School MARCIAL B.
VILLANUEVA NHS Grade Level 10
DAILY LESSON
LOG Teacher JAY SEL A. MACABUHAY Learning Area SCIENCE
Teaching Dates and Time August 12 - 16, 2024 Quarter 1st
WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicenters, and
mountain ranges.
B. Performance Standard The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquake, tsunamis, and volcanic
eruptions.
C. Learning Compare and Relate hot spot Define earthquake Prepare survival kit Assess student
Competency/Objectives contrast the with plate Prepare survival kit Discuss the learning;
three types of boundaries importance of
boundary using Define hot spots preparing Measure student
ICT simulation. survival kit progress and identify
areas where additional
learning is needed.
S9ES-Ia-j-36.2
II. CONTENT Three types of plate Hot Spots Earthquake SURVIVAL KIT Summative Test
boundary
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide p. 19 pp. 20-22 pp. 20-22 p. 19
pages
2. Learner’s Materials pp. 31-32 pp. 33-35 pp. 33-35 pp. 31-32
pages
3. Textbook pages
4. Additional Materials Power point Power point Presentation, Power point Presentation, Power point Presentation,
from Learning Presentation, blackboard blackboard blackboard, Activity Sheets
Resource (LR) blackboard, Activity
portal Sheets
B. Other Learning
IV. Resource
PROCEDURES
A. Reviewing previous Recall the previous Recall the previous lesson Recall the previous lesson Recall the previous
lesson or presenting lesson lesson.
the new lesson
B. Establishing a Ask the students with Ask the students with a Unlocking key words Picture analysis
purpose for the a HOTS” question: “HOTS” question: what is Earthquake Magnitude
lesson hot spots? Teacher will show
What is the impact or Epicenter
different pictures of
effect of the different
Richter scale catastrophic phenomena
movement in the plate
then ask the students
boundary?
about their insights.
C. Presenting Picture Analysis. Video Analysis. Teacher Video Analysis. Teacher Video Analysis. Teacher
examples/Instances of the (Three Types of Plate will present a video then will show video then will show video then later
new lesson Boundary) later on will ask the later on ask the students on ask the students
students about their about their insights about their insights
Students will analyze
insights. about the video. about the video.
and summarize the
pictures that that What is a Volcanic Kobe Earthquake 07 01 Top 10 Worst Natural
teacher will show. Hotspot- 1995 Disasters Of All Time
(Educational)
D. Discussing new concepts Let the students Let the students perform Let the students will do Let the students continue
and practicing new skills # 1 manipulate the board Activity 6 “Drop it Like It’s the performance task the performance task
“HOT SPOT” “ found in LM 33
work using laptop and LM 33 SURVIVAL KIT
projector. (L.M 31-32) SURVIVAL KIT
E. Discussing new
concepts and practicing new
skills # 2
F. Developing mastery Giving more follow up Answer the guide Presentation of output. Presentation of
questions regarding questions found in L.M See rubrics in LM. 33 output. See
on three types of plate rubrics in LM. 33
boundary.
G. Finding practical What is the distinct What do you think is the What is the importance of
application of concepts and characteristics of each survival kit?
importance of knowing
skills in daily living type of plate
about hot spots?
boundary?
H. Making generalizations Using concept map, What is hot spots? What are the basic
and abstractions about the summarize the three needs that we need to
lesson types of plate include in our survival
boundary. kit?
I. Evaluating learning Explain each type of Linked hot spot to plate What you will do before,
boundary tectonics. during and after
earthquake?
J. Additional activities for Teachers Note:
application or remediation Continuation of
performance task.
V. REMARKS
VI. REFLECTION
No. of learners who
earned 80% in the
evaluation
A. No. of learners
who require
additional activities
for remediation
who scored below
80%
B. Did the
remedial lessons
work? No. of
learners who have
caught up with the
lesson
C. No. of learners
who continue to
require
remediation
D. Which of my
teaching strategies
worked well? Why
did these work?
E. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
F. What
innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
Prepared by: Checked & Reviewed by: Noted:
JAY SEL A. MACABUHAY AISA V. ROCAS BENEDICT C. ABELLO
Teacher I Subject Coordinator Principal I
