Earth & Life Science

Quarter 1 – Module 21:

Title: Plate Tectonics
Science – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 21: Plate Tectonics
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Celeste Desingano
Editors: Homer Napay
Reviewers: Name
Illustrator: Name
Layout Artist: Name
Management Team: Name of Regional Director
Name of CLMD Chief
Name of Regional EPS In Charge of LRMS
Name of Regional ADM Coordinator
Elpidia B. Bergado, Ed.D.
Noel S. Ortega
Name of Division ADM Coordinator

Printed in the Philippines by ________________________

Department of Education – Region IV-A

Office Address: Capitol Compound, Brgy. Luciano

Trece Martires City, Cavite
Telefax: (046) 419 139 / 419-0328
E-mail Address: depedcavite.lrmd@deped.gov.ph
 12
Earth & Life Science
Quarter 1 – Module 21:
Title: Plate Tectonics
Introductory Message
For the facilitator:

Welcome to the Earth and Life Science - 11 Alternative Delivery Mode (ADM) Module
on Plate Tectonics!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

2
For the learner:

Welcome to the Earth and Life Science - 11 Alternative Delivery Mode (ADM) Module
on Plate Tectonics!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

3
 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

4
 What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the accuracy and precision. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with
the textbook you are now using.

The module is divided into three lessons, namely:

• Lesson 1 – different evidence that support the continental drift theory by
Alfred Wegener

After going through this module, you are expected to:

1. explain how topographic evidence/ geological “fit” evidence show that

the Earth was once from a single landmass.
2. explain how Rock formation show that the Earth was once from a
single landmass.
3. explain how the fossil evidence show that the Earth was once from a
single landmass.
4. explain how the glacial deposits/climate show that the Earth was once
from a single landmass.

5
6
 What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. The rocks located in the southern hemisphere were of the _______type and
_______age.
a. same, different
b. same, same
c. different, different
d. different, same
2. These are traces and remains of organisms that lived in prehistoric times.
a. Fossils
b. Glaciers
c. Landmarks
d. Rocks
3. Rocks and fossils in the continents located in the southern hemisphere exhibit
identical pattern known as _______________.
a. Glaciers
b. Gondwana sequence
c. Pangaea
d. Rock Formation
4. The plant possibly known as the most important fossil evidence found as
evidence.
a. Cynognathus
b. Glossopteris
c. Lystrosaurus
d. Mesosaurus
5. Wegener also looked at evidence from ancient glaciers. Large glaciers are
commonly found in frigid climates, usually in the far northern and southern
latitudes
a. Fossil Correlation
b. Rock Formation
c. Topographic Evidence
d. None of the above
6. Which of the following are the evidence that support the continental drift?
a. Fossil Correlation
b. Glacial Deposit
c. Topographic Evidence
d. All of the above
7. Africa and South America which were believed to be once joined, broke apart
forming the __________.
a. Antarctic Ocean
b. Arctic Ocean
c. Atlantic Ocean
d. Pacific Ocean

7
8. A fresh-water reptile which is like a small crocodile
a. Cynognathus
b. Glossopteris
c. Lystrosaurus
d. Mesosaurus
9. The mammal- like reptile, roaming the terrains during the Triassic
period (250 to 240 million years ago) and was as large as a modern wolf.
a. Cynognathus
b. Glossopteris
c. Lystrosaurus
d. Mesosaurus
10. Wegener noticed that the continents seemed to fit together, not at
continuously changing shoreline but at the edge of their continental shelves
a. Fossil Correlation
b. Rock Formation
c. Topographic Evidence
d. None of the above
11. ______________ fossils are only found in Antarctica, India, and South Africa. A
reptile that is not capable of swimming capability was found to traverse the
ocean.
a. Cynognathus
b. Glossopteris
c. Lystrosaurus
d. Mesosaurus
12. The hypothesis that continents 'drift' was first put forward in 1596 by
_____________ and was developed by __________________ in 1912.
a. Abraham Lincoln and Alfred Lothar
b. Abraham Lincoln and Abraham Ortelius
c. Abraham Ortelius and Alfred Wegener
d. Alfred Lothar and Abraham Ortelius
13. What two specific continents fit together most noticeably?
a. Africa and North America
b. Antarctica and Africa
c. South America and Africa
d. South America and Europe
14. How does fossil evidence support Wegener’s hypothesis of continental drift?
a. Similar fossils are found along continental margins that appear
together
b. Similar fossils of giant, land-dwelling dinosaurs are found on
continents separated by oceans
c. Fossils are found in areas where the present-day climate could not have
supported the organisms that made the fossils.
d. All of the above.

8
15. Originally the Continental drift theory was not well received by other scientist,
Why?
a. There was a competing theory at the time that was more believable.
b. The scientists did not know the force responsible for moving the
continents.
c. There was no data showing the continents ever moved.
d. The scientist presenting the data was unreliable.

9
 Lesson
Evidence of Continental
21 Drift
The hypothesis that continents 'drift' was first put forward in 1596 by
Abraham Ortelius was developed by Alfred Lothar Wegener in 1912.
Wegener was convinced that all of Earth’s continents were once part of a huge,
single landmass called Pangaea.
In this module, the evidence will be discussed to support the claims of Alfred
Wegener that the continents today have drifted and came from a single landmass.

What’s In

PANGAEA

A map of the continents inspired Wegener's quest to explain Earth's geologic

history. Trained as a meteorologist, he was intrigued by the interlocking fit of Africa's
and South America's shorelines. Wegener then assembled an impressive amount of
evidence to show that Earth's continents were once connected in a single
supercontinent.

Wegener knew that fossil plants and animals found only in South America
and Africa during the Permian period, could be found on many continents. He also
matched up rocks on either side of the Atlantic Ocean like puzzle pieces.

In fact, plates moving together created the highest mountains in the world,
the Himalayans, and the mountains are still growing due to the plates pushing
together, even now, according to National Geographic.

10
 Despite Wegener’s incredible evidence for continental drift, Wegener never
lived to see his theory gain wider acceptance. He died in 1930 at age 50 just two days
after his birthday while on a scientific expedition in Greenland, according to
the University of Berkley.

Notes to the Teacher

Mention about the C-shape of the Pangaea when the

continents are still connected to each other.

11
 What’s New

Alfred Wegener collected diverse pieces of evidence to support his theory,

including geological “fit” and fossil evidence. It is important to know that the following
specific fossil evidence was not brought up by Wegener to support his theory.
Wegener himself did not collect the fossils but he called attention to the idea of using
these scientific documents stating there were fossils of species present in separate
continents in order to support his claim.

What is It

A theory is an idea that is supported by evidence but not proven to be true.

Why didn't people believe Alfred Wegener? He could not identify the driving force that
was able to make the continents move.

EVIDENCE
1. TOPOGRAPHIC EVIDENCE/ GEOLOGICAL “FIT” EVIDENCE
• is the matching of large-scale geological features on different
continents.
• It has been noted that the best
fit of coastlines of South
America and West Africa is
obtained if the coastlines are
matched at a depth of 1,000
meters below current sea level.
• More particularly the terrains
of these separate continents
conform as well. Examples is
the Appalachian Mountains of
eastern North America linked
with the Scottish Highlands
• Any areas where there are
gaps or overlaps may be
explained by:
▪ Coastal erosion since
continental separation
▪ Coastal deposition since continental separation
▪ Rises in sea level (eustatic change) since continental separation
▪ Changes in land level (isostatic change) since continental
separation

12
 2. ROCK FORMATION
• the familiar rock strata of the Karroo system of South Africa matched
correctly with the Santa Catarina system in Brazil.
• Rock ages and types of rock match up. Ex. Many rocks from Argentina were
identical to those found in South Africa.
• Rocks and fossils in the continents located in the southern
hemisphere exhibit identical pattern known as Gondwana sequence

3. FOSSIL CORRELATION
• Matching fossils
preserved in rocks of
the same age but found
on different continents.
• There are various
examples of fossils
found on separate
continents and in no
other regions. This
indicates that these
continents had to be
once joined together
because the extensive
oceans between these
land masses act as a
type of barrier for fossil transfer. Four fossil examples include: the
Mesosaurus, Cynognathus, Lystrosaurus, and Glossopteris.

Mesosaurus - The Mesosaurus is known to have been a type of reptile, similar to the
modern crocodile, which propelled itself through water with its long hind legs and
limber tail. It lived during the early Permian period (286 to 258 million years ago)
and its remains are found solely in South Africa and Eastern South America. Now if
the continents were in still their present positions, there is no possibility that the
Mesosaurus would have the capability to swim across such a large body of ocean as
the Atlantic because it was a coastal animal.

13
Cynognathus - The now extinct Cynognathus, which translates to “dog jaw”, was a
mammal- like reptile. Roaming the terrains during the Triassic period (250 to 240
million years ago), the Cynognathus was as large as a modern wolf. Its fossils are
found only in South Africa and South America. As a land dominant species, the
Cynognathus would not have been capable of migrating across the Atlantic.

Lystrosaurus - The Lystrosaurus, which translates to “shovel reptile,” is thought to

have been an herbivore with a stout build like a pig. It is approximated that it grew
up to one meter in length and was relatively dominant on land during the early
Triassic period (250 million years ago). Lystrosaurus fossils are only found in
Antarctica, India, and South Africa. Similar to the land dwelling Cynognathus, the
Lystrosaurus would have not had the swimming capability to traverse any ocean.

Glossopteris - Possibly the

most important fossil evidence found is the plant, Glossopteris. Known as a woody,
seed bearing tree, the Glossopteris is named after the Greek description for tongue
due to its tongue shaped leaves and is the largest genus of the extinct descendant of
seed ferns. Reaching as tall as 30 meters, the Glossopteris emerged during the early
Permian period (299 million years ago) and became the dominant land plant species
until the end of the Permian. The Glossopteris fossil is found in Australia, Antarctica,
India, South Africa, and South America—all the southern continents. Now, the
Glossopteris seed is known to be large and bulky and therefore could not have drifted
or flown across the oceans to a separate continent. Therefore, the continents must
have been joined at least one point in time in order to maintain the Glossopteris’ wide
range across the southern continents.

14
4. GLACIAL DEPOSITS
• More evidence comes from glacial striations – scratches on the bedrock
made by blocks of rock embedded in the ice as the glacier moves. These
show the direction of the glacier, and suggest the ice flowed from a
single central point.
• Ice sheets were found in places that have hot temperatures.

What’s More

15
16
 What I Have Learned

1. There were evidence to prove that continents were once a single large land
mass called Pangaea.
2. Topographic evidence/ geological “fit” evidence is the matching of large-
scale geological features on different continents. It has been noted that the
best fit of coastlines of South America and West Africa is obtained if the
coastlines are matched at a depth of 1,000 meters below current sea level.
3. Rock ages and types of rock match up. Rocks from Argentina were identical
to those found in South Africa. Rocks and fossils in the continents located in
the southern hemisphere exhibit identical pattern known as Gondwana
sequence
4. Matching fossils preserved in rocks of the same age but found on different
continents.
5. Fossils found as evidence were:
a. Mesosaurus - The Mesosaurus is known to have been a type of reptile,
similar to the modern crocodile, which propelled itself through water
with its long hind legs and limber tail.
b. Cynognathus - The now extinct Cynognathus, which translates to
“dog jaw”, was a mammal- like reptile.
c. Lystrosaurus - The Lystrosaurus, which translates to “shovel reptile,”
is thought to have been an herbivore with a stout build like a pig.
d. Glossopteris - Possibly the most important fossil evidence found is the
plant, Glossopteris.
6. Ice sheets were found in places that have hot temperatures.

17
 What I Can Do

Evidence or Not? On the Analyzing Evidence Worksheet, read the statements

in each box and check whether the statement is evidence of not in the left columns,
and whether it supports the movement of the continents in the right column.

18
 Assessment

Multiple Choice. Choose the letter of the correct answer. Write the chosen letter on
a separate sheet of paper.
Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1. Rocks and fossils in the continents located in the southern hemisphere exhibit
identical pattern known as _______________.
a. Glaciers
b. Gondwana sequence
c. Pangaea
d. Rock Formation

2. The rocks located in the southern hemisphere were of the _______type and
_______age.
a. same, different
b. same, same
c. different, different
d. different, same

3. These are traces and remains of organisms that lived in prehistoric times.
a. Fossils
b. Glaciers
c. Landmarks
d. Rocks

4. The plant possibly known as the most important fossil evidence found as
evidence.
a. Cynognathus
b. Glossopteris
c. Lystrasaurus
d. Mesosaurus

5. Which of the following are the evidence that support the continental drift?
a. Fossil Correlation
b. Glacial Deposit
c. Topographic Evidence
d. All of the above

19
6. Africa and South America which were believed to be once joined, broke apart
forming the __________.
a. Antarctic Ocean
b. Arctic Ocean
c. Atlantic Ocean
d. Pacific Ocean

7. Wegener also looked at evidence from ancient glaciers. Large glaciers are
commonly found in frigid climates, usually in the far northern and southern latitudes
a. Fossil Correlation
b. Rock Formation
c. Topographic Evidence
d. None of the above

8. Wegener noticed that the continents seemed to fit together, not at continuously
changing shoreline but at the edge of their continental shelves
a. Fossil Correlation
b. Rock Formation
c. Topographic Evidence
d. None of the above

9. A fresh-water reptile which is like a small crocodile

a. Cynognathus
b. Glossopteris
c. Lystrosaurus
d. Mesosaurus

10. The mammal- like reptile, roaming the terrains during the Triassic period (250
to 240 million years ago) and was as large as a modern wolf.

a. Cynognathus
b. Glossopteris
c. Lystrosaurus
d. Mesosaurus

11. ____________ fossils are only found in Antarctica, India, and South Africa. A reptile
that is not capable of swimming capability was found to traverse the ocean.
a. Cynognathus
b. Glossopteris
c. Lystrosaurus
d. Mesosaurus

20
12. The hypothesis that continents 'drift' was first put forward in 1596 by
_____________ and was developed by __________________ in 1912.
a. Abraham Lincoln and Alfred Lothar
b. Abraham Lincoln and Abraham Ortelius
c. Abraham Ortelius and Alfred Wegener
d. Alfred Lothar and Abraham Ortelius

13. Originally the Continental drift theory was not well received by other scientist,
Why?
a. There was a competing theory at the time that was more believable.
b. The scientists did not know the force responsible for moving the
continents.
c. There was no data showing the continents ever moved.
d. The scientist presenting the data was unreliable.

14. What two specific continents fit together most noticeably?

a. Africa and North America
b. Antarctica and Africa
c. South America and Africa
d. South America and Europe

15. How does fossil evidence support Wegener’s hypothesis of continental drift?
a. Similar fossils are found along continental margins that appear to
together
b. Similar fossils of giant, land-dwelling dinosaurs are found on
continents separated by oceans
c. Fossils are found in areas where the present-day climate could not have
supported the organisms that made the fossils.
d. All of the above.

21
Additional Activities

22
 23
What I Know What's More Assessment
1. B 1. Continents were once 1. B
2. A joined and now drifted 2. B
3. B apart 3. A
2. Africa and South
4. B 4. B
America
5. D 3. They helped “line up” 5. D
6. D and discover how they 6. C
7. C fit/go together. 7. D
8. D 4. Due to erosion and 8. C
9. A weathering. 9. D
10.C Boundaries change 10.A
11.C due to collision and 11.C
12.C movements 12.C
5. Glossopteris plant. 13.B
13.C
This suggest that the
14.D 14.C
climate was similar
15.B and that it was well- 15.D
adapted and common
plant
Answer Key
References
https://www.livescience.com/37529-continental-drift.html

http://publish.illinois.edu/alfredwegener/evidence/
https://www.britannica.com/science/continental-drift-geology

https://www.geolsoc.org.uk/Plate-Tectonics/Chap1-Pioneers-of-Plate-
Tectonics/Alfred-Wegener/
https://prezi.com/btwymvrv9qjs/6-pieces-of-evidence-for-theory-of-the-
continental-drift/

https://www.geolsoc.org.uk/Plate-Tectonics/Chap1-Pioneers-of-Plate-
Tectonics/Alfred-Wegener/Jigsaw-Fit

https://ngss.nsta.org/Resource.aspx?ResourceID=140

24
For inquiries or feedback, please write or call:

Department of Education – (Bureau/Office)

(Office Address)

Telefax:

Email Address: