Instructional Planning

(The process of systematically planning, developing, evaluating and

managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP)

DLP Learning Area: Grade Level: Quarter: Duration:
No.: 1 Science 10 2ND 45 min

Learning - Trace the Timeline of EM wave theory

S10FE-IIa-b-
Competency/ies: - Describe how electromagnetic (EM) wave is produced 47
and propagated.

Key Concepts/
Understanding to be The learners should demonstrate an understanding of the different regions of
Developed the electromagnetic spectrum.

1.Learning Identify the relationship among wavelength, frequency and energy of

Objectives Knowledge an electromagnetic wave.
Compare the relative frequencies of different forms of
Skills electromagnetic waves;
Compare the relative wavelengths of different forms of
Attitudes electromagnetic waves

Assess level in terms of skills and knowledge with the expectation to

Values demonstrate through the learning material

2.Content Electromagnetic Spectrum

Lesson 1 : Development of EM wave theory
Electric and Magnetic Fields
3.Learning - http://inventors.about.com/od/timelines/a/Electromagnets.htm
Resources
- Department of Education. “K to 12 Curriculum Guide Science (Grade 3 to
10)” Accessed October 2019
“https://www.deped.Gov.ph/wpcontent/uploads/2019/01/Science-CG_with-
tagged-sci-equipmegt_revised.pdf”
4.Procedures
4.1 Introductory 1. Recall Electromagnetic Induction
Activity (2min.)
2. Show pictures of the different applications of EM Wave.
(e.g. remote & x-ray film)
3. Show pictures of the different proponents of EM wave theory. (based on their
Homework yesterday)
4.2 Activity (10 min.)
Perform Activity 1:How it came about...
The Electromagnetic Wave Theory.

4.3 Analysis (5min.)

1. What would happen if EM waves were not discovered?
2. PICTURE ANALYSIS: The students will analyze the picture and identify
which is electric field and magnetic field?
4.4 Abstraction (18 Proponents of EM Waves
min.) Hans Christian
Oersted Andrei
Marie Ampere
Michael Faraday
James Clerk Maxwell
Heinrich Hertz
4.5 Application (10
min.) What would happen if EM waves were not discovered?

4.6 Assessment (12 Directions: Read each item carefully. Pick out the correct answer. Use a separate
min.) sheet of paper for your answers.
1. Which has shorter wavelength? X-Rays or Gamma rays
2. Which has higher frequency? Visible light or Ultraviolet
3. Which has more energy? Radio waves or Infrared
4. Which has longer wavelength on visible light? Green Light or Blue Light
5. Which has lesser frequency? Microwave or Gamma ray

4.7 Assignment (2 min) Research for more scientist who made significant contributions in the development of
the study on the EM spectrum.
4.8 Concluding Now that you are already familiar with the wavelength and frequency of EM waves,
Activity (1 min) on a separate sheet of paper, copy and complete the table below. Identify what
happens to the wavelength, frequency and energy of the EM waves following the
direction of the arrows. You may answer INCREASING or DECREASING inside the
arrows.

5. REMARKS

6. REFLECTIONS Theoritical Perspective:

This lesson is important for students because electromagnetic waves is the

foundation of all electrical sciences and engineering

A. No.of learners who

earned 80% in the
evaluation.
 B. No. of learners who
require
additional activites
for remediation.
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
learning 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?

Prepared by: Checked by:

VIANNEY B. CAMACHO MARISSA S.

DIEPARINE, Ed.
Science Teacher School Head
 Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP)

DLP Learning Area: Grade Level: Quarter: Duration:
No.: 2 Science 10 2ND 45 min

Learning - Compare the relative wavelengths, frequencies, and S10FE-IIa-b-47

Competency/ies: energies of the different regions of the
electromagnetic spectrum
- Identify materials that can block or allow radio
waves to pass through.

Key Concepts/ The learners should demonstrate an understanding of the different

Understanding to be
regions of the electromagnetic spectrum.
Developed

1.Learning Compare the speed of EM waves through different materials

Objectives Knowledge

Skills Identify the different characteristics of electromagnetic wave

Compare the relative wavelengths of different forms of
Attitudes electromagnetic waves

Shows awareness in the relationship of fault and earthquake

Values
2.Content
Characteristics of Electromagnetic Wave
3.Learning - http://inventors.about.com/od/timelines/a/Electromagnets.htm
Resources
- Department of Education. “K to 12 Curriculum Guide Science (Grade 3
to 10)” Accessed October 2019
“https://www.deped.Gov.ph/wpcontent/uploads/2019/01/Science-
CG_with-tagged-sci-equipmegt_revised.pdf”

4.Procedures
4.1 Introductory 1. Recall the properties of EM waves.
Activity (2min.)
2. Name the given pictures.(see attachments) Relate them to the types of EM
waves
4.2 Activity (10 Perform Activity Electromagnetic Wave
min.)
Let us compare the frequencies of different EM waves. Copy and answer the
table, refer to Figure 2, then answer the questions that follow.

Answer the table below.

4.3 Analysis (5min.) Answer the following questions based on the illustration above

Q1. Which among the EM waves has the highest frequency?

Q2. Which among the EM waves has the lowest frequency?
Q3. The energy of an EM wave also depends on its frequency, which means
waves with higher frequency has higher energy too. Which among the EM
waves has the highest energy?
Q4. Which among the EM waves has the lowest energy?
Q5. What happens to the frequency of the electromagnetic waves as it
progresses? Does the frequency of the EM waves increase or decrease as we go
from radio wave to gamma ray?
4.4 Abstraction (18 Waves in the EM spectrum include the following from the longest wavelength
min.) to the shortest wavelength.
Radio wave
- Micro wave
- Infrared
- Visible light
- UV light
- X-ray light
- Gamma ray
4.5 Application (10 Make a chart of electromagnetic waves showing the comparison of its size. Cut
min.) out pictures of objects or look for things that may represent the size of each
electromagnetic wave. On a separate sheet of paper, paste the pictures you have
found and arrange them according to the arrangement of EM waves in the
electromagnetic spectrum.

4.6 Assessment (12 Directions: Read each question carefully. Choose the letter of the correct
min.) answer.
1.Which property spells the difference between radio wave and microwave
radiation?
a. amplitude b. speed in vacuum c. color d. wavelength
2.Visible light is the only EM wave that can be seen by our naked eye. What is
the color of light if it has a frequency of 4.5 x1014 Hz?
a. blue b. green c. red d. yellow
3. Which of the following is correctly arranged from longest to shortest
wavelength?
a. gamma ray, radio wave, infrared b. microwave, x-ray, gamma ray
c. ultraviolet, visible light, radio wave d. x-ray, gamma ray, ultraviolet
4. Which type of EM wave has wavelength similar to the size of a 1 Peso
 coin?
a. infrared b. microwave c. ultraviolet d. visible light
5. Which electromagnetic wave can travel the least distances because it has a
wavelength range of less than 1x10-11 meters but has the highest energy?
a. gamma ray b. microwave c. radio wave d. x-ray
4.7 Assignment (2 Write your answer in Science notebook.
min) 1. What is visible light?
2. Give 2 examples of visible light?
4.8 Concluding HOTS Activity : Why do you think some materials block the EM wave?
Activity (1 min)

5. REMARKS

6. REFLECTIONS Theoritical Perspective:

This lesson is important for students because electromagnetic waves is

the foundation of all electrical sciences and engineering.

A. No.of learners who

earned 80% in the
evaluation.

B. No. of learners who

require additional
activites for
remediation.
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 learning
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?

Prepared by: Checked by:

VIANNEY B. CAMACHO MARISSA S. DIEPARINE,

Ed.D
Science Teacher School Head
 Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP)

DLP Learning Area: Grade Level: Quarter: Duration:
Date & Time:
No.: 4
3/15/23 , 3:00-3:50
Science 10 3RD 45 min

Learning Explain how protein is made using

(S10LTIIId-37)
Competency/ies: information from DNA

Key Concepts/ The learners demonstrate an understanding of the information stored in DNA as
Understanding to being used to make proteins.
be Developed

1.Learning Compare the structures of the DNA and RNA molecule

Objectives Knowledge

Skills Construct a model of a molecule of a DNA and RNA

Practice the Genetic Code Chart
Attitudes
Infer why the structure of DNA enables it to be easily copied
Values
2.Content Heredity: Inheritance and Variation
3.Learning https://lrmds.deped.gov.ph/detail/2843
Resources https://www.youtube.com/watch?
v=4jtmOZaIvS0&feature=related&safety_mode=true&persist_safety_mode=
1
https://depedtambayan.net/wp-content/uploads/2022/01/SCI10-Q3-
MODULE4.pdf

4.Procedures
4.1 Introductory - The teacher will raise these question to the class, “What is protein synthesis? and
Activity (2min.)
How can the genes in the DNA be translated into proteins?”
- Let’s begin with these examples. What body parts are pointed at? A clipart is shown
to the class.
 - Sharing of ideas to the class about the picture. NOTE: Our hair, skin and nails
are made up of proteins.
4.2 Activity (10 min.) - students will listen to a broadcast in the importance of DNA
(https://www.youtube.com/watch?v=Tk1bn2cky40) and watch a videoclip on DNA
and RNA structural comparison https://www.youtube.com/watch?v=oSXyZbMQT2E

- Sample DNA and RNA Comparison Chart

- the teacher will then, give a group activity : Construct a model of DNA and RNA
molecule using puzzle pieces using the DNA and RNA

4.3 Analysis (5min.) CAN YOU “FILL ME”

Directions:
Step 1. Fill in the correct mRNA bases by transcribing the bottom DNA strand.
Step 2. Translate the mRNA codons.

Step 3. Write in the anti-codon of the tRNA and the corresponding amino acids.
Step 4. Find the correct amino acid using the Codon Chart.
 Step 5. Answer the questions below about protein synthesis.
1. What stage of protein synthesis does step 1 illustrate? __________________
2. What stage of protein synthesis do steps 2 and 3 illustrate? _____
4.4 Abstraction (18 Protein Synthesis
min.) What are the roles and functions of proteins?
 channels in membranes – control the movement of molecules in and out of the cell 
structural molecules – for example, making up hair or muscle in animals
 hormones – to regulate the activity of cells
 antibodies – in the immune system
 enzymes – to act as catalysts in biological systems

- DNA (deoxyribonucleic acid) and RNA (ribonucleic acid) work together to

produce proteins from genetic codes.
- Genetic codes are found in DNA or RNA which is made up of nucleotide bases
usually in three’s (triplet) that code for the amino acids making up the proteins.
- There are 3 types of RNA:
1. Messenger RNA (mRNA) - transcribes the DNA nucleotide bases to RNA
nucleotide bases
2. Ribosomal RNA (rRNA) - binds the mRNA and tRNA to ensure that codons are
translated correctly
3. Transfer RNA (tRNA) - translates the mRNA codons into the correct amino acids
There are two stages of protein synthesis:
1. Transcription
2. Translation
 Elongation is the second stage in translation where the amino acid chain gets longer

Termination is the last stage of translation. It is where the finished polypeptide is

released.

Figure 7. Protein Synthesis

4.5 Application (10 Protein is essential to the building block of muscles. Muscle protein synthesis is a
min.)
naturally occurring process in which protein is produced to repair muscle damage
caused by intense exercise. It is an opposing force to muscle protein breakdown
(MPB) in which protein is lost as a result of exercise. (Source:
https://www.encyclopedia.com/sports/sports-fitness-recreation-and-
leisuremagazines/muscle-protein-synthesis).
For example, you are an athlete, and you want to maintain the strength and mass of
your muscles.
4.6 Assessment (12 - A ten item quiz (10) is given to the students.
min.)
Directions: Read each question carefully. Choose the letter of the correct answer.
Use a separate sheet of paper for your answers.
1. Which molecule carries a copy of the genetic information out of the nucleus?
A. amino acid mRNA B.rRNA C. mRNA D. tRNA
2. What do you call the sequence of three bases in mRNA that corresponds to an
 amino acid?
A. amino acid B. code C. anticodon D. codon
3. What do you call the sequence of three bases in tRNA that corresponds to an
amino acids?
A. amino acid B. code C. anticodon D. codon
4. Where does transcription take place?
A. Golgi bodies B. nucleus C. mitochondria D. ribosome
5. Which of the following is directly involved in translation phase of protein
synthesis?
6. Which of the following is carried by the transfer RNA (tRNA)?
A. amino acid B. nucleic acid C. DNA D. ribosome
7. Which of the following is NOT a part of protein synthesis?
A. elongation B. transcription C. replication D. translation
8. In the RNA molecule, which nitrogen base is found in place of thymine?
A. cytosine B. thymine C. guanine D. uracil
9. During the process of transcription, which of the following is produced?
A. ATP B. H2O C.DNA D. mRN
10. If the DNA template reads “ATA”, which of the following would be the
corresponding mRNA codon?
A. ATA B. UAU C. TUT D. UCU

4.7 Assignment (2
min) - The teacher will give this activity to the students.

Phenylketonuria (PKU) is a genetic disorder that causes the abnormal metabolism

of the amino acid called phenylalanine. PKU is an autosomal recessive disease due to
a mutation in the gene encoding the enzyme phenylalanine hydroxylase.
Phenylalanine hydroxylase (PAH) usually converts excess phenylalanine into
tyrosine. In persons with PKU, the remaining phenylalanine is instead converted into
phenylpyruvate (also known as phenylketone). This results in a poisonous build-up of
phenylketone in the blood and urine that is why it is called phenylketonuria. When
PKU is untreated, it can lead to brain damage, mental retardation and other serious
medical problems. Babies with PKU are normal at birth due to the mother’s ability to
break down phenylalanine during pregnancy. PKU can be diagnosed through a simple
blood test for elevated phenylalanine levels shortly after birth.

Answer the following questions:

1. What is phenylketonuria (PKU)? How important is the synthesis of correct
 proteins?
2. How can PKU be treated in relation to the diet or intake of phenylalanine?
Standards Rubric

4.8 Concluding - The teacher will explain the assignment and its rubrics to the students.
Activity (1 min)

5. REMARKS

6. REFLECTIONS Theoritical Perspective:

“Our own genomes carry the story of evolution, written in DNA, the language
of molecular genetics, and the narrative is unmistakable.” -Kenneth R. Miller

- The quote above reflects the importance of studying the DNA and genetics.
Without proteins, the cells cannot perform certain processes which may lead
to death. The cells are constantly making new proteins as required by our
body. This is accomplished through a process called protein synthesis
A. No.of learners who earned
80% in the evaluation.

B. No. of learners who require

additional activites for
remediation.

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 learning
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?

Prepared by: Checked by:

VIANNEY B. CAMACHO MARISSA S. DIEPARINE,

Ed.D
Science Teacher School Head
 Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)
DLP No.: 1 Learning Area: Science Grade Level: 10 Quarter:1st Duration:45 min
DATE: AUG.29,2023

Learning Describe the distribution of active volcanoes, earthquake S10ES-Ia-j-36.1

Competency/ies: epicenters, and major mountain belts

Key Concepts/
Understanding to Distribution of active volcanoes, earthquake epicenters, and major mountain belts
be Developed
1.Learning Define tectonic plates
Objectives Knowledge

Skills Compare the kinds of crust

Attitudes/ Recognize the significance of the kinds of earth’s crust

Values
2.Content
Plate Tectonics
3.Learning Science 10 Module I
Resources http://pubs.usgs.gov

4.Procedures

4.1 Introductory Our country is blessed with so many land features such as mountains and
Activity (2min.) volcanoes. These features can be sources of different minerals or can be used
for agricultural purposes.

Have you ever wondered why our country is endowed with these kinds of
geologic features? (Solicit answers from students)

4.2 Activity (10

min.) Activity I.
Let the students answer the “What I know”
Complete the following statements. Write your answer on a separate sheet of paper.
4.3 Analysis (5min.) Through images let students describe the land features.

4.4 Abstraction (18 The teacher shall elaborate

min.)
1. the definition of tectonic plates, “What’s In” Module 1 page 9
2. compare the kinds of crust, “What’s In” Module I page 10
3. describe the kinds of crust, Refer to geologypage.com
What is Plate Tectonic?
According to the plate tectonics model, the entire lithosphere of the Earth is
broken into numerous segments, the plates. Plates are large pieces of the upper few
hundred kilometers of Earth’s crust that move as a single unit as it floats above the
mantle. As they interact along their margins, important geological processes take places,
such as the formation of mountain belts, earthquakes, and volcanoes.
The lithosphere is in constant motion, meaning it moves very slowly but
constantly. The Arctic Ridge has the slowest rate (less than 2.5 cm/year), and the East
Pacific Rise near Easter Island, in the South Pacific about 3,400 km west of Chile, has
the fastest (more than 15 cm/year). Tectonics is the movement of the lithosphere of the
Earth. Earth’s lithosphere consists of layers, the crust, and the upper part of the mantle.
This part of the module will focus on the outermost layer which is called CRUST.
Plate Tectonics is a theory that suggests that Earth’s crust is made up of plates
that interact in various ways, thus producing earthquakes, mountains, volcanoes, and
other geologic features.

The crust is made of a variety of solid rocks like sedimentary, metamorphic, and
igneous. It has an average density of 2.8 g/cm³ and its thickness ranges from 5 to 50 km.
The crust is thickest in a part where a relatively young mountain is present and thinnest
along the ocean floor.
4.5 Application (10 Activity 2. Let the students do the comparison of kinds of crust.
min.)
Comparison of Kinds of Crust

4.6 Assessment (12 Let the students complete the following statements by providing the missing words.
min.)

4.7 Assignment (2
min) Let the students,
1. Name the major tectonic plates of the world.
Differentiate the oceanic from continental tectonic plates.
4.8 Concluding
Activity (1 min)
5. REMARKS
 6. REFLECTIONS
Plate Tectonics is a theory that suggests that Earth’s crust is made up of plates
that interact in various ways, thus producing earthquakes, mountains, volcanoes, and
other geologic features.

Prepared by: Checked by:

VIANNEY B. CAMACHO JUDY R. TAPERE, DevEd.D

Teacher I School Head

Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)
DLP No.: 2 Learning Area: Science Grade Level: 10 Quarter:1st Duration:45 min
DATE: AUG.30,2023

Learning Describe the distribution of active volcanoes, earthquake S10ES-Ia-j-

Competency/ies: epicenters, and major mountain belts 36.1

Key Concepts/ Distribution of active volcanoes, earthquake epicenters, and major mountain
Understanding to
belts
be Developed

1.Learning Name from the map the major tectonic plates of the world
Objectives Knowledge

Skills Classify the tectonic plates as oceanic or continental

Attitudes/ Indicate the value of major tectonic plates in the world

Values
2.Content
Plate Tectonics: Mark my Plate
3.Learning Science 10 Module I http://pubs.usgs.gov
Resources
4.Procedures

4.1 Introductory Show a map of the Philippines.

Activity (2min.) 1. How many islands are there now in the Philippines?
2. What are the different geologic features found in our country? Name
some famous features.
3. Why is our country endowed with these kinds of geologic features?
4.2 Activity (10 Activity 1.
min.)
Let students perform the “What’s New” Mark my Plate, Module I page 10-11
Materials
world tectonic plates map scissors paste
Procedure
1. Make a copy of the map and the words found under it.
2. Analyze the map, and then label the major tectonic plates of the world using the
words found below it.
3. Cut the words out, then paste them on the map.

EURASIAN PLATE INDIAN PLATE NORTH AMERICAN PLATE

NAZCA PLATE AUSTRALIAN PLATE PACIFIC PLATE

 CARIBBEAN PLATE SCOTIA PLATE AFRICAN PLATE

ANTARCTIC PLATE JUAN DE FUCA PLATE COCOS PLATE

PHILIPPINE PLATE SOUTH AMERICAN PLATE

4.3 Analysis (5min.) Let students answer the guide questions.
Q1. Classify whether the labeled tectonic plates on the map are oceanic or
continental.
Q2. In what specific type of tectonic plate, the Philippines is located?
Q3. Describe the earth’s lithosphere.
4.4 Abstraction (18 The teacher shall discuss
min.) 1. Major tectonic plates of the world, “What is It” Module I page 12
2. Describe the oceanic and continental tectonic plates
3. Describe the earth’s lithosphere, “What is It” Module I page 12

There are seven relatively large plates and a number of smaller

ones, including the Philippine plate. The plates move very slowly but
constantly, this movement is called tectonics; thus the theory of moving
lithospheric plates is called plate tectonics. The lithosphere is the solid,
outer part of the Earth. The lithosphere includes the brittle upper portion
of the mantle and the crust, the outermost layers of Earth's structure. It is
bounded by the atmosphere above and the asthenosphere (another part
of the upper mantle) below. A map showing the lithosphere of the Earth
that is divided into segments called Plates. These plates move and
interact with one another to produce earthquakes, volcanoes, mountain
ranges, ocean trenches and other geologic processes and features
.

4.5 Application (10 Activity 2. Let the students

min.) Q1. Identify the major tectonic plates found around the Philippines
Q2. How many tectonic plates are there in the Philippines? What are these?
4.6 Assessment (12 Answer the following guide questions
min.)
1. What tectonic plates affect the Philippines?
2. Based on the map of Plate Boundaries, does the Philippines have its own
tectonic plate? If so, what is it?
4.7 Assignment (2 Let the students answer.
min) 1. What are the three types of seismic waves? Describe each.
4.8 Concluding
Students will describe the earth’s lithosphere.
Activity (1 min)

5. REMARKS

6. REFLECTIONS
Prepared by: Checked by:

VIANNEY B. CAMACHO JUDY R. TAPERE, DevEd.D

Teacher I School Head

Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)
DLP No.: 3 Learning Area: Science Grade Level: 10 Quarter:1st Duration:45 min
DATE: AUG.31,2023

Learning Describe the distribution of active volcanoes, earthquake S10ES-Ia-j-

Competency/ies: epicenters, and major mountain belts 36.1

Key Concepts/ Distribution of active volcanoes, earthquake epicenters, and major mountain
Understanding to
belts
be Developed

1.Learning Estimate the epicenter of an earthquake using the triangulation

Objectives Knowledge method

Locate the epicenter of an earthquake using the triangulation

Skills method
Express the importance of locating the epicenter of an
Attitudes/
Values earthquake
2.Content
Plate Tectonics: Find the Center
3.Learning Science 10 Module I http://erathquake.usgs.gov
Resources
4.Procedures
4.1 Introductory Show a map of the Philippines.
Activity (2min.) Describe the Philippines, relating the geologic features as well as the disasters.
Let students share their experiences (volunteers)

4.2 Activity (10 Activity 1.

min.)
Let the students perform the activity, Find the Center, Module I page 13-15.
Materials
• Hypothetical records of earthquake waves
• Philippine map
• drawing compass and ruler
Procedure
1. Study the data showing the difference in the arrival time of P-wave
and S-wave on three seismic recording stations.

2. Compute the distance of the epicenter from each of the stations

 using this formula:
Where: d = distance (km) Td= time difference in the arrival time of P-wave
and S-wave (seconds) This formula is suited because 8 seconds is the
interval between the times of arrival of the P-wave and S-wave at a distance
of 100 km.
3. Choose one of the recording stations and measure the computed
distance on the map scale (the scale of the map in Figure 3 is 1.5 cm: 200
km). Set your compass for that computed distance.
4. Center your compass on the station you have chosen. Draw a circle.
5. Repeat steps 3 and 4 for the rest of the stations. You should get three
circles that intersect or nearly intersect at a point. This intersection is the
epicenter.

In the previous activity, the hypothetical earthquake happened locally, which

is why we use the formula stated in the procedure. But, if the earthquake
took place at a far greater distance, seismologists use the distance-time
graph similar to the figure below in determining the location of the epicenter.

4.3 Analysis (5min.) Let students answer the guide questions.

Q1. Where is the epicenter of this hypothetical earthquake?
Q2. What difficulty will you encounter if you only have data from two recording
stations?
Q3. What is the distance of the epicenter from the seismic station?
Q4. What do you think is the importance of determining the epicenter of an
earthquake?
4.4 Abstraction (18 The teacher shall discuss
min.) 1. Seismic Wave, “What’s More” Module I page 13
2. Triangulation method, “What I have Learned” Module I page 16
 There are seven relatively large plates and a number of smaller
ones, including the Philippine plate. The plates move very slowly but
constantly, this movement is called tectonics; thus the theory of moving
lithospheric plates is called plate tectonics.
The importance of seismic wave research lies not only in our
ability to understand and predict earthquakes and tsunamis, it also
reveals information on the Earth's composition and features in much the
same way as it led to the discovery of Mohorovicic's discontinuity.
Seismologists study earthquakes by going out and looking at the
damage caused by the earthquakes and by using seismographs. A
seismograph is an instrument that records the shaking of the earth's
surface caused by seismic waves. When an earthquake occurs, rocks at
a fault line slip or break, and two sections of Earth's crust physically
move relative to one another. That movement releases energy, and two
types of seismic waves radiate outward from the earthquake through
Earth's interior and along its surface.
In order to locate the epicenter of an earthquake, you need to
determine the time interval between the arrival of the Primary (P-waves)
and Secondary (S-waves) on the seismograms from the least three
different stations. The difference in the arrival time will tell us the
distance of the earthquake’s focus from the seismic recording station.
The triangulation method is performed and located the point of the
epicenter of the earthquake.
Determining the location of earthquake epicenters plays a vital
role in laying the foundations of plate tectonics. Locating earthquake
epicenters will pinpoint which fault lines are active. Usually, the less
active fault line stores a great amount of potential energy that could
cause a major earthquake once released.
Therefore, places near fault lines that remain inactive for a long
period of time are due to experience a major earthquake.
4.5 Application (10
Activity 2. Let the students share ideas on this
min.)
Q1. What are the five (5) reasons, why the Philippines is so disaster-prone?
4.6 Assessment (12 Answer the Additional activities, Module I page 20.
min.)
Earthquakes and Seismic Waves
1. What kinds of waves have you observed?
2. How do waves move in water?
3. Stretch the Slinky across the floor. Do not over stretch the slinky. You
should only stretch it about 4 feet long.
4. Gather about four coils of the Slinky and release them. Do not let go of
the end of the Slinky. Carefully observe what direction the coils move.
4.7 Assignment (2 Let the students answer in their notebook.
min) 1. What to do before, during, and after when an earthquake occurs?

4.8 Concluding
Activity (1 min)

5. REMARKS

6. REFLECTIONS
Prepared by: Checked by:

VIANNEY B. CAMACHO JUDY R. TAPERE, DevEd.D

Teacher I School Head

Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)
DLP No.: 4 Learning Area: Science Grade Level: 10 Quarter:1st Duration:45 min
DATE: SEPT.1,2023

Learning Describe the distribution of active volcanoes, earthquake S10ES-Ia-j-

Competency/ies: epicenters, and major mountain belts 36.1

Key Concepts/ Distribution of active volcanoes, earthquake epicenters, and major mountain
Understanding to
belts
be Developed

1.Learning - Define earthquake

Objectives Knowledge - Evaluate the students’ understanding through a weekly test.

-Drill the to-do lists before, during, and after an earthquake

Skills occurs
-Follow the given instructions for each type of test
Express one’s preparedness for the causes and effects of an
Attitudes/
Values earthquake
2.Content Plate Tectonics: What I Can Do?
Weekly Test
3.Learning Science 10 Module 1 slideshare.net
Resources
4.Procedures

4.1 Introductory
Activity (2min.)
Let students share their own experiences during earthquakes.
4.2 Activity (10
min.) Activity 1.
Let students perform the “What I can Do”
Make your own Earthquake Safety poster or Earthquake safety drill poster of
what to do before, during and after an Earthquake.

4.3 Analysis (5min.) Let students to do the lists

What to do Before, During, After an Earthquake

4.4 Abstraction (18

min.)
The teacher shall express the value of earthquake drill done at school.

4.5 Application (10

min.) Activity 2. Do an earthquake drill based on the to-do lists.

4.6 Assessment (12 TEST PROPER: The teacher shall make at least two types of tests
min.)
composed of twenty items per test.
4.7 Assignment (2 Make your own Earthquake Safety poster or Earthquake safety drill poster of
min) what to do before, during and after an Earthquake.
4.8 Concluding
Elaborate on the effects of an earthquake
Activity (1 min)

5. REMARKS

6. REFLECTIONS
Prepared by: Checked by:

VIANNEY B. CAMACHO JUDY R. TAPERE, DevEd.D

Teacher I School Head

Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)
DLP No.: 5 Learning Area: Science Grade Level: 10 Quarter:1st Duration:45 min
DATE: SEPT.4,2023

Learning Describe the distribution of active volcanoes, S10ES-Ia-j-

Competency/ies: earthquake epicenters, and major mountain belts 36.1

Key Concepts/ Distribution of active volcanoes, earthquake epicenters, and major mountain
Understanding to
belts
be Developed

1.Learning Describe the distribution of active volcanoes, earthquake

Objectives Knowledge epicenters, and major mountain belts

Determine the scientific basis for dividing the Lithospheric

Skills plates
Elaborate the basis of scientists in dividing Earth’s lithosphere
Attitudes/
Values into several plates
2.Content Distribution of Active Volcanoes, Earthquake epicenters, and Major Mountain
belts
3.Learning Science 10 Module 2
Resources
4.Procedures
4.1 Introductory Have a 4 pics 1 word gameplay
Activity (2min.)

4.2 Activity (10 Let the students perform the group activity Let’s Mark the Boundaries,
min.)
Materials:
Figure 5: Map of earthquake distribution
Figure 6: Map of active volcanoes of the world
Figure 7: Mountain ranges of the world
2pieces plastic sheet used for book cover, same size as a book page
marking pens (two different colors)

Procedure
1. Study Figure 5 showing the earthquake distribution around the world.
Trace the approximate locations of several earthquake “clusters” using a
 marking pen on one of the plastic sheets.

4.3 Analysis (5min.) Let the learners show the earthquake distribution, location, and countries with
no earthquakes around the world

Q1. How are earthquakes distributed on the map?

Q2. Where are they located?
Q3. Where are there no earthquakes?
Q4. Why is it important for us to identify areas which are prone to
earthquakes?
4.4 Abstraction (18 The teacher elaboration through Q and A forum, What’s In Earthquake
min.) epicenters are located in areas with volcanoes and mountain ranges, but
not all areas with earthquake epicenter have volcanoes and mountain
ranges. Areas with volcanoes have earthquake epicenters because
volcanic activity resulted shaking of ground known as volcanic
earthquake. Volcanoes, mountain ranges and earthquakes are
all formed along convergent boundary although some volcanoes
and earthquake are also formed along divergent boundary,
while other earthquakes are formed along transform fault boundary.

Geologic Features Formed

1. Earthquakes
Slippage along the fault or the plate boundary releases tremendous
amount of energy which causes vibration on the surface of the Earth
which commonly known as Earthquake.

Types of Earthquake
• Tectonic Earthquake
• Volcanic Earthquake

2. Volcanoes
Formed along convergent boundaries wherein when two plates collide,
denser plate will sub duct beneath the other and move towards the
mantle. When the sub ducted plate reaches the mantle, it melts and
 turns into a magma which rise up on the surface creating volcanoes.
Some volcanoes are formed on divergent boundary particularly on the
mid-Atlantic ridge. Some volcanoes are formed over the hot spot like the
volcanoes on the Hawaiian Islands.
Here are the three types of volcano from biggest to smallest
• Shield volcano
• Composite volcano
• Cinder Cone volcano

3. Mountain Ranges
Formed between the collision of continental-to-continental convergence.
Collision zone is created in this type of collision, no trench, and no
volcanoes but only large group of tall mountains are created known as
mountain range.

4.5 Application (10 Activity 2

min.) Let the students perform the activity on Volcanoes distribution and Mountain
ranges of the World
Study the map of active volcanoes in Figure 6.

Q5. How are volcanoes distributed?

Q6. Where are they located?
Q7. Based on the map, mention a country that is unlikely to experience a
volcanic eruption.
 Q8. Compare the location of majority of earthquake epicenters with the
location of volcanoes around the world.
Q9. How will you relate the distribution of mountain ranges with the distribution
of earthquake epicenters and volcanoes?
4.6 Assessment (12 Give a 1-10 item test.
min.)
1. Which of the following is true about P- and S-waves?
a. P-waves travel faster than S-waves
b. Only P-waves are detected in seismographic stations
c. S-waves reach the surface of the Earth faster than P- waves do
d. Either of P- or S-waves is required to triangulate the location of the
epicenter
2. This type of mountain range is not formed by the Earth’s internal activity, but
through rock weathering.
a. dome mountain range b. erosion-formed mountain range
c. fault-block mountain range d. folded mountain range
3. The Marinduque Mountains in the Philippines is an example of a ______,
whose formation is accompanied by the uplifting of large blocks of crust as a
result of the movement of normal faults.
a. dome mountain range b. erosion-formed mountain range
c. fault-block mountain range d. folded mountain range
4. Volcanoes are formed as a result of ______.
a. the thrust faulting of a tectonic plate
b. the up warping of a continental plate
c. the divergence of two continental plate
d. the subduction of an oceanic plate underneath a continental plate
5. Which of the following was formed by volcanoes?
a. Africa b. Greenland c. Hawaii d. India
6. Where does the lava from volcanoes come from?
a. Igneous rock b. Core c. Sedimentary rock d. Mantle
7. When two plates crash into each other, what typically formed?
 a. Land b. volcano c. desert d. mountains
8. What is the best type to build on?
a. Fault zone b. marsh c. bedrock d. landfill
9. According to the theory of plate tectonics, what may form where plates
move together?
a. Volcanoes b. mountains c. valleys d. island
10. The last time Olympus Mons on Mars erupted was 25 million years ago.
What type of volcano is Olympus Mons?
a. Active b. Inactive c. potentially active d. semi-active
4.7 Assignment (2 Read and take note (IELTS answers) on, what do you think is the basis of
min) scientists in dividing Earth’s lithosphere into several plates?

4.8 Concluding Detail the location of majority of earthquake epicenters with the location of
Activity (1 min) volcanoes and distribution of mountain ranges around the world

5. REMARKS

6. REFLECTIONS

Prepared by: Checked by:

VIANNEY B. CAMACHO JUDY R. TAPERE, DevEd.D

Teacher I School Head

Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
 and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)
DLP No.: 6 Learning Area: Science Grade Level: 10 Quarter:1st Duration:45 min
DATE: SEPT.5,2023

Learning Describe the distribution of active volcanoes, S10ES-Ia-j-

Competency/ies: earthquake epicenters, and major mountain belts 36.1

Key Concepts/ Distribution of active volcanoes, earthquake epicenters, and major mountain
Understanding to
belts
be Developed

1.Learning Identify areas prone to earthquakes in our country

Objectives Knowledge

Skills Describe an earthquake through sensory words

Recognize the value of necessary precautions for places
Attitudes/
Values prone to earthquakes
2.Content Distribution of Active Volcanoes, Earthquake epicenters, and Major Mountain
belts
3.Learning Science 10 Module 2
Resources
4.Procedures

4.1 Introductory Recall and let students do demonstration on earthquake safety (volunteers)
Activity (2min.)

4.2 Activity (10 Activity 1

min.)
Let students do the Earthquake Sensory Words

4.3 Analysis (5min.)

Share views and ideas on the importance to identify areas prone to
earthquakes and the necessary precautions done.
4.4 Abstraction (18 The teacher discusses important note on What I have Learned
min.)
Plates are large pieces of the upper few hundred kilometers of
the Earth that move as a single unit as it floats above the mantle.
The plates are in constant motion. As they interact along their
margins, important geological processes take place such as the
formation of mountain belts, earthquakes and volcanoes,
The places on Earth where most of the earthquakes originated
and where mountains and volcanoes are found mark the boundaries of
each lithospheric plate. The relative location of mountain ranges and
volcanoes is much related with the location of the epicenter because
during earthquakes there are lots of geological processes and events
that happen and one of those is the formation of mountains. They are not
distributed per se. Mountain ranges exist where plates collide or along
volcanic fault lines.
Volcanoes and earthquakes both result from the movement of
tectonic plates. Over time, these tectonic plates move, interact with each
other and are responsible for the formation of ocean basins, mountain
ranges, islands, volcanoes, and earthquakes.
It is important to identify areas which are prone to
earthquake so that necessary precautions could be done if ever you’re
living in one of those places.

4.5 Application (10 Activity 2

min.)
Let students do the earthquake safety drill.
 4.6 Assessment (12 Oral recitation.
min.)
Share outputs of
Activity 1 Earthquake sensory words
4.7 Assignment (2 Points to ponder.
min) Why is it important for us to identify areas which are prone to earthquakes?

4.8 Concluding Elaborate the Disaster Risk Reduction

Activity (1 min) *Prepare
*Ensure safety
*Survival
5. REMARKS

6. REFLECTIONS

Prepared by: Checked by:

VIANNEY B. CAMACHO JUDY R. TAPERE, DevEd.D

Teacher I School Head
 Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)
DLP No.: 7 Learning Area: Science Grade Level: 10 Quarter:1st Duration:45 min
DATE: SEPT.6,2023

Learning Describe the distribution of active volcanoes, S10ES-Ia-j-

Competency/ies: earthquake epicenters, and major mountain belts 36.1

Key Concepts/ Distribution of active volcanoes, earthquake epicenters, and major mountain
Understanding to
belts
be Developed

1.Learning Describe the distribution of volcanoes and earthquakes on the

Objectives Knowledge world map

Interpret data concerning the locations of earthquakes and

Skills volcanoes to find patterns

Attitudes/ Express the differences of volcanoes and mountains

Values
2.Content Distribution of Active Volcanoes, Earthquake epicenters, and Major Mountain
belts
3.Learning Science 10 Module 2
Resources
4.Procedures

4.1 Introductory
Activity (2min.)
Let students do an earthquake drill based on their earthquake sensory words.

4.2 Activity (10 Activity 1.

min.)
Let students perform the group activity, Mapping Earthquakes and Volcanoes

Mapping Earthquakes and Volcanoes

Procedure:
1. Use the table below to mark the location of each earthquake on the World
map. Make a dot at each location with one color pencil. Shade in those areas
with another color.
2. Do the same for all the volcanoes, except use a different color pencil or pen.
Shade in those areas with another color
4.3 Analysis (5min.) Let students answer the guide questions on Mapping Earthquakes and
Volcanoes

Q1. How are earthquakes distributed on the map?

Q2. How are volcanoes distributed on the map?
Q3. Are all volcanoes, mountains? Are all mountains, volcanoes?
4.4 Abstraction (18 The teacher shall express the value of earthquake drill done at school
min.) and the Disaster Risk Reduction
*Prepare
*Ensure safety
*Survival
4.5 Application (10 Activity 2.
min.)
- Show an image of Philippine volcanoes (e.g. Mayon Volcano) and
Mountains ( Mt. Apo)
- Q and A forum, Are all volcanoes, mountains?
 Are all mountains, volcanoes?

MAYON VOLCANO

4.6 Assessment (12 Give a 5-item test.

min.)
1. A composite volcano that erupts continuously for two hours is accompanied
by a tropical storm. What would likely happen in the scenario?
a. Lave will react to water producing sulphuric acid, affecting the ozone
layer.
b. The volcano will continue to spew out cinders and ash in large volume.
c. Lahar will form and will flood the areas surrounding the volcano.
d. The tropical storm will become stronger and flood will occur.
2. If an S-wave passes through a liquid what will happen to its velocity?
a. increase c. stay the same
b. decrease d. increases twice
3. An area where a large number of volcanic eruption and earthquakes occur.
a. mountain range c. epicenter
b. hot spots d. the ring of fire
4. The point on the Earth surface directly above the focus where the earthquake
originates.
a. plate b. epicenter c. fault d. boundary
5. Oceanic plates are ____ into continental plates upon converging.
a. pulled b. sub ducted c. extended d. cracked
4.7 Assignment (2
min) Be prepared for a weekly test to evaluate your understanding of the entire
module
4.8 Concluding
Elaborate on the effects of an earthquake.
Activity (1 min)
 5. REMARKS

6. REFLECTIONS

Prepared by: Checked by:

VIANNEY B. CAMACHO JUDY R. TAPERE, DevEd.D

Teacher I School Head

Instructional Planning
 (The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)
DLP No.: 8 Learning Area: Science Grade Level: 10 Quarter:1st Duration:45 min
DATE: SEPT.7,2023

Learning Describe the distribution of active volcanoes, S10ES-Ia-j-

Competency/ies: earthquake epicenters, and major mountain belts 36.1

Key Concepts/ Distribution of active volcanoes, earthquake epicenters, and major mountain
Understanding to
belts
be Developed

1.Learning Evaluate the students’ understanding through a weekly test.

Objectives Knowledge

Skills Follow the given instructions of each type of test

Attitudes/ Recognize the importance of the theory of Plate Tectonics

Values
2.Content
Weekly Test
3.Learning Science 10 Module 2
Resources
4.Procedures

4.1 Introductory Activity:

Activity (2min.) 1.Give the students three more minutes to scan their notes before the start of
the exam.
2.Let them prepare a bond paper to serve as their answer sheets.
3.Remind them to observe silence and honesty while taking the test.
4.2 Activity (10
Activity
min.)
1.Orient them on the different instructions of the test.

4.3 Analysis (5min.)

Give them enough time to finish per test items.
Ask them to review their answers before submitting their test papers

4.4 Abstraction (18

min.) Checking and elaboration of the given test.

4.5 Application (10

min.)

4.6 Assessment (12 TEST PROPER: The teacher shall make at least two types of tests composed
min.) of twenty items per test
4.7 Assignment (2 NOTE:
min) The teacher must examine the test results using the test analysis and
determine the degree to which each student has mastered the lesson. If 75% of
the students had answered correctly then the teacher shall continue to the next
module, however, if more than 30% fails then the teacher should make
interventions before going to the next module.
4.8 Concluding
Activity (1 min)
 5. REMARKS

6. REFLECTIONS

Prepared by: Checked by:

VIANNEY B. CAMACHO JUDY R. TAPERE, DevEd.D

Teacher I School Head

Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
 Detailed Lesson Plan (DLP)
DLP No.: 9 Learning Area: Science Grade Level: 10 Quarter:1st Duration:45 min
DATE: SEPT.8,2023

Learning Describe the distribution of active volcanoes, S10ES-Ia-j-

Competency/ies: earthquake epicenters, and major mountain belts 36.1

Key Concepts/ Distribution of active volcanoes, earthquake epicenters, and major mountain
Understanding to
belts
be Developed

1.Learning Classify the movements of the tectonic plates

Objectives Knowledge

Skills Identify the regions of earthquakes occurrences

Detail significance of the scientific basis for dividing the
Attitudes/
Values lithospheric plates
2.Content
Basis in Dividing Earth’s Lithosphere
3.Learning Science 10 Module 3
Resources
4.Procedures

4.1 Introductory Volcano and Earthquake exploration!

Activity (2min.)
Show a short video clip of volcanic eruption and latest Earthquake occurrence
in our country. Explore how plate tectonics is related to both earthquakes and
volcanoes, why do these geological events occur? What role do plates play in
them?

4.2 Activity (10 Activity 1

min.)
Let the students perform, The Moves
Materials
Bond paper, pictures, scotch tape or glue
Procedure
1. From the given pictures of plate boundaries examine the movement
of each and classify where they belong as convergent, divergent,
and transform.

4.3 Analysis (5min.) Share views and ideas, based on the movement as shown in the pictures how
did you classify the plates as convergent, divergent, and transform-fault?
Q1. Based on the movement as shown in the pictures, how did you classify the
plates as convergent, divergent, and transform?
Q2. How would you describe the movements of the following?
 a. Convergent
b. Divergent
c. Transform
4.4 Abstraction (18 The teacher discusses ( Q and A forum)
min.)
Basis in Dividing Earth’s Lithosphere
-The lithosphere is the topmost, solid part of the Earth that is
composed of several plates. It is made up of the brittle crust and the top
part of the upper mantle.
-The upper mantle has with it a soft weak layer called the
asthenosphere, which is capable of flowing. This property facilitates the
movement of the lithospheric plates.
-The lithospheric plates are irregularly shaped slabs that fit
together to form the surface of the Earth.

4.5 Application (10 Elaboration

min.)
1. In what layer are the convection currents, shown in the diagram, occurring?

a. oceanic crust
b. Moho discontinuity
c. Mantle
d. outer core

2. What is likely happening at point B?

 a. plates are diverging, and volcanic activity is forming new ocean crust
b. plates are moving past each other at a transform boundary
c. plates are converging, and subduction is destroying old ocean crust
d. plates are not moving at point B
4.6 Assessment (12 Give 5-item test.
min.)
MULTIPLE CHOICE. Choose the best answer
1. What is the process that is thought to move the tectonic plates?
a. Earth's rotation
b. tidal forces from the Sun and Moon
c. convection currents
d. magnetic anomalies
2. This process occurs when a denser oceanic plate sinks beneath a less
dense plate.
a. rifting or seafloor spreading b. subduction
c. shearing d. uplift
3. Most earthquakes and volcanoes occur _______.
a. at plate boundaries b. randomly over Earth's surface
c. in the middle of tectonic plates d. along transform boundaries
4. Boundaries like the San Andreas Fault where plates slide past each other
are _____________.
a. subduction zone b. divergent boundaries
c. convergent boundaries d. transform boundaries
5. An ocean trench occurs when __________.
a. plates divide and magma rises up
b. oceanic crust sub ducts below continental crust
c. we dig a hole in the ocean
d. when plates slide past each other
4.7 Assignment (2 Research the tectonic plates subdivided categories, and describe each.
min)
 4.8 Concluding
Activity (1 min)

5. REMARKS

6. REFLECTIONS

Prepared by: Checked by:

VIANNEY B. CAMACHO JUDY R. TAPERE, DevEd.D

Teacher I School Head
 Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)
DLP No.: 10 Learning Area: Science Grade Level: 10 Quarter:1st Duration:45 min
DATE: SEPT.11,2023

Learning Describe the distribution of active volcanoes, S10ES-Ia-j-

Competency/ies: earthquake epicenters, and major mountain belts 36.1

Key Concepts/ Distribution of active volcanoes, earthquake epicenters, and major mountain
Understanding to
belts
be Developed

1.Learning Determine the causes of earthquakes occurrences

Objectives Knowledge

Skills Determine the distribution of the earthquakes around the world

Recognize attributes of the scientific basis in dividing the
Attitudes/
Values Earth’s lithosphere
2.Content
Basis in Dividing Earth’s Lithosphere
3.Learning Science 10 Module 3
Resources
4.Procedures

4.1 Introductory Show a short video about

Activity (2min.)
Earthquake101-National Geographic
https://www.youtube.com/watch?v=_r_nFT2m-Vg

4.2 Activity (10 Activity 1

min.)
Let the students perform,
Disaster plan
Make your own Disaster plan as much as possible together with the family

4.3 Analysis (5min.)

Guide questions
Q1. Why is it important for us to identify areas which are prone to earthquakes?

4.4 Abstraction (18 The teacher discusses through ppt Q and A forum
min.)
What is it?
 Geologists generally agree that the following tectonic plates
currently exist on the Earth's surface with roughly definable boundaries.
Tectonic plates are sometimes subdivided into three fairly arbitrary
categories: major (or primary) plates, minor (or secondary) plates, and
microplates (or tertiary plates).
The basis of the scientist in dividing the Earth's lithosphere
into several segments called plates is the distribution of earthquake
epicenters, location of volcanoes, and formation of mountain ranges. All
of these geological features that are formed because of plate movement
4.5 Application (10 Activity 2
min.) What’s More
Based on the world map, mark the regions of earthquakes occurrences

4.6 Assessment (12 Oral recitation

min.)
Elaborate the possible answers.
The spinning of the inner core and the flowing of the outer core cause _____.
Earth's rotation
Earth's magnetic field
the ocean tides
the seasons
4.7 Assignment (2 Make your own Disaster plan as much as possible together with the
min)
family
4.8 Concluding
Activity (1 min)

5. REMARKS

6. REFLECTIONS The basis of the scientist in dividing the Earth's lithosphere

into several segments called plates is the distribution of earthquake epicenters,
location of volcanoes, and formation of mountain ranges. All of these geological
features that are formed because of plate movement
Prepared by: Checked by:

VIANNEY B. CAMACHO JUDY R. TAPERE, DevEd.D

Teacher I School Head

Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)
DLP No.: 11 Learning Area: Science Grade Level: 10 Quarter:1st Duration:45 min
DATE: SEPT.12-13,
2023

Learning Describe the distribution of active volcanoes, S10ES-Ia-j-

Competency/ies: earthquake epicenters, and major mountain belts 36.1

Key Concepts/ Distribution of active volcanoes, earthquake epicenters, and major mountain
Understanding to
belts
be Developed

1.Learning Identify the movements of the tectonic plates

Objectives Knowledge
Compare the location of the majority of earthquake epicenters
Skills with the location of volcanoes and mountain ranges around the
world
Recognize the importance of the scientific basis in dividing the
Attitudes/
Values Earth’s lithosphere
2.Content
Basis in Dividing Earth’s Lithosphere
3.Learning Science 10 Module 3
Resources
4.Procedures

4.1 Introductory Recall the tectonic plates movements through Q and A forum
Activity (2min.) Guide questions
1. Move towards each
2. Move away from each other
3. Slip each other
4.2 Activity (10 Let the students perform “Plate Movements!’
min.)
Make/create a model of plate tectonics movements
1.Move towards each
2.Move away from each other
3.Slip each other

4.3 Analysis (5min.)

Guide questions
Q1. What are the similarities of the different plate movements?
Q2. What are the differences of the three types of plate movements?
4.4 Abstraction (18 Elaborate the points to ponder
min.)
The movement of the plates creates three types of tectonic
boundaries: convergent, where plates move into one another; divergent,
where plates move apart; and transform, where plates move sideways in
 relation to each other. They move at a rate of one to two inches (three to
five centimeters) per year.
The basis of the scientist in dividing the Earth's lithosphere into
several segments called plates is the distribution of earthquake
epicenters, location of volcanoes, and formation of mountain ranges. All
of these geological features that are formed because of plate movement
4.5 Application (10 Activity 2
min.) Plate movements Venn Diagram

From the similarities and differences of the different plate movements, show
your answers using a Venn diagram.

4.6 Assessment (12 Give 5-item test

min.)
1. What was the name given to all the continents when they were joined as one
super continent?
a. Supreme Continent b. Eurasia c. Plate tectonics d. Pangaea
2. What causes plate tectonics?
a. ridge push b. slab pull
c. convection currents d. all of these are the cause of plate tectonics
3. What will happen when an oceanic crust and a continental crust converge
on one another?
a. The basaltic oceanic crust is much denser than the continental crust, forcing
the continental crust above the oceanic crust
b. The continental crust is much denser than the oceanic crust, forcing the
oceanic crust above the continental crust
c. The continental crust and the oceanic crust will collide and stop moving
d. The oceanic crust will melt the continental crust
4. What do geologists call the earth’s crust and upper mantle?
a. Asthenosphere b. Lithosphere c. Mesosphere d. Atmosphere
5. The movement of the lithospheric plates is facilitated by a soft, weak and
plastic-like layer. Which of the following layers is described in the statement?
a. Asthenosphere b. Atmosphere
c. Lithosphere d. Biosphere
4.7 Assignment (2 Read in advance about Earth’s spheres
min)
 4.8 Concluding
Activity (1 min)

5. REMARKS

6. REFLECTIONS The movement of the plates creates three types of tectonic boundaries:
convergent, where plates move into one another; divergent, where plates move
apart; and transform, where plates move sideways in relation to each other.
They move at a rate of one to two inches (three to five centimeters) per year.

Prepared by: Checked by:

VIANNEY B. CAMACHO JUDY R. TAPERE, DevEd.D

Teacher I School Head

Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)
DLP No.: 12 Learning Area: Science Grade Level: 10 Quarter:1st Duration:45 min
DATE: SEPT.14,2023

Learning Describe the distribution of active volcanoes, S10ES-Ia-j-

Competency/ies: earthquake epicenters, and major mountain belts 36.1
Key Concepts/ Distribution of active volcanoes, earthquake epicenters, and major mountain
Understanding to
belts
be Developed

1.Learning Describe the earth’s lithosphere

Objectives Knowledge

Skills Identify the composition of the earth’s lithosphere

Present the importance of the scientific basis in dividing the
Attitudes/
Values Earth’s lithosphere
2.Content
Basis in Dividing Earth’s Lithosphere
3.Learning Science 10 Module 3
Resources
4.Procedures

4.1 Introductory Review the lesson on Plate movements.

Activity (2min.) Follow-up question
*How this movements affects the earth structures? Earths’ spheres?

4.2 Activity (10 Activity 1

min.) The structure of the Earth
Label and describe the layers of the Earth.

4.3 Analysis (5min.) Guide questions

Answer TRUE or FALSE to the questions below.

1. The inner core spins inside the outer core.

2. The plates move around on top of the mantle.
3. The plates usually move a few centimeters a week.
4. The mantle is in a liquid state.
5. The crust is the thickest layer of the Earth
4.4 Abstraction (18 The teacher elaborates what I have learned
min.)
Earth’s lithosphere is composed of the crust and the portion of the
upper mantle that behaves elasticity on time scales of thousands of
years or greater. The lithospheric plates “float” on the asthenosphere and
move about the Earth’s surface. Oceanic and continental plates come
 together, spread apart, and interact at boundaries all over the planet.

4.5 Application (10 Activity 2

min.)
Earths’ Spheres

Guide questions
1.Define the following spheres
2. Why are the earth’s spheres important?
3. How do Earth’s spheres interact?

4.6 Assessment (12 Oral recitation on the

min.)
Guide questions
1.Define the following spheres
* Biosphere
* Lithosphere
* Hydrosphere
 * Atmosphere
2. Why are the earth’s spheres important?
3. How do Earth’s spheres interact?
4.7 Assignment (2 Be prepared for a weekly test to evaluate your understanding of the entire
min) module.
4.8 Concluding
Activity (1 min)

5. REMARKS

6. REFLECTIONS Earth’s lithosphere is composed of the crust and the portion of the upper
mantle that behaves elasticity on time scales of thousands of years or greater.
The lithospheric plates “float” on the asthenosphere and move about the Earth’s
surface. Oceanic and continental plates come together, spread apart, and
interact at boundaries all over the planet.

The distribution of earthquake epicenters, volcanoes, and mountain

ranges serves as the basis for the scientist in dividing the Earth’s lithosphere
into several segments called plates.

The plates are in constant motion. As they interact along their margins,
important geological processes take place, such as the formation of mountain
belts, earthquakes, and volcanoes. All these geological features created by the
movement of plate.

Prepared by: Checked by:

VIANNEY B. CAMACHO JUDY R. TAPERE, DevEd.D

Teacher I School Head

Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)
DLP No.: 13 Learning Area: Science Grade Level: 10 Quarter:1st Duration:45 min
DATE: SEPT.15,2023

Learning Describe the distribution of active volcanoes, S10ES-Ia-j-

Competency/ies: earthquake epicenters, and major mountain belts 36.1

Key Concepts/ Distribution of active volcanoes, earthquake epicenters, and major mountain
Understanding to
belts
be Developed
1.Learning Evaluate the students’ understanding through a weekly test.
Objectives Knowledge

Skills Follow the given instructions of each type of test.

Attitudes/ Recognize the importance of the theory of Plate Tectonics

Values
2.Content
Weekly Test
3.Learning Science 10 Module 3
Resources
4.Procedures

4.1 Introductory Activity:

Activity (2min.) 1.Give the students three more minutes to scan their notes before the start of
the exam.
2.Let them prepare a bond paper to serve as their answer sheets.
3.Remind them to observe silence and honesty while taking the test.
4.2 Activity (10
min.)
Activity
1.Orient them on the different instructions of the test.

4.3 Analysis (5min.)

Give them enough time to finish per test items.
Ask them to review their answers before submitting their test papers

4.4 Abstraction (18

min.) Checking and elaboration of the given test.
4.5 Application (10
min.)

4.6 Assessment (12 TEST PROPER: The teacher shall make at least two types of tests composed
min.) of twenty items per test.
4.7 Assignment (2 NOTE:
min) The teacher must examine the test results using the test analysis and
determine the degree to which each student has mastered the lesson. If 75% of
the students had answered correctly then the teacher shall continue to the next
module, however, if more than 30% fails then the teacher should make
interventions before going to the next module.

4.8 Concluding
Activity (1 min)

5. REMARKS

6. REFLECTIONS
Prepared by: Checked by:

VIANNEY B. CAMACHO JUDY R. TAPERE, DevEd.D

Teacher I School Head

Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)
DLP No.: Learning Area: Science Grade Level: 10 Quarter:1st Duration:45 min
DATE: SEPT.18,2023

Learning S10ES-Ia-j-36.2
Competency/ies: Describe the different types of plate boundaries

Key Concepts/ Types of Plate Boundaries

Understanding to
be Developed
I.LEARNING
OBJECTIVES Knowledge Explain the processes that occur along the convergent,
divergent, and transform-fault boundaries on the Earth’s
crust
Compare the types of plate boundaries in terms of
Skills relative motion of the plates and geologic features/events
present
Recognize the significance of the different types of plate
Attitudes/
Values boundaries
II.CONTENT
Types of Plate Boundaries
Learning
Resources Science 10 Module 4
III. PROCEDURES

Introductory Activity Review of Past lesson

mountains and volcanoes are found mark the boundaries of each lithospheric
plate. As mentioned earlier, each plate is slowly moving relative to each other,
causing geologic events to happen along the boundaries.
Plate boundaries are the edges where two plates meet. Most geologic
activities, including volcanic earthquakes, and mountain building, take place at
plate boundaries. Plate boundaries represent the boundaries between two
plates that may be convergent, divergent, and transform-fault boundaries.
Activity Activity I.
Let the students answer What I Know, Name your Boundary Game!
Identify the types of boundaries as depicted on the illustration and figures.

1. 2.

3. 4.

5. 6.
 7. 8.

9.
Analysis Based on the images describe the plate movements depicted on the illustration
and figures.

Abstraction The teacher shall elaborate

Map showing the relative motion of plates (arrows indicate the direction of
motion)

Plate motion creates and destroy ocean basins, forms mountain belts, and
moves continents. Plates interact along plate boundaries: splitting apart,
colliding, or sliding past each other.
IV. APPLICATION Do the comparison of the three types of plate boundary in terms of
1. relative motion of the plates
2. geologic features/events present
Type of Relative Motion of the Geologic Features/
Plate Plates Events Present
Boundary

* Moving towards each other Mountains, volcanoes,

 * Plates collide trenches and
earthquakes
CONVERG * types of motion:
ENT compression Example: Andes
Mountains (Nazca plate
* Destructive plate margins sinking underneath South
* Lithosphere can be American plate)

destroyed

* Moving away from each Rift valleys, oceanic

other ridges, underwater
mountain chains and
* Plates move apart earthquakes
* types of motion: extension Example: Mid-Atlantic
DIVERGEN
T * Constructive plate margins Ocean (divergence
between South American
* New lithosphere is formed plate and African plate)

TRANSFO * Plates slide past each other Earthquakes

RM FAULT
* conservative plate margins Example: Hawaiian
islands
* types of motion: shear

V. ASSESSMENT Give 6-item test.

Matching type. Match column A with columns B and C

VI. ASSIGNMENT
Let the students,
Read about Earth’s Major Geological processes
REMARKS

REFLECTIONS

Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)
DLP No.: Learning Area: Science Grade Level: 10 Quarter:1st Duration:45 min
DATE: SEPT.19,2023

Learning S10ES-Ia-j-36.2
Competency/ies:
Describe the different types of plate boundaries

Key Concepts/ Types of Plate Boundaries

Understanding to
be Developed
I.LEARNING Describe the interaction between the tectonic plate
OBJECTIVES Knowledge boundaries

Skills Create models of the three types of plate boundaries

Attitudes/ Indicate the value of the three types of plate boundaries

Values
II.CONTENT
Types of Plate Boundaries
Learning
Resources Science 10 Module 4

III. PROCEDURES
Introductory Activity Review of Past Lesson

Activity Activity 1.
Let students perform, Let’s Put Boundaries Between Us

Materials
model printouts scissors scotch tape 1/8 illustration
board or cardboard

Procedure

1. Cut out the model printouts. Follow the instruction written on the
printouts.
(See attached printouts)
Activity

Analysis Let students answer the guide questions.

Q1. Determine the type of plate boundary represented by each replica
Q2. Describe the interaction between the tectonic plates in each type of
model
Abstraction The teacher shall discuss the Earth’s Geological Processes
1. Divergent Boundary
2. Convergent Boundary
3. Transform Boundary
IV. APPLICATION Output Presentation
Rubric is advised to assess the product/output done from the given activity.
 Accuracy
 Presentation
 Organization and Mechanics
 Legend/key
 Construction
 V. ASSESSMENT Oral recitation
Types of plate Boundaries

1.

2.

3.
VI. ASSIGNMENT Let the students, ponder on this question
 What is the most dangerous type of plate boundary?
How does living near plate boundaries affect people’s lives?

REMARKS

REFLECTIONS

Prepared by: Checked by:

VIANNEY B. CAMACHO JUDY R. TAPERE, DevEd.D

Teacher I School Head

Instructional Planning
 (The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)
DLP No.: Learning Area: Science Grade Level: 10 Quarter:1st Duration:45 min
DATE: SEPT.20,2023

Learning S10ES-Ia-j-36.2
Competency/ies:
Describe the different types of plate boundaries

Key Concepts/ Types of Plate Boundaries

Understanding to
be Developed
I.LEARNING Write the cause and effect of plate boundaries
OBJECTIVES Knowledge
Differentiate the types of plate boundaries in terms of
Skills motion, effect, topography, and volcanic activity

Express the importance of the different types of plate

Attitudes/ boundaries
Values
II.CONTENT
Types of Plate Boundaries
Learning Science 10 Module 4
Resources
III. PROCEDURES
Introductory Activity
Review of Pat Lesson

Activity Activity 1
Let students perform, Boundaries cause and effect
Write the effect when the plates move towards each other ( converge),
move away each other (diverge), and slides past each other (transform)

Analysis Oral recitation.

Let students complete chart based on the given activity, Boundaries of
cause and effect
 Abstraction The teacher discusses the importance of the different types of plate
boundaries
IV. APPLICATION Plate boundaries are the edges where two plates meet. Most
geologic activities, including volcanic earthquakes, and mountain
building, take place at plate boundaries. Plate boundaries represent the
boundaries between two plates that may be convergent, divergent, and
transform-fault boundaries.
Studying plate boundaries is important because along these
boundaries deformation of the lithosphere is happening. These geologic
events have a great impact not only on the environment but also on us.
V. ASSESSMENT Let the students,
Complete the chart on the different types of plate boundaries.

Type of Descriptio Creates Crust

boundary n created or
destroyed
Divergent Two plates
move
apart, or
diverge,
from each
other
Convergen Destroyed
t or neither
Transform earthquak
es
VI. ASSIGNMENT Let the students, ponder on this
Give the importance of plate boundaries.

REMARKS

REFLECTIONS

Prepared by: Checked by:

VIANNEY B. CAMACHO JUDY R. TAPERE, DevEd.D

Teacher I School Head
 Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)
DLP No.: Learning Area: Science Grade Level: 10 Quarter:1st Duration:45 min
DATE: SEPT.21,2023

Learning S10ES-Ia-j-36.2
Competency/ies:
Describe the different types of plate boundaries

Key Concepts/ Types of Plate Boundaries

Understanding to
be Developed
I.LEARNING Classify the types of boundaries in terms of descriptions,
OBJECTIVES Knowledge geologic events

Skills Identify the descriptions of the three types of boundaries

Express the possible effects on living near plate
Attitudes/ boundaries
Values
II.CONTENT
Types of Plate Boundaries
Learning Science 10 Module 4
Resources
III. PROCEDURES
Introductory Activity
- Let students share their own experiences during earthquakes.
- Volunteer students may express/share their own experienced
Activity Activity 1
Oral Recitation
Express yourself!
Let students share their own experiences during earthquakes.
Volunteer students may express/share their own experienced

Analysis
Let students answer the guide questions
1.How does living near plate boundaries affect people’s lives?
2. What is the most dangerous type of plate boundary?
 Abstraction The teacher discusses the Types of Boundaries
 Descriptions
 Cause and Effect
 Relative motion of the Plates
Geological features/events present
IV. APPLICATION Let the students
Complete the table through illustrations based on the on the given
descriptions
https://layers-of-learning.com/todays-science-lesson-on-plate-tectonics/

V. ASSESSMENT Label each figure by writing the types of plate boundary it shows

VI. ASSIGNMENT Be prepared for a weekly test to evaluate your understanding of the
entire module.
REMARKS

REFLECTIONS

Prepared by: Checked by:

VIANNEY B. CAMACHO JUDY R. TAPERE, DevEd.D

Teacher I School Head

Instructional Planning
 (The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)
DLP No.: Learning Area: Science Grade Level: 10 Quarter:1st Duration:45 min
DATE: SEPT.22,2023

Learning S10ES-Ia-j-36.2
Competency/ies:
Describe the different types of plate boundaries

Key Concepts/
Understanding to
be Developed
I.LEARNING Evaluate the students’ understanding through a weekly
OBJECTIVES Knowledge test.

Skills Follow the given instructions of each type of test.

Recognize the importance of the types of Plate
Attitudes/
Boundaries
Values
II.CONTENT
Weekly Test
Learning Science 10 Module 4
Resources
III. PROCEDURES
Introductory Activity Activity:
1.Give the students three more minutes to scan their notes before the
start of the exam.
2.Let them prepare a bond paper to serve as their answer sheets.
3.Remind them to observe silence and honesty while taking the test.
Activity Activity
1.Orient them on the different instructions of the test.
Analysis
Give them enough time to finish per test items.
Ask them to review their answers before submitting their test papers
Abstraction
Checking and elaboration of the given test.
IV. APPLICATION

V. ASSESSMENT TEST PROPER: The teacher shall make at least two types of tests
composed of twenty items per test.
VI. ASSIGNMENT

REMARKS

REFLECTIONS

Prepared by: Checked by:

VIANNEY B. CAMACHO JUDY R. TAPERE, DevEd.D

Teacher I School Head
 Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)
DLP No.: Learning Area: Science Grade Level: 10 Quarter:1st Duration:45 min
DATE: SEPT.25,2023

Learning Explain the different processes that occur along the S10ES-Ia-j-36.3
Competency/ies: plate boundaries

Key Concepts/ Processes along Plate Boundaries

Understanding to
be Developed
I.LEARNING Explain the processes that occur along Convergent
OBJECTIVES Knowledge boundaries
Identify the processes involve when oceanic plate
Skills converges with another oceanic plate
Detail example of geologic events that forms when
Attitudes/
oceanic plate converges with another oceanic plate
Values
II.CONTENT
Processes along Plate Boundaries
Learning Science 10 Module 5
Resources
III. PROCEDURES
Introductory Activity Movement in narrow zones along the plate boundaries causes most
earthquakes. These observations about the distribution of earthquakes
and volcanoes helped geologists define the processes that occur at
spreading ridges and subduction zones. In addition, they helped
scientists recognize that there are other types of plate boundaries.

Identify the plate boundary of the following figures.

Activity
Let the students perform, Ocean to Ocean Plates
Materials
Picture, pen

Procedure
Study the picture below. Answer the questions using the picture.
 http://bwbearthenviro2011.wikispaces.com
Analysis Let students answer the guide questions
Q1.What happens to the Pacific plate when converging with the
Philippine plate?
Q2.Why does Pacific plate slide down under the Philippine plate?
Q3. What was formed when oceanic plate converges with another
oceanic plate?
Abstraction The teacher discusses
Where oceanic crust meets ocean crust
Converging oceanic plates will cause formation of trenches, and
these trenches will become sources of earthquakes. Underwater
earthquakes, especially the stronger ones, can generate tsunamis. The
Japanese term for “harbor wave”, tsunami is a series of ocean waves
with very long wavelengths (typically hundreds of kilometers) caused by
large-scale disturbances of the ocean.

Converging oceanic plates

IV. APPLICATION

Converging oceanic plates

 What are the possible geologic events/happens when converging

oceanic to oceanic plates meet?
V. ASSESSMENT Answer the what I know, 5-item multiple choice test
1. Which of the following describes a convergent boundary?
a. where two plates move toward and collide with one another
 b. where two plates interact in any way
c. when two plates slide along each other
d. when two plates move apart from each other
2. Which of the following is a defining feature of an oceanic plate?
a. being covered by oceans
b. being mostly above sea level
c. being composed mostly of basalt and other mafic rocks
d. being composed mostly of granite and other felsic rocks
3. When an oceanic and a continental plate meet, a _____ is formed on
the oceanic side, and ______ are formed on the continental side.
a. Mountain ; trenches b. Trench ; more trenches
c. Volcano ; trenches d. Trench ; volcanoes and mountains
4. What do you call the molten material from a volcano?
a. magma b. lava c. plates d. trench
5. If you visit a place in the Pacific known to be along converging plates,
which of these should you NOT expect to see?
a. Active volcanoes b. Mountain ranges
c. Rift valleys d. Volcanic islands
VI. ASSIGNMENT Let the students answer,
What happens to the part of the oceanic crust as it reaches the asthenosphere?
REMARKS

REFLECTIONS

Prepared by: Checked by:

VIANNEY B. CAMACHO JUDY R. TAPERE, DevEd.D

Teacher I School Head

Instructional Planning
 (The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)
DLP No.: Learning Area: Science Grade Level: 10 Quarter:1st Duration:45 min
DATE: SEPT.26,2023

Learning Explain the different processes that occur along the plate S10ES-Ia-j-36.3
Competency/ies: boundaries

Key Concepts/ Processes along Plate Boundaries

Understanding to
be Developed
I.LEARNING Identify the processes involve when oceanic crust converges with
OBJECTIVES Knowledge
continental crust

Skills Find out what will be formed when plates sub duct
Note the important geologic events occurred as oceanic plate
Attitudes/
Values converged with continental plate or vice versa
II.CONTENT
Processes along Plate Boundaries
Learning Science 10 Module 5
Resources
III. PROCEDURES

Introductory Activity Review of past lesson

Converging oceanic plates

What are the geologic events

happened to the oceanic plate
converging with oceanic plate?

Activity Let students perform activity, Subduction plates

Materials: Picture / diagram , pen
Procedure
1. From the picture below, illustrate and describe what will happen when two plates are
moving away from each other assuming the plates are moving at an average rate of
2cm per year.

Analysis Let students answer the guide questions.

 Q1. What happens to the oceanic plate when converging with the continental plate?
Q2. What happens to the continental plate when converging with the oceanic plate?
Q3. What will be formed when oceanic plate converges with the continental plate?
Q4. What will form above subduction zone?
Abstraction The teacher elaborates

Where oceanic crust meets continental crust

During collision of two plates, one has continental edge while the
other has an oceanic edge. It is clear, that this event gives rise to the
formation of a volcanic arc near the edge of a continental leading plate.
The reason for this is because the denser oceanic crust undergoes what
we subduction process or the bending of the crust towards the mantle.
Since the mantle is hotter than the crust, the subducted crust melts
forming magma. For the oceanic crust, one important geologic feature is
formed, and that is the trench. Also called submarine valleys, ocean
trenches are the deepest part of the ocean. One of the deepest is the
Philippine trench with a depth of 10 540 meters.
The denser oceanic plate is subducted, often forming a mountain
range on the continent.

Another subsequent effect of the continuous grinding of plates

against each other is the occurrence of earthquakes. The subduction of
plate can cause earthquakes at varying depths. These boundaries are
characterized by:
(a) a very deep ocean trench next to a high continental mountain range,
(b) large numbers of earthquakes that progress from shallow to deep,
and
(c) large numbers of intermediate composition volcanoes
IV. APPLICATION Converging Oceanic plate with continental plate (vice versa)

What are the possible events/happens when converging oceanic plate to continental
plate (vice-versa)?
 V. ASSESSMENT Answer the what I know, 5-item multiple choice test
1. Which plate boundary is formed between the Philippine plate and the
Eurasian plate?
a. convergent b. reverse fault c. divergent d. transform
fault
2. The Hawaiian Islands formed at a _________ .
a. convergent boundary b. divergent boundary
c. transform boundary d. separate ways

3. Which of the following are NOT associated with convergent plate

margins?
a. deep-focus earthquakes b. rift valleys
c. island arcs d. deep-sea trench

4. At convergent plate boundaries where oceanic and continental crust

meet _________ .
a. no associated volcanism occurs b. oceanic crust is sub ducted
c. continental crust is sub ducted d. oceanic crust is created
5. Volcanic island arcs are associated with __________ .
a. transform plate boundaries
b. divergent plate boundaries
c. ocean-ocean convergent plate boundaries
d. ocean-continent convergent boundaries

VI. ASSIGNMENT Let the students (by group) prepare

 Modelling clay
 2 blocks of wood
paper
REMARKS

REFLECTIONS

Prepared by: Checked by:

VIANNEY B. CAMACHO JUDY R. TAPERE, DevEd.D

Teacher I School Head

Instructional Planning
(The process of systematically planning, developing, evaluating and
 managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)
DLP No.: Learning Area: Science Grade Level: 10 Quarter:1st Duration:45 min
DATE: SEPT.27,2023

Learning Explain the different processes that occur along the plate S10ES-Ia-j-36.3
Competency/ies: boundaries

Key Concepts/ Processes along Plate Boundaries

Understanding to
be Developed
I.LEARNING Identify the processes involve when continental crust converges with
OBJECTIVES Knowledge
continental crust

Skills Find out what will be formed when converging continental plates
Recognize the value of geologic events that forms when converging
Attitudes/
Values continental plates
II.CONTENT
Processes along Plate Boundaries
Learning
Resources Science 10 Module 5
III. PROCEDURES

Introductory Activity Review of past lesson

Oceanic crust meets Continental crust

What are the geologic event occurred when oceanic plate converging with continental
plate (vice versa)?
Activity Let students perform, Converging Continental Plates

Materials
Modeling clay 2 blocks of wood Paper
Procedure
1.On a piece of paper, flatten the modeling clay with the palm of your hand.
2. Cut the clay into four strips, each strip should be 0.5 cm thick, 4 cm wide, and 12 cm
long.
3. Put 4 strips one on top of the other.
4. Place a block of wood at each end of the clay strips and slowly push the two blocks
together. Observe what happens to the clay
Analysis Let students answer the guide questions.

Q1. What happened to the strips of clay as they were pushed from opposite ends?
Q2. As the collision takes place, what do you think is formed in the Earth’s lithosphere?
Q3. What geologic event/s could take place with this type of plate movement?

Abstraction The teacher discusses

Where continental crust meets continental crust

When two continental plates converge, a collision zone is formed. Unlike the other two
types of convergent boundaries, subduction ceases for this particular type of
convergence. No trench, no volcano, and definitely no island arc are created during this
process. Instead, what is created is a large group of tall mountains called mountain
range.
When two pieces of continental crust converge, the result is a great pileup of
continental material. Both pieces of crust are buoyant and are not easily sub ducted.
Continental convergence is exemplified by the Himalayan mountain range, where the
Indian plate runs into the Asian plate. Numerous shallow earthquakes occur, but there is
very little volcanism.

http://whybecausescience.com/

category/vulcanism/

Formation of mountain range

Both continental crusts are too light to sub duct so a continent-continent

collision occurs, creating especially large mountain ranges. The most
spectacular example of this is the Himalayas.

Also, collision of continental plates is associated with shallow

earthquakes activities.
 IV. APPLICATION
• What happened when both
continental plates meet head-on?

V. ASSESSMENT Based on the Plate boundaries map, what example of continental plates
converge?

Answer
Examples of continent-continent convergent boundaries are the collision
of the India Plate with the Eurasian Plate, creating the Himalaya
Mountains, and the collision of the African Plate with the Eurasian Plate,
creating the series of ranges extending from the Alps in Europe to the
Zagros Mountains in Iran.
VI. ASSIGNMENT
Let students ponder the following questions
1. What is produced in the convergence of two continental plates?
2.Why is it important to study plate boundaries?
REMARKS

REFLECTIONS

Prepared by: Checked by:

VIANNEY B. CAMACHO JUDY R. TAPERE, DevEd.D

Teacher I School Head

Instructional Planning
 (The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)
DLP No.: Learning Area: Science Grade Level: 10 Quarter:1st Duration:45 min
DATE: SEPT.28,2023

Learning Explain the different processes that occur along the plate S10ES-Ia-j-36.3
Competency/ies: boundaries

Key Concepts/ Processes along Plate Boundaries

Understanding to
be Developed
I.LEARNING Identify the types of convergent plate boundary
OBJECTIVES Knowledge
Give the geologic events / features of each type of Convergent
Skills plate boundary
Detail the significance of the different types of convergent plate
Attitudes/
Values boundary
II.CONTENT
Processes along Plate Boundaries
Learning Science 10 Module 5
Resources
III. PROCEDURES

Introductory Activity Identify the different types of plate boundaries

Activity

Let the students perform

What I Can Do
1.Identify the types of
convergent plate boundary.
Give the geologic
events/features of each type.
Analysis Let students answer the guide question

1. Give the geologic events/features of each type of Convergent plate

Boundary.
Abstraction The teacher elaborates what I have learned
During the convergence of an oceanic plate and a continental
plate, the denser oceanic plate slides under the continental plate –
subduction. In subduction process, a depression on the ocean floor
called trench is also formed. Parallel to the trench, volcanoes are formed.
Geologic events such as formation of volcanoes and trenches as well as
occurrence of earthquake will take place because of this process.
Volcanoes are mountains that are built by the accumulation of their own
eruptive products such as lava. When two oceanic plates converge, they
also undergo subduction process. This gives rise to the formation
volcanic island arcs, trenches and generates shallow, intermediate, or
deep earthquakes. Strong earthquakes generated at the ocean floor may
cause displacement of large volume of water and launch huge waves –
tsunami. When both continental plates meet head-on, neither is sub
ducted. Instead, the crust tends to buckle and be pushed upward
causing formation of mountain ranges and other highlands.
IV. APPLICATION

Illustrate the given

description of the types
of plate boundaries.

V. ASSESSMENT Answer the what I know, 5-item multiple choice test

1. A tsunami forms when the epicenter of an earthquake is on the _____ floor.
a. Convergent
b. volcanic
c. oceanic
d. desert
2. Shearing stresses and shallow earthquakes are associated with a.
 Subduction zones
b. Spreading centers
c. Continent/continent convergence
d. Transform boundaries
3. A convergence when the leading edges of two colliding plates are both
oceanic crust.
a. Oceanic-oceanic
b. Continental-continental
c. Oceanic-continental
d. convergent-divergent
4. Partial melting and the production of magma takes place at ________ .
a. Divergent plate boundaries
b. Ocean-ocean convergent plate boundaries
c. Ocean-continent plate boundaries
d. Continent-continent plate boundaries
5. Why does the oceanic crust sink beneath the continental crust at the
subduction zone?
a. The oceanic crust has a greater density
b. The oceanic crust is pushed from the ridge
c. The continental crust has a denser composition
d. The continental crust is pulled downward by Earth’s magnetic field
VI. ASSIGNMENT Be prepared for a weekly test to evaluate your understanding of the
entire module.
REMARKS

REFLECTIONS

Prepared by: Checked by:

VIANNEY B. CAMACHO JUDY R. TAPERE, DevEd.D

Teacher I School Head

Instructional Planning
(The process of systematically planning, developing, evaluating and
 managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)
DLP No.: Learning Area: Science Grade Level: 10 Quarter:1st Duration:45 min
DATE: SEPT.29,2023

Learning Explain the different processes that occur along the plate S10ES-Ia-j-36.3
Competency/ies: boundaries

Key Concepts/
Understanding to
be Developed
I.LEARNING Evaluate the students’ understanding through a weekly test.
OBJECTIVES Knowledge

Skills Follow the given instructions of each type of test.

Recognize the importance of the Processes along Plate
Attitudes/
Values Boundaries
II.CONTENT
Weekly Test
Learning Science 10 Module 5
Resources
III. PROCEDURES

Introductory Activity

Activity

Analysis Give them enough time to finish per test items.

Ask them to review their answers before submitting their test papers
Abstraction
Checking and elaboration of the given test.
IV. APPLICATION

V. ASSESSMENT TEST PROPER: The teacher shall make at least two types of tests
composed of twenty items per test
VI. ASSIGNMENT NOTE:
The teacher must examine the test results using the test analysis and
determine the degree to which each student has mastered the lesson. If 75% of
the students had answered correctly then the teacher shall continue to the next
module, however, if more than 30% fails then the teacher should make
interventions before going to the next module.

REMARKS

REFLECTIONS

Prepared by: Checked by:

VIANNEY B. CAMACHO JUDY R. TAPERE, DevEd.D

Teacher I School Head

Instructional Planning
 (The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)
DLP No.: Learning Area: Science Grade Level: 10 Quarter:1st Duration:45 min
DATE: OCT.2, 2023

Learning Explain the different processes that occur along the S10ES-Ia-j-
Competency/ies: plate boundaries 36.3

Key Concepts/ Processes along Plate Boundaries

Understanding to
be Developed
I.LEARNING Explain the processes that occur along divergent boundaries.
OBJECTIVES Knowledge

Skills Determine the results of plates that are moving apart

Express the importance of the processes that occur along
Attitudes/
Values divergent boundaries.
II.CONTENT
Processes along Plate Boundaries
Learning Science 10 Module 6
Resources
III. PROCEDURES

Introductory Activity Review of past Lesson

Types of Boundaries

Activity Activity 1
Going Separate Ways
Materials: Photographs of rift valleys and oceanic ridges

Procedure
1.Analyze the photographs of rift valleys (topmost images) and oceanic
ridges below, and answer the questions that follow.
 https://www.google.com/search?q=images+of+rift+valleys&tbm=isch&ved=2ahUKEwjehtrN_qPqAhUJ6JQKHYrtCKUQ2-
cCegQIABAA&oq=images+of+rift+valleys&gs_lcp=CgNpbWcQ

Analysis Let students answer the given questions

Q1. What are the common in the four pictures?
Q2. Millions of years ago, the land masses in each picture were once
connected. What do you think is happening to the Earth’s crust in those
pictures?
Q3. If this event continues for millions of years, what do you think will be the
effect on the crust?
Abstraction Divergent boundaries occur along spreading centers where plates are
MOVING APART, and new crust is being created by magma pushing up
from the mantle, creating zone of tension. The Mid‐Atlantic Ridge in the
Atlantic Ocean is such a boundary. It extends from the Arctic Ocean to
the tip of Africa and is one of the longest mountain ranges in the world.
IV. APPLICATION Oral recitation.

Why do divergent boundaries occur?

V. ASSESSMENT Give a 5-item test
1.Which feature is common to and only found in diverging regions?
a. Trenches b. volcanic arcs c. Rift valleys d. island arcs
2. Which forms when a less-dense plate converges on a denser plate?
a.Mid-ocean Ridge b. Subduction zone
c. Rift valley d. Transform boundary
3. The lithosphere represents:
a. crust and uppermost, rigid mantle b. uppermost rigid mantle, only
c. asthenosphere and the lithosphere d. outer core and the inner core
4. Which of the following is not a divergent plate boundary?
a. the Great Rift Valley of East Africa b. the East Pacific Rise
c. the San Andreas fault d. the Mid-Atlantic Ridge
5. Which of the following increases with distance from a mid-ocean
ridge?
a. the age of oceanic lithosphere b. the depth to the sea floor
c. the thickness of the lithosphere d. all of the above
VI. ASSIGNMENT Research about the two types of divergent boundary
1. Under the sea
2. On land

REMARKS

REFLECTIONS

Prepared by: Checked by:

VIANNEY B. CAMACHO JUDY R. TAPERE, DevEd.D

Teacher I School Head
 Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)
DLP No.: Learning Area: Science Grade Level: 10 Quarter:1st Duration:45 min
DATE: OCT.3-4, 2023

Learning Explain the different processes that occur along the S10ES-Ia-j-
Competency/ies: plate boundaries 36.3

Key Concepts/ Processes along Plate Boundaries

Understanding to
be Developed
I.LEARNING Explain the processes that occur along divergent boundaries.
OBJECTIVES Knowledge

Skills Determine the results of plates that are moving apart

Express the importance of the processes that occur along
Attitudes/
Values divergent boundaries.
II.CONTENT
Processes along Plate Boundaries
Learning Science 10 Module 6
Resources
III. PROCEDURES

Introductory Activity Complete the blanks with the appropriate words that describe the statement.

Activity
Read Me
Materials: Articles / reading materials

Procedure
Read the article/reading material carefully among and take note of the
important events and facts.

WHAT IS HAPPENING AT SURIGAO DEL NORTE?

At 10:03 PM on 10 February 2017, Friday, a strong earthquake of
magnitude 6.7 shook the island of Mindanao. The epicenter is located 16
km offshore northwest of Surigao City, Surigao Strait at a depth of 10
km. The earthquake was generated by the movement of Surigao
segment of the Philippine Fault. Small-magnitude earthquakes followed
afterwards, and as of 4:00 PM of 11 February 2017, 101 aftershocks
have been recorded by the PHIVOLCS seismic monitoring network.
Why do earthquakes occur in Surigao del Norte?
Eastern Mindanao, including Surigao del Norte, is Activity 1

Read Me

Materials
Articles / reading materials

Procedure
Read the article/reading material carefully among and take note of the
important events and facts.

WHAT IS HAPPENING AT SURIGAO DEL NORTE?

At 10:03 PM on 10 February 2017, Friday, a strong earthquake of
magnitude 6.7 shook the island of Mindanao. The epicenter is located 16
km offshore northwest of Surigao City, Surigao Strait at a depth of 10
km. The earthquake was generated by the movement of Surigao
segment of the Philippine Fault. Small-magnitude earthquakes followed
afterwards, and as of 4:00 PM of 11 February 2017, 101 aftershocks
have been recorded by the PHIVOLCS seismic monitoring network.

Why do earthquakes occur in Surigao del Norte?

Eastern Mindanao, including Surigao del Norte, is one of the seismically
active areas in the country because of the Philippine Fault and Philippine
Trench, which are the main earthquake generators that can affect the
area. In addition, there are other local faults which can be sources of
small- to large-magnitude earthquakes.

The Philippine Trench is the zone where the Philippine Sea Plate
(PSP) sub ducts beneath the Philippine Mobile Belt (PMB) between
offshore Bicol Peninsula and southeast Mindanao. Convergence
between the PSP and the PMB occurs at the rate of 8 cm/year.

Aside from strong ground shaking, what other seismic hazards are life-
threatening?
Landslides, rock falls, and other types of mass movements may occur in
mountainous or hilly areas. Liquefaction, manifested by sand boils or
lateral spread may affect low-lying, water-logged, sandy areas at the
banks of rivers. Tsunami is not expected from the kind of movement of
the Philippine Fault - Surigao segment. The tsunami threat for Surigao
del Norte would come from the movement of the Philippine Trench,
located east of the province.

What should be done by the affected communities?

People are reminded to be cautious of structures visibly weakened or
with signs of damage by the 10 February 2017, as these may be further
damaged by aftershocks. In case of houses and other buildings with
visible damage, it is best to contact the Municipal/City Engineering Office
for advice. Engineers from the local government, other agencies and
organizations should inspect buildings and other infrastructures to
determine their integrity and recommend appropriate actions to
concerned affected groups or individuals. Slopes should be checked for
tension cracks that may have resulted from the strong ground shaking.
 Tension cracks may make slopes more susceptible to landslides. These
areas should be avoided.
The best course of action is preparedness. In case of another felt
earthquake, it is recommended that people protect themselves by doing
the “duck, cover and hold”. In homes and offices, heavy furniture should
be strapped to the walls, and appliances be secured to prevent them
from toppling and causing injuries to persons.

What is the role of PHIVOLCS?

PHIVOLCS operates and maintains a network of 92 seismic stations
spread across the Philippines. Data from the seismic stations are used to
determine the location, magnitude and other characteristics of the
earthquakes generated.

Analysis Answer the guide question

Q1.Illustrate how the involved tectonic plates move in a white cartolina.

Label the plates involved and classify the plate boundary.

Q2.Name the possible threats posed by the movement of tectonic plates

based on the articles/reading materials and identify possible survival
techniques.

Abstraction
Divergent boundary is formed when plates move apart, creating a zone
of tension.
• On land
• Under the sea
IV. APPLICATION Read Article 2
How the Marianas Trench Became Earth's Deepest Point by Richard A. Lovett,
for National News
James Cameron made headlines last month by successfully diving 6.8
miles (11 kilometers) to the deepest part of the Mariana Trench in a one-person
submersible called the DEEPSEA CHALLENGER.
Best known as a Hollywood director and now a National Geographic
Society explorer-in-residence, Cameron is one of just three people to dive to
Earth's deepest point, and the only one to be able to stay long enough to look
around.
The Mariana Trench isn't really the deep, narrow furrow that the word
"trench" implies. Rather, the abyss marks the location of a subduction zone. It
occurs where one part of the seabed—in this case the Pacific plate—dives
beneath another, the Philippine plate. Though tectonic forces eventually warp
the Pacific plate so that it makes a near-vertical dive into the Earth's interior, at
seabed level the plate dips at a relatively gentle angle.
A tectonic plate is a huge hunk of rock, 60 miles (97 kilometers) or
thicker, said Robert Stern, a geophysicist at the University of Texas, Dallas. "In
order for this to sink back into the earth, it has to bend downward, and these
are very gentle bends."
One reason the Marianas Trench is so deep, he added, is because the
western Pacific is home to some of the oldest seafloor in the world—about 180
million years old.
Seafloor is formed as lava at mid-ocean ridges. When its fresh, lava is
comparatively warm and buoyant, riding high on the underlying mantle. But as
lava ages and spreads away from its source, it slowly cools and becomes
increasingly dense, causing it to settle ever lower—as is the case with the
Mariana Trench.

Guide questions:
 Q1. Illustrate how the involved tectonic plates move in a bond paper. Label the
plates involved and classify the plate boundary.
V. ASSESSMENT Name the possible threats posed by the movement of tectonic plates
based on the articles/reading materials and identify possible survival
techniques.
VI. ASSIGNMENT Research and read about transform-fault boundaries

Guide questions
1.What happens in a transform boundary?
2. What landforms are formed in a transform boundary?
REMARKS

REFLECTIONS

Prepared by: Checked by:

VIANNEY B. CAMACHO JUDY R. TAPERE, DevEd.D

Teacher I School Head

Instructional Planning
(The process of systematically planning, developing, evaluating and
 managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)
DLP No.: Learning Area: Science Grade Level: 10 Quarter:1st Duration:45 min
DATE: OCT.9-10, 2023

Learning Explain the different processes that occur along the S10ES-Ia-j-
Competency/ies: plate boundaries 36.3

Key Concepts/ Processes along Plate Boundaries

Understanding to
be Developed
I.LEARNING Determine the landforms formed at a transform boundary
OBJECTIVES Knowledge

Skills Identify causes of transform fault boundary

Attitudes/ Recognize the value of transform boundary

Values
II.CONTENT
Processes along Plate Boundaries
Learning Science 10 Module 6
Resources
III. PROCEDURES

Introductory Activity Review of past lesson

Guide questions
1.What are the types of divergent boundary?
2.What are the possible cause and affect of each types of divergent boundary?
Activity Activity 1. Amazing Plate Boundaries

Complete the concept map using the terms in the list below.
Analysis Guide questions

Q1. How do transform boundary occur?

Q2. Which boundary causes 80% of earthquakes?
Abstraction Transform boundaries are places where plates slide sideways past
each other. At transform boundaries lithosphere is neither created nor
destroyed. The fracture zone that forms a transform plate boundary is
known as a transform fault. Most transform faults are found in the ocean
basin and connect offsets in the midocean ridges.
IV. APPLICATION Read Article 4
THE GREAT 1906 SAN FRANCISCO EARTHQUAKE The worst natural
disaster in U.S. history By: Chris Frantz
At 5:12 a.m. on April 18, 1906, the people of San Francisco were
awakened by an earthquake that would devastate the city. The main temblor,
having a 7.7–7.9 magnitude, lasted about one minute and was the result of the
rupturing of the northernmost 296 miles of the 800-mile San Andreas fault. But
when calculating destruction, the earthquake took second place to the great fire
that followed. The fire, lasting four days, most likely started with broken gas
lines (and, in some cases, was helped along by people hoping to collect
insurance for their property—they were covered for fire, but not earthquake,
damage). With water mains broken, fighting the fires was almost impossible,
and about 500 city blocks were destroyed. The damages were estimated at
about $400,000,000 in 1906 dollars, which would translate to about $8.2 billion
today.
In 1906 San Francisco was the ninth largest U.S. city with a population of
400,000, and over 225,000 were left homeless by the disaster. The death toll is
uncertain. City officials estimated the casualties at 700 but more modern
calculations say about 3,000 lost their lives. The lowballing city figures may
have been a public relations ploy to downplay the disaster with an eye on
rebuilding the city. On April 20, the U.S.S. Chicago rescued 20,000 victims, one
of the largest sea evacuations in history, rivalling Dunkirk in World War II.
Martial law was not declared, but some 500 looters were shot by police and the
military.
The epicenter of this earthquake has moved around in the past 100
years, as advances in seismology have been made. It was first thought to have
been in Marin County, then northwest of the Golden Gate, and most recently, in
the Pacific Ocean about two miles west of San Francisco. The plate-tectonics
theory that would shed some light on the quake wasn't formulated until the
1920s and not embraced until some three decades later. The San Andreas
Fault is on the boundary between the Pacific plate and the North American
plate. During the earthquake, the ground west of the fault tended to move
northward and, in the most extreme instance, a 21-foot shift was measured.
Earthquake ruptures are fast movers—seismologists estimated the average
speed of this rupture to have been 8,300 mi/h going north, and 6,300 mi/h
traveling south. The quake was felt from southern Oregon to south of Los
Angeles and inland as far as central Nevada.

Guide questions

Q1. Illustrate how the involved tectonic plates move in a bond paper. Label the
plates involved and classify the plate boundary.
Q2. Name the possible threats posed by the movement of tectonic plates based
on the articles/reading materials and identify possible survival techniques.

V. ASSESSMENT Give a 5-item test

1. What do you expect to find parallel to a trench?
a. hot spot b. ocean ridge c. rift valley d. volcanic arc
2. Where do you find transform faults?
 a. only along mid-ocean ridges
b. only at the edges of continents
c. both along mid-ocean ridges and at other boundaries
d. only in the middle of continents
3. What happens at mid-ocean ridges?
a. Two plates come together, and crust is destroyed
b. Two plates pull apart and new crust is created
c. Two plates move side by side past each other and no crust is created or
destroyed
d. The action at a mid-ocean ridge depends on the location
4. Which statement about transform faults is NOT correct?
a. Transform faults are also strike-slip faults
b. Transform faults occur at plate boundaries
c. Transform faults terminate at another fault at each end
d. Transform faults do not always have to be at plate boundaries
5. Right in the middle of an island, you can find a rift valley. What type of plate
boundary exists on that island?
a. convergent b. divergent c. normal fault d. transform fault
VI. ASSIGNMENT

REMARKS

REFLECTIONS

Prepared by: Checked by:

VIANNEY B. CAMACHO JUDY R. TAPERE, DevEd.D

Teacher I School Head

Instructional Planning
(The process of systematically planning, developing, evaluating and
 managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)
DLP No.: Learning Area: Science Grade Level: 10 Quarter:1st Duration:45 min
DATE: OCT.1-12, 2023

Learning Explain the different processes that occur along the S10ES-Ia-j-
Competency/ies: plate boundaries 36.3

Key Concepts/ Processes along Plate Boundaries

Understanding to
be Developed
I.LEARNING Identify the geologic events when two plates separate, when
OBJECTIVES Knowledge two plates collide, and when two plates slide

Skills Sketch the given descriptions of the types of plate boundaries

Express possible survival techniques posed by the movement
Attitudes/
Values of tectonic plates
II.CONTENT
Processes along Plate Boundaries
Learning Science 10 Module 6
Resources
III. PROCEDURES

Introductory Activity Review of past lesson

Identify the type of boundary

Activity Activity 1

Plate Boundary Review

Analysis Guide questions
Based on the plate boundary review, identify the
1.Type of boundary
2. Motion of plates
3. Feature/s
4. Example

Abstraction Each plate is slowly but continuously moving. As a result of the motion
of the plates, three types of plate boundaries were formed: Divergent,
Convergent, and Transform-fault Boundaries.
Divergent boundaries occur along spreading centers where plates
are MOVING APART, and new crust is being created by magma pushing
up from the mantle, creating zone of tension. The Mid‐Atlantic Ridge in
the Atlantic Ocean is such a boundary. It extends from the Arctic Ocean
to the tip of Africa and is one of the longest mountain ranges in the world.
Convergent boundaries occur where plates are MOVING TOWARD
EACH OTHER, sometimes forcing one plate to slide under the other
plate and at other times pushing both plates upward. This usually takes
place where an oceanic plate and a continental plate, two oceanic plates,
or two continental plates come together. This type of collision of plates
formed the Himalayas and the Rocky Mountains.
Transform boundaries occur where two plates SLIDE AGAINST
EACH OTHER in opposite directions. This movement is the cause of
many earthquakes, such as those along the San Andreas Fault in
California. These can also be called sliding or strike‐slip boundaries.

IV. APPLICATION Activity 2

Complete the table of plate boundaries

Plate boundary Definition Sketch

Convergent

Divergent

Transform
 V. ASSESSMENT Give a 5-item test
1. Which of the following increases with distance from a mid-ocean
ridge?
a. the age of oceanic lithosphere b. the thickness of the lithosphere
c. the depth to the sea floor d. all of the above

2. Predict what geologic features could result out of this plate boundary
(three possible answers).

3. Right in the middle of an island, you can find a rift valley. What type of
plate boundary exists on that island?
a. convergent b. divergent c. normal fault d. transform fault

4.Plates A and B shows a divergent boundary. If plate C is adjacent to

both plates and does not show any relative motion, what type of plate
boundary is present between A and C?
a. convergent b. divergent c. normal fault d. transform fault

5.What geologic event is most likely to happen at the given type of plate
boundary in number 4?
a. earthquake b. mountain formation
c. rift valley formation d. volcanic eruption
VI. ASSIGNMENT
Be prepared for a weekly test to evaluate your understanding of the
entire module.
REFLECTION

REMARKS

Prepared by: Checked by:

VIANNEY B. CAMACHO JUDY R. TAPERE, DevEd.D

Teacher I School Head
 Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)
DLP No.: Learning Area: Science Grade Level: 10 Quarter:1st Duration:45 min
DATE: OCT.13, 2023

Learning Explain the different processes that occur along the S10ES-Ia-j-
Competency/ies: plate boundaries 36.3

Key Concepts/ Processes along Plate Boundaries

Understanding to
be Developed
I.LEARNING Evaluate the students’ understanding through a weekly test
OBJECTIVES Knowledge

Skills Follow the given instructions of each type of test

Recognize the importance of the Processes along Plate
Attitudes/
Values Boundaries
II.CONTENT
Weekly Test
Learning Science 10 Module 6
Resources
III. PROCEDURES

Introductory Activity Activity:

1.Give the students three more minutes to scan their notes before the start of
the exam.
2.Let them prepare a bond paper to serve as their answer sheets.
3.Remind them to observe silence and honesty while taking the test.
Activity Activity1.Orient them on the different instructions of the test.
Analysis
Give them enough time to finish per test items.
Ask them to review their answers before submitting their test papers.
Abstraction
Checking and elaboration of the given test.
IV. APPLICATION

V. ASSESSMENT TEST PROPER: The teacher shall make at least two types of tests composed
of twenty items per test.
VI. ASSIGNMENT NOTE:
The teacher must examine the test results using the test analysis and
determine the degree to which each student has mastered the lesson. If 75% of
the students had answered correctly then the teacher shall continue to the next
module, however, if more than 30% fails then the teacher should make
interventions before going to the next module.
REMARKS

REFLECTIONS

Prepared by: Checked by:

VIANNEY B. CAMACHO JUDY R. TAPERE, DevEd.D

 Teacher I School Head
Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)
DLP No.: Learning Area: Science Grade Level: 10 Quarter:1st Duration:45 min
DATE: OCT.16, 2023

Learning S10ES-Ia-j-
Competency/ies:
Describe the possible causes of plate movement
36.5
Key Concepts/ The Earth’s Mechanism
Understanding to
be Developed
I.LEARNING Tell the possible direction of motion of the continents as they
OBJECTIVES Knowledge drifted away

Draw fossils of plants and animals as evidence found in the

Skills present continents that will help solve the puzzle in the fitting
of the drifted continents
Express ideas of what will happen to the world as the
Attitudes/
Values continents continuously move
II.CONTENT
The Earth’s Mechanism
Learning Science 10 Module 7
Resources
III. PROCEDURES

Introductory Activity Q and A Forum

Have you had the chance to go ta mountain, stand on its peak and look at the
beauty that it offers?

Do you think it looks the same as before?

Perhaps you would think that it might be different – all plain, no plateaus, no
mountains.
If it wasn’t the same 10 years ago, how much different is it 10 million years
ago, 100 million years ago?

Solicit ideas from students

Activity
Activity 1. Drifted Supercontinent
Materials
photocopy of the seven continents world map pair of scissors
Procedure
1. Carefully cut the traces of the seven continents. Be careful in using the
scissors.
2. Sketch the dominant species of plants and animals found in the continents
before and after drifting away from each other.
3. Put the cut-out together (just like Pangaea)
Analysis Let students answer guide questions
Q1. What do the Glossopteris fossils tell us about the early positions of the
continents?
Q2. If Glossopteris fossils were found in Antarctica, what was the climate of this
continent before?
Q3. If the climate and the position of a place are relative to each other, where
then was the initial location of Antarctica 250 million years ago?
Q4. What does the presence of Mesosaurus fossils tell about the initial location
and positioning of South America, Africa, and Antarctica?
Abstraction The teacher discusses

Continental Drift Theory

In the early part of the 20th century, scientists began to put together
evidence that the continents could move around on Earth's surface.
The evidence for continental drift included:
1. Fit of the continents
2. The distribution of ancient fossils 3. Evidence from Rocks and
mountain ranges
4. Locations of Ancient climatic zones and Coal Deposits

Continental drift is the hypothesis that the Earth's continents have

moved over geologic time relative to each other, thus appearing to have
"drifted" across the ocean bed.
The idea of continental drift has been subsumed into the science of
plate tectonics, which studies the movement of the continents as they
ride on plates of the Earth's lithosphere.

IV. APPLICATION Write the seven (7) continents in

a. Alphabetical order
b. Largest to smallest continent
V. ASSESSMENT Give a 5-item test
1. Who is the person credited with developing the theory of continental drift?
a. Harry Hess b. Galileo Galilei c. Alfred Wegener d. Isaac Newton
2.What two specific continents fit together most noticeably?
a. Africa and North America b. South America and Europe
c. South America and Africa d. Antarctica and Africa
3.How does fossil evidence support Wegener's hypothesis of continental drift?
a. Similar fossils are found along continental margins that appear to join
together.
 b. Fossils are found in areas where the present-day climate could not have
supported the organisms that made the fossils.
c. Similar fossils of giant, land-dwelling dinosaurs are found on continents
separated by oceans.
d. all of the above
4. What evidence proved that South America, Africa, India, and Australia were
once covered by glaciers
a. Leftover portion of glaciers
b. Cold climates
c. Glacial deposits and rock surfaces scarred by glaciers
d. Enormous valleys formed by glaciers
5. Then what "mechanism" is behind the theory to work?
a. Plate tectonics b. Revolution of the Earth
c. Magic d. Plate Boundaries
VI. ASSIGNMENT Research
Why are Europe and Asia separate continents?

REMARKS

REFLECTIONS

Prepared by: Checked by:

VIANNEY B. CAMACHO JUDY R. TAPERE, DevEd.D

Teacher I School Head

Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
 Detailed Lesson Plan (DLP)
DLP No.: Learning Area: Science Grade Level: 10 Quarter:1st Duration:45 min
DATE: OCT.17, 2023

Learning S10ES-Ia-j-
Competency/ies:
Describe the possible causes of plate movement
36.5
Key Concepts/ The Earth’s Mechanism
Understanding to
be Developed
I.LEARNING Tell the possible direction of motion of the continents as they
OBJECTIVES Knowledge drifted away

Draw fossils of plants and animals as evidence found in the

Skills present continents that will help solve the puzzle in the fitting
of the drifted continents
Express ideas of what will happen to the world as the
Attitudes/
Values continents continuously move
II.CONTENT
The Earth’s Mechanism
Learning Science 10 Module 7
Resources
III. PROCEDURES

Introductory Activity Q and A Forum

Have you had the chance to go ta mountain, stand on its peak and look at the
beauty that it offers?

Do you think it looks the same as before?

Perhaps you would think that it might be different – all plain, no plateaus, no
mountains.
If it wasn’t the same 10 years ago, how much different is it 10 million years
ago, 100 million years ago?

Solicit ideas from students

Activity Activity 1. Drifted Supercontinent

Materials
photocopy of the seven continents world map pair of scissors
Procedure
1. Carefully cut the traces of the seven continents. Be careful in using the
scissors.
2. Sketch the dominant species of plants and animals found in the continents
before and after drifting away from each other.
3. Put the cut-out together (just like Pangaea)

Analysis Let students answer guide questions

Q1. What do the Glossopteris fossils tell us about the early positions of the
continents?
Q2. If Glossopteris fossils were found in Antarctica, what was the climate of this
continent before?
Q3. If the climate and the position of a place are relative to each other, where
 then was the initial location of Antarctica 250 million years ago?
Q4. What does the presence of Mesosaurus fossils tell about the initial location
and positioning of South America, Africa, and Antarctica?
Abstraction The teacher discusses

Continental Drift Theory

In the early part of the 20th century, scientists began to put together
evidence that the continents could move around on Earth's surface.
The evidence for continental drift included:
1. Fit of the continents
2. The distribution of ancient fossils 3. Evidence from Rocks and
mountain ranges
4. Locations of Ancient climatic zones and Coal Deposits

Continental drift is the hypothesis that the Earth's continents have

moved over geologic time relative to each other, thus appearing to have
"drifted" across the ocean bed.
The idea of continental drift has been subsumed into the science of
plate tectonics, which studies the movement of the continents as they
ride on plates of the Earth's lithosphere.

IV. APPLICATION Write the seven (7) continents in

a. Alphabetical order
b. Largest to smallest continent
V. ASSESSMENT Give a 5-item test
1. Who is the person credited with developing the theory of continental drift?
a. Harry Hess b. Galileo Galilei c. Alfred Wegener d. Isaac Newton
2.What two specific continents fit together most noticeably?
a. Africa and North America b. South America and Europe
c. South America and Africa d. Antarctica and Africa
3.How does fossil evidence support Wegener's hypothesis of continental drift?
a. Similar fossils are found along continental margins that appear to join
together.
b. Fossils are found in areas where the present-day climate could not have
supported the organisms that made the fossils.
c. Similar fossils of giant, land-dwelling dinosaurs are found on continents
separated by oceans.
d. all of the above
4. What evidence proved that South America, Africa, India, and Australia were
once covered by glaciers
a. Leftover portion of glaciers
b. Cold climates
c. Glacial deposits and rock surfaces scarred by glaciers
d. Enormous valleys formed by glaciers
5. Then what "mechanism" is behind the theory to work?
a. Plate tectonics b. Revolution of the Earth
c. Magic d. Plate Boundaries
 VI. ASSIGNMENT Research
Why are Europe and Asia separate continents?

REMARKS

REFLECTIONS

Prepared by: Checked by:

VIANNEY B. CAMACHO JUDY R. TAPERE, DevEd.D

Teacher I School Head

Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)
DLP No.: Learning Area: Science Grade Level: 10 Quarter:1st Duration:45 min
DATE: OCT.18, 2023

Learning S10ES-Ia-j-
Competency/ies:
Describe the possible causes of plate movement
36.5
Key Concepts/ The Earth’s Mechanism
Understanding to
be Developed
I.LEARNING Describe Pangaea through reconstructing it
OBJECTIVES Knowledge

Skills Compare and contrast Pangaea and world map at present

Express ideas of what will happen to the world as the
Attitudes/
Values continents continuously move
II.CONTENT
The Earth’s Mechanism
Learning Science 10 Module 7
Resources
III. PROCEDURES

Introductory Activity In 1912, Alfred Wegener (pronounced as vey-guh-nuh r), a German

meteorologist, proposed a theory that about 200 million years ago, the
continents were once one large landmass. He called this landmass Pangaea, a
Greek word which means “All Earth”. Pangaea evolved into how the continents
look today. This Pangaea started to break into two smaller supercontinent
called Laurasia and Gondwanaland during the Jurassic Period. These smaller
supercontinents broke into the continents and these continents separated and
drifted apart since then.

Is this idea somehow true? If you lived during Wegener’s time, will you believe
him?
Activity Activity 1: Supercontinent!
Procedure:
1. Make sure that you put fitting edges of the continents side by side to form the
supercontinent Pangaea.
2. Compare Pangaea with the world map.

Analysis Let students answer guide questions

Q1. What clues are useful in reconstructing Pangaea?
Q2. Which continents do you think were neighbor before?
Q3. Is there a possibility that the current location of a continent would be
 different 100 years from now?
Abstraction The teacher discusses

The Continental Drift Theory

The Continental Drift Theory of Alfred Wegener states that the
continents were once part of a large landmass called Pangaea which
drifted away from each other. The continents moved away from each
other towards their current positions.

Evidence to the Continental Drift Theory

1. Puzzle like fit of the Continents
2. Evidence from Fossils
3. Evidence from Rocks and mountain ranges
4. Locations of Ancient climatic zones and Coal Deposits

Continental Drift was a theory that explained how continents shift

position on Earth’s surface. Set forth in 1912 by Alfred Wegener, a
geophysicist and meteorologist. Continental drift also explained why
look-alike animal and plant fossils, and similar rock formations, are found
on different continents.

Wegener searched for evidence to support the Continental Drift

theory. He noticed the fit of the edges of the continents on the opposite
sides of the South Atlantic, the distribution of fossils in different
continents, rock features, and ancient climates or the coal deposits.

IV. APPLICATION Oral recitation

Where do you think was the Philippines located during the time that the
Pangaea existed?
How the Philippine islands emerged?

V. ASSESSMENT Give a 5-item test

1. What is the force that moves the continents?
a. Conduction b. Convection c. Radiation d. Conveyor belts
2. Originally the Continental drift theory was not well received by other scientist.
Why?
a. There was a competing theory at the time that was more believable.
b. There was no data showing the continents ever moved.
c. The scientists did not know the force responsible for moving the continents.
d. The scientist presenting the data was unreliable.
3. When the theory of Continental Drift was widely accepted?
a.1920 s b. 1930s c. 1940s d.1950s
4. An enormous single large mass known as ________ was hypothesized.
a. Pannotia b. Pangaea c. Rodinia d. Laurasia
5. What would you be most likely to find at a convergent boundary between two
pieces of continental crust?
 a. Volcano b. Mountain c. Rift d. Island Arc
VI. ASSIGNMENT Research and read about Seafloor spreading theory.

How this theory contributed to the Continental drift theory?

What are the findings that support Seafloor spreading theory?

REMARKS

REFLECTIONS

Prepared by: Checked by:

VIANNEY B. CAMACHO JUDY R. TAPERE, DevEd.D

Teacher I School Head

Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)
DLP No.: Learning Area: Science Grade Level: 10 Quarter:1st Duration:45 min
DATE: OCT.19, 2023
Learning
Competency/ies:
Describe the possible causes of plate movement

Key Concepts/ The Earth’s Mechanism

Understanding to
be Developed
I.LEARNING Describe Pangaea through reconstructing it
OBJECTIVES Knowledge

Skills Compare and contrast Pangaea and world map at present

Express ideas of what will happen to the world as the
Attitudes/
Values continents continuously move
II.CONTENT
The Earth’s Mechanism
Learning Science 10 Module 7
Resources
III. PROCEDURES

Introductory Activity In 1912, Alfred Wegener (pronounced as vey-guh-nuh r), a German

meteorologist, proposed a theory that about 200 million years ago, the
continents were once one large landmass. He called this landmass Pangaea, a
Greek word which means “All Earth”. Pangaea evolved into how the continents
look today. This Pangaea started to break into two smaller supercontinent
called Laurasia and Gondwanaland during the Jurassic Period. These smaller
supercontinents broke into the continents and these continents separated and
drifted apart since then.

Is this idea somehow true? If you lived during Wegener’s time, will you believe
him?
Activity Activity 1: Supercontinent!
Procedure:
1. Make sure that you put fitting edges of the continents side by side to form the
supercontinent Pangaea.
2. Compare Pangaea with the world map.
Analysis Let students answer guide questions
Q1. What clues are useful in reconstructing Pangaea?
Q2. Which continents do you think were neighbor before?
Q3. Is there a possibility that the current location of a continent would be
different 100 years from now?
Abstraction The teacher discusses

The Continental Drift Theory

The Continental Drift Theory of Alfred Wegener states that the
continents were once part of a large landmass called Pangaea which
drifted away from each other. The continents moved away from each
other towards their current positions.

Evidence to the Continental Drift Theory

1. Puzzle like fit of the Continents
2. Evidence from Fossils
3. Evidence from Rocks and mountain ranges
4. Locations of Ancient climatic zones and Coal Deposits
Continental Drift was a theory that explained how continents shift
position on Earth’s surface. Set forth in 1912 by Alfred Wegener, a
 geophysicist and meteorologist. Continental drift also explained why
look-alike animal and plant fossils, and similar rock formations, are found
on different continents.

Wegener searched for evidence to support the Continental Drift

theory. He noticed the fit of the edges of the continents on the opposite
sides of the South Atlantic, the distribution of fossils in different
continents, rock features, and ancient climates or the coal deposits.
IV. APPLICATION Oral recitation
Where do you think was the Philippines located during the time that the
Pangaea existed?
How the Philippine islands emerged?
V. ASSESSMENT Give a 5-item test
1. What is the force that moves the continents?
a. Conduction b. Convection c. Radiation d. Conveyor belts
2. Originally the Continental drift theory was not well received by other scientist.
Why?
a. There was a competing theory at the time that was more believable.
b. There was no data showing the continents ever moved.
c. The scientists did not know the force responsible for moving the continents.
d. The scientist presenting the data was unreliable.
3. When the theory of Continental Drift was widely accepted?
a.1920 s b. 1930s c. 1940s d.1950s
4. An enormous single large mass known as ________ was hypothesized.
a. Pannotia b. Pangaea c. Rodinia d. Laurasia
5. What would you be most likely to find at a convergent boundary between two
pieces of continental crust?
a. Volcano b. Mountain c. Rift d. Island Arc
VI. ASSIGNMENT Research and read about Seafloor spreading theory.
How this theory contributed to the Continental drift theory?
What are the findings that support Seafloor spreading theory?
REMARKS

REFLECTIONS

Prepared by: Checked by:

VIANNEY B. CAMACHO JUDY R. TAPERE, DevEd.D

Teacher I School Head

Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)
DLP No.: Learning Area: Science Grade Level: 10 Quarter:1st Duration:45 min
DATE: OCT.20, 2023

Learning S10ES-Ia-j-
Competency/ies:
Describe the possible causes of plate movement
36.5
Key Concepts/ The Earth’s Mechanism
Understanding to
be Developed
I.LEARNING Analyze a magnetic polarity map
OBJECTIVES Knowledge

Skills Calculate the rate of seafloor spreading using magnetic clues

Recognize ideas of what will happen to the world as the
Attitudes/
Values continents continuously move
II.CONTENT
The Earth’s Mechanism
Learning Science 10 Module 7
Resources
III. PROCEDURES

Introductory Activity Q and A Forum

How this theory contributed What to the Continental drift theory?

What are the findings that support Seafloor spreading theory?

Solicit ideas and answers from students

Activity Activity 1

How fast does it go!

Adapted (Glencoe Earth Science student edition copyright 2002)

Materials
• Magnetic polarity map
• Metric ruler
• Pencil

Procedure
1. Study the magnetic polarity map. You will be working with normal polarity
readings; these are the peaks above the baseline on the top half of the graph.
2. Place the long edge of the ruler vertically on the graph. Align the ruler with
the center peak 1 of the Mid-Atlantic Ridge.
3. Determine and record the distance and age that line up with the center of
peak 1 west. Repeat this process for peak 1 east of the ridge.
4. Calculate the average age and distance for this pair of peaks
5. Repeat steps 2 to 4 for the remaining pairs of normal polarity peaks.
6. Calculate the rate of movement in centimeters per year using the formula
Rate = distance / t
Analysis Let students answer guide questions
Q1. How far do the plates move away from each other every year?

Q2. If Africa is approximately 2400 km away from the Mid-Atlantic Ridge, how
long ago was it when Africa was directly at or near the Mid-Atlantic Ridge?
Abstraction The teacher discusses

Seafloor Spreading Theory of Harry Hess and Robert Dietz is

believed to occur as hot magma rises at the rift in the mid-ocean ridge.
This magma cools down and becomes the new seafloor as it pushes the
former. The old seafloor is destroyed at the subduction zone and melts
inside the mantle. The age of rocks and the magnetic stripes in the
ocean floor support the Seafloor Spreading Theory.

Seafloor spreading helps explain continental drift in the theory of

plate tectonics. When oceanic plates diverge, tensional stress causes
fractures to occur in the lithosphere. At a spreading center, basaltic
magma rises up the fractures and cools on the ocean floor to form new
seabed. Volcanic activity causes the seafloor to spread along oceanic
ridges, forming new areas of crust and mantle.
IV. APPLICATION By group,
Create a seafloor spreading model

V. ASSESSMENT Give a 5-item test

1. A subduction zone is formed...
a. when one tectonic plate sinks below another
b. at every type of convergent plate boundary
c. at every type of divergent plate boundary
d. at transform boundaries
2. Whenever a subduction zone is formed a ______ is formed.
a. Mountain b. Island Arc c. Rift d. Volcano
3. New seafloor is created at a ________.
a. deep sea trench b. mid-ocean ridge
c. subduction zone d. transform fault
4. Which of the following was not used by Wegener as evidence of
Continental Drift?
 a. Magnetic reversals on the seafloor
b. Fossils that were found on different continents
c. The fit of the continents
d. Evidence of glacial scratches continents found near the equator
5. What is Sea-Floor Spreading?
a. Mid-Ocean ridges continually add new material to the ocean floor.
b. The moon
c. A thing in the Ocean
d. Mid-Ocean trenches continually add new material to the ocean floor.
VI. ASSIGNMENT Ponder!
If the continents will continue to move, try to predict Philippines’ location 100
million years from now?
REMARKS

REFLECTIONS

Prepared by: Checked by:

VIANNEY B. CAMACHO JUDY R. TAPERE, DevEd.D

Teacher I School Head

Instructional Planning
(The process of systematically planning, developing, evaluating and
 managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)
DLP No.: Learning Area: Science Grade Level: 10 Quarter:1st Duration:45 min
DATE: OCT.23, 2023

Learning S10ES-Ia-j-
Competency/ies:
Describe the possible causes of plate movement
36.5
Key Concepts/ The Earth’s Mechanism
Understanding to
be Developed
I.LEARNING Compare Pangaea with the world map
OBJECTIVES Knowledge
Observe the direction of its continent motion relative to its
Skills current location
Recognize ideas of what will happen to the world as the
Attitudes/
Values continents continuously move
II.CONTENT
The Earth’s Mechanism
Learning Science 10 Module 7
Resources
III. PROCEDURES

Introductory Activity Review of Past Lesson

What causes continental drift?

What are the 4 main evidence of continental drift?

Who discovered continental drift?

Activity Activity 1. Modern World Map vs. Pangaea
Procedure
1. Compare Pangaea with the world map.
2. Now move one continent relative to its current location. Carefully observe the
direction of its motion as it assumes its current location and position. Record
your observation.
3. Do the same procedure to the other continents. Record your observations.
Analysis Let students answer guide questions
Q1. Where do you think was the Philippines located during the time that the
Pangaea existed? How the Philippine islands emerged?

Q2. If the continents will continue to move, try to predict the Philippines’ location
100 million years from now?
Abstraction
Continental Drift was a theory that explained how continents shift
position on Earth’s surface. Set forth in 1912 by Alfred Wegener, a
geophysicist and meteorologist. Continental drift also explained why
look-alike animal and plant fossils, and similar rock formations, are found
on different continents.
Wegener searched for evidence to support the Continental Drift
theory. He noticed the fit of the edges of the continents on the opposite
sides of the South Atlantic, the distribution of fossils in different
continents, rock features, and ancient climates or the coal deposits.

IV. APPLICATION Identify the continents of the world.

V. ASSESSMENT Give a 5-item test

1. What evidence did Wegener use in his theory?
a. Continents and fossils fitting together/matching-up like puzzle pieces
b. glacier scars and other climate evidence from temperature
c. mountain ranges and rocks line up across continents
 d. all of the above
2. How long ago is Pangea believed to have existed?
a. 200-300 million years ago b. 1000-2000 years ago
c. 10,000-20,000 years ago d. 20-30 billion years ago
3. What evidence did Wegener NOT use to support his idea of continental drift?
a. Mountain ranges on different continents lined up when coastlines were
matched up
b. The thickness of layers in the Antarctic
c. Rock strata on different continents lined up when coastlines were matched up.
d. Fossils of plants and animals in climates where their survival would have
been impossible
4. New seafloor is created at a ________.
a. deep sea trench b. mid-ocean ridge
c. subduction zone d. transform fault
5. Which of the following was not used by Wegener as evidence of Continental
Drift?
a. Magnetic reversals on the seafloor
b. Fossils that were found on different continents
c. The fit of the continents
d. Evidence of glacial scratches continents found near the equator
VI. ASSIGNMENT Be prepared for a weekly test to evaluate your understanding of the entire
module.
REMARKS

REFLECTIONS

Prepared by: Checked by:

VIANNEY B. CAMACHO JUDY R. TAPERE, DevEd.D

Teacher I School Head

Instructional Planning
(The process of systematically planning, developing, evaluating and
 managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)
DLP No.: Learning Area: Science Grade Level: 10 Quarter:1st Duration:45 min
DATE: OCT.24-
25,2023

Learning S10ES-Ia-j-
Competency/ies:
Describe the possible causes of plate movement
36.5
Key Concepts/
Understanding to
be Developed
I.LEARNING Evaluate the students’ understanding through a summative
OBJECTIVES Knowledge test.

Skills Follow the given instructions of each type of test.

Attitudes/ Recognize the importance of the Earth’s Mechanism

Values
II.CONTENT
Summative Test
Learning Science 10 Module 1-7
Resources
III. PROCEDURES

Introductory Activity Activity:

1.Give the students three more minutes to scan their notes before the start of
the exam.
2.Let them prepare a bond paper to serve as their answer sheets.
3.Remind them to observe silence and honesty while taking the test.
Activity Activity
1.Orient them on the different instructions of the test.
Analysis Give them enough time to finish per test items.
Ask them to review their answers before submitting their test papers
Abstraction
Checking and elaboration of the given test.
IV. APPLICATION

V. ASSESSMENT TEST PROPER: The teacher shall make at least two types of tests composed
of twenty items per test.
VI. ASSIGNMENT NOTE:
The teacher must examine the test results using the test analysis and
determine the degree to which each student has mastered the lesson. If 75% of
the students had answered correctly then the teacher shall continue to the next
module, however, if more than 30% fails then the teacher should make
interventions before going to the next module.
REMARKS

REFLECTIONS

Prepared by: Checked by:

VIANNEY B. CAMACHO JUDY R. TAPERE, DevEd.D

Teacher I School Head
 Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Science Grade Level: 10 Quarter:2ND Duration:45 min
DATE: NOV. 9, 2023 Time: 9:00-9:45
 Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Science Grade Level: 10 Quarter:2ND Duration:45 min
DATE: NOV. 6, 2023 Time: 9:00-9:45
 Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Science Grade Level: 10 Quarter:2ND Duration:45 min
DATE: NOV. 7, 2023 Time: 9:00-9:45
Instructional Planning
 (The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Science Grade Level: 10 Quarter:2ND Duration:45 min
DATE: NOV. 13, 2023 Time: 9:00-9:45
 Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Science Grade Level: 10 Quarter:2ND Duration:45 min
DATE: NOV. 14-15, 2023 Time: 9:00-9:45