JUNIOR HIGH SCHOOL DEPARTMENT

CURRICULUM MAP
S.Y. 2021 - 2022

GRADE LEVEL: TEN QUARTER/UNIT/DOMAIN: FIRST QUARTER: EARTH AND SPACE

SUBJECT AREA: SCIENCE WRITER: ANNA JANE A. GAYAS

PRIORITIZED
Quarter/ UNIT TOPIC: CONTENT PERFORMANCE COMPETENCIE ACTIVITIES INSTITUTIONAL
Month CONTENT STANDARD STANDARD S OR SKILLS/ ASSESSMENT OFFLINE ONLINE RESOURCES CORE VALUES
AMT LEARNING
GOALS
The learner The learner ACQUISITION
demonstrates is able to…
First understanding of … Describe and relate Module 1 Module 1 Module 1 Andaya, M., Students will be
Plate the distribution of Students will answer The students will Students will
Quarter 1. demonstrate ways Aquino, M., able to identify
Tectonics 1. the relationship to ensure disaster active volcanoes, a multiple-choice research then research and vote
earthquake quiz re: the contrast the two on the poll created Biong, J. & evidence of one’s
among the preparedness during
epicenters, and relationship of theories - in MS Teams as to Valdoz, M.. potentials and
locations of earthquakes,
major mountain volcanoes, Catastrophism which theory they (2017). using them to
volcanoes, tsunamis, and
belts to Plate earthquake and believe in re: the Science links serve people.
earthquakes volcanic eruptions Tectonic Theory epicenters, and Uniformitarianis formation and
epicenters, and (S10ES – Ia-j-36.1) volcanic ranges to m – explaining movement of 10- revised
mountain ranges 2. suggest ways by Plate Tectonic the formation earth. They will edition.
which he/she can Theory. and movement of also comment Quezon City.
Earth. their stand there.
contribute to Describe and relate Module 2 Module 2 Module 2 Rex Book
government efforts in the distribution of Short quiz on the - Students will - Students will Store, Inc.
reducing damage due active volcanoes, concepts related to supply the supply the
to earthquakes, earthquake the Pacific Ring of missing letters missing letters to HIC Learning
epicenters,
tsunamis, and Fire. to form a form a Modules
and major mountain
volcanic eruptions belts to Plate vocabulary vocabulary word
Tectonic Theory word based on based on the
(S10ES – Ia-j-36.1) the given given definition.
definition. Web links

- Students will - Students will

study the map study the map of
of the Pacific the Pacific Ring
Ring of Fire of Fire and
and answer the answer the guide
guide questions questions given.
given.

Explain the different Module 3 Module 3 Module 3

processes that occur Guided by rubrics, - Students will - Students will
along the plate students will answer the “3 answer the “3
boundaries compare and pics, 1 word” pics, 1 word”
(S10ES-Ia-j-36.3)
contrast the different activity, to activity, to
plate tectonic generate words generate words or
boundaries. or terms to be terms to be used
used during the during the lesson.
lesson.

- Guided by a - Through an
worksheet, online simulation,
students will students will
perform an explore the
activity that motion of the
will
 demonstrate three tectonic
how the 3 boundaries.
tectonic plate
boundaries are
formed.

Describe the Module 4 Module 4 Module 4

possible causes of With the aid of a Students will Students will
plate movement and rubric, students are briefly describe watch a video
enumerate the lines tasked to draw how the layers of the presentation so
of evidence that they could explain
convection current earth.
support plate the phenomenon
movement (S10ES – works and they will on convection
Ia-j-36.5-6) list down evidence current.
that support plate
movements.

MEANING-MAKING

Describe and relate Module 1 Module 1 Module 1

the distribution of Students will answer Students will Interactive lesson
active volcanoes, a multiple-choice read the text discussion with
earthquake quiz re: the discussion in the teacher, where
epicenters, relationship of their module re: teacher will be
and major mountain volcanoes and the relationships asking questions
belts to Plate earthquake of volcanoes, to the students to
Tectonic Theory epicenters to Plate earthquake check
(S10ES – Ia-j-36.1) Tectonic Theory. epicenters, and comprehension.
mountain ranges
to Plate Tectonic
Theory. Then,
they will answer
the guide
questions
provided in the
module.
Describe and relate Module 2 Module 2 Module 2
the distribution of With the aid of Students will Students will
rubrics, students will analyze the analyze the
active volcanoes, launch a campaign Philippine Philippine
earthquake that is focused on geographic map, geographic map,
epicenters, creating awareness looking into looking into areas
and major mountain areas at risk to at risk to
and preparedness
belts to Plate earthquakes, earthquakes,
Tectonic Theory during geologic volcanic volcanic
(S10ES – Ia-j-36.1) events, through a eruptions, and eruptions, and
differentiated tsunamis and tsunamis and
performance task. answer the guide answer the guide
Students can choose questions. questions. After
one from the three: Moreover, they which, a forum
will fill in the discussion will be
filmmaking, web
table re: geologic done re: geologic
designing, or visual disaster disaster
art. preparedness. preparedness.

Explain the different Module 3 Module 3 Module 3

processes that occur Guided by rubrics, Students will Through
along the plate students will read the synchronous
boundaries compare and discussion on meeting, an
(S10ES-Ia-j-36.3) contrast the different their printed interactive
plate tectonic module re: plate discussion re:
boundaries. boundaries. plate boundaries
Then, they will will be done using
answer the guide PPT.
questions.
Describe the Module 4 Module 4 Module 4
possible causes of With the aid of a Students will Through
plate movement and rubric, students are read the synchronous
enumerate the lines tasked to draw how discussion on meeting, an
of evidence that convection current their printed interactive
support plate works and they will module re: discussion re:
movement (S10ES – list down evidence mechanism of plate boundaries
Ia-j-36.5-6) that support plate plate tectonics will be done using
movements. and evidence of PPT.
plate movement.
Then, they will
answer the guide
questions.
 TRANSFER

Describe and relate Module 1 Module 1 Module 1

the distribution of Through an essay, Students will be Students will
active volcanoes, students will explain mapping explore the
earthquake the fundamental “Earthquakes and
earthquake
epicenters, concepts of plate Volcanoes
and major mountain tectonic theory, epicenters, Interactives”
belts to Plate including detailed volcanoes, and website. The
Tectonic Theory analysis of the mountain ranges teacher will ask
(S10ES – Ia-j-36.1) geological evidence using the activity guide questions
supporting the sheet in their for this task.
theory, and discuss module.
any discrepancies or
exceptions
observed.

Describe and relate Module 2 Module 2 Module 2

the distribution of With the aid of Through a Through MS
active volcanoes, rubrics, students will make-believe Teams platform,
earthquake launch a campaign activity, students students will act as
epicenters, that is focused on will pretend to concerned youths
and major mountain creating awareness be an SK official and will create a
belts to Plate and preparedness of their post discussing the
Tectonic Theory during geologic barangay. They possible disaster
(S10ES – Ia-j-36.1) events, through a will write a letter hazard their
differentiated to their barangay community may
performance task. captain stating face. They will as
Students can choose the possible well state in their
one from the three: disaster hazard post the
filmmaking, web their community suggestions they
designing, or visual may face. They have as measures
art. will also state to prevent danger
their suggestions in times of
for disaster.
precautionary
measures to stay
 safe in times of
disaster.

Explain the different Module 3 Module 3 Module 3

processes that occur Guided by rubrics, With a printed Through a self-
along the plate students will plate boundary learning activity,
boundaries compare and map, students students will play
(S10ES-Ia-j-36.3) contrast the different will analyze the “Plates on the
plate tectonic what type of move game” on
boundaries. plate tectonic the web to locate
boundary is the plate
located on boundaries on
certain places in earth and examine
the world. how tectonic
plates are moving
in certain places.

Describe the Module 4 Module 4 Module 4

possible causes of With the aid of a Students will Students will
plate movement and rubric, students are reflect on the reflect on the
enumerate the lines tasked to draw how statement below. statement below.
of evidence that
convection current
support plate Were there times Were there times in
movement (S10ES – works and they will
in your life that your life that you
Ia-j-36.5-6) list down evidence you doubted your doubted your
that support plate potentials and
potentials and
movements. abilities? How did
it make you feel? abilities? How did it
Try to recall some make you feel? Try
evidence like to recall some
situations in your evidence like
life that proved situations in your
that you have life that proved that
those
you have those
potentials/abilities
/talents. Please potentials/abilities/t
list them down alents. Please list
below. Now, as a them down below.
Misericordian, Now, as a
how will you use Misericordian, how
your potentials in
will you use your
serving other
people? potentials in serving
other people?