School: TITAY NATIONAL HIGH SCHOOL Grade Level: 10
GRADES 1 to 12 Teacher: THELMA Y. TALOSIG Learning Area: Science
DAILY LESSON LOG July 14 – 18, 2025
8:30- 9:30 – LAUREL – MWThF
10:00- 11:00 – QUIRINO- MTWF
11::00- 12:00- OSMENA- MTWF
1:00 – 2:00 - MARCOS – MWThF
Teaching Dates and 2:00- 3:00 - RAMOS - MTWF I- Week 5
Time: 3:00- 4:00 - QUEZON- MTW Quarter:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. Objectives
A. Content Standards The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges.
B. Performance Standards The learners shall be able to:
1. demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions.
[Link] ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis, and volcanic eruptions.
C. Learning Competencies Explain the different processes that occur along the plate boundaries.
I. Objectives *Explain the processes that *Explain the processes that occur *Explain the processes that Explain the processes that
occur along converging along convergence of two Oceanic occur along convergence of occur along the plate
Write the LC Code each. Continental Plate and Oceanic Plates. two Continental Plates. boundaries.
Plate. [Link] the processes that [Link] the processes that [Link] the key steps to take
1. Describe the processes that occur along the convergent occur along the convergent before, during ad after a natural
occur along the convergent boundary between an oceanic boundary between an continental disaster to ensure personal
boundary between an oceanic and oceanic plate . and continental plate . safety and minimize damage.
and continental plate . [Link] the events, processes and
[Link] the events, processes [Link] a personal emergency
[Link] the events, processes landforms formed
and landforms formed plan including , evacuation
and landforms formed.
routes, emergency contact
S10ES-Ia-j-36.3 numbers and essential supplies.
S10ES-Ia-j-36.3
S10ES-Ia-j-36.3
S10ES-Ia-j-36.3
1. II. Content Types of plate Boundaries
III. Learning Resources - -
A. References
1. Teacher’s Guide Pages Pages 12-13 Pages 14-15 Pages 15-16 Pages 16-17
2. Learner’s Materials Pages Pages 16-17 Pages 18-22 Pages 23-24 Pages 25-27
3. Textbook Pages
4. Additional Materials from
Learning Resources (LR)
Portal)
B. Other Learning Resources
IV. Procedures
Elicit Video presentation: REVIEW: Brain Storming: Inquiry- Based Approach: Brain Storming:
A. Reviewing previous Show video or image of [Link] is happening to the [Link] is happening to two What geologic features or land
lesson or presenting Andes Mountain range or oceanic plate as it meets oceanic plates as they meet? formations occur during the
the new lesson. the Pacific Ring of Fire. continental plate? [Link] is forming as a result convergence of two continental
Ask students what they [Link] type of landforms are of these process? plates?
know about these produced in a convergent [Link] type of volcanoes
regions and how they boundary between an oceanic were formed?
were formed. and continental plate
Engage [Link] the processes that [Link] the processes that [Link] the processes that [Link] the key steps to take
B. Establishing a occur along the convergent occur along the convergent occur along the convergent before, during ad after a natural
purpose for the lesson boundary between an oceanic boundary between an oceanic and boundary between an continental disaster to ensure personal
and continental plate . oceanic plate . and continental plate . safety and minimize damage.
[Link] the events, [Link] the events, processes and [Link] the events, processes and [Link] a personal emergency
processes and landforms landforms formed landforms formed plan including , evacuation
formed
routes, emergency contact
numbers and essential supplies.
Engage. Brain Storming: Picture Analysis: Picture Presentation: Video Presentation:
C. Presenting examples What type of land forms Show a picture of Mariana *What do you call this land Show a video of a natural
instances of the new are produced in convergent Trench, The deepest point in formation? disaster ( e.g. hurricane,,
lesson. boundary between an the ocean. *How doe this land form earthquake or floods)
oceanic and continental *Do you this picture? formed *What do you called these
plate *How does this formation video?
occur? *What did you know about
disaster preparedness?
*What should you do in case of
disaster?
Explore: Activity: Activity: Activity: Task:
D. Discussing Divide students into pairs and Divide students into pairs and Divide students into pairs and Create a disaster- preparedness tip
Discussing new provide them a diagram of a provide them a diagram of a provide them a diagram of a poster for people living
concepts and convergent boundary convergent boundary between convergent boundary between near convergent zones.
between an oceanic and an oceanic and oceanic plate. Ask an continental and continental
practicing new
continental plate. Ask them to them to label the different parts plate. Ask them to label the Questions:
skills#1 label the different parts of the of the diagram, Including the different parts of the diagram, What hazards are expected near
diagram, Including the plates, plates, the trench, and the Including the plates, the trench, convergent boundaries?
the trench, and the volcanoes. volcanoes and the volcanoes
Explore. Question and answer: Question and answer: Question and answer: Activity:
E. Discussing new Let the students answer Let the students answer the Let the students answer the Rubric is presented as their
concepts and the following questions: following questions: following questions: guide in doing their task.
practicing new Divide students into small
skills#2 -What type of plate is plate -What are the geologic *What land formation occur groups and assign each group a
A? What about plate B? processes/events that will during the convergence of specific type of natural disaster
Why do you say so? occur because of this plate two continental plate? (e.g. tsunami , earthquake)
movement? *Is there tsunami in this Ask he to list the key steps to
-Describe what happens to convergence? take before, during and after
plate A as it collides with -What geologic features might *Is there a trench formed? the disaster.
plate B? Why? form at the surface of plate A?
-What do you think may -If the edge of plate A
happen to the leading edge suddenly flicks upward, a
of plate A as it continues to large amount of water may be
move downward? Why? displaced. What could be
formed at the surface of the
-What do you call this ocean?
molten material?
-What is formed on top of
plate B?
Explain - Question and answer: - Question and answer: - Question and answer: Guide questions:
F. Developing mastery 1. What happens when an 1. What happens when an 1. What happens when [Link] are some warning signs of
(lead to formative oceanic plate meets a oceanic plate meets another continental plate meets another the disaster?
assessment 3) continental plate? oceanic plate? continental plate? [Link] are some essential supplies
[Link] would happen if the [Link] would happen if the [Link] would happen if the yosafe zones.u have
oceanic plate were to stop oceanic plate were to stop oceanic plate were to stop [Link] some evacuation routes
moving? moving? moving? and
3How would this affect the 3How would this affect the 3How would this affect the
geology of the region geology of the region geology of the region
Elaborate *Convergence of two oceanic When two continental plates *Divergent boundaries occur
G. Finding practical Discussion: plates also undergo meet head on, neither is along spreading centers where
application of Lead the class discussion subduction process. subducted. Instead, the crust plates are moving apart and
concepts and skills in on the plate tectonics and tends to buckle and be new crust is created by magma
daily living the different types of plate *The geologic pushed upward causing pushing up the mantle.
boundaries . Focus on events/processes will take formation of mountain ranges
convergent boundaries. place during this process are: and other highlands. *Effects that are found at a
(Oceanic- continental) and -formation of volcanic island divergent boundary between
ask students to share what arcs and trenches oceanic plates include: a
they learned about the -generates shallow, submarine mountain range
processes that occur at intermediate or deep such as the Mid-Atlantic Ridge;
these boundaries. earthquake. volcanic activity in the form of
Questions: *Strong earthquakes fissure eruptions; shallow
1. What happens when an generated at the ocean floor earthquake activity; creation of
oceanic plate meets a may cause displacement of new seafloor; and widening
continental plate? large volume of water and ocean basin.
[Link] would happen if the launch big waves called
oceanic plate were to stop
tsunami. *If a divergent boundary is
moving?
between continental plates, the
3How would this affect
effects are: rift valley formation
the geology of the region which will soon develop into
linear sea; shallow earthquake
activities, and numerous
normal faults.
Elaborate Making the summary: Provide detailed explanation Provide detailed explanation Provide detailed explanation of
H. Making Subduction process is of of the processes that occur of the processes that occur the processes that occur along
generalization and moving the denser plate along the convergence of two along the convergence of two the convergence of two oceanic
abstraction about the downward towards the oceanic plates, including oceanic plates, including: plates, including
lesson mantle subduction- is the process Continental collision: Before: create an emergency
. The denser oceanic plate where the denser plate move The two plates push against plan , stock up on supplies, stay
slides downward beneath other. each other causing the crust informed.
under the continental plate. Volcano arc formation – to thicken and deform. During-
volcanoes form as the Mountain building- the Follow evacuation orders, stay
*The geologic overlying plate melts and formation of mountain ranges safe, say informed.
events/processes will take magma rises to the surface. as he crust is compressed and After:
place during subduction Trench formation: a deep uplifted. Assess damage , contact
process are: depression forms as the : Crust thickening, the crust Emergency services, start
- formation of volcanoes subducting plate is pushed becomes thicker as the crust recovery..
and trenches beneath the overlying plate. collide . Emergency Plan:
- occurrence of earthquake Land forms : Landforms:- Discuss the importance of
Discuss the land forms Discuss the land forms having a personal emergency
produced in convergence of produced in a converging plan and provide examples of
two oceanic plate. boundary between two what to include.
Including: continental plates
Deep -sea trench(e.g. Mariana Including mountain ranges
Trench (e.g. Himalayan Alps) folded
Volcanic Arc (e.g. islands of mountain.
Japan)
Sea mount
Evaluate Based on students answer Based on students answer in Based on students answer in Based on students answer in
in the activity: the activity: the activity: the activity:
I. Evaluating Learning Rubrics: Rubrics: Rubrics: Rubrics:
6 out of 6 correct response 3 out of 3 correct response = 4 out of 4 correct response = 4 out of 4 correct response = 10
= 10 points 10 points 10 points points
5 out of 6 correct response 2 out of 3 correct response = 3 out of 4 correct response = 3 out of 4 correct response = 9
= 9 points 8 points 9 points points
4 out of 6 correct 1 out of 3 correct response= 6 2 out of 4 correct response= 8 2 out of 4 correct response= 8
response= 8 points points points points
3 out of 6 correct 0 out of 3 correct response= 4 1 out of 4 correct response= 7 1 out of 4 correct response= 7
response= 7 points points points points
2 below= 6 points 0 = 5 points 0 = 5 points
Extend The students will watch The students will watch video The students will watch video The students will watch video
video an animated diagram about the convergence of two about the convergence of two about the divergent plate
of subduction process on oceanic plates.(optional) continental plates.(optional) boundary. (optional)
this website;
http://
[Link]/eoc/
teachers/t_tectonics/
p_subduction.html
(optional)
V. Remarks
VI. Reflection
A. No. of learners who earned
80% in the evaluation
B. No. of learners who requires
additional acts. for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
caught up with the lessons
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my
principal/supervisor can help
me solve?
G. What innovations or
localized materials did I
used/discover which I wish to
share with other teachers?
Prepared: Checked by:
THELMA Y. TALOSIG ELISA Z. CLAUDIO ED D
` Science Teacher ` Secondary School Principal IV
School: Grade Level: 10
GRADES 1 to 12 Teacher: Learning Area: Science
DAILY LESSON LOG Teaching Dates and
Time: Quarter: I (week 5)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. Objectives
A. Content Standards The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake
epicentres, and mountain ranges.
B. Performance Standards The learners shall be able to:
1. Demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions.
2. Suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes,
tsunamis, and volcanic eruptions.
C. Learning Competencies Explain the different processes that occur along the plate boundaries (S10ES-Ia-j 36.3)
Determine the effect of *Relate hot spot with plate *Prepare Survival Kit . Summative Assessment
transform – fault boundary tectonics. * Discuss the importance of
on the Earth’s crust. * Define hot spots preparing survival kit.
2. II. Content Processes and Landforms along plate boundaries. (S10ES-Ia-j-36.3) -
III. Learning Resources
A. References
1. Teacher’s Guide Pages Pages 18-19 Pages 19-20 Pages 20-22 Pages 23
2. Learner’s Materials Pages 29-30 Pages 31-32 Page 33 Pages 34 - 35
Pages
3. Textbook Pages
4. Additional Materials
from Learning Resources
(LR) Portal)
B. Other Learning
Resources
IV. Procedures
Elicit
Engage
Presentation of objectives. Presentation of objectives
Explore *Let the students perform Let the students perform the
the activity “Slide and activity 6 ‘ Drop It Like It’s
Shake” ‘Hot Spot”
Explain After the activity has been [Link] can you see on the *Let the students present
performed, students will surface of the paper? their emergency kits in the
answer the following 2. Let’s say that the paper class and explain why they
questions: represents the Earth’s crust:; think those items must be
-If the blocks of wood were What do you think is included in the kits.
plates, what kind of plate represented by the water in
boundary is formed the test tube? *Encourage debate and
between blocks 1 and 2? [Link] geologic feature do discussions.
Between 3 and 4? you think will be formed at
(divergent) the surface of the crust? * Emphasize that an
[Link] of the features at the emergency kit must be
-Describe the relative surface of the crust will be the prepared ahead of time,
motion of blocks 2 and 3; oldest? The youngest? not right before or during
blocks 2 and 4? 5Which of the features will be an emergency.
the most active? The least
-What is the interaction active? Label these on your -.
between blocks 1 and 3? paper
How about between blocks
2 and 4?
-Based on activity, how will
you relate it in the
Transform-fault boundary?
Elaborate Transform-fault * A ‘hot spot’ is an area in the Why is it important to
boundaries are where two mantle from which hot prepare an emergency kit
plates are sliding materials rise as a thermal before a disaster will
horizontally past one plume. happen?
another.
*High heat and lower
Most transform faults are pressure at the base of the
found on the ocean floor. lithosphere (tectonic plate)
They commonly offset facilitates melting of the rock.
active spreading ridges, This melt , called magma,
producing zig-zag plate rises through cracks and
margins, and are generally erupts to form volcanoes.
defined by shallow
earthquakes. *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 Hawaiian
Islands.
Evaluate Based on students answer Based on students answer in Refer to Science Learner’s
in the activity: the activity: Material page 33, or
Science Teacher’s Guide
Rubrics: Rubrics: page 2l for Rubric in
4 out of 4 correct response 5 out of 5 correct response = scoring the students
= 10 points 10 points output
3 out of 4 correct response 4 out of 5 correct response =
= 9 points 9 points
2 out of 4 correct 3 out of 5 correct response= 8
response= 8 points points
1 out of 4 correct 2 out of 5 correct response= 7
response= 7 points points
0 = 5 points 1 below = 5 points
Extend
V. Remarks
VI. Reflection
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
requires additional acts. for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
caught up with the lessons
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my
principal/supervisor can
help me solve?
G. What innovations or
localized materials did I
used/discover which I wish
to share with other
teachers?
Prepared: Evaluated:
ANJIEL C. BANTILAN ALFIE V. ANDO
Secondary School Teacher I MT-II
Inawayan National High School Hagonoy National High School
Approved:
ROSALIA V. BAUTISTA
Science Education Program Supervisor
Division of Davao Del Sur