10

Science
Quarter 1 – Module 5
PLATE TECTONICS:
Evidences that Support
Plate Movement
Science – Grade 10
Self-Learning Module (SLM)
Quarter 1 – Module 5: PLATE TECTONICS:
Evidences that Support Plate Movement
First Edition, 2020

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 10

Science
Quarter 1 – Module 5
PLATE TECTONICS:
Evidences that Support Plate
Movement
Introductory Message
For the facilitator:

Welcome to the Grade 10 Science Self-Learning Module (SLM) on the Evidences of

Plate Movement!

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.

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For the learner:

Welcome to the (Science - Grade 10) Self-Learning Module (SLM) on Evidences of

Plate Movement!

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
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This module was designed to provide you with fun and meaningful opportunities for
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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 into process
what you learned from the lesson.

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 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.

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 Evidences of Plate Movement. 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 6 – Evidences of Plate Movement

After going through this module, you are expected to:

1. Identify the evidences of plate movement.
2. Define seafloor spreading and magnetic reversal.
3. Discuss fossils, rocks, and coal deposits as evidences of plate movement
4. Explain how magnetic reversal prove the seafloor spreading as one of the
evidences that supports plate movement. And;
5. Create a concept map of the different lines of evidences that supports
plate movement.

What I Know

Part I. Direction. Read each question carefully. Choose and encircle your answer.

1. A remainder of something that live long time ago.

a. Rocks
b. Fossils
c. Bones
d. Sediments
2. The scientists who study fossils.
a. Paleontologist
b. Biologist
c. Zoologist
d. Environmentalist

5
3. The study of fossils is called__.
a. Heredity
b. Chemistry
c. Paleontology
d. Biology
4. Which of the following is an example of fossils found in South America and
Africa?
a. Mesosaurus
b. Glossopteris
c. Dinosaurs
d. None of the above
5. A supercontinent that existed during the late Paleozoic and Mesozoic era?
a. Earth
b. Continent
c. Pangaea
d. Laurasia
6. What do Glossopteris fossils tell us about the early position of the
continents?
a. It proves that Antarctica had a tropical climate before.
b. It tells us that all the continents have tropical climate before.
c. It tells us that Australia was nearer to the equator before.
d. It proves that Antarctica had a cold climate before.
7. Mid-Ocean ridges form long chains of “___________” that rise up from the
ocean floor.
a. Rivers
b. Valleys
c. Mountains
d. Rocks
8. What does the presence of Mesosaurus fossils tell about the initial location
and positioning of South America, Africa and Antarctica?
a. It tells us that Antarctica was nearer to the equator before.
b. It tells us that these continents were connected before because this
kind of animals cannot swim in the vast ocean.
c. It proves that these continents had a tropical climate before.
d. It proves that all the continents are the same location before.
9. A theory stating that the continents were once part of a large landmass called
Pangaea.
a. Continental drift theory
b. Plate tectonic theory
c. Seafloor spreading theory
d. Slab Pull
10. The occurrence of magnetic reversals can be explained through ___________.
a. the magnetic patterns in magnetic rocks
b. the directions of the North Pole and South Pole
c. the location of the Earth in the solar system
d. the subduction of plate in the ocean floor

6
 11. It is formed from the compaction and decomposition of swamp plants that
lived million years ago.
a. Rocks
b. Fossils
c. Coal beds
d. Fuel
12. A process by which new ocean floor is formed near the mid-ocean ridge and
moves outward?
a. Subduction
b. Magnetic reversal
c. Seafloor spreading
d. Tectonics
13. The process in which the crust plunges back into the Earth.
a. Subduction
b. Magnetic reversal
c. Seafloor spreading
d. Tectonic
14. A change in a planet’s magnetic field such that the position of magnetic north
and south are interchanged.
a. Seafloor spreading
b. Plate tectonics
c. Continental drift
d. Magnetic reversal
15. Rock formation of South America line up with that of ________________.
a. Asia
b. Africa
c. Antarctica
d. Europe

Part II. “GEOLOGY EVERYDAY!”

Instruction: Find all the words related to plate movement inside the puzzle by
searching across, down or diagonally. Using your own understanding describe each
word in the space provided below.

FOSSILS ROCKS PLATE

COAL CONTINENT JIGSAW

SEAFLOOR SPREADING PANGAEA

MAGNETIC REVERSAL TECTONIC

7
 C A S E R O C K S W E R F F G A M
A S T H E M Y U O E R D F G J K C
T U U N T I T E C T O N I C S A V
F B G B I O L O G A H J C K L J B
O D B U D D I N G L O N O T Y I H
S U N E W U A Z X P L E A T Q G G
S C O R E S C O A O L E L E D S T
I M A G N E T I C R E V E R S A L
L O N T G H D F O A S D A T E W U
S V O L C O N T I N E N T W Q I O
S E S E A P L O O R S P R E A D J
O M A G N I T I C A S Z X C B H L
I T I M E Q P A N G A E A S I T K
L Z I P A Q W A T E R V B N J K U
S E A F L O O R S P R E A D I N G

1. Fossils _____________________________________________________________

2. Rocks _____________________________________________________________

3. Coal ___________________________________________________________

4. Jigsaw _____________________________________________________________

5. Tectonics ____________________________________________________________

6. Pangaea _____________________________________________________________

7. Plate _____________________________________________________________

8. Continent ____________________________________________________________

9. Seafloor spreading ____________________________________________________

10. Magnetic Reversal_____________________________________________________

8
 Lesson
Evidences of Plate
8 Movement

What’s In

Terrific! You’ve got your brain in gear today! Now, let us check how far you’ve
learned on the previous topic. Are you ready? Try this activity below.

Activity 1. “LET’S FIT IT!”

(Adapted from: G10 Science Learner’s Material, pp. 58, Acosta et al, 2015)

This activity will give you an idea on how the Continental drift Theory developed.
Objectives:
• Find clues to solve a problem.
• Recognize how the Continental Drift Theory developed.
Materials: Old newspaper or magazine, scotch tape
Procedure:
1. Cut the newspaper or magazine page into seven pieces. (any cut of your
choice will do)
2. After cutting, try to fit the pieces together.
3. Use a tape to connect the pieces similar to the picture below. See the
example below.

Figure 1. Samples of Cut magazine

Questions:
1. What features of the newspaper or magazine helped you to connect the
pieces perfectly?
__________________________________________________________________________________
2. How do the lines of prints or text in the newspaper / magazine help confirm that
you have reassembled the newspaper/ magazine perfectly?
__________________________________________________________________________________
3. Just like the newspaper/ magazine, explain how the continental drift
theory developed.
__________________________________________________________________________________

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 What’s New

Activity 2A. “WEGENER’S PUZZLING CONTINENTS”

Continental drift was a theory that explained how continents shift position on
Earth's surface. Set forth in 1912 by Alfred Wegener, a geophysicist and
meteorologist, continental drift also explained why look-alike animal and plant
fossils, and similar rock formations, are found on different continents.

Objectives:

• Identify the evidences of plate movement.

• Observe and analyze scientific evidence used by Wegener.
• Interpret the evidence to formulate a hypothesis
• Describe fossils, rock formation, coal deposits as evidence of plate movement
• Use the evidence to try to reconstruct the continents.

Materials:

Puzzle pieces hand outs

Colors
Scissors
Paste/ glue
Bond paper

Procedure:

1. On the puzzle pieces hand out, assign color to each type of fossil or mountain
belt and landmasses.
2. Use scissors to cut along the borders of the continents. These are the
approximate shape of the continent after Pangaea broke up.
3. Place the continents on a piece of bond paper and move them around using
the fossil and mountain chain evidence to match the continents together in
the position they were part of Pangaea. The pieces may not fit together exactly!
4. When you have assembled Pangaea based on the rock and fossil location, glue
your continents onto your bond paper in the shape of supercontinent. Refer
to the figure below.

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 1 2
. .

3 4
. .

Figure 2. Assembled Pangea

Questions:
1. What are the evidences of plate movement found in your constructed
Pangaea? Describe each evidence that proves the plate movement.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. How were the fossils symbol and mountain belts helpful in deciding where to
move the continents?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Which fossils occur on the landmasses? What does this suggest about when
these particular continents broke up?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. Which two continents have the most obvious fit of the coastlines?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

5. Why don’t the present shape of the continents fit perfectly into a
supercontinent?
___________________________________________________________________________
___________________________________________________________________________

11
 What is It

Part B. “Split and Separate!”

(Adapted from: G10 Science Learner’s Material, pp. 66-67, Acosta et al, 2015)

Objectives:

• Simulate and describe the seafloor spreading process.

• Describe how magnetic reversal prove seafloor spreading.
• Realize the importance of seafloor spreading theory relative to the Continental
Drift Theory.

Materials:

Board paper
Bond paper
Colored pencil
Ruler
A pair of scissors

Procedure:

1. Using a colored pencil, draw stripes across one sheet of bond paper parallel to
the short sides of the paper. The stripes should vary in spacing and thickness.
2. Fold the bond paper in half lengthwise.
3. Write the word “start” at the top of both halves of the paper. It should look like
on the figure below.
4. Cut the bond paper in half along the dashed line from two strips.
5. Take the board paper and make three (3) 11-cm long slits as indicated in the
illustration.
6. The two slits near the edges of the bond paper should be both 11-cm from the
center slit.
7. Put the two striped strips of paper together so the “Start” labels touch one
another.
8. Insert the strips up through the center slit, then pull them toward the side
slits.
9. Insert the ends of the strips into the side slits. Pull the ends of the strips as
shown in figure below and watch what happens in the center slit.
10. Practice pulling the strips through the slits until you can make the stripes
come up and go down the same time. See Figure 3 for the illustration.

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 Figure 3. Illustration of magnetic reversal and seafloor spreading

Questions:

1. What does the stripes in the paper represent?

__________________________________________________________________________
__________________________________________________________________________
2. What does the middle slit represent? What occurs in this region?
__________________________________________________________________________
__________________________________________________________________________
3. What is the role of the mid-ocean ridge in the movement of lithospheric
plates?
__________________________________________________________________________
__________________________________________________________________________
4. How does the new seafloor form at the mid-ocean ridge?
__________________________________________________________________________
__________________________________________________________________________
5. What processes happen at the side slits?
__________________________________________________________________________
__________________________________________________________________________
6. Is the Earth getting larger and wider when plates drift away from each
other? Explain briefly.
__________________________________________________________________________
__________________________________________________________________________

13
 What’s More

Great job! And now, the first part of discovery is unfolded! Do you want to learn
more? Carefully read the guide card and answer the activity 3.

GUIDE CARD 1 Evidence from fossils

Fossils are preserved remains or traces of organisms (plant and animals) from
remote past. They are useful in dating geological material, because they
indicate which species were alive at the time the rock was formed. The
geographic distribution of fossils is also useful in understanding how different
species spread and evolved over time. Fossilized leaves of an extinct plant
Glossopteris were found in 250 million years old rocks. These fossils were
located in the continents of Southern Africa, Australia, India, and Antarctica,
which are now separated by wide oceans, the large seeds of this plant could
not possibly travel a long journey by the wind or survive a rough rise through
ocean waves.

Evidence: The Continental Jigsaw Puzzle

The most visible and fascinating evidence that these continents were once one in
their shapes. The edge of one
continent surprisingly
matches the edge of another.
South America and Africa fit
together; India, Antarctica,
and Australia matches one
another; Eurasia and North
America complete the whole
continental puzzle in the
north.
Lifted from: https://sites.google.com/site/platetectonicsamyg/theory-of-continental-drift

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 Evidence: Rocks
Fossils found in rocks
support the Continental Drift
Theory. The rocks themselves also
provide evidence that continents
drifted apart from each other.
Rocks formation in Africa line up
with that of South America as if it
was a long mountain range.
Lifted from: https://qph.fs.quoracdn.net/main-qimg-
899c445fb69910098822a535f5cc7598.webp

Evidence: Coal Deposits

Coal beds were formed from the compaction and decomposition of swamp plants that
lived million years ago. These 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, thus 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 might have been closer before to
Lifted from: http://www.tectonic-forces.org/images/simple1.jpg
the equator.

GUIDE CARD 2 Seafloor Spreading and Magnetic Reversal

During the 1950s and 1960s, new techniques and modern gadgets
enabled scientist to make better observations and gather new information about
the ocean floor. With the use of sonars and submersibles, scientists had a
clearer view of the ocean floors. They have discovered underwater features under
the ocean.
Scientists found a system of ridges or mountains in the seafloor similar
to those found in the continents. These are called Mid-Ocean ridges. One of
these is the famous Mid-Atlantic Ridge, an undersea mountain chain in the
Atlantic Ocean.
In the early 1960’s, scientist Harry Hess, together with Robert Dietz,
suggested an explanation to continental drift. This is the Seafloor Spreading
Theory. 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 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 process of seafloor spreading allowed the creation of new bodies
of water.

15
 In the place where two oceanic plates collide or where an oceanic plate
and continental plate collide, a subduction zone occurs. Subduction is a
process in which the crust plunges back into the Earth. As the new seafloor is
formed at the mid-ocean ridge, the old seafloor farthest from the ridge is
destroyed at the subduction zone.
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.
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. The
Earth’s magnetic field is generated in the very hot molten outer core and has
already existed since the birth of our planet. The Earth’s magnetic field is a
dipole, one that has a North Pole and South Pole.
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 of
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, the minerals
behave like a tiny compass and align with the Earth’s magnetic field. So, when
magnetic reversals occurs, there is also a change in the polarity of rocks. This
allowed scientists to visualize the magnetic stripes in the ocean floor.
Over the last 10 million years, there has been an average of 4 to 5
reversals per million years. New rocks are added to the ocean floor at the ridge
with an equal amount on both sides of the oceanic crust. The stripes on both
sides are equal size and polarity which seemed to be mirror images across the
ridge. It indicates that indeed, the seafloor is spreading.

Lifted from: https://www.google.com/imgres?imgurl=https%3A%2F%2Fimage.slidesharecdn.com%2Fseafloorspreadingm2-150713115846-lva1-

app6892%2F95%2Fsea-floor-spreading-17-638.jpg%3Fcb%3D1447236328&imgrefurl=https%3A%2F%2Fwww.slideshare.net%2Fnairamode%2Fsea-floor-
spreading-50464198&tbnid=UuDH6JEFCH0NcM&vet=12ahUKEwiMu97Lub_pAhVDdpQKHcWrBwAQMygGegUIARDzAQ.i&docid=Ko-
5QuYuiw7_7M&w=638&h=479&q=seafloor%20spreading%20diagram&ved=2ahUKEwiMu97Lub_pAhVDdpQKHcWrBwAQMygGegUIARDzAQ

16
 What I Have Learned

Activity 3. Complete the concept map below about the evidences of plate
movement, continental drift, and seafloor spreading.

How do evidences of continental drift and sea floor spreading prove that the
plates move?

17
 What I Can Do

Perfect! You’ve just about to master it! It’s now time to put those learning into
application. Are you excited? Let the work be done!
Activity 4. Part I “DRIFTED SUPERCONTINENT!”

Objectives:
• Tell the possible direction of motion of the continents as they drifted away.
• Draw fossils of plants and animals, rocks formation, and coal deposits as
evidence found in the president continents that will help solve the puzzle in
the fitting of drifted continents.
• Reconstruct and describe Pangaea.
• Predict what will happen to the world as the continents continue to move.

Materials: Photocopy of the seven continents, a pair of scissors, world map,

pencil and crayons.

Procedure:
1. Carefully cut the traces of the seven continents, warning: be careful in
using the scissors.
2. Sketch and color the dominant species of plants and animals, rocks
formation and coal deposits found in the continent before and after
drifting away from each other.
3. Put the cut-outs together. Refer to the illustration below.

4. Make sure that you put fitting edges of the continents side by side to form
the supercontinent Pangaea.

5. Compare Pangaea with the world map.

6. Now move one continent relative to its current location. Observe carefully
the direction of its motion as it assumes its current location and position.
Record your observation.

7. Do the same procedure to the other continents. Record your observation.

18
Questions:

Q1. What do the Glossopteris fossils tell us about the early position of
the continents?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Q2. If glossopteris fossils were found in Antarctica, what was the climate of this
continent before?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Q3. If the climate and the position of a place are relative to each other, where
was the location of Antarctica 250 million years ago?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Q4. What does the presence of Mesosaurus fossils tell about the initial location
and positioning of South America, Africa, and Antarctica?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Q5. What clues are useful in reconstructing Pangaea?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Q6. Which continents do you think were neighbors before?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Q7. Is there a possibility that the current location of the continent would be
different 100 years from now?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Q8. Where do you think was the Philippines located during the time that Pangaea
existed?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Q9. If the continents will continue to move, try to predict the Philippines’
location 100 million years from now?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

19
 Part II. “How fast does it go?”
(Adapted: Glencoe Earth Science student edition copyright 2002 in
G10 Science Learner’s Material, pp. 68-69, Acosta et al, 2015)

Objectives:
• Analyze magnetic polarity map.
• Use legends and scales of the map properly.
• Calculate the rate of seafloor spreading using magnetic clues.

Materials:
• Magnetic polarity map
• Metric ruler
• Pencil

Procedure:
1. Study the magnetic polarity map. You will be working only with normal
polarity readings; these are the peaks above the baseline on the top half of the
graph.
2. Place the long edge of the ruler vertically on the graph. Align the ruler with the
center peak 1 of the Mid-Atlantic ridge.
3. Determine and record the distance and age that line up the center of peak 1
west. Repeat this process for peak 1 east of the ridge.
4. Calculate the average age and distance for this pair of peaks.
5. Repeat steps 2 and 4 for the remaining pairs of normal polarity peaks.
6. Calculate the rate of movement in centimeters per year using the formula
Rate = distance / time

Questions:

1. How far do the plates move away from each other every year?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. If Africa is approximately 2400 km away from the Mid-Atlantic Ridge, how long
ago was it when Africa was directly at or near the Mid-Atlantic Ridge?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

20
 Assessment

Congratulations for a job well done! You really learning a lot. You did a lot of work
this week! It’s time to sum up what you have learned. Test your knowledge by
completing the table below. Good luck!

Evidences of Reason that supports plate movement

plate
movement
1.

2.

3.

4.

5.

21
 22
Activity 3
What I
Know
1. B
2. A
3. C
4. A
5. C
6. A
7. C
8. B
9. A
10. A
11. C
12. C
13. A
14. D
15. B
Answer Key
 23
1.
Fossilized leaves of an extinct plant Glossopteris were
FOSSILS found in 250 million years old rocks.
2.
Rocks formation in Africa line up with that of South
ROCKS America as if it was a long mountain range.
3.
JIGSAW The edges of the continents matches the edges of other
PUZZLE continents. South America and Africa fit together.
4.
Coal beds were discovered in South America, Indian
COAL subcontinent, and even Antarctica. It only means that
DEPOSITS Antarctica once experienced a tropical climate and
positioned in a part of the Earth where it once
supported large quantities of life.
5.
Rocks are younger at the mid-ocean ridge. Rocks far
SEAFLOOR from the mid-ocean ridge are older. Sediments are
SPREADING thinner at the ridge.
Rocks at the ocean floor are younger than those of the
continents.
6.
Over the last 10 million years ago, there has been an
MAGNETIC average of 4 to 5 reversal per million years. New rocks
REVERSAL are added to the ocean floor. The stripes on both sides
are of equal size and polarity which seems to be mirror
images across the ridges.
Assessment
Activity #2 Part I cut outs

Source: https://www.pinterest.co.uk/pin/173177548154850436/

24
 Activity 4. World Map

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.pinterest.com%2Fpin%2F162692
605273504202%2F&psig=AOvVaw1agJvxjacfmgL_nCQjXxyq&ust=1589958703654000&source=i
mages&cd=vfe&ved=0CAIQjRxqFwoTCMjA38yuv-kCFQAAAAAdAAAAABAD
25
 Activity #4 cut outs (7 Continents)
https://www.clipart.email/download/8179160.html
26
References

Acosta, H., Alvarez, L., Angeles, D., Arre, R., Carmona, M., Garcia, A., Gatpo, A.,
Marcaida, J., Olarte, M., Rosales, M., Salazar, N. (2015). First Edition. Science 10
Learner’s Material. Department of Education. Republic of the Philippines
Picture in Activity 3: Part I” Drifted Supercontinent” Retrieved May 06, 2020 from:
https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.pinterest.com%2Fpi
n%2F162692605273504202%2F&psig=AOvVaw1agJvxjacfmgL_nCQjXxyq&ust=15
89958703654000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCMjA38yuv-
kCFQAAAAAdAAAAABAD
Picture in activity 3: Part I Retrieved May 11, 2020 from:
https://www.clipart.email/download/8179160.html
Picture in Activity 2: Part I “Wegener’s Puzzling Evidence” Retrieved May 06, 2020
from: https://www.pinterest.co.uk/pin/173177548154850436
Picture in Guide card #1 “Fossils” Retrieved May 19, 2020 from:
http://pubs.usgs.gov/gip/dynamic/continents.html

Picture in Guide card #1 “Rocks” Retrieved May 19, 2020 from:

https://qph.fs.quoracdn.net/main-qimg-
899c445fb69910098822a535f5cc7598.webp
Picture in Guide card #1 “Coal Deposits” Retrieved May 19, 2020 from:
http://www.tectonic-forces.org/images/simple1.jpg
Picture in Guide card #2 “Seafloor Spreading” Retrieved May 19, 2020 from:
https://www.google.com/imgres?imgurl=https%3A%2F%2Fimage.slidesharecdn.co
m%2Fseafloorspreadingm2-150713115846-lva1-app6892%2F95%2Fsea-floor-
spreading-17-
638.jpg%3Fcb%3D1447236328&imgrefurl=https%3A%2F%2Fwww.slideshare.net%
2Fnairamode%2Fsea-floor-spreading-
50464198&tbnid=UuDH6JEFCH0NcM&vet=12ahUKEwiMu97Lub_pAhVDdpQKHc
WrBwAQMygGegUIARDzAQ..i&docid=Ko-
5QuYuiw7_7M&w=638&h=479&q=seafloor%20spreading%20diagram&ved=2ahUK
EwiMu97Lub_pAhVDdpQKHcWrBwAQMygGegUIARDzAQ
Picture in Guide card #2 “Seafloor Spreading” Retrieved May 19, 2020 from:
https://earthref.org/drupal/sites/earthref.org/files/imagecache/thumb_w_125/im
ages/users/akoppers/magnetic_anomalies2.jpg

27
 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations.

For inquiries or feedback, please write or call:

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