GRADE School MISAMIS OCCIDENTAL NATIONAL HIGH SCHOOL Grade Level 10

DAILY LESSON LOG Teacher MENIA M. ROSALES/RENALYN I. VILLARAIZ Learning Area SCIENCE
Teaching Dates and Time Quarter First

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content The l earners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges
Standards
B. Performance The learner shall be able to:
1. Demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis and volcanic eruptions.
Standards 2. Suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis and volcanic eruptions.

Describe the distribution of active volcanoes, earthquakes epicenters and major mountain belts. LC CODE: S10ES-Ia-j36.1

C. Learning Subtask: Subtask:

Competencies/ At the end of the lesson, students should be able to: At the end of the lesson, students should be able to: Subtask:
1. Describe the distribution of active volcanoes 1. Describe the distribution of earthquake epicenter At the end of the lesson, students should be able to:
Objectives(Write 1. Describe the distribution of major mountain belts
the LC code)

II. CONTENT Distribution of active volcanoes Distribution of earthquake epicenter Distribution of major mountain belts
III. LEARNING
RESOURCES
A. References
1. Teacher’s
pp. 10-11 pp. 10-11 pp. 10-11
Guide pages
2. Learner’s
pp. 12-13 pp. 10-12 p. 13
Materials pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other Learning Internet: http://www.clipart.dk.co.uk/1068/az/Earth/Mountain_ranges
Resources
IV. PROCEDURES
Presenting the lesson: Presenting the lesson: Presenting the lesson:
To elicit prior knowledge, the teacher will post pictures of Mayon To elicit prior knowledge, the teacher will ask the following To elicit prior knowledge, the teacher will show pictures of
Volcano (active volcano) and Taal Volcano (Inactive volcano) questions: mountain ranges and ask the following questions:
and ask the following questions: 1. If there is a volcanic eruption, what are the possible 1. Describe the arrangement/location of the mountain ranges
A. Elicit 1. Describe the two volcanoes in the pictures? events that will occur? based on the pictures?
2. Aside from their physical attributes, how these two volcanoes 2. What do you think is the connection of volcanic
differ? activities and earthquake?

B. Engage: The teacher will ask the students to inter change the water
1. Let the students look at Figure 2: Map of Plate The teacher will use pictures of the effects of earthquake cellophanes in their previous activities and ask the following
Boundaries on page 7 and you may ask them the and ask the following questions: questions:
following questions; a. What is the difference between 1. What do you think is the reason why this happen? How will you relate the distribution of mountain ranges with
Figure 1 and a regular World map? 1. Have you experienced earthquake? the
2. b. What do you think is the basis of dividing the world 2. If yes, what was your initial reaction? distribution of earthquake epicenters and volcanoes?
in such manner?
3.
4. Figure 1

5.
6. Figure 2
7.
8.

Introduce to the learners Activity 2 “Let’s Mark the

Boundaries” and tell them that the next activity will help
them confirm their answers to the last question.

C. Explore Activity 2
Let’s Mark the Boundaries
Activity 2 Activity 2
Objectives:
Let’s Mark the Boundaries Let’s Mark the Boundaries
• Describe the distribution of active volcanoes, earthquake
Objectives: Objectives:
 epicenters, and major mountain belts.
• Determine the scientific basis for dividing the Lithospheric
plates.
Materials:
• Figure 5: Map of earthquake distribution
• Figure 6: Map of active volcanoes of the world
• Figure 7: Mountain ranges of the world
• 2 pieces plastic sheet used for book cover, same size as a
book
page
• marking pens (two different colors)
Procedure:
2. Study the map of active volcanoes in Figure 6.
Q1. How are volcanoes distributed?
Q2. Where are they located?
Q3. Based on the map, mention a country that is unlikely to
experience a volcanic eruption.
http://pubs.usgs.gov/gip/volc/fig34.html
Figure 6. Map of active volcanoes (Red areas
represent presence of volcanoes)
The teacher will let the students to report about their answer in
D. Explain their activity.
E. Elaborate The teacher will elaborate /discuss further how active
volcanoes are distributed?
Q1. How are volcanoes distributed?
Answer: Volcanoes are not randomly distributed. Majority of
them are found along the edges of some continents.
• Describe the distribution of active volcanoes, earthquake
epicenters, and major mountain belts.
• Determine the scientific basis for dividing the
Lithospheric plates.
Materials:
• Figure 5: Map of earthquake distribution
• Figure 6: Map of active volcanoes of the world
• Figure 7: Mountain ranges of the world
• 2 pieces 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.
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?
http://marc.fournier.free.free.fr
Figure 5. Map of earthquake distribution (Red, green, and
blue dots represent earthquake epicenters)
The teacher will let the students to report about their
answer in their activity.
The teacher will elaborate /discuss further about how
earthquake epicentresare distributed.
Q1. How are earthquakes distributed on the map?
Answer: The world’s earthquakes are not randomly
distributed over the Earth’s surface. They tend to be
• Describe the distribution of active volcanoes, earthquake
epicenters, and major mountain belts.
• Determine the scientific basis for dividing the Lithospheric
plates.
Materials:
• Figure 5: Map of earthquake distribution
• Figure 6: Map of active volcanoes of the world
• Figure 7: Mountain ranges of the world
• 2 pieces plastic sheet used for book cover, same size as a
book page
• marking pens (two different colors)
http://www.clipart.dk.co.uk/1068/az/Earth/Mount
ain_ranges
Procedures:
1. Study Figure 7, the orange portions indicate mountain
ranges of the world.
Q1. How will you relate the distribution of mountain ranges
with the distribution of earthquake epicenters and volcanoes?
2. Now that you have seen the location of volcanoes,
mountain ranges, and majority of earthquake epicenters,
study Figure 2 on page 7, Map of Plate boundaries once
more.
Q2. What do you think is the basis of scientists in dividing
Earth’s lithosphere into several plates?
Figure 7. Mountain ranges of the world
The teacher will let the students to report about their answer
in their activity.
The teacher will elaborate /discuss further about how major
mountain belts are distributed.
Q1. How will you relate the distribution of mountain ranges
with the distribution of earthquake epicenters and volcanoes?
Answer: Mountain ranges are found in places where
 Q2. Where are they located?
Answer: Majority are found along the edges of some
continents, particularly in the western coast of North and South
America, East and South East Asia.
Q3. Based on the map, state a country that is unlikely to
experience a volcanic eruption?
Answer: Answers may vary
concentrated in narrow zones. volcanoes and/or earthquake epicenters are also located.
Q2. Where are they located? Q2. What do you think is the basis of scientists in dividing
Answer: Some are located near the edges of the Earth’s lithosphere into several plates?
continents, some are in mid-continents, while others are Answer: Geologic activities such as seismicity (occurrence of
in oceans. earthquake), volcanism and mountain formation are the basis
Q3. Where are places with no earthquakes? of scientists in dividing Earth’s lithosphere.
Answer: Answers may vary. Some of the possible
answers are: large part of the Pacific ocean,
northernmost Asia, majority of Europe, eastern portion of
North and South America and western Africa.
Q4. Why do you think it is important for us to identify
areas which are prone to earthquakes?
Answer: It is important to identify areas which are prone
to earthquakes so that necessary precautions could be
done if ever you’re living in one of those places.

Directions: In a ¼ sheet of paper, answer as directed.
Directions: In a ¼ sheet of paper, answer as directed. 1. How are earthquakes distributed on the map?
1. How are volcanoes distributed? 2. Where are they located?
F. Evaluation 2. Where are they located? 3. Where are there no earthquakes?
4. Why is it important for us to identify areas which are
prone to earthquakes?
Directions: In a ¼ sheet of paper, answer as directed.
1. How will you relate the distribution of mountain ranges
with the distribution of earthquake epicenters and volcanoes?
2. What do you think is the basis of scientists in dividing
Earth’s lithosphere into several plates?

Performance Tasks: (to be perform by group on Friday)

The students will:
G. Extend 1. Demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis and volcanic eruptions and suggest ways by which he/she can contribute to government efforts in
reducing damage due to earthquakes, tsunamis and volcanic eruptions through role playing.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional
activities 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
teaching
strategies
worked well?
Why did these
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?

Prepared by:

MENIA M. ROSALES
Master Teacher II

RENALYN I. VILLARAIZ
Teacher III