similar to Earth’s core. An iron meteorite is the
closest thing to a sample of the core that scientists can hold in their
hands!

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share
with other teacher? ___

Lesson Plan in Science 10

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Grade 10 Science

Rechell A. Sabado
Valencia National High School
09667049228

Content Standards:
The learners shall demonstrate an understanding of the relationship among the
locations of volcanoes, earthquake epicenters, and mountain ranges.

Performance Standards:
Demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis and
volcanic eruptions.

Learning Competency and Code:

Describe the internal Structure of the Earth. (S10 ES-la-j-36.4 )

Quarter: 1 Week: 9 Day: 33-34

I. Objectives:
At the end of 60 minutes, 80% of the learners are expected to:
1. Describe the layers of the Earth according to:

a. Structure
b. Density
c. Composition

II. Content:
Subject Matter:The Earth’s Interior
Integration:
ESP: Learners will be amazed on the different composition and structures on the
layers of the earth and start appreciating things and nature.
Mathematics: Learners will be able to calculate the thickness of each layer.
MAPEH (Arts): Learners are ask to present their group output, they will use their
creativity in doing the task.
Strategies: Cooperative Learning: Brainstorming, Group Activity, Reporting, Predict,
Observe and Explain, Gallery Walk
References:Science 10 (Learners Module.(2015). Department of Education –
Instructional
Materials Council Secretariat (DepEd – IMCS). Pasig City, Philippines

III. Learning Tasks:

ELICIT(Access prior knowledge ) 5 Minutes Materials

To elicit prior knowledge, the teacher will ask the students
1. Who among you here have had experienced an earthquake? Laptop
2. Is the intense of shaking the same all through out? No LCD /LED TV
3. What does this implies? There are different types of seismic
waves.
4. What are the different types of seismic waves ?
(P-wave , S-wave and L-wave )
5. Why is it very important that we need to study seismic waves?

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To understand/learn the interior of the earth.

ENGAGE(Get the students’ minds focused on the topic)
5 Minutes
Word puzzle
Activity: Jigsaw puzzle (Group Activity) Colored
cartolina(Cut)
Let the students form the jumble word puzzle on the board Masking tape
( ASTHENOSPHERE )

Tell the students that they are going to study the different layers of the
Earth according to its structure, density and composition.

EXPLORE(Provide students with a common experience)

20 Minutes
*hardboiled egg

The avoid some misleading conception the teacher will demonstrate to *LCD/Laptop
the class about the different layers of the Earth using the boiled egg
*Cornstarch, small
Activity 1 Let the students observe while the teacher conduct the cups, medicine
demonstration activity dropper,spoon,water

Demonstration:Simulating Plasticity ( Adapted)*Post *Manila paper,

Question (board) Marking pen

How will the mixture of corn-starch and water react?

*Guide Question ( for students to answer and explain what they have
observed while the teacher will only facilitate the students reaction)

1.How does the mixture behave like?

2.How is the mixture of cornstarch and water similar to the Earth’s

mantle?

3.How is it different from the Earth’s mantle?

4.How does the plasticity of the earth’s mantle influence the

*By Learning stations
movement of the lithosphereplates? *Manila paper,
Marking pen
Activity 2
handouts
* Using the hand-outs provided by the teacher let them read
* After reading Let them perform the Activity 2(Group Act.)
(Our Dynamic Earth)

Strategy : Carousel brainstorming / Group Activity

EXPLAIN(Teach the concept. Should include interaction between
teacher and students).10 Minutes
 Strategy : Reporting and Gallery walk

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* Let the group/students do the reporting with the guide of the

teacher  All their
Guide Question: output will be
1.What element is the most abundant in the Earth’s crust? posted on the
2.What elements make up most of the mantle? board
3.What is the special feature of the upper mantle?
4. How did scientists discover that the outer core is liquid?
5. What materials make up the inner core?
6.Is the inner core solid, liquid or gas? What keeps it in this phase?
7.Compare the inner core and outer core.
ELABORATE(Students apply the information learned in the Explain.
The teacher will give inputs to deepen the understanding of the
students) 10minutes
Discuss the different layers of the earth according to its structure,
density and composition using power point
*Let the students watch a video clip

EVALUATE 5 minutes
A formative quiz will be given (15 items). Teacher will flash/ project
or post the questions on the board. Student write their answers in a ¼
sheet of paper. (See attached sheet)

EXTEND(Deepen conceptual understanding through use in new

context). 5 minutes
(Situational)
What will happened to some parts( referring to layers of the earth) of
the world (especially places near the epicentre) when there is a major
earthquake?

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Science Grade 10

Margie B. Gonzales
Valencia National High School
09553546966

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CONTENT STANDARDS
The learners demonstrate an understanding of the relationship among the
locations of volcanoes, earthquake epicenters, and mountain ranges.

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

LEARNING COMPETENCY
The learners should be able to enumerate the lines of evidence that support plate
movement. S9ES- Ia-j-36,6

Quarter: 1 Week: 9 Day: 35-36

I. Objectives:
At the end of 120 minutes, 100% of the learners should be able to:
 State the continental drift theory
 Discuss the evidences of Continental Drift as shown by Wiegener
 Reconstruct and describe Pangaea.
II. Content:
Subject Matter:
The Earth’s Mechanism: The Continental Drift
Evidence from Fossils: The Continental Jigsaw Puzzle

Integration:
Araling Panlipunan:
History of formations of different Islands in the whole world.
Using the world map in locating the different fossil evidences

MAPEH – Safety practices in terms of emergency. Swimming skills, an advantage in

some water related disasters

Strategies: TPS, ICT integration, Small group laboratory activity

Materials: Video clips, Material for the Activity 6 (alcohol lamp, test tube, test tube,
holder, bond paper (2 sheets), match, water), Picture of Hawaiian Island Mantle
Plume
References:
DepEd Grade 10 Science Learner’s Material
LAB: WEGENER’S PUZZLING CONTINENTS PDF file

IV. Learning Tasks:

ELICIT (Access prior knowledge). Materials/

Assessment tool

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Short Activity
Describe the internal structure of the Earth. TPS (Think Pair and
Complete the chart based on the information gained from the previous Share) Activity Board
lesson “Journey to the Center of the Earth.” work Activity
Board work activity
LAYERS OF
THE EARTH

COMPOSITION

THICKNESS

ENGAGE (Get the students’ minds focused on the topic (short; question or picture).

Demonstration activity See attached file

Activity 3 Activity 3
Let’s Fit it! Let’s Fit it!
Scissors
Scotch tape

EXPLORE (Provide students with a common experience).

Perform small group activity TPS (Think Pair and
Activity 4: Drifted Supercontinent! Share)
LAB: WEGENER’S PUZZLING CONTINENTS • Student Map of the
Note: Learner’s will answer only the number 1 in analysis questions World Today
• Key to Wegener's
*Attachment 1 Evidence sheet
• Student Puzzle Pieces
• Crayons or markers
• Scissors
• Glue or tape

EXPLAIN (Teach the concept. Should include interaction between teacher and students).
Activity 4: Drifted
Activity: Learner’s Output Reporting Supercontinent!
Reporting will be assigned by group. LAB: WEGENER’S
Analysis questions will be assigned with the following set up. PUZZLING
# 1.a to be reported by group 1 CONTINENTS
# 1.b to be reported by group 2 photocopy of the seven
# 1.c to be reported by group 3 continents
world map
pair of scissors
Rubrics

ELABORATE (Students apply the information learned in the Explain).

Activity Output
Continuation of the activity ( same group members).
Provide the learners with the world map.

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Instructions:
A. Label correctly the 5 continents based on the world map given with
the corresponding fossils found in every continent.

B. Question to answer:
What fossils were found in every continent?
Assign the presentations.
Group 4 will present the correct label of every continents
Group 5 will present the fossils found in South America.
Group 6 will present the fossils found in Africa
Group 7 will present the fossils found in India.
Group 8 will present the fossils found in Antarctica.
Group 9 will present the fossils found in Australia.
The rest of the groups will give summary of the lesson.

EVALUATE (How will you know the students have learned the concept?)

In ¼ sheet of paper Formative

Assessment
Name the five continents with the corresponding fossils found in the area.

EXTEND (Deepen conceptual understanding through use in new context).

A. Learner’s will answer only the number 2 in analysis questions.

B. Answer the following question in you big notebook.
1. What do the Glossopteris fossils tell us about the early
positions of the continents?
2. If Glossopteris fossils were found in Antarctica, what was the
climate of this continent before?
3. If the climate and the position of a place are relative to each
other, where then was the initial location of Antarctica 250 million
years ago?
4. What does the presence of Mesosaurus fossils tell about the
initial location and positioning of South America, Africa, and
Antarctica?

Activity 3
Let’s Fit it!

Objectives:

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• Find clues to solve a problem.

• Recognize how the Continental Drift Theory is developed.

Materials:
• attached world map, cut into 5 to 6 pieces
• scotch tape

Procedure:
1. Do this activity in a group of five to six members.
2. Obtain a set of torn printed world map from your teacher.
3. Try to fit the pieces together.
4. Use a tape to connect the pieces.
Q10. What features of the world map helped you to connect the pieces perfectly?
Q11. How do the lines of prints or texts in the world map help you to confirm that you have
reassembled the world map?
Q12. Show proofs that the world map is perfectly reassembled.

Group Evaluation Rubric

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Criterion 4 3 2 1

Effort Produced Fully prepared; Minimal Little or no evidence

additional completed all preparation; of preparation; no
resources for agreed tasks; superficial effort shown
the group; competent, but knowledge of
extraordinary not extraordinary resources; minimal
effort effort
demonstrated

Attitude Exceptionally Positive; Neutral; neither Disparaging;

positive and supportive; encouraging nor negative, withdrawn
constructive; mostly discouraging; or belligerent; absent
encourages constructive and disinterested in the
other group upbeat performance of
members others

Contribution Outstanding Good quality Poor quality work; Poor quality; little, if
contribution; work; few substantive errors; any, contribution to
above-and- revisions or much revision and group goals
beyond; work is additions are editing is required
excellent in necessary
form and
substance

Group Group Effort Attitude Contribution Tot

Member al

Source:
http://fp.dl.kent.edu/fcubed/modules/modules/goalsassessment/examples.html#Group_Wor
k

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Activity 4
Drifted Supercontinent!

Objectives:

• Tell the possible direction of motion of the continents as they drifted away.
• Draw fossils of plants and animals as evidences found in the present continents that will
help solve the puzzle in the fitting of the drifted continents.
• Reconstruct and describe Pangaea.
• Predict what will happen to the world as the continents continuously move.

Materials:
photocopy of the seven continents
world map
pair of scissors

Procedure:
1. Cut carefully the traces of the seven continents. Warning: Be careful in using the
scissors.
2. Sketch the dominant species of plants and animals found in the continents before and
after drifting away from each other.
3. Put the cut-outs together.
Q13. What do the Glossopteris fossils tell us about the early positions of the continents?
Q14. If Glossopteris fossils were found in Antarctica, what was the climate of this
continent before?
Q15. If the climate and the position of a place are relative to each other, where then was the
initial location of Antarctica 250 million years ago?
Q16. What does the presence of Mesosaurus fossils tell about the initial location and
positioning of South America, Africa, and Antarctica?
4. Make sure that you put fitting edges of the continents side by side to
form the supercontinent Pangaea.
Q17. What clues are useful in reconstructing Pangaea?
Q18. Which continents do you think were neighbors before?
Q19. Is there a possibility that the current location of a continent
would be different 100 years from now?
Q20. Where do you think was the Philippines located during the time that the Pangaea
existed? Research on how the Philippine islands emerged.
5. Compare Pangaea with the world map.
6. Now move one continent relative to its current location. Observe carefully the direction
of its motion as it assumes its current location and position. Record your observation.
7. Do the same procedure to the other continents. Record your observations.
Q21. If the continents will continue to move, try to predict the Philippines’ location 100
million years from now.

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Lesson Plan in Science Grade 10

Liza A. Vegafria
Valencia National High School
09352523605

Content Standards
The learners demonstrate an understanding of the relationship among the
locations of volcanoes, earthquake epicenters, and mountain ranges.

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.

Learning Competency
The learners should be able to describe the possible causes of plate movement.
S10ES- Ia-j-36.5

Quarter: 1 Week: 10 Day: 37-38

I. Objectives:
At the end of 120 minutes, 100% of the learners should be able to:
1. Explain what causes the tectonic plates to move.
2. Enumerate the factors that cause tectonic plates to move.
3. Describe and illustrate convection current.
4. Realize the importance of the creation of convection current underneath the
earth.

II. Content:
Subject Matter: Plate Tectonic Theory
Integration:
Araling Panlipunan:
History about the origin of the continents and other geologic features in the
Earth’s surface
English:
Describing and analyzing pictures
Strategies:Collaborative learning, ICT integration (video clip), small group activity,
group discussion, debate, concept mapping
Materials: Video clips, laptop, paper ball, activity Sheets, Manila paper, marking
pen/ballpen, scotch tape and pictures, Dropper, food color, 1000 mL
beaker, 700
mL water, small/light wood blocks, alcohol burner, tripod, hotplate

References:
DepEd Grade 10 Science Learner’s Material pp. 61-67,
Breaking Through Science pp. 250-26
https://www.youtube.com/watch?v=ZzvDlP6xd9o

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IV. Learning Tasks:

ELICIT(Access prior knowledge ) 5 Minutes Materials

Review ball: To elicit prior knowledge, the teacher will be passing a ball
paper which contains questions while music will be played. Those Paper ball, laptop
learner who happen to receive/hold the ball when the music stop will get
a portion of a ball and answer the given question and will continue until
the last piece of a ball.
Questions:
1. Describe seafloor spreading theory.
2. What are some evidences/findings that
supports seafloor spreading.
3. What is occurring at the mid-ocean
ridges.
4. Explain how are magnetic stripes
serves as evidence for seafloor
spreading.
5. What occurs at deep –ocean trenches?
6. Give at least two places in the world
which is the result seafloor spreading.

Possible answers:
1. Seafloor spreading is a process by which new ocean floor is
formed near the mid-ocean ridge and moves outward.
2. a. Rocks are younger at the mid-
ocean ridge.
b. Rocks far from the mid-ocean
ridge are older.
c. Sediments are thinner at the
ridge.
d. Rocks at the ocean floor are
younger than those at the
continents.
3. The hot less dense material fromthe earth’s crust rises towards the
surface at the mid-ocean ridge. This material flows sideways
carrying the seafloor away from the ridge, and creates a crack in
the crust. The magma flows out of the crack, cools down and
becomes the new seafloor.New sea floor is created at the mid-
ocean ridges.
4. When magma hardens/solidifies, iron bearing minerals crystallize.
The minerals behave like tiny compasses and align with the
earth’s magnetic field. The magnetic stripes/pattern of the
seafloor is the same on both sides of the mid-ocean ridge and has
equal size and polarity and proves that the seafloor spreads in
both directions away from the ridge.
5. Subduction, when ocean crust meets continental crust, the denser
ocean crust subducts into the trench and melts.
6. Red Sea, as the African plate and Arabian plate moved away from
each other.
Mid-Atlantic Ridges.

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ENGAGE(Get the students’ minds focused on the topic)

5 Minutes
Picture Analysis: Pictures
The teacher will show different pictures and let them observe.

Guide Questions:
1. What is common in the given picture?
2. What do you think are the causes of this movement?
3. What happens when the plates are moving?
Possible answer:
1. The plates are moving in various directions.
2. Due to the rising of hot molten materials (magma ) creating
a break in a crust, thus, the plates are moving.
3. The plates are colliding, diverging and sliding with each
other producing earthquakes and creating other geologic
features in the Earth’s surface.

EXPLORE(Provide students with a common experience)

30 Minutes
Group activity: Activity Sheets
The students will be grouped into 6 . They will be provided Adapted from
with activity sheets. The teacher will facilitate the conduct of the activity Learner’s Material
and see to it that they are on tasks. Each group is composed of the Activity 7 pp.70-
following: recorder, reporter, manager, and member. 71
Dropper, food
color, 1000 mL
beaker, 700 mL
water, small/light
wood blocks,
alcohol burner,
tripod, hotplate
EXPLAIN(Teach the concept. Should include interaction between
teacher and students).15 Minutes
Presentation of output:
After the activity, the teacher will ask each speaker in a group to
share what they had observed and learned from the activity. Based from
the learner’s responses/answers, the teacher will correct some
misconceptions.

Questions:
1. How does the food coloring behave?

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2. What do you call this behavior?

3. Enumerate the factors that cause the formation of a current.
4. What happens to the blocks? What does this resemble?
5. List down other observations from your activity.
Possible answer:
1. The food color rises and moves to the sides of the beaker then
sinks. It demonstrate a cyclic motion.
2. This is called convection current.
3. a. the difference in density in the molecules is caused by the
difference in temperature.
b. the rate of heating at the bottom and the rate of cooling at the
top.
c. amount of heat supplied to the substance.
4. the blocks are pushed up to the
middle of the boiling water and
then swayed towards the sides of
the beaker. The small, light wood
blocks resemble the
lithospheric/tectonic plates that
moved about slowly along the
tectonic boundaries, pushing,
sliding past and drifting away
from each other because of
convection current.
5.answers may vary

Key Concept:
Convection current- the force that drives the plates to move around. The
hot dense particles cool down and sink and the other less dense particles
rise and spreads out as it reaches the upper mantle causing the upward
and sideward forces.
Heat – is produced in the core that produces convention in the mantle.
This convection causes the plates to move around.
Ridge push- as the older seafloor sinks, the weight of the uplifted ridge
pushes the oceanic crust toward the trench at the subduction zone.
Slab pull- is the possible process involved in the tectonic plate
movement. The weight of the subducting plate pulls the trailing slab into
the subduction zone.
ELABORATE(Students apply the information learned in the Explain.
The teacher will give inputs to deepen the understanding of the students)
10 minutes
Video clips presentation: The teacher will present a video clips and let Video clips on
the learners make a concept map from the given video. plate tectonic
Note: Concept mapmay vary. theory
https://
www.youtube.com
/watch?
v=ZzvDlP6xd9o
EVALUATE How will you know that the students have learned the
concept? 10 min.

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Formative: Word Walls Manila paper,

The class will be divided into 4 groups. Each member of the group marking
will post some words or illustrate some concept/termsrelated to the topic pen/ballpen, scotch
given on the designated walls. The assigned walls will be determine by tape
draw lots. Afterwards, a representative of the group will explain their
output.
Wall 1: Plate Tectonic Theory
Wall 2: Convection Current
Wall 3: Plate Boundary
Wall 4: Importance of Convection Current
Note: answers may vary.

EXTEND(Deepen conceptual understanding through use in new

context). 45 minutes
Debate:
The group will be given certain situation where they are going to
choose whether they belong to affirmative or negative side.
Group 1 & 2: Situation: Are you willing to pay twice as much for a
housethat is earthquake-resistant or risk getting an
ordinary one for a lesser cost?

Group 3& 4: Situation: Are you willing to pay more taxes in exchange
for the construction of safe bridges, railway transits, and skyways?
Group 5 & 6: Situation: Do you think that we should build residential
houses, malls, and nuclear power plants according to excellent safety
standards?
Reference/s: Breaking through Science

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other
teacher? ___

Lesson Plan in Science Grade 10

Liza A. Vegafria
Valencia National High School

133 | L e s s o n P l a n
Grade 10 Science

09352523605

Content Standards
The learners demonstrate an understanding of the relationship among the
locations of volcanoes, earthquake epicenters, and mountain ranges.

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

Learning Competency
The learners should be able to enumerate the lines of evidence that support plate
movement. S10ES- Ia-j-36.6

Quarter: 1 Week: 10 Day: 39-40

I. Objectives:
At the end of 120 minutes, 100% of the learners should be able to:
1. Simulate and describe seafloor spreading.
2. Realize the importance of seafloor spreading process relative to the
continental drift theory
3. Enumerate some findings that support Seafloor Spreading Theory.

II. Content:
Subject Matter: Seafloor Spreading Theory
Integration:
AralingPanlipunan:
History about the origin of the famous Mid-Atlantic Ridge, Red Sea, an
undersea
mountain chain in the Atlantic Ocean and other mountains formation in the
seafloor.
English:
Describing and analyzing pictures.
Strategies:puzzle, ICT integration (video clip), Small group activity, demonstration,
Materials: Video clips, Newspaper, glue/paste, Manila paper, pictures of seafloor
spreading,
activity Sheets, LED,World map, magnetic polarity map, Board paper, bond paper,
colored pencil, pair of scissors, ruler
References:
DepEd Grade 10 Science Learner’s Material pp. 61-67,
https://www.youtube.com/watch?v=ZzvDlP6xd9o

III. Learning Tasks:

ELICIT(Access prior knowledge ) 10 Minutes Materials

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Short Activity: Puzzle

To elicit prior knowledge, the learners will be given a puzzle to be Newspaper, glue/paste,
formed by group and let them describe the hidden word of the puzzle. Manila paper
Note: The teacher is free to make his/her own puzzle.
Guide questions:
1. What features in the puzzle helped you connect the pieces
perfectly?
2. How can you say that you were able to
solve the puzzle or reassembledthe puzzle
perfectly ?
3. How would you relate it to Alfred
Wegener Theory on Continental Drift?

Possible answer:
1. the pictures and words in the newspaper helped us to connect
the pieces perfectly.
2. The pictures/words in the newspaper is completed/connected.
3. Continents was once joined together (Pangea) and drifted away
and it looks like a puzzle.
ENGAGE(Get the students’ minds focused on the topic)
5 Minutes
Picture analysis: Different pictures of
The teacher will show some pictures about seafloor spreading and seafloor spreading
let the learners evaluate and describe what is happening in the given
pictures.
1. What do you observe in the picture?
2. What are the common thing that happens in the given pictures?
3. If this event will continue to happen, what do you think will be
the effect?Possible answer:
1. The plates move away from each other.
2. The hot molten magma flows out in the plates, creating a break on
the crust and gradually moves away from each other and spreads
out.
3. New seafloor will be produced.
EXPLORE(Provide students with a common experience)
30 Minutes
Group activity: Activity Sheets
The students will be grouped into 6 . They will be provided with Adapted from
activity sheets. The teacher will facilitate the conduct of the activity Learner’s Material
and see to it that they are on tasks. Students output will be posted on Activity 5 pp. 66-67
the board and presented by draw lots. Only three groups will present Board paper, bond
their output. After the presentation, the remaining groups will ask paper, colored pencil,
some questions. pair of scissors, ruler

EXPLAIN(Teach the concept. Should include interaction between

teacher and students).15 Minutes
Demonstration:
The teacher will demonstrate to check students concept learned

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and correct some misconception if there is any and will give some
inputs on the said topic by asking questions.
Guide questions:
1. What do the stripes in the paper represent?
2. What does the middle slit represent? What occurs in this region
3. What is the role of the mid-ocean ridge in the movement of
lithospheric plates?
4. How does the new seafloor form at the Mid-ocean ridge?
5. What process/es happen at the side slits?
6. Is the earth getting larger and wider when plates drift away
from each other? Explain briefly.

Possible answer:
1. The stripes represent the rocks with normal and reverse
polarities.
2. The middle slit represents the mid-ocean ridge where the actual
seafloor-spreading occurs.
3. The mid-ocean ridge serves as the origin of the lithospheric
movement. It is the place where the force that pushes the
lithosphere originates.
4. Hot, less dense material below the Earth’s crust rises towards
the mid-ocean ridge. As this material flows sideways, it creates
a crack in the crust where magma flow out. The magma cools
down and becomes the new seafloor.
5. The side slits serve as subduction zone where the old seafloor
plunges beneath another tectonic plate.
6. The earth is not getting larger or smaller. If there is the
production of a new seafloor in the mid-ocean ridge, there is a
destruction of an old seafloor

Key concept:
Seafloor Spreading- process by which new ocean floor is formed near
the mid-ocean ridge and moves outward.
Findings that support Seafloor Spreading Theory:
a. Rocks are younger at the mid- ocean ridge.
b. Rocks far from the mid-ocean ridge are older.
c. Sediments are thinner at the ridge.
d. Rocks at the ocean floor are younger
than those at the continents.
ELABORATE(Students apply the information learned in the Explain.
The teacher will give inputs to deepen the understanding of the
students) 20 minutes
Video clip presentation: Video clips on seafloor
The teacher will present a video clip and let the learners answer spreading and plate
the following questions: tectonic evidence
1. What are some findings that support the seafloor spreading https://
theory? www.youtube.com/
2. How is mid-ocean ridge formed? watch?v=ZzvDlP6xd9o

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Possible answer:
7. a. Rocks are younger at the mid-
ocean ridge.
b. Rocks far from the mid-ocean
ridge are older.
c. Sediments are thinner at the
ridge.
d. Rocks at the ocean floor are
younger than those at the
continents.
8. The hot less dense material from the earth’s interior rises
towards the surface and creates a crack in the crust. The
magma flows out of the crack, where the actual seafloor
spreading occurs.
EVALUATE How will you know that the students have learned the
concept?10 min.
Formative Exam (Oral Recitation) LED for power point
The evaluation is done through oral recitation. The learners who
will be chosen to answer the questions is based on the following
characteristics:
Learner with the smaller ear.
1. Describe the theory of seafloor spreading?
Learner with the most letters in their first name.
2. Explain what is occurring at the mid-ocean ridges.
Learner with longer nails.
3. Explain how are magnetic stripes serves as evidence for
seafloor spreading.
Learner with the shorter hair (girl)
4. What occurs at deep –ocean trenches?
Learner with the longer hair(boy)
5. What are some evidences/findings that supports
seafloor spreading?
Possible answer:
1. Seafloor Spreading- process by which new ocean floor
is formed near the mid-ocean ridge and moves
outward.
2. The hot less dense material from the earth’s interior
rises towards the surface and creates a crack in the
crust. The magma flows out of the crack, cools down
and becomes the new seafloor. This material flows
sideways carrying the seafloor away from the ridge,
New sea floor is created at the mid-ocean ridges.
3. When magma hardens/solidifies, iron bearing
minerals crystallize. The minerals behave like tiny
compasses and align with the earth’s magnetic
field. The magnetic stripes/pattern of the seafloor is
the same on both sides of the mid-ocean ridge and
has equal size and polarity and proves that the
seafloor spreads in both directions away from the
ridge.

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4. Subduction, when ocean crust meets continental

crust, the denser ocean crust subducts into the
trench and melts.
5. a. Rocks are younger at the mid- ocean ridge.
b. Rocks far from the
mid-oceanridge are
older.
c. Sediments are thinner
at the ridge.
d. Rocks at the ocean
floor areyounger
than those at the
continents.

EXTEND(Deepen conceptual understanding through use in new

context). 30 minutes
Let the learners perform activity no. 6 “HOW FAST DOES IT GO” Ruler,magnetic polarity
and let them analyze a magnetic polarity map and calculate the rate of map, pencil
seafloor spreading using magnetic clues and answer the given
questions.
Note: Refer to learner’s material for your activity guide.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

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