Daily School: Calatrava National High School Grade Level: Grade 11
Lesson Teacher: Maricar R. Francisco Learning Area: Earth Science
Log Teaching Dates and Week 2: September 9 & 11, 2025 Quarter: 2nd
(DLL) Time: 9:30 am – 11:30 am
I. OBJECTIVES TUESDAY (September 9, 2025) THURSDAY (September 11, 2025)
A. Content Standard The learner demonstrates understanding of: The learner demonstrates understanding of:
geologic processes that occur within the Earth geologic processes that occur within the Earth
B. Performance Standard The learner is able to: The learner is able to:
using maps, diagrams, or models, predict what could using maps, diagrams, or models, predict what could happen
happen in the future as the tectonic plates continue to in the future as the tectonic plates continue to move.
move.
C. Learning Competencies/ The learner: The learner:
Objectives describe how magma is formed - S11/12ES-IIc-24 describe how magma is formed - S11/12ES-IIc-24
Write the LC Code for each Objectives: Objectives:
identify the composition of magma; identify the composition of magma;
discuss how magma is formed; and discuss how magma is formed; and
explain what happens after magma is formed. explain what happens after magma is formed.
II. CONTENT Earth Processes: Endogenic Process Earth Processes: Endogenic Process
III. LEARNING RESOURCES [Link] [Link]
AND REFERENCES SHS-Q2-Mod3-Endogenic-Processes-Plutonism-and-Volcanism- Q2-Mod3-Endogenic-Processes-Plutonism-and-Volcanism-v2
1. Textbook v2
2. Teacher’s Guide Pages
(CG, TG)
3. Textbook pages
4. Additional Materials form
Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson A. Daily Routines EXPERIMENT:
or presenting new lesson 1. Prayer Worksheet: Flux Melting Analogy — Salt on Ice
2. Greetings
3. Checking of Attendance Directions: Demonstrate how adding a substance (analogy for
water/volatiles) lowers the melting temperature of a material —
Review the past lesson parallels how water added in subduction zones lowers mantle
melting point and generates magma.
Materials:
Ice cubes (made from colored water if desired)
Two small shallow dishes (or trays) per group
Table salt (NaCl)
Thermometer (optional), stopwatch, paper & pen
Procedure:
1. Place one equal-sized ice cube in each of two dishes. Label A
and B.
2. Leave Dish A as the control (no salt). Sprinkle a measured
amount of salt over the ice in Dish B (e.g., 1–2 teaspoons).
Start timing.
3. Observe and record which ice cube melts faster and note any
temperature differences if using a thermometer.
Guide Questions:
1. Which dish melted first, and at what times?
2. How did salt affect melting speed and temperature?
3. What does this tell us about the role of water (as a volatile) in
flux melting of mantle rock?
4. Discuss the strengths and limitations of using this analogy to
model geological processes.
B. Establishing a purpose of Reading competencies/objectives of the lesson:
the lesson a. identify the composition of magma;
b. discuss how magma is formed; and
c. explain what happens after magma is formed.
C. Presenting The teacher will:
examples/instances of the Start by introducing a few key examples to spark curiosity of
new lesson the students.
Mountain ranges formed by plate collisions (e.g.,
Himalayas, Andes)
Volcanic islands like the Hawaiian Islands (hot spot
volcanism)
Rift valleys such as the East African Rift
Seafloor spreading building new ocean basins
And ask this question:
“How do these features shape our world, and what internal
Earth forces are at play here?”
D. Discussing new concepts The teacher will ask the students this question:
and practicing new skills
#1 “When a volcano erupts, what’s actually beneath the surface?
What parts might you be missing?”
Individual Activity
Students will identify and label unseen volcanic structures
inside the Earth.
Provide each student with a cross-sectional illustration of a
volcano (either printed or projected on screen).
Include a simple word bank:
Magma chamber, Vent, Conduit (pipe), Crater, Lava flow, Ash
cloud, and possibly Plutonism / Intrusive body depending on
level.
Study the diagram carefully. Use the word bank to label each
part correctly. Next to each label, write a short note (1–2
sentences) describing its role in volcanic activity.
Students pair up and exchange diagrams. Each student
explains at least one labeled part and its function from their
partner’s diagram.
E. Discussing new concepts Ask the students these questions:
and practicing new skills
#2 Which part surprised you the most in terms of its role?
How does the magma chamber differ from the vent?
F. Developing mastery Ask the students the following questions:
What is the difference between volcanism and plutonism?
How does internal heat generate magma?
Describe how compression results in folding
G. Finding practical GROUP ACTIVITY:
application of concepts and Divide students into 5 groups (3–4 students each). Assign or let
skills in daily living them choose 1–2 endogenic phenomena to research:
Volcanism / Magmatism (how magma forms, magma types:
subduction-related, divergent, hotspot)
Mountain Building / Tectonic Uplift
Rift Valleys / Seafloor Spreading
Metamorphism—including index minerals and rock
transformation under heat & pressure
Each group creates:
A poster or display with definitions, diagrams, and at least
one real-world example
A simple 3D model using clay or paper (e.g., a mountain for
uplift, volcano cone with magma chamber)
Optionally, a mnemonic or catchy phrase, like "VET"
(Volcanism, Earthquakes, Tectonic uplift) to help remember
key processes
Exhibit & Presentation:
Groups rotate around the room, observing each display. Each
group has 2–3 minutes to present:
Explain their chosen endogenic process
Point out the real-world example(s) and how the process
shaped it
Share their mnemonic or visual cue.
H. Making generalizations and Ask the students the following questions:
abstraction about the What did you notice about how internal Earth forces shape
lesson landforms?
How do different processes—like volcanism vs.
metamorphism—vary in impact?
How this knowledge might apply to real-life situations (e.g.,
building infrastructure, understanding geological hazards).
I. Evaluating Learning Short Quiz Reflection
J. Additional activity for
application or remediation
V. REMARKS
VI. REFLECTION
A. No of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work?
No. of learners who 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
teacher?
Prepared by: Checked by:
MARICAR R. FRANCISCO NOEMI GAY M. FADRIQUELAN
Teacher I Master Teacher I