NEW ERA HIGH SCHOOL DAILY LESSON JUNE 24-28, 2019
DISTRICT VI PLAN (WEEK 3)
GRADE 10 – ROSEQUARTS RUBY SY 2019-2020 FIRST QUARTER:
AQUAMARINE MALACHITE IVORY EARTH AND SPACE
I. OBJECTIVES DAY 1
A. Content Standards
The learners demonstrate an understanding of the relationship among the
volcanoes, earthquakes, epicentres, and mountain ranges.
B. Performance Demonstrate ways to ensure disaster preparedness during earthquakes,
Standards tsunamis and volcanic eruptions.
1. The learner s to describe shall be able to describe the different
types of plate boundaries.
2. Identify the types of boundaries occur.
C. Learning
Competencies/
Objectives
Given the necessary materials, 80% of the students should be able to:
Write the LC code for
each a. Enumerate the types of boundaries;
b. Discuss the process along convergent boundaries;
c. Demonstrate awareness when oceanic plate and continental
converge.
II. CONTENT CONVERGING CONTINENTAL AND OCEANIC PLATE
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide pages 12-13
2. Learner’s Materials
pages 16-17
3. Textbook pages Bourgunoa, Metal ( 2005 ) Science and Technology pp.133
4. Additional Materials
from Learning EASEModuolid Erarh Ins
Resource (LR) portal
E. Other Learning http://earthsci8.wikispace.com/
Resources
IV. PROCEDURES
ELICIT
A. Reviewing previous
lesson or presenting Let the students recall the types of crust.
the new lesson
B. Establishing a purpose ENGAGE
for the lesson
Which of the two plates is more dense? less dense?
C. Presenting What is your prediction when when conrtinental and oceanic plat
examples/instances of
the new lesson
converge?
D. Discussing new EXPLORE
concepts and
practicing new skills Unlocking difficulties:
#1
1. Converge
2. Lithosphere
3. Subduction
E. Discussing new
concepts and Let the students identify the cross sectional diagram of continental and
practicing new skills # oceanic plate
2
F. Developing mastery EXPLAIN
(leads to Formative
Assessment 3)
Ativity 3 : Head On Collision LM pp. 16- 17.
A. Converging of Two Oceanic Plates
B. Two Continental Plates Converge
G. Finding practical ELABORATE
applications of
concepts and skills in
daily living
If two plates continue collide with each other, what geologic event could
take place?
When two continental plates converge, a collision zone is formed.. Unlike
H. Making generalizations the other types of converge, subduction ceases for this particular type of
and abstractions convergence. No trench, no volcano, and definitely no island arc are
about the lesson
createdcduring this process. Instead, what is created is a large group of
mountains called mountain ranges.
EVALUATE
Direction: Answer the following questions:
Q1. Continental plate 2. Oceanic plate
______1. Which of the two plates subduct?
I. Evaluating learning
______2. Which of the plates float?
______3. Which of the two plates dense?
______4. Which of the plates trench converge?
_______5. Which of the plates undergoes subduction process?
J. Additional activities for EXTEND
application or
remediation
V. REMARKS The lesson was materialized. Move on to next objective
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?
Prepared by: Checked by: Noted by:
HEIDIE G. BALABBO Donata R. Regunton ALMARIO N. AURELIO
Teacher I, Science 10 Head Teacher III, Science Dept. Principal IV, NEHS
NEW ERA HIGH SCHOOL DAILY LESSON JUNE 24- 28, 2019
DISTRICT VI (WEEK 1)
PLAN
GRADES 8- RIZAL, BONIFACIO,
AGONCILLO, RICARTE, T. SORA SY 2019-2020 FIRST QUARTER:
FORCE, ENERGY AND MOTION
I. OBJECTIVES DAY 2
F. Content Standards
The learners demonstrate an understanding of the relationship among the
volcanoes, earthquakes, epicentres, and mountain ranges.
G. Performance Demonstrate ways to ensure disaster preparedness during earthquakes,
Standards tsunamis and volcanic eruptions
1. The learner shall be able to describe the different types of plate
boundaries occur.
H. Learning
2. Identify the type of boundaries occur.
Competencies/
Objectives Given the necessary materials, 80% of the students should be able to:
Write the LC code for a. How divergence of plates happens.
each
b. Cite the geologic process that happen during divergence of
plates happen.
c. Illustrate the moving plate away from each other.
II. CONTENT PLATE BOUNDARY ( DIVERGENT PLATE BOUNDARY )
III. LEARNING RESOURCES
I. References
1. Teacher’s Guide pages 16 - 17
2. Learner’s Materials
pages 26 - 29
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
J. Other Learning
Resources
IV. PROCEDURES
ELICIT
Let the students describe each event
K. Reviewing previous
lesson or presenting
the new lesson
Oceanic-Continental Converge
Oceanic-Oceanic Converge
Continental-Continental Converge
L. Establishing a purpose ENGAGE
for the lesson
What happens in the earth’s crust as they continue to collide?
M. Presenting
examples/instances of Show the picture of two plates that seperates. Then let the students
the new lesson describe each
N. Discussing new EXPLORE
concepts and
practicing new skills #
What happens during divergent boundary?
Discuss the formation of Mid- Ocean Ridge?
O. Discussing new
concepts and Discuss the geologic process happened during that happened during
practicing new skills #
2 divergent plates?
EXPLAIN
Illustrate how divergent boundaries occur?
Describe the effect of divergent boundaries occur?
P. Developing mastery
(leads to Formative
Assessment 3)
Q. Finding practical ELABORATE
applications of
concepts and skills in
daily living Explain the effect of divergent boundary in the earth’s crust.
R. Making generalizations
and abstractions Illustrate how divergent boundaries occur?
about the lesson
EVALUATE
ESSAY
Answer the following questions: ( 5 pts. )
1. Millions of years ago, tha land masses in each picture were once
connected. What do you think is happening to the Erath’s crust in
those picture?
S. Evaluating learning
2. In this event,continues for millions of years, what do you think will
effect on the earth;s crust?
EXTEND
T. Additional activities for
application or
remediation
V. REMARKS The lesson was materialized. Move on to next objective.
VI. REFLECTION
H. No. of learners who
earned 80% in the
evaluation
I. No. of learners who
require additional
activities for
remediation
J. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
K. No. of learners who
continue to require
remediation
L. Which of my teaching
strategies worked
well? Why did these
work?
M. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
N. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?
Prepared by: Checked by: Noted by:
HEIDIE G. BALABBO Donata R. Regunton ALMARIO N. AURELIO
Teacher I, Science 10 Head Teacher III, Science Dept. Principal IV, NEHS
NEW ERA HIGH SCHOOL DAILY LESSON JUNE 24- 28, 2019
DISTRICT VI (WEEK 3)
PLAN
GRADES 8- RIZAL, BONIFACIO,
AGONCILLO, RICARTE, T. SORA SY 2019-2020 FIRST QUARTER:
FORCE, ENERGY AND MOTION
I. OBJECTIVES DAY 3
K. Content Standards
The learners demonstrate an understanding of the relationship among the
volcanoes, earthquakes, epicentres, and mountain ranges.
L. Performance Demonstrate ways to ensure disaster preparedness during earthquakes,
Standards tsunamis and volcanic eruptions
a. The learner shall be able to describe the different types of plate
boundaries occur.
b. Identify the type of boundaries occur.
M. Learning
Competencies/
Objectives
Given the necessary materials, 80% of the students should be able to:
Write the LC code for c. Locate the distribution of active volcanoes, earthquakes, and
each major mountain belts
d. Determine the scientific basis for dividing the lithospheric plates.
e. Cite the importance of knowing the location of active volcanoes,
earthquakes and mountain belts
II. CONTENT TRANSFORM FAULT BOUNDARY
III. LEARNING RESOURCES
N. References
1. Teacher’s Guide pages 18-19
2. Learner’s Materials
pages 29-30
3. Textbook pages Dept. of Education Bureau of Secondary Education
4. Additional Materials
from Learning
Resource (LR) portal
O. Other Learning
Resources
IV. PROCEDURES
ELICIT
U. Reviewing previous
lesson or presenting
the new lesson Describe divergent boundary?
V. Establishing a purpose ENGAGE
for the lesson
What is your prediction when two plat6es slide pass each other?
Showing pictures of San Andre6s Fault
W. Presenting
examples/instances of
the new lesson
X. Discussing new EXPLORE
concepts and
practicing new skills # Describe San Andres Fault?
How is San Andres Fault formed?
Y. Discussing new
concepts and
practicing new skills # What other geologic events could take place when the plates continue to
2 grind each other?
EXPLAIN
Z. Developing mastery Activity 5 : Slide and Shake
(leads to Formative Determine the effect of transform fault boundary on the Erath’s crust
Assessment 3
Answer the following guide questions
1. What can you say the relative motion of blocks 1 and 2?How wbout
blocks 3 and 4?
2. How will you describe the interaction between blocks 2 and 3 as you
pull each block?
AA. Finding practical ELABORATE
applications of
concepts and skills in
daily living
What is the effect of transform fault boundary on the Erath’s crust?
BB. Making generalizations
and abstractions Describe San Andres Fault?
about the lesson
How is San Andres Fault formed?
EVALUATE
ESSAY
Answer the following questions: ( 5 pts. )
3. Millions of years ago, tha land masses in each picture were once
connected. What do you think is happening to the Erath’s crust in
those picture?
CC. Evaluating learning
4. In this event,continues for millions of years, what do you think will
effect on the earth;s crust?
EXTEND
DD. Additional activities for
application or
remediation
V. REMARKS The lesson was materialized. Move on to next objective.
VI. REFLECTION
O. No. of learners who
earned 80% in the
evaluation
P. No. of learners who
require additional
activities for
remediation
Q. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
R. No. of learners who
continue to require
remediation
S. Which of my teaching
strategies worked
well? Why did these
work?
T. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
U. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?
Prepared by: Checked by: Noted by:
HEIDIE G. BALABBO Donata R. Regunton ALMARIO N. AURELIO
Teacher I, Science 10 Head Teacher III, Science Dept. Principal IV, NEHS
NEW ERA HIGH SCHOOL DAILY LESSON JUNE 24- 28, 2019
DISTRICT VI (WEEK 3)
PLAN
GRADES 8- RIZAL, BONIFACIO,
AGONCILLO, RICARTE, T. SORA SY 2019-2020 FIRST QUARTER:
FORCE, ENERGY AND MOTION
I. OBJECTIVES DAY 4
P. Content Standards
The learners demonstrate an understanding of the relationship among the
volcanoes, earthquakes, epicentres, and mountain ranges.
Q. Performance Demonstrate ways to ensure disaster preparedness during earthquakes,
Standards tsunamis and volcanic eruptions
1. The learner shall be able to describe the different types of plate
R. Learning boundaries occur.
Competencies/
2. Identify the type of boundaries occur.
Objectives
Write the LC code for
each Given the necessary materials, 80% of the students should be able to:
f.
II. CONTENT TRANSFORM FAULT BOUNDARY
III. LEARNING RESOURCES
3. References
1. Teacher’s Guide pages 13 – 14
2. Learner’s Materials
pages 29-30
3. Textbook pages Dept. of Education Bureau of Secondary Education
4. Additional Materials
from Learning
Resource (LR) portal
4. Other Learning
Resources
IV. PROCEDURES
ELICIT
Have the students complete the concept map about volcano
EE. Reviewing previous
lesson or presenting
the new lesson
FF. Establishing a purpose ENGAGE
for the lesson
How volcanoes are formed?
Show the map of the world of which there are active volcanoes and an
ordinary world map.
GG. Presenting
examples/instances of
the new lesson
HH. Discussing new EXPLORE
concepts and
practicing new skills # Activity 2 : Lets Mark the Boundaries
Study Fig. 6 : Map of active volcanoes around the world.
1.How are volcanoes distributed?
II. Discussing new 2. Where are they located?
concepts and
practicing new skills #
2 3. Based on the map, mention a country that is unlikely to experience a
volcanic eruption
EXPLAIN
JJ. Developing mastery Geologic activities such as seismicity, volcanism and mountaion
(leads to Formative formation are the basis of the scientists in dividing Earth’s
Assessment 3 lithosphere
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.
KK. Finding practical ELABORATE
applications of
concepts and skills in
daily living
What difficulty will you encounter if you only have data from the recording
stations?
LL. Making generalizations
and abstractions
about the lesson
EVALUATE
ESSAY
MM. Evaluating
learning 1. What are the scientific evidences for dividing the Lithospheric
plates?
2. Compare the location of majority earthquake epicentres with the
location of volcanoes around the world
EXTEND
NN. Additional activities for
application or
remediation
V. REMARKS The lesson was materialized. Move on to next objective.
VI. REFLECTION
V. No. of learners who
earned 80% in the
evaluation
W. No. of learners who
require additional
activities for
remediation
X. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
Y. No. of learners who
continue to require
remediation
Z. Which of my teaching
strategies worked
well? Why did these
work?
AA. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
BB. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?
Prepared by: Checked by: Noted by:
HEIDIE G. BALABBO Donata R. Regunton ALMARIO N. AURELIO
Teacher I, Science 10 Head Teacher III, Science Dept. Principal IV, NEHS
