Apostolic Vicariate of San Jose

learning from home.

SAN RAFAEL HIGH SCHOOL, INC.
Poblacion, Abra de Ilog, Occidental Mindoro 5108
Contact Number: 0961 – 275 – 3317
Email Address: sanrafaelhighschool1969@gmail.com
OFFLINE LEARNING PACKET: Science 10 (Quarter 1, Week 1)
Parents’ and Guardians’
LAST NAME Guide
FIRST NAME/ MIDDLE INITIAL
JHS: Government Recognition (MIMAROPA Region) No. OCM-JHS-1969-01, s. 2020
SHS- ABM/GA - Government Permit Region IV-B (MIMAROPA) No. 063, s. 2015
SHS-HUMSS/STEM – Government Permit (MIMAROPA Region) No. OCM-SHS-03a, s. 2020
GRADE LEVEL AND SECTION INCLUSIVE DATES
 continue waking hours just like in a regular school day;
 maintain school night bedtime hours for enough sleep;
 set up a dedicated workspace for distance learning;
 follow a schedule that is based on their needs;
 making sure that leaners complete academic work as best as possible; and,
 practice regular physical exercise and proper hygiene for health and wellness.
Learners’ Individual Monitoring Plan

(Reference: Ateneo Basic Education Learning Primer Version 1.0) To monitor your progress you may refer to the table below:
10% 20% 30% 40% 50%
“Our task
LEARNER’S is to help children
REFERENCE
NUMBER
ESCto climbNUMBER
LEARNER their own mountains,
RATIN
G
as high as possible.
PARENT’S SIGNATURE No one can

do more.” – Loris Malaguzzi I have read and I have I have I have I have read and
understood accomplished accomplished accomplished understood
Dear parents/ guardians: Part 1-A. Part 1-B. Part 1-C. Part 1-D. Part 1-E.
In a learning environment characterized by independent learning and reduced direct
instructional time with teachers, the school and home partnership is more important than 60% 70% 80% 90% 100%
ever. The parents/ guardians play a vital role in the success of distance learning by I completed all
I accomplished I completed all I answered all
providing a home atmosphere that is safe, secure, and conducive to the cognitive growth of tasks on my I accomplished
Part 2-A on my essays/ fill in assessment
our young learners. own/ with my additional tasks
own/ limited help blanks tasks in tasks in
The school desires to see greater initiative from the learners in reaching out to teachers classmates in in Part 2-E.
from others. Part 2-B. Part 2-D.
concerning lessons and assignments. Just the same, the parents/ guardians are Part 2-C.
responsible for supporting them as they would under normal circumstances. Hence,
communications on academic matters should ideally begin between the learner and his/her Academic Honesty and Integrity Statement
teacher. For assistance, written below are the necessary information as far as this learning (Reference: Writing at Carson-Newman College, 4th ed.)
area is concerned: My signature below constituted my pledge that all the writing is my own work, with the
Learning Area Science 10 exception of those portions which are properly documented and reference. I understand and
Class Schedule 10 – St. Francis of Assisi (T_8:00AM – 11:40AM) accept the following definitions of plagiarism:
10 – St. Teresa of Avila (T_1:00PM – 4:40PM) 1. Plagiarism includes literal repetition without acknowledgement of the writings of another author. All
Learning Area Facilitator Mr. Al Ar – John T. Timenia, LPT significant phrases, clauses, or passages in this learning packet which have been taken directly from
Phone Number 0961 – 275 – 3318 the source material have been enclosed in quotation marks and acknowledged in the text itself as
well as in the list of Works Cited/ Bibliography/ Reference.
Messenger Account Aaj Timenia 2. Plagiarism includes borrowing other’s ideas and representing them as my own. To paraphrase the
The school recognizes that families have different living conditions and varying thoughts of another writer without acknowledgement is to plagiarize. Plagiarism includes using
resources available at home. Thus, parents/ guardians are urged to disclose issues/ another person or organization to accomplish this learning packet and then submitting it as my own
difficulties experienced by the learners to the institution through the Class Adviser or the work.
Office of Academic Affairs (0961 – 275 – 3318). I understand what plagiarism is, and I further understand that if plagiarism is found in my
paper, my learning area facilitator will follow the procedures on academic dishonesty set
forth by San Rafael High School, Inc.
Parent/ Guardian Learning Support Checklist
(Reference: Ateneo Basic Education Learning Primer Version 1.0)
The guide below can help us all make the best of new and sometimes unfamiliar distance Signature
learning environments. It can help you be ready for some of the more practical aspects of PRINTED NAME
 Date

Part 1-A: What I Need to Know?

After finishing this learning packet, I can… The theory of plate tectonics is the sole topic in Earth Science in Grade 10. This is because
 trace the historical underpinnings of the Plate Tectonics Theory the theory binds many of the topics in previous grade levels, and more time is needed to
 discuss the salient features of Plate Tectonics Theory explore connections and deepen learners’ understanding.

Part 1-B: What I Know? Part 1-D: What’s New?

In your Araling Panlipunan 8 (Kasaysayan ng Daigdig) classes or even Heograpiya classes Read the story below. After reading, illustrate the major events that happened like a comic
in elementary, you have encountered the term’ KONTINENTE’ (translated to English, strip.
Continent). Looking back into those classes on continents, define “Kontinente” in your own From Pangaea to Present: The Story of Continental Formations
words using Filipino language. (Reference: https://socialstudiesforkids.com/articles/geography/pangaea.htm)
The seven continents that we have today were once all connected. A handful of
KONTINENTE theories of how this occurred have been advanced. The most recognizable theory was put
forward by German geologist Alfred Wegener in the early 20th Century. Wegener theorized
that the world's land was all one large supercontinent 200 million years ago. He named this
Let us now, review your knowledge on these continents by identifying the continents in the
supercontinent Pangaea, which is Greek for All-earth.
blank world map below. Write the name of the continents on the blank. You may choose
Pangaea existed for many, many years, during which time the animals on the planet
from the provided
could roam from the North Pole to the South Pole without taking their whole lives to do it.
continents list.
This is why we see dinosaur fossils in the middle of North American deserts that match
those found in other parts of the world now very far away.
After a time, Pangaea broke into two smaller yet very large continents, Laurasia (the
northern one) and Gondwanaland (the southern one). Laurasia looked sort of like a
CONTINENTS combination of the continents now found north of the Equator: North America, Europe, and
Africa the northern part of Asia. Gondwanaland looked suspiciously like the continents found
Antarctica south of the equator: South America, Africa, Oceania, Antarctica, and southern Asia.
Asia Another good bit of time later, the two large landmasses broke apart into the seven
Part 1-C: What’s In?
Australia continents that we have today. This completed what Wegener called Continental Drift.
Europe
Let’s have a short throwback of the lessons you had in your previous Earth Science classes This giant breakup occurred in stages over many years. Some highlights:
North
in the America
earlier grade levels. Write down all the lessons that you can still remember in each  North America and South America became connected but broke away from
SouthDo
column. America
not open any notes from previous grade levels. Just use the notes that are still Europe and Africa.
remembered by your brain.  Greenland broke away from both North American and Europe.
Grade 7 Earth Science Grade 8 Earth Science Grade 9 Earth Science  A large body of water formed in between Europe and Africa and remains to this
day: the Mediterranean Sea.
 Africa remained connected to Asia but just barely, via the Middle East.
 Australia, New Zealand, India, Ceylon, and Madagascar broke away from
Antarctica and made their own way northward, with varying degrees of drift. India
moved the most, eventually slamming into the southern part of Asia and forming
the Himalaya Mountains.
 Various ice ages and other small continental drifts created the many islands of
 Indonesia and the islands that dot the Pacific Ocean.
The continents continue to drift today, although their movements are very much
slower than before.
Part 1-E: What is It?
You have reached the part where you will be using Science Links 1-: Worktext for Scientific
and Technological Literacy as complementary reference material in accomplishing your
learning goals in Part 1-A. To help you in accomplishing the, answer the following guide
questions based on your readings. Simply write your answer and references on the spaces
provided:
(1) Which theory is proposed by a climatologist named Alfred Wegener?
____________________________ (Reference: Science Links 10, page/s ______)
(2) In what book published in 1915 did A. Wegener published this theory?
____________________________ (Reference: Science Links 10, page/s ______)
(3) What was the main proposition of this theory? _____________________________
____________________________ (Reference: Science Links 10, page/s ______)
(4) What were the names of the supercontinent? _____________________________
_____________________________ (Reference: Science Links 10, page/s____)
(5) The supercontinent then was broken, what were the names of the smaller
supercontinents (and their respective directions of breakage)? _______________
________________________________________________________________
_____________________________ (Reference: Science Links 10, page/s ____)
Wegener’s major weakness however was that he couldn’t suggest a reasonable
mechanism for driving continental movement and that his calculations for the rate of movement
were too fast (250cm/year). He theorised that continents moved through the surface of the earth
like giant snow ploughs under the gravitational influence of the Sun and Moon and “polar pull”.
Detractors suggested that land bridges had joined the continents allowing plants and
animals to spread. Most particularly they mocked the ability of a meteorologist to understand
geology. By 1930 few geologists believed in Wegner’s theory.
By the 1950s new technologies brought new evidence to support his theory and also
suggest a better mechanism for moving continents. It was called Plate Tectonic Theory.
The Theory of Continental Drift proposed that continents moved but did not suggest a
convincing mechanism to power this movement. The Theory of Plate Tectonics builds on these
earlier concepts and suggests how movement is maintained.
Plate Tectonic Theory suggests that:
1. The Earth’s surface (lithosphere) is made of large plates.
2. These plates move a few centimeters per year
3. Convection currents in the underlying partially
melted asthenosphere drive this movement.
4. The convection currents are powered by heat from
radioactive decay and slab pull from dense
descending plates.
5. The ocean floor is spreading from mid-oceanic
ridges along zones of divergence.
6. Plates can be brought together, moved apart or
passed alongside each other. Convection Currents
7. Plate margins are sites of intense geological activity such as earthquakes, mountain
building, trench formation and volcanism.
(Reference: Woodside Australian Science Package: Plate Tectonics Package (Year 9 Australian Curriculum – Earth
and Physical Sciences) pp. 13, 18, 20)
(6) Earth is generally composed of 58 crustal plates. How did scientists classified
these plates into groups? ___________________________________________
_______________________________________________________________
_______________________________________________________________
_____________________________(Reference: Science Links 10, page/s _____)
(7) Differentiate the two basic types of crustal/ lithospheric plates.________________
__________________________________________________________________
__________________________________________________________________
_____________________________(Reference: Science Links 10, page/s ______)
Part 2-A: What’s More?
Part 2-A-1. Uncovering the Evidence:
To deepen your understanding on the historical underpinnings of the Plate Tectonics
Theory, you have to visit this website: https://www.geolsoc.org.uk/Plate-Tectonics/Chap1-
Pioneers-of-Plate-Tectonics/Alfred-Wegener. The website will let you discover the 5 Lines
of Evidence of A. Wegener that supports his theory on Continental Drift.
For those who cannot visit the website due to personal constraints, please see the
screenshots below:
References:
(1) https://www.geolsoc.org.uk/Plate-Tectonics/Chap1-
Pioneers-of-Plate-Tectonics/Alfred-Wegener/Jigsaw-Fit
(2) https://www.geolsoc.org.uk/Plate-Tectonics/Chap1-
Pioneers-of-Plate-Tectonics/Alfred-
Wegener/Geological-Fit-of-Coastlines
(3) https://www.geolsoc.org.uk/Plate-Tectonics/Chap1-
Pioneers-of-Plate-Tectonics/Alfred-Wegener/Tectonic-
Fit-of-Coastlines
(4) https://www.geolsoc.org.uk/Plate-Tectonics/Chap1-
Pioneers-of-Plate-Tectonics/Alfred-Wegener/Glacial-
Deposits-from-Permo-Carboniferous-Glaciation
(5) https://www.geolsoc.org.uk/Plate-Tectonics/Chap1-
Pioneers-of-Plate-Tectonics/Alfred-Wegener/Fossil-
Evidence-from-the-Southern-Hemisphere
After reading, accomplish the Concept
Wheel with 6 spokes graphic organizer.
Write the evidence within each spoke with
short description. Use the box at the right for
additional information or ideas.
CONCEPT WHEEL with SIX SPOKES
Reference: http://www.dailyteachingtools.com/images/ConceptWheel.jpg
Part 2-B: What I Have Learned?
In this part of the learning packet, let us know what had you learned so far. Answer the
following questions concisely and clearly. Limit your answers to 50 to 100 words only. Your
answers will be evaluated using the following standards: Scientific Content – 70%,
Organization – 30%.
(1) How did Continental Drift Theory paved way for the Plate Tectonics Theory?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
(2) What makes Plate Tectonics Theory more reliable among other Earth Science
theories in this discipline?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Part 2-C: What I Can Do?
Read the situation below and follow the directions for the task you will do in this section.
The Philippines, because of its geographical location, is vulnerable to many types of natural
disasters. It is located at the western part of the Pacific Ring of Fire, a most active art of the
earth characterized by an ocean encircling belt of active volcanoes and earthquake
generators.
In response to all these factors and conditions, you are develop a strategy for disaster
preparedness and risk reduction for natural catastrophes that include volcanic eruptions,
earthquakes, and their resultant effects like tsunamis specifically designed for Filipinos
whether in the government and private sectors or common citizens.
At this point, write down random thoughts that are coming out on your mind to accomplish
the given tasks. These answers will be organized further in the next learning packets.
 Part 2-D: Assessment
Encapsulate your answers in Part 2-B into one paragraph summarizing your learning in this
learning packet. Be concise and clear in your encapsulated answer:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Part 2-E: Additional Activities

For more information on this lesson, you may watch the YouTube Video “Plate Tectonics
\\\\\
Explained” uploaded by MinuteEarth (Link: https://www.youtube.com/watch?v=kwfNGatxUJI).