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42 HOURS
SCIENCE 10 EARTH AND SPACE DATE:
June 17 – August 13, 2019
LEARNING COMPETENCIES:
The learners should be able to:
1. Describe the different types of plate boundaries
2. Explain the different processes that occur along the plate boundaries
LEARNING TARGETS:
1. I can enumerate the different types of plate boundaries.
2. I can differentiate the types of plate boundaries.
3. I can identify the different processes that occur along the plate boundaries.
4. I can differentiate the processes that occur along the plate boundaries.
5. I can locate the different examples of land formations along plate boundaries.
Session 1
PRE-ASSESSMENT: MAP OF CONCEPTUAL CHANGE
The learners put check in the box to correspond in their answer:
EXPLORE
ACTIVITY 1: PLATE BOUNDARIES DANCE STEPS
Learners will be taught three hand movements that depicts the three movements
associated with formation of plate boundaries.
Step 1: Demonstrate to the learners the Convergent boundary by
moving your hands (palms down) against each other
repeatedly.
Then instruct the learners to demonstrate the hand movements everytime you mention the different
types of plate boundaries.
Perform this drill from time to time for learners to review the different plate bounderies.
Ask the learners to describe and explain the movement of plate boundaries based on the hand
movements they have learned.
Session 2 – 3
FIRM UP
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 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.
Questions:
1. What type of plate is Plate A? What about Plate B? Why did you say so?
2. Describe what happens to Plate A as it collides with Plate B? Why?
3. What do you think will happen to the leading edge of Plate A as it continues to move
downward? Why?
4. What do you call this molten material?
5. What is formed on top of Plate B?
6. As the plates continue to grind against each other, what other geologic event could take place?
Summarize the answers and ideas that was generated from learners’ answers and explain the key
concepts that 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. Geologic events such as formation
of volcanoes and trenches as well as occurrence of earthquake will take place because of this process.
Summarize the answers and ideas that was generated from learners’ answers and explain the key
concepts that 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.
Strong earthquakes generated at the ocean floor may cause displacement of large volume of water and
launch big waves called tsunami.
Session 4
ACTIVITY 3: Head-On Collision
Materials:
modeling clay
2 blocks of wood
paper
Procedure:
1. On a piece of paper, flatten the modeling clay with the palm of your hand.
2. Cut the clay into four strips; each strip should be 0.5 cm thick, 4 cm wide, and 12 cm long.
3. Put 4 strips one on top of the other.
4. Place a block of wood at each end of the clay strips and slowly push the two blocks together.
Observe what happens to the clay
Questions:
1. What happened to the strips of clay as they were pushed from opposite ends?
2. If the strips of clay represent the Earth’s lithosphere, what do you think is formed in the
lithosphere?
3. What other geologic event could take place with this type of plate movement aside from your
answer in 2?
4. In terms of the consequences on the Earth’s lithosphere, how will you differentiate this type of
convergent plate boundary with the other two?
Summarize the answers and ideas that was generated from learners’ answers and explain the key
concepts that 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.
Session 5
ACTIVITY 4: PICTURE ANALYSIS - Going Separate Ways
1. Start the lesson by saying “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?” This will serve as the springboard for the next lesson.
2. The next activity “Going Separate Ways,” will require learners to analyze four pictures. The
two topmost pictures are rift valleys while the bottom two are oceanic ridges.
Materials:
Photographs of Rift Valleys and Oceanic Ridges
Procedure:
1. Let the learners analyze the photographs of rift valleys (topmost pictures) and oceanic ridges
below, and answer the questions that follow.
Questions:
1. What are common in the four pictures?
2. Millions of years ago, the land masses in each picture were once connected. What do you think is
happening to the Earth’s crust in those pictures?
3. If this event continues for millions of years, what do you think will be the effect on the crust?
4. Complete the drawing below to illustrate your answer in question number 3
At Present
Session 6
ACTIVITY 5: Slide and Shake
1. The learners will simulate how transform-fault boundary is formed.
Materials:
four blocks of wood: blocks 1 and 4 measures 5 cm x 5 cm x 10 cm while blocks 2 and
3 measures 5 cm x 5 cm x 15 cm
two hook screws
sandpaper
Procedure:
a. Attach a hook screw on one end of Blocks 2 and 3.
b. Arrange the blocks as shown in the illustration below.
c. Place sandpaper on the side of the blocks where they all meet.
d. Slowly pull Blocks 2 and 3 on its hook screw to the direction indicated by the arrow.
Observe the motion of the blocks.
Questions:
a. Were you be able to pull the blocks of wood easily? Why or why not?
b. What can you say about the relative motion of blocks 1 and 2? How about blocks 3 and
4?
c. How will you describe the interaction between blocks 2 and 3 as you pull each block?
d. What is the interaction between blocks 1 and 3? How about between blocks 2 and 4?
2. After the activity has been performed, 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?
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 learners that this is another type of plate boundary called transform-fault boundary.
4. Tell the learners 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 learners what they think would the consequence be if plates move horizontally past
each other.
Summarize the answers and ideas that was generated from learners’ answers and explain the key
concepts that Transform-fault boundaries are where two plates are sliding horizontally past one another.
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.
Session 7
ACTIVITY 6: Drop It Like It’s “Hot Spot”
1. Show the learners an aerial picture of the Hawaiian
islands
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.
Materials:
alcohol lamp
test tube
test tube holder
bond paper (2 sheets)
match
water
Procedure:
1. Attach one end of the bond paper to the end of another bond paper.
2. Fill 3/4 of the test tube with water and heat it over an alcohol lamp.
3. While waiting for the water to boil, place the paper on top of the test tube. Be sure that the
two are in contact.
4. Once the water starts boiling and fumes are coming out, hold the paper in the same position
for the next 10 seconds.
5. After 10 seconds, move the bond paper very slowly and horizontally by 10 centimeters. See
to it that the paper and test tube are still in contact.
6. Repeat step 5 after another 10 seconds and observe.
Questions:
1. What can you see on the surface of the bond paper?
2. Let’s say that the paper represents the Earth’s crust; what do you think is represented by the
water in the test tube?
3. What geologic feature do you think will be formed at the surface of the crust? Q39. Which
of the features, at the surface of the crust, will be the oldest? the youngest? Label these on
your paper.
4. Which of the features will be the most active? The least active? Label these on your paper.
Summarize the answers and ideas that was generated from learners’ answers and explain the key
concepts that:
a. A “hot spot” is an area in the mantle from which hot materials rise as a thermal plume.
b. 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.
c. 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.
Session 8
DEEPEN
ACTIVITY 7: ORAL DISCUSSION
1. How do we differentiate the different plate boundaries?
2. How plate tectonics do contributes to the formation of different geological features?
3. What is the relationship between plate boundaries and land formations?
4. What are the impacts of plate boundaries and processes around plate boundaries in our daily life?
5. How can we prepare ourselves to the impacts of these geological phenomena?
Session 9
2. Plates A and B shows a divergent boundary. If plate C is adjacent to both plates and does not show any relative motion,
what type of plate boundary is present between A and C?
______________________________________
3. What geologic event is most likely to happen at the given type of plate boundary in no. 2?
a. Earthquake c. rift valley
b. Mountain formation d. volcanic eruption
4-6: Predict what geological features could result out of this plate boundary (3 possible answers)
4. __________________________
5. __________________________
6. __________________________
7. Right in the middle of an island, you can find a rift valley. What type of plate boundary exist on that island?
__________________________
8. What do you expect to find parallel to a volcanic island arc?
__________________________
9. You are an oceanographer. As you do your study, you notice that there is a portion in the ocean floor which is relatively
much deeper that the rest. What more likely is that deeper part?
__________________________
10. What plate boundary is formed between the Philippine plate and Eurasian plate?
__________________________
We are quite aware that our country is susceptible to different disasters such as
earthquakes, volcanic eruptions, and tsunamis. Therefore, it is a must for us to prepare and
ensure our safety and survival when these disasters strike. You and your group as an advocate
of Disaster preparedness in your family and community, your goal is to help your family prepare
for an impending emergency. You and your group task is to prepare an emergency kit for the
whole family. Decide what items should be in your emergency kit and be ready to present it in
class.
The scoring rubric below will be used in assessing your kit:
CRITERIA 1 2 3 4
Survival Kit Items None of the items A few of the items At least 8 items are At least 10 items
are necessary for are clearly clearly necessary are clearly
survival during or necessary for for survival during necessary for
after a disaster. survival during or or after a disaster. survival during or
after a disaster. after a disaster
Labels and Uses None of the items A few of the items At least 8 of the At least 10 items
are labeled are labeled items are labeled are labeled
properly and there properly and a properly and a properly and a
is no reason for reason for each reason for each reason for each
including it in the item is included on item is included on item is stated on a
survival kit. a separate sheet of a separate sheet of separate sheet of
paper. paper. paper.
Neatness and The kit is not The kit is The kit is done The kit is neatly
Effort Exerted organized. It looks somewhat well with some organized and
like the student organized and it organization and labeled as
threw it together at looks like the labeling. It necessary. Much
the last minute student ran out of appears the time and effort
without much time or didn’t take student worked were put into
care. care of the project. hard on it. creating this
project.
Session 11
SYNTHESIS
ACTIVITY 9: EXIT CARD
3 Learners from the class will be called to fill in the following information.
1. The most important thing I learned about Plate boundaries, processes and land
formation:
.
2. The two (2) things I still want to know about Plate boundaries, processes and land
formation:
(1) .
(2) .
MR. MANASSEH V. VARGAS MS. MA. ANN CHARMAINE MR. RYAN B. GARCIA
Subject Teacher BERNARDINO School Principal
Subject Coordinator