School BAGONG NAYON II NATIONAL HIGH Grade 10

SCHOOL Level

Teacher Learning SCIENCE

CLARIBEL G. EPALAN
Area
Teaching JUNE 17,2019
Date and 10-FAITH (8:00-9:00 AM-Comlab) Quarter FIRST
Time 10-REVERENCE (9:00-10:00 AM Scilab)
I. OBJECTIVES
A. Content Standards The learners demonstrates an understanding of the relationship among
the locations of volcanoes, earthquakes, and mountain ranges

B. Performance Standards The learners shall be able to

1.1 demonstrate ways to ensure disaster preparedness during
earthquakes, tsunamis, and volcanic eruptions and suggest ways by
which he/she can contribute to governments efforts in reducing damage
due to earthquakes, tsunamis and volcanic eruptions
C. Learning Competencies The learners should be able to
(Write the LC code for 1.1 describe the distribution of active volcanoes, earthquake
each) epicenters and major mountain belts;(S9ES-Ia-j-36.1)
1.2 describe the different types of plate boundaries; (S9ES-Ia-j-36.2)
1.3 explain the different processes that occur along the plate
boundaries; (S9ES-Ia-j-36.3)
1.4 describe the internal structure of the earth;;(S9ES-Ia-j-36.4) describe
the possible causes of plate movement; ;(S9ES-Ia-j-36.5)and
1.5 enumerate the lines of evidence that supports the plate movement:
(S9ES-Ia-j-36.6)
The learners should be able to:
Learning Objective/s 1.1 Explain theory of Plate Tectonics
1.2 Locate the epicenter of an earthquake using the triangulation
method
II. CONTENT PLATE TECTONICS
III. LEARNING
RESOURCES
A. Reference/s
1. Teacher’s Guide pages 6-7
2. Learner’s Materials
6-10
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Learners to answer short quiz (Identification) with ICT integration using
lesson or presenting ANYCAST device.
the new lesson
(REVIEW) 1. It is the outermost part or layer of the earth. CRUST
2. It is a kind of crust which is relatively thinner and denser compared to
the other crust OCEANIC CRUST
3. It moves very slowly but constantly. PLATES
4. It is the theory of moving lithospheric plates. PLATE TECTONICS
 5. It is the method use to determine the earthquake epicenter.
TRIANGULATION METHOD

Answers are the ones capitalized.

B. Establishing a purpose Learners to ;
for the lesson  share their reactions and feelings in the last earthquake
(MOTIVATION) experienced *Remind learners not to answer in chorus.
 to describe the HARD BOILED EGG and recall the different basic
parts of the earth Ans. Parts of the earths are the Core, the
Mantle and the Crust
C. Presenting examples / Learners to ;
instances of the new  Enumerate and describe the different parts of the earth. Ans.
lesson (INTRODUCTION Earth’s lithosphere consists of layers, the crust and the upper part
OF THE TOPIC) of the mantle.

D. Discussing new Teacher to group learners into 5 and distribute the materials through
concepts and practicing group leaders and give 2 minutes for a group to read the activity sheet
new skills (ACTIVITY) and reiterate rules during the activity/experimentation: 10 mins
activity time.

1. Don’t play or touch the materials without prior awareness on how to

use or what to do with it.
2. Make sure that the materials needed is complete.
3. Read the instruction in the activity sheet and carefully study the
needed data on the task card provided.
4. Make a trial on thermometer reading
5. Assign a member who will be in-charged of recording the data.
6. Learners in each group will investigate how the pressure affects the
temperature and vice versa
7. Each group will be provided with a video recording in doing their
experiment which will be presented on TV later using anycast
device.(video recording will be done by the teacher.)
8. Everyone will be a part of Grading each group based on the actual
video presented and the presentation of the output.
9. Proper behavior during activity will be observed.
10. Group scoring will be done after all the presentation is finished.

Teacher to post the RUBRICS and CRITERIA on the board to be graded

using FACEBOOK ICONS by the assigned group to other group.
Rubrics or Criteria in doing the activity/ Scoring guide.

Score Criteria
Approve Icon (5pts)  With detailed information and
with loud and clear voice

Heart Icon (4pts)  Systematic and organized

delivery of report

Smile Icon (3pts.)  Delivered with collaborative

effort of the group

Sad Icon (2pts)  Presented according to

strategy assigned.
 Learners to do their activity #1. Task card with DIFFERENTIATED ACTIVITY
to be distributed per group.

Strategy : THINK-PAIR-SHARE
Activity :
 News Casting
 Debate
 Demonstration
 Concept Mapping
 Dramatization
E. Developing mastery Learners to post their output on the board and to answer the Guide
(Leads to formative Questions assigned to them.
assessment)
(ANALYSIS) 1. Where is the epicenter of this hypothetical earthquake? Ans.
Cebu City
2. What difficulty will you encounter if you only have data from two
recording stations? Ans. Erathquake epicenter could not be
found.
3. What is the distance of the epicenter from the seismic station?
Ans. 9000 km
4. What do you think is the importance of determining the
Earthquake? Ans. Pinpoint which fault lines are active.

F. Making Generalizations Learners to share that ;

and Abstractions about  In order to locate the epicenter of the earthquake, you need to
the lesson determine the time interval between the arrival of the P and S
(ABSTRACTION) waves (the S-P interval) on the seismograms from at least three
different stations. You have to measure the interval to the closest
second and then use the graph (Distance-time graph on p 10 of
the LM) to convert the S-P interval to the epicentral distance.
 Once you have the 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 three intersect, you will have successfully located
(triangulated) the epicenter of the earthquake.
G. Finding practical Learners to ask the possibility of having Marikina to be the earthquake
applications of epicenter. Ans. May vary
concepts and skills in
daily living.
(APPLICATION)
H. Evaluating Learning Learners to answer short quiz below.
(EVALUATION-Provide
attachment/s if TRUE OR FALSE
needed) Direction: Write T if the sentence is TRUE and F if the sentence is FALSE.
Write the answer in your Quiz Notebook.

1. In order to locate the epicenter of the earthquake, you need to

determine the time interval between the arrival of the P and S waves
(the S-P interval) on the seismograms from at least three different
stations. Ans. T
2. In order to locate the epicenter of the earthquake you have to
measure the interval to the closest second and then use the graph to
convert the S-P interval to the epicentral distance. Ans. T
3. Once you have drawn all three circles and located the point where all
three intersect, you will have successfully located (triangulated) the
epicenter of the earthquake. Ans. T
 4. The more active fault line is stores great amount of potential energy
that could cause major earthquake once released. Ans. F
5. Places near fault lines that remain inactive for a long period of time
are due to experience a major earthquake. Ans. T
I. Additional Activities for ASSIGNMENT:
application or 1. Read in advance Act.# 2 pp.11 LM “Let’s Mark the Boundaries
remediation 2. Bring the following materials: per group
(HOMEWORK) Map of Earthquake distribution
Map of Active volcanoes
Mountain Ranges of the World
2 pcs. Plastic sheets used for notebook cover, same size as a book
page.
Marking pens (two different colors)
V. REMARKS Italized words/statements are intended to be delivered by the teacher.
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?

SUGGESTED TEACHING STRATEGIES SAMPLE DIFFICULTIES ENCOUNTERED

1. Problem Solving
2. Games 1. Low Performing Students
3. Deductive Learning 2. Classroom Condition
4. Research 3. Classroom Management
5. Puzzle 4. Student Participation
6. Interactive Learning 5. Availability of Materials
7. Brainstorming
8. Group Work SUGGESTED INNOVATION OR LOCALIZED MATERIALS
9. Video Clips
10. Experimental Learning 1. Models/Mock-up
11. Inductive Learning 2. Pictures
12. Task Card 3. Prepared PPT
4. Prepared Video Clips
5. SIM

Prepared by:

CLARIBEL GARCIA-EPALAN
G10 Science Teacher