Barobo National High School

Clarissa May M. Pormiento

MTWThF / 9:15 -10:15 AM

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 Competency/Objectives Answer the following test Locate the epicenter of an Describe the distribution of active volcanoes, Explain the process that
items honestly and earthquake using the earthquake epicenters, and major mountain belts. occur along convergent
truthfully triangulation method boundaries

S9ES-Ia-j-36.1 S9ES-Ia-j-36.1 S9ES-Ia-j-36.2 S9ES-Ia-j-36.3

II. CONTENT Unit 1, Module 1 Plate Epicenter Plate Boundaries Continental Plate &
Tectonics Oceanic Plate
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 3-6 pp. 7-9 pp. 10-11 pp. 12-13
2. Learner’s Materials pages pp. 3-8 pp. 8-10 pp. 11-15 pp. 16-17
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Pictures of plate tectonics Manila paper, pentel pen
IV. PROCEDURES
A. Reviewing previous lesson or Recall the concept learned What are the different What is a triangulation Posting of manila paper What are the different
presenting the new lesson from G9 about active and types of seismic waves method and how to on the board types of Plate Boundaries?
inactive volcanoes. ( P & S waves ) perform it?
B. Establishing a purpose for the Show pictures about plate Ask students of the Let the students watch the
lesson tectonics different earthquake that video
occurs in the country Discuss briefly the “west https://www.youtube.com/
valley fault system” watch?v=1-HwPR_4mP4
C. Presenting examples/Instances of Give Pre-Assessment in Group the students into 5 creatively! Call students to present Post the picture of the
the new lesson the form of K-W-L strategy and give an instruction on their output Cross-sectional diagram of
http://www.nea.org/tools/k-w- how to perform the converging continental and
l-know-want-to-know- activity. oceanic plates
learned.html
 D. Discussing new concepts and Group the class into 5 and Discuss and analyze their Let the students answer
practicing new skills # 1 answer the Pre- Perform Activity #1: “Find Perform Activity #2: the guide questions in
work if they properly
E. Discussing new concepts and Assessment items 1-10 in the Center” “Lets Mark the Activity #3: Head-On
practicing new skills # 2 a manila paper Boundaries” follow the procedures Collision, Part A
F. Developing mastery Present the output by Call a representative per then check later on. Check the answer in the
group by posting their group to present their guide questions
work on the board work in front of their
classmate
G. Finding practical application of What are you going to do The teacher will roam - What are you going to do What are the common
concepts and skills in daily living if earthquake occurs in if your house is located landforms near a bodies of
your place? near to an active volcano? water?
H. Making generalizations and What do you think is the around to ensure that What do you think is the Discuss Converging
abstractions about the lesson importance of determining basis of scientists in Oceanic Crust Leading
the epicenter of an dividing Earth’s Plate and Continental
earthquake? the students are doing lithosphere into several Crust Leading Plate
plates?
I. Evaluating learning Check the pre-assessment Give 5 true or false Give 5 multiple test Give 5 identification type of
made through K-W-L questions. the activity well. questions test
strategy
J. Additional activities for application Discuss the introduction of Give reflection on the Discuss the different
or remediation Plate Tectonics earthquake happened in types of Plate Boundaries
loboc, bohol province
V. REMARKS Check and discuss the
activity on the next
meeting
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?
 Barobo National High School
Clarissa May M. Pormiento

MTWThF / 10:15 -11:15 AM

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 Competency/Objectives Explain the processes occur along a convergent
boundaries.
Determine the consequences of colliding plates
S9ES-Ia-j-36.3 S9ES-Ia-j-36.3 S9ES-Ia-j-36.3 S9ES-Ia-j-36.3 S9ES-Ia-j-36.3
II. CONTENT Convergence of Two Convergence of Two Two Continental Plates Two Continental Plates Two Continental Plates
Oceanic Plates Oceanic Plates Converging Converging Converging
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 14-15 pp. 14-15 pp. 15-16 pp. 15-16 pp. 15-16
2. Learner’s Materials pages pp. 18-22 pp. 18-22 pp. 23-24 pp. 23-24 pp. 23-24
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or Recall the process of Recall the process of Recall the Recall the Recall the Convergence
presenting the new lesson subduction subduction Convergence of Two Convergence of Two of Two Oceanic Plates
Oceanic Plates Oceanic Plates
B. Establishing a purpose for the Post a picture of a tsunami Post a picture of a tsunami Posting of pictures of Posting of pictures of Posting of pictures of
lesson and ask a series of and ask a series of different mountains in different mountains in different mountains in the
questions about it. questions about it. the world the world world
C. Presenting examples/Instances of Posting of Figure 11: Posting of Figure 11: Ask the students to Ask the students to Ask the students to
the new lesson Cross-sectional diagram Cross-sectional diagram arrange the pictures arrange the pictures arrange the pictures from
of converging oceanic of converging oceanic from highest to lowest from highest to lowest highest to lowest
plates plates elevation. elevation. elevation.
 D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and Perform activity #3: Part B: Perform activity #3: Part B: Perfom activity #3 Part C: Two Perfom activity #3 Part C: Two Perfom activity #3 Part C: Two
practicing new skills # 2 Convergence of Two Oceanic Convergence of Two Oceanic Continental Plates Converging Continental Plates Converging Continental Plates Converging
F. Developing mastery Discuss the Formation of Discuss the Formation of Why most of the mountains Why most of the mountains Why most of the mountains are
Philippine Archipelago Philippine Archipelago are tall? are tall? tall?
G. Finding practical application What is the cause of the What is the cause of the What is the benefit of having What is the benefit of having What is the benefit of having a
of concepts and skills in daily formation of Himalayan formation of Himalayan a mountain near your place? a mountain near your place? mountain near your place?
H. Making generalizations and Discuss the process in Discuss the process in Discuss the process in
abstractions about the lesson converging plates. converging plates. converging plates.
I. Evaluating learning Give 5 multiple type of test Give 5 multiple type of test Check the Guide questions in Check the Guide questions in Check the Guide questions in
the activity. the activity. the activity.
J. Additional activities 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 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?
Barobo National High School
Clarissa May M. Pormiento

MTWThF / 10:15 -11:15 AM

 2. Learner’s Materials pages pp. 53 - 61 pp. 61 - 68 pp. 64 - 69 pp. 69 - 72 pp. 73 - 76
3. Textbook pages
4. Additional Materials from Learning
Resource (LR)portal
B. Other Learning Resource

IV. PROCEDURES
A. Reviewing previous lesson or Review the continental Recall the continental How does seafloor Let the student do the Recall the
presenting the new lesson drift theory using drift theory by letting the spreading? Let the board work in how to performance task
questions in ICT format. student present their learner explain their calculate distance a given at the start
(5 minutes) poster in the class. output about information continent moves. of the first quarter
ICT Integration (10 minutes) campaign made through (5 minutes) in Learner’s
Integrative post card. Integrative Material p. 73 and
(10 minutes) to be presented at
Integrative the end of the
quarter today.
(3 minutes)
B. Establishing a purpose for the Show world map how Let the student observe Perform the activity Demonstrate a simple The performance
lesson continental drift theory the map of Mid-Atlantic entitled “Island Hopping” experiment of heating oil task must be set
can be related as line of Ridge and ask how mid- and answer the guide with colored brown chalk and rated
evidences that support ocean ridges relative to question. form as a mountain in according to
plate tectonics. the continental drift (10 minutes) the beaker. Let the details and
(3 minutes) theory. Constructivism and student observe. information,
Integrative (3 minutes) Collaborative (5 minutes) methods of
Integrative Integrative presentation/
dissemination,
techniques,
accuracy, and
feedback/result.
(2 minutes)
C. Presenting examples/Instances of How Alfred Wegener How evidences that How can you relate the How can you relate the Preparation of
the new lesson who proposed the support seafloor rate of travel you gone in demonstrated activity in each group for
continental drift theory spreading theory an island in the distance plate tectonics? their presentation.
does supported his claim contradict the a continent moves for (5 minutes) (5 minutes)
for his evidences? continental drift theory? every year? Inquiry-based
(2 minutes) (2 minutes) (5 minutes)
Inquiry-based Inquiry-based Inquiry-based
D. Discussing new concepts and Perform activity entitled Let the learners perform Perform Activity 6 “How Let the learners conduct Presentation of
practicing new skills # 1 “Evidently Continental?” and present their work in fast does it go!” in the Activity 7 “Push me their output in the
using cluster diagram. Activity 5 “Split and Learner’s Material p. 68 up and aside!” in class.
Let the learners present Separate!” in Learner’s – 69 and let the students Learner’s Material p. 70 (30 minutes, 7-8
their output. Material p. 66 – 67. present their output. – 71 and let the students minutes for each
(20 minutes) (20 minutes) (15 minutes) present their realization group)
Constructivism and Constructivism and Constructivism and in their output. Constructivism
Collaborative Collaborative Collaborative (20 minutes) and Collaborative
Constructivism and
Collaborative
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery Answer the guide Answer the guide Answer the guide Answer the guide
question in the activity. questions Q22 - Q27 of questions Q28 - Q29 of questions Q30 – Q33 of
(5 minutes) the activity in Learner’s the activity in Learner’s the activity in Learner’s
Inquiry-based Material p. 67. Material p. 69. Material p. 69.
(5 minutes) (5 minutes) (5 minutes)
Inquiry-based Inquiry-based Inquiry-based
G. Finding practical application of How would you think the Why does rocks used as How far do the How convection current How can we help
concepts and skills in daily living difference of the land an indication that Philippine plate in China occur? locality to give
formation of your seafloor is spreading? after 100 million years? (5 minutes) informative
hometown 10 years ago, (5 minutes) (5 minutes) Inquiry-based materials about
wasn’t it the same? Inquiry-based Inquiry-based the ways to
What probably the cause mitigate the effects
of this changes? of tectonic
(5 minutes) activities-related
Inquiry-based disaster?
(5 minutes)
Inquiry-based
H. Making generalizations and How can you explain the How can you describe How can you calculate Why the creation of How did you
abstractions about the lesson earth’s mechanism in the seafloor spreading the rate of seafloor convection current design the scheme
the continental drift process? spreading using underneath the earth to inform local
theory as line of (5 minutes) magnetic clues? does important to folks about the
evidences that support Inquiry-based (5 minutes) realize? possibilities of
plate tectonics? Inquiry-based (5 minutes) earthquakes,
(5 minutes) Inquiry-based tsunamis and
Inquiry-based other geologic
activities?
 (5 minutes)
Inquiry-based
I. Evaluating learning Ask the learners to make Let the learners make Ask the students to Let the student write a Answer the
a poster showing post card that will inform create their assigned letter addressed to our Summative
information of the risk local folks about the continent and calculate government official Assessment in
caused by geologic relative impact of how far does it go after about that it is Learner’s Material
activities in the locality geological activities 100 million years ago impossible to stop p. 74 - 76.
(15 minutes) caused by seafloor from Mid-Atlantic Ridge? tectonic activities like (10 minutes)
Constructivism, spreading. In what way this convection current but Reflective
Collaborative and (10 minutes) calculation will help to we can do something to
Reflective Constructivism, understand the risk of mitigate their effects.
Collaborative and the impact may bring by (10 minutes)
Reflective this geological events. Reflective
(5 minutes)
Reflective
J. Additional activities 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 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?
MONDAY ATTACHMENT

ATTACHMENT 1: RECALL (ICT INTEGRATION)

1. M e c h a n i c a l v ib r at io n s t h a t o c c u r inside t h e
E a r t h w h i c h is c a u s e d b y t h e b r e a k a g e of roc ks.

Seismic W a v e s
Love Waves
P r ima r y W a v e s
Secondary Waves
ATTACHMENT 2: ACTIVITY SHEET

ACTIVITY # _____
Evidently Continental?

Objectives:
 Review the continental drift theory.
 Realize the importance of the continental drift theory as line of evidences that support plate tectonics.

Materials:
 Cartolina/Manila paper
 Art materials
 Pentel pen

Procedure:

Using the given cluster diagram, supply necessary concept that will relate the evidences of continental drift theory.

Evidences of
Continental
Drift Theory
Guide Question:
1. How can you differentiate the evidences of Continental Drift Theory?
2. How does the evidences of Continental Drift Theory support the Plate Tectonics Theory?

Rubrics
In giving points to student’s responses, you may refer to the pointing system given in Teacher’s Guide p. 33.

WEDNESDAY ATTACHMENT

ATTACHMENT 1: MOTIVATION (GAME-BASED)

ACTIVITY# ___________
Island Hopping!

Objective:
 Relate speed to calculate the distance a continent moves for every year.

Materials:
 Chalk
 Meterstick
 Timer
 Recording Notebook

Procedure:

1. Draw a starting line and measure 50m, 100m, 200m.

2. Draw an island for every measurement that will serve as a finish line.
3. Each member of the group will compete to run for 50m, 100m, 200m.
4. Record the time it took upon arriving the island.
Observation:

Students Time of 50m run Time of 100m run Time of 200m run
1.
2.

Guide Question:

1. Calculate the speed of every member for every run using the formula speed = distance/time.
2. How can you compare the speed of each student? How and why they differ?
3. Compare and analyze the speed to the other group?
4. How can you compare it to the movement of the continent in every year?

Rubrics

Criteria Excellent Very Good Good Needs Improvement

(3 points) (2 points) (1point) (1point)

Concept and Content

Coordination and Cooperation
Presentation
Time Allotment

Total
 MONDAY TUESDAY WEDNESDAY THURDAY 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 earthquakes, tsunamis and volcanic eruptions.
C. Learning Competency S9ES-Ia-j-36.2
/Objectives  Define divergent  Explain the  Describe transform fault  Explain the  Compare and
Write the LC code for each. boundaries. processes that occur boundary processes that contrast the
 Cite some landforms along divergent  Determine the effect of occur along three types of
formed when plate boundaries. transform-fault boundary divergent boundary using
move apart on the Earth’s crust. boundaries. ICT simulation.
 Discuss how
earthquake is
possible in
transform fault
boundary
II. CONTENT
Divergent Boundary Divergent Boundary Transform Boundary Transform Boundary Three types of plate
boundary
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
 4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson Present a picture of Number Letter Game: Recall the previous lesson. Recall the previous Recall the previous
or presenting the new convergent boundary. Allow Students will guess the lesson. lesson
lesson the students to analyze the hidden words. Then explain
pictures. the revealed words.
B. Establishing a purpose for Ask the students with a Show pictures of different Show pictures of different Picture analysis Ask the students with a
the lesson “HOTS” question: What do landforms caused by landforms that are associated to Teacher will show HOTS” question: What
you think will be the result if divergent boundary. transform fault boundary. different pictures of is the impact or effect of
the plates are moving apart? damage done by the different movement
earthquakes then in the plate boundary?
Introduction to Divergent students will give their
Boundary insights.
C. Presenting Present a video clip showing Article Analysis. Students Video Analysis. Teacher will Article Analysis. Students Picture Analysis. (Three
examples/Instances of the a scenario of plates that are will read an article and show video then later on ask the will read an article and Types of Plate
new lesson moving apart. This will lead to answer the guide questions. students their insights about the answer the guide Boundary)
the discussion of possible video. questions. Students will analyze
landforms when the plates (Strong Quake Strikes and summarize the
are moved apart and Southern Philippines, pictures that that
processes that occur along Killing at Least 6 ) teacher will show.
divergent boundaries.
D. Discussing new concepts Let the students perform Let the students perform Let the students perform Let the students
and practicing new skills # Activity 4 Going Separate “Ready, Set, Glue” Let the students perform Activity “Ready, Set, Glue” manipulate the board
1 Ways”. (Divergent Boundary Model) 5 “Slide and Shake” (L.M 29-30) (Transform Boundary work using laptop and
(L.M 25-26) Model) projector.
E. Discussing new concepts Answer the guide questions
and practicing new skills # found in L.M
2
F. Developing mastery Answer the guide questions Answer the guide questions. Giving more follow up questions Answer the guide Giving more follow up
(leads to Formative found in L.M regarding on transform fault questions. questions regarding on
Assessment 3) boundary. three types of plate
boundary
G. Finding practical Ask the students the What do you think will Ask the students the importance What do you think the What is the distinct
application of concepts importance of knowing the happen if the plates will of knowing the transform fault effect of earthquake in the characteristics of each
and skills in daily living divergent boundary. continue apart for million boundary. environment? type of plate boundary?
years?
H. Making generalizations Cite some possible landforms Label the different parts of Cite some possible effects of What is the distinct Using concept map,
and abstractions about the formed during divergent divergent boundary continuous sliding of plates? characteristics of summarize the three
lesson boundary. transform fault boundary types of plate
compare to two other boundary.
faults?
I. Evaluating learning Define divergent boundary. Explain the processes occur Define transform fault boundary. Explain the processes Explain each type of
along divergent boundaries. occur along transform boundary
fault boundaries.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done
to help the 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 who
scored below 80%
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
 MONDAY TUESDAY WEDNESDAY THURDAY 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 The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis and volcanic eruptions.
Standard
C. Learning Competency S9ES-Ia-j-36.2
/Objectives  Relate hot spot with  Define earthquake  Prepare survival kit
Write the LC code for each. plate boundaries  Prepare survival kit Discuss the importance
 Define hot spots of preparing survival kit
II. CONTENT
Hot Spots Earthquake SURVIVAL KIT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages p. 19 pp. 20-22 pp. 20-22
2. Learner’s Materials pp. 31-32 pp. 33-35 pp. 33-35
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson Recall the previous lesson Recall the previous lesson Recall the previous lesson.
or presenting the new lesson
B. Establishing a purpose for Ask the students with a Unlocking key words Picture analysis
the lesson “HOTS” question: what is hot Earthquake Teacher will show different
spots? Magnitude pictures of catastrophic
Epicenter phenomena then ask the
Richter scale students about their insights.
C. Presenting Video Analysis. Teacher will Video Analysis. Teacher Video Analysis. Teacher will
examples/Instances of the present a video then later on will show video then later on show video then later on ask the
new lesson will ask the students about ask the students about their students about their insights
their insights. insights about the video. about the video.
What is a Volcanic Hotspot- Kobe Earthquake 07 01 1995 Top 10 Worst Natural Disasters Of
(Educational) All Time
D. Discussing new concepts Let the students perform Let the students will do the Let the students continue the
and practicing new skills # 1 Activity 6 “Drop it Like It’s performance task found in performance task
“HOT SPOT” “ LM 33 LM 33
(L.M 31-32) SURVIVAL KIT SURVIVAL KIT
E. Discussing new concepts
and practicing new skills # 2
F. Developing mastery Answer the guide questions Presentation of output. Presentation of output.
(leads to Formative found in L.M See rubrics in LM. 33 See rubrics in LM. 33
Assessment 3)
G. Finding practical What do you think is the What is the importance of
application of concepts and importance of knowing about survival kit?
skills in daily living hot spots?
H. Making generalizations and What is hot spots? What are the basic needs that
abstractions about the lesson we need to include in our
survival kit?
I. Evaluating learning Linked hot spot to plate What you will do before, during
tectonics. and after earthquake?
J. Additional activities for Teachers Note:
application or remediation Continuation of performance
task.
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done
to help the 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 who scored below
80%
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?
 MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY
I. OBJECTIVES
The learners demonstrate understanding of the relationship among the locations of volcanoes, earthquake epicentres and mountain ranges
A. Content Standard
The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquake, tsunamis, and volcanic eruptions.
B. Performance Standard
S9ES-Ia-j-36.4 S9ES-Ia-j-36.4 S9ES-Ia-j-36.4 S9ES-Ia-j-36.4 S9ES-Ia-j-36.5
C. Learning
Competency/Objectives Develop understanding of
Write the LC code for Diagnose students’ prior Describe the internal Describe the internal Describe the internal structure the structure of the Earth
each. knowledge about Earth’s structure of the Earth. structure of the Earth. of the Earth. ’s interior by constructing a
interior. scale model of a “slice” of
Describe the different types Describe the composition Describe the properties of the the interior of the Earth and
Learn about the of seismic waves. of the Earth’s Interior. layers of the Earth. studying the material
explanations in their right properties of Earth’s
and wrong answers. interior.
The Earth’s Interior The Earth’s Interior The Earth’s Interior The Earth’s Interior The Earth’s Interior
II. CONTENT
III. LEARNING
RESOURCES
A. References Science Learner’s Science Learner’s Material Science Learner’s Material Science Learner’s Material file:///C:/Users/FixFone/
Material Science Teacher’s Guide Science Teacher’s Guide Science Teacher’s Guide Downloads/Modelling_
Science Teacher’s Guide the_Structure_of_the_Eart
_-_Student_Activity.pdf
1. Teacher’s Guide pages
TG. Page 27 – 31 TG. Page 32 - 34 TG. Page 34 – 36 TG. Page 36 - 37
2. Learner’s Materials
pages LM. Page 39 – 42 LM. Page 43 - 47 LM. Page 48 - 51 LM. Page 52 - 53
3. Textbook pages
 4. Additional Materials
from Learning Resource
(LR)portal
B. Other Learning
Resource
Earth's Interior Isn't Quite
http://aspire.cosmic- eldoradogeology.weebly.com/
What We Thought It Was ray.org/Labs/SeismicWaves/ uploads/3/7/5/7/37573473/
earthsinteriorlab.doc
https://www.youtube.com/
watch?v=IWZky7mXoO0

IV. PROCEDURES

A. Reviewing previous Have you ever wonder Do you still Remember the What are seismic waves? What are the compositions of What are the properties of
lesson or presenting the what is inside the earth? different types of waves? the Earth’s Interior? the layers of the Earth?
new lesson What are those? What is the difference
What do you imagine between P and S waves?
about earth’s interior? Do you have an idea what
type of wave we experience
during earthquake?

B. Establishing a purpose Showing a Video Structure of the Earth: Crust,

for the lesson Earth's Interior Isn't Quite Mantle and Core
What We Thought It https://www.youtube.com/
Was? watch?v=YxGgkF582rI

C. Presenting Follow TG for Follow TG for studying the Follow TG discussion of Follow TG for Activity 2
examples/Instances of the Pre-assessment Earth’s Interior the Composition of the Our Dynamic Earth
new lesson Choose the letter of the on page 32 Earth’s Interior pp. 34 Answers to Questions
correct answer. 1-10 Demonstration: Simulating 3-9
Answer briefly the given Plasticity pp. 35-36 on pp. 36-37
questions 1-5
on pp. 29-31

D. Discussing new Answer Discussion Discussion Do Activity 2 Modeling the Structure of

concepts and practicing Pre-assessment Studying the Earth’s Interior The composition of the Our Dynamic Earth the Earth:
new skills # 1 A. 1-10 Do Activity 1 Earth’s Interior Answer Guide Questions
 B. 1-5 Amazing Waves pp. 48-51 3-9 – pp. 52-53 See Attachment
LM pp. 40 – 42 LM pp 43 – 47.

E. Discussing new
concepts and practicing
new skills #2

F. Developing mastery
(leads to Formative Let the students answer Let the students be familiar Let the students be familiar As an individual activity, Let the Students perform
Assessment ) Pre-Assessment what is seismic wave and its of the composition of the Activity 2 will test the the activity -
types through class Erath’s interior through learners’ understanding on Modeling the Structure of
discussion. pp 43-46 class discussion. the different characteristics, the Earth:
Let them complete the LM pp. 48-51 properties and composition of
necessary information using Demonstration: the Earth’s layers See Attachment
the given organizer of activity Simulating Plasticity LM pp. 48-52
1. LM page 47 TG. pp. 35-36
G. Finding practical
application of concepts Scientists use indirect measurements and seismic waves from earthquakes to
and skills in daily living determine the internal structure of the Earth. Analysis of the Earth’s internal structure is
made possible because earthquakes produce vibrations called seismic waves. These
waves travel through the interior of the Earth and can be measured with sensitive
detectors called seismographs. Scientists have seismographs set up all over the world
to track movement of the Earth’s crust.
H. Making generalizations
and abstractions about Seismic waves are very The ability of the Oxygen is the most abundant The core itself consists of
the lesson important in understanding asthenosphere to element in the Earth’s crust. solid inner core and a liqui
the discovery of the different flow slowly is termed The elements silicon, oxygen, outer core. It is difficult t
layers of the Earth as well as as plasticity. iron and magnesium make up study the structure of th
in determining the properties The Earth’s composition the mantle. Earth because: the crust i
of these layers. tells a story about itself. It The inner core is mostly too thick to drill all the wa
gives us clues to its past made up of iron and nickel. It through.
and proofs about the is solid due to the very high
gradual and slow changes pressure that keeps it
that it has undergone for compacted together
over 4.6 billion years. even if the
temperature is really very
I. Evaluating learning
 Answer Pre-Assessment Answer guide questions What are the compositions Answer guide questions Describe the structure of
LM pp 40-42. 1-2 of activity 1 of the Earth’s Interior? 3-9 of Activity 2 the Earth using the own-
Amazing waves Our Dynamic Earth made model from the
pp 47 LM pp. 53 activity.
J. Additional activities for Earth’s Interior Lab
application or remediation
eldoradogeology.weebly.com/
uploads/3/7/5/7/37573473/
earthsinteriorlab.doc
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 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?
 MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY
I. OBJECTIVES
The learners demonstrate understanding of the relationship among the locations of volcanoes, earthquake epicenters and mountain ranges
A. Content Standard
The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquake, tsunamis, and volcanic eruptions.
B. Performance Standard
S9ES-Ia-j-36.5 S9ES-Ia-j-36.5 S9ES-Ia-j-36.5
C. Learning
Competency/Objectives Describe the possible Describe the possible Describe the possible
Write the LC code for causes of plate causes of plate causes of plate
each. movement. movement. movement.

Explain Earth’s Recognize how the Predict what will happen

mechanism and continental drift theory is to the world as the
Continental Drift Theory developed. continents continuously
and its evidences. move.
The Earth’s Mechanism The Earth’s Interior and The Earth’s Interior and
II. CONTENT Mechanism Mechanism

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
TG. Page 37 TG. Page 38 TG. Pages 38 – 40
2. Learner’s Materials
pages LM. Pages 53 – 57 LM. Page 58 LM. Pages 59 - 60
3. Textbook pages
 4. Additional Materials
from Learning Resource
(LR)portal
B. Other Learning https://www.youtube.com/ https://www.youtube.com/
Resource watch?v=sgPnnzou0og watch?v=mZGh94KF784

file:///C:Users/FixFone/Do
wnloads/activity-
continentaldrift.pdf

IV. PROCEDURES

A. Reviewing previous What are the properties of What are the possible How does the Continental
lesson or presenting the the layers of the Earth? causes of plate Drift Theory developed?
new lesson movement?

How does Alfred Wegener

come up to the concept of
continental drift theory?

B. Establishing a purpose www.stem.org.uk/elibrary/ Showing a video

for the lesson resource/36611 Continental Drift Theory
Animation

C. Presenting Follow TG for Follow TG Follow TG

examples/Instances of The Earth’s Mechanism Activity 3 – Let’s Fit It! Activity 4 – Drifted
the new lesson Page 37 On page 38 Continents!
On pages 38-40

D. Discussing new Discussion Do Activity 3 Do Activity 4

concepts and practicing The Earth’s Mechanism Let’s Fit It! Drifted Continents!
new skills # 1 The Continental Drift LM page 58 LM pages 59-60
Theory
pp. 53 - 57
E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery Let the students be Let the students perform Let the students perform
(leads to Formative familiar of the Earth’s the activity as a first the activity facilitated
Assessment ) Mechanism, the group. The students’ by the teacher as
Continental Drift Theory reasoning ability will be preparation for the class
and its evidences. enhanced. Conduct the discussion. LM pages 59-
LM page 53-57 activity as quick as 60
possible.
G. Finding practical An important use of fossils is in dating rocks, and geologists normally refer to the
application of concepts age of a rock by using classification system, based on fossils rather than by
and skills in daily living saying something is so-many millions of years old. “Jurassic” rocks, for
example, are characterized by a particular fossil assemblage that
distinguishes them from “Cretaceous” rocks that overlay them.

H. Making generalizations The Continental Drift The Continental Drift Since it is impossible for
and abstractions about Theory of Alfred Wegener Theory of Alfred Wegener Glossopteris fossils found
the lesson states that the continents states that the continents in different regions or
were once part of a large were once part of a large continents to be blown by
landmass called Pangaea landmass called Pangaea the wind or carried by
which drifted away from which drifted away from ocean waves, the only
each other. The continents each other. possibility is that these
moved away from each regions were once
other towards their current connected. Continents are
positions. Alfred Wegener continuously moving. But
based his theory on it will not very
evidences from noticeable because it took
fossils embedded in 200 million years
rocks and rock formation. before the continents
came to where they are
now, based on
continental drift
theory. Scientists are
also expecting this to
I. Evaluating learning What are the possible Answer Guide Questions happen
Answer in the future.
Guide Questions
causes of plate 10-12 of Activity 3 – Lets 13-21 of Activity 4 –
movement? Fit It! LM page 58
 Drifted Continents! LM
How does Alfred pages 59-60
Wegener come up to the
concept of continental
drift theory?
J. Additional activities for Activity – Fossils
application or remediation
file:///C:Users/FixFone/Do
wnloads/activity-
continentaldrift.pdf
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 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?