UNIT PLAN

Unit of Work in: SOCIAL STUDIES

School: ST. MARTIN’S DE PORRES PRIMARY SCHOOL

Class / Grade Level: STD. SIX

Strand: LANDFORM AND LOCATION

Theme: PLATE TECTONICS

Duration: FOUR WEEKS From: JULY 20, 2020 to AUGUST 20, 2020

Goals: STUDENT WILL:

Cognitive:

(A) Understand the different layers of the earth and its formation.

(B) Familiar with the process involved in earthquakes.

(C) Describe volcanic eruptions and structure.

(D) Recall the major tectonic plates.

Affective:

(A) Evaluate the importance of the earth’s layers.

(B) Appreciate landforms after the impact of earthquakes.

(C) Reflect how human actions can reduce volcanic eruptions.

(D) Recognize the importance of plate tectonics.

 Psychomotor:

(A) Create a model of the earth’s layers.

(B) Produce a model of an earthquake.

(C) Construct a volcanic model.

(D) Demonstrate the movement of plate tectonics.

Rationale:

The purpose of this unit is for students to gain conceptual understanding of the earth’s internal structures. As inhabitants, students will be able to develop awareness of the different
changes that the earth goes through. Moreover, if students learn about earthquakes they will be able to understand the causes of earthquakes, make necessary precautions to protect
lives and personal valuables. In addition, the educational purpose of learning this lesson is for students to become aware of the roles and impacts of plate tectonics on the earth.
Finally, it is important to know about Volcanic eruptions because volcanic eruptions are very dangerous and produce harmful and destructive gases, ash , lava and rock that are
very powerful so by being knowledgeable we can take safety precautions.

LEANZA Content Lesson Objectives Suggested Activities

 DAWSON Students will be able to:

(based on multiple intelligence)

Students will:

Week:1 1. Crust- Earth’s Crust is what we walk on. It is After the use of a model, class activities and (1) Introductory Focus: Play a game called
the tin (relatively) outermost layer that wraps class discussion students will be able to: put on a show. A story will be read to
around the earth and ranges in temperature from students; using their imagination students
Lesson 1: 500 to 1,000 degree celsius. The crust is split will create an image or description of
into two types, continental and oceanic. The (A) List and explain the four layers of the what they feel the earth is made of.
earth’s crust is 5 to 70 km thick. earth. (Cognitive) Students will share what they imagined
what the world is made of.(Intrapersonal )
Sub-topic: Layers * The crust makes up only 1% of the earth's volume (B) Evaluate the purpose of the four layers
of The Earth. . of the earth. (Affective)
2. Mantle- Just below the crust lies the mantle. The (C) Create a model of the earth's layers. (2) General Focus: Play a game called “ draw
mantle is semi - Liquid, sort of like a malleable (Psychomotor) it”. Students will listen to a recording
Learning
plastic and makes up 84% of earth’s volume. The about the earth’s layers and create a
outcome:8.1
earth’s mantle is 2,900 km thick and is broken drawing of what they interpret.(Musical
Explain, with
down into 3 main zones,the lithosphere, intelligence)
supporting
asthenosphere, and mesosphere.
illustrations, how
the earth is
composed of an (3) Culmination Focus: Students will create a
inner core, an outer 3. Outer Core- The outer core lies beneath the model of the earth’s layers. (Kinesthetic
core, mantle and mantle. This liquid iron and nickel layer spins as intelligence)
crust. the planet rotates and creates earth’s magnetic field.
This magnetic field helps to protect us from the
Sun’s solar radiation. The outer core is 2,200 km
thick and very hot at up to 6,100 degree celsius.
Curricular Linkages:
Without the outer core’s magnetic field out planet
Language would resemble the barren planet of Mars.
Art(summarizing
and using
description) 4. Inner Core- The inner core is the deepest layer
Materials: on Earth. It is also made up of iron and nickel but
the pressure is so high that it is no longer liquid.
● Markers The temperatures in the inner core are as hot as the
● Tapes surface of the sun, about 5505 degree celsius. The
● Computer earth’s inner core is 1,230 to 1,530 kn thick. The
● Projectors earth’s inner core is growing in size by 1mm per
● Molding clay year.
● Speakers

References: Nace,
Trevor. “4 Layers
Of The Earth Made

Easy.” Forbes,
Forbes Magazine,
26 Aug. 2019,
www.forbes.com/sit
es/trevornace/2019/
08/26/4-layers- of-
the-earth-made-
easy/#4b07508e45d
8

Four layers of the

earth
https://youtu.be/oTJ
3i4NNyFY

Skills:

● Sequence
earth's
layers.

● Explain
earth’s
layers.

● Create
model

Attitudes:

● Appreciate
the earth’s
layers.

● Respect
classmate
opinions.
 LEANZA Content Lesson Objectives Suggested Activities
DAWSON Students will be able to: (based on multiple intelligence)
Students will:
Week:1 In the early 1900s, the German scientist Alfred After viewing images, class discussion and class ● Introductory focus: Play a game called
Wegener noticed that the coastlines of Africa and activities students will be able to: Walter Travels. A board game about
Lesson 2: South America looked like they might fit together. the supercontinent will be played.
a. Explain how the earth’s mass land was a (Visual spatial intelligence)
He also discovered evidence that the same plant
Sub-topic: million years ago.
Supercontinent and animal fossils were found along the coasts of ● General: take part in a savage hunt.
these continents, although they were now separated Students will solve the puzzle using
Learning outcome: by vast oceans. In addition, he noticed that geologic the clues placed around the classroom.
8.7 Explore, using a formations, like mountain ranges, on the two (Kinesthetic intelligence )
sequence of maps, continents also matched up.
how the earth's b. Draw an image of how the earth was before ● Culmination focus: play pictionary.
major land masses He called the original landmass (or supercontinent) and after the different changes occurred with Students will draw clues and the
have moved, over a "Pangaea," the land mass. remaining students will guess the
period of hundreds answer. (Verbal linguistic)
of millions of years, Continents on the move
due to plate
tectonics. 200 million years ago c. Reflect on the purpose of the movement of
the earth’s land mass.
Curricular Linkages: Pangaea begins to break up and splits into two
major landmasses — Laurasia in the north, made
Language Arts up of North America and Eurasia, and Gondwana
(writing) in the south, made up of the other continents.

Materials: 135 million years ago

● White Board Gondwana splinters further — the South America-
Africa landmass separates from the Antarctica-
● Marker
 ● Speaker Australia landmass.

● Puzzle

● Posters The Indian landmass breaks away from the

Antarctica-Australia landmass.

References:
65 million years ago
Learner.org. 2020.
Interactives . Major rifting of Laurasia, with the North American
Dynamic Earth . landmass separating from Eurasia.
Plate Tectonics.
[online] Available
at: South America and Madagascar separate from
https://www.learner. Africa.
org/wp-
content/interactive/d
ynamicearth/drift.ht
50-40 million years ago
ml [Accessed 19
July 2020]. Greenland separates from North America.

Australia separated from Antarctica and moved

Skills: identify how north.
the earth’s land
mass was before
and understand how
the movement The Indian landmass collided with Asia.
occured due to plate
tectonics.
Attitudes: Respect
each other.
Appreciate the
knowledge gained
from the lesson.

The modern plate tectonics theory, which has

become widely accepted since the 1960s, states that
the earth's outer layer, or lithosphere, is broken
into several large slabs called plates.

These plates, which hold the continents and oceans,

are slowly but constantly moving around the planet.
The movement of the plates not only supports our
understanding that continents are not fixed and
moved over time, but also explains how and why
earthquakes, volcanoes, and other geologic events
occur.

Tectonic Plates Map

TAMIA SMITH Content Lesson Objectives Suggested Activities
(based on multiple intelligence)
Students will be able to: Students will:
Week 2 Tectonic plates are pieces of Earth's crust and Introductory Focus: Assemble and label the
Lesson 1 uppermost mantle, together referred to as the After class discussion, activities and a quick write layers of the Earth. (Bodily Kinesthetic)
Subtopic: Plate lithosphere. ● recall definition of plate tectonics clearly.
(Cognitive) General Activities:
Tectonics ● label at least three major tectonic plates.
Learning The earth's continents are constantly moving due to (psychomotor) Correctly place the names of the major tectonic
outcomes: the motions of the tectonic plates ● grow awareness of the importance of plate plates on the map. (Visual- spatial)
8.4 Label the continents are called continental crust, while the type tectonics (affective)
major tectonic found under the oceans is called oceanic crust.
plates, as well as Continental crust is thicker — about 20 to 40 miles Culminating:
Two minutes of quick write about what they
the Nazca and (35 to 70 km) thick — and usually older than oceanic learnt in class today.
Caribbean Plates crust, which is only 4 to 6 miles (7 to 10 km) thick. Guided questions: what are plate tectonics?
on a map of the All the plates have names, usually referring to List at least five major plate tectonics. (Verbal-
world. landmasses, oceans, or regions of the globe where Linguistics)
Skills: identify they are located.
major plate
tectonics and
label major plate
tectonics
Attitude: Freely
participate in
class and respect
each other
Curricular
Linkages:
Language Arts
(writing) Tectonic Plates:
North America Plate Juan De Fuca
Materials: Caribbean Plate Nazca Plate
projector Pacific Plate Cocos Plate
computer South America Plate Scotia Plate
blank template of Antarctic Plate African Plate
tectonic plates Euraison Plate Arabian Plate
playdoh Australian Plate Indian Plate
Phillipian Plate
References:
Plate Tectonics
retrieved
from:https://www
.learner.org/wp-
content/interactiv
e/dynamicearth/dr
ift2.html

TAMIA SMITH Content Lesson Objectives Suggested Activities

(based on multiple intelligence)
Students will be able to: Students will:
Week: 2 The border between two tectonic plates is called a A. Introductory Focus: Think Pair Share
boundary. All the tectonic plates are constantly After reading a poem, class activities and First individually fill in major plate tectonics
Lesson 2: moving — very slowly — around the planet, but in discussion pair up and share answers
many different directions. Some are moving toward a. Describe tectonic plate movement As a class share answers. (interpersonal)
Sub-topic: Plate each other, some are moving apart, and some are clearly (cognitive objective)
Tectonics sliding past each other. Because of these B. General Activities:
differences, tectonic plate boundaries are grouped Listen to a poem about tectonic plate
Learning outcome: into three main types. b. Identify at least three borders each movement. students will take notes on what
8.5 describe using A convergent boundary occurs where two plates boundary is formed.(psychomotor they heard. (Verbal- linguistic)
diagrams how are pushing towards each other.Examples of objective) Identify the type of boundary that is found at
tectonic plates convergent boundaries include: the borders between several of these plates
move. using colored pencils or markers. (visually-
● The boundary between the Eurasian Plate c. Realize that Earth’s movement is spatial)
Curricular and the Indian Plate at the Himalayas. because of plate tectonics. (affective
Linkages: ● The boundary between the Nazca Plate and objective) C. Culmination:
Expressive Arts the South American Plate along the west Draw and describe tectonic plates based on
(Drawing) coast of South America. the boundary called. (Visual- spatial, verbal-
Materials: linguistic)
projetor, computer, A divergent boundary marks two plates that are
extension, print out moving apart from each other. Examples of
of poem, large divergent boundaries include:
digital image of ● The boundary between the African Plate and
tectonic plates map the Arabian Plate in the Red Sea.
 ● The boundary between the Pacific and
References: Antarctic Plates.
Plate tectonics ● The Mid-Atlantic Ridge, made up of the
retrieved from: boundary between the North American and
https://www.learner Eurasian Plates in the North Atlantic,
.org/wp- crossing Iceland, and the South American
content/interactive/ and the African Plates in the South Atlantic.
dynamicearth/drift2
.html A transform boundary occurs where two plates
Skills: Draw plate slide past each other.Examples of transform
movement, describe boundaries include:
plate movement ● The boundary between the Pacific Plate and
Attitudes: the Australian Plate, crossing New Zealand.
Participate in class ● The boundary between the Pacific Plate and
discussion and the North American Plate in California.
respect each other.

Types of boundaries:
● A convergent boundary occurs where two
plates are pushing toward each other.

● A divergent boundary marks two plates that

are moving apart from each other.

● A transform boundary occurs where two

plates slide past each other.
 JALECIA JONES Content Lesson Objectives Suggested Activities
Students will be able to: (based on multiple intelligence)

Students will:
Week:3 1. An earthquake is a sudden and violent After engaging in a class discussion, creating a A. Introductory Focus:
shaking of the ground, sometimes causing model and viewing a video, students will be able Watch and listen to a short video about
great destruction, as a result of to: earthquakes and volcanic eruptions. (Verbal
movements within the earth’s crust or A) Explain how the movements of tectonic linguistic intelligence)
Lesson 1: volcanic action. plates can cause earthquakes and volcanic
2. The earth’s crust is cracked into pieces eruptions. (Cognitive) B. General Activities:
called tectonic plates. B) Produce a model of an earthquake. Get into two large groups to play “Who
3. These plates move around. in some places (Psychomotor) Wants to be Millionaire” using the
Sub-topic:
they move apart from each other and in C) Reflect the importance of tectonic plates information they’ve learnt. The group with
Earthquakes (Causes) other places, they move together. and its role in geologic happenings; the said the highest score will be awarded 20 points.
4. These movements are felt on the surface cause for earthquakes and volcanic (Verbal linguistic intelligence)
Learning outcome: 8.6 of the earth and they vary in size. Most eruptions. (Affective)
Explain how the are too small to be felt by humans and are C. Culmination:
measured using a sensitive machine Produce a model of an earthquake in groups
movement of tectonic called a seismometer. Some earthquakes of four. (Bodily kinesthetic intelligence)
plates can cause are large and can cause extensive damage
earthquakes and to property and loss of life.
5. similar to earthquakes, because of the
volcanic eruptions.
movements of tectonic plates, volcanic
Curricular Linkages: eruptions occur.
6. when the pressure within the magma
Expressive arts
chamber is greater than the strength of the
(model) crust, it begins to break through.
7. Magma rises to the earth’s surface for a
Materials:
combination of reasons. inside the magma
Notebooks chamber there are a number of gasses that
are just like a carbonated drink, the
Lego (blocks) bubbles of gas rise to the surface of the
magma chamber, pushing against the
Play dough earth’s crust.
8. Another reason an eruption can occur is
Projector simply an overload of magma in the
magma chamber. Once the chamber is
Computer filled to capacity, an eruption is sure to
occur.
Speaker

Extension cord

References:

3D Geography

https://www.3dgeogra
phy.co.uk/earthquake-
models

youtube:earthquakes
and volcanoes
https://www.youtube.c
om/watch?v=0SK-
jYdEgfE

Skills: Listening and

engaging in class
discussion and recall
what is an earthquake.

Attitudes: Show
appreciation for the
lesson being taught,
cooperate with
classmates and
willingly participate in
class discussion.

JALECIA JONES Content Lesson Objectives Suggested Activities

(based on multiple intelligence)
Students will be able to: Students will:
Week:3 A. Introductory Focus:
1. An earthquake is a sudden and violent After engaging in a class discussion, activities and Watch a short video on the impacts of an
Lesson 2: shaking of the ground, sometimes causing viewing a video students will be able to: earthquake. (Verbal linguistics intelligence)
 great destruction, as a result of movements D) Reiterate two impacts of an earthquake.
Sub-topic: within the earth’s crust or volcanic action. (Cognitive) B. General Activities:
Earthquakes Complete a case study in groups of three.
(effects) 2. Some of the common impacts of earthquakes E) Create an earthquake safety tips poster. (Investigating Earthquake impact)
includes structural damage to buildings,fires, (Psychomotor) (Interpersonal intelligence)
Learning outcome: damage to bridges and highways, initiation
8.3 Describe the F) Appreciate safety measures for protecting C. Culmination:
of slope failures, liquefaction, and tsunami.
impact of a recent life and valuable personal belongings. Create a poster in pairs about earthquake
earthquake. 3. one of the most recent earthquakes was a 7.1 (Affective) safeness. (Spatial intelligence)
magnitude. This tremblor rocked Southern
Curricular
Linkages: California at 8:19 PT on July 5, 2019. This
Language Arts event was widely felt, causing several fires
( Writing) and damage to buildings and roads.

Materials:
Notebook
markers
bristol board
paper glue
scissors
ruler

References:
3D Geography
https://www.3dgeo
graphy.co.uk/earth
quakes
Earth Exploration
Toolbook
https://serc.carleto
n.edu/eet/earthqua
kes/case_study.htm
l

Skills: Listen and

engage in class
discussion.

Attitudes: Show
appreciation for
earthquake safety
measures,
cooperating with
their classmates
and willingly
participate in class
discussion.

● Being prepared for earthquakes

involves having a plan for before,
during and after an earthquake.
during an earthquake, the most
important advice is to stay calm.

HELEN PALACIO Content Lesson Objectives Suggested Activities

 Students will be able to: (based on multiple intelligence)

Students will:
Week: 4 A volvanco is the opening of the earth's crust After watching a video, activities and class A. Introductory Focus:
through which lava , Volcanic ash, and gases discussion, students will be able to: Watch and listen to a video on the different
Lesson 1: escape from a magma chamber . types of Volcanic eruptions (Verbal
a. List and explain the six types of volcanic linguistics Intelligences )
Type of Volcanic Eruptions : eruptions (Cognitive)
1. Icelandic B. General Activities:
Sub-topic: Volcanic 2. Hawaiian Complete a matching handout on “ The
Eruptions. 3. strombolian b. Create a volcanic model. (Psychomotor) different types of volcanic eruptions” in
4. Vulcanian pairs. (Interpersonal Intelligences”
5. Pelean
6. Plinian c. Realize the importance of the different types C. Culmination:
Learning
of volcanic eruptions. (Affective) Create a volcanic model in groups of three.
outcome:8.2 ( Interpersonal Intelligences)
investigate the
different types of
volcanic eruptions .

Curricular
Linkages:
Expressive Art
(Model)

1. The Icelandic type is characterized by

Materials: effusion of the molten basaltic lava that
flows from long , parallel fissures , such
● Notebook outpouring often build lava plateaus.
 ● Color Pencil 2. The Hawaiian type is similar to the icleandic
variety, In this case , however , fluid lava
● NewsPaper flows from a volcano's summit and radial
fissures to form shield and volcanoes which
● Glue are quite large and have gentle slopes .
● Flour 3. Strombolian eruptions involve moderate
bursts of expanding gases that eject clots of
● Scissors
incandescent lava in cyclical or nearly
● Plastic continuous small eruptions.
bottle
4. The Vulcanian type, generally involves
● Paint and moderate explosions of gas laden with
volcanic ash. This mixture forms dark,
Paint brush
turbulent eruption clouds that rapidly ascend
● baking soda and expand in convoluted shapes.

● food
coloring

● Vinegar

● Dish Liquid

References:
5. A Pelean eruption is associated with
Volcano facts explosive outburst that generate pyroclastic
retrieved from: flows, a dense mixture of hot volcanic
fragments and gas .
https://www.nation
algeographic.com/e 6. The Plinian type is an intensely violent kind
nvironment/natural- of volcanic eruptions ,The uprushing gases
disasters/volcanoes/ and volcanic fragments resemble a gigantic
rocket blast directed vertically upward.
Plinian eruption clouds can rise into the
stratosphere and are sometimes
What is a volcano continuously produced for several hours.
retrieved from: Lightning strikes caused by a buildup of
static electricity are common close to
https://chis.nrcan.gc Plinian ash clouds, adding one more element
.ca/volcano- of terror to the eruption.
volcan/volcano-
volcan-en.php

Volcanoes retrieved
from:

https://www.britann
ica.com/science/vol
cano/Six-types-of-
eruptions

Skills:

● Create a
Volcanic
model.
 ● Explain the
different
types of
volcanic
eruptions.

Attitude :

● Appreciatio
n of the
different
volcanic
eruptions .

HELEN PALACIO Content Lesson Objectives Suggested Activities

Students will be able to: (based on multiple intelligence)
Students will:
Week: 4 ● Volcanic eruptions can profoundly change A. Introductory Focus:
the landscape, initially through: After watching a video and class discussion Watch a short video on how volcanoes shape
Lesson 2: 1. destructive processes (flank failure and caldera Students will be able to the landscape of the earth (Verbal
formation) Linguistics)
Sub-topic: 2. constructive processes (lava flows, domes, and a. Identify at least 2 ways volcanoes shape
Volcanoes pyroclastic deposits). the landscape. (cognitive objective) B. General Activities:
which destroy vegetation and change the physical Play a game called pictionary. students will
Learning outcome: nature of the surface (e.g., porosity, permeability, view and image and state which landscape is
8.2 How volcanoes and chemistry). it. (Visual Spatial)
shape the landscape
Curricular ● Eruptions have created mountains, islands, C. Culmination:
Linkages: plains, and other unique geologic a. Draw a landscape shaped by volcanoes Complete and exit slip. Students must give a
Language arts formations, such as the impressive laval correctly. (psychomotor objective) brief description and create a drawing of a
(writing tube, Cueva de los Verdes, or the haunting landscape form by volcanoes. (verbal
descriptions) “lava trees” in Kilauea, Hawaii linguistics)
Materials:
projector, ● The most obvious landforms created by lava
computer, speakers, are volcanoes. These are mostly cinder b. Investigate volcanic eruption effects
extension card, cones, composite volcanoes, and shield
(affective objective)
pictures of volcanoes. Eruptions also take place through
landscape, exit slip other types of vents, commonly from
question print out. fissures. The eruptions that created the
entire ocean floor are essentially fissure
References: How eruptions.
volcanic eruptions ● Lava domes- When lava is thick, it flows
shape Earth
retrieved from: slowly. If thick lava makes it to the surface,
https://www.youtub it cannot flow far from the vent. It often
e.com/watch?
v=bHNDRquJ8U8 stays right in the middle of a crater at the
Volcanic top of a volcano. Here the lava creates a
Landforms
retrieved from : large, round lava dome. Lava flows often
https://www.ck12.o
rg/earth- make mounds right in the middle of craters
science/volcanic- at the top of volcanoes.
landforms/lesson/V
olcanic-Landforms- ●
MS-ES/

Skills: Identify
landscapes, draw
landscapes
Attitudes: Grow
awareness of the
effects of volcanic
eruptions and
participate in class
discussion.

● A lava plateau is made of a large amount of

fluid lava. The lava flows over a large area
and cools. This creates a large, flat surface
of igneous rock. Lava plateaus may be huge.
● New land is created in volcanic eruptions.
The Hawaiian Islands are shield volcanoes.
These volcanoes formed from fluid lava.
intrusions- magma stays beneath the
ground where it solidifies. Because they
form underground, they only become land
formations if they arrive at the surface of the
Earth.