Republic of the Philippines

Department of Education
CARAGA Region
SCHOOLS DIVISION OF SURIGAO DEL SUR

School TAMBIS NATIONAL HIGH SCHOOL Grade Level 10

Teacher Wengel B. Jabahab Learning Area Science
Teaching Date & August 30, 2022 Quarter 1st
Time G10-Diaz (8:31 -9:30 AM)
G10-Opriasa (9:46-10:45 AM)
G10-Juarez (1:16-2:15 PM)
G10-Pia (3:16-4:15 PM)
A. Content The relationship among the locations of volcanoes, earthquake epicenters,
Standards and mountain ranges.
B. Performance 1. Demonstrate ways to ensure disaster preparedness during earthquakes,
Standards 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. Most Describe and relate the distribution of active volcanoes, earthquake
Essential epicenters, and major mountain belts to Plate Tectonic Theory. (S10ES –Ia-j-
Learning 36.1)
Competency
(MELC) with
Code
D. Objectives (in At the end of the lesson, the students will be able to:
KSAs) Knowledge: determine the composition of earth's lithosphere;
determine the Major and Minor Plates;
Skills: draw a Venn diagram to differentiate the two types of crust; and
Attitude: promote earthquake preparedness in the school and community.
I. CONTENT Distribution of Volcanoes, Earthquakes, and Mountain Ranges
II. LEARNING
RESOURCES
A. References
1. Teacher's None
Guide pages
2. Learner's Grade 10 LAS Quarter 1 Week 1 pp. 1-5 by Pat II E. Baguio, Division of
Material pages Agusan del Sur
3. Textbook Grade 10 Science Learner’s Material (Quarter 1). Philippines: Department of
pages Education., 2015
4. Additional
Materials from YouTube
Learning
Resource
(LR)portal
5. Instructional Video Presentation, Television set, Laptop, Charts, Marker, Tape, Activity
materials Sheets
B. Strategies 4A Model (Anchored from Experiential Learning Theory of David Kolb)
Cooperative Learning (Anchored from Lev Vigotsky’s Zone of Proximal
Development)
Video Lesson (Anchored from the Theory of Multiple Intelligences by Howard
Gardner)
III.
PROCEDURES
Priming Activity *Prayer
*Greetings
*Checking of Attendance
*Imposing of House Rules
 Review:
 Guide Questions:
 What is the Pacific Ring of Fire?
 Why is Philippines included in the Pacific Ring of Fire?
Motivation:
 Guide Questions:
 How are volcanoes, mountains, and other geologic features
formed?
 The teacher will then guide the students to guess the lesson of the
day.
 The objective of the lesson will be presented.
Activities
Activity 1: “Oceanic Crust vs Continental Crust!”
 The teacher will provide the materials and procedures for each group to
learn more about the differences and similarities between the oceanic and
continental crust.
 The activity is rated based on the rubric given.
Rubrics
5 4 3 2 1
Concept
Cooperation
Presentation

 For concept:
 5 – concept is clearly evident; contains all necessary information
 4 – concept is evident; contains most of the necessary information
 3 – concept is acceptable; contains some necessary information
Lesson Proper  2 – concept is limited; insufficient necessary information
 1 – lack of concept; does not contain necessary information
 For cooperation:
 5 – all members of the group cooperate well with each other
 4 – only 5-6 members cooperate with each other
 3 – only 3-4 members cooperate with each other
 2 – only 2 members cooperate with each other
 1 – only 1 member of the group do the work
 For presentation:
 5 – executes the work competently; well prepared
 4 – executes the work adequately; prepared
 3 – executes the work fairly; somewhat prepared
 2 – executes the work incompetently; unprepared
 1 – executes the work poorly; unprepared
Analysis:
 After the presentation of outputs, the teacher will ask questions to elicit
responses from the students.
 After processing the questions, the teacher will wrap up the lesson. This is
to ensure that learners are now ready for the discussion of the lesson.
Abstraction:
 The teacher will discuss the lesson and provide key inputs. The key
inputs will deepen the knowledge of the students through discussion,
simple question and answer portion and some sort of sharing on the
lessons.
 What are plates in science?
 What makes plate tectonic map different from other maps?
What do these broad lines represent?

Tambis National High School

Sitio Remedios, Tambis, Barobo, Surigao del Sur
+639998772709/+639126038468
[email protected]
  What are the Major and Minor Plates?
 What do you think are the bases of our scientists in marking
the plate boundaries?
Application:
 Activity 2: Promote earthquake preparedness in the school and
community
 As a responsible student who is also a leader in your school and
community, how are you going to promote earthquake preparedness
among your schoolmates and co-citizens? Express your answer in a
form of essay and refer to the rubrics for a clearer view on how your
output will be graded.
Scoring Rubrics
15 Practical application is scientifically explained consistent to the
concepts, and has no misconception.
10 Practical application is scientifically explained consistent to the
concepts, but with minimal misconception
5 Practical application is explained consistent to the concepts, but
with misconceptions.
Evaluating I. Multiple Choice
Directions: Answer the following questions. Write the letter of your answer.
Learning 1. Which theory states that the entire crust is broken and is continuously moving?
A. Continental Drift B. Plate Tectonics C. Seafloor Spreading D. Titanic Theory
2. What do we call the continuously moving part of the earth’s crust?
A. fault B. fissure C. fracture D. plate
3. Which of these phrases is FALSE about lithospheric plates?
A. have the same thickness everywhere C. thickest in the mountain regions
B. include the crust and upper mantle D. vary in thickness
4. A landmass that projects well above its surroundings is a mountain. What do you call
a chain of mountains?
A. mountain arc B. mountain chain C. mountain range D. mountainous
5. What should you NOT DO during an earthquake?
A. cover your head B. duck under the table C. park your car D. run to a tall tree
6. Why is it important to be aware of places prone to earthquakes?
A. to identify what crop must be stored C. Some are located in mid-continents.
B. to identify when to evacuate D. to perform necessary precautions
7. Where are most volcanoes situated?
A. along fault lines C. near mountain ranges
B. concentrated on continental edges D. under the oceanic crust
8. How do you describe the locations of earthquake epicenters, mountain rangers, and
moving plates in the Pacific Ring of Fire? They are _____.
A. all over the place C. located in the same location
B. concentrated in one area D. strategically plotted in clusters
9. What do you think is the basis of scientists in dividing Earth’s lithosphere into several
plates?
A. brightness of stars and formation of constellations in the sky
B. a cycle of high and low tides during full moon
C. the occurrence of earthquake, volcanism and mountain formation
D. the uneven distribution of heat in the globe
10. How will you relate the distributions of mountain ranges, earthquake epicenters and
volcanoes?
A. Mountain ranges are found in places between where volcanoes and earthquake
epicenters are also situated.
B. Mountain ranges are found in places where volcanoes and/or earthquake epicenters are
also situated.
C. Mountain ranges are found only in places where earthquake epicenters are situated.
D. Mountain ranges are found only in places where volcanoes are situated.
K. Homework Assignment
and Practice

Tambis National High School

Sitio Remedios, Tambis, Barobo, Surigao del Sur
+639998772709/+639126038468
[email protected]
 Additional (See Attachment)
Activities for
application &
remediation
V. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your
students’ progress. What works? What else needs to be done to help the
pupils/students learn? Identify what help your instructional supervisors can
provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial lesson
work? No. of the
learners who
have caught up
with the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my ___ 4A Model
teaching ___ Cooperative Learning
strategies worked ___ Video Lesson
well? Why did
these works?
F. What
difficulties did I
encounter which
my principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
used/discover
which I wish to
share with other
teachers?
Prepared by: Checked and Evaluated by:

WENGEL B. JABAHAB MAMERTA P. CORVERA

Teacher III Head Teacher I

Date Evaluated: __________________

Noted by:

GLORIA M. PARAGUYA

Tambis National High School

Sitio Remedios, Tambis, Barobo, Surigao del Sur
+639998772709/+639126038468
[email protected]
 Principal III

Tambis National High School

Sitio Remedios, Tambis, Barobo, Surigao del Sur
+639998772709/+639126038468
[email protected]