8

Quarter 3
Lesson Exemplar Lesson

for Science 3

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Science
Quarter 3: Lesson 3 of 8 (Week 3)
SY 2025-2026

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum during the School Year 2025-
2026. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution, modification, or
utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team

Writer:
• Hanna Angela Eugenio (Malabon National High School)

Reviewed and Revised:

• Shila Rose Sia - Pastor (Philippine Normal University - Manila)

Management Team

Philippine Normal University

Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [Link]@[Link].

2
SCIENCE (EARTH AND SPACE) /QUARTER 3 / GRADE 8

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Standards The learners learn that: (2) Volcanic terrain is built by the slow accumulation of erupted lava.

B. Performance Learners demonstrate an appreciation of the large-scale features of the ‘blue planet’ Earth. They identify and
Standards describe the nature and impact of volcanic activity in building new crust and identify that these crust forming
processes account for patterns and changes in the distribution of volcanoes, earthquakes, and mountain chains
that have occurred over time.

C. Learning Learning Competency 3: The learners describe the different types of volcanoes found around the world
Competencies and according to their: a. activity, b. type of eruption and c. location in the crust; and,
Objectives Learning Competency 4: The learners relate the shape of a volcano’s cone to its composition.
Learning Objective 1: Describe the formation and composition of the magma.
Learning Objective 2: Explain the effect of temperature and composition on its viscosity.
Learning Objective 3: Relate the characteristics of magma with the type of volcanic eruption.

D. Content Types of Eruption - One of the major factors that affects the nature of volcanic eruption is the composition of
silica poor magma and silica rich magma.

1. Quiet Eruption -Magma that is relatively low in silica is

called basaltic magma. It is fluid and produces quiet,
nonexplosive eruptions such as those at Kilauea.
Distribution of active volcanoes: (Glencoe Earth Science:
geology, the Environment & the Universe. Franscisco
[Link],Frances Scelsi Hess,Juno Hsu,Gerhard
Kunzae,Steph Leslei,Stephen letro,Michael Manga,Len
Sharp, Theodore Snow,Dinah Zike.(2017 )
[Link]
2. Explosive Eruption - Explosive Magma Silica-rich, or
granitic, magma produces explosive eruptions. Silica-rich granitic magma is thick, and gas gets trapped
inside, causing pressure to build up. When an explosive eruption occurs. The gasses expand rapidly,
carrying pieces of lava as shown in the explosion below.

3
E. Integration ● Disaster preparedness - Students will consider the impact of volcanoes on the human ecosystem.
● Resilience – Students will develop a culture of preparedness and safety in school as well as resilience in
school communities/ can simulate a self- rescue action in the event of a catastrophic volcano eruption.

II. LEARNING RESOURCES

Philippine Institute of Volcanology and Seismology. (2024). Eruption History.

[Link]
Campbell, Jessica. Volcanoes and Viscosity BSU (4-6). PDF ([Link])
San Pedro, Flordeliza L. Quarter 3, Science 9 - Self-Learning Module 3: Active and Inactive Volcanoes. Department of Education. SDO
Pasig City. 2020

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior 1. Short Review

Knowledge A. Recall the difference between Magma and Lava through completing the table Have students fill in the
below: following information on what
they can remember. Or you can
MAGMA vs LAVA provide the answers and let
them identify in which column
Features Magma Lava
do each belong.

Location ANSWER KEY:

Features Magma
State
Beneath the
Location
Earth’s surface
Temperature
Molten rock within
State
the Earth
Composition
Extremely hot (up
Temperature
to 1300°C)
Movement
Composition Silicate minerals,

4
 gases, and solids
Effect
Moves through the
Movement
Earth’s crust
Occurrence
May solidify to form
Effect
igneous rocks
B. Illustrate the Layers of the Earth through by showing its similarities with a
Found beneath the
hard-boiled egg. Compare the parts of the egg and explain how it is similar
Occurrence Earth’s surface in
with the layers of the Earth magma chambers

Features Lava

Above the Earth’s

Location
surface

Molten rock
State erupted onto the
surface
Image Source: [Link] Image Source: [Link] Remains hot but
Temperature
can cool down
2. Feedback (Optional)
This optional sub-component involves giving qualitative feedback to performance Similar
or products done through homework or classroom activity from the previous composition to
Composition magma but may
day/week or lesson. contain fewer
gases
NOTE TO TEACHER:
Test student understanding of Earth's structure based on composition with Movement
Flows on the
this activity. Students collaborate to compare the structure of a hard-boiled egg to Earth’s surface
the composition of the earth's interior. Students compare layers of egg (shell, white,
Forms volcanic
yolk) to the structure based on composition (basic layers) of earth (crust, mantle Effect landforms and
and core). structures

From this, encourage students to observe the different parts of the egg and Occurrence
Erupts during
discuss how they relate to the layers of the Earth. Talk about the characteristics of volcanic activity
each layer, such as its composition, thickness, and temperature.

5
B. Establishing 1. Lesson Purpose See Learning Activity Sheet:
Lesson Purpose Activity 1. Activity #1: Fact or Bluff
This can be done through pairs or by group. In this activity, students will
share thoughts about each statement. In this activity, their prior understanding Note that, this activity will be
about Volcano is tested. checked only after the discussion.
They may change their answer
provided that they can explain
why do they believe that it is a
Fact/Bluff.

2. Unlocking Content Area Vocabulary See Learning Activity Sheet:

Activity 2. Activity #2: Word Chop
This word chop activity can be done as a summary of all the vocabularies
students encountered. You may also use this as a recall for each day. But ANSWER KEY:
remember to choose the items you have already discussed.

C. Developing SUB-TOPIC 1: DIFFERENT TYPES OF VOLCANOES

and Deepening 1. Explicitation
Understanding Think-Ink-Share. Below are pictures of different volcanoes found in the Begin the lesson by presenting
Philippines. Have students analyze and classify them into two groups. the students with pictures of
T some famous volcanoes found in
hink: Instruct your students to think about the given illustrations and classify the Philippines. You may start
them into two groups. the activity through introducing
each (include its location).
Ink: students give individual written responses on how did they classify the
pictures in their science notebooks. For struggling students, provide
sentence starters or prompts to
Share: After writing their responses, they will share their answers with their guide their thinking during the
seatmates or in front of the class. Think-Ink-Share activity.

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 Suggested Answers:
Group A:
Mt. Mayon, Mt. Bulusan and Mt.
Taal
Based on the pictures, these are
the volcanoes that have recently
erupted. Mt Mayon – February
2024, Mt. Bulusan – January
2022 and Mt. Taal – July
2021/January 2020.

Group B:
Mt. Mayon Mt. Bulusan
Image Source: [Link] Image Source: [Link] Mt Makiling, Mt. Batulao and Mt.
Arayat
These are the volcanoes with no
known eruption history. Hiking
trails lead up to most of these
volcanoes, which are popular
tourist destinations.

In this activity, the term Volcanic

Mt. Makiling Eruption should arise. Continue
Image Source: [Link] the conversation by asking them,
“Have you ever seen a live
Mt. Taal
Image Source: [Link] volcanic eruption? How did that
make you feel?”. Acknowledge all
the responses but emphasize on
the two classifications of
Volcanoes based on their
activity: Active and Inactive
Volcanoes.

Before discussions on Active and

Mt. Arayat Inactive Volcanoes start, help
Image Source: [Link]
students grasps the different
Mt. Batulao vocabularies needed to fully
Image Source: [Link]
understand the lesson.

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2. Worked Example ANSWER KEY:
Part A. Unlocking of Vocabulary: Unscrambled the given words to reveal the 1. ACTIVE
correct answer. 2. INACTIVE
3. LONGITUDE
[Link] -Volcanoes that have record of eruption within the last 600 years 4. LATITUDE
or those that erupted 10,000 years ago.
You may recall how to locate
[Link]-Volcanoes that have not erupted for the last 10 ,000 years and
places on the globe by giving
their physical form is being changed by agents of weathering and erosion
examples of coordinates (latitude
through formation of deep and long gullies.
and longitude)
[Link] - The term used to describe how far east to west it is located
Check the understanding of the
from an imaginary line that connect the earth.
students in locating places using
latitude and longitude
4. LITEUDAT- the term that describes how far south or north from the
a. lat 12° N, long 122° E -
equator the location is.
Philippines
b. lat 21° N, long 79 ° E – India
Activity 3.
Part B. Using the blank Philippine map, locate and plot the volcanoes
See Learning Activity Sheet:
below. This activity aims mainly to help students differentiate active and
Activity #3: Spot those Volcanoes
inactive volcanoes. Additionally, teach them how to use coordinates in
map. This may be done collaboratively

3. Lesson Activity
For an easier understanding of
A thorough discussion on different types of eruptions should be done. Teacher
the topic, use a concept map
may use this concept map to differentiate each.
that shows differences of each
type of Eruptions

Emphasis should be given to the

information about effusive and
explosive eruptions. Explosive
eruptions are characterized by
gas-driven explosions that
propels magma and tephra.
Effusive eruptions, meanwhile,
are characterized by the

8
 outpouring of lava without
significant explosive eruption.

Beside is diagram of subtypes

arranged from weakest to the
strongest eruptions (Phreatic,
Hawaiian, Strombolian, and
Vulcanian, Plinian). In Phreatic
eruptions (Hydrothermal) are
generally weak, although there
have been exceptions. Some
phreatic events may be triggered
by earthquake activity, another
volcanic precursor, and they may
also travel along dike lines.
Source: [Link]

Include also where can each type

From the discussion on the concept map, let students research at least one of eruptions occur. You can add
real-life example of each type of eruptions. Ask them to provide a picture or a a recall about the plate
video to show the class. boundaries. A more specific
details about the location will be
Examples may be: discussed in the next lesson, this
1. Phreatic eruption - Taal Volcano eruption and Mayon Volcano’s eruption in includes the magma composition
2018. and its viscosity.
2. Hawaiian eruption- happened in 1959 in the Kilauea Iki Crater of Kilauea
Volcano in Hawaii.
3. Strombolian eruption - Mexico’s Paricutin Volcano, which lasted from 1943
to 1952.
4. Vulcanian eruption - occurred in Sakurajima Volcano in Japan.
5. Plinian eruption - 1991 Pinatubo explosion in Zambales, which is also
known as the second-largest volcanic eruption of the 20th century.

Check for student’s conceptual understanding on this. Correct misconceptions

as it surfaces or as you have observed them.

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SUB-TOPIC 2: SHAPE OF A VOLCANO’S CONE TO ITS COMPOSITION This activity will serve as a recall
1. Explicitation and a lesson starter. Students
Have students recall the different types of volcanic eruptions. will unscramble the letters to
answer what is being described
Jumbled Words: Identify what is being asked in each number. Arrange the in each number.
letters to get the correct answer.
Show pictures of each. Let
____________1. (MOTIASRBONL) a periodic weak to a violent eruption students compare the physical
characterized by a fountain of lava. characteristics of each pictures.
____________2. (CITAMGAMOTAERHP) a violent eruption due to the contact You may also include videos of
between water and magma. the eruptions and discuss the
____________3. (IPANLIN) excessively explosive type of eruption of gas and lava flows.
pyroclastic.
____________4. (CUVNNIAL) characterized by tall eruption columns that reach
up to 20 km high with pyroclastic flow and ash fall tephra.
____________5. (IHRPATCE) a stream-driven eruption as the hot rocks come in
contact with water.
2. Worked Example
Activity 4. See Learning Activity Sheet:
Review the different shapes of Volcanoes. Activity #4: Shapes of Volcanoes
Identification: Write Cinder, Composite or Shield based on the given description.
ANSWER KEY:
Discuss that the Composite or Stratovolcanoes have much more
explosive violent eruptions. Show the students a video of a composite volcano
eruption.

Japan Stratovolcano: [Link]

3. Lesson Activity Go over with the students how

Crossword Puzzle. Look for the following words that are related in the the differences in the magma
formation of magma. cause the different shapes as
Words to find: well as the different types of
Magma – Lava – Basaltic – Rhyolitic – Oxygen - Silicon eruptions.
Temperature – Pressure – Melting - Rocks
See Learning Activity Sheet:
After students find all the words in the crossword puzzle, let them relate
Activity #5: Crossword Puzzle
each word to unlock the topic.

10
 Answers may be:
- Composition of magma
Rock Analysis. Identify what rocks are formed from magma. - Different types of rocks
formed by the Volcanoes
- Difference between
Magma and Lava

Show the students the different

rock specimens provided (if rocks
are not available in your school,
you may opt to use pictures of
it). Let the students handle the
rocks and use hand lenses to get
Source: [Link] a closer look. Have them discuss
and make some general
Question: Which among these rocks came from volcano? observations about the rocks
(can they see crystals, rock color,
Introduce the idea of viscosity and discuss with them how the different etc.)
magmas have different viscosities.
Ask them if they can guess
Magmas are different from each other because they contain a different which rocks were formed from
chemical composition (different amounts of silica), which causes them to have magma and which ones were
different minerals present and results in rocks of different colors. Rhyolitesnot. You can go through each
have more silica and form lighter colored minerals, while basalt has less silica
one and have the class vote on it.
and forms darker colored rocks. Sort them into categories of what
they think is or is not a volcanic
Magmas can vary widely in composition, but in general they are made rock. Then tell them that they
up of only eight elements; in order of importance: oxygen, silicon, aluminum, are all volcanic rocks!!
iron, calcium, sodium, magnesium, and potassium (Figure). Oxygen, the most
abundant element in magma, comprises a little less than half the total, Discuss with the class that not
followed by silicon at just over one-quarter. The remaining elements make up all magma is made up of the
the other one-quarter. Magmas derived from crustal material are dominated same material. There are
by oxygen, silicon, aluminum, sodium, and potassium. differing amounts of each
element within a magma and
once that magma cools, different
minerals will form depending

11
 upon what elements are present
in the rocks. For example,
basaltic rocks have lower silica
and much higher iron content
Average elemental proportions in (hence their darker color).
Earth’s crust, which is close to the Rhyolite magmas have higher
average composition of magmas silica and form minerals that are
within the crust. lighter in color, resulting in pink
to grey rocks.

Source: [Link]

LEARNING ACTIVITY:
Activity 6.
This experiment has been adapted from PBS's 'Volcano under a City'. In See Learning Activity Sheet:
this activity you will learn about how viscosity controls how far a liquid can Activity #6: Viscosity Experiment
travel. This concept directly applies to volcanoes and how their shape is
controlled by the viscosity of the magma! From this, introduce the
experiment. Describe how they
Do the experiment and fill out the Viscosity of Liquids: Data. will be modeling lava flows using
liquids with different viscosities.
After students have completed the experiment, have them fill out the questions The liquids will represent the
work sheet describing and interpreting their results. different types of lava flows and
they will see how far/easily they
Have a class discussion about their results. Which liquid was the most flow down a slope.
viscous? Which was the least? How far/fast did each of them flow? Go through
their worksheets and discuss/correct their answers. Break the students into groups
of three.
In question no. 3, images of the shield volcano and composite volcano were
shown, discuss their sizes again. Have the students lead the discussion (asking Give each group 3 test tubes, 3
guiding questions) to lead them to the conclusion that lower viscosity magmas droppers, a stopwatch, 9 paper
flow farther creating wider, more shallow sloped volcanoes, and that high clips, ruler, masking tape, a
viscosity magmas do not flow as far and create typical conical steeply sided wooden block, and a sheet pan.
volcanoes.

12
 Each group will fill their test
For number 4, discuss how the viscosity of a magma controls both a volcano’s tubes with the three liquids to
shape and the style of eruption. Use the viscosity diagram if needed to reinforce the same height (marked on the
the concept. test tubes). One tube should be
filled with syrup. A second tube
Use the table of Magma composition and characteristics to understand why with oil. And a third tube with
there are volcanoes who erupt effusively while some erupt explosively. water. Have the students us
masking tape to label their tube
with the appropriate liquid.
LEARNING ACTIVITY:
Classifications of Magma. Magma can be classified into basaltic or mafic,
intermediate or andesitic and Rhyolitic/granitic or felsic.

Based on the table below, identify what type of magma each picture
represents.

Table: Magma composition and characteristics

Composition Viscosity Temperature Gas Silica Explosiveness
Content content

Basaltic Low 1000°C - 1-2 % About 50 Least

magma 1200°C % explosive

Andesitic Intermediate 900°C - 3-4 % About 60 Intermediate

magma 1000°C %

Rhyolitic High 750°C - 4-6 % About 70 Most

magma 900°C % explosive

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 Identify what kind of
magma/lava does each picture
represent.

ANSWER KEY:
1. Rhyolitic
2. Andesitic
3. Basaltic

Have students compose a

conclusion by answering the
Image Source: [Link] Image Source: [Link]
guide questions.

1. _____________________ 2. _________________________ Magmas differ in composition,

which affects viscosity. Magma
composition has a large effect on
how a volcano erupts.
Basaltic magma is not viscous
and will flow easily to the
surface. Rhyolitic magma is
viscous and does not flow easily.
Most Rhyolitic magma will stay
deeper in the crust and will cool
to form igneous intrusive rocks
such as granite and granodiorite.
If Rhyolitic magma rises into a
Image Source: [Link] magma chamber, it may be too
viscous to move, so it gets stuck.
3. __________________________ Dissolved gases become trapped
by thick magma. The magma
Guide Questions: churns in the chamber and the
1. Which type of eruption will give the most viscous magma? pressure builds.
2. How does the temperature of magma affect its viscosity and ability to flow?
3. Can you describe the different types of magma based on their silica content? Rhyolitic lavas are more viscous
and erupt explosively or do not
4. How does silica content influence magma viscosity and eruption style?
erupt.
5. Can you explain the differences between basaltic, andesitic, and rhyolitic

14
 magmas in terms of their silica content, viscosity, and eruption style? Basaltic lavas are less viscous
and erupt effusively.
Have students, generate ideas on how Volcanic eruptions affect you and
other living things. Discuss the following Volcanic Hazards that are common
in the Philippine active volcanoes:
● Ash fall – pulverized rocks, sand, gritty and harsh glasses shoot out in
the air by volcano.
● Mud flow – mixture of water, molten rocks and debris flowing down
from the side of volcano to the ground. It is also called as Lahar.
● Lava flow – streams of molten rocks and other fragmented materials ANSWER KEY: (Activity 7)
emitted by erupting volcano. 1. Death of Plants and animals
● Pyroclastic flow – fast moving hot mixtures of gas, ash, and molten 2. Crop failure, burns due to
rocks moving away from the volcano to the ground. high temperature
3. Damage on vegetation,
LEARNING ACTIVITY suffocation, respiratory
Activity 7. illness
List down the effects of the following materials on human and other living
4. Difficulty in breathing,
things.
respiratory illness
5. Eyes and skin itchiness and
irritation

D. Making 1. Learners’ Takeaways In both questions, disaster

Generalizations 1. How might an evacuation plan differ for a volcano with a more viscous preparedness and resilience can
magma than one with a less viscous magma? be integrated. Differences in
2. How does understanding magma composition and characteristics help evacuation procedures that
might be implemented at a shield
scientists predict volcanic activity and assess volcanic hazards?
volcano vs. a composite volcano.
Composite volcanoes will need a
larger evacuation area due to
2. Reflection on Learning higher gas content, explosive
Now that students are expected to have a deeper understanding of eruptions, and pyroclastic flows,
volcanoes, it's time to go back to the statements they have filled up in the which are much more
first part of this module. This time in the RESPONSE COLUMN, write Fact unpredictable and can cause
if you think the statement is a true or Bluff if false. much more damage to human
life. Near a shield volcano,
15
 Expectation Statements Response authorities would need to
evacuate areas near the lava
flow.
All volcanoes erupt violently.

Volcanoes are made only of lava.

All volcanoes are cone shaped with steep

sides.

The largest volcanoes are found on land.

Lava flows are the most dangerous volcanic

hazard.

All volcanoes have the same dangers.

It is never possible to evacuate people from

a volcano.

Volcanic eruptions only affect local areas.

Volcanoes are described according to their

shape and type of eruption.

There are no volcanoes in the ocean.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment

Learning 1. Viscosity is a measure of a material’s resistance to flow. Which DOES NOT
affect the viscosity of magma? ANSWER KEY:
A. location of magma 1. A

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 B. temperature of the magma 2. D
C. chemical composition of the magma 3. A
D. presence of dissolved gases in the magma 4. B
2. Which is TRUE about the composition of magma?
5. C
A. It contains ash, dust, and lava
B. It contains dissolved gases only. 6. A
C. It contains fragmented rocks only. 7. B
D. It contains both dissolved gases and fragmented materials. 8. D
3. Several kilometers from a volcano, a geologist observes an old lava flow 9. C
made up of dark- colored basalt rock. The geologist infers that the lava 10. D
must have had____________.
A. low viscosity
B. high viscosity
C. medium viscosity
D. high silica content
4. Which type of lava will offer the least resistance to flow?
A. Andesitic
B. Basaltic
C. Rhyolitic
D. Basaltic and Rhyolitic
5. The magma in the chamber of a volcano has a very high amount of silica. If the
volcano would erupt, which might happen?
A. The lava would flow very slowly
B. The volcano would erupt violently
C. The volcano would erupt non-explosively
D. There would be a build-up of pressure below the crater
6. Which is NOT a common gas in magma?
A. methane gas
B. carbon dioxide
C. sulfur dioxide
D. water vapor

For question 7 - 8, refer to the table on the next page:

17
 Magma Chemical Composition Temperature Viscosity Gas Content
Type

Basaltic 45-55 SiO2 %, high in 1000 - Low Low

Fe, Mg, Ca, low in K, 1200 oC
Na

Andesitic 55-65 SiO2 %, 800 - 1000 Intermediate Intermediate

intermediate in Fe, oC

Mg, Ca, Na, K

Rhyolitic 65-75 SiO2 %, low in 650 - 800 oC High High

Fe, Mg, Ca, high in K,
Na.

7. Which type of magma has the lowest chemical and gas content?
A. Andesitic
B. Basaltic
C. Rhyolitic
D. None of the choices
8. Which statement is NOT true based from the given data in the table?
I. Higher silica content allows magma to trap more gas.
II. Viscosity increases with increasing temperature of the magma.
III. Viscosity decreases with increasing SiO2 concentration in the magma.
IV. The more silica in the magma, the more viscous or resistant to flow it is.
A. I and II
B. I and III
C. III and IV
D. II and II
9. What can be inferred about the silica content and temperature of magma if it
has a low viscosity?
A. a high silica content and high temperature
B. a high silica content and low temperature
C. a low silica content and high temperature
D. a low silica content and low temperature
10. Water vapor is one of the dissolved gases released by erupting volcano. It is
present in large amounts, and is considered harmless. When will it become

18
 harmful to the living things and environment?
A. when it is in the lower atmosphere
B. when it is in the middle atmosphere
C. when it is in the upper atmosphere ANSWER KEY:
D. when it combines with other dissolved gases 1. Volcano
2. Magma
2. Unlocking Content Area Vocabulary 3. Lava
Pick out the word/s from the list below to complete the statement. 4. Vesiculation
5. Decompression
Vesiculation volcano decompression water vapor
6. Crystallization
7. Dissolved Gases
tephra respiratory dissolved gases magma
8. Water vapor
9. Viscosity
crystallization viscosity basaltic andesitic
10. Basaltic
11. Andesitic
lava carbon dioxide sulfur dioxide rhyolitic
12. Rhyolitic
13. Tephra
The opening in the Earth’s crust that allows molten rocks, debris, and gases 14. Respiratory
to escape to the surface is called 1. _________. Molten materials or 2. _______ is 15. Carbon dioxide
composed of minerals, fragments of rocks and dissolved gases such water vapor, 16. Sulfur dioxide
carbon dioxide and sulfur dioxide. When these molten materials have reached the
Earth’s surface, it is now called 3. _________. Due to high temperature, the rocks
in the mantle partially melting, thus, forming the magma. Explosive eruption is
triggered by the formation of bubbles which is referred to as 4. ____________ and
can be induced by 5. ____________, wherein pressure is reduced and by 6. ________
which increases vapor pressure. The amount of 7. _________ in the magma
contributes to the driving force for explosion and eruptions. 8. _________ is one of
the gases in magma that is present in large amounts. Also, the nature of volcanic
eruptions is related to magma’s 9. __________ which depends on temperature and
composition of magma. There are 3 types of magma depending on their
temperature, composition, and viscosity namely: 10. __________ 11. _______ 12.
__________. Volcanic eruption affects not only the environment but also the
human being. When large amounts of fragmented rocks or debris called 13.
_______________ are released during the volcanic eruption, it can lead to deaths
due to collapse of roofs. Ashes dispersed onto the surrounding, when inhaled can
cause 14. ____________ diseases for human. 15. _____________, a greenhouse gas,
traps the heat from the lower atmosphere that leads to global warming and 16.

19
 ___________ can cause global cooling and air pollution.

B. Teacher’s Note observations on any The teacher may take note of

Effective Practices Problems Encountered
Remarks of the following areas: some observations related to
the effective practices and
strategies explored problems encountered after
utilizing the different strategies,
materials used, learner
materials used engagement and other related
stuff.
learner engagement/
interaction Teachers may also suggest ways
to improve the different
Others activities explored/lesson
exemplar.

Reflection guide or prompt can be on:

Teacher’s reflection in every
▪ principles behind the teaching lesson conducted/ facilitated is
What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may also
consider this as an input for
▪ students the LAC/Collab sessions.
What roles did my students play in my lesson?
What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

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