MODULE 2: Most Essential Learning Competencies

Required/Expected Output: Sample MELCs Unpacking Presentation

Subject: Science 10
Week/Quarter: 1
1st Quarter Standard
At the end of Grade 10, learners realize that volcanoes and earthquakes occur in the same places in the world and that these are related to plate
boundaries. They can demonstrate ways to ensure safety and reduce damage during earthquakes, tsunamis, and volcanic eruptions. Learners can
explain the factors affecting the balance and stability of an object to help them practice appropriate positions and movements to achieve efficiency
and safety such as in sports and dancing. They can analyze situations in which energy is harnessed for human use whereby heat is released,
affecting the physical and biological components of the environment. Learners will have completed the study of the entire organism with their
deeper study of the excretory and reproductive systems. They can explain in detail how genetic information is passed from parents to offspring,
and how diversity of species increases the probability of adaptation and survival in changing environments. Learners can explain the importance of
controlling the conditions under which a chemical reaction occurs. They recognize that cells and tissues of the human body are made up of water,
a few kinds of ions, and biomolecules. These biomolecules may also be found in the food they eat.
1st Quarter Domain/Strand: Earth & Space

Most Essential Learning

Content Performance K-12 Learning Competencies
Learning objectives
Standard Standard Competencies (R-retained; M/C-
Merged/Clustered)
The learners The learners 1. Describe the 1. Describe and relate the 1. Identify the active volcanoes in the Philippines
demonstrate should be able to: distribution of distribution of active volcanoes, 2. Define fault, earthquake, and epicenter
understanding of active volcanoes, earthquake epicenters, and major 3. Learn location of major faults in the Philippines
the relationship 1. demonstrate earthquake mountain belts to Plate Tectonic 4. Describe the seismic activities in the country.
among the ways to ensure epicenters, and Theory 5. Describe the distribution of active volcanoes,
locations of disaster major mountain (R-retained) earthquake epicenters, and major mountain belts.
volcanoes, preparedness belts; 6. State the Plate Tectonic Theory.
earthquake during 2. describe the 2. Describe the different types of 1. Identify the different types of plate boundaries.
epicenters, and earthquakes, different types of plate boundaries 2. Differentiate the different types of plate boundaries.
mountain ranges tsunamis, and plate boundaries; (R-retained)
volcanic 3. explain the 3. Explain the different processes 1. Identify the different processes that occur along the
eruptions different that occur along the plate plate boundaries.
processes that boundaries 2. Explain the different processes that occur along the
2. suggest ways occur along the (R-retained) plate boundaries.
by which he/she plate boundaries;
can 4. describe the 4. Describe the possible causes 1. Identify the possible causes of plate movement.
 contribute to internal structure of plate movement 2. Discuss the possible causes of plate movement.
government of the Earth; (R-retained)
efforts in (D-dropped)
reducing damage 5. describe the
due to possible causes
earthquakes, of plate
tsunamis, and movement; and
volcanic 6. enumerate the 5. Enumerate the lines of 1. Infer patterns and relationship among the locations of
eruptions lines of evidence evidence that support plate volcanoes, earthquake epicenters, and mountain ranges.
that support plate movement 2. Justify one’s predictions or conclusions with available
movement (R-retained) evidence.

Prepared by:

CHESTER F. MERTOLA
Noted by:
CHESTER F. MERTOLA
LAC Facilitator

ANGELITA E. BARAL, EdD

Principal IV