LETRAN DE DAVAO, INC.

Seminary Drive, Tagum City

LEARNING GUIDE
SCIENCE 10
SY: 2020-2021

Prepared by: Leijean Mae S. Pelicano

Teacher’s Name

Approved by: _____________________

Academic Coordinator
 Letran de Davao
Learning Guide- Science 10
School Year 2021- 2022
Quarter 1- Week 1-3

UNIT 1: PLATE TECTONICS

CHAPTER 1 : Alfred Wegener’s Continental Drift Theory

LEARNING OBJECTIVES
 Locate the epicenter of an earthquake using the triangulation method.
 Describe the distribution of active volcanoes, earthquake epicenters, and major
mountain belts.
 Determine the scientific basis for dividing the Lithospheric plates.
 Identify types of mountain and mountain ranges.
 Illustrate the different types of mountain and mountain ranges
 Explain the mechanism on the formation of a volcano.
 State the importance of volcano in the environment.

INTRODUCTION of the LESSON

How do you view Earth? Different people have different answers to this question. Most of us might
describe Earth as a big and sturdy the planet that is composed of different layers. For volcanologist, Earth is
landmass that is produced by volcanic eruptions and other large-scale geologic processes such as
earthquakes, mountain buildings, and plate tectonics. For an astronaut like Charles Walker, gazing upon Earth
is like looking at a panorama of a brilliant deep blue ocean, shot with shades of green and gray and white.
The First Quarter will focus on Earth and Space. It is subdivided into two units to give emphasis on the
processes on Earth and the phenomena occurring in space. Unit I will focus on earth as a planet, the
movements of its plates and the geologic activities related to its formation and future fate. Unit II will focus on
Earth as a member of the solar system, its neighboring planets, and other heavenly bodies that our found in
our galaxy.

MOTIVATING ACTIVITY
Instruction: Read answer the following question.
1. What concepts best explains the theoretic balance of all large portions of Earth’s lithosphere?
2. What is the importance of studying earth science in everyday living?

VOCABULARY
Orogenesis -a process in which a section of the earth's crust is folded and deformed
by lateral compression to form a mountain range
Isostasy is the state of gravitational equilibrium between Earth's crust and mantle
such that the crust "floats" at an elevation that depends on its thickness
and density.
Vent - an opening that allows air, gas, or liquid to pass out of or into a confined
space
Hypocenter -is the point within the earth where an earthquake rupture starts.

Liquefaction is a phenomenon in which the strength and stiffness of a soil is reduced

by earthquake shaking or other rapid loading
WEEK 1 (Aug. 16-20, 2021)

LEARNING ACTIVITY

ACTIVITY I - Subject Orientation

ACTIVITY II- Distribution of Active Volcanoes, Mountain Belts, and Earthquake Epicenters
a. Watch the video entitled Distribution of Active Volcanoes, Mountain Belts, and
Earthquake Epicenters using this link https://www.youtube.com/watch?
v=n_D6Hbqe2vw
b. Jot down important details in the video to answer the guide questions.
c. Guide Questions can also be referred to the activity sheet attached. Write the answer
in the activity sheet.
GUIDE QUESTIONS:
1. Where are most active volcanoes located?
2. What do you notice with the location of active volcanoes?
3. Where are most earthquake epicenter located?

WEEK 2 (Aug. 23-28, 2021)

LEARNING ACTIVITY
ACTIVITY III- Determining the Earthquake Epicenter/Triangulation Method/MELC/Module 3

a. Watch the video Determining the Earthquake Epicenter/Triangulation

Method/MELC/Module 3 entitled his link https://www.youtube.com/watch?
v=QBqtC_yz_Ok
b. Answer the activity sheet Determining the Earthquake Epicenter/Triangulation
c.

WEEK 3 (Aug. 31- Sept. 4, 20201)

ACTIVITY IV- WHAT IS A VOLCANO?
a. Watch the WHAT IS A VOLCANO using this link https://www.youtube.com/watch?
v=QBqtC_yz_Ok
b. Jot down important details in the video to answer the guide questions.
c. Answer the activity sheet What is a volcano?

SYNTHESIS/CLOSURE

 Earthquakes refer to shaking of the ground as a result of the interaction of plates, which
releases seismic energy. Earthquakes originate from the focus where the breaking of the plate
occurs. Directly above the focus is the epicenter.
 Volcanoes are formed through subduction. Mountains and mountain ranges are produced when
a landmass is lifted during plate convergence.

SUMMATIVE ASSESMENT
 Answer Test Yourself A. Visualizing Concepts items 2 and 3 only page 53. Write the
answer in the activity sheet. Answer only.
ASSIGNMENT

 Read in advance the topic for Plate boundaries.

REMINDERS
 Letran de Davao
Learning Guide- Science 10
School Year 2021- 2022
Quarter 1- Week 1-3


WEEK 1

Subject Orientation

SESSION 1

DIRECTIONS:

a. Watch the video entitled Distribution of Active Volcanoes, Mountain Belts, and
Earthquake Epicenters using this link https://www.youtube.com/watch?
v=n_D6Hbqe2vw
b. Jot down important details in the video to answer the guide questions.

GUIDE QUESTIONS:

4. Where are most active volcanoes located?

5. What do you notice with the location of active volcanoes?
6. Where are most earthquake epicenter located?
SESSION 2

Find the Center

Objective:
 Locate the epicenter of an earthquake using the triangulation method.
Materials:
• hypothetical records of earthquake waves
• Philippine map
• drawing compass and ruler
Procedure:
1. Study the data showing the difference in the arrival time of P-wave and S-wave on three seismic recording
stations.

2. Compute the distance of the epicenter from each of the stations using this formula:

This formula is suited because 8 seconds is the interval between the times of arrival of the P-wave and S-
wave at a distance of 100 km.
3. Choose one of the recording stations and measure the computed distance on the map scale (the scale
of the map in Figure 3 is 1.5 cm: 200 km). Set your compass for that computed distance.

4. Center your compass on the station you have chosen. Draw a circle.
5. Repeat steps 3 and 4 for the rest of the stations. You should get three circles that intersect or nearly
intersect at a point. This intersection is the epicenter.
 https://earthquake.usgs.gov/
Figure 3. Map of the Philippines

Q1. Where is the epicenter of this hypothetical earthquake?

Q2. What difficulty will you encounter if you only have data from two
recording stations?
In the previous activity, the hypothetical earthquake happened locally, that is why we use the formula
stated in the procedure. But, if the earthquake took place at a far greater distance, seismologists use
the distance-time graph similar to the figure below in determining the location of the epicenter.

http://stream2.cma.gov.cn/pub/comet/Environment/TsunamiWarningSystems/comet/tsunami/
warningsystem/print.htm

Figure 4. Distance-time graph

The distance-time graph above shows that the S-P interval is about 10
minutes.
Q3. What is the distance of the epicenter from the seismic station?
Q4. What do you think is the importance of determining the epicenter of an earthquake?
Determining the location of earthquake epicenters plays a vital role in laying the foundations of plate tectonics.
Let us see how early geologists used the plotted positions of earthquake epicenters throughout the world in
conceptualizing crustal movements.
SESSION 3
WHAT IS A VOLCANO?
OBJECTIVES
 Explain the mechanism on the formation of a volcano.
 State the importance of volcano in the environment

DIRECTIONS
1. Watch the video about volcanoes using this link https://www.youtube.com/watch?v=WgktM2luLok
2. Answer the following questions in the GUIDE QUESTIONS

GUIDE QUESTIONS
a. Describe the mechanism on the formation of a volcano.
b. Enumerate the parts of volcano and its meaning.
c. What is the most essential contribution of volcanoes within the environment?
d. What are the disadvantages of volcanoes?
KEY CONCEPT
 Earthquakes refer to shaking of the ground as a result of the interaction of plates, which
releases seismic energy. Earthquakes originate from the focus where the breaking of the plate
occurs. Directly above the focus is the epicenter.
 Volcanoes are formed through subduction. Mountains and mountain ranges are produced when
a landmass is lifted during plate convergence.

WEEK 2
SESSION 1
THE CONNECTION BETWEEN VOLCANOES, EARTHQUAKE EPICENTERS EARTHQUAKE
EPICENTERS
Objectives:
• Describe the distribution of active volcanoes, earthquake epicenters, and major
mountain belts.
• Determine the scientific basis for dividing the Lithospheric plates.

Materials:
• Figure 5: Map of earthquake distribution
• Figure 6: Map of active volcanoes of the world
• Figure 7: Mountain ranges of the world
• 2 pieces plastic sheet used for book cover, same size as a book page
`• marking pens (two different colors)

http://marc.fournier.free.free.fr
Figure 5. Map of earthquake distribution (Red, green, and blue dots represent earthquake
epicenters)
Procedure:
1. Study Figure 5 showing the earthquake distribution around the world.
Trace the approximate locations of several earthquake “clusters” using a marking pen on one of the
plastic sheets.

Q5. How are earthquakes distributed on the map?

Q6. Where are they located?
Q7. Where are there no earthquakes?
Q8. Why is it important for us to identify areas which are prone to earthquakes?

http://pubs.usgs.gov/gip/volc/fig34.html
Figure 6. Map of active volcanoes (Red areas represent presence of volcanoes)
2. Study the map of active volcanoes in Figure 6.
Q9. How are volcanoes distributed?
Q10. Where are they located?
Q11. Based on the map, mention a country that is unlikely to experience a volcanic
eruption.
3. On the second plastic sheet, sketch the approximate locations of several volcanoes using a marking
pen.
4. Place the earthquake plastic sheet over the volcano plastic sheet.
Q12. Compare the location of majority of earthquake epicenters with the location of volcanoes
around the world.

http://www.clipart.dk.co.uk/1068/az/Earth/Mountain_ranges
Figure 7. Mountain ranges of the world
5. Study Figure 7, the orange portions indicate mountain ranges of the
world.

Q13. How will you relate the distribution of mountain ranges with the distribution of earthquake
epicenters and volcanoes?

6. Now that you have seen the location of volcanoes, mountain ranges and majority of earthquake epicenters,
study Figure 2 on page 7, Map of Plate boundaries once more.
The places on Earth where most of the earthquakes originated or some mountains and volcanoes were
formed mark the boundaries of each lithospheric plate. As mentioned earlier, each plate is slowly
moving relative to each other, causing geologic events to happen along their boundaries.
Let’s take a look at the relative motion of the crustal plates in the figure below.

https://www.bucknell.edu/majors-and-minors/geology/location/geologic-history-of-centralpennsylvania/plate-tectonics.html
Figure 8. Map showing the relative motion of plates (Arrows indicate the direction of motion)

SESSION 2

ALFRED WEGENER’S CONTINENTAL DRIFT THEORY

OBJECTIVES
 Evaluate the study of Alfred Wegener’s continental drift theory

DIRECTIONS
1. Read your book on pgs. 13-15
2. Write a 100-word essay on each of the following questions. This is the rubric for the essay.

GUIDE QUESTIONS
a. Why did most scientist and Geologists dismiss Wegener’s Continental Drift Theory?
b. Assuming that continents were moving, what was it that Wegener could not adequately explain?
 WEEK 3
SESSION 1

OBJECTIVES

 State the science of earthquake.

 Recognize the possible causes of earthquake.
DIRECTIONS
1. Research the guided questions given below. You can also use your books as reference.
2. Do not copy the answer on the internet, make your words personal.

GUIDED QUESTIONS
a. What is an earthquake?
b. What causes earthquakes and where do they happen?
c. Why does the earth shake when there is an earthquake?
d. How are earthquakes recorded?
e. How do scientists measure the size of earthquakes?
f. How can scientists tell where the earthquake happened?
g. Can scientists predict earthquakes?
h. Is there such a thing as earthquake weather? Can some animals or people tell when an
earthquake is about to hit?

SESSION 2

DIRECTIONS:

SUMMATIVE ASSESMENT
1. Answer selected items in TEST YOURSELF: A. VISUALIZING CONCEPTS, B. CHECKING IDEAS
and C. THINKING CRITICALLY pages 52-56.

KEY CONCEPT
 Earthquakes refer to the shaking of the ground as a result of the interaction of plates, which
releases seismic energy. Earthquakes originate from the focus where the breaking of the plate
occurs. Directly above the focus is the epicenter.
 Volcanoes are formed through subduction. Mountains and mountain ranges are produced when
a landmass is lifted during.
 Orogenesis refers to the process of forming process of forming mountains and mountain
ranges. It involves the collision of plates and forces of compression.

WEEK 4

SESSION 1

OBJECTIVES

 Identify the different types of plate boundaries.

DIRECTIONS
1. Read the book on pgs. 36-48.
2. Describe the different types of plate boundaries:
a. Divergent plate boundary-
 b. Convergent plate boundary-
c. Transform plate boundary-
SESSION 2

OBJECTIVES

 Identifying geological features associated with the different plate boundaries.

DIRECTIONS
1. Read the book on pgs. 36-48. You can also search on the internet for more reference.
2. Identify geological features of different types of plate boundaries:
a. Divergent Plate Boundary-
b. Convergent plate boundary-
c. Transform plate boundary-

SESSION 3

SUMMATIVE ASSESMENT
 Identification and MCQ. You can access the summative test through LMS V-smart.
KEY CONCEPT
 There are three types of plate boundaries: divergent, convergent, and transform.
 Divergent plate boundary, where a new crust is created as the plates move away from each
other; convergent plate boundary, where a crust is destroyed and consumed as one of the two
plates sink into earth’s interior; transform plate boundary where the earth’s crust is neither
created nor destroyed as the plates slide horizontally past each other.

WEEK 5, 6

OBJECTIVES

 Explain the different processes that occur along the plate boundaries.

DIRECTIONS
1. Watch the video presentation about TECTONICS OF THE PLANET EARTH through this link
https://www.youtube.com/watch?v=Kg_UBLFUpYQ

2. Make a 100-word essay about the different processes that occur along the plate boundaries.

SESSION 2

OBJECTIVES

 Graph the depth and location of earthquake epicenters.

 Determine how depth changes or varies.
 Relate location and depth of the focus
 Make inferences about the subducting plates.

DIRECTIONS
1. Make the activity entitled SUBDUCTED PLATES on pages 43- 46.
2. Read the activity carefully and the following guide questions.
SESSION 3

OBJECTIVES

 Illustrate the different processes occurring in plate boundaries.

DIRECTIONS
 1. Provide yourself with any drawing or coloring materials.
2. Use short bond paper.
3. Draw landform that occurs in each of the different plate boundaries.

SESSION 4

OBJECTIVES

 Identify how different types of mountain ranges formed.

DIRECTIONS
1. Search for the different types of mountain ranges. You can access through the internet or use old
Science textbooks as reference.
2. Describe how different types of mountain ranges are formed and provide specific landform
examples in each types of mountain ranges.

a. Fold Mountains -
b. Volcanic Mountain ranges -
c. Erosion- Formed Mountain Ranges -
d. Dome Mountain Ranges -
e. Fault-Block Mountain Ranges –
KEY CONCEPT
 When two continental plates collide, the edge of one or both plates buckle or crumple creating a
mountain range to relieve the plates’ pressure upon each other.
 Orogenesis refers to the process of forming mountains and mountain ranges. It involves the
collision of plates and forces of compression. Mountains may be described as folded, volcanic,
erosion- formed, dome, or fault- block.

WEEK 7

SESSION 1

OBJECTIVES

 Explain the possible causes of plate movement.

DIRECTIONS
1. Watch the video presentation about the “Ridge Push: Slab Pull” using this link:
https://www.youtube.com/watch?v=mhpWIChSPL4&t=490s
2. Answer the following essentials questions that is also flashed in the video presentation.
ESSENTIALS QUESTIONS:
1. Describe how the motion of convection currents helps to create ridge push.
2. What type of plate boundary is created by ridge push? List two found there.
3. Describe how the motion of convection currents helps to create slab pull.
4. What type of plate boundary is created by slab pull? List two features found there.
5. Describe how gravity impacts ridge push and slab pull.
SESSION 2

OBJECTIVES

 Create a model to represent the causes of plate movement.

DIRECTIONS

1. If you have used clay in your house, you can use it for the activity.
2. After watching the activity, you are now familiar with the different driving force that drives the
tectonic plate to move.
 3. Create a model representing the convection current as well as the ridge push and slab pull.
4. Label the parts of the model you have created.

KEYCONCEPT
 A convection current is a process that involves the movement of energy from one place to
another. It is also called to as convection heat transfer.
 This force occurs as a subducting plate sinks into the hot mantle beneath it.
 Ridge push (also known as gravitational sliding) or sliding plate force is a proposed driving force
for plate motion in plate tectonics that occurs at mid-ocean ridges as the result of the rigid
lithosphere sliding down the hot, raised asthenosphere below mid-ocean ridges

WEEK 8

SESSION 1

OBJECTIVES

 Enumerate the lines of evidence that support plate movement

DIRECTIONS

 Study the power point presentation that is available in Vsmart LMS entitled “EVIDENCE THAT
SUPPORT PLATE MOVEMENT”.
 Answer the following data sheet.

Evidence Observation (explanation of what was Interpretation (how these observations

observed) support the idea of continental drift)

Continental
shapes associated
geologic features

Distribution of
fossils

Glacial deposits in
unusual places

KEY CONCEPT
