Learning Plan Science 10
Learning Plan Science 10
Learning Plan Science 10
LEARNING
FIRM- UP
COMPETENCY
Learning
Targets:
I can describe the
different types of
plate boundaries
Source: http://www.u-
tt.com/images/worldmap_bg.gif
What happens when Earth’s
plates move?
What drives the plates to move?
Draw a cross section of the
Earth to further illustrate your
answer.
What happens at a plate
boundary where two plates are
moving away from each other?
Draw a picture (a side view) to
show your answer.
Learning
Targets: EXAMPLES
I can enumerate
the lines of S Non-examples
Examples
evidence that
support plate
movement
EXAMPLES
S Non-examples
Examples
EXAMPLES
S Non-examples
Examples
Scaffold for TRANSFER 1
Activity 6 Move the Earth!
Make the tectonic plates move with your personal choice of crust type then see what
happens. Click the link below to download the interactive simulation for plate tectonics.
You will need Java version 6 to run this. If you already have the latest version of Java 7,
you need to disable Java 7 and re-enable Java 6. You can restore Java 7 later.
https://phet.colorado.edu/en/simulation/plate-tectonics Plate Tectonics Interactive
Simulation by PhET
Self-assessment:
Instructions: Read the statement in each table and identify what is your
feeling about it either you’re or
I can…
Interactive Quiz2
What you have to do
1. Get a ruler and pen and draw a table like the one below on a separate sheet of paper.
2. Complete the table below.
3. Use arrows to represent the direction of the movement.
LEARNING
DEEPEN
COMPETENCY
LC 6 Relate the Instructions: Take a closer look at how you can make use of your knowledge and
distribution of understanding about plate tectonics.
active volcanoes,
earthquake GUIDED GENERALIZATION TABLE
epicenters, and Essential Question SITUATION 1 SITUATION 2 SITUATION 3
major mountain
How should we prepare
belts to Plate The 1868 Mount Etna Remembering the
for disasters that 1990 Luzon
Tectonic Theory Arica Erupts
include volcanic Earthquake
eruptions, earthquakes Tsunami
Learning
and tsunamis?
Targets:
Answer: Answer: Answer:
I can relate the
distribution of
active volcanoes,
earthquake
epicenters, and
major mountain Supporting Texts: Supporting Texts: Supporting Texts:
belts to Plate
Tectonic Theory
LC 7 Explain the
different
processes that Common Ideas in Reasons:
occur along the
plate boundaries
(S10ES-Ia-j-36.3) Enduring Understanding/Generalization:
We should already have an emergency kit before these disasters.
Learning
Targets: C-E-R Questions:
I can explain the 1. What do you think is the importance of determining the epicenter of an earthquake?
different 2. How did scientists discover that the outer core is liquid?
processes that 3. Why is there a need to study the Earth’s layers?
occur along the 4. EQ: How should we prepare for disasters that include volcanic eruptions, earthquakes
plate boundaries and tsunamis?
Learning
Targets: Scaffold for Transfer 3:
I can discuss an
awareness of
disasters that may
be brought about
by volcanic
eruptions and
earthquakes to
ensure the safety
LC 9 Discuss the
theory of plate
tectonics
Learning
Targets:
I can discuss the
theory of plate
tectonics
LEARNING
COMPETENCY TRANSFER
PERFORMANCE Transfer Goal: The students on their own and in the long run will be able to demonstrate
STANDARD: exhibit disaster preparedness and help others to become more prepared for possible
calamities.
The learners
should be able to 1. In GRASPS
demonstrate ways Engaging Scenario:
to ensure disaster
preparedness Goal
during To design a scheme to inform local folks in your hometown about the possibilities of
earthquakes, earthquakes, tsunami, and other geologic activities in your area
tsunamis and Role
volcanic eruptions. A project engineer who wants to develop a new subdivision, a realtor who sells a
house & lot, a geologist visiting his/her hometown or simply a student seeking to
help the government.
LC10 Use their Audience
learning to People in your locality
ensure their Situation
safety before, You are to inform local folks in your hometown about the possibilities of
during, and after earthquakes, tsunami, and other geologic activities in your area. Most especially,
disasters that you must bring out in them the sense of being always ready and prepared.
may be brought
about by volcanic Product
eruptions and Informative materials about ways to mitigate the effects of tectonic activities-related
earthquakes. disasters
Standards
Learning You will be rated according to: details and information, method of
Targets: presentation/dissemination, techniques, accuracy and feedback/result.
I can demonstrate
ways to ensure
disaster
2. Differentiated Performance Tasks
preparedness a. Concept Map
during b. Reflection journal
earthquakes, c. Multimedia presentation
tsunamis, and
volcanic
eruptions.
3. Performance Task integrated with 21st century skills
Rubric for Performance Task
Details and Information 10 points
Method of Presentation/Dissemination 10 points
Techniques 10 points
Accuracy 10 points
Feedback/Result 10 points
TOTAL 50 points
Self-Assessment:
Write your personal reflections by answering the questions.
How did I get started? What were my first thoughts?
Which part of the lesson did I find most challenging? Did I try anything that didn’t
work? How did I feel about it?
Value Integration:
The learners become self-discipline and social responsible in their daily action, cross-
cultural understanding and acquire life-long learning.
Subject: SCIENCE Grade Level: 10
Unit Topic: FORCE, MOTION AND ENERGY Quarter: 2nd
The learners
demonstrate an
understanding of the
relationship between
electricity and magnetism in
electric motors and
EXPLORE
This unit is about “Force, Motion and Energy”
The skin as the largest organ of the body protects the internal organs from the
environmental elements. It is a host to a lot of sensory receptors to help the body react to
different situations. Below are illustrations of exposures of the skin to some stimulus.
Write on the Activity Sheet below the skin sensation/s you can associate with every
situation. Try to figure out also if the exposure to the different samples can cause harm to
living things and environment.
Process Questions:
1. Are there similarities/differences with the sensations felt in the different situations?
How may your answer help describe the characteristics of the stimulus?
2. Are there stimuli in the given situations that can be considered as harmful? If so, in
what way?
3. Can we guarantee our safety with the constant exposures to these
phenomena/situations? Explain and justify.
Activity 1 Pictionary
LC1 Compare the Determine the wavelength ranges of each of the forms of electromagnetic waves.
relative Afterwards answer the questions that follow.
wavelengths of
different forms of
electromagnetic
waves
(S10FEIIa-b-47)
Learning
Targets:
I can compare the
relative
wavelengths of
different forms of
electromagnetic
waves
Activity 2 Chart
LC2 Compare the Next up, let us compare the frequencies of different EM waves, and then answer the
relative questions that follow.
frequencies of
different forms of
electromagnetic
waves
Learning
Targets:
I can compare the
relative
frequencies of
different forms of
electromagnetic
waves
Learning
Targets:
I can identify the
relationship
among
wavelength,
frequency and
energy of an
electromagnetic
wave
Learning
Targets:
I can cite
examples of
practical
applications of the
different regions
of EM waves
Organize your notes and ideas on the article by completing the graphic organizer below.
Refer to the process questions as you complete the organizer.
Activity 10 Oh My Em Radiation
You are going to make an essay that will contain your understanding on the following
important questions:
What are some practical applications of the different regions of the Electromagnetic
Waves?
What are the effects of electromagnetic radiation on living things and the
environment?
Self-assessment:
Instructions: Read the statement in each table and identify what is your
feeling about it either you’re or
I can…
Interactive Quiz2
Identify whether the following is PLANE, CONCAVE or a CONVEX MIRROR
1. forms images that are either behind the mirror or on the same side as the object.
2. forms images that are always the same distance from the mirror as the object.
3. forms images that are either smaller/same size/larger than the object.
4. forms images that are the same size as the object only.
5. forms images that have left to right reversal.
6. forms images that are either real or virtual.
7. forms images that are upright or inverted.
8. forms images that are behind the mirror.
9. forms images that are always reduced.
10. forms images that are always upright.
11. forms images that are only virtual.
12. forms real or virtual images.
13. forms only virtual images.
14. is flat, smooth mirror.
15. is a curved mirror.
LEARNING
DEEPEN (MAKE MEANING)
COMPETENCY
LC7 Explain the
Instructions: Take a closer look at how you can make use of your knowledge and
effects of EM
understanding about force, motion and energy.
radiation on living
things and the GUIDED GENERALIZATION TABLE
environment
Essential Article # 3
Question Article # 2 Electromagnetic
Learning Article # 1
Targets:
How safe are Effects of Sun Fields and Public
How Radiation
I can explain the electromagneti Threatens Health
Exposure to Skin Health: Microwave
effects of EM c waves? ovens
radiation on living Answer: Answer: Answer:
things and the
environment
Supporting Texts: Supporting Texts: Supporting Texts:
Enduring Understanding/Generalization:
Depends on their frequency or type, the intensity and where they strike
C-E-R Questions:
1. How is electricity related to magnetism?
2. How does an electric motor work? How does an electric generator work?
3. What is electromagnetic induction?
4. EQ: How safe are electromagnetic waves?
Self-Assessment:
Write a reflection in your synthesis journal about your experiences in the entire lesson.
You may choose to answer one, some, or all of these guide questions:
What have you learned about the entire lesson? Is it challenging to see the world you
live in?
What would our life be if there are no electromagnetic waves?
Do you have to be afraid of the different forms of electromagnetic radiations?
What other task would you like to work on in the future that could be beneficial to living
things and the environment?
Value Integration:
The learners will become a critical thinker, creative, resilience and responsive in their
daily actions.
Subject: SCIENCE Grade Level: 10
Unit Topic: LIVING THINGS AND THEIR ENVIRONMENT Quarter: 3rd
EXPLORE
This unit is about “Living Things and the Environment”
Consider this question How does genetic variation arise?
As early humans moved into hot, open environments in search of food and water, one
big challenge was keeping cool. The adaptation that was favored involved an increase
in the number of sweat glands on the skin while at the same time reducing the amount
of body hair. With less hair, perspiration could evaporate more easily and cool the body
more efficiently. But this less-hairy skin was a problem because it was exposed to a
very strong sun, especially in lands near the equator. Since strong sun exposure
damages the body, the solution was to evolve skin that was permanently dark so as to
protect against the sun’s more damaging rays.
Melanin, the skin's brown pigment, is a natural sunscreen that protects tropical peoples
from the many harmful effects of ultraviolet (UV) rays. UV rays can, for example, strip
away folic acid, a nutrient essential to the development of healthy fetuses. Yet when a
certain amount of UV rays penetrates the skin, it helps the human body use vitamin D
to absorb the calcium necessary for strong bones. This delicate balancing act explains
why the peoples that migrated to colder geographic Developed by the Private Education
Assistance Committee under the GASTPE Program of the Department of Education 12
zones with less sunlight developed lighter skin color. As people moved to areas farther
from the equator with lower UV levels, natural selection favored lighter skin which
allowed UV rays to penetrate and produce essential vitamin D. The darker skin of
peoples who lived closer to the equator was important in preventing folate deficiency.
There is also a third factor which affects skin color: coastal peoples who eat diets rich in
seafood enjoy this alternate source of vitamin D. That means that some Arctic peoples,
such as native peoples of Alaska and Canada, can afford to remain dark-skinned even
in low UV areas. In the summer they get high levels of UV rays reflected from the
surface of snow and ice, and their dark skin protects them from this reflected light.
Process Questions:
1. Describe how skin color differs for the human species.
2. Why do our skin colors vary? Enumerate some of the factors mentioned in the text.
LC2 Explain the role Ovary Pineal gland Adrenal gland Pancreas
of hormones Testis Pituitary gland Parathyroid gland Thyroid gland
involved in the
female and male
reproductive
systems (S10LT- Activity 2 Match Me
IIIb-34)
Match the glands in column A with the hormone secreted in column B by writing the
Learning Targets: letter of your answer. Use a separate sheet of paper for your answers.
I can explain the role
of hormones A B
involved in the
_____1. Pituitary a. thymosin
female and male
reproductive _____2. Thyroid b. insulin
systems _____3. Parathyroid c. estrogen
_____4. Thymus d. testosterone
_____5. Adrenal e. melatonin
_____6. Pancreas f. parathormone
_____7. Testes g. adrenaline
LC3 Describe the _____8. Ovaries h. thyroxin
feedback i. growth hormone
mechanisms
involved in
regulating processes Activity 3 The Wheel Keeps on Turning
in the female Have you ever wondered how menstrual period works? Why does it come every
reproductive system month? What does it have to do with getting pregnant? The activity below will give you
(e.g., menstrual
a better understanding of the menstrual cycle, specifically on the events taking place in
cycle)
the usual 28-days cycle.
(S10LT-IIIc-35)
What you need:
Learning Targets: separate sheet of paper
I can describe the ball pen and pencil
feedback ruler and compass or any round object
mechanisms
coloring materials
involved in
regulating processes What you have to do:
in the female 1. Get a separate sheet of paper for your answers. Copy Figure 1. (blank Menstrual
reproductive system Cycle Diagram) on your paper. You may also opt to scan or photocopy the diagram
if you wish to. Do not copy the questions, just write your answer or observations.
2. Look at the diagram below. This is called a Menstrual Cycle Diagram.
a. How many days do we usually have in a month?
b. How many days do we have in a menstrual cycle?
1.
2.
3.
4.
5.
Situation 2: Mona is a Grade 10 student in one of the islands in the country. As she
goes to the nearest school in their barangay, breathtaking white sand beaches,
lagoons, and caves are seen on her way. Their place is interesting and strikingly
beautiful with hilly and mountainous terrain. Because of the terrain, the drainage is good
and prolonged flooding is not a problem. She enjoys walking as she sees unique plant
species in full bloom, and some are in the fruiting stage. This is possible in their area
due to factors like appropriate climate and fertile soil. Diverse ecosystems of
grasslands, rainforest, and coral reefs make Mona’s travel to school more exciting. This
diversity leads to abundance and variety in terms of the flora and fauna in the island.
Along her way, she saw Mang Kardo and Mang Karding planting camote, gabi, and
cassava in their wide land. Her long travel going to school always excites her, since the
unspoiled beauty of the island and the peaceful lifestyle of the people are the wonderful
postcard sceneries that serve as her companion as she took the steps in completing
her school years.
Questions
1. List three descriptions of the place.
2. What are the effects of rich biodiversity in people’s health, nutrition, and wellbeing?
Self-assessment:
Instructions: Read the statement in each table and identify what is your
feeling about it either you’re or
I can…
Interactive Quiz1
A friend says to you, “Man Originated from Apes” because many physical and
biochemical resemblances are found between them. How would you react to this?
Interactive Quiz2
Supply the missing letters to spell the appropriate concept referred to in the following
items.
1-2. These are the two major divisions of nervous system.
(C_N T R _ L and P E R _ P _ E _A _) Nervous System
3. It is associated with the voluntary control of body movements that has two main
parts- spinal and cranial nerves. (S_ M _ T_ C) Nervous System
4. It is the basic unit of the nervous system. (N _ U _ O _ S)
5. It is any factor in the environment that may trigger a nerve impulse. (S T _ M _ L _ S)
6-7. The main components of central nervous system are
(B _A _ N and S _ I N _ L C _ R _ )
8-10 .Brain stem connects the brain to the spinal cord and controls automatic functions
such as
(B_ E A _ H I _ G, D _ G _ S T _ O N, H E A R T R A T E , A N D B _ O _ D P _ E _ S
U _ E)
LEARNING
DEEPEN (MAKE MEANING)
COMPETENCY
Instructions: Take a closer look at how you can make use of your knowledge and
understanding about living things and their environment.
LC8 Explain how
protein is made GUIDED GENERALIZATION TABLE
using information Essential
from DNA (S10LT- Question PROBLEM 2 PROBLEM 3
PROBLEM 1
IIId-37) How does Viruses have no Why are some
mutation change
Learning Targets: What makes a cells. How come people born with a
the structure and
I can explain how firefly glow? they can “live?” disease?
function of
protein is made proteins?
using information Answer: Answer: Answer:
from DNA
LEARNING
TRANSFER
COMPETENCY
Transfer Goal: The students will be able to independently use their learning to explain
LC11 Create a video the molecular basis of genetic variation and species adaptability
on the importance of
adaptation as a Performance Task
mechanism for the 1. In GRASPS
survival of a species
Engaging Scenario
Learning Targets: Environmental change is now occurring on a global scale due to human
I can create a video activities and many species will have to adapt to this change or experience an ever
on the importance of increasing chance of extinction.
adaptation as a One of your projects in the Institute of Molecular Biology and Biotechnology is
mechanism for the the creation and distribution of online educational materials (videos, video podcasts,
survival of a species interactive simulations, etc.) that explain the molecular basis of genetic variation and
species adaptability. The responsibility of producing the materials is left to the media
team composed of a researcher, a scriptwriter, and an animator.
Materials are intended for students and are therefore expected to be
informative, engaging, and creative.
Self-Assessment:
Write your final answers to these questions in the L column of the K-W-L chart.
Compare your new answers with your answers in the previous columns.
K-W-L Chart
How are proteins synthesized in the cell?
WHAT I WANT TO
WHAT I KNOW WHAT I LEARNED
KNOW
Value Integration:
The learners will care for the body system, become open-minded and aware of what
will happen in the environment.
Subject: SCIENCE Grade Level: 10
Unit Topic: CHEMICAL REACTIONS Quarter: 4th
K W H L
What do I know? What do I want to How do I find out? What have I
learn? learned?
Activity 3 Table
In this activity, you will classify the different types of chemical reaction. Put the equations
LC3 Classify in the column in which it belongs.
chemical reactions
according to the 2K + 2H2 O 2KOH + H 2 2 CO(g) + O2 (g) 2CO 2 (g)
different types
NaCl + AgF NaF + AgCl 3 H2(g) + N2 (g) 2 NH (g)
3
Learning Targets:
I can classify FeS + 2HCl H 2S + FeCl2 2 H2O → 2 H2 + O2
chemical reactions Ca + 2 H2O → Ca(OH)2 + H2 H2CO3 → H2O + CO2
according to the
different types. H2(g) + O2 (g) 2 H 2O(g) 2 H2O2 → 2 H2O + O2
Single Double
Synthesis Combustion Decomposition
Displacement Displacement
LC4 Know the Activity 4 The Rate of Dissolving Rock and Powder Sugar
factors affecting
Materials:
rate of reactions
Rock sugar two drinking glasses (same size) water
Powder sugar spoon watch
Learning Targets:
Procedure:
I can know the
factors affecting 1. Pour water up to the same level on two drinking glasses.
rate of reactions 2. Take a pinch of sugar and drop it in one of the glasses. Do not stir. After one minute,
stir the glass slowly until no sugar can be seen. Record the time it takes for the sugar
to be dissolved completely.
3. Repeat procedure no. 2, this time use rock sugar. The size of your rock sugar should
be that of a mongo bean.
Analysis:
How much time did it take the powder sugar to dissolve completely? How about the rock
sugar? Why is this so?
(26) Cool Science Experiment - Original Mentos Diet Coke Geyser - YouTube
https://www.youtube.com/watch?v=ZwyMcV9emmc
Self-assessment:
Instructions: Read the statement in each table and identify what is your
feeling about it either you’re or
Student’s Formative Self-Assessment of Scaffold Skills for Performance Task
I can…
Interactive Quiz1
The students will enter the Game Pin of Kahoot and read the following questions
carefully and select the best response. https://create.kahoot.it/creator/fd74fae9-3a60-
4356-a57c-d14796d04cba
Interactive Quiz2
Read the following questions carefully. Select the best response from the given
questions. Chemical Reactions | Chemistry - Quizizz
(https://quizizz.com/admin/quiz/5c82b8a3c293f8001db8d94b/chemical-reactions?
type=quiz,presentation&searchIn=all_quizzes&subject=All&grade
=high%20school&queryId=1254713444915985.8-1658887987903&searchLocale)
LEARNING
DEEPEN (MAKE MEANING)
COMPETENCY
LC5 Explain how
Instructions: Take a closer look at how you can make use of your knowledge and
the factors affecting understanding about chemical reactions.
rates of chemical
reactions are GUIDED GENERALIZATION TABLE
applied in food Essential Article 1 Article 2 Article 3
preservation and Question
materials Chemical Reactions Evidence of Chemical Chemical Reactions
How are
production, control Reaction That Happen In Your
the https://www.education. Everyday Life
of fire, pollution, quantitative vic.gov.au//school/teac https://chem.libretexts
and corrosion
aspects of hers/teachingresources org/Bookshelves/Intro
(S10MT-IVh-j-24) https://www.aakash.ac.in/
chemical /discipline/science/con ductory_Chemistry/Map
tinuum/Pageschem %3A_Introductory_Chem blog/chemical-reactions-
Learning Targets: reactions that-happen-in-your-
reactions.aspx?fbclid istry_(Tro)/07%3A_Che
I can explain how dealt with? everydaylife/?fbclid=
=IwAR1kdH9hOXM2 mical_Reactions/7.02%
the factors affecting 2WMtfIx04p1lRCz4qj 3A_Evidence_of_a_ IwAR0yT-CsQFUCL
rates of chemical zZwTNEtyMfH9bjk8F Chemical_Reaction? QinbSMgLlEYXUGf5
reactions are _oNmK21s2qU#top fbclid=IwAR10oroEYn tg4slC8fx-XMWy8
applied in food 79oziWGekjRZ0h8mBB cS2RURkXcAw4_yo
preservation and ITxY2NBSEDGoeoRIF
materials S02JBn8-tRBBtE
production, control Answer: Answer: Answer:
of fire, pollution,
and corrosion
Supporting Texts: Supporting Texts: Supporting Texts:
Enduring Understanding/Generalization:
Quantitative measures of chemistry can be derived from the basic concepts and
principles of chemical reaction and equations
C-E-R Questions:
1. What do you think are the main factors that may help us in controlling fire?
2. How are chemical reactions applied in food preservation?
3. How do the factors affecting rates of chemical reactions are applied in pollution?
4. EQ: How are the quantitative aspects of chemical reactions dealt with?
Chemical Reactions
Energy Changes
Precipitation
Exothermic Endothermic
Changes in color,
smell & temperature
LEARNING
TRANSFER
COMPETENCY
PERFORMANCE Transfer Goal: The students will be able to independently use their learning to make
STANDARD: appropriate judgement on the suitability and relevance of chemical reactions to various
The learners shall activities in the environment
be able to using
any form of media, Performance Task
present chemical
reactions involved 1. In GRASPS
in biological and Engaging Scenario
industrial Your school’s Science Department is going to celebrate Science week.
processes affecting Several activities are planned and designed to make the celebration worthwhile and
life and the significant. Outside exhibitors are invited to present, in any media format, the chemical
environment reactions involved in various biological and industrial processes which are affecting
life and the environment.
LC6 Apply the Your presentation will be rated according to coherence, accuracy of the
principles of data/information, clarity and audibility and readability and effectiveness.
conservation of
mass to chemical 2. Differentiated Performance Tasks
reactions a. Concept Map
b. Reflection journal
Learning Targets: c. Multimedia presentation
I can apply the
principles of 3. Performance Task integrated with 21st century skills
conservation of
Rubric for the Presentation Material
mass to chemical
reactions Criteria Poor Good Very Good
Coherence of the Poor transition The flow of The presentation is
Presentation from one point discussion is highly organized such
to the next is smooth with good that points discussed
observed. transitions from one are in a logical order
point to the next with very good
transitions from one
point to the next
Accuracy of the Inaccurate data/ Accurate data/ Highly accurate data/
Data/Information information information information presented
presented as presented as as evidenced by the
evidenced by evidenced by the complete references
the lack or completeness of cited; each point in the
absence of references cited presentation is backed
references up with one or more
than one reference
Clarity and Some Basic information More than the basic
Audibility discussion are about the topic is information about the
vaguely presented can be topic is presented
explained and heard clearly from clearly such that even
the presentation back of the room those seated at the
cannot or is back of the room
difficult to hear participate actively in
from the back of the discussion
the room
Readability and The The presentation is The presentation is
Effectiveness presentation is readable from the readable from the back
difficult to read back of the room; of the room; the layout
from the back of the layout is neat is creatively done
the room due to and easy to without the expense of
inappropriate understand the presentation’s
font size and neatness; the layout is
layout helpful at effectively
conveying information
Self-Assessment:
Indicate the factors that affect the rate of chemical reactions.
1. Rusting of iron but not gold
2. Spoiling of food at a warmer temperature
3. Fermentation of sugars to alcohol using yeast
4. Copper oxide speeds up the decomposition of H2O2 (hydrogen peroxide)
5. Grinding of calcium carbonate before calcining
Value Integration:
The learners will have collaborations in forming new materials that may affect the
environment and humans. They also become diligence, resourceful and communicate
people to do a right thing.
Approved: