Plate

Tectonics
Science | Grade 10

Fourth Quarter
 Module name: Plate Tectonics

OVERVIEW
Hello my dear student! Welcome! ☺

This is your module #8, the last module for this school year and our only module for the 4th quarter! In this
module, you will learn about the Plate Tectonic Theory and explore how this theory was developed with the
support of evidence. We will also be learning about plate boundaries and their behavior and movement. The
world is shaped in such a way that one begs the question: how did we get here? Why are there continents and
large expanse of oceans? Hopefully we will find answers in our module here!

Please be reminded that you will work on this module and accomplish the activities and practice exercises by
chunks within 3 weeks.

To do well in this module, please remember to do the following:

1. Don’t rush for the sake of finishing the module. Please take time to read everything carefully and
thoroughly. Read in advance if you can and when necessary.
2. Do the module by part. Start from the beginning and do not go directly to other parts without
completing the previous part of the module for the logical progression of your learning of the
topic.
3. Always follow the instructions in doing an activity. Consult me through our LMS (during science
time) if you need to clarify or verify something about an activity or any part of the module.
4. Follow a schedule and remind yourself of deadlines. Write DONE under remarks on your checklist
every time you finish a chunk.
5. Use the rubric (if there is one given) to guide you in making your expected outputs.
6. Do not just copy and paste answers directly from internet sites. Read and understand what you
read then phrase your answers in your own words.

I am putting my trust onto you that you will accomplish every single thing in this module. I know I can
count on you! Good luck and have fun learning at home! :)

For the first day, you will only work on the first 2 segments- the GEAR- UP and DIP INTO.

Before you begin, let’s take a look at what you need to explore and what you need to accomplish in this
module.

ESSENTIAL QUESTION/S: In this lesson, you will explore and find answer to the following questions:

1. What are the evidence used to support the Theory of Plate Tectonics?
2. What are the different mechanisms that drives that movements of the continents?
3. How are the location of the volcanoes and earthquakes related to each other?
4. What are the different tectonic activities occurring in the plate boundaries?

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Objective/s: At the end of the lesson, I am expecting that you will be able to:

1. Enumerate the lines of evidence that support plate movement.

2. Describe the possible causes of plate movement.
3. Describe and relate the distribution of active volcanoes, earthquake epicenters, and major mountain
belts to Plate Tectonic Theory.
4. Describe the different types of plate boundaries.
5. Explain the different processes that occur along the plate boundaries.

Let’s begin our journey!

Shown below are the maps of our world from 225 million years ago to the present time.

A. Study the four maps and write your observations about them here.
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B. What is your idea behind your observations?

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Thank you for answering! You will see if you have the same idea of a man named Alfred Wegener as we
go along our lesson.

You are now ready to move to next part. In this part, you will start exploring our lesson by doing this
suggested activity. I hope you will enjoy doing it.

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You can visit the link below for the flash interactive of the location of earthquakes and volcanoes:

http://d3tt741pwxqwm0.cloudfront.net/WGBH/conv16/conv16-int-tectonic/index.html

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Observe the two pictures above. On the left shows the location of the volcanoes and on the right shows
the location of the earthquakes that occur for the past years.

What do you notice about the distribution of earthquakes and volcanoes? Do you see any correlations or
patterns? Can you think of a possible explanation for the patterns that you see?
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Now, let’s see the overlays of the locations of volcanoes and earthquakes over the plate boundaries.

What have you observed?

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That’s all for today! Get your checklist and write “done” under remarks.

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Welcome back! You are now on the 2nd chunk of your module. You will be working on the FOCUS ON
section only which include the “Bedan Values” section.

Read and know more about the Plate Tectonic Theory. You may highlight things which are important for
you to learn. As you read, I want you not only to remember words and examples. I want you to discover
and understand why you need to have this lesson. Discover those important lessons that you can get from
this topic.

You may now begin.

Plate Tectonics

Vocabulary preview:
The following are the new words that you will encounter as you study this lesson. Be alert on these words.
You will be asked to recall them later.

Plate Tectonic Theory Mid-ocean ridge Convergent boundary

Continental Drift Theory Subduction Divergent boundary
Seafloor Spreading Convection Transform boundary
Tectonic plates Subduction zone Volcanic arc

Have you seen the map of the

world? What have you
noticed about the shape of the
continents? Looking at the
world map on the left, which 2
faraway continents do you
think have the most obvious fit
of their coastline?
Answer:
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© https://www.countries-ofthe-world.com/

Is this just a mere coincidence or does it have a scientific explanation to it? To answer these questions,
let’s read and learn about the Plate Tectonic Theory and how it affected our world today. But let’s tackle
first Continental Drift Theory and Seafloor Spreading – two theories that paved the way for the Plate
Tectonic Theory.

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CONTINENTAL DRIFT THEORY

In the early 1900s, Alfred Wegener hypothesized that that all of the continents were once part of a
supercontinent called Pangaea (“all earth” in Greek) and was surrounded by a huge ocean called
Panthalassa (“all seas” in Greek). But after millions of years, this supercontinent started to break and
move apart slowly to their current location as we know it today. This theory of landmasses drifting apart
from each other is known as the Continental Drift Theory.

To prove his theory, Wegener collected several evidence.

Evidences

1. Fit of the Coastlines

The coastline of one continent fits

the coastline of another just like a
jigsaw puzzle. The most obvious
fit would that of the coastlines of
South America and Africa. The
best fit for these two continents is
obtained if they are fitted together
at a depth of 1000 meters below
the current sea level.

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The best fit for these two continents still has

areas where there are gaps or overlaps. These
may be explained by the following causes that
happened over time after continental
separation:

1. Coastal erosion – loss of coastal lands due

to the removal of sediments or bedrock from
the shoreline as result of human activities and
natural causes.

2. Coastal deposition – opposite of erosion

where materials such as rocks and sediments
are being delivered in the coastal areas adding
it to the existing landscape.

3. Rises in seal level

4. Changes in land level

© https://www.geolsoc.org.uk/

2. Fossil Evidence

By about 300 million years ago, a unique community of plants had evolved known as
the European flora. Fossils of these plants are found in Europe and other areas.

Fossils of the Glossopteris have been found in South America, Africa, Madagascar,
Antarctica and Australia. Glossopteris was a woody plant that had very heavy seeds
that could not be moved by the wind to far distances.

Mesosaurus is meter-long fresh water reptile that had limbs for swimming but could
also walk on land. Evidence suggests that although they lived in water at times, they
were not strong swimmers. Its fossils are found solely in South Africa and South
America.

Cynognathus (which literally means “dog jaw”) is a land reptile approximately 3

meters long that lived during the Early Mesozoic Era about 230 million years ago.
It was a weak swimmer. Fossil remains have been found only in Africa and South
America (Argentina).

Lystrosaurus is a land-dwelling reptile that lived during Fossil early Mesozoic era.
They are herbivore and their anatomy suggests that these animals were probably
very poor swimmers. Fossils of this reptile were found in Africa, India, and
Antarctica.

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© https://www.npsd.k12.nj.us/

If we put together the different

continents in the southern
hemisphere, we will observe that the
distribution of these different fossils
will form a continuous pattern across
the boundaries of these continents.
Skeptics of Wegener’s theory offer
possible explanations about this
observation. These animals could
have crossed the ocean via land
bridges or they could have swam the
ocean. But as mentioned above, these
animals were not really good
swimmers.

It is important to take note that Wegener did not collect these fossils by himself. There were already
published scientific documents describing identical plants and animal fossil remains from the same
time period that were found in different continents that were separated by vast oceans. This
separation of continents would make it difficult for these animals to swim, especially since they
were not really good swimmers. For Wegener, for these fossils to be found on the different
continents would mean that these continents were once connected to each other at least one point
in time.

3. Rocks and Mountain Ranges

Wegener also studied geological evidences.

Identical rock formations were found along the
areas of Africa and Brazil. Types, structures,
and ages of rocks on the different areas are
similar. Mountain ranges that ended on the
coastline of one continent seemed to be
geologically identical to the mountain ranges of
another continent. It was noted that the
Appalachian Mountains in the eastern side of
North America was similar in age, composition
and structure to those found in Greenland, and
Northern Europe. When continents are brought
together, the mountain ranges from the different
continents form a continuous mountain range of
the same age, composition, structure, and style
deformation. This evidence indicates that continents were once connected but were subsequently
separated.

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4. Paleoclimatic Evidence (Glacial Striations and Coal deposits)

*Paleoclimatic evidence pertains to the geological and biological evidences preserved in rocks, ice
sheets, tree rings and other climate archives to reconstruct past climate of the an area.

One paleoclimatic evidence would be glacial

striations. As glaciers slowly move, it leave
marks into the bedrock. The marks are called
striations. Striations will be similar on those
continents that shared a glacier. Today,
glaciers are found near the poles but striations
and rock markings are also found on
continents that are now near the equator such
as South America (Amazon) and Africa.
Specifically, glacial deposits formed about
300 million years ago are found in South
America, Africa, Antarctica, India, and
Australia. Scratches on the bedrock made by
rocks embedded on the ice as the glacier
moves indicate that the ice flowed from a
single central point. This could indicate that
these continents were once together and were
not always near the equator.
© https://www.geolsoc.org.uk/

Another evidence would be coal deposits of a tropical plant (Glossopteris) found in Antarctica. This
could suggest that Antarctica might have been at one time closer to the equator where it has a warmer
climate that could sustain life.

Despite these evidence presented by Wegener, his theory was ignored and was not accepted for
many years.

Self-Check #1!
Before you continue let’s have a quick self-check. Answer the question:

How about you? What is your idea why the Continental Drift Theory was not well received by many
scientists? What do you think was missing in his proposed theory?
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Okay, let’s continue with our lesson.

The main problem of Wegener was that he did not have s strong scientific explanation on how
these continents could have moved. The mechanism that he proposed on how the continents could
have moved was that it was a result of centrifugal force from the Earth’s rotation or tidal effects from
the moon. But these were not accepted because its either the force is too weak to cause plate movement
or it was inadequate. Alfred died without his theory being accepted by the scientific community.

SEAFLOOR SPREADING

Decades after Wegener’s death, new technologies and instruments enabled

scientists like Harry Harmond Hess (a geologist) to observe the ocean floor.
Harry Hess was a professor of Geology at Princeton University and had
shown interest in geology while serving in the US Navy during World War
1. During his time at the Navy, he was able to use SONAR, a new technology
at that time, to map the ocean floor across the North Pacific.

Hess discovered 2 things:

1. The presence of Mid-ocean ridges (an underwater mountain range at the boundary between 2
diverging plates) that are higher than the surrounding sea floor (known as the abyssal plain) by
up to 1.5km. Example of this is the Mid Atlantic Ridge.
2. The deepest parts of the oceans can be found very close to continental margins in the pacific.
Ocean trenches can be found here such as the Mariana Trench which is the deepest known trench
in the western North Pacific ocean with a depth of over 11km.

Hess deduced that Atlantic must be expanding. He explained that it’s not only that continents are
moving but that the seafloor is also spreading in a ‘conveyor belt’ system. These observations together
with a theory that could explain continental drift were published by Harry Hess in 1962 in his paper,
“The History of Ocean Basins”. The theory was later known as Seafloor Spreading, a term coined
by Robert Dietz. Hess thought that this is the proof that Wegener failed to find to support his
Continental Drift Theory.

Mid-ocean ridge contains a deep crack (rift valley) along its center. Because of convection in the
mantel, molten material rises and oozes through this crack. Due to extremely high temperature, the
ridge is thermally expanded causing it to be higher than its surrounding. After the molten materials
erupted from the ridge it quickly cools down due to the surrounding water to form the new ocean floor
and then subside to the level of the abyssal plain. As more magma comes out of the ridge, the older
seafloor will be pushed sideways away from the ridge to make way to the newly formed seafloor. The
farther the ocean floor from the ridge, the older they are. As the process continues, the ocean floor
will continue to move away from the ridge causing the adjacent continent to also move.

But it was observed that oceanic rocks are relatively young compared to the continental rocks. The
oldest oceanic rock is only about 150 million years old but the oldest continental rock is already
about 4 billion years old.

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How is this so? Write your idea here:

Let’s find out!

When the spreading ocean floor reaches its boundary with the continental crust, it will sink underneath
the continental crust where it is melted again at the mantle. This happens because oceanic crust, made
mostly of basaltic rock, is more dense than the continental crust which is mostly granitic rocks. The
process is called subduction. Hess claimed that, if molten material is being pushed out of the mantel
through the ridges and hardened to form new crust, it must also be destroyed somewhere else– this
was his explanation for the deep trenches at the edges of continental shelves. This is the reason why
continental crust is relatively older than the oceanic crust.

© https://multimediascienceleahaviscounte.weebly.com/seafloor-spreading.html

PLATE TECTONIC THEORY

In 1915, Wegener proposed Continental Drift theory. In 1962, Hess

published his idea on spreading seafloors. By 1965, John Wilson
proposed that Earth’s crust was divided into several plates that fits
together like puzzle along the cracks of the lithosphere. Combining
what geologists have so far learned about the continental drift,
seafloor spreading and Earth’s plates, Wilson formed the Plate
Tectonic Theory. This theory is one of the most important theory
in Earth Science because it explains the causes of earthquakes,
volcanoes, mountain and other landforms on Earth.

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According to this theory, lithosphere is divided into several plates (also known as tectonic plates or
lithospheric plates) and are always in constant motion – approximately at least 2.5 cm per year. To
date, there are 7 major plates and several minor plates. These plates are said to “float” on the part the
mantle known as the asthenosphere. Asthenosphere’s partially molten nature allow these plates to
move – just like ice sheets on top of a lake or an ocean. The constant motion of these plates cause
seismic activities and volcanism and had gradually created the many surface features of Earth such as
mountain ranges.

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This is all for today. You may close your module.

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MECHANISMS OF PLATE MOVEMENT

We learned from the previous topic that Wegener’s theory was rejected because he could not give a
plausible mechanism for continental drifting. Then came Seafloor Spreading and finally the Plate
Tectonic Theory to help prove Wegener’s theory of moving continents. Ever since then, researchers and
scientists have been trying to understand more on what are the driving forces behind tectonic plates
motion. So what really causes the plates to move? The first and most studied mechanism for the tectonic
plate movement is convection in the upper mantle as mentioned already in the seafloor spreading. Then
there are also the 2 other more recent ideas, the ridge push and the slab pull.

Before we proceed, let’s review some terms. The Asthenosphere

Lithosphere – composed of the crust (both oceanic and

< ----------upper mantle--------------- ><crust>

continental crust) and the
rigid topmost part of the
upper mantle The as
Asthenosphere – hot, ductile part of the upper is the
mantle on which the plates part o
of the lithosphere float mantle
Convection cell – one complete loop of
like h
convection current under
weight
Ductility – ability of a solid material to
deform or stretch under stress

It is important to take note that the asthenosphere is similar in composition to the lowest part of the
lithosphere as both of them are part of the upper mantle. But they have different properties- lithosphere is
rigid while the asthenosphere is ductile because of its higher temperature. Asthenosphere is not purely
solid which allows convection to take place. It can flow like plastic or asphalt under high temperature and
pressure.

Convection

The first mechanism proposed to understand plate movement is convection in the mantle. Convection is
a process through which heat is transferred by the movement of a heated fluid – in this case, magma in the
mantle. It was first proposed by Arthur Holmes, a British geologist, in 1929. Holmes suggested that it is
the one responsible for the movement of the continents.

Radioactive decay in the Earth’s core heats the mantle above it. The heated molten materials near the core
rise through the upper mantle due to its low density. As it goes up near the surface, the molten materials
release energy, cool down and then become denser. These now higher density magma sink back where it
can be heated again and the convection process will start again. This rise and fall of magma in the mantle
like a conveyor belt creates circulating currents known as convection cells. As the magma circulates due

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to convection in the mantle, plates and continents above it are being drag along with it. Where convection
currents move upward (upwelling), new materials are brought to the surface forming new crust and making
the plates move apart. Where convection currents move downward (downwelling), plates move towards
each other causing denser plate to subduct under a less dense plate.

Mid-ocean ridge Deep-sea

Deep-sea trench
trench

Subduction
Subduction
zone
zone

Upwelling
Downwelling
Downwelling

© http://www.classzone.com/vpg_ebooks/ml_earthscience_na/accessibility/ml_earthscience_na/page_181.pdf

Ridge Push (Gravitational Sliding)

The term “ridge push” used for this force is somewhat misleading and might cause misunderstanding of
its process. It might be more accurate to use the term gravitational sliding instead of ridge push. So what
is ridge push or gravitational sliding? Ridge push happens because mid-ocean ridges lies at a higher
elevation than the surrounding abyssal plains or seafloor causing the gravitational force to act on the
rocks at the ridge.

©Stephen Marshak (Essentials of Geology) as cited in http://geologylearn.blogspot.com/

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The molten magma that rises at a mid-ocean ridge is very hot and heats the rocks around it. As the
lithosphere at the ridge are heated, they expand and become elevated above the surrounding sea floor. This
elevation produces a slope down and away from the ridge. Because the rock that forms from the magma
is very hot at first, it is less dense and more buoyant than the rocks farther away from the mid-ocean ridge.
However, as the newly formed rock ages and cools, it becomes more dense. Gravity then causes this older,
denser rocks to slide away from the ridge, down the sloping asthenosphere. As the older, denser rocks
slide away, new molten magma wells up at the mid-ocean ridge, eventually becoming new crust. Scientists
have used computer models to show that the cooling, subsiding rock exerts a force on spreading
lithospheric plates that could help drive their movements.

This is like those coin bulldozers at the fair where one new coin may push forward and knock others out
of the way!

Slab Pull
Word review first:

Tectonic plate - is a massive, irregularly-shaped slab of solid rock composed of both continental and
oceanic lithosphere

Slab pull is the pulling force exerted by colder, denser plate plunging into the mantle due to its own weight.

In subduction zones, one plate is always denser and heavier than the other whether it’s between 2 oceanic
plates or between oceanic and continental plates. The denser and heavier plate subducts beneath the less
dense plate down to the asthenosphere due to gravitational forces. The edge of the subducting plate is
much older, colder and denser than the rocks found at the ridges. It is also colder and denser than the
underlying mantle, so it continues to sink, pulling the rest of the plate along with it. The force that the
sinking edge of the plate exerts on the rest of the plate is called slab pull. Slab pull can be compared to
the following situation: Suppose your jacket is resting on a table. You put a heavy set of keys into a pocket
that is dangling over the edge. The weight of the keys pulls downward on the rest of the jacket, causing it
to slide toward the edge of the table.

A very dense slab will sink faster and will exert greater force on the remaining plate attached to it
compared to a less dense slab because of the effect of gravitational pull. Slab pull also is associated to
more violent tectonic plate activities such as volcanism and major earthquakes.

Less dense
continental plate denser oceanic
plate

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©Stephen Marshak (Essentials of Geology) as cited in http://geologylearn.blogspot.com/

Currently, many scientists consider slab pull to be a much stronger factor than mantle convection or
ridge push in driving plate movements.

Self-Check #2!
Before you continue let’s have a quick self-check. Answer the question:

How would the concept of how tectonic plates move help in earthquake preparedness and response?
What can it teach us about the different physical features that should be noticed in a certain region that
is undergoing said movement?
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This is all for today. You may close your module.

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PLATE BOUNDARIES

The Earth has 7 major tectonic

plates (or lithospheric plates):

1. Pacific plate
2. North American plate
3. Eurasian plate
4. African plate
5. Antarctic plate
6. Australian plate
7. South American plate

Some of the minor plates include Philippine plate, Scotia plate, Caribbean plate, Arabian plate, and
Nazca plate.

As discussed in the previous topic, the movement of the plates can be due to convection in the mantle,
ridge push and slab pull. Plates move at different speeds and direction but since they are all interconnected,
they can affect each other. The different interaction of the plates to each other at their boundaries generate
different geological processes. And these geological processes has help in shaping our planet – sculpting
majestic landscapes and building the different features of Earth’s surface in both land and seafloor.

There are three different types of plate boundaries:

1. Divergent plate boundary – where plates move away from each other
2. Convergent plate boundary - where plates move towards each other
3. Transform plate boundary - where the plates slide horizontally past each other

© https://cpb-us-w2.wpmucdn.com/

Divergent Plate Boundary

Divergent plate boundary is a boundary between two lithospheric plates that are moving away from each
other. Most divergent boundaries lie along mid-oceanic ridges, but a few are on land. Divergence of
plates is accompanied by volcanic activities and earthquakes.

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Seafloor Spreading

If divergence of plates happens between oceanic plates, it can

lead to the formation of oceanic ridges, rift valley and fissure ridge
volcanoes. You know from the past lesson that oceanic ridges ridge
are underwater mountain ranges caused by the upwelling of
magma in the boundary. Rift valleys are deep valleys in the Rift valley
middle of oceanic ridge. As plates move apart, magma from
the mantle rises through the crack, cool down and turn into
new crust. As new crust is formed at the ridge, the older crust
is pushed sideways and the process is known as seafloor
spreading. Since new crust is being formed in a divergent plate
boundary, it also known as constructive plate boundary.

Mid-Atlantic Ridge is the best known example

of a divergent boundary. It was formed due to
the divergent motion of Eurasian and North
American plates, and African and South
American plates. It is located along the floor of
the Atlantic ocean and is part of the longest
mountain range in the world.

However, part of the Mid-Atlantic ridge is raised above sea level and you can observed them in Iceland.
Iceland, one of the most geologically active locations on Earth, is located above the North American
plate and Eurasian plate that are diverging from one another.

Rift at Thingvellir (Pingvellir), Iceland

© https://pubs.usgs.gov/ © https://adventures.is/

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Continental Rifting

Divergence of plates can also happen between continental plates. Within continents, divergent boundary
can create continental rift valleys such as the East African Rifts.

https://storymaps.arcgis.com/ © https://www.livescience.com/

The picture below shows the formation of a continental rift valley and eventually over the years, turning
into an oceanic rift valley (ridge).

Uplifting of the heated lithosphere due

to upwelling of magma

As the crust is pulled apart, large

slab of crust sink forming the rift
valley
Ex. East African Rift

Further spreading can form a narrow

sea
Ex. Read sea

Eventually, an expansive ocean basin

and ridge are created
Ex. Atlantic ocean

© 2005 Pearson Prentice Hall, Inc as cited in https://slideplayer .com

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Convergent Plate Boundary

Convergent plate boundary is a boundary between two lithospheric plates that are moving towards each
other. Converging plates may involve a continental plate and an oceanic plate, two oceanic plates, or two
continental plates. Continental plates (made of granitic rocks) are less dense than oceanic plates (made of
basaltic rocks). Consequently, oceanic plates tend to sink beneath continental plates. The process of one
plate sinking beneath another plate is called subduction. When the denser plate subduct, it will be melted
and destroyed in the mantle. Hence, convergent plate boundary is also known as destructive plate
boundary.

Oceanic – Oceanic plate Convergence

When 2 oceanic plates converge, the older and denser oceanic plate will sink beneath the younger and less
dense oceanic plate forming a subduction zone. Along the subduction zone, a long and narrow depression
at the seafloor called trench is formed. Deep-sea trenches are the deepest part of the ocean floor.
Earthquakes are also generated because of the movement of the plates. Underwater earthquakes,
especially the stronger ones, can cause tsunamis.

Example of this trench is the Mariana trench where the Pacific plate subduct beneath the Philippine plate.
The subducting plate will eventually melt and become magma. The molten material will rise forming
island arcs on the overriding oceanic plate. These island arcs are parallel to the trench. Example of this
island arc is the Mariana islands on the Philippine plate that is parallel to the Mariana Trench. Japan,
Indonesia, the Philippine Islands, and the Aleutian island of Alaska are also examples of Island Arc.

© https://pubs.usgs.gov/

Mapsoftheworld.com

*island arcs – formed above subduction zone of oceanic-oceanic convergence

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Oceanic – Continental plate Convergence

In oceanic – continental convergence, the leading edge of the oceanic plate sinks beneath the continental
plate forming a subduction zone. Convergence of oceanic and continental plate will
form trenches. Strong, destructive earthquake are also common in
this region.

Example of this trench is the Peru-Chile (or Atacama) Trench

where the Nazca plate subduct beneath the South American
plate. The molten materials from the melted subducting plate
will rise forming volcanic arcs on the overriding continental
plate that are parallel to the trenches. Example of this volcanic
arc is the Andes Mountains. Andes Mountains is a long
continental mountain range dominated by volcanoes.

© https://pubs.usgs.gov/

Nazca Plate →  South American

Plate

*volcanic arcs – volcanic mountain chains formed above subduction zone of oceanic-continental
convergence

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Continental – Continental plate Convergence

Unlike the other 2 types of convergence, no subduction will occur in a continental-continental

convergence. When two continental plates converge, a collision zone will formed instead of subduction
zone and may cause the continents to become welded into one, larger continent. The collision may cause
the plates to crumple or buckle and be pushed upwards at the boundary creating a mountain range.
Continental plates colliding can generate earthquakes.

The world’s highest mountain range, the Himalayas, between India and Tibet was formed about 50 million
years ago when Indian plate collided with the Eurasian plate. Other examples are Alps in Europe, and
Appalachians in North America.

Famous Mount Jungfrau in the Swiss Alps

Himalayan Mountain in Nepal

© https://www.chinatibettrain.com © https ://www.adventurenation.com/

Self-Check #3!
Before you continue let’s have a quick self-check. Answer the question:

What story can the existence of numerous mountains, mountain ranges, and trenches tell you about the
history of the Earth? How has the face of the Earth acted like in the last few billion years?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

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 Module name: Plate Tectonics

Transform Plate Boundary

Transform plate boundary is a boundary between two lithospheric plates that are sliding horizontally past
each other so no new crust is created nor destroyed. While there is no volcanic activity in this boundary,
earthquakes occur here. Most of the transform boundaries are found on the ocean floor connecting two
oceanic ridges as shown in the picture below. However, a few occur on land such as the San Andreas fault
in California. San Andreas fault is the result of the sliding motion of the Pacific plate against the North
American plate.

© https://cpb-us-w2.wpmucdn.com/ © https://fi.pinterest.com/

© https://geology.com/ © https://pinterest.com/

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Hotspot

In geology, a hotspot is an area in the Earth’s mantle that exists over a mantle plume. Mantle plume is an
area just below the crust where magma is hotter than the surrounding magma. Magma from the hotspot
rises through the lithosphere and create active volcanoes at the surface of the Earth. The mantle plumes
that form hotspot are thought to be stationary, while the lithospheric plates move. As oceanic volcanoes
move away from the hotspot because of the moving plates, they cool and subside, creating older islands,
atolls, and seamounts. As continental volcanoes move away from the hotspot, they cool, subside, and
become extinct. And as new lithosphere is positioned over the hotspot, a new volcanic island will begin
to form above. The age of the volcano increases as it moves farther from the hotspot. The youngest and
the most active volcanoes are the one directly over the plume while progressively older and probably
extinct volcanoes are situated far from the hotspot. Geologist estimate there are around 40 to 50 hotspots
around the world.

Hawaiian islands are perhaps the most well-known example of volcanic island chains created from hotspot.
At present, the island of Hawaii is the one sitting atop the hotspot.

© https://www.smithsonianmag.com/

That’s the end of the text. I hope you learned a lot from what you have read.

This time, let’s us talk about our Bedan values. Our value focus for this week is Discernment. Let’s try to
see how you can show and live with this value.

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BEDAN VALUE- Discernment - is the ability to see and understand people, things and situations
clearly and intelligently.

Manifestation: Do not judge hastily

You have learned about how people during Wegener’s time disregard his work and efforts just because he
was not a geologist but was working on that field.

How about you? Did you judge people immediately based on their social status or looks? Did you
disregard their efforts just because of your initial impression on them? Can you cite a situation where you
practiced discernment?

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

************************************************************************************

That’s all for today! Get your checklist and write “done” under remarks. You may now close this
module.

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 Module name: Plate Tectonics

Hi! You’re back. You are now on the 3rd chunk of the module. For today you will be working on the “KEEP
ON PRACTICING” activities up to the FORMATIVE TEST. The practice tests here will check how much
knowledge you’ve got already and also help you master the lesson on Plate Tectonics.

SELF- CHECK
A. Modified True or False!
Directions: On the space provided, write T if the statement is true and if not, underline the word
or phrase that makes it incorrect and write the correct word.

____________1. In 1912, German meteorologist Henry Hess introduced the Continental Drift Theory
stating that the world was once made up of a single supercontinent called Pangaea.

____________2. Lithospheric plates move because the unequal distribution of heat at the mantle that
allows for convergence of magma to happen.

____________3. Tectonic plates consist of both continental and oceanic crust.

____________4. Old seafloor subducts along the boundary of 2 oceanic plates.

____________5. Fossil remains of Cynognathus plant were found in South America, Antarctica, and
Australia.

B. Label Me
Directions: Identify the mechanism involved and the most likely location where the mechanism is
happening.

A B

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 Module name: Plate Tectonics

Mechanism Location
A
B
C

C. Table Completion
Directions: Complete the table using the terms listed below.
Continental-continental collision Alps Mid-ocean ridges
San Andreas faults Oceanic-oceanic subduction Island arcs
Divergent Volcanic arcs Convergent
Mid-Atlantic ridge Transform Seafloor spreading
Andes Mountains earthquakes mountain ranges

Type of Boundary Process Involved Characteristic Example

Features
7.________________ 12.________________
▪ Rift valleys ▪ East Pacific rise
4.________________
▪ Volcanoes
1.________________ ▪ earthquake
▪ Volcanoes ▪ East African Rift
Continental rifting ▪ Rift valleys valley
▪ earthquake
▪ Trenches ▪ Indonesian islands
5.________________ 8.________________ ▪ Mariana trench
▪ earthquake ▪ Mariana islands
▪ Trenches 13.________________
Continental-oceanic
2.________________ 9.________________ ▪ Peru-Chile trench
subduction
▪ earthquake
10.________________ ▪ Himalayas
6.________________ ▪ earthquake 14.________________

15.________________
Plates sliding past each
3.________________ 11.________________ ▪ Faults along mid-
other
ocean ridges

Get the answer key and check you work. Did you get them all correctly? Are you becoming proud of
yourself?

Take a pause and then review the “Self-Check” section before proceeding to the next part. You may
also review the “Focus On” part of this module.

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I think you are now ready to take another challenge. Now, let’s see if you can do this last test perfectly.

Please answer this assessment without checking the other parts of the module. Good luck! ☺

Formative Assessment

Directions: Read each question carefully and circle the letter of your answer. Choose the best answer.

1. What are the mechanisms that have been proposed to explain the movement of Earth’s tectonic
plates?
A. ridge push, slab pull, continental drift
B. mantle convection, ridge push, slab pull
C. slab pull, sea floor spreading, mantle convection
D. seafloor spreading, continental drift, plate tectonic

2. As the edge of a tectonic plate sinks back into the mantle, gravity can assist its movement
downward. This is known as ____________.
A. Slab Pull
B. Slab Push
C. Ridge Push
D. Convection Push

3. Where does the seafloor spreading starts?

A. Trenches
B. Lithosphere
C. Abyssal plains
D. Mid-ocean ridges

4. Which part of the Earth are the tectonic plates made off?
A. Oceanic crust and asthenosphere
B. Oceanic crust and upper part of the mantle
C. Continental crust and upper part of the mantle
D. both oceanic and continental crust and upper part of the mantle

5. Plate tectonics is the theory that the Earth’s crust ____________.

A. is broken into stationary pieces
B. moves around on top of the upper mantle in one piece
C. is broken into pieces that move on top of the asthenosphere
D. is stationary except for the continents the move through the ocean.

6. What was the objection that critics had about Wegener’s continental drift theory?
A. findings had no basis
B. fossil evidences are not accurate
C. he could not provide any evidence to support the theory
D. idea of mechanism capable of moving the continents physically impossible

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7. Which of the following is true?

A. The colder the rocks, the less dense it is so it rise.
B. The hotter the rocks, the denser it is so it will sink.
C. The colder the rocks, the denser it is so it will sink.
D. The hotter the rocks, the less dense it is so it will sink.

8. Which of the following tectonic activities is common to all type of boundaries?

A. Volcanoes
B. Ocean ridges
C. Earthquakes
D. Mountain ranges

9. Which of the following features can be observed in a continental-to-continental convergence

boundary?
A. Rift valleys
B. Island arcs
C. Ocean ridges
D. Mountain ranges

10. On what kind of boundary does a rift valley form?

A. Divergent plate boundary C. oceanic-oceanic convergent boundary
B. Transform plate boundary D. oceanic-continental convergent boundary

************************************************************************************

If you are done answering, get the answer key and check your answers. What’s your score? ________

Are you satisfied with the result?__________.

This is all for today. For now, get your checklist and write “done”.

Thank you!

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Hello! You will now be working on the 4th and last chunk of your module which include the floater
activities found below plus the activity in the GO DEEPER.

Your score in the Formative test will determine which among of the “Floater” activities you need to do
to be able to prepare you for deeper and more challenging tasks.

If your score is 0, -5, you need to do “Floater # 1 activity.

If your score is 6 to 8, you will do “Floater #2 activity.

If your score is 9-10, you will do “Floater #3 activity.

Did you get it? Okay, if you are ready, look for your floater activity.

Floater #1 activity

Look at the items you missed, and then go back to the module. Go over with it again. Know why you got
those items wrong. Answer again your missed items. Did you get them right now? Very good!

You may now watch the video on this link: . https://www.nationalgeographic.org/media/plate-tectonics/

What additional information did you get from the video? Explain.

____________________________________________________________________________________
____________________________________________________________________________________

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Floater #2 activity

Watch the videos on the following links and know more about seafloor spreading.

1. https://www.youtube.com/watch?v=JJEZ3Vizdww&t=211s
2. https://www.youtube.com/watch?v=WhiF6IqGACo

What additional information did you get from the video? Explain.

Floater #3 activity

Answer this question: What is your stand/reaction on the following statement? Explain and support your
answer by providing evidences.

“We can make a new Earth and destroy Earth through Plate tectonics”.

____________________________________________________________________________________

************************************************************************************
How are you feeling now? Tired? Yes I understand. But I hope you’re also feeling satisfied and proud of
yourself already. Imagine you are learning by yourself alone! That’s great!

You are almost done with your last module. Let’s have the last few activities.

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 Module name: Plate Tectonics

Module #8-Topic: ___________________________________________________

Name: _________________________ Section:_____________ Date: __/__/___
Quarter: _________ Subject: ____________ Teacher:
_________________

“Plate Tectonics in a Nutshell”

TASK

You are to create a simple model and a short educational video to explain what is happening to the plates
starting from mid-oceanic ridges all the way to subduction zones.

OUTPUT

Create a simple model that will show tectonic processes and a short video explaining the concepts behind
it.

CONTENTS
(Physical Model)
• Create a simple physical model that will show plate movements from MID-OCEANIC RIDGE
all the way to SUBDUCTION ZONE.
• Using your creativity and materials that can be found in your home (such as old papers, magazines,
cereal box, etc.), simulate or create a simple model of what is happening to the plates starting from
mid-oceanic ridges all the way to subduction zones. To give you an idea, you may search the net
for sample models.

Examples:

• At subduction zones, you can pair the leading edge of the plate coming from the mid-oceanic plate
to either an oceanic or continental plate.

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 Module name: Plate Tectonics

(Short video)
• Take a video of yourself showing how your model works while explaining the following:
a. Type of plate boundary present. Make sure to identify where the boundary is located in
your model;
b. Type of crust/plate involved at the boundaries;
c. Type of Forces acting on the plates at different locations;
d. Geological features at different locations of your model
e. Other relevant information.

• Video should be at least 2 minutes but not more than 5 minutes. For every 5 seconds that you do
not meet the time limit, 2 pts will be deducted from your total score.
• You and your model should be seen together in the video. You may focus on your model at some
point. Use your model as your visual aid when explaining.
• No need to edit the raw video as long as it is clear & stable and the audio is loud & clear.
• You may also edit your video and you are free to use any editing software or any video creation
apps.
• Save your video in your Google Drive or One Drive and submit a link of your work in the Science
folder of the Open LMS. Make sure that the video file is NOT in private setting so that your teacher
can access it.
Follow the format below:

SA-Section-Name.mp4
Ex. SA-St. Anselm-Santos, Juan.mp4 SA-St. Gerard-Dela Cruz, Maria.mp4

Standards and Criteria

You will be graded using the rubrics below.

5pts 4 pts 3 pts 2 pts 1 pt

MODEL
▪ The model is ▪ The model is ▪ The model is ▪ The model is ▪ The model is
carefully carefully constructed carefully poorly
constructed constructed and with little constructed, constructed. It
with materials showcases neatness and but does not lacks in neatness
that showcase some student’s creativity. showcase and creativity.
student’s creativity. ▪ Appearance student’s ▪ The model appears
creativity. ▪ Shows some is neat but creativity. to be rushed and
▪ Shows great great care to lacking ▪ The model no care given to
care has been produce special appears to be detail.
given to something qualities. rushed and ▪ No types of
Construction
produce representational ▪ It shows little care crust/plate and
something . some of the given to geological features
highly ▪ It shows most types of detail. present in the
representational of the types of crust/plate ▪ It shows model.
. crust/plate and and very few
▪ It shows geological geological types of
excellently the features used in features used crust/plate
types of the model. in the model. and
crust/plate and geological
geological features used
in the model.

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 Module name: Plate Tectonics

features used in
the model.
▪ The model ▪ The model ▪ The model ▪ The model ▪ Model does not
shows an shows a good shows a simulates simulate the plate
excellent simulation of satisfactory somehow the movements
simulation of the plate simulation of plate correctly.
the plate movements. the plate movements ▪ No care is given to
movements. ▪ A good movements. correctly. present a model
Functionality
▪ An excellent depiction of the ▪A ▪ Some care is that shows
depiction of the required satisfactory given to learning
required learning. depiction of present a
learning. the required model that
learning. shows
learning.
VIDEO
▪ It covers all the ▪ It covers most ▪ It includes ▪ Content is ▪ All
topics in depth of the topics in essential minimal and information/conten
with details and depth with information leaves out t is factually
examples. A details and about the vital incorrect and
rich variety of examples. topics, but it information inaccurate.
supporting There’s variety has 1-2 or there are ▪ There’s no
information of supporting mistakes in several knowledge on the
contributes to information the facts mistakes in topic.
CONTENT the contributes to presented. the facts
x2 understanding the ▪ Does not presented.
of the topic. understanding have all the ▪ .The
▪ The knowledge of the topic. important knowledge of
of the topic is ▪ The knowledge information. the topic is
excellent. of the topic ▪ The poor.
appears to be knowledge of
good. the topic
appears to be
limited
▪ A rich variety of ▪ A variety of ▪ Relevant ▪ Information ▪ Information is
information information information is presented presented in a very
relevant to the relevant to the is presented in a not so unorganized
topic is topic is in an organized fashion.
presented in presented in organized fashion. ▪ Flow of discussion
well- organized well- organized fashion. ▪ Flow of confuses the
and logical and logical ▪ Flow of discussion viewers.
PRESENTATIO fashion. fashion. discussion contributed
N (organization) ▪ Flow of ▪ Flow of contributed to little
discussion discussion to understandin
contributed to contributed to understandin g of
an excellent better g of concepts.
understanding understanding concepts. ▪ Not confident
of concepts. of concepts. ▪ Somewhat at all while
▪ Very confident ▪ Confident in confident in explaining
in explaining explaining the explaining the concepts.
the concepts concepts the concepts
▪ The shots were ▪ The shots were ▪ The shots ▪ Many poor ▪ Video was
very stable and stable and clear were stable shots were fragmented and
clear and moves and moves and clear but present. choppy with little
QUALITY
smoothly from smoothly from some poor ▪ Audio was to no audio
scene to scene. scene to scene. shots were very poor. reinforcement.
present. ▪ No audio.

35 Science 10
 Module name: Plate Tectonics

▪ Audio is loud ▪ Audio is ▪ Audio is ▪ Overall ▪ Overall quality of

and clear somewhat loud okay. quality of the the video was
▪ Overall quality and clear. ▪ Overall video was poor.
of the video was ▪ Overall quality quality of the poor.
excellent. of the video was video was
good. slightly
good.
The output shows The output shows The output The output The output shows no
significant progress when shows shows little progress when
progress when presented during considerable progress when presented during the
WORK ETHICS presented during the meeting. progress when presented meeting.
the meeting. presented during the
during the meeting.
meeting.

The final output The final output The final The final The final output was
was submitted on was submitted output was output was submitted four (4)
or before the one (1) day after submitted two submitted days after the
PUNCTUALITY specified date and the specified date (2) days after three (3) days specified date and
time. and time. the specified after the time
date and time. specified date
and time.

36 Science 10
 Module name: Plate Tectonics

For the next part, you will answer the question/s based on your career track. Your response will be
GRADED. The question is worth 5 POINTS.

For ICT students:

How do you think will our underwater cables that we use for the internet be affected by the concept of
plate tectonics and seafloor spreading? Is there any effect that you can point out that is happening today?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

For Arts and Letters students:

What would the world and its various cultures look like if the countries of the world are not separated
into large island-continents? Do you think anything would be any different if everyone lived on one
large supercontinent?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

For ABM students:

How do you propose to solve the problem of running out of land for humans to industrialize? Do you
think that the concepts learned in plate tectonics can be used to gain access to new lands for us to use?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

For Physical Science students:

Why is it important to know the topography of a build site before doing any form of planning for a
structure? How can the relevant information become important to other planned structures in other
places?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

For Medical Science students:

For people living near plate boundaries, what facilities/resources should they have at hand in the event
of the movement of said plates? Would your given facilities/resources be useful as well to areas far away
from plate boundaries?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

37 Science 10
 Module name: Plate Tectonics

************************************************************************************
Congratulations! You did a great job! You are now done with module #8.

Checklist

Here‘s your checklist. Write “done” under Remarks after you have completed the task/activity.

Chunk Activities Remarks

1st GEAR UP & DIP INTO
FOCUS ON
2nd
KEEP ON PRACTICING (up to FORMATIVE
3rd
TEST only)
4th FLOATER activity & GO DEEPER

References

1. Angeles, D. et al (2018). Science Vistas 10. Makati, Philippines: Don Bosco Press, Inc.
2. Religioso, F. et al (2019). You and the Natural World(The New Grade 10 Second Edition).
Quezon City, Philippines: Phoenix Publishing House, Inc.
3. Dakutan, J. et al (2017). Mixploring Science 10. Quezon City, Philippines: Vibal Group, Inc.
4. Learning Module (Plate Tectonic) from PEAC
5. https://www.nationalgeographic.org/encyclopedia/continental-drift/
6. https://www.geolsoc.org.uk/Plate-Tectonics/
7. https://study.com/

ANSWER KEY

KEEP ON PRACTICING

Self-Check
A. Modified True or False
1. Henry Hess → Alfred Wegener
2. convergence→ convection
3. T
4. 2 oceanic → oceanic and continental
5. Cynognathus → Glossopteris

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 Module name: Plate Tectonics

B. Label Me!
Mechanism Location
A Ridge push Mid-ocean ridge or ridge
B Slab Pull Subduction zone
C Convection or thermal convection Upper mantle or asthenosphere

C. Table Completion

1. Divergent 9. Volcanic arcs

2. Convergent 10. Mountain ranges
3. Transform 11. earthquakes
4. Seafloor spreading 12. Mid-Atlantic ridge
5. Oceanic-oceanic subduction 13. Andes Mountains
6. Continental-continental collision 14. Alps
7. Mid-ocean ridges 15. San Andreas Fault
8. Island arcs

Formative Assessment
1. B 6. D
2. A 7. C
3. D 8. C
4. D 9. D
5. C 10. A

39 Science 10