Grade 10 Science LAS

10
SCIENCE
First Quarter
LEARNING ACTIVITY SHEETS

Republic of the Philippines
Department of Education
COPYRIGHT PAGE
SCIENCE
Learning Activity Sheets
(Grade 10)
Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500
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This material has been developed for the implementation of K to 12 Curriculum through the
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material for commercial purposes and profit.
Consultants:
Regional Director : ESTELA L. CARIÑO EdD, CESO IV, DepEd R02
Assistant Regional Director : RHODA T. RAZON EdD, CESO V, DepEd R02
Schools Division Superintendent : FLORDELIZA C. GECOBE PhD, CESO VI, SDO Quirino
Asst. Schools Division Superintendent : MARY JULIE A. TRUS PhD, SDO Quirino
Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG PhD, DepEd R02
Chief Education Supervisor, CID : JORGE G. SADDUL, SR.
Development Team
Writers: RACQUIEL B. ARZADON, T-III, Solano High School
FELY L. DACUSIN, T -III, Solano High School
KATHLEEN KAYE P. LAGUERTS, T-III, Solano High School
IRENE G. LORENZO, T-III, Solano High School
ROSARIO O. SARMIENTO, MT I, Aritao High School
GRACE B.ORDONEZ, T-III, Aritao High School
MARY ANN D. CARPISO, MT II, Nueva Vizcaya General Comprehensive High School
NATHANIEL R. ALMENDRA, T-III, Nueva Vizcaya General Comprehensive High School
VIANNIE MAY B. COLLADO, T-III, Nueva Vizcaya General Comprehensive High School
DAISY O. FACUN, T-III, Bambang NHS
MARILYN M. OMANITO, T-III, Bambang NHS
ALMA MAE CASABAY, T-III, Bambang NHS
CHEYSERR ANN A, SALDIVAR, T-III, Quezon National High School
GILBERT B. MIGANO, T-III, Tuao High School
Content Editor: MARICEL S. FRANCO, Education Program Supervisor- SCIENCE, SDO Nueva Vizcaya, et.al
Illustrators: MADONNA JANE C. CALACALA, T-I, Calitlitan ES
Focal Persons: RIZALINO G. CARONAN, Education Program Supervisor–LRMDS, CLMD, DepEd R02
ESTER T. GRAMAJE, Education Program Science, CLMD, DepEd R02
MARICEL S. FRANCO, Education Program Supervisor, SDO Nueva Vizcaya
BERMELITA E. GUILLERMO, LR Supervisor
Printed by: Curriculum and Learning Management Division

DepEd, Carig Sur, Tuguegarao City
i
Table of Contents
Competency Page Number
Describe the distribution of active

..............................
volcanoes, earthquakes epicenters, and
major mountain belts
Describe the different types of plate ..............................

boundaries
Explain the different processes that ..............................

occur along the plate boundaries
Describe the possible causes of plate ..............................

movement
Enumerate the lines of evidence that ..............................

support the plate movement
ii
SCIENCE 10
Name: __________________________________ Grade Level: ______________
Section: _________________________________ Date: __________________
LEARNING ACTIVITY SHEET

Distribution of Earthquake Epicenters, Active Volcanoes and Major
Mountain Belts
Background Information
Geologic processes had shaped many different land features on earth. Where these
processes commonly occur is prone to natural disasters such as earthquakes, volcanic eruptions
and mountain deformations like landslides which could cause threat to human living on earth.
Learning Competency:
● Describe and relate the distribution of active volcanoes, earthquake epicenters, and major
mountain belts to Plate Tectonic Theory. (1st Q / Week 1-3) (S10ES – Ia-j-36.1)
Activity 1: “I Remember”
Directions: Write E if the term is related to earthquakes, V for volcanoes and M for mountains.
_____1. Cinder _____6. Landslide

_____2. Magnitude _____7. Epicenter
_____3. Folding _____8. Dormant
_____4. Intensity _____9. Ashfall
_____5. Pyroclastic _____10. Aftershock
Practice personal hygiene protocols at all times. 1

Activity 2: The Philippine Hotpot
The Philippines is a hotpot of natural disasters due to its geographic location. Volcanic
eruptions, earthquakes and mountain deformations are common occurrences. Recent occurrences
of earthquakes are recorded and studied for risk reduction preparations. Figure 1 shows the map
of earthquakes recorded in a 30-day period from April 25 to May 25, 2020 while figure 2 shows
the map of volcanoes and mountains in the Philippines.
Trace the locations of the different geologic processes using the Philippine map below.
Use blue marker/crayon for earthquake epicenters, red for volcanoes and yellow for mountains.
Source: https://www.quora.com/What-are-the-
Source: locations-of-active-volcanoes-and-mountain-belts-
https://earthquake.usgs.gov/earthquakes/map/ in-the-Philippines
Figure 1. Map of Earthquakes in the Figure 2. Map of Volcanoes and Mountains in
Philippines the Philippines
Guide Question:
How are the different geologic processes distributed on the Philippine map?
________________________________________________________________________
________________________________________________________________________
.

Activity 3: Where in The World Does It Shake, Rattle and Roll?
The natural disasters occurring in the Philippines are also happening all over the world.
Geologic processes, being a worldwide phenomenon, created different iconic features like the high
peaks of Everest, the maze of the Grand Canyon, and the conical shape of Mt. Fuji. Studying the
location of earthquake epicenters, volcanic eruptions, and mountain formations and deformations
help us understand these processes and uncover secrets of the earth.
Study Figure 3, Figure 4 and Figure 5. Answer the guide questions below each figure.
Source: Image: © Daniel Hauptvogel, CC BY-NC-SA.

https://uhlibraries.pressbooks.pub/historicalgeologylab/chapter/chapter01-platetectonics/
Figure 3. This map shows the locations of all earthquakes with a magnitude greater than 4.5 for
the years 2015 and 2016. Please note that many dots are overlaid by other dots on this
map. Map scale reference is 30° latitude.
Guide Question:
1. How are the earthquakes distributed on the world map in figure 3?
________________________________________________________________________
________________________________________________________________________

Source: Image: © Daniel Hauptvogel, CC BY-NC-SA.
https://uhlibraries.pressbooks.pub/historicalgeologylab/chapter/chapter01-platetectonics/
Figure 4. This map shows the location of volcanoes that have been active within the past 10,000
years (triangles). Map scale reference is 30° latitude.
Source: https://www.euratlas.net/geography/world/mountains/index.html
Figure 5. Map of major mountains of the world (dark areas indicate mountain land)
Guide Question:
2. How are the volcanoes and mountains distributed on the world map in figure 4 and 5?
________________________________________________________________

Activity 4: “Think About It”
Directions: Draw a if you agree with the statement and if you disagree.
_____ 1. the earthquakes are distributed evenly on the map

_____ 2. the earthquakes are scattered away from each other
_____ 3. there are areas that are most commonly hit by earthquakes
_____ 4. the volcanoes are mostly clustered close to each other
_____ 5. the locations of earthquakes are mostly far away from volcanoes
_____ 6. the locations of volcanoes are near the location of mountains
_____ 7. the location where earthquakes occur are mostly near where volcanoes are located
Guide Question:
1. Why do you think earthquakes and volcanoes occur in these areas?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Why is it important for us to identify areas which are prone to earthquakes?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Activity 5: Trace the Boundaries
Directions: Plot the common areas of earthquakes, volcanic eruptions and mountain ranges using
a marker or crayon on the map below. Refer to Figure 3, Figure 4 and Figure 5.
Source: Tanya Atwater, http://emvc.geol.ucsb.edu/
Figure 6. Latitude and longitude map of the world
Guide Question:
1. Based on what you have drawn on the map, how will you relate the distribution of
earthquakes with the distribution of mountain ranges and volcanoes?
________________________________________________________________________
________________________________________________________________________

Activity 6: The Plate Tectonics Theory
Plate tectonics is the theory that Earth’s outer shell is divided into several plates that glide
over the mantle, the rocky inner layer above the core. The plates act like a hard and rigid shell
compared to Earth’s mantle. This strong outer layer is called the lithosphere, which is 100 km
thick. The lithosphere includes the crust and outer part of the mantle. Below the lithosphere is the
asthenosphere, which is malleable or partially malleable, allowing the lithosphere to move around.
The lithosphere is divided into nine major tectonic plates that moves as a unit. The plate boundaries
are where the edges of the lithospheric plates meet. In general, plate boundaries are the scene where
much geologic action is concentrated. The densest area where geologic processes take place is
known as the Ring of Fire around the Pacific Ocean.
Study Figure 7, showing the major tectonic plates in the world and compare this with
your traced boundaries in Activity 4.
Figure 7. Tectonic plates and plate boundaries
Guide Question:
1. How do the lines you traced in Activity 4 compare with the lines formed by the
tectonic plates in figure 7?
_____________________________________________________________________
_____________________________________________________________________
2. Explain the similarities or differences between the lines you traced and the lines
formed by the tectonic plates.
_____________________________________________________________________
_____________________________________________________________________

CHECK YOUR UNDERSTANDING:
Directions: Choose the letter of the correct answer
1. Which statement best describes the distribution of earthquakes?

a. evenly distributed all over the world
b. scattered away from volcanoes
c. concentrated within continents
d. concentrated near volcanoes
2. Which statement best describes the distribution of volcanoes?

a. most are located where mountain lands are found
b. evenly distributed all over the world
c. scattered away from each other
d. concentrated within continents
3. Which statement best describes plate boundaries?

a. the rigid sections of the lithosphere that move as a unit
b. the area where the densest geologic processes occur
c. the regions where geologic processes are concentrated
d. the area where volcanic activity occurs
4. Which term is best described as the region known as the most active in geologic
processes?
a. plate boundaries
b. tectonic plate
c. ring of fire
d. hotspot
5. Which statement best describes tectonic plates?

a. the rigid sections of the lithosphere that move as a unit
b. the area where the densest geologic processes occur
c. the regions where geologic processes are concentrated
d. the area where volcanic activity occurs

Reflection
Directions: Answer the following questions to help you reflect on what you have learned from
the activities you have finished.
321 Challenge Your response...
What are the three things you need to

prepare if you are residing in a place near
a volcano or prone to earthquakes?
Our country is a hotpot of natural

disasters due to its geographic location.
Would you still prefer to live here or
migrate to other countries? Why?
Were you affected during the eruption of

Taal Volcano in Batangas last January
2020 where many people were displaced?
Why?
Think Deeper Your response...
In light of the current pandemic crisis,

how will you prepare your home and
community for the possibility of the
occurrence of natural disasters?
References
Anne E. Egger, Ph.D. “Plates, Plate Boundaries, and Driving Forces” Visionlearning Vol. EAS
(2), 2003. Retrieved from https://www.visionlearning.com/en/library/Earth-Science/
Daniel Hauptvogel and Jinny Sisson. The Story of Earth: An Observational Guide. Uhlibraries,
n.d. Retrieved from https://uhlibraries.pressbooks.pub/historicalgeologylab/chapter/

Answer Key
Activity 1: “I Remember Activity 2: The Philippine Hotpot
1. The geologic processes are located near
1. V 6. M
each other.
2. E 7. E
3. M 8. V
4. E 9. V
5. V 10. E
Activity 3: Where in the Word It Shakes, Activity 4: “Think About It”

Rattles and Rolls?
1. 4.
Guide Question:
2. 5.
1. There are areas where earthquakes are dense
3. 6.
or concentrated
2. The areas where there are volcanoes are 7.
Guide Question:
mostly where mountains are located
1. These areas are active hotspots/plate
boundaries (answers may vary)
2. identifying areas prone to earthquakes leads to
geologic studies and helps us prepare for
possible disasters (answers may vary)
Activity 5: Trace the Boundaries

Guide Question:
1. The earthquake distributions are similar to the distribution of volcanoes and mountain ranges.
They overlap in most areas, forming shapes that cut the map into several areas.

Activity 6: The Plate Tectonics Theory
Guide Question:
1. The lines are similar to each other.
2. The plate boundaries are where most of the earthquakes, volcanic eruptions and mountain lands
are found.
Check your understanding

1. D 2. A 3. A 4. C 5. B
Prepared by:
Kathleen Kaye P. Laguerta
Irene G. Lorenzo
Fely D. Dacusin
Racquiel B. Arzadon
SOLANO HS

SCIENCE 10
Name of Learner: _________________________________ Grade Level: __________
Section: ________________________________________ Date: ________________
LEARNING ACTIVITY SHEET

Processes Along the Plate Boundaries
Background Information
“Your Islands and Valley of Fun” or simply Cagayan Valley is very rich in land forms
such as hills, mountains and volcanoes. Few of these are the Bangan Hill in Nueva Vizcaya,
Mt. Cagua in Cagayan and Mt. Iraya in the island of Batanes. Have you ever wondered why
Cagayan Valley is blessed with these kind of geologic features? How are these geologic
features formed?
From your previous lesson, you were able to learn how plate boundaries move toward
each other, move apart or rather slide past each other. Furthermore, you studied on the different
geological processes and features that occur along these various types of plate boundaries.
In this learning activity sheet, you will be able to acquire more ideas with the different
processes that occur along the plate boundaries. There are nine exciting activities prepared to
help you understand how these phenomena affect the relationship among the locations of
volcanoes, earthquake epicenters, and mountain ranges.
Learning Competency
At the end of this journey, you should be able to explain the different processes that
occur along the plate boundaries. (Quarter 1,Week 5-6) S10ES-Ia-j-36.3

ACTIVITY 1: LET’S HUNT!
Directions: Encircle the 12 words listed on the table using the puzzle below. Words appear in
a straight across, back- word straight across, up and down, down and up, and
diagonally.
CONVERGENT VOLCANIC ARC MOUNTAIN

DIVERGENT TRENCH TSUNAMI
OCEAN TRENCHES SUBMARINE VALLEY OCEANIC RIDGE
OCEANIC CRUST EARTHQUAKE SUBDUCTION
What do you expect to learn from this module based from the terms that you have
hunted?
__________________________________________________________________________________
________________________________________________________________

Convergence of plates happen when two plates move towards each other.
It has three types – convergence of continental plate and oceanic plate,
convergence of two oceanic plates and convergence of two continental plates.
These types of converging plates form and produce different geologic events,
features and processes.
ACTIVITY 2: TOWARDS EACH OTHER
Directions: Study the figures below and fill in the table by writing a check (√) on the following
geologic events that occurred in each type of converging plates.
Figure 1. converging continental and oceanic plates Figure 2. converging oceanic plates
Figure 3. converging continental plates
Continental- Oceanic- Continental-

Geological Events
Oceanic Oceanic Continental
Tsunami
Subduction
Earthquake
Formation of trench
Formation of mountain
Formation of volcano and/or volcanic
arc
Formation of volcanic island arc

Guide Questions:
1. How are tsunamis formed?

______________________________________________________________
2. Why does subduction occur in continental – oceanic and oceanic – oceanic but not in
continental – continental converging plates?
_____________________________________________________________________
_______________________________________________________
3. Why do you think earthquake occurs in all types of converging plates? Explain.
_____________________________________________________________________
_______________________________________________________
4. In your own words, explain how each type of converging plates take place.
a. Converging continental and oceanic plates

__________________________________________________________________
____________________________________________________
b. Converging oceanic and oceanic plates
__________________________________________________________________
____________________________________________________
c. Converging continental and continental plates

__________________________________________________________________
____________________________________________________
Sources:
Acosta, Herma D. et al (2015). Deped science learning material 10. REX Bookstore Inc. Meralco
Avenue, Pasig City pp.17.
http://marinebio.net
https://www.buzzle.com/images/geography/volcanoes/continental-continental-convergence.jpg

ACTIVITY 3: ARE YOU READY TO JUMBLE?
Directions: Below are jumbled letters of the concept you learned about CONVERGENCE OF
PLATES. Rearrange each jumbled letters in COLUMN A and write your
answers in COLUMN B. Then match descriptions of these words in COLUMN
D. Write the corresponding letter of your choice in COLUMN C. The first item
is provided as an example.
COLUMN A COLUMN B COLUMN C COLUMN D
RUT SC CRUST A A. The outer portion of the Earth
B. A boundary in which two

plates move toward each other,
causing one of the slabs of the
AMA MG
lithosphere to subduct beneath
an overriding plate
C. A mass of molten rock formed

ROENTGEN
at depth, including dissolved
VC
gases and crystals
D. An event in which a slab of
IRONCLADS
rock thrusts into the mantle
VACCINAL
E. A depression in the seafloor
produced by subduction
AMINO TUN
process
F. A chain of volcanoes that

CLINTON
develop parallel to a trench
TRUNCATES
G. A landmass that is produced by
collision of two continental
ETCH RN
plates
H. The thick part of the Earth’s

ANSTICE
crust, not located under the
OCCUR
ocean
I. The thin part of the Earth’s
BOUND CUTIS
crust located under the oceans
J. It is formed on top of the
AVON CLO continental plate due to
convection current

ACTIVITY 4: TOWARDS THE OPPOSITE
Directions: Analyze the illustration below and answer the following questions.
Figure 4. diverging plates
https://www.elephango.com/index.cfm/pg/k12learning/lcid/11122/Divergent_Boundaries
Guide Questions
1. How will you describe the direction of the two arrows in the figure above?
_____________________________________________________________________
_______________________________________________________
2. What causes the separation of plates?
_____________________________________________________________________
_______________________________________________________
3. What are the geologic processes/events that will occur because of this plate movement?
_____________________________________________________________________
_______________________________________________________
4. What geologic features might form in this type of plate boundary?
______________________________________________________________
ACTIVITY 5: WHAT A DIVERGING PROCESS
Divergent boundary is a location where plates are moving away from one another. This
occurs above rising convection currents. The rising current pushes up on the bottom of the
lithosphere, lifting it. At the crest of the uplift, the overlying plate is stretched thin, breaks and
pulls apart. Divergent boundary can happen in oceanic plates as well as in continental plates.
Diverging oceanic plates may cause the formation of mid - ocean ridges, occurrence of
volcanic activity (fissure eruptions), shallow earthquake, creation of new seafloor and widening
of ocean basin.
When a divergent boundary occurs beneath a thick continental plate, the pull-apart is
not vigorous enough to create a clean, single break through the thick plate material. Here, the
thick continental plate is arched upwards from the convection current's lift, pulled thin by
extensional forces, and fractured into a rift-shaped structure. As the two plates pull apart,
normal faults develop on both sides of the rift and the central blocks slide downwards. This
may cause the formation of a rift valley, occurrence of shallow earthquakes and formation of
new basin.

Directions: Arrange and match the SITUATION with the corresponding DIAGRAM below.
Write the number and letter of your answer.
DIAGRAM SITUATION
Process 1: _______, ________
1 A. As the pressure of
convection current
Process 2: _______, ________ continues, the overlying
plate is stretched thus
becoming thin.
Process 3: _______, ________
2 B. As the lithosphere
becomes thinner and
Process 4: _______, ________ thinner, it breaks and pulls
apart, forming a crack.
Process 5: _______, ________ 3 C. Molten materials become

less dense causing them
to rise.
Process 6: _______, ________
4 D. Molten materials then

flows through the cracks
then slowly solidifies
forming a new crust. And
the process repeats itself.
5
E. The rising current pushes
up on the bottom of the
lithosphere, lifting it.
6
F. As they reach the top,
they cool down and sink.
Thus, convection current
occurs.

ACTIVITY 6: CONVERGING DIVERGING TERMINOLOGIES
Directions: Fill in the boxes to identify the word/s being described. Use small letters.
1. A continuous mass of land with long width and height on the ocean floor
2. A region where the crustal plates are moving apart.
3. A lowland region that forms where Earth’s tectonic continental plates move apart.
4. Current in the mantle due to the heat from the inner layers of the Earth. Also, the
force that drives the plates to move around.
5. These are molten materials found in the mantle.
How many earthquakes have you already experienced? What causes this very strong
earthquake? You have learned from the previous activities that convergent boundary and
divergent boundary can cause the occurrence of earthquake. Did you know that very strong
earthquake is caused by the other type of boundary which is the transform fault boundary?
Transform fault boundary is produced when two plates slide past each other.
Before we study about transform fault boundary, let me introduce you first to one of
the most famous fault systems in the world and this is the San Andreas Fault.

The San Andreas Fault is one of the
most famous faults in the world because it
recorded a historical earthquake in 1906
where earthquake and fire have occurred in
San Francisco and many lives have been lost.
It was believed that this crustal

fracture happened after two moving plates
slide past each other. The Pacific Plate
moved northwestward and the North
American Plate moved southeastward
causing earthquakes along the fault. The San
Andreas Fault system is very long and very
deep and many smaller faults branch out from
Figure 5. The San Andreas Fault it.
sanadnreasfault.org
ACTIVITY 7: IT’S CRACKER’S FAULT!
Let’s Do It!
Materials: 3 pieces of any rectangular biscuits /crackers (preferably graham crackers) and clean
sheet of paper or plate.
Procedures:
1. Cut your graham crackers into two and position them in the same manner as shown in
the figure below. Place them on top of your clean paper or plate.
2. Move the crackers following the directions of arrows above. Be sure they are touching
while you are moving them.

Q1: What do you observe as they grind each other?
_____________________________________________________________-
_____________________________________________________________________
_______________________________________________________
3. Now break the other half into two pieces. The edges should not be smooth. Put the
crackers back together.
Move the crackers following the directions of arrows above.

Q2: Do the pieces move easily?
_____________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________________________________
Q3: What do you observe with the cracker crumbs?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________________________________________
Q4: What geologic event could take place in this activity?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________________________________________
You have learned at the beginning of this module that many tectonic activities like
earthquakes, mountain formations and volcanic activities happen along or near plate
boundaries.
Did you know that some of the largest and most active volcanoes of the world are found
at the middle of the plate? One of which is the Hawaiian islands. This chain of islands is not
situated along the boundaries but is located in the middle of the Pacific plate.
How do these volcanic islands form in the middle of the plate? Geologists believed that
this chain of volcanoes has been built up by repeated eruptions of magma from a hot spot. So,
what is a hot spot? Let us try to understand this by doing the next activity.

ACTIVITY 8: WHAT IS A HOT SPOT?
Directions: Color the diagram with the appropriate colors assigned to each part.
Parts Color
Mantle Orange
Hot spot Red
Pacific plate Brown
Continental plate Black
Shield volcano (Hawaii) Green
Composite volcano (Japan) Blue
Magma from converging plates Yellow
Figure 6. Island formation diagram
https://www.nps.gov/teachers/classrooms/upload/HALE-GEOLOGY-Hawaiian-Islands-Born-of-fire.pdf
Guide Questions
1. In what part of the plate is Hawaii located?

______________________________________________________________
2. What will be formed in the middle of the Pacific plate?
______________________________________________________________
3. What brings magma to the surface of the plate?
______________________________________________________________
4. Where does the hotspot get its magma?
______________________________________________________________
5. Is the hot spot moving?
_____________________________________________________________
6. How do you compare the age of volcanoes formed from the hotspot? Label these on the
diagram using oldest to youngest.
______________________________________________________________
7. Which of the features will be the most active and the least active? Label these on the
diagram.
______________________________________________________________

Based on the diagram, can you explain now what a hot spot is and how the Hawaiian island is
form? Write your brief explanation here.
Hot spot is a region of Earth’s upper mantle that upwells to melt through the crust to
form a volcanic feature. It is a source of heat from the mantle that continually generates new
magma. Hawaiian island is formed through hot spot. As the Pacific plate moves, different parts
of it will be on top of the mantle plume to receive the molten materials, thus creating the
volcanic islands.
PRACTICAL APPLICATIONS
Cagayan Valley often experiences earthquakes. This happen because most of the land
area is situated on the valley between the Cordilleras and the Sierra Madre mountain ranges
which are the results of convergence of plates.
To establish readiness and to secure safety for this natural disaster, set a meeting with
your family and prepare your home evacuation plan. Fill in the needed information on the
table below. You can attach documentations.
Home Disaster Risk Reduction Management

Foreseen Event Earthquake
Evacuation Area (Set an evacuation area or a common meeting area
with your family in case you will get separated from
each other during the disaster)
Draw your evacuation route map.
Tasks Write your home evacuation plan
Adults
a. Father
b. Mother (Assign individual tasks to each member (i.e. what to
c. YOU bring, identify whom to assist and who need to be
d. Siblings assisted).
e. Grandparents
f. Other Relatives Living at
Home

The scoring rubric below will be used in assessing your home evacuation plan.
Poor (1 point) Fair (3 points) Good (5 points)

Evacuate Route Map You have not included You have created an You have created an
an evacuation route. evacuation route but appropriate evacuation
it is incomplete, route that is specific.
incorrect or
irrelevant.
Safety You have not stated You have stated You have stated
Considerations any safety safety considerations appropriate safety
considerations. but they are not considerations that are
specific or irrelevant. specific.
Survival kit items None of the items are A few of the items At least 8 items are
necessary for survival are clearly necessary clearly necessary for
during or after a for survival during or survival during or
disaster. after a disaster. after a disaster.
Emergency You have not created You have created You have created
Response Steps Emergency Response Emergency Response Emergency Response
Steps Steps but they are Steps that are specific.
incomplete, incorrect,
or irrelevant.
Persons Involved You have not stated You have stated who You have stated who is
who is involved and no is involved and task involved and task
task assigned. assigned but they are assigned and they are
incomplete, incorrect, complete, correct, or
or irrelevant. relevant.
MY PERSONAL REFLECTION
I believe that I know

______________________________________________________________________
First, I believe that
______________________________________________________________________
Second, I believe (infer) that
______________________________________________________________________
Finally, I believe that
_______________________________________________________________
REFERENCES
Acosta, Herma D. et al (2015). DepEd Science Learning Material 10. REX Bookstore Inc.
Meralco Avenua, Pasig City pp.3-32.

Convergent plate boundary. Accessed last May 20, 2020.
https://clarkscience8.weebly.com/convergent-plate-boundaries.html.
Hawaiian Islands: Born of Fire. Accessed last May 20, 2020

https://www.nps.gov/teachers/classrooms/upload/HALE-GEOLOGY-Hawaiian-
Islands-Born-of-fire.pdf.
Ocean-Ocean Convergence and Volcanic Island Arc Formation Accessed last May 20, 2020.
https://www.pmfias.com/ocean-ocean-convergence-and-volcanic-island-arc-
formation/
Plate Tectonics: Convergent plate boundaries & subduction-zone volcanism. Accessed last
May 20, 2020 https://www.volcanodiscovery.com/geology/subduction-zones.html
Rift valley and ocean ridges pictures. Accessed last May 20, 2020.
https://www.nationalgeographic.org/encyclopedia/rift_valley;http://acaemic.emporia.e
du/aberjame/student/tilton4/rgrift.html; https://www.shutterstock.com/image-
photo/thingvellir-silfra-iceland-april-5th-2019-1366743560

ANSWER KEY
ACTIVITY 1: LET’S HUNT!
**Expectations may vary.

ACTIVITY 2: TOWARDS EACH OTHER
Continental- Oceanic- Continental-

Geological Events
Oceanic Oceanic Continental
Tsunami ✓
Subduction ✓ ✓
Earthquake ✓ ✓ ✓
Formation of trench ✓ ✓
Formation of mountain ✓
Formation of volcano and/or ✓ ✓
volcanic arc
Formation of volcanic island arc ✓
1. Tsunamis are formed A tsunami is a series of extremely long waves caused by a large
and sudden displacement of the ocean, usually the result of an earthquake below or near
the ocean floor.
2. Subduction occurs only in continental – oceanic and oceanic – oceanic because one
plate is denser than the other while in continental – continental converging plates both
plates have the same densities.
3. Earthquake occurs in all types of converging plates because of the continuous grinding
of plates as they move towards each other.

a. In converging continental and oceanic plates, as the two plates meet, the denser
oceanic plate subducts under the continental plate causing molten materials to rise
and form volcanic arc.
b. In converging oceanic and oceanic plates, the denser oceanic plate subducts under
the continental plate causing molten materials to rise and form volcanic island arc.
c. In converging continental and continental plates, two continental plates will move
towards each other causing the two plates to rise and form a mountain.
ACTIVITY 3: ARE YOU READY TO JUMBLE?

1. CRUST, A
2. MAGMA, C
3. COVERGENT, B
4. VOLCANIC ISLAND ARC, F
5. MOUNTAIN, G
6. CONTINETAAL CRUST, I
7. TRENCH, E
8. OCEANIC CRUST, H
9. SUBDUCTION, D
10. VOLCANO, J
ACTIVITY 4: TOWARDS THE OPPOSITE

1. The two arrows moved away from each other.
2. The separation of plates is caused by convection current. A convection current is the
circular motion of molten materials inside the mantle due to the presence of heat.
3. The geologic processes/events that will occur is earthquake.
4. The geologic features that might are rift valleys and ocean ridges.
ACTIVITY 5: WHAT A DIVERGING PROCESS!

1. 3, C
2. 5, F
3. 6, E
4. 1, A
5. 4, B
6. 2, D
ACTIVITY 6: CONVERGING DIVERGING TERMINOLOGIES

1. ocean ridge 4. convection current
2. divergent boundary 5. magma
3. rift valley
ACTIVITY 7: IT’S CRACKER’S FAULT!

1. Small cracker crumbs are produced as they grind with each other.
2. They do not move easily.
3. The cracker crumbs become bigger.
4. The more uneven or rough the fault is, the more pressure is released in between the plates
producing stronger earthquake.

ACTIVITY 8: WHAT IS HOT SPOT?
1. In the middle of Pacific plate
2. A hot spot
3. Because magma is less dense as it is heated, it rises to the surface.
4. From the mantle
5. No
6. Volcanoes farthest from the hot spot are older compared to those closest to it.
7. Volcanoes farthest from the hotspot are less active while those closest or found on top
of the hot spot are more active.
MY PERSONAL REFLECTION
**Students answers may vary.
Prepared by:
NATHANIEL R. ALMENDRA VIANNIE MAY B. COLLADO
MARY ANN D. CARPISO, EdD

NVGCHS

SCIENCE 10
Name:________________________________ Grade Level:___________
Date:_________________________________ Score: ________________
Learning Activity Sheet

Causes of Plate Movement
Background Information for Learners
What causes the movement of tectonic plates? And what facilitates these
movements? These are probably just some of the questions that may come to your mind
when talking about movement of plates.
Convection current, which happens at the mantle of the earth, causes the plates to
move around. But aside from this, two other processes that cause the movement of plates
are the push ridge and slab-pull.
As you explore this learning activity sheet, you will further understand the different
processes causing the movement of plates.
Learning Competency
Describe the possible causes of plate movement.

(S10ES-Ia-j 36.5, First Quarter)

Activity 1: Rise and Fall
When a substance like water is heated, the less dense particles rise while the denser
particles sink. Water particle rises as it is heated because its molecules become less dense and
it sinks as it cools because its molecules become denser. This continuous process is called
CONVECTION CURRENT. Convection current is caused by uneven temperature of
something. It occurs within the geosphere (plate tectonics), the atmosphere (air) and the
hydrosphere (ocean currents). It can happen in anything that is not solid and has a part that is
cooler or warmer than the other parts.
Directions: Label the diagram below showing the convection current in a container of water.
Refer your answer from the given terminologies inside the box.
Hot water Cold water Convection current Source of heat container

occurs
Guide Questions:
1. Based from the diagram, what happens to the water as it is heated? Why?
___________________________________________________________________
___________________________________________________________________
2. What happens to the hot water as it cooled?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
How do you find this activity?

_____Easy to learn.
_____An exciting one.
_____Quite difficult.
_____ A confusing one.

Activity 2: Point of Comparison
Directions: The figures below show how convection current occurs in a beaker of water and
in the earth’s mantle. Compare and relate the two figures.
Figure 1 Figure 2
Convection Current in a beaker of water. Convection Current in the earth’s mantle.
Guide Questions:
1. What part in Figure 2 corresponds to the following materials in Figure 1:
a. stove-_______________
b. blocks of wood- _____________
c. water-__________________
2. In figure 2, what is the source of heat that drives convection currents in earth’s layer?
___________________________________________________________________
3. In figure 1, explain how convection current takes place.

___________________________________________________________________
___________________________________________________________________
4. In figure 2, explain how convection current takes place.

___________________________________________________________________
___________________________________________________________________
5. How does boiling water resemble a process that drives the movement of the tectonic plates?
___________________________________________________________________
___________________________________________________________________
_____Easy to learn.
Activity 3: Looks Familiar

Directions: Search the ten words that is associated to plate movement. Draw a straight line
across each word then write those words in the space provided below the box. The words are
written horizontally, vertically and diagonally upward and downward.
________________________________ __________________________________
_________________________________ __________________________________
_________________________________ __________________________________
_________________________________ __________________________________
_________________________________ __________________________________

_____Easy.
Activity 4: Mantle Convection

(Adapted from https://studyres.com/doc/14564305/mantle-convection-worksheet)
Directions: Study the given diagram showing the convection cell in the Earth’s mantle.
Answer the questions inside the box.
Question Answer
1.Where is the convection current source of heat come
from?
2.Which point between A and B has a higher material

temperature? Explain.
3. Which point between B and C has a denser

material? Explain.
4. What happens to the temperature and density of the
material between points B and C?
5. What force causes the convection mantle to move

down at point C?
What you need to know?

Convection currents happens very
slowly, as they move and drag the plates along.
The hot less dense rising material spreads out as
it reaches the upper mantle causing upward and
How do you find this
sideward forces. These forces lift and split the lithosphere at mid-ocean
activity?
ridge or at the divergent plate boundaries. The hot magma flows out of
_____Easy to learn.
the mantle and cools down to form new ocean crust. The downward _____An exciting one.
movement of the convection current occurs along subduction zone or in _____Quite difficult.
a convergent boundary where the sinking force pulls the tectonic plate _____ A confusing one.
downward.

Activity 5: What Drives the Plates?
Do you know that…..
There are three main processes or forces that have been proposed as the drivers of plate movement,
namely:
1. Convection current- mantle currents carrying plates of lithosphere along on top.
2. Ridge push- as an oceanic crust moves away from a divergent boundary, it becomes denser
than the newer oceanic crust. As the older seafloor sinks, the weight of the uplifted ridge
pushes the oceanic crust toward the trench at the subduction zone.
3. Slab pull-older, colder plates sink at the subduction zone, because as they cool, they become
denser so the (cooler) sinking plate pulls the rest of the (warmer) plates along behind it.
Directions: Identify the different processes that causes the movement of plates. Refer your
answer on the given words inside the box.
convection current ridge-push slab pull
1._________________________ 4. ________________________
2._________________________ 5. ________________________
3._________________________ 6. ________________________

_____Easy to learn.
_____ Quite difficult.
Ponder and Reflect!

Answer the needed information from the box.
TWIL and TIWL
Things
____________________________________________________________
____________________________________________________________
What
____________________________________________________________
____________________________________________________________
I’ve ____________________________________________________________
Learned
Things ____________________________________________________________
____________________________________________________________
I still
____________________________________________________________
Want to ____________________________________________________________
____________________________________________________________
Learn
References:
• Acosta, H.D. et al. Science 10 Learner’s Material. Pasig City: Rex Book Store Inc.pp70-
72, 2015.
• https://www.teacherspayteachers.com/ConvectionCurrentMantleTeachingRes
ources.html Retrieved: May 18, 2020
• https://studyres.com/doc/14564305/mantle-convection-worksheet
• https://sites.google.com/a/ocsb.ca/cgc-1d/a-unit-2-3-natural-disasters--earthquakes/1-
4-convection-currents/2-convection-currents

Answer Key:
ACTIVITY 1
1. pot / container
2. convection current occurs
3. hot water
4. cold water
Guide Questions
1. Water rises as it is heated because its molecules become less dense.
2. Water sinks as it cools because its molecules become denser.
ACTIVITY 2
Guide Questions
1. a. core b. plates c. mantle
2. core
3. In figure 1, as molecules of water is heated, it moves upward causing sideward
force and when it cools it moves downward and rises again when heated, this
how convection current takes place in boiling water.
4. In figure 2, the hot, less dense rocks rising spread out as it reaches the upper
mantle causing upward and sideward forces. Once the hot less dense rocks cool
down, they sink, and other less dense rocks rise, this continuous process is
called convection current.
5. The uneven distribution of heat energy in the water causes denser
molecules to sink and less dense to rise. Similarly, the uneven distribution
of heat energy in the earth’s interior causes denser rocks to sink and less
dense rocks to rise.
ACTIVITY 3

ACTIVITY 4
1. core
2. A, because it is near the core.
3. C, because it is denser since it is away from the ridge where magma rises
and forms into new rocks.
4. The temperature in B is higher while in C is lower and the density in B is
lesser while in D is greater.
5. Slab pull
ACTIVITY 5
1. slab pull
2. ridge-push
3. ridge-push
4. slab pull
5. convection current
6. convection current
Prepared by:
MARILYN P. OMANITO
Teacher III
Bambang National High School

SCIENCE 10
Name: ___________________________________ Grade Level: ______________
Date: ___________________________________ Score: __________________
Learning Activity Sheet

Evidences of Plate Movement
Background Information for Learners

Have you had the change to go to a mountain, stand on its peak and look at the beauty
that it offers? Do you think it looks exactly the same as before? Perhaps you would think that
it might be different- no plains, no plateaus, no mountains. If it wasn’t the same 10 years ago,
how much different is it million years ago, 100 million years ago?
Modern continents hold clues to their distant past. Evidence from fossils, glaciers, and
complementary coastlines helps reveal how the plates once fit together. Fossils tell us when
and where plants and animals once existed. This distribution of fossils led to theories that the
southern continents were once joined in a supercontinent called Gondwana. Similar geologic
formations on different continents show historic land connections. Antarctica’s mountains are
extension of South America’s Andes. If Southern Hemisphere continents were reassembled
into a single landmass, glacial remnants in Africa and India would realign.
Learning Competency
Enumerate the lines of evidence that support plate movement
(S9ES –Ia-j36.6 First Quarter, Week 8)
ACTIVITY 1: DECODE IS THE KEY!

Direction: Decode the hidden words about the evidences that support plate movement using
the number-letter dial below. Put your answer on the boxes provided.
Practice personal hygiene protocols at all times 38

EXAMPLE:
E V I D E N C E S
2-2 8-1 3-3 2-1 2-2 5-2 1-3 2-2 7-1
1.
6-3 5-3 1-3 4-2 7-1

2.
2-3 5-3 7-1 7-1 3-3 4-3 7-1

3.
1-3 5-3 1-1 4-3 2-1 2-2 6-1 5-3 7-1 3-3 7-2 7-1
4.
5-1 1-1 3-1 5-2 2-2 7-2 3-3 1-3
6-3 2-2 8-1 2-2 6-3 7-1 1-1 4-3

5.
1-3 5-3 5-2 8-1 2-2 1-3 7-2 3-3 5-3 5-2
1-3 7-3 6-3 6-3 2-2 5-2 7-2

6.
1-3 5-3 5-2 7-2 3-3 5-2 2-2 5-2 7-2 1-1 4-3
4-1 3-3 3-1 7-1 1-1 8-2 6-2 7-3 9-2 9-2 4-3 2-2

ACTIVITY 2: SEARCH WORDS OUT!
Direction: Hidden in this puzzle are 10 words about the Evidences of Plate movement. Encircle
these words and write these words on the space provided below.
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.

LESSON: EVIDENCES OF PLATE MOVEMENT
1. The Continental Drift

Continental drift was a theory that explained how continents shift position on Earth's
surface. It proposed that the continents were once a supercontinent called Pangaea, a Greek
word which means “All Earth”, named by Alfred Wegener. (figure 1).
Figure 1. The Evolution of Pangaea
Evidences to the Continental Drift Theory includes the distribution of fossils in

different continents, rock features, and ancient climates.

A. The Continental Jigsaw Puzzle
The continental jigsaw puzzle shows that
the edge of one continent surprisingly matches the
edge of another: South America and Africa fit
together; India, Antarctica, and Australia match
one another; Eurasia and North America complete
the whole continental puzzle in the north.
Figure 2. The Continental Jigsaw Puzzle
B. Evidence from Fossils

The distribution of fossils are proofs that the continents were once joined together.
These fossils were located in the continents of Southern Africa, Australia, India, and
Antarctica, which are now separated from each other by wide oceans. The large seeds of this
plant could not possibly travel a long journey by the wind or survive a rough ride through ocean
waves. Fossils of freshwater reptiles were discovered in different continents, such as in South
America and Africa. It is impossible for these reptiles to swim over the vast oceans and move
from one continent to another.
Figure 3. Distribution of Fossils across Different Continents

C. Evidence from Rocks
Fossils found in rocks support the
Continental Drift Theory. The rocks
themselves also provide evidence that
continents drifted apart from each other.
Rock formations in Africa line up with that
in South America as if it was a long
mountain range. The folded cape mountains
of South America and Africa line up
perfectly as if they were once a long
mountain range.
Figure 4. Rocks
D. Coal Deposits
Coal beds were discovered in South
America, Africa, Indian subcontinent,
Southeast Asia, and even in Antarctica.
The current location of Antarctica could
not sustain substantial amount of life. If
there is a substantial quantity of coal in it
only means that Antarctica must have been
positioned in a part of the Earth where it
once supported large quantities of life.
This leads to the idea that Antarctica once
experienced a tropical climate, thus, it
Figure 5: Coal Deposits might have been closer before to the
equator.
2. The Seafloor Spreading

According to this theory,
hot, less dense material from below
the earth’s crust rises towards the
surface at the mid-ocean ridge. This
material flows sideways carrying
the seafloor away from the ridge,
and creates a crack in the crust. The
magma flows out of the crack, cools
down and becomes the new
seafloor. Overtime, the new
oceanic crust pushed the old
oceanic crust far from the ridge. Figure 6: Diagram of Seafloor Spreading

Findings that support Seafloor Spreading Theory:
1. Rocks are younger at the mid-ocean ridge.
2. Rocks far from the mid-ocean ridge are older.
3. Sediments are thinner at the ridge.
4. Rocks at the ocean floor are younger than those at the continents.
A. Magnetic Reversal
Seafloor spreading was strengthened with the discovery that the magnetic rocks near
the ridge follow a pattern aside from the fact that rocks near the ridge are remarkably younger
than those farther from the ridge.
Magnetic reversal is also called magnetic ‘flip’ of the Earth. It happens when the North
Pole is transformed into a South Pole and the South Pole becomes the North Pole. This is due
to the change in the direction of flow in the outer core.
The occurrence of magnetic reversals can be explained through the magnetic patterns
in magnetic rocks, especially those found in the ocean floor. When lava solidifies, iron bearing
minerals crystallize. As these crystallize, the minerals behave like tiny compasses and align
with the Earth’s magnetic field. So when magnetic reversal occurs, there is also a change in the
polarity of the rocks. This allowed scientists to visualize the magnetic stripes in the ocean floor
and to construct a magnetic polarity time scale.
Figure 7. Diagram of Magnetic Reversal
3. Plate Tectonic Theory

The Plate Tectonic Theory provided an explanation about the movement of the
lithospheric plates. The Earth’s lithosphere is divided into several plates. Heat is produced in
the core that produces convection in the mantle. This convection causes the plate to move
around.
A. Convection Current
As a substance like water is heated, the less dense particles rise while denser particles
sink. Once the hot less dense particles cool down, they sink, and the other less dense particles
rise. This continuous process is called convection current. This is exactly what happens in the
Earth’s mantle. The hot, less dense rising material spreads out as it reaches the upper mantle
causing upward and sideward forces. These forces lift and split the lithosphere at divergent
plate boundaries. The hot magma flows out of the mantle and cools down to form the new
ocean crust. The downward movement of the convection current occurs along a convergent
boundary where the sinking force pulls the tectonic plate downward.

The convection currents rotate very slowly, as they move and drag the plates along.
Because of convection current, the tectonic plates are able to move slowly along the tectonic
boundaries, pushing each other, sliding past each other and drifting away from each other.
Figure 7. Convection Current in the Mantle
ACTIVITY 3: MATCHY MATCH!

Direction: Match the different evidences that support plate movement in column A with its
corresponding name in column B. Write your answer on the space provided before each
number.
No. Column A Column B

_______1. A. Coal Deposits
_______2. B. Continental
Jigsaw Puzzle

_______3. C. Convection
Current
_______4. D. Fossils
_______5. E. Magnetic
Reversal
_______6. F. Rocks
G. Seafloor
Spreading

ACTIVITY 4: THINK BEFORE YOU CROSS!
Direction: Below is a crossword puzzle about the Evidences of Plate Movement. Use the clues
to answer each item. Write your answer on the boxes.

ACTIVITY 5: YOU FILL ME I FILL YAH!
Direction: Using the given graphic organizer, write the necessary information to complete the
concept about the six evidences that support plate movement.
Continental Drift Seafloor Plate

Spreading Tectonic
s
DESCRIPTION: DESCRIPTION: DESCRIPTION: DESCRIPTION: DESCRIPTION: DESCRIPTION:

EXERCISES
Direction: Answer the following questions briefly but substantially.
1. What is Continental Drift theory? What are the evidences supporting the Continental
Drift Theory?
_____________________________________________________________________
_____________________________________________________________________
________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________________________________
2. What is Seafloor Spreading? What are the evidences supporting the Seafloor
Spreading?
_____________________________________________________________________
_____________________________________________________________________
________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________________________________
3. What is Plate Tectonics? What are the evidences supporting the Plate Tectonics?
_____________________________________________________________________
_____________________________________________________________________
________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________________________________
RUBRICS IN RATING ANSWERS TO GUIDE QUESTIONS
Fair Good Excellent

1 pt. 3 pts. 5 pts.
Content Did not describe the Describe the theory Describe the theory
theory and give one and give one evidence well and give more
evidence only. only. than 1 evidences that
will support the theory.
Mechanics Thoughts are not that Thoughts are Thoughts are

organized. organized but not organized and logically
logically arranged. arranged.

REFLECTION
I have learned that

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
I wish to learn more about

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
I will apply what I have learned by

______________________________________________________________
______________________________________________________________
______________________________________________________________
LEARN MORE!
ASSESS WHAT YOU HAVE LEARNED
Hi! I am back to congratulate you again!

Please check your answers against the answer key at the back. I hope you got
a perfect score by this time. But if you still have some errors, you may read the
supplementary learning material again or set a conference with your teacher
until you learn. ☺
material again or set a conference with your teacher until you learn. ☺
___________________________.
I still wish to learn about _______________________________________.
I will apply what I have learned by
_________________________________________.

REFERENCES
Acosta,H.,et.al (2015) Grade 10 Science Learner’s Material, The Earth’s Mechanism, pages
53-71
Arrington, Derrick (n.d.) Fossil Evidence: Definition & Overview. Study.com., accessed 24
May 2020, https://study.com/academy/lesson/fossil-evidence-definition-lesson-
quiz.html
Ghose, Tia (2018) Facts About Pangaea, Ancient Supercontinent. LiveScience. , accessed 24
May 2020, https://www.livescience.com/38218-facts-about-pangaea.html
Helmenstine, Anne Marie (2019) Convection Currents in Science, What They Are and
How They Work. ThoughtsCo. , accessed 24 May 2020,
https://www.thoughtco.com/convection- currents-definition-and-examples-
4107540
Reid, Peter (2011) 2012: Magnetic Pole Reversal Happens All The (Geologic) Time.
NASA.,accessed 24 May 2020, https://www.nasa.gov/topics/earth/features/2012-
poleReversal.html
Tsujita, Cam (n.d.) The Continental Jigsaw Puzzle. OGReNet Lesson Recipes. , accessed 24
May 2020,
http://id3455.securedata.net/ontariogeoscience/lessonplans/jigsawpuzzle.html
Prepared By:
GILBERT T. MIGANO
Science Teacher
Tuao High School
CHEYSERR ANN A. SALDIVAR

Science Teacher
Quezon National High School
Illustrator:
MARY JANE C. CALACALA

Science Teacher
Calitlitan Elementary School

ANSWER KEY
ACTIVITY # 1: DECODE IS THE ACTIVITY # 2: SEARCH WORDS

KEY! OUT!
1. ROCKS 1. PANGAEA
2. FOSSILS 2. ALFRED WEGENER
3. COAL BEDS 3. CONTINENTALDRIFT
4. MAGNETIC REVERSAL 4. CONTINENTALJIGSAW
5. CONVECTION CURRENT 5. FOSSILS
6. CONTINENTAL JIGSAW 6. ROCKS
PUZZLE 7. COAL BEDS
8. SEAFLOOR SPREADING
9. MAGNETIC REVERSAL
10. CONVECTION CURRENT
ACTIVITY # 3: MATCHY MATCH!

1. D
2. B
3. F
4. E
5. C
6. A
ACTIVITY # 4: THINK BEFORE YOU
CROSS!
6. MAGNETIC REVERSAL
1. PANGAEA 7. COAL BEDS
2. CONVECTION CURRENT 8. FOSSILS
3. ALFRED WEGENER 9. ROCKS
4. CONTINENTAL JIGSAW 10. CONTINENTAL DRIFT
5. SEAFLOOR SPREADING

ACTIVITY # 5: YOU FILL ME I FILL YAH! Note: Descriptions may vary.
Continental Drift Seafloor Plate

Spreading Tectonic
s
Continental Coal Magnetic Convection

Jigsaw Fossils Rocks Current
Puzzle Deposits Reversal
DESCRIPTION: DESCRIPTION: DESCRIPTION: DESCRIPTION: DESCRIPTION: DESCRIPTION:
The most visible Fossilized Rock formations The current Magnetic The convection
and fascinating leaves of an in Africa line up location of reversal is also currents rotate
evidence that extinct plant with that in Antarctica could called magnetic very slowly, as
these continent Glossopteris South America not sustain ‘flip’ of the Earth. they move and
were once in were found in as if it was a long substantial It happens when drag the plates
their shapes. 250 million mountain range. amount of life. If the North Pole is along. Because
The edges of years old rocks. The folded cape there is a transformed into of convection
one continent These fossils mountains of substantial a South Pole current, the
surprisingly were located in South America quantity of coal and the South tectonic plates
matches the the continents of and Africa line in it, thus, it only Pole becomes are able to move
edges of Southern Africa, up perfectly as if means that the North Pole. slowly along the
another. Australia, India, they were once Antarctica must This is due to the tectonic
and Antarctica, a long mountain have been change in the boundaries,
which are now range positioned in a direction of flow pushing each
separated from part of the Earth in the outer core. other, sliding
each other by where it once past each other
wide oceans. supported large and drifting
The large seeds quantities of life. away from each
of this plant This leads to the other.
could not idea that
possibly travel a Antarctica once
long journey by experienced a
the wind or tropical climate,
survive a rough thus, it might
ride through have been
ocean waves. closer before to
the equator.
EXERCISES:
1. What is the Continental Drift theory? What is/ are the evidences supporting the
Continental Drift Theory?
ANSWER:
Continental drift was a theory that explained how continents shift position on
Earth's surface. It proposed that the continents were once a supercontinent called
Pangaea
The evidences supporting the Continental Drift Theory are the continental
jigsaw puzzle, evidences from fossils, evidences from rocks and coal deposits.
2. What is Seafloor Spreading? What is/ are the evidences supporting the Seafloor
Spreading?

ANSWER:
According to the Seafloor Spreading theory, hot, less dense material from below
the earth’s crust rises towards the surface at the mid-ocean ridge. This material flows
sideways carrying the seafloor away from the ridge, and creates a crack in the crust.
The magma flows out of the crack, cools down and becomes the new seafloor.
Overtime, the new oceanic crust pushed the old oceanic crust far from the ridge.
The evidence supporting the Seafloor Spreading theory is the magnetic reversal
3. What is Plate Tectonics Theory? What is/ are the evidences supporting the Plate
Tectonics?
ANSWER:
The Plate Tectonic Theory provided an explanation about the movement of the
lithospheric plates. The Earth’s lithosphere is divided into several plates. Heat is
produced in the core that produces convection in the mantle. This convection causes
the plate to move around.
The evidence supporting the Plate Tectonic Theory is the convection current.

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LEARNING ACTIVITY SHEETS

Illustrators: MADONNA JANE C. CALACALA, T-I, Calitlitan ES

Printed by: Curriculum and Learning Management Division

Competency Page Number

Describe the distribution of active

Describe the different types of plate ..............................

Explain the different processes that ..............................

Describe the possible causes of plate ..............................

Enumerate the lines of evidence that ..............................

LEARNING ACTIVITY SHEET

_____1. Cinder _____6. Landslide

Practice personal hygiene protocols at all times. 1

Practice personal hygiene protocols at all times. 2

Source: Image: © Daniel Hauptvogel, CC BY-NC-SA.

Practice personal hygiene protocols at all times. 3

Practice personal hygiene protocols at all times. 4

_____ 1. the earthquakes are distributed evenly on the map

2. Why is it important for us to identify areas which are prone to earthquakes?

Practice personal hygiene protocols at all times. 5

Source: Tanya Atwater, http://emvc.geol.ucsb.edu/

Figure 6. Latitude and longitude map of the world

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Source: Tanya Atwater, http://emvc.geol.ucsb.edu/

Figure 7. Tectonic plates and plate boundaries

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1. Which statement best describes the distribution of earthquakes?

2. Which statement best describes the distribution of volcanoes?

3. Which statement best describes plate boundaries?

5. Which statement best describes tectonic plates?

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321 Challenge Your response...

What are the three things you need to

Our country is a hotpot of natural

Were you affected during the eruption of

Think Deeper Your response...

In light of the current pandemic crisis,

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Activity 3: Where in the Word It Shakes, Activity 4: “Think About It”

Activity 5: Trace the Boundaries

Source: Tanya Atwater, http://emvc.geol.ucsb.edu/

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Check your understanding

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LEARNING ACTIVITY SHEET

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CONVERGENT VOLCANIC ARC MOUNTAIN

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ACTIVITY 2: TOWARDS EACH OTHER

Figure 3. converging continental plates

Continental- Oceanic- Continental-

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1. How are tsunamis formed?

a. Converging continental and oceanic plates

c. Converging continental and continental plates

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COLUMN A COLUMN B COLUMN C COLUMN D

RUT SC CRUST A A. The outer portion of the Earth

B. A boundary in which two

C. A mass of molten rock formed

F. A chain of volcanoes that

H. The thick part of the Earth’s

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Figure 4. diverging plates

_1. Cinder _6. Landslide

Process 5: _, __ 3 C. Molten materials become