DAILY School Lolomboy National High School Grade Level
Teacher Hazel C. Santos Learning Area Science
LESSON LOG
Teaching Dates and Time Week 1 ( June 12-16, 2017)
Day 1 Day 2
I. WEEKLY OBJECTIVES
Demonstrate an understanding of
A. Content Standards the relationship among the
locations of volcanoes,
earthquake epicenters, and
mountain ranges
The learners shall be able to
B. Performance Standards demonstrate ways to ensure
disaster preparedness during
earthquakes, tsunamis, and
volcanic eruptions.
1. Compute the distance of the
epicenter from each of the station.
Code: S9ES-Ia-j-36.1
2. Measure the computed distance
on the map scale (200 km=1.5cm)
C. Learning Competencies / Objectives
Write the LC code for each
of each recording station.
3. Locate the epicenter of an
Earthquake using triangulation
method. Code: S9ES-Ia-j-36.1
Act. 1 - Finding the Epicenter of an
NO CLASSES
II. CONTENT Earthquake
Independence Day
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp.8-9
2. Learner’s Materials pages p.8-10
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
Activity paper, materials in the
B. Other Learning Resources
activity, laptop, speaker
IV. PROCEDURES
Recall the different types of
A. Reviewing yesterday’s lesson or seismic waves particularly the
Presenting the new lesson body waves.
(ELICIT)
Let the students watch a news clip
B. Establishing a purpose for the lesson about earthquake where the term
10
Quarter 1st
Day 3
Demonstrate an understanding
of the relationship among the
locations of volcanoes,
earthquake epicenters, and
mountain ranges
The learners shall be able to
demonstrate ways to ensure
disaster preparedness during
earthquakes, tsunamis, and
volcanic eruptions.
1. Compute the distance of the
epicenter from each of the
station.
Code: S9ES-Ia-j-36.1
2. Measure the computed
distance on the map scale (200
km=1.5cm) of each recording
station.
3. Locate the epicenter of an
Earthquake using triangulation
method. Code: S9ES-Ia-j-36.1
Act. 1 - Finding the Epicenter of
an Earthquake
(Post-lab Discussion)
pp.8-9
pp. 8-10
Activity paper, visual aids
What is your previous activity all
about?
What are the procedures you did
on the activity?
Day 4
Demonstrate an understanding
of the relationship among the
locations of volcanoes,
earthquake epicenters, and
mountain ranges
The learners shall be able to
demonstrate ways to ensure
disaster preparedness during
earthquakes, tsunamis, and
volcanic eruptions.
1. Describe the distribution of
active volcanoes, earthquake
epicenters, and major mountain
belts.
Code: S9ES-Ia-j-36.1
2. Determine the scientific basis
for dividing the Lithospheric
plates.
Act. 2 – Let’s Mark the
Boundaries
pp. 10-11
pp. 11-13
Activity paper, materials in the
activity
Recall the procedures on finding
the epicenter of an earthquake.
Present figure 2: Map of Plate
 DAILY School Lolomboy National High School Grade Level 10
Teacher Hazel C. Santos Learning Area Science
LESSON LOG
Teaching Dates and Time Week 1 ( June 12-16, 2017) Quarter 1st
Day 1 Day 2 Day 3 Day 4
(ENGAGE) epicenter was mentioned. Then Boundaries on page 7 and a
ask the students on the ff. regular world map. Ask the
questions. students the following questions:
1. What is the importance of
A. What is the difference
knowing the epicenter of an
earthquake? between the map?
2. How seismologists determine B. What do you think is the basis
the epicentre of an earthquake? of dividing the world into such
manner?
Contextualization : News Clip
Umagang Kay Ganda: Lindol sa
San Marcelino Zambales

Discussion of the objectives and Presentation of the activity: Introduce to the learners Activity
procedures of the activity. Ask students to give their 2 "Let's Mark the Boundaries"
answer on the computed
C. Presenting examples/ instances of the
new lesson
distance of each recording Discussion of the objectives and
(EXPLORE) station by solving it on the board. procedures of the activity.
Let each of them explain how
they come up with their answer.
Activity # 1 Find the Center Ask someone to trace the Perform Activity #2 "Let's Mark
(Individual activity) epicenter using the compass on the Boundaries" (By Group)
D. Discussing new concepts and the board.
practicing new skills #1 (EXPLORE) Interdisciplinary : Mathematics
(Leads to Formative Assessment 1) (Computation of the distance of
epicenter from the station)
The students will determine the Discuss answers the given guide
location of the epicenter using the questions on the activity.
E. Discussing new concepts and practicing triangulation method.s
new skills #2 (EXPLORE) Interdisciplinary: Mathematics
(Leads to Formative Assessment 2) (Measuring using ruler and
drawing compass)
F. Developing mastery Explain the key concepts on TG
(Leads to Formative Assessment 3)
(EXPLAIN)
p.9.
Give the importance of
G. Finding practical applications of determining the earthquake
concepts and skills in daily living epicenter in laying the
(ELABORATE) foundations of plate tectonics.
H, Making generalizations and Let students discuss the use of
abstractions about the lesson triangulation method in locating
(ELABORATE) the epicenter of an earthquake.
Answer the given guide questions Solve the ff. completely. Answer the given guide
 DAILY School Lolomboy National High School Grade Level 10
Teacher Hazel C. Santos Learning Area Science
LESSON LOG
Teaching Dates and Time Week 1 ( June 12-16, 2017) Quarter 1st
Day 1 Day 2 Day 3 Day 4
H. Evaluating learning on the activity. 1. There is a recording station in questions on the activity.
(EVALUATE) Bulacan, the recorded time
difference of P and S wave is
50.5 seconds. Compute the
distance of epicenter from
Bulacan Station.
2. Which station is farther from
the epicenter, if in station A Td is
30.8 sec and in station B Td is
41.2 sec?
1.What are the different plate
I. Additional activities for application or boundaries?
remediation (EXTEND) 2. Bring the ff. materials:
Scissors, plastic cover, marking
pens (3 diff. color)
REMARKS

V. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
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: Checked by:

HAZEL C. SANTOS RUFINA DC. DELA CRUZ

Teacher II Checked by: Head Teacher II – Science

MARISSA O. RAMOS
Principal III