TEACHER Mrs. Helen Grace L.

Cabalag GRADE LEVEL Ten (10)

LEARNING AREA Science UNIT I Earth and Space
QUARTER First MODULE 2 The Earths Interior
DAILY
DATE August 1, 2017 Tuesday DATE August 4, 2017 Thursday
LESSON
LOG SECTIONS Fibonacci, Pascal, Napier SECTIONS Newton & Gauss

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages
2. Learners Guide Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource
(LR)Portal
The learners demonstrate an understanding of:
the relationship among the locations of volcanoes, earthquake epicenters,
and mountain ranges.
The learners shall be able to:
1. Demonstrate ways to ensure disaster preparedness during earthquakes,
tsunamis and volcanic eruptions;
2. Suggest ways by which he/she can contribute to government efforts in
reducing damage due to earthquakes, tsunamis and volcanic eruptions.
S9ES Ia-j- 36.6
Enumerate the lines of evidence that support plate movement.
Specifically:
1. determine how convection current happens;
2. construct a concept web about convection; and
3. recognize the relevance of convection in a house cooling system.
CONVECTION CURRENT
p. 42-43
p. 70-72

B. Other Learning Resources

IV. PROCEDURES
Complete the ff. triangular pies by supplying the rate of seafloor spreading.

A. Reviewing previous lesson

or
presenting the new lesson
 Tell the students that the question What causes tectonic plates to move? has
B. Establishing a purpose for
remained unanswered since Alfred Wegener proposed the Continental Drift
the
Theory. What they will be learning today, will provide an explanation about the
lesson
movement of the lithospheric plates.
C. Presenting The teacher will show a short video presentation of how convection happens.
examples/instances of Then ask: What did you observe?
the new lesson (Inform the students that what they observe is a convection current.)
D. Discussing new concepts 1. Students will read the article titled Convection.
and 2. They will share with the group information they got from the reading
practicing new skills #1 text/material about convection.
3. Students will use the information from the reading to complete a
concept web about convection. (see attached)

Use your notes and concept web to answer the following questions.
1. In what layer of the Earth does convection current happen?
2. How does convection happen?
3. Which layer provides the heat for the magma?
4. What is the effect of convection current to the plates?
5. How is the picture of boiling water in a kettle similar to convection current
E. Discussing new concepts in the Earth?
and 6. What would happen to the convection current if the pot is taken off the
practicing new skills #2 stove?
F. Developing mastery Students will present their web output.
(Leads to
Assessment 3) After the presentation, the answers to the guide questions should be elicited from
the students:

1. Mantle
2. The hot, less dense rising material (magma) rises up & spreads out from the
mid ocean ridge. The hot magma flows out of the mantle and cools down
to form the new ocean crust. The downward movement of the convection
current occurs along a convergent boundary where subduction happens.
The cycle repeats itself.
3. The core
4. The plates move.
5. The picture is similar to the convection in the earth. Magma rises (water is
boiled) & sinks and the cycle repeats itself.
6. The convection current will stop.

One of the most observable practices that shows convection current is in the
house cooling systems. Ask for the ff. questions so that students can relate it to
convection current.
G. Finding practical 1. What do you observe with the positions of windows at your home?
applications of concepts 2. Do you think there is a reason behind this?
and skills in daily living 3. How is it related to convection current.
The ff. concepts should be emphasized during the lesson:
H. Making generalizations
and Convection current is a continuous process where less dense particles rise while
abstraction about the denser particles sink. Once the hot less dense particles cool down, they sink,
lesson and the other less dense particles rise.
Use formative assessment:
Complete the ff. sentences.
I. Evaluate learning
 Convection Current is a ______________ process wherein _________ particles
rise and _________ particles sink. This makes the plates _________.

For objective no. 2, use the ff. rubrics:

3 pts complete and correct entries in the concept web.
2 pts. complete entries but some are incorrect
1 pt. incomplete and incorrect entries.
I. Additional activities for
application or remediation
Cut out at least 3 pictures showing other applications of convection current.
V. ASSIGNMENT

VI. REMARKS
VII. REFLECTION

Grade Level/ Section

Fibonacci Pascal Newton Napier Gauss
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have
caught up with the lesson.
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies work 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 can share with other
teachers?
Date: Checked by: