Quarter I Module I Plate Tectonics On Template

Lesson Guide In Science Grade 10
TO THE TEACHER
This Lesson Guide (LG) in Science serves as a framework of

everyday teaching - learning episode. It aims to develop competence
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performance.
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THE AUTHORS
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Quarter I Module I Plate Tectonics 1

Page 1
First Quarter

Page 2
TOPIC OUTLINE
Grade 10 Quarter I – Earth and Space
Module Competency Topic/s
Module 1 Plate 1. Describe the distribution 1.Plate Tectonics

Tectonics of active volcanoes, 1.1 Distribution
earthquake epicenters,  Volcano
and major mountain  Earthquake
belts; S9ES-Ia-j-36.1 Epicenters
 Mountain Ranges
1.2 Earthquake
 kinds of earthquake
 Intensity and
Magnitude
 Precautionary
measures
1.3 Mountain Ranges
2. Describe the different Different types of plate

types of plate boundaries; boundaries
S9ES-Ia-j 36.2
3. Explain the different Processes occur along Plate

process that occur along Boundaries
the plate boundaries; Effect of Transform Fault
S9ES-Ia-j 36.3 Boundaries on the Earth’s
Crust
Module 2 Earth’s 4. Describe the internal 4.1 Internal Structure of the

Interior structure of the Earth; S9ES- Earth
Ia-j36.4  Types of Waves
 Layers of the Earth
5.Describe the possible  Continental Drift

causes of plate movement;  Pangaea
S9ES-Ia-j36.5
6. Enumerate the lines of  Sea Floor Spreading

evidence that support plate Theory
movement; S9ES-Ia-j36.6  Plate Tectonics
Theory

Page 3
WRITERS:
Marites R. Macasiab Jonnalyn B. Dimailig

Teacher III Teacher III
San Pedro National High School Ananis C. Hernandez NHS
EDITORS/EVALUATORS:
Jocelyn M. Manset Demetrio D. Angga Maxima M. Javier

Head Teacher –I Head Teacher-I Head Teacher III
San Pascual NHS Looc NHS Maximo Hernandez MNHS
Mario B. Maramot
Education Program Supervisor I-Science

Page 4
Lesson 1
Competency:
 Describe the distribution of active volcanoes, earthquake epicenters,
and major mountain belts. (S9ES-Ia-j 36.1)
I. Objectives:
 Identify the different active volcanoes in the Philippines.
 Locate the active volcanoes in the Philippines.
 Describe the distribution of active volcanoes.
II. Topic:
Active Volcanoes in the Philippines
III. Resources Needed:

Philippine Map
Map of Volcanoes in the Philippines
2 pieces of plastic sheet used for book cover,
same size as a book page
Manila paper
IV. References:
Earth Science by Gloria Salandanan Page 130-131
APEX Integrated Science LP UNIT 5 Changes in the Environment
V. Preliminary Activity/Priming:
*Picture analysis
Pictures of Taal Volcano
VI. Activity:
VII. Analysis:
Guide Questions
1. Based on the map, name some active volcanoes in the Philippines?
Where can you find those volcanoes?
2. How do you know that volcano is an active volcano? Support your
answer.

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3. How are active volcanoes distributed on the map? Where are the
active volcanoes located?
VIII. Abstraction:
Describe the Philippines in terms of the number of active volcanoes.
Would you consider it as country having the most number of active
volcanoes in the world? Explain.
IX. Application
Taal Volcano is considered as one of the active volcanoes in the
Philippines. If you were living on that area, what preparation would you
do if you notice that it is about to erupt?
X. Assessment:
Directions: Choose the letter of the best answer.
1. All of the following statements best describe a volcano EXCEPT?

A. A volcano is a conical mountain with an opening called crater.
B. A volcano is usually found at the middle part of the continents.
C. A volcano contains magma and other materials which build up its
conical shape.
D. A volcano can be active, dormant and extinct.
2. All of the following are true about location of volcanoes EXCEPT:
A. Volcanoes are randomly distributed.
B. Majority of volcanoes are found along the edges of continents.
C. Volcanoes are formed along the boundaries between two
lithospheric plates.
D. Volcanoes are found in areas where earthquake cease to
occur.
3. Which of the following is an active volcano in the Philippines?
A. Mt. Apo in Davao C. Mt. Isarog in Camarines Sur
B. Mt. Bud Datu in Sulu D. Mt. Kanlaon in Negros Oriental
For questions No. 4&5 refer to the table below:

TABLE 1
VOLCANO No. of Historical Latest Eruption on
Eruption Activity
1. Mt. Iraya 1 1454
2. Mt. Kanlaon 26 2006 June
3. Mt. Mayon 49 2013 May
4. Mt. Smith 6 1924
5. Mt. Taal 33 1977
4. Which volcano listed in table 1 has greater number of historical

eruption?
A. Mt. Iraya B. Mt. Kanlaon C. Mt. Mayon D. Mt. Taal
5. Which volcano listed in table 1 erupted for a long period of time but is
still considered an active volcano?
A. Mt. Iraya B. Mt. Kanlaon C. Mt. Mayon D. Mt. Taal
Page 6
XI. Agreement:
A. 1. Define epicenter.
2. How do we find the epicenters of an earthquake?
B. Bring the following materials:

Compass
Metric ruler
References:
Integrated Science by Delfin Cusipag Bautista pp. 200

Page 7
Activity 1
ACTIVE VOLCANOES IN THE PHILIPPINES
Competency: Describe the distribution of active volcanoes, earthquake

epicenters, and major mountain belts. (S9ES-Ia-j-36.1)
I. Objectives:
 Identify the different active volcanoes in the Philippines.
 Locate the active volcanoes in the Philippines.
 Describe the distribution of active volcanoes.
II. Materials:
Philippine Map
Map of Volcanoes in the Philippines
2 pieces of plastic sheet used for book cover, same size as a book
page
Marking pens (two colors, if possible)
Manila paper
III. Procedure:
1. Get a piece of plastic sheet. Trace the outlines of the volcano from
figure 1.
2. Identify the active volcanoes that you found in the figure. Locate the
active volcanoes by placing the traced outline over the Philippine map. Enter
the data on a table similar below.
Table 1. Active volcanoes in the Philippines and their location.
Name of Volcano Location

Page 8
Figure I Map of Volcanoes in the Philippines
IV. Guide Questions:

1. What is volcano?
2. What are the different active volcanoes here in the Philippines?
3. In what areas are these active volcanoes be found?
4. In what part of the Philippines has the least number of active
volcano? most number?

Page 9

Teacher’s Handouts
Table 1. List of active volcanoes in the Philippines

Name Location
Mayon Albay
Taal Batangas
Kanlaon Negros island
Bulusan Sorsogon
Smith Calayan
Hibok-Hibok Camiguin
Pinatubo Zambales
Makaturing Lanao del Sur
Musuan Bukidnon
Answers to Guide Questions:

1. Volcano is a conical mountain with an opening called a crater which
contains magma and other volcanic materials which build up its conical
shape.
2. Refer to Table 1
3. Refer to Table 1
4. _________ has the least number of active volcanos while in 5. __________
area has the most number of active volcanos.

Page 10
Lesson 2
Competency:
 Describe the distribution of active volcanoes, earthquake, epicenters
and major mountain belts. (S9ES-Ia-j.36.1)
I. Objectives:
 Define epicenter.
 Find the epicentre of the earthquake.
 Show preparedness to some natural occurrences.
II. Topic:
Earthquake
III. Reference:
Integrated Science by Delfin Cusipag Bautista pp.200
APEX Integrated Science LP UNIT 5 Changes in the
Environment
IV. Preliminary Activity/Priming:

Have you heard of the news about earthquake in Taiwan? How
can you detect its focus?
V. Activity:
Find the Center
VI. Analysis:
Guide Questions:
1. How do you find the epicenter of an earthquake?
2. Where is the focus of earthquake X located?
3. How could someone predict the approximate location of an
epicenter without a seismograph?
VII. Abstraction:
How is the epicenter of an earthquake located/found?
VIII. Application:
Why is there a need to become aware of the earthquake's
epicenter? Is it useful for you to get ready for the earthquakes
aftershock?
IX. Assessment:
Use the table below to answer the questions that follow.
Distance to epicenter ( in km)/location Difference in arrival time of P- and S-

waves (in sec.)
80- Albay 30
150 – Quezon 50
220 – Batangas 70
350- Manila 90
600- Bulacan 110
Page 11
Questions:
1. Which place will be greatly affected by an earthquake? Albay
2. Which place is the farthest from the earthquake's epicenter?
Bulacan
3. Which place is closely affected when Albay is damaged by an
earthquake? Quezon
4. Which wave will be detected first at the Seismic Station? P- Wave
X. Agreement:
How are active volcanoes distributed in the Philippines?

How do we locate earthquake epicenter of the different active
volcanoes in the Philippines?
Bring the following materials:

2pcs plastic sheet cover same size as book page, marking pen
References:
Science Learner’ Material in G10, pp 11-13

Page 12
Activity 2
Find the Center
Competency: Describe the distribution of active volcanoes, earthquake,

epicenters and major mountain belts. (S9ES-Ia-j.36.1)
I. Objectives:
A. Define epicenter.
B. Find the epicenter of the earthquake.
C. Show preparedness to some natural occurrences.
II. Materials:
One sheet of unlined paper
Compass
Metric ruler
III. Procedure:
1. Folding on the dashed lines as in diagram A, find and mark the
center of your paper.
Diagram A
2. Mark stations A, B and C on the paper. Start by marking a point 2.5

cm above the center point on the paper. This is station A. Draw B and C
using diagram A as a guide. You are making a map to find the epicenter.
3. Scientist knows how fast P- and S- waves travel. They can calculate
the distance to the epicenter of an earthquake by measuring the difference in
arrival time of P- and S- waves at their stations. The difference in arrival time
of the waves is:
120 seconds at station A

80 seconds at station B
80 seconds at station C

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Using the Epicenter Table below, read and record the distance to the
epicenter from each station.
EPICENTER TABLE
Distance to epicentre ( in km) Difference in arrival time of P- and S-
waves (in sec.)
200 40
300 60
400 80
500 100
600 120
4. Use the scale 1cm=100km to convert each distance to cm, so the data can
be used on your map. This data will be the radius of each circle in step 5.
5. On your map draw a circle around station A, as shown in Station C. The
radius of the circle is the distance in cm that you recorded in step 4.
6. Repeat step 5 for the other two stations.
7. The location of the epicenter of earthquake X is the point where the 3
circles intersect. Mark this point with an X.
Diagram B
IV. Analysis:
Guide Questions:
1. How do you find/locate the epicenter of an earthquake?
2. Where is the focus of earthquake X located?
3. How could someone predict the approximate location of an epicenter
without a seismograph?
Find the Center

Answer to guide questions.
1. When scientists know the time difference between the arrival of the P-
waves and the S- waves.
2. The focus located on the point below the epicenter
3. By knowing the time difference between the arrival of the P- waves and the
S- waves, they can calculate the distance to the earthquake’s epicenter.

Page 14
Lesson 3
Competency:
 Describe the distribution of active volcanoes, earthquake epicenters
and major mountain belts. (S9ES-Ia-j-36.1)
I. Objectives:
 Describe the distribution of active volcanoes, earthquake
epicenter, and major mountain belts.
 Determine the scientific basis for dividing the Lithospheric
plates.
II. Topic:
Let’s Mark the Boundaries

 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 cover, same size as a book page
 marking pens (two different colors)
IV. References:
Science Learners’ Material in G10, pp 11-13
Science Teacher’s Material in G10 pp. 10-11
VI. Activity:
VII. Analysis:
1. How are earthquakes distributed on the map?
2. Where are they located?
3. What place does not have earthquakes?

Page 15
4. Why is it important for us to identify areas which are prone to

earthquakes?
5. How are volcanoes distributed?
7. Based on the map, mention a country that is unlikely to
experience a volcanic eruption.
8. Compare the location of majority of earthquake epicenters with
the location of volcanoes around the world.
9. How will you relate the distribution of mountain ranges with the
distribution of earthquake epicenters and volcanoes?
10.What do you think is the basis of scientists in dividing Earth’s
lithosphere into several plates?
VIII. Abstraction:
Describe the distribution of active volcanoes, earthquake
epicenters and major mountain belt. What do you think is the basis of
scientists in dividing Earth's lithosphere into several plates?
IX. Application:
Why is it important to know the location of active volcanoes and
the earthquake epicenter? Support your answer
X. Assessment:
Directions: Choose the letter of the best answer.
1. All of the following are True about the location of earthquake,
volcanoes and mountain ranges EXCEPT:
A. They are usually located at the edges of continents.
B. Some are found in places where most of volcanic eruption occurs.
C. They are not randomly distributed.
D. They are widely distributed in any areas of the lithosphere.
2. All of the following are necessary precautions before an earthquake

EXCEPT:
A. Prepare an emergency kit for the whole family to be used during and
after an earthquake.
B. Keep updated on the different updates about the occurrence of
earthquake on your areas
C. Stay away from possible falling debris on your location.
D. Ignore precautionary measures given by authorities.
3. You were asked to locate the epicenter of a recent earthquake.

Which correct sequence of events should you follow?
I. Determine the difference in the arrival time of S and P wave recorded

from each of the seismological stations.
II. Use the triangulation method to locate the center.
III. Obtain data from three seismological stations.
IV. Determine the distance of the epicenter from stations.
A. I, III, II, IV B. III, I, IV, II C. III, IV, I, II D. IV, II, I, III

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4. All of the following are basis that an area is an earthquake prone

EXCEPT:
A. Volcanic activities in the area openly occur.
B. The area is situated at the fault line
C. Area is a place where mountain range is also located.
D. Area is closer to bodies of water such as rivers and lakes.
5. All of the places in the world are prone to earthquake EXCEPT:

A. Western Coast of North America C. East and South East Asia
B. Western Coast of South America D. Northernmost area
XI. Agreement:
1. How are active volcanoes, earthquake epicenter and major
mountain belts distributed on the map?
2. What are the different types of plate boundaries?
3. Bring the following materials:
2 sheets of cardboard
Modelling clay, 2 different colors
textbooks
Laptop
projector
References:
Science Learners’ Materials in G10 Science, pp. pp. 14-15

Page 17
Activity 3
I. Objectives:
 Describe the distribution of active volcanoes, earthquake epicenters,
and major mountain belts.
 Determine the scientific basis for dividing the Lithospheric plates.
II. 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 covers, same size as a book page
 marking pens (two different colors)
III. 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.
Figure 5. Map of earthquake distribution (Red, green and blue dots represent
earthquake epicenters)
2. Study the map of active volcanoes in Figure 6.
Figure 6. Map of active volcanoes (Red areas represent presence of volcanoes)

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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.
5. Study Figure 7, the orange portions indicate mountain ranges of the
world.
Figure 7. Mountain ranges of the world
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.
1. How are earthquakes distributed on the map?

3. What place does not have earthquakes?
4. Why is it important for us to identify areas which are prone to
earthquakes?
5. How are volcanoes distributed?
7. Based on the map, mention a country that is unlikely to experience a
volcanic eruption.
8. Compare the location of majority of earthquake epicenters with the
location of volcanoes around the world.
9. How will you relate the distribution of mountain ranges with the
distribution of earthquake epicenters and volcanoes?
10. What do you think is the basis of scientists in dividing Earth’s
lithosphere into several plates?

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Page 20

Page 21
Lesson 4
Competency:
 Describe the different types of plate boundaries. (S9ES-Ia-j-36.2)
I. Objectives:
 Identify the three different boundaries;
 Differentiate the three boundaries; and
 Illustrate the three boundaries
II. Topic:
Types of Plate Boundaries

 2 sheets of cardboard
 Modelling clay, 2 different colors
 textbooks
 Laptop
 projector
IV. References:
Science Learners’ Materials in G10, pp. pp. 14-15

Science Teacher’s Guide in G10, pp. 10-11
What can you say about the three illustrations?
VI. Activity:
VII. Analysis:
Guide Questions:
1. Describe step by step what happens to the clay.
2. What happens to the clay between two cardboard sheets?

Page 22
VIII. Abstraction:
Note: Let the students define the following by looking at the picture/illustration.
IX. Application:
Are these geologic events having their impact in our environment? If

yes, what are the tips you can give on how to stay away from those effects?
X. Assessment:
Four diagrams are shown in the table below. Label and describe in the space
provided in order to complete the table.
Diagram Type of boundary and motion at

boundary
1.

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2.
3.
XI. Agreement:
1. Illustrate and describe the three types of plate boundary?

2. What are the geological effects when continental and oceanic plates
converge?
References:
Integrated Science by Delfin Cusipag Bautista pp.193, 196

Page 24
Activity 4
I. Objectives:
 Identify the three different boundaries;
 Differentiate the three boundaries; and
 Illustrate the three boundaries
II. Materials:
 2 sheets of cardboard
 Modelling clay, 2 different colors
III. Procedure:

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1. Describe step by step what happens to the clay.
2. What happens to the clay between two cardboard sheets?

Page 26

Observations:
Part A
As the strips of clay were pulled from the opposite ends, cracks on top were
formed. Continues pulling away eventually separated uneven parts of the
clay.
Part B
As the sheets of paper move toward each other, it creates bulges at the
middle.
Part C
As the paper move in opposite direction, cracks were formed at the opposite
direction. The strips of clay were stretched, bent upward and downward.
Some parts form bulges while some formed depression.
Types of Plate Boundary

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1. Divergent Plate Boundary
• A divergent boundary occurs when two tectonic plates move away

from each other.
• Lava spews from long fissures and geysers spurt superheated water.
• Frequent earthquakes strike along the rift. Beneath the rift, magma—
molten rock—rises from the mantle.
• It oozes up into the gap and hardens into solid rock, forming new crust
on the torn edges of the plates.
• Magma from the mantle solidifies into basalt, a dark, dense rock that
underlies the ocean floor. Thus at divergent boundaries, oceanic crust,
made of basalt, is created.
2. Convergent Plate boundary
• When two plates come together, it is known as a convergent

boundary.
• The impact of the two colliding plates buckles the edge of one or both
plates up into a rugged mountain range, and sometimes bends the
other down into a deep seafloor trench. A chain of volcanoes often
forms parallel to the boundary, to the mountain range, and to the
trench. Powerful earthquakes shake a wide area on both sides of the
boundary.
• If one of the colliding plates is topped with oceanic crust, it is forced
down into the mantle where it begins to melt. Magma rises into and
through the other plate, solidifying into new crust.
• Magma formed from melting plates solidifies into granite, a light
colored, low-density rock that makes up the continents. Thus at
convergent boundaries, continental crust, made of granite, is created,
and oceanic crust is destroyed.
3. Transform Plate Boundary
• Two plates sliding past each other form a transform plate boundary.
• Natural or human-made structures that cross a transform boundary are
offset—split into pieces and carried in opposite directions.
• Rocks that line the boundary are pulverized as the plates grind along,
creating a linear fault valley or undersea canyon.
• As the plates alternately jam and jump against each other, earthquakes
rattle through a wide boundary zone.
• In contrast to convergent and divergent boundaries, no magma is
formed. Thus, crust is cracked and broken at transform margins, but is
not created or destroyed.

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Lesson 5
Competency:
 Describe the different types of plate boundaries. (S9ES-Ia-j.36.2)
I. Objectives:
 Name the different kinds of faults.
 Differentiate the kinds of faults through models of faults.
 Show awareness on the different environmental phenomenon.
II. Topic:
Investigating Models of Faults
III. References:
Integrated Science By Delfin Cusipag Bautista pp.193, 196
APEX Integrated Science LP UNIT 5 Changes in the
Environment
IV. Preliminary Activity/Priming:

Have you heard of Marikina Fault line? What danger does it give?
V. Activity:
VI. Analysis:
Guide Questions:
1. At which type of plate boundary would you expect to find much thrust
faulting? Why?
2. At which type of plate boundary would you expect to find much
strike-slip faulting? Why?
VII. Abstraction:
How are normal fault, thrust fault, and strike-slip fault different
from one another?
VIII. Application:
1. What are the consequences of colliding plates?
2. As the plates continue to grind against each other, what other
geologic events could take place?
IX. Assessment:
Direction: Choose the letter of the best answer.
1. In convergent plate boundary, thrust faults occur where forces
tends to push sections of the crust together. Which shows the effect
of this situation?
A. Collision of plates
B. Sliding of plates
C. Both A & B
D. None of the above

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2. Which examples below will experience a thrust fault?

A. Eurasian Plate vs. Philippine Plate
B. Pacific Plate vs. Nasca Plate
C. South American Plate vs. African Plate
D. Pacific Plate vs. Antarctic Plate
3. In transform fault boundary, the movement is horizontal- slides or

grinds each other. Which situation is associated by this type of fault?
A. Converging
B. Diverging
C. both converging & diverging
D. w/out converging & diverging
4. Which type of movement can be found on normal and thrust fault,

but cannot be found on strike-slip fault?
A. Subduction B. Sliding C. Grinding D. Slipping
5. Which is the best example of strike-slip fault?

A. San Andreas Fault B. San Nicolas Fault
C. Rift Valley Fault D. Mountain Ridge
X. Agreement:
 How are the three types of boundaries different?
 What are the processes that occur along convergent boundaries?
References:
Science Learners’ Material in G10, pp. 16-17

Page 30
Activity 5
I. Objective(s):
A. Name the different kinds of faults.
B. Differentiate the kinds of faults through models of faults.
C. Show awareness on the different environmental phenomenon.
II. Materials:
Figure 9-3 Classification of Faults
Wooden or clay blocks labelled A and B
Paper and pencil
III. Procedure:
1. Place Blocks A and B together, as shown. These blocks represent
pieces of the earth's crust. Arrange the blocks to demonstrate a normal fault.
Sketch your arrangement of the blocks. Use arrows to show how the
blocks move along a normal fault and to show the directions from which the
forces to move the blocks came.
2. Rearrange the blocks to demonstrate a thrust fault. Again, sketch
your arrangement using arrows to show movement and direction of force.
3. Repeat the activity to demonstrate a strike-slip fault.
4. Rearrange the blocks to show any fault type or combination of fault
types you wish. Ask your partner to determine the types.

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a. normal fault b. thrust fault c. strike-slip fault
IV. Analysis:
Guide Questions:
1. At which type of plate boundary would you expect to find
much thrust faulting? Why?
2. At which type of plate boundary would you expect to find
much strike-slip faulting? Why?

Answer to guide questions:
1. In convergent plate boundary because thrust faults occur where forces

tends to push sections of the crust together.
2. Transform fault boundary because the movement is horizontal- slides or

grind each other without diverging or converging.

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Lesson 6
Competency:
 Explain the different processes that occur along the plate boundaries
(S9ES-Ia-j-36.3)
I. Objectives:
 Explain the processes that occur along convergent boundaries.
 Determine the consequences of colliding plates.
II. Topic:
Convergence of oceanic and continental plate.

• textbooks
• Laptop
• projector
• illustration
IV. References:
Science Teacher’s Material in G10, pp. 12-13

Page 33
VI. Activity:
Head-On Collision (Converging Continental Plate and Oceanic Plate)
VII. Analysis:
Guide Questions:
1. What type of plate is Plate A? What about Plate B? Why do you
say so?
2. Describe what happens to Plate A as it collides with Plate B? Why?
3. What do you think may happen to the leading edge of Plate A as it
continues to move downward?
4. What do you call this molten material?
5. What is formed on top of Plate B?
6. As the plates continue to, grind, against each other, what other
geologic event could take place?
VIII. Abstraction:
 What will happen if the two plates collide?

 Describe the process of collision.
 What are the results of that collision?
NOTE: Let some students answer these questions but supply more explanations
after they respond to the question.
IX. Application:
Explain the illustration below.
What is the effect of continuous grinding of plates against each other?

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X. Assessment:
Identify the geological effects of convergence of continental and

oceanic plate.
XI. Agreement:
1. Bring a copy of a diagram of converging oceanic plate.
2. What happens when two oceanic plates converge?
References:

Page 35
Activity 6
Head-on Collision
Part A. Converging Continental Plate and Oceanic Plate
I. Objective(s):
 Explain the processes that occur along convergent boundaries and;
II. Materials:
Textbooks, laptop, projector and illustration.
III. Procedure:
A. Activity ―Head-on Collision‖
Procedure:
a. Study Figure 10 showing a cross-sectional diagram of plates that are
converging, and answer the questions that follow.
A. What type of plate is Plate A? What about Plate B? Why do you say
so?
B. Describe what happens to plate A as it collides with Plate B? Why?
C. What do you think may happen to the leading edge of Plate A as it
continues to move downward? Why?
D. What do you call this molten material?
E. What is formed on top of Plate B.?
F. As the plates continue to grind against each other, what other
geologic event could take place?

Page 36
Convergence of oceanic and continental plate

Preliminary Activity/Priming:
LITHOSPHERE
CRUST
SUBDUCTION
CONVERGENT
A. What type of plate is Plate A? What about Plate B?

B. Why do you say so?
Answer: Plate A is an oceanic plate because it is relatively thinner compared

to Plate B. While Plate B is a continental plate because it is thicker and floats
higher than the other plate.
B. Describe what happens to plate A as it collides with Plate B? Why?

Answer: Plate A bends downward because Plate A is denser than Plate B.
C. What do you think may happen to the leading edge of Plate A as it

continues to move downward? Why?
Answer: The leading edge of Plate A will start to melt because the
temperature beneath is higher.
D. What do you call this molten material?

Answer: This molten material is called magma.
E. What is formed on top of Plate B.?

Answer: Volcanoes are formed on top of Plate B.

Page 37
F. As the plates continue to grind against each other, what other geologic
event could take place?
Answer: Earthquake could take place as the plates continue to grind against
each other.
Assessment:
Answer:
Discussion:
When continental and oceanic plates collide the thinner and denser
oceanic plate is overridden by the thicker and less dense continental plate.
The oceanic plate is forced down into the mantle in a process known as
"subduction". As the oceanic plate descends it is forced into higher
temperature environment. At a depth of about 100 miles (160 km) materials in
the subducting plate begin to approach their melting temperatures and a
process of partial melting begins.
This partial melting
produces magma
chambers above the
subducting oceanic plate.
These magma chambers
are less dense than the
surrounding mantle
materials and are buoyant.
The buoyant magma
chambers begin a slow
ascent through the
overlying materials, melting
Page 38
and fracturing their way upwards. The size and depth of these magma
chambers can be determined by mapping the earthquake activity around
them. If a magma chamber rises to the surface without solidifying the magma
will break through in the form of a volcanic eruption.
Effects of a convergent boundary between an oceanic and continental
plate include: a zone of earthquake activity that is shallow along the continent
margin but deepens beneath the continent, sometimes an ocean trench
immediately off shore of the continent, a line of volcanic eruptions a few
hundred miles inland from the shoreline, destruction of oceanic lithosphere.
For oceanic crust, one important geologic feature is formed, and that is
the trench.

Page 39
Lesson 7
Competency:
(S9ES-Ia-j-36.3)
I. Objectives:
II. Topic:
Convergence of Two Oceanic Plates

• textbooks
• Laptop
• projector
• illustration
IV. References:
Tag question!
 Are volcanoes bringing advantages to us? If yes, in what way?
 What do you think is the origin of this volcano?
VI. Activity:
Head-On Collision (Convergence of Two Oceanic Plates)
VII. Analysis:
The students will answer the following questions:

Page 40
a. What are the geologic processes/events that will occur because of

this plate movement?
b. What geologic features might form at the surface of Plate A.?
c. If the edge of Plate A suddenly flicks upward, a large amount of
water may be displaced. What could be formed at the surface of the
ocean?
VIII. Abstraction:
Using this illustration, explain what happen when the two oceanic plates
converge.
IX. Application:

Page 41
What will you do if you know that your house is located near the active
fault?
X. Assessment:
Identify the geological effects of oceanic to oceanic convergence.
tsunami Volcanic island arc Rift valley formation
Normal faults Trench
XI. Agreement:
1. Bring modelling clay, 2 blocks of wood and paper.

2. What happens when two continental plates converge?
References:

Page 42
Activity 7
Head-on Collision
Part B. Convergence of two Continental Plates
I. Objective(s):
II. Materials:
Textbooks, laptop, projector, and illustration.
III. Procedure:
a. Study the figure below. It shows a cross-section of two converging
oceanic plates.
b. Using your knowledge gained from the previous activity, identify the
geologic events or features resulting from this collision.

a. What are the geologic processes/events that will occur because of
this plate movement?
c. If the edge of Plate A. suddenly flicks upward, a large amount of
water may be displaced. What could be formed at the surface of the
ocean?

Page 43
Convergence of two Continental Plates

a. What are the geologic processes/events that will occur because of this
plate movement?
Answer:
 Plate B undergoes subduction process or the sinking of plate towards
the mantle.
 Earthquake can happen since the two plates are grinding against each
other.
 Trench/es will form.
 Volcanoes will form at the surface of Plate A.
Answer:
Volcanoes might form at the surface of Plate A.The volcanic deposits
pile up until they break through the surface of the ocean and form an island
arc. Examples of island arcs created in this way are the Aleutians, the Kuriles,
Japan and the Philippines.
c. If the edge of Plate A suddenly flicks upward, a large amount of water may
be displaced. What could be formed at the surface of the ocean?
Answer:
Tsunami is formed at the surface of the sea.
Answers (Assessment)
tsunami Volcanic island arc Rift valley formation
Normal faults Trench

Page 44
Discussion:
When a convergent boundary occurs between two oceanic plates one

of those plates will subduct beneath the other. Normally the older plate will
subduct because of its higher density. The subducting plate is heated as it is
forced deeper into the mantle and at a depth of about 100 miles (150 km) the
plate begins to melt. Magma chambers are produced as a result of this
melting and the magma is lower in density than the surrounding rock material.
It begins ascending by melting and fracturing its way through the overlying
rock material. Magma chambers that reach the surface break through to form
a volcanic eruption cone. In the early stages of this type of boundary the
cones will be deep beneath the ocean surface but later grow to be higher than
sea level. This produces an island chain. With continued development the
islands grow larger, merge and an elongate landmass is created.
Effects that are found at this type of plate boundary include: a zone of
progressively deeper earthquakes, an oceanic trench, a chain of volcanic
islands, and the destruction of oceanic lithosphere.

Page 45
Lesson 8
Competency:
(S9ES-Ia-j-36.3)
I. Objectives:
II. Topic:
Convergence of Two Continental Plates

 modeling clay
 2 blocks of wood
 Paper
IV. References:
Students will observe the demonstration activity given by the teacher.
VI. Activity:
Head-On Collision (Convergence of Two Continental Plates)
VII. Analysis:
 What happened to the strips of clay as they were pushed from
opposite ends?
 If the strips of clay represent the Earth’s lithosphere, what do you
think is formed in the lithosphere?
 What other geologic event could take place with this type of plate
movement aside from your answer in Q25?
 In terms of the consequences on the Earth’s lithosphere, how will
you differentiate this type of convergent plate boundary with the
other two?
VIII. Abstraction:
 What will happen when the two continental plates converge?
 What are the results of that collision?
IX. Application:
How will you explain this illustration?

Page 46
X. Assessment:
Fill in the missing word to complete the statement below. Choose your
answer in the box below.
Mountain range Subduction

Earthquake Pressure
Collision zone
1. When two continental plates converge, a ______is formed.

2. What is created during this type of convergence is a large group of
tall mountains called ________.
3. Since ________ is impossible between two colliding continental
plates,
4. _________ is released by pushing the crusts upward and forming
the peaks.
5. ________ will occur due to the collision of the two plates.
XI. Agreement:
1. What happens when two continental plates meet head-on?
2. Explain convection currents.
References:

Page 47
Activity 8
Head-on Collision
Part B. Convergence of two Continental Plates
I. Objective(s):
II. Materials:
Textbooks, laptop, projector, and illustration.
III. Procedure:
1. On a piece of paper, flatten the modeling clay with the palm of your hand.
2. Cut the clay into four strips; each strip should be 0.5 cm thick, 4 cm wide
and 12 cm long.
3. Put 4 strips one on top of the other.
4. Place a block of wood at each end of the clay strips and slowly push the
two blocks together. Observe what happens to the clay.

1. What happened to the strips of clay as they were pushed from
opposite ends?
2. If the strips of clay represent the Earth’s lithosphere, what do you
think is formed in the lithosphere?
3. What other geologic event could take place with this type of plate
movement aside from your answer in 2?
4. In terms of the consequences on the Earth’s lithosphere, how will
you differentiate this type of convergent plate boundary with the other
two?

Page 48
Convergence of two Continental Plates

a. What happened to the strips of clay as they were pushed from opposite
ends?
Answer: The strips of clay buckled upward
b. If the strips of clay represent the Earth’s lithosphere, what do you think is
formed in the lithosphere?
Answer: Mountains are formed in the lithosphere.
c. What other geologic event could take place with this type of plate
movement aside from your answer in b?
Answer: Earthquakes will occur due to the collision of the two plates. (Since
there is no subduction, only shallow earthquakes will happen)
d. In terms of the consequences on the Earth’s lithosphere, how will you

differentiate this type of convergent plate boundary with the other two?
Answer: Since the two plates involved are both continental plates there is no
subduction process (because both plates are low in density). As a result,
mountains are formed instead of volcanoes.
Discussion:
When two continental plates converge, a collision zone is formed.

Unlike the other two types of convergent boundaries, subduction ceases for
this particular type of convergence. No trench, no volcano, and definitely no
island arc are created during this process. Instead, what is created is a large
group of tall mountains called mountain range.
About 40 to 50 million years ago, two large land masses, India and
Eurasia, collided to begin the formation of the most visible product of plate
tectonics- the Himalayas. Since subduction is impossible between two
colliding continental plates, pressure is released by pushing the crusts upward
and forming the Himalayas peak.

Page 49
Lesson 9
Competency:
 Explain the different processes that occur along the plate boundaries.
(S9ES-Ia-j-36.3)
I. Objectives:
 Explain the processes that occur along divergent boundaries; and
 Determine the results of plates that are moving apart.
II. Topic:
Going Separate Ways

Photographs of Rift Valleys and Oceanic Ridges
IV. References:
APEX Integrated Science LP (UNIT 5 Changes in the Environment)
What do you think might happen if the oceanic crust will continue to move?
VI. Activity:
Going Separate Ways
VII. Analysis:
 What is common in the four pictures?
 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?
 If this event continues for millions of years, what do you think will be
the effect on the crust?

Page 50
VIII. Abstraction:
 Describe the processes that occur along divergent boundaries.
 How will you describe the plates after moving apart?
IX. Application:
 What are the safety measures during the earthquake?
 What will be the effects if a divergent boundary is between continental
plates?
X. Assessment:
Formation of __________ and oceanic ridges are indications
that crust is ________ or splitting apart. In this case, the plates are
forming 3. _______ plate boundaries wherein they tend to move apart.
Most divergent boundaries are situated along underwater mountain
ranges called _________. As the plate separate, new materials from
the mantle ooze up to fill the gap. These materials will slowly cool to
produce new ________.
XI. Agreement:
 How does transform-fault occur?
 Bring the following:
4 blocks of wood
2 hook screw
Sand paper
References:

Page 51
Activity 9
Going Separate Ways
I. Objective(s):
 Explain the processes that occur along divergent boundaries; and
 Determine the results of plates that are moving apart.
II. Materials:
Photographs of Rift Valleys and Oceanic Ridges
III. Procedure:
1. Analyze the photographs of rift valleys (topmost pictures) and
oceanic ridges below, and answer the questions that follow.
Rift valleys and oceanic ridges

1. What are common in the four pictures?
2. 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?
3. If this event continues for millions of years, what do you think will be
the effect on the crust?
4. Complete the drawing below to illustrate your answer in question
number 3.

Page 52
Going Separate Ways


1. All four pictures show a fissure or a crack between two land masses.
2. The land masses are moving away from each other.
3. The distance between the land masses will be far greater than what
is shown in the picture.
4. The illustration of the students should show a wider crack or fissure
between the two land masses.
Divergence of Plates
Formation of rift valleys and oceanic ridges are indications that the
crust is spreading or splitting apart. In this case, the plates are forming
divergent plate boundaries wherein they tend to move apart. Most divergent
boundaries are situated along underwater mountain ranges called oceanic
ridges. As the plates separate, new materials from the mantle ooze up to fill
the gap. These materials will slowly cool to produce new ocean floor. The
spreading rate at these ridges may vary from 2 to 20 cm per year. Although a
very slow process, divergence of plates ensures a continuous supply of new
materials from the mantle. The Mid-Atlantic Ocean ridge is an example of
spreading center which causes the divergence of the South American plate
and the African plate.

Page 53
Formation of Mid-Ocean ridge
When a spreading center develops within a continent, the crust may

break into several segments. The breaking leads to the formation of down
faulted valleys called rift valleys. It is also associated with the rising of hot
materials from the mantle. The rift valley increases its length and depth as the
spreading continues. At this point, the valley develops into a linear sea, similar
to the Red Sea today.
Development of a rift valley

Page 54
Lesson 10
Competency:
(S9ES-Ia-j-36.3)
I. Objectives:
 Explain the processes that occur along transform –fault boundaries.
 Determine the effect of transform-fault boundary on the earth’s crust.
II. Topic:
Transform-fault Boundary

 four blocks of wood:
 blocks 1 and 4 measures 5 cm x 5 cm x 10 cm
 while blocks 2 and 3 measures 5 cm x 5 cm x 15 cm
 two hook screws
 sandpaper
IV. References:
What type of plate boundary is being shown in the picture? What will
be the possible effects of this type of plate boundary?
VI. Activity:
Slide and Shake
VII. Analysis:
 Were you able to pull the blocks of wood easily? Why or why not?
 What can you say about the relative motion of blocks 1 and 2?
 How about blocks 3 and 4?
 How will you describe the interaction between blocks 2 and 3 as
you pull each block?

Page 55
 What is the interaction between blocks 1 and 3? How about

between blocks 2 and 4?
VIII. Abstraction:
How does transform-fault boundary occur?
What are the effects of transform-fault boundary on the earth crust?
IX. Application:
Watch the movie clip of San Andreas Fault.
What have you learn from the movie clip?

What do you feel after watching the movie?
X. Agreement:
What causes the formation of chain of volcanoes?
Relate hot spot with plate tectonics.
References:

Page 56
Activity 10
Slide and Shake
I. Objective(s):
 Explain the processes that occur along transform-fault boundaries.
 Determine the effect of transform-fault boundary on the Earth’s crust.
II. Materials:
Four blocks of wood:
Blocks 1 and 4 measures 5 cm x 5 cm x 10 cm
while blocks 2 and 3 measures 5 cm x 5 cm x 15 cm
Two hook screws
Sandpaper
III. Procedure:
1. Attach a hook screw on one end of Blocks 2 and 3.
2. Arrange the blocks as shown in the illustration below.
3. Place sandpaper on the side of the blocks where they all meet.
4. Slowly pull Blocks 2 and 3 on its hook screw to the direction
indicated by the arrow. Observe the motion of the blocks.

 Were you able to pull the blocks of wood easily? Why or why not?
 What can you say about the relative motion of blocks 1 and 2? How
about blocks 3 and 4?
 How will you describe the interaction between blocks 2 and 3 as you
pull each block?
 What is the interaction between blocks 1 and 3? How about between
blocks 2 and 4?

Page 57
Transform-fault Boundary

1. No, because of the friction between the edges of the block of block of
wood.
2. Block 2 is moving away from Block 1, while Block 3 is moving away
from Block 4.
3. Blocks 2 and 3 are sliding past each other.
4. Block 3 is sliding past block 1 while Block 2 is sliding past Block 4.
Discussion:
Transform Fault Boundaries

If the blocks of wood in Activity 6 were to represent the lithospheric
plates, you will notice that there were two sets of divergent plate boundaries
(between blocks 1 and 2, and blocks 3 and 4). But since the plates were
adjacent to each other, a new type of boundary is manifested and that is the
transform fault boundary.
Most transform faults join two segments of a mid-ocean ridge
(represented by the gaps between 1 and 2, and between 3 and 4). Remember
that the presence of a ridge is an indication of diverging plates, and as the
plates diverge between the two segments of the mid-ocean ridge, the
adjacent slabs of crust are grinding past each other (blocks 2 and 3, blocks 1
and 3, and
Blocks 2 and 4).
Although most transform faults are located within the ocean basins,
there are few that cut through the continental crust. An example of this is the
San Andreas fault. The immediate concerns about transform fault boundaries
are earthquake activities triggered by movements along the fault system.
San Andreas Fault
It was stated at the beginning of this module that majority of tectonic

activities like earthquakes, mountain formations, and volcanic activities
happen along or near plate boundaries. But there are some cases wherein
activities take place in the middle of a plate.

Page 58
Lesson 11
Competency:
(S9ES-Ia-j-36.3)
I. Objectives:
 Relate hot spot with plate tectonics; and
 Determine how tectonic activities could also happen within a plate
and not just along the boundaries.
II. Topic:
Hot Spot

 alcohol lamp
 test tube
 test tube holder
 bond paper (2 sheets)
 match
 Water
IV. References:
Science Teachers Guide in G10, pp. 19-20
APEX Integrated Science LP (UNIT 5Changes in the Environment
What can you say about the illustration? What causes the formation of
this chain of volcanic islands?
VI. Activity:
Drop it Like It’s ―Hot Spot‖
VII. Analysis:
1. What can you see on the surface of the bond paper?

2. Let’s say that the paper represents the Earth’s crust; what do you think
is represented by the water in the test tube?
3. What geologic feature do you think will be formed at the surface of the
crust?
Page 59
4. Which of the features, at the surface of the crust, will be the oldest? the
youngest? Label these on your paper.
5. Which of the features will be the most active? The least active? Label
these on your paper.
VIII. Abstraction:
1. What causes the formation of this chain of volcanic islands?
2. How are you going to relate hot spot with plate tectonics?
IX. Application:
Explain how hot spot form a chain of volcano.
X. Assessment:
Modified True or False
______ 1. A hot spot is an area in the mantle from which hot materials rise as
thermal plume.
______ 2. As the tectonic plates moves over the stationary hot spot, the
volcanoes are rafted away and new ones form in their place.
______ 3. Low heat and higher pressure at the base of the lithosphere
facilities melting of the rock.
______ 4. The geologists determined the age of each volcanic island through
radioactive carbon dating.
______ 5. As one island volcano becomes extinct, another develops over the
hot spot, and the cycle is repeated.
XI. Agreement:
1. What can you say about hot spot?
2. What are the internal parts of the Earth?
References:

Page 60
Activity 11
Drop It Like It’s “Hot Spot”
I. Objective(s):
 Relate hot spot with plate tectonics; and
 Determine how tectonics activities could also happen within a plate and
not just along the boundaries.
II. Materials:
 alcohol lamp
 test tube
 test tube holder
 bond paper (2 sheets)
 match
 Water
III. Procedure:
1. Attach one end of the bond paper to the end of another bond paper.
2. Fill 3/4 of the test tube with water and heat it over an alcohol lamp.
3. While waiting for the water to boil, place the paper on top of the test
tube. Be sure that the two are in contact.
4. Once the water starts boiling and fumes are coming out, hold the
paper in the same position for the next 10 seconds.
5. After 10 seconds, move the bond paper very slowly and horizontally
by 10 centimeters. See to it that the paper and test tube are still in
contact.
6. Repeat step 5 after another 10 seconds and observe.

1. What can you see on the surface of the bond paper?
2. Let’s say that the paper represents the Earth’s crust; what do you think
is represented by the water in the test tube?
3. What geologic feature do you think will be formed at the surface of the
crust?
4. Which of the features, at the surface of the crust, will be the oldest? the
youngest? Label these on your paper.
5. Which of the features will be the most active? The least active? Label
these on your paper.

Page 61
Drop It Like It’s “Hot Spot”

1. The surface of the paper which is directly in contact with the test tube
became wet.
2. Magma from the mantle is represented by the water in the test tube.
3. Volcanoes will be formed.
4. The oldest volcano will be the first one that developed while the youngest
volcano is the last one that was formed.
5. The most active volcano is the youngest one (the one that is currently on
top of the magma source) While the least active volcano is the oldest
(because it is already cut-off from the source of magma.
Discussion:
This idea started when extensive mapping of seafloor volcanoes in the

Pacific revealed a chain of volcanic structures extending from the Hawaiian
Islands to Midway Islands. When geologists determined the age of each
volcanic island through radiometric dating, they noticed that the farther the
volcano from Hawaii is, the older and less active it is. Scientists suggested
that there is a source of molten materials from the mantle called mantle plume
that formed the volcanic island chains. As the Pacific plate moves, different
parts of it will be on top of the mantle plume to receive the molten materials,
thus creating the volcanic islands. Continuing plate movement eventually
carries the island beyond the hot spot, cutting it off from the magma source,
and volcanism ceases. As one island volcano becomes extinct, another
develops over the hot spot, and the cycle is repeated. This process of volcano
growth and death, over many millions of years, has left a long trail of volcanic
islands and seamounts across the Pacific Ocean floor.

Page 62

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Lesson Guide In Science Grade 10

This Lesson Guide (LG) in Science serves as a framework of

Quarter I Module I Plate Tectonics 1

Quarter I Module I Plate Tectonics 2

Module Competency Topic/s

Module 1 Plate 1. Describe the distribution 1.Plate Tectonics

2. Describe the different Different types of plate

3. Explain the different Processes occur along Plate

Module 2 Earth’s 4. Describe the internal 4.1 Internal Structure of the

5.Describe the possible  Continental Drift

6. Enumerate the lines of  Sea Floor Spreading

Quarter I Module I Plate Tectonics 3

Marites R. Macasiab Jonnalyn B. Dimailig

Jocelyn M. Manset Demetrio D. Angga Maxima M. Javier

Quarter I Module I Plate Tectonics 4

III. Resources Needed:

Pictures of Taal Volcano

Quarter I Module I Plate Tectonics 5

1. All of the following statements best describe a volcano EXCEPT?

For questions No. 4&5 refer to the table below:

4. Which volcano listed in table 1 has greater number of historical

B. Bring the following materials:

Quarter I Module I Plate Tectonics 7

Competency: Describe the distribution of active volcanoes, earthquake

Table 1. Active volcanoes in the Philippines and their location.

Name of Volcano Location

Quarter I Module I Plate Tectonics 8

Figure I Map of Volcanoes in the Philippines

IV. Guide Questions:

Quarter I Module I Plate Tectonics 9

Active Volcanoes in the Philippines

Table 1. List of active volcanoes in the Philippines

Answers to Guide Questions:

Quarter I Module I Plate Tectonics 10

IV. Preliminary Activity/Priming:

Distance to epicenter ( in km)/location Difference in arrival time of P- and S-

How are active volcanoes distributed in the Philippines?

Bring the following materials:

Quarter I Module I Plate Tectonics 12

Competency: Describe the distribution of active volcanoes, earthquake,

2. Mark stations A, B and C on the paper. Start by marking a point 2.5

120 seconds at station A

Quarter I Module I Plate Tectonics 13

Find the Center

Answer to guide questions.

Quarter I Module I Plate Tectonics 14

III. Resources Needed:

Quarter I Module I Plate Tectonics 15

4. Why is it important for us to identify areas which are prone to

2. All of the following are necessary precautions before an earthquake

3. You were asked to locate the epicenter of a recent earthquake.

I. Determine the difference in the arrival time of S and P wave recorded

Quarter I Module I Plate Tectonics 16

4. All of the following are basis that an area is an earthquake prone

5. All of the places in the world are prone to earthquake EXCEPT:

Quarter I Module I Plate Tectonics 17

2. Study the map of active volcanoes in Figure 6.

Figure 6. Map of active volcanoes (Red areas represent presence of volcanoes)

Quarter I Module I Plate Tectonics 18

3. On the second plastic sheet, sketch the approximate locations of

Figure 7. Mountain ranges of the world

IV. Guide Questions:

1. How are earthquakes distributed on the map?