10

Science Teachers Guide Unit 1

This book was collaboratively developed and reviewed by educators from public
and private schools, colleges, and/or universities. We encourage teachers and other
education stakeholders to email their feedback, comments, and recommendations to
the Department of Education at action@deped.gov.ph.
We value your feedback and recommendations.
Department of Education Republic of the Philippines

Science Grade 10 Teachers Guide First Edition 2015

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office wherein the
work is created shall be necessary for exploitation of such work for profit. Such agency or office may,
among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in this book are owned by their respective copyright holders. DepEd is represented by the
Filipinas Copyright Licensing Society (FILCOLS), Inc. in seeking permission to use these materials from
their respective copyright owners. All means have been exhausted in seeking permission to use these
materials. The publisher and authors do not represent nor claim ownership over them.
Only institutions and companies which have entered an agreement with FILCOLS and only within
the agreed framework may copy from this Teachers Guide. Those who have not entered in an agreement
with FILCOLS must, if they wish to copy, contact the publishers and authors directly.
Authors and publishers may email or contact FILCOLS at filcols@gmail.com or (02) 439-2204,
respectively.

Published by the Department of Education Secretary: Br. Armin A. Luistro FSC

Undersecretary: Dina S. Ocampo, PhD
Development Team of the Teachers Guide Authors: Herma D. Acosta,
Liza A. Alvarez, Dave G. Angeles, Ruby D. Arre, Ma. Pilar P. Carmona, Aurelia S.
Garcia, Arlen Gatpo, Judith F. Marcaida, Ma. Regaele A. Olarte, Marivic S. Rosales and
Nilo G. Salazar. Reviewers: Eligio C. Obille Jr., Marlene Ferido, Ma. Helen DH Catalan,
Vic Marie Camacho, Lilia M. Rabago and Cerilina M. Maramag Illustrators: Joseph V.
Bales, Ramon C. Gatpo, Regaele A. Olarte, Marivic S. Rosales, Ruel C. Quindoy,
Antonio I. Basilla, and Jose Leo Vic O. Albao DepEd Specialists: Joseph R. Jacob and
Maria Amparo R. Ventura Photo Credits: Herma D. Acosta, Dave G. Angeles, Liza A.
Alvarez, Ruby D. Arre, Aurelia S. Garcia, Judith F. Marcaida, Regaele A. Olarte, Jane
Chavarria and Nilo G. Salazar, Layout Artists: Joselito B. Asi and John Ralph G. Sotto
Printed in the Philippines by: REX Book Store, Inc.
Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS) Office
Address: 5th Floor Mabini Building, DepEd Complex

Meralco Avenue, Pasig City Philippines 1600 Telefax: (02) 634-1054, 634-1072 E-mail
Address: imcsetd@yahoo.com
ii

TABLE OF CONTENTS
Unit 1: Earth and Space
Introduction .............................................................................................2
Module 1: Plate Tectonics........................................................................3
Overview .......................................................................................... 3
Pre-Assessment ...............................................................................4
What is Plate Tectonics?....................................................................6
Activity 1. Find the Center...........................................................7
Activity 2. Lets Mark the Boundaries........................................10
Activity 3. Head-On Collision.....................................................12
Part A. Converging Continental Plant and Oceanic Plate...14
Part B. Convergence of Two Oceanic Plates......................14
Part C. Two Continental Plates Converging.....................................15
Activity 4. Going Separate Ways...............................................16
Activity 5. Slide and Shake........................................................18
Activity 6. Drop it Like Its Hot Spot.........................................19
Performance Task............................................................................20
Summary/Synthesis/Feedback.........................................................22
Glossary of Terms.............................................................................24
References and Links.......................................................................26

Module 2. The Earths Interior...............................................................27

Overview...........................................................................................27
Answers to Pre-assessment............................................................29
Studying the Earths Interior.............................................................32
Activity 1. Amazing Waves!........................................................33
The Composition of the Earths Interior............................................34
Activity 2. Our Dynamic Earth...................................................36
The Earths Mechanism....................................................................37
Activity 3. Lets Fit it!.................................................................38
Activity 4. Drifted Supercontinent!.............................................38
Activity 5. Split and Separate!....................................................40
Activity 6. How fast does it go?.................................................41
Plate Tectonic Theory
Activity 7. Push me up and aside..............................................42
Performance Task............................................................................43
Summary/Synthesis/Feedback........................................................43
Summative Assessment...................................................................46
Glossary of Terms.............................................................................50
References and links........................................................................51

UNIT 1
Earth and Space
1

Unit 1: Earth and Space

Introduction
In your Grade 9 Science, part of the lessons was about volcanoes. Learners
have learned about the position of the Philippines in the Ring of Fire and its relationship
to the presence of active and inactive volcanoes in our country.
For this quarter, the topics will focus solely on the theory that explains the
existence of volcanoes and other geologic features. The learners will work on two
modules to understand this theory better.
In the first module, learners will use some of the science skills like graphing,
measuring, analyzing and interpreting data, and inferring for them to attain the desired
outcomes.
What are the outcomes that are expected from the learners? First, learners
should identify the types of boundaries created because of lithospheric movements.
Secondly, they must relate the movement of Earths lithosphere to the occurrence of
different geologic changes. Finally, the learners will explain the processes that are
taking place along the boundaries.
In the second module, learners will perform an activity that will allow them to
probe the Earths interior by analyzing the behavior of seismic waves (Primary and
Secondary waves).
Learners will also have an opportunity to simulate one of the properties of the
materials present in the mantle.
Lastly, included in the module, and the most important part is the series of
activities that will give learners an idea about the driving mechanism behind the motion
of Earths lithosphere.
2

Unit 1 MODULE 1
Suggested time allotment: 12 to 16 hours

Plate Tectonics
Content Standard Performance Standard The learner demonstrates understanding of
the relationship among the locations of volcanoes, earthquake epicenter, and mountain
ranges
The learners shall be able to demonstrate ways to ensure disaster preparedness
during earthquakes, tsunamis, and volcanic eruptions.

Overview:
In the previous grade level, the students became familiar with the different types
of volcanoes. They were also able to determine the factors that give the distinct conical
shapes of volcanoes. Lastly, they understood how energy can be harnessed from
volcanic activities.
In this particular module, the activities included will allow the students to find out
what causes volcanism. The learners will also determine the relationship among the
locations of volcanoes, earthquake epicenters, and mountain ranges. Furthermore, they
will have a chance to figure out what causes the formation of different geologic features
such as mountain ranges, volcanic arcs, trenches, mid-ocean ridges, and rift valleys.

Learning Competencies/Objectives
In this Learners Material, the learners should be able to: 1. Describe the distribution of
active volcanoes, earthquake epicenters,
and major mountain belts. 2. Describe the different types of plate boundaries. 3.
Explain the different processes that occur along the plate
boundaries.
3

Pre-Assessment
A. Choose the letter of the best answer.
For questions 1 and 2, refer to the figure above:
1. You were provided with data showing the arrival time of the P and S waves recorded from
three seismic stations. Which of these can you possibly determine? a. the damage at the focus
c. the intensity of the earthquake b. the distance to the earthquake d. the location of the
epicenter
Answer: d
2. From the seismogram, the distance to the epicenter can be determined by
measuring a. the arrival time of surface wave b. the difference in the arrival times of the P and S
waves c. the ratio of the amplitude of the largest P and S waves d. the speed of the surface
wave

Answer: b
3. When two tectonic plates collide, the oceanic crust usually subducts
beneath the continental crust because it is a. denser than continental crust c. thicker than
continental crust b. less dense than continental crust d. thinner than continental crust

Answer: a
4. If you will visit a place in the Pacific known to be along converging plates,
which of these should you not expect to see? a. active volcanoes c. rift valleys b. mountain
ranges d. volcanic islands

Answer: c
4

5. You are an oceanographer and want to map the ocean floor on the east coast of the
Philippines. As you do your study, you noticed that there is a portion of the ocean floor which is
relatively much deeper than the rest. What most likely is that deeper part? a. linear sea c. rift
valley b. oceanic ridge d. trench

Answer: d
6. What do you expect to find at a mid-ocean ridge?
a. relatively young rocks c. thick accumulation of sediments b. reverse fault d. very ancient
rocks

Answer: a
7. Crustal Plate A is moving away from Crustal Plate B. What is the expected
average rate of change in position between A and B? a. a few centimeters per year c. a few
millimeters per century b. a few meters per month d. a few millimeters per day

Answer: a
8. Which plate boundary is formed between the Philippine Plate and the
Eurasian Plate? a. convergent c. reverse fault b. divergent d. transform fault

Answer: a
9. Which of these is false true about crustal plates:
a. have the same thickness everywhere b. include the crust and upper mantle c. thickest in the
mountain region d. vary in thickness

Answer: a
10. Which of these is not true about the Philippine Islands?
a. Most are part of the Philippine Mobile Belt except for Palawan,
Mindoro, and Zamboanga b. formed because of the convergence of the Philippine Plate and
the
Pacific Plate c. Originated geologically in an oceanic-oceanic convergence d. Some are
products of subduction process

Answer: b
5

What is Plate Tectonics?

Lithosphere consists of crust and the upper portion of the mantle. Figure 1 in the
LM shows two types of crust, the continental crust and the oceanic crust. The
continental crust is thicker but less dense than the oceanic crust. Because of the
difference in density, continental crust floats higher than the oceanic crust.
Continental crust
Oceanic crust
Mantle

Figure 1. Kinds of crust

The lithosphere is said to be in constant but slow motion. These motions can
range widely. The Arctic Ridge has the slowest rate (less than 2.5 cm/yr), and the East
Pacific Rise near Easter Island, in the South Pacific about 3,400 km west of Chile, has
the fastest rate (more than 15 cm/yr). This movement of the lithosphere is called
tectonics.
Figure 2 in the LM is a map showing the lithosphere of the Earth divided into
segments called plates. But what are the basis of scientists in dividing the lithosphere in
such manner?
6

Figure 2. Map of plate boundaries http://pubs.usgs.gov

The next two activities will answer the question posted in previous page.

Activity 1
Find the Center

Teaching Tips
1. Let the students recall the different types of seismic waves particularly the body
waves (Primary and Secondary waves). Students must recall also that Primary waves
travel faster than Secondary waves.
2. Explain to them, that because of this difference in velocity between P and S waves,
the distance of earthquake epicenter from the recording station can be determined. If
they have data from three recording stations, the exact position of an earthquake
epicenter can be located using the triangulation method.
3. Introduce Activity 1 Find the Center, which will allow the students to use the
triangulation method in locating the epicenter of a hypothetical earthquake.
7

Answers to questions
Using the formula d =
Where: d=distance (km)
Td=time difference of P-wave and S-wave (seconds)
Recording station
------------ 8 seconds Td
= 100 km

Time difference of P-wave and S-wave (seconds)

Distance of epicenter from the station (km)
Batangas 44.8 560 Puerto Princesa 32 400 Davao 38.4 480
Since the scale of the Philippine map on page 9 of the LM is 1.5 cm: 200 km, set
the drawing compass to the following computed distances on the map.
Recording station
How to compute the distance on the map
Computed distance on the map (cm) Batangas 560 km (1.5 cm/200 km) 4.2
Puerto Princesa 400 km (1.5 cm/200 km) 3
Davao 480 km (1.5 cm/200km) 3.6
Q1. Where is the epicenter of this hypothetical earthquake?
Answer: Since the three circles drawn intersect in Cebu City, it is where the
epicenter is.
Q2. What difficulty will you encounter if you only have data from two recording
stations?
Answer: Assuming that the two circles will intersect, the circles will intersect
at two points. Therefore, there will be two locations that could possibly be the epicenter.
The distance-time graph on page 10 of the LM shows that the S-P interval is about 10
minutes.
8

Q3. What is the distance of the epicenter from the seismic station?
Answer: 9000 km
Q4. What do you think is the importance of determining the epicenter of an
earthquake?
Possible answer: * Locating earthquake epicenters will pinpoint which fault lines are
active. Usually, the less active fault line stores great amount of potential energy that
could cause major earthquake once released. Therefore, places near fault lines that
remain inactive for a long period of time are due to experience a major earthquake.
Key concepts:
In order to locate the epicenter of an earthquake, you need to determine the time
interval between the arrival of the P and S waves (the S-P interval) on the seismograms
from at least three different stations. You have to measure the interval to the closest
second and then use a graph (Distance-time graph on page 10 of the LM) to convert the
S-P interval to the epicentral distance.
Once you have the epicentral distances, you can draw circles to represent each
distance on a map. The radius of each circle corresponds to the epicentral distance for
each seismic recording station. Once you have drawn all three circles and located the
point where all three intersect, you will have successfully located (triangulated) the
epicenter of the earthquake.
For instructions on how to perform triangulation method you may visit this website:
http://www.youtube.com/watch?v=oBS7BKqHRhs
9

Activity 2
Lets Mark the Boundaries

Teaching Tips
1. Let the students look at Figure 2: Map of Plate Boundaries on page
7 and you may ask them the following questions; a. What is the difference between
Figure 1 and a regular World
map? b. What do you think is the basis of dividing the world in such
manner?
2. Introduce to the learners Activity 2 Lets Mark the Boundaries and tell them that the
next activity will help them confirm their answers to the last question.

Answers to questions:
Q5. How are earthquakes distributed on the map?
Answer: The worlds earthquakes are not randomly distributed over the Earths
surface. They tend to be concentrated in narrow zones.
Q6. Where are they located?
Answer: Some are located near the edges of the continents, some are in midcontinents, while others are in oceans .
But not ALL edges of continents,mid-continents,or oceans can be places where
earthquake might occur.
Q7. Where are places with no earthquakes?
Answer: Answers may vary. Some of the possible answers are: large part of
the Pacific ocean, northernmost Asia, majority of Europe, eastern portion of North and
South America and western Africa.
Q8. Why do you think it is important for us to identify areas which are prone to
earthquakes?
Answer: It is important to identify areas which are prone to earthquakes so
that necessary precautions could be done if ever youre living in one of those places.
10

Q9. How are volcanoes distributed?

Answer: Volcanoes are not randomly distributed. Majority of them are found
along the edges of some continents.
Q10. Where are they located?
Answer: Majority are found along the edges of some continents, particularly
in the western coast of North and South America, East and South East Asia.
Q11. Based on the map, state a country that is unlikely to experience a
volcanic eruption?
Answer: Answers may vary
Q12. Compare the location of majority of earthquake epicenters with the
location of volcanoes around the world.
Answer: Earthquake epicenters and volcanoes are both situated at the same
locations.
Q13. How will you relate the distribution of mountain ranges with the
distribution of earthquake epicenters and volcanoes?
Answer: Mountain ranges are found in places where volcanoes and/or
earthquake epicenters are also located.
Q14. What do you think is the basis of scientists in dividing Earths lithosphere
into several plates?
Answer: Geologic activities such as seismicity (occurrence of earthquake),
volcanism and mountain formation are the basis of scientists in dividing Earths
lithosphere.
Key concepts:
Plates are large pieces of the upper few hundred kilometers of Earth that move as a
single unit as it floats above the mantle.
The plates are in constant motion. As they interact along their margins, important
geological processes take place, such as the formation of mountain belts, earthquakes,
and volcanoes.
11

To view an interactive map that will show the relationship between plate boundaries and
different geologic processes, you may visit; http://ees.as.uky.
edu/sites/default/files/elearning/module04swf.swf

Activity 3
Head-On Collision

Teaching tips:
1. Let the students recall that there are two types of crust, continental
and oceanic. Between the two, the oceanic crust is denser.
2. Introduce to the students that plates could either be a continental
crust-leading plate or an oceanic crust-leading plate.
3. Introduce the next activity, Part A Converging Continental plate and Oceanic plate.
This activity will allow the students to determine the effects of colliding oceanic and
continental plates.

Answers to Questions:
Part A: Converging Continental Plate and Oceanic Plate
Q15. What type of plate is Plate A? What about Plate B? Why did you say so?
Answer: Plate A is an oceanic plate because it is relatively thinner compared
to plate B. While Plate B is a continental plate because it is thicker and floats higher
than the other plate.
Q16. Describe what happens to Plate A as it collides with Plate B? Why?
Answer: Plate A bends downward because Plate A is denser than Plate B.
Tell the students that this sinking of plate beneath the other plate is called subduction.
Point out also to the students that, because of the subduction process, a depression on
the ocean floor called trench is also formed.
Q17. What do you think will happen to the leading edge of Plate A as it continues
to move downward? Why?
Answer: The leading edge of Plate A will start to melt because the temperature
beneath the crust (mantle) is higher.
12

You may add the fact that as the plate moves deeper into the mantle, it carries with it
water which also causes the melting of rocks.
Q18. What do you call this molten material?
Answer: This molten material is called magma.
Q19. What is formed on top of Plate B?
Answer: Volcanoes are formed on top of Plate B.
Tell the students that volcanoes are mountains that are built by the accumulation of their
own eruptive products such as lava.
Parallel to the trench, point out in the diagram that volcanoes are formed.
Q20. As the plates continue to grind against each other, what other geologic
event could take place?
Answer: Earthquake could take place as the plates continue to grind against
each other.
Key concepts:
1. During the convergence of an oceanic plate and a continental plate, the denser
oceanic plate slides under the continental plate. This process is called subduction.
2. Geologic events such as formation of volcanoes and trenches as well as occurrence
of earthquake will take place because of this process.
You can end the lesson at this point.
An animated diagram of subduction process can be seen on this website;
http://earthguide.ucsd.edu/eoc/teachers/t_tectonics/p_subduction.html
13

Part B: Convergence of Two Oceanic Plates

Teaching tips:
1. Recall the subduction process and the geologic events that will take
place because of the process.
2. Tell the students that two oceanic plates could also collide because
of plate tectonics.
3. Introduce the next activity. This time the students will use the knowledge they
acquired from the previous activity in predicting what events could take place due to this
type of collision.
4. You may ask the students to draw a diagram showing what they think
would be the outcome of this event.
Q21. What are the geologic processes/events that will occur out of this plate
movement?
Answer: Possible answers are:
Plate B undergoes subduction process or the sinking of plate towards the mantle.
Earthquakes can happen since the two plates are grinding against each other.
Trench/es will form.
Volcanoes will form at the surface of Plate A.
Q22. What geologic features might form at the surface of Plate A?
Answer: Volcanoes might form at the surface of Plate A.
The volcanic deposits pile up until they break through the surface of the ocean and form
an island arc. Examples of island arcs created in this way are the Aleutians, the Kuriles,
Japan, and the Philippines.
Q23. If the edge of Plate A suddenly flicks upward, a large amount of water may
be displaced. What could be formed at the surface of the sea?
Answer: Tsunami is formed at the surface of the sea.
14

Key concepts:
1. When two oceanic plates converge they also undergo subduction process. This gives
rise to the formation volcanic island arcs, trenches and generates shallow, intermediate,
or deep earthquakes.
2. Strong earthquakes generated at the ocean floor may cause displacement of large
volume of water and launch big waves called tsunami.
Part C: Two Continental Plates Converging
Teaching tips:
1. You may start the lesson by asking questions such as;
a. What is the highest peak in the Philippines? Mt. Apo about 3144
meters b. How about the highest mountain in the world? Mt. Everest c. Do you have
any idea how tall Mount Everest is? 8848 meters d. How do you think most of the tall
mountains of the world are
formed?
2. Just gather all the ideas the students will mention regarding the last question. After all
the ideas had been presented, tell them that they will check their answers after they
perform the next activity.
Q24. What happened to the strips of clay as they were pushed from opposite
ends?
Answer: The strips of clay buckled upward.
Q25. If the strips of clay represent the Earths lithosphere, what do you think
is formed in the lithosphere?
Answer: Mountains are formed in the lithosphere.
Q26. What other geologic event could take place with this type of plate
movement aside from your answer in Q25?
Answer: Earthquakes will occur due to the collision of the two plates. (Since
there is no subduction, only shallow earthquakes will happen)
Q27. In terms of the consequences on the Earths lithosphere, how will you
differentiate this type of convergent plate boundary with the other two?
Answer: Since the two plates involved are both continental plates there is
no subduction process (because both plates are low in density). As a result, mountains
are formed instead of volcanoes.
15

Key concept:
1. When two continental plates meet head-on, neither is subducted. Instead, the crust
tends to buckle and be pushed upward causing formation of mountain ranges and other
highlands.

Activity 4
Going Separate Ways

Teaching tips:
1. You may start the lesson by saying this:
In a convergent plate boundary, the leading plates undergo destruction process
as the crust is consumed in the mantle. But what do you think is happening on the other
end of each plates? (creation of new crust) (We cannot expect that the students will be
able to answer this question correctly. This will just serve as the springboard for the next
lesson.)
2. To find out the answer to this question, students will study the next
type of plate boundary-the Divergent plate boundary.
3. The next activity Going Separate Ways, will require students to analyze four
pictures. The two topmost pictures are rift valleys while the bottom two are oceanic
ridges.

Answers to Questions:
Q28 What are common in the four pictures?
Answers: All four pictures show a fissure or a crack between two land masses.
Q29. What do you think is happening to the Earths crust in those pictures?
Answer: The land masses are moving away from each other.
Q30. If this event continues for millions of years, what do you think will be the
effect on the crust?
Answer: The distance between the land masses will be far greater than what
is shown in the picture.
Q31. Complete the drawing below to illustrate your answer in question number 3.
16

After millions of years

Answer: The illustration of the students should show a wider crack or fissure
between the two land masses.
Key concepts:
1. Divergent boundaries occur along spreading centers where plates are moving apart
and new crust is created by magma pushing up from the mantle.
2. Effects that are found at a divergent boundary between oceanic plates include: a
submarine mountain range such as the Mid-Atlantic Ridge; volcanic activity in the form
of fissure eruptions; shallow earthquake activity; creation of new seafloor; and a
widening ocean basin.
3. If a divergent boundary is between continental plates, the effects are: rift valley
formation which will soon develop into linear sea; shallow earthquake activities, and
numerous normal faults.
17

Activity 5
Slide and Shake

Teaching tips:
1. The next activity will be a simulation-type activity where students will
simulate how transform-fault boundary is formed.
2. After the activity has been performed, you may ask the following
questions: a. If the blocks of wood were plates, what kind of plate boundary is
formed between Blocks 1 and 2? between 3 and 4? (divergent) b. Describe the relative
motion of Blocks 2 and 3; Blocks 1 and 3; Blocks 2 and 4. (Same answer with guide
questions 3 and 4)
3. Inform the students that this is another type of plate boundary called
transform-fault boundary.
4. Tell students that most transform-fault boundaries are found in the ocean basins.
Only few of which are found in the continents. The best example of transform-fault
boundary in a continent is the San Andreas Fault.
5. Ask the students what they think would the consequence be if plates
move horizontally past each other, (Shallow earthquakes).

Answers to Questions:
Q32. Were you able to pull the blocks of wood easily? Why or why not?
Answer: No, because of the friction between the edges of the block of wood.
Q33. What can you say about the relative motion of Blocks 1 and 2? How
about Blocks 3 and 4?
Answer: Block 2 is moving away from Block 1, while Block 3 is moving away
from Block 4.
Q34. How will you describe the interaction between Blocks 2 and 3 as you pull
each block?
Answer: Blocks 2 and 3 are sliding past each other.
18

Q35. What is the interaction between Blocks 1 and 3? How about between
Blocks 2 and 4?
Answer: Block 3 is sliding past block 1 while Block 2 is sliding past Block 4.
Key concepts:
1. Transform-fault boundaries are where two plates are sliding
horizontally past one another.
2. Most transform faults are found on the ocean floor. They commonly offset active
spreading ridges, producing zig-zag plate margins, and are generally defined by shallow
earthquakes.

Activity 6
Drop It Like Its Hot Spot

Teaching tips:
1. Show the students an aerial picture of the Hawaiian islands.http://
www.aimforawesome.com/media-photos-ebooks-audio-videos/ photos/hawaiianislands-aerial-satellite-photograph/ 2. Tell them that the Hawaiian islands are volcanic
islands. 3. Let them realize that Hawaii is situated in the middle of Pacific plate and not
along the plate boundaries. Ask them what gives rise to Hawaiian islands. 4. Introduce
to them the next activity which is about intraplate activities. 5. The activity will simulate
how hot spots give rise to volcanic islands. 6. You can also watch a video clip on this
website:http://www.youtube.
com/watch?v=AhSaE0omw9o

Answers to questions
Q36. What can you see on the surface of the paper?
Answer: The surface of the paper which is directly in contact with the test tube
became wet. Q37. Lets say that the paper represents the Earths crust; what
do you think is
represented by the water in the test tube?
Answer: Magma from the mantle is represented by the water in the test tube.
19

Q38. What geologic feature do you think will be formed at the surface of the
crust?
Answer: Volcanoes will be formed.
Q39. Which of the features at the surface of the crust will be the oldest? the
youngest? Label these on your paper.
Answer: The oldest volcano will be the first one that developed while the
youngest volcano is the last one that was formed.
Q40. Which of the features will be the most active? The least active? Label
these on your paper.
Answer: The most active volcano is the youngest one (the one that is
currently on top of the magma source). While the least active volcano, is the oldest
(because it is already cut-off from the source of magma).
Key concepts:
1. A hot spot is an area in the mantle from which hot materials rise as
a thermal plume.
2. High heat and lower pressure at the base of the lithosphere (tectonic plate) facilitates
melting of the rock. This melt, called magma, rises through cracks and erupts to form
volcanoes.
3. As the tectonic plate moves over the stationary hot spot, the volcanoes are rafted
away and new ones form in their place. This results in chains of volcanoes, such as the
Hawaiian Islands.

Performance Task
Teaching tips:
1. The students will be asked to prepare an emergency kit for the whole
family that they can use during or after a disaster.
2. This activity will require weeks of preparation on the part of the
students. Assign this activity weeks before the actual lesson.
3. Some items needed in the kit may be costly, but as much as possible
let us encourage the students to do their best to complete their kits.
20

4. Let students present their emergency kits in the class and explain
why they think those items must be included in the kit.
5. Encourage debate and discussion.
6. Emphasize that an emergency kit must be prepared ahead of time,
not right before or during an emergency
7. The scoring rubric below can be use in evaluating the emergency kit
of the students.
1 pt. 2 pts. 3 pts. 4 pts.
Survival Kit Items
None of the items are necessary for survival during or after a disaster. .
A few of the items are clearly necessary for survival during or after a disaster.
At least 8 items are clearly necessary for survival during or after a disaster.
At least 10 items are clearly necessary for survival during or after a disaster.
Labels and Uses
A few of the items are labeled properly and a reason for each item is included on a
separate sheet of paper.
At least 8 of the items are labeled properly and a reason for each item is included on a
separate sheet of paper.
At least 10 items are labeled properly and a reason for each item is stated on a
separate sheet of paper.
Neatness and Effort exerted
None of the items are labeled properly and there is no reason for including it in the
survival kit.
The kit is not organized. It looks like the student threw it together at the last minute
without much care.
The kit is somewhat organized and it looks like the student ran out of time or didnt take
care of the project
The kit The kit is done
is neatly well with some
organized organization
and labeled and labeling.
as necessary. It appears

Much time the student

and effort worked hard
were put into on it.
creating this project
21

Emergency kit checklist source: http://www.redcross.org/

Waterone gallon per person, per day (3-day supply for evacuation, 2-week supply
for home)
Foodnon-perishable, easy-to-prepare items (3-day supply for evacuation, 2-week
supply for home)
Flashlight
Battery-powered radio
Extra batteries
First aid kit
Medications (7-day supply) and medical items
Multi-purpose tool
Sanitation and personal hygiene items
Copies of personal documents (medication list and pertinent medical information, proof
of address, deed/lease to home, passports, birth certificates, insurance policies)
Cell phone with chargers
Family and emergency contact information
Extra cash
Emergency blanket
Map(s) of the area

Summary/Synthesis/Feedback
According to the plate tectonics model, the entire lithosphere of the Earth is broken
into numerous segments called plates.
Each plate is slowly but continuously moving.
As a result of the motion of the plates, three types of plate boundaries were formed:
Divergent, Convergent, and Transform fault boundaries
Divergent boundary is formed when plates move apart, creating a zone of tension.
Convergent boundary is present when two plates collide.
Transform fault is characterized by plates that are sliding past each other.
Plate tectonics give rise to several geologic features and events.
22

Answers to the summative assessment:

1. Any of these three are the possible answers: mountains, volcanoes
or trenches.
2. d
3. b
4. Transform-fault boundary
5. a
6. b
7. d
8. a and f
9. b and e
10. c and d
23

Glossary of Terms
Continental volcanic arc. Mountains formed in part by igneous activity
associated with subduction of oceanic lithosphere beneath a continent.
Convergent boundary. A boundary in which two plates move toward each other, causing
one of the slabs of the lithosphere to subduct beneath an overriding plate.
Crust. The outer portion of the earth.
Continental Crust. The thick part of the Earths crust, not located under the
ocean.
Oceanic Crust. The thin part of the Earths crust located under the oceans.
Divergent boundary. A region where the crustal plates are moving apart.
Earthquake. Vibration of Earth due to the rapid release of energy.
Fault. A break in a rock along which movement has occurred.
Fracture. Any break in a rock in which no significant movement has taken
place.
Geology. The science that studies Earth.
Hot spot. A concentration of heat in the mantle capable of creating magma.
Magma. A mass of molten rock form from a depth, including dissolved gases
and crystals.
Mid-ocean ridge. A continuous mass of land with long width and height on the
ocean floor.
Plate. Rigid sections of the lithosphere that moves as a unit.
Plate tectonics. A theory which suggests that Earths crust is made up of plates that
interact in various ways, thus producing earthquakes, mountains, volcanoes and other
geologic features.
Primary (P) wave. The first type of seismic wave to be recorded in a seismic
station.
24

Rocks. Consolidated mixture of minerals.

Secondary (S) wave. Second type of earthquake wave to be recorded in a
seismic station.
Seismogram. A record made by a seismograph.
Seismograph. A device used to record earthquake waves.
Subduction. An event in which a slab of rock thrusts into the mantle.
Transform fault boundary. A boundary produced when two plates slide past
each other.
Trench. A depression in the seafloor produced by subduction process.
Volcanic Island arc. A chain of volcanoes that develop parallel to a
trench.
25

References and Links

Department of Education, Bureau of Secondary Education. Project EASE Integrated
Science 1, Module 12: Inside the Earth.
Department of Education, Bureau of Secondary Education (2013). Science Grade 8
Learners Module. Vibal Publishing House, Inc.
Tarbuck, E.J. et al. (2009). Earth Science 12th ed. Pearson Education South Asia Pte
Ltd.
http://www.skoool.ie/ accessed March 3, 2014 http://earthds.info/ accessed March 3,
2014 http://eqseis.geosc.psu.edu/ accessed March 4, 2014
http://thehistoryofthephilippines.blogspot.com/ accessed March 4, 2014
http://www.platetectonics.com/ accessed March 5, 2014 http://geology.com/ accessed
March 5, 2014 http://www.nws.noaa.gov/ accessed March 6, 2014
http://csep10.phys.utk.edu/ accessed March 6, 2014 http://pubs.usgs.gov/ accessed
March 6, 2014 http://www.moorlandschool.co.uk/earth/tectonic.htm accessed March 7,
2014 http://stream2.cma.gov.cn/pub/comet/Environment/TsunamiWarningSystems
accessed March 3 2014 http://marc.fournier.free.free.fr accessed July 1, 2014
https://www.bucknell.edu/majors-and-minors/geology/location/geologic- history-ofcentral-pennsylvania/plate-tectonics.html accessed July 1, 2014
http://www.adelaidenow.com.au/ accessed July 2, 2014 http://www.wildjunket.com/
accessed July 2, 2014 http://www.jnb-birds.com/ accessed July 2, 2014
http://www.geo.hunter.cuny.edu/ accessed July 2, 2014 http://wowlegazpi.com/mayonvolcano-interesting-facts/#sthash.Q3mSKqYG.
dpbs accessed July 2, 2014
26

Unit 1 MODULE 2
Suggested time allotment: 15 to 18 hours

The Earths Interior

Content Standard:
The learners shall demonstrate an understanding of:
The relationship among the locations of volcanoes, earthquake epicenters, and
mountain ranges
Performance Standard:
The learners shall be able to:
1. demonstrate ways to ensure disaster
preparedness during earthquakes, tsunamis, and volcanic eruptions; and
2. suggest ways by which he/she can
contribute to government efforts in
reducing damage due to earthquakes,
tsunamis, and volcanic eruptions.

Overview
The topic on Plate Tectonics and the processes within the Earths interior
conclude the spiralling concepts in Geology. In fact, Geology is the only strand
discussed in Grade 10 Science because of the topics broadness.
In this module, we focus on the Earths interior structure and processes. It is also
discussed how these processes could possibly have affected the Earths surface and
caused its physical appearance.
There are seven activities in this module which slowly develop the concept of
relating the Earths interior processes with the physical structure of the Earths surface.
27

After all these activities, a performance task is provided to connect and conclude
the two modules for Earth and Space in this grade. The task is very important for the
learners to understand the nature of our home planet and to instil in them how they
could be part of reducing the risks brought by geologic phenomena.
In the discussion, it would be best if the teacher focuses and directs the students
towards the development of concepts by answering the following key questions:

Learning Competencies
In this module, you should be able to:
1. Describe the internal structure of the Earth. 2. Discuss the possible causes of plate
movement. 3. Enumerate the lines of evidence that support plate movement.
28

Answers to Pre-Assessment
Directions: A. Choose the letter of the correct answer.
For questions 1 and 2, refer to the figure below that shows the cross section of
the Earth as seismic waves travel through it.

Seismic waves as they travel through the Earth

1. An S-wave shadow zone is formed as seismic waves travel through the Earths body.
Which of the following statements does this S-wave shadow zone indicate? a. The inner
core is liquid. b. The inner core is solid. c. The mantle is solid. d. The outer core is liquid.
Answer: D
29

2. Why are there no P-waves or S-waves received in the P-wave

shadow zone? a. P-waves are aboserbed and S-waves are refracted by Earths
outer core. b. P-waves are refracted and S-waves are absorbed by Earths
outer core. c. Both the P-waves and S-waves are refracted by Earths outer
core. d. Both the P-waves and S-waves are absorbed by Earths outer
core. Answer: B
3. What makes up the lithosphere?
a. Continental crust b. Crust and the upper mantle c. Oceanic crust and continental
crust d. Upper mantle Answer: B 4. Miners dig into the Earth in search for precious
rocks and minerals.
In which layer is the deepest explorations made by miners? a. Crust c. Mantle b. Inner
core d. Outer core
Answer: A 5. How do you compare the densities of the Earths crust, mantle and
core? a. The mantle is less dense than the core but denser than the crust. b. The
mantle is less dense than both the core and the crust. c. The mantle is denser than the
core but less dense than the crust. d. The mantle is denser than both the core and the
crust.
Answer: A 6. The movement of the lithospheric plates is facilitated by a soft,
weak and plastic-like layer. Which of the following layers is described in the statement?
a. Asthenosphere c. Lithosphere b. Atmosphere d. Mantle
Answer: A 7. Alfred Wegener is a German scientist who hypothesized that the
Earth was once made up of a single large landmass called Pangaea. Which of the
following theories did Wegener propose? a. Continental Drift Theory c. Plate Tectonics
b. Continental Shift Theory d. Seafloor Spreading Theory
Answer: A
30

8. If you are a cartographer, what will give you an idea that the continents
were once joined? a. Ocean depth b. Position of the south pole c. Shape of the
continents d. Size of the Atlantic Ocean
Answer: C 9. Which observation was NOT instrumental in formulating the
hypothesis of seafloor spreading? a. Depth of the ocean b. Identifying the location of
glacial deposits c. Magnetization of the oceanic crust d. Thickness of seafloor
sediments
Answer: B 10. As a new seafloor is formed at the mid-ocean ridge, the old
seafloor farthest from the ridge is destroyed. Which of the stated processes describes
how the oceanic crust plunges into the Earth and destroyed at the mantle? a.
Convection b. Construction c. Diversion d. Subduction
Answer: D
31

B. Answer briefly the following questions.

1. What are the different layers of the Earth?
Answer: The different layers of the Earth are the crust, the mantle, and the core. The
core is made up of a solid inner core and liquid outer core. 2. Why is there a need to
study the Earths layers?
Answer: We need to study the Earths layers because the mechanisms in the inner
layers facilitate the slow changes that occur on the Earths surface. Although these
changes takes millions of years to shape the Earth, the tectonic activities that go along
with these changes affect us very much. 3. What proves the existence of the boundary
between the crust and
the mantle? Answer: As seismic waves pass from the crust to the mantle, the velocity
increases. If the velocity of waves changes, it means that the density of the media
where they travel through are different, and thus proves a boundary. 4. What are the
characteristics of the asthenosphere?
Answer: The asthenosphere is the soft weak layer below the lithosphere. It has a
temperature that facilitates a small amount of melting that gives it the capability to flow.
5. What do the shapes of the continents now tell us about their past?
Answer: The shape of the continents seems like a jigsaw puzzle when put together. A
picture will be formed and indicate that the continents were once together in the past.

Studying the Earths Interior

The knowledge about seismic waves is very important in understanding the
discovery of the different layers of the Earth as well as in determining the properties of
these layers. If the students are able to understand the characteristics of seismic waves,
they will be able to relate how each layer of the Earth was discovered.
The following activity will make the learners differentiate the types and
understand the characteristics of seismic waves. It will prepare them in learning the
properties and composition of the different layers of the Earth.
The teacher can make it as an individual activity for fast-paced learners or as a
group activity for those who are more inclined to group discussion.
32

Activity 1
Amazing Waves!
In giving points to students responses, you may refer to the following:
5 points a graphic organizer that is complete and comprehensive 4 points one part
of the organizer is not filled but the given ideas are
correct 3 points two parts of the organizer is not filled but the given ideas
are
correct 2 points two parts of the organizer is not filled and some of the
given
ideas are not correct 1 point three parts of the organizer is not filled and
some of the given
ideas are not correct 0 point no effort exerted
33

Answers to questions:
Q1. Differentiate surface waves from body waves.
Surface waves travel only on the Earths surface like ripples of water while body
waves travel through the Earths body (interior). In addition, surface waves arrive last at
seismic recording stations compared to the body waves.
Q2. Which type of wave do you think were useful to seismologists in their study
of the Earths interior? Explain your answer.
The body waves were used by seismologists because they can pass through the
Earths interior.
Allow to perform this activity in a way that the students will realize that it takes
different properties (like reflection and refraction properties of waves) and
characteristics to analyze and differentiate the media where they travel through. Discuss
the characteristics of the seismic waves and how these characteristics led to the
discovery of each layer of the Earth.

The Composition of the Earths Interior

As the teacher continues to discuss with the layers of the Earth, the teacher may
opt to use a boiled egg that is cut across to represent the Earth and to demonstrate
each layer. The teacher may ask the students to tell the limitations of the model to
determine their understanding.
In describing the lithosphere and asthenosphere, the teacher may use the
cracked shell to represent the lithosphere and soft butter to represent the
asthenosphere. Have the students slide the shell cracks over the soft butter. This will
give them the idea how the lithosphere ride over the asthenosphere.
The ability of the asthenosphere to flow slowly is termed as plasticity.
To further demonstrate the characteristic of the asthenosphere, the teacher may do
Predict-Observe-Explain for the following activity, before the readings and discussion of
the mantle. This is to affirm the correctness of ideas cited and rectify misconceptions
that may arise upon doing the activity.
Post the questions on the board: How will the mixture of cornstarch and water
react? Will it act as liquid, solid or gas? The teacher writes the answers of the learners
on the board but should not expect that they will give correct answers. Let the learners
observe as the teacher performs the activity. After the activity is done, the teacher
should correct the misconceptions of the students during the discussion.
34

Demonstration: Simulating Plasticity (Adapted)

Materials
15 g cornstarch
2 small cups
20 ml tap water
medicine dropper
stirring rod or spoon
Procedure:
1. Put 15 g cornstarch into one of the beakers. Put 10 ml water into the
other beaker. 2. Add one drop full of water to the cornstarch. Stir the mixture.
Ask the students the question: How does the mixture react like; solid, liquid or gas? 3.
Continue to add water to the mixture, one drop full at a time. Stir the
mixture after each addition. 4. Stop adding water when the mixture becomes difficult
to stir. 5. Pour the mixture into your hand. 6. Roll the mixture into a ball and press it.
Let the students explain what they have observed. Facilitate the students reactions with
the following questions:
Q1. How does the mixture behave like?
A1: It behaves like solid.
Q2. How is the mixture of cornstarch and water similar to the
Earths mantle?
A2: The mixture of cornstarch and water behaves like the mantle. It
has the ability to flow slowly..
Q3. How is it different from the Earths mantle?
A3: The cornstarch gained mobility due to addition of water while the
mantles plasticity is due to partial melting aided by the heat of the inner layers of the
earth.
Q4. How does the plasticity of the Earths mantle influence the
movement of the lithospheric plates?
35

A4: Since the mantle is capable of flowing slowly, it carries and facilitates the movement
of lithospheric plates above it as it moves.

Activity 2
Our Dynamic Earth
Activity 2 will test the learners understanding on the different characteristics,
properties and composition of the Earths layers. If possible, make it as an individual
activity.

Expected Output:
Answers to questions:
Q3. What element is the most abundant in the Earths crust?
Oxygen is the most abundant element in the Earths crust.
Q4. What elements make up most of the mantle?
The elements silicon, oxygen, iron and magnesium make up the mantle.
36

Q5. What is the special feature of the upper mantle?

The upper mantle has with it a soft weak layer called the asthenosphere, which
is capable of flowing. This property facilitates the movement of the lithospheric plates.
Q6. How did scientists discover that the outer core is liquid?
The scientists were able to show that the outer core is liquid due to the fact that
S- waves cannot travel through this Earths layer as proven by the S-wave shadow
zone.
Q7. What materials make up the inner core?
The inner core is mostly made up of iron and nickel.
Q8. Is the inner core solid, liquid or gas? What keeps it in this phase?
The inner core is solid. This is due to the very high pressure that keeps it
compacted together even if the temperature is really very high.
Q9. Compare the inner core and the outer core.
The outer and the inner core are made mostly of iron and nickel. The outer core
reaches a temperature of 2000oC. With this temperature, the iron and nickel melt thus,
this layer is liquid. The inner core has a temperature as high as 5000oC. It is compact
despite of the very hot temperature because of the very great pressure that keeps this
layer in the solid phase.

The Earths Mechanism

The teacher may introduce the lesson by linking the concept of the Earths
interior structure with its interior processes, and then the effects of these processes.
The teacher may ask this question: Is the Earths interior processes related with
the structure of the Earths surface? Encourage responses from the students.
37

Activity 3
Lets Fit it!
Divide the class into groups of 3 to 4 students and perform the activity as a
group. This will serve as the teachers springboard to the next activity. The students
reasoning ability will be enhanced. Conduct this activity as quickly as possible.

Answers to questions:
Q10. What features of the newspaper helped you to connect the pieces
perfectly?
Pictures and words in the newspaper helped us to connect the pieces perfectly.
Q11. How do the lines of prints or texts in the newspaper help you to confirm
that you have reassembled the newspaper/magazine page?
The lines of prints make sure that the newspaper is fitted well. The words written
serve as clues in connecting the pieces of newspaper together. The
completed/connected words confirm that the newspaper has been reassembled.
Q12. Show proofs that the newspaper is perfectly reassembled.
The answers may vary. - The picture in the newspaper if completed. - The broken words
were completed/connected.

Activity 4
Drifted Supercontinent!

Answers to questions:
Q13. What does the Glossopteris fossils tell us about the early positions of
the continents?
Since it is impossible for Glossopteris fossils found in different regions or
continents to be blown by the wind or carried by ocean waves, the only possibility is that
these regions were once connected.
38

Q14. If Glossopteris fossils were found in Antarctica, what does this indicate
about the climate of this continent before?
It proves that Antarctica had a tropical climate before.
Q15. If the climate and the position of a place are relative to each other,
where then was the initial location of Antarctica 250 million years ago?
It tells us that Antarctica was nearer to the equator before as compared to where
it is today.
Q16. What does the presence of Mesosaurus fossils tell about the initial
location and position of South America, Africa, and Antarctica?
It tells us that these continents were connected before, since this kind of animal
cannot swim across the vast ocean. Q17. What clues are useful in reconstructing
Pangaea?
The edges of the continents are useful in reconstructing Pangaea. Aside from the
fitting of edges of the continents, the presence of evidences found in the same
continents made the reconstruction easier.
Q18. Which continents do you think were neighbors before?
Possible answers: Europe and Asia were neighbors in the north. North America, South
America and Africa in the middle. Australia and Antarctica, together with India in the
South.
Q19. Will there be a possibility that the current location of a continent would
be different 100 years from now?
Yes, if the continents continue to move. But it will not be very noticeable because
it took 200 million years before the continents came to where they are now, based on
the Continental Drift Theory.
Q20. Where do you think was the Philippines located during the time that the
Pangaea existed? Research on how the Philippine islands emerged.
Knowing that the Philippines has or is near trenches, it could have not existed
during the time of Pangaea but borne out of volcanic eruptions and other tectonic
activities.
39

Q21. If the continents will continue to move, try to predict the Philippines
location 100 million years from now.
Answers may vary.
For the purpose of facilitating learning and in preparation for the class discussion,
the teacher must perform the activity first before letting the students do it in the class.

Activity 5
Split and Separate! (Adapted)

Answers to questions
Q22. What do the stripes in the paper represent?
The stripes represent the rocks with normal and reverse polarities.
Q23. What does the middle slit represent? What occurs in this region?
The middle slit represents the mid-ocean ridge where the actual seafloor spreading occurs.
Q24. What is the role of the midocean ridge in the movement of lithospheric
plates?
The mid-ocean ridge serves as the origin of lithospheric movement. It is the
place where the force that pushes the lithosphere originates.
Q25. How does the new seafloor form at the mid-ocean ridge?
Hot, less dense material below the Earths crust rises towards the mid-ocean
ridge. As this material flows sideways, it creates a crack in the crust where magma will
flow out. This magma cools down and becomes the new seafloor.
Q26. What process/es happen at the side slits?
The side slits serve as subduction zone where the old seafloor plunges beneath
another tectonic plate.
40

Q27. Is the earth getting larger and wider when plates drift away from each
other? Explain briefly.
The Earth is not getting larger or smaller. If there is the production of a new
seafloor in the mid-ocean ridge, there is a destruction of an old seafloor at subduction
zones.

Activity 6
Adapted (Glencoe Earth Science student edition copyright 2002)
In this activity, students will compute for the rate of seafloor spreading. After the
activity, they will be able to determine the distance a continent moves for every year.
Reiterate to the students that NOT ALL plates move at the same rate.

How fast does it go?

Magnetic Polarity Map Answers to questions
Q28. How far do the plates move away from each other every year?
Answer: 2.5 cm per year
Q29. If Africa is approximately 2,400 km away from the Mid-Atlantic Ridge, how long
ago was it when Africa was directly at or near the Mid-Atlantic Ridge?
Answer: 96000000 years or 96 million years
After the activity, the teacher must relate the creation of a new seafloor with the
one that causes it. This will pave the way to the concept of convection current.
41

Recall the mechanisms of the Earths interior structure and properties. The
teacher must make a strong idea about the properties of the mantle and the process it
undergoes. This will lead the learners to connect the Seafloor Spreading Theory with
the convection current that happens in the mantle.
For Activity 7, the teacher must perform the activity first before letting the
students perform so he could facilitate the class. The teacher must constantly remind
the students to be extra careful in handling heating materials.
Activity 7 (Adapted)

Push me up and aside!

Answers to questions
Q30. How does the food coloring react?
The food color rises and moves to the sides of the beaker then sinks. It
demonstrates a cyclic motion.
Q31. What do you call this behavior?
This is called convection current.
Q32. Enumerate the factors that cause the formation of a current.
The difference in density in the molecules is caused by the difference
in temperature. The rate of heating at the bottom and the rate of
cooling at the top. Amount of heat supplied to the substance.
Q33. What happens to the blocks? What does this resemble?
The blocks are pushed up to the middle of the boiling water and then swayed
towards the sides of the beaker.
The small, light wood blocks resemble the lithospheric/tectonic plates that moved
about slowly along the tectonic boundaries, pushing, sliding past and drifting away from
each other because of convection current.
42

The teacher should explain that these are the possible causes of tectonic
activities. Again, reiterate that the processes/activities in the Earths interior play a role
in the processes along Earths surface.
The teacher may opt to end the lesson with a video presentation on the evolution
of the Earth or a video on how magnificent the Earth is if there are available videos that
can be downloaded from the internet.
The teacher should also emphasize that it is impossible to stop these tectonic
activities from happening, but we can do something to mitigate their effects.

Performance Task
This is the performance task for the students. This activity shows the effects of
geologic activities like volcanic eruptions and earthquake. This could be an individual or
a group activity which aims to motivate students to be part in mitigating the effects of
tectonic activities.
1. The teacher gives a situation where the students acts as a project engineer who
wants to develop a subdivision, a realtor who sells a house & lot, a geologist visiting
his/her hometown or simply a student seeking to help the government. However, the
students are given an option to choose other characters in the society. 2. The
performance task must be given at the start of the first grading
period. 3. This should be presented at the end of the grading period. 4. The teacher
must set a date for the learners to present their outputs in
class.
43

5. The teacher may consider the following rubric in rating the students.
Criteria 4 3 2 1 Score
Details and information
Has included 5 Has things or more to
Has included 4 things to

included 3 things to remember before,

remember before,
remember during and after
during and after
before, during any tectonic activity.
any tectonic activity.

and after any tectonic activity.

Has included 2 things to remember before, during and after any tectonic activity.
Method of Presentation
The method of presentation is easy to understand, unique and outstanding.

The method of presentation is organized but not unique.

The method of presentation is not organized and not unique.
Technique/ Creativity
The method of presentation is unique and organized.
The presentation/ medium includes unusual and interesting features and components that excite the audience about
the topic and add to the meaning.
The presentation / medium includes some unusual and interesting features that interest the audience and relate to
the meaning.

The presentation / medium include unusual and interesting features, but they do not add to its meaning.
The presentation / medium does not include unusual or interesting features.
Accuracy
Information contains minimal

Information contains minimal error, none of

errors, of which which interferes
interferes with with the clarity of communication

the clarity of communication

Information contains many errors.
Feedback
Information contains no error.
The clientele understood well
The clientele understood a
the purpose and objective was attained.

The clientele understood the little the purpose

purpose. and objective was somewhat attained.

The clientele ignored the purpose.

44

Summary/Synthesis/Feedback
The Earth is composed of three main layers: the crust, mantle, and core which is
subdivided into outer core and inner core.
The crust is the outermost and thinnest layer of the Earth.
The mantle is the middle layer of the Earth. It makes most of the Earths volume and
mass.
The crust and a part of the upper mantle make up the lithosphere. The lithosphere is
subdivided into portions called lithospheric plates.
The asthenosphere is the weak layer of the mantle on which the lithosphere floats.
The outer core is made up of molten material. The outer core accounts for the Earths
magnetic field.
The inner core is the deepest layer of the Earth. It is made up of solid nickel and iron.
The temperature in the inner core reaches as high as 5000oC.
The speed, reflection and refraction properties of seismic waves are used by scientists
to study the structure and composition of the Earths interior.
The Continental Drift Theory of Alfred Wegener states that the continents were once a
part of a large landmass called Pangaea which splits apart and the continents moved
away from each other towards their current positions.
Alfred Wegener based his theory on evidences from fossils embedded in rocks and
rock formations.
Seafloor spreading is believed to occur as hot magma rises at the rift in the mid-ocean
ridge. This magma cools down and becomes the new seafloor as it pushes the former.
The old seafloor is destroyed at the subduction zone and melts inside the mantle.
The age of rocks and the magnetic stripes in the ocean floor support the seafloor
spreading theory.
The theory of plate tectonics helps explain the formation and destruction of the Earths
crust and its movement over time.
Scientists believe that the plates movement is due to convection currents in the
mantle.
45

Summative Assessment
A. Choose the letter of the correct answer.
1. In 1912, Alfred Wegener proposed a theory that the Earth is once a single landmass.
What is the name of the Mesozoic Supercontinent that consisted of all of the present
continents?
a. Eurasia b. Laurasia c. Pangaea d. Gondwanaland
Answer: C
2. Who were the two scientists who proposed the theory of seafloor
spreading in the early 1960s?
a. Charles Darwin and James Hutton b. Harry Hess and Robert Dietz c. John Butler and
Arthur Smite d. F. Vine and D. Mathews
Answer: B
3. Which of the following diagrams best illustrates the convection
occurring in the mantle?
A. C.
B. D.
Answer: A
46

4. During the 1960s, scientists were already equipped with gadgets needed to explore
the deep ocean. What discovery about the ocean floor is associated with the seafloor
spreading?
a. Mountains are denser than the mantle. b. The rotational poles of the Earth have
migrated. c. The crust of the continents is denser than the crust of the ocean. d. The
crust of the ocean is very young relative to the age of the
crust of the continents. Answer: B
5. If the Atlantic Ocean is widening at a rate of 3 cm per year, how far
(in kilometers) will it spread in a million years?
a. 3 kilometers b. 30 kilometers c. 300 kilometers d. 3000 kilometers
Answer: B
6. Which of the following increases with distance from a mid-ocean
ridge?
a. the age of oceanic lithosphere b. the thickness of the lithosphere c. the depth to the
sea floor d. all of the above
Answer: D
7. Which of the following can you infer from the continuous movement
of the lithospheric plates over the asthenosphere?
a. All the continents will cease to exist. b. All the volcanoes in the Philippines will
become inactive. c. The continents will not be located in the same place as they are
now. d. The islands of the Philippines will become scattered all over the
world. Answer: C
47

8. If all the inner layers of the Earth are firm solid, what could have
happened to Pangaea?
a. It remained as a supercontinent. b. It would have become as it is today. c. It would
have slowly disappeared in the ocean. d. It would have stretched and covered the whole
world.
Answer: A
9. Why does the oceanic crust sink beneath the continental crust at the
subduction zone?
a. The oceanic crust has a greater density. b. The oceanic crust is pulled downward by
Earths magnetic field. c. The oceanic crust is pushed from the ridge. d. The continental
crust has a denser composition.
Answer: C
10. The lithospheric plates are believed to be moving slowly. What is the
driving force that facilitates this movement?
a. gravitational force of the moon b. magnetic force at the poles c. convection current in
the mantle d. the force of the atmosphere
Answer: C
48

B. Complete the concept map below on continental drift, seafloor spreading,

and plate tectonics.
49

Plate Tectonic Theory

Glossary of Terms
Asthenosphere. Soft, weak upper portion of the mantle where the lithospheric
plates float and move around.
Continental Drift Theory. States that all the continents were once one large landmass
that broke apart and where the pieces moved slowly to their current locations.
Convection current. Current in the mantle due to the heat from the inner layers
of the Earth and is the force that drives the plates to move around.
Lithosphere. The topmost, solid part of the Earth that is composed of several
plates.
Lithospheric Plates. The moving, irregularly shaped slabs that fit together to
form the surface of the Earth.
Mid-ocean ridge. Area in the middle of the ocean where new ocean floor is
formed when lava erupts through the cracks in the Earths crust.
Mohorovicic Discontinuity (Moho). The boundary that separates the crust
and the mantle.
Plasticity. The ability of solid to flow.
Seafloor spreading. A process by which new ocean floor is formed near the
mid-ocean ridge and moves outward.
Subduction. The process in which the crust plunges back into the Earth.
Tectonics. Branch of Geology that deals with the movements that shape the
Earths crust.
50

References and links

Borrero, Francisco et al. (2008). Earth Science: Geology, the Environment, and
the Universe. The McGraw-Hill Companies, Inc.
Department of Education, Bureau of Secondary Education. Project EASE
Integrated Science 1, Module 12: Inside the Solid Earth
Department of Education, Bureau of Secondary Education (2013). Science
Grade 8 Learners Module. Vibal Publishing House, Inc.
Feather Jr.,Ralph et al. (2002). Glencoe Earth Science. The McGraw-Hill
Companies, Inc..
Maton, Anthea et al. (1999). Exploring Earth Science. Prentice Hall.
Tarbuck, E.J. et al. (2009). Earth Science 12th ed. Pearson Education South
Asia Pte Ltd.
51

Internet
http://www.geomag.bgs.ac.uk/education/reversals.html accessed March 1,
2014
https://www.princeton.edu/~achaney/tmve/wiki100k/docs/Asthenosphere.html
accessed March 1, 2014
http://www.learner.org/courses/essential/earthspace/session3/closer2.htm
accessed March 3, 2014
http://loki.stockton.edu/~hozikm/geol/Courses/The%20Earth/Content%20Web
%20Pages/Bugielski/webpage.htm accessed February 28, 2014
http://www.cyberphysics.co.uk/topics/earth/geophysics/Seismic%20Waves%
20Reading.htm accessed March 1, 2014
http://rieson.blogspot.com/2013/02/birth-of-earth.html accessed March 1,
2014
http://www.yourdictionary.com/magnetic-reversal accessed March 31, 2014
http://www.learner.org/courses/essential/earthspace/session3/closer2.htm
accessed March 3, 2014
http://www.enchantedlearning.com/subjects/dinosaurs/glossary/Contdrift.html
accessed March 7, 2014
52