Baptist Voice Bible Grade
School 9
College Level
Learning
Teacher Richter P. Perjes Science
Area
DETAILED LESSON Teaching Dates May 27-31, 2024
PLAN Quarter 3rd Quarter
and Time 8:00am – 9:00am
SCIENCE
MAY
DATES
Monday-Tuesday (May 27-28, 2024)
PARTS
I. OBJECTIVES
A. Cognitive The learner will be able to describe the structure of a volcano;
The learner will be able to advocate material or activity that will help raise
B. Affective
awareness about the signs of an impending volcanic eruption.
At the end of the session the learners should be able to construct a 3d model of a
C. Psychomotor volcano.
II. CONTENT Different Types of Volcanoes
III. LEARNING
RESOURCES
A. References
1. Teacher's Guide pages EARTH AND SPACE: Module 1: Different type of volcanoes pg. 2-22
2. Learner's Materials
Pg. 2-22
pages
3. Textbook pages Pg. 2-22
4. Additional Materials
from Learning Resource SCIENCE SLM Quarter 3 Module 1
(LR) Portal
B. Other Learning
Resources
Tarpapel, Hoops, Pole, Laptop, Powerpoint Presentation, colored and plain
C. Materials
white paper, Pictures
IV. PROCEDURES
● Ask everybody to stand up for the prayer then before they take their seats
they must first look around and pick up trash that they will see near them.
● Then upon sitting down check their attendance then do not forget to get
the admission slip of absentees during the previous meeting.
● Remind them of the classroom rules and never get tired of reminding
A. Reviewing them every day before the class starts.
previous lesson or
presenting the new lesson. ACTIVITY: SHOOT THE HOOP
Instruction: • Two to four groups can work in this game. The participants are 9
feet away from the poles. Each group has a designated pole in which they will
throw a hoop. Each pole will have a designated letter in it. (ex. A, B, C, D). Each
letter will have an answer associated with it, it is where each participant will try
to aim or shoot the hoop in order for them to get the right answer.The game will
end when the goal is reached.
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Before you learn another interesting concept of thoughts and ideas about a
volcano, write four (4) words that you can associate with the word “volcano” by
completing
the graphic organizer. Write your answer on a separate sheet of paper.
B. Establishing a purpose
for the lesson and
presenting examples/
instances of the new
lesson
C. Discussing new Interactive Discussion
concepts and practicing (Powerpoint Presentation)
new skills #1
Study the content of the lesson thoroughly for the teacher to be able to
share and disseminate factual information.
Before you discuss, understand with the lesson first.
Philippines is home to several volcanoes due to its location in the Pacific Ring
of Fire.
Structure of a Volcano
The term “volcano” refers to mountain or hill, typically conical, having a crater
or vent in which lava, rock fragments, hot vapor, and gas are or have been
erupted
from the earth's crust. The lava and other volcanic materials originated from
molten
materials called magma found beneath the surface of the Earth. Magma and
other
volcanic materials are finding its way to the surface where they are expelled
through
openings like cracks and holes. Any activity that includes the movement of
magma
towards or onto the surface is called volcanism.
The Parts of a Volcano are:
⮚ Summit is the highest point or the apex of the volcano. At the summit,
you have an opening called vent.
⮚ Slopes are the sides or flanks of a volcano that radiate from the main or
central vent.
⮚ Base is lower outer part of the volcano.
Other Geologic features of a volcano:
Magma Chamber is a region beneath the vent of a volcano were molten
rock or magma is deposited or stored before eruption.
Main Vent is the main opening or outlet on the surface of a volcano that
emits lava, gases, ash or other volcanic materials.
Conduit is an underground central tube-like or pipe-like structure of a
volcano that connects the magma chamber to the crater through which
the magma travels.
Side Vent is a smaller outlet through which magma escapes.
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Crater is the mouth of the volcano which is a funnel-shaped or bowl-shaped
hollow at the top of the vent from where magma, ash and gas comes out.
Lava is a molten rock which is given off onto the surface of the Earth
when a volcano erupts.
Ash and Gas Cloud is a of mixtures of rock, minerals, glass particles and
gases expelled or pushed out of the volcano during volcanic eruption.
Classification of Volcanoes
There are several ways by which volcanoes can be classified. They can be
classified based on structure and activity.
Types of Volcanoes Based on Structure:
One way to classify different types of volcanoes is through the structure
characterized by their shape, parts and formation.
Cinder cone volcanoes are the simplest type of volcano. They are built
from particles and blobs of solidified lava ejected from a single vent.
Lava is thrown into the air, which breaks into small fragments that
solidify and fall as cinders around the vent to form a circular or oval
cone. Most cinder cones have a steep slope, wide crater and are the most
abundant of the three major volcano types. An example of this type in the
Philippines are Taal Volcano in Batangas, Smith Volcano found in
Babuyan Group of Islands, Mount Mayabobo found in Quezon Province,
and Mount Musuan in Bukidnon. An example of this outside of the
Philippines is the Paricutin volcano in Mexico.
Composite volcanoes or stratovolcanoes are large, typically steep sided,
symmetrical cones of large dimension formed from alternating layers of
lava flows, volcanic ash, cinders, blocks, and pyroclastic materials. One
important feature of a composite volcanoes is the conduit system from
which magma rises to the surface of the Earth. They are formed from
viscous, or sticky, lava that does not flow easily. The lava builds up
around the vent forming a volcano with steep sides. Some famous
composite volcanoes in the Philippines are Mount Mayon in Albay,
Mount Arayat in Pampanga, Mount Kanlaon in Negros Island, and
Mount Apo in Davao Region. An example of these outside the
Philippines are Mount Rainier in Washington, USA, and Mount Fuji in
Japan.
Shield volcanoes are large, broad volcanoes that look similar to shields
from above – hence the name. These volcanoes are built almost entirely
of fluid lava flow thus these volcanoes are not steep. They can be easily
identified because they are tall and broad, with flat, rounded shapes. The
lava is not accompanied by pyroclastic materials, which makes shield
volcanoes relatively safe. Eruptions at shield volcanoes are only
explosive if water somehow gets into the vent. Mauna Loa is one of the
largest shield volcanoes.
D. Discussing new
concepts and practicing Types of Volcanoes Based on Activity
new skills #2
Another way of classifying volcanoes according to the Philippine Institute of
Volcanology and Seismology (PHIVOLCS) is based on their activity as
indicated by their behavior and historical records.
Page 3 of 8
Active volcanoes are those volcanoes that have had at least one eruption
during the past 10,000 years. They are those that erupted recently and still
showing regular activity like emission of gases, lava and ash flows.
Inactive volcanoes, on the other hand, are those that have not erupted for
the last 10,000 years and is not expected to erupt again in a comparable time
scale of the future. There are no signs of volcanic activity for a long period of
time because magma supply is cut off. Also, the physical form of the volcano
has signs of intensive weathering and erosion.
Potentially active volcanoes are those that have no records of volcanic
activity but are morphologically young-looking.
Types of Volcanic Eruptions
Different types of volcanoes erupt differently. They are generally classified as
wet or dry depending on the magma’s water content. Volcanoes are described
according to the style of eruption as follows:
Phreatic or hydrothermal is a stream-driven eruption as the hot rocks
come in contact with water. It is short lived, characterized by ash columns
but may be a beginning of a larger eruption.
Phreatomagmatic is a violent eruption due to the contact between water
and magma. As a result, a large column of very fine ash and high-speed
and sideway emission of pyroclastic materials called base surges are
observed.
Strombolian a periodic, weak to violent eruption characterized by fountain
lava, just like the Irazu Volcano in Costa Rica.
Vulcanian is characterized by tall eruption columns that reach up to 20
km high with pyroclastic flow and ash fall tephra like that of Paricutin
Volcano in Mexico.
Plinian is excessively explosive type of eruption of gas and pyroclastic
materials, like in Pinatubo Volcano in Zambales.
Signs of an Impending Volcanic Eruption
Philippine Institute of Volcanology and Seismology (PHIVOLCS) is the
government agency tasked with monitoring earthquakes and volcanoes in the
country. Based on their findings, here are the commonly observed signs when a
volcano is about to erupt.
Page 4 of 8
E. Developing mastery Activity 1: Individual (Name my parts)
- There is a piece of paper sticked under the learner’s desk, it is meant to
be hidden and they will only know it if the teacher told them so. This
type of strategy will be used for oral recitation, there are two different
papers colored and plane, those who got the plane paper will have to
answer the activity on the board (Tarpapel). And for those students that
have the colored paper will automatically gain points and be exempted.
Activity:
Direction: Label the parts of a volcano using the words inside the box and fill
out the given table with their correct descriptions.
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Activity 2: GROUPINGS
Direction: Create an advocacy material or activity (flyer, jingle, poem
composition, advocacy video) on raising awareness about the signs of an
impending volcanic eruption. Your work/performance will be rated using the
given rubric.
F. Evaluating learning
(15 minutes)
At the end of the activity the teacher will now collect and make a short analysis
if the following objectives were achieved:
a. Know how to create an original content in a short span of time.
b. Understand the concept of the impending volcanic eruption.
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Assignment:
Construct a 3-dimensional model of any mentioned volcano in the lesson. Study
it and present it in the class.
CRITERIA (Model) CRITERIA (Presentation)
G. Additional activities for
Creativity 50% Content
application or remediation
50%
Cleanliness 30% Confidence
30%
Cooperation 20% Class participation
20%
_______ Objectives of the lesson were carried out. Move to the next objective.
H. REMARKS
_______ Objectives of the lesson were not fully carried out.
_______ The learners were engaged in the discussion and find the lesson easy to
understand.
_______ The learners found the lesson difficult.
_______ The learners did not enjoy the lesson because of insufficient
background of the lesson, thus making them not interested to participate well.
_______ The learners were interested in the lesson despite of some difficulties
VI. REFLECTION
encountered in answering the questions posed by the teacher.
_______ The learners were able to exhibit mastery of the lesson.
_______ Majority of the students were able to accomplish the task/s given by the
teacher.
_______ Some of the students were not able to finish the task/s given by the
teacher.
A. No. of Learners who
earned 80% on the
______ of the Learners obtained 80% and above.
formative assessment
B. No. of learners who
require additional ______ of the Learners are required for additional activities for remediation.
activities for remediation.
C. Did the remedial
______ Yes ______ No
lessons work? No. of
learners who have caught
_______ of the learners caught up the remedial lessons.
up with the lesson
D. No. of learners who
continue to require _______ of the learners are required to continue remediation
remediation
E. Which of my teaching Strategies that worked well:
strategies worked well? _____ Metacognitive Development (Self assessments, note-taking and studying
Why did these work? techniques, vocabulary building, etc.)
_____ Bridging (Think-pair-share, quick-writes, anticipatory charts, etc.)
_____ Schema-Building(compare and contrast, jigsaw learning, peer teaching
and projects)
_____ Contextualization( demonstrations, media, manipulative, repetition and
local opportunities)
_____Text Representation(student created drawings, illustrations, videos and
games)
_____ Modelling(speaking slowly and clearly, providing samples)
_____ Graphic Presentations
_____ Explicit Teaching
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_____ Group Collaboration
_____ Gamification
_____ Answering preliminary activities
_____ Dyads/Triads
_____ Differentiated Instruction
_____ Role Playing/Drama
_____ Discovery Method
_____ Lecture Method
_____ Others (pls. specify) ____________
Why?
_____ Complete IMs
_____ Availability of Materials
_____ Pupil’s eagerness to learn
_____ Collaboration and cooperation in doing the task
_____ Audio Visual Presentation of the lesson
_____ Bullying among the students
F. What difficulties did I _____ Pupils behaviour/attitude
encounter which my _____Unavailability of Instructional Materials
principal or supervisor can _____ Unavailability of the needed facility in support to the T-L Process
help me solve? _____ Additional clerical work
_____ Others, (pls. specify) ____________
Planned Innovations:
G. What innovation or ____ Contextualized/ Localized/Indigenized IMs
localized materials did I ____ Localized Videos / Pictures / Stories
use/discover which I wish ____ Making books / modules and LMs from views of the locality
to share with other _____ Recycling of materials to be used as IMs
teachers? _____ Local literatures
_____ Others (pls. specify) ____________
Prepared by: Checked by:
RICHTER P. PERJES VIRGINIA MARQUEZ
Student Teacher Subject Teacher
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