4

1: Tectonic Plate

Going Separate Ways

Objectives: Q30. If this event continues for millions of years, what
• Explain the processes that occur along divergent do you think will be the effect on the crust?
boundaries. __________________________________________
• Determine the results of plates that are moving apart. __________________________________________
__________________________________________
Materials: __________________________________________
photographs of Rift Valleys and Oceanic Ridges __________________________________________
_________________________________________.
Procedure: Q31. Complete the drawing below to illustrate your
1. Analyze the photographs of rift valleys (topmost answer in question number 30.
pictures) and oceanic ridges below, and answer the
questions that follow.

At present

Figure 18. Rift valleys and oceanic ridges

Q28. What are common in the four pictures?
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
_________________________________________.
Q29. Millions of years ago, the land masses in each
picture were once connected. What do you think is
happening to the Earth’s crust in those pictures?
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
_________________________________________. After millions of years
What have you learn?
__________________________________________________________________
_________________________________________________________________________________
RUBRIC
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_________________________________________________________________________________________
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Cut this portion and submit to your teacher

PART B PROCEDURE:
OBJECTIVE: 1. Refer to the diagram, and check your understanding
Describe the function of each part of the breathing of the breathing system by labeling each part and
system. giving its functions in the box corresponding to
the part.

GUIDE QUESTIONS:
Q1. What does each part of the “Bunch of Grapes” model represent, in relation to the breathing system?
_________________________________________________________________________________________
________________________________________________________________________________________.
Q2. How will you describe the pathway of oxygen in the breathing system?
_________________________________________________________________________________________
_______________________________________________________________________________________.
Q3. What will happen if one part of the system fails to carry out its function properly?
_________________________________________________________________________________________
_______________________________________________________________________________________.

KEY CONCEPTS
The air we breathe goes through the nose, nasal passages, and then through the trachea or windpipe,
which separates into two branches, called bronchial tubes or bronchi, one entering each lung. The bronchi
subdivide many times inside the lungs, analogous to the branching pattern of grapes, finally becoming hairlike
tubes called bronchioles. In the last part of the terminal bronchioles are tiny bubble-like bunch of structures
called alveoli or airsacs.