Republic of the Philippines

Department of Education
REGION 02
SCHOOLS DIVISION OF ISABELA
BENITO SOLIVEN SOUTH DISTRICT
501133 – BALLIAO INTEGRATED SCHOOL

WEEKLY LEARNING PLAN in SCIENCE 10

Grade Level: Grade 10 Week: Week 1 Date: ________________

Section: EARTH Quarter: Quarter 1

MELCs : Describe and relate the distribution of active volcanoes, earthquake epicenters, and major mountain belts to Plate Tectonic Theory (S10ES –Ia-j-36.1)

DA
Y
OBJECTIVES TOPICS CLASSROOM-BASED ACTIVITIES HOME-BASED ACTIVITIES
1 a. Describe and relate the Volcanoes, Modular (Print)
distribution of active volcanoes, earthquakes PRE-ASSESSMENT
earthquake epicenters, and major and mountain Directions: Read each item carefully. Write
mountain belts to Plate Tectonic ranges only the letter of the correct answer for
Theory each question. Use a separate sheet for
b. Enumerate ways to ensure disaster your answers.
preparedness during earthquakes, (See pages 2-3, SLMs)
tsunamis, and volcanic eruptions;
and
c. suggest ways by which one can
contribute to government efforts
in reducing damage due to
earthquakes, tsunamis, and
volcanic eruptions.
2 a. Describe and relate the Volcanoes, ACTIVITY
distribution of active volcanoes, earthquakes
earthquake epicenters, and major and mountain -Preliminaries (Prayer and greetings)
 mountain belts to Plate Tectonic
Theory
b. Enumerate ways to ensure disaster
preparedness during earthquakes,
tsunamis, and volcanic eruptions;
and
c. suggest ways by which one can
contribute to government efforts
in reducing damage due to
earthquakes, tsunamis, and
volcanic eruptions.
3 a. Describe and relate the
distribution of active volcanoes,
earthquake epicenters, and major
mountain belts to Plate Tectonic
Theory
b. Enumerate ways to ensure disaster
preparedness during earthquakes,
tsunamis, and volcanic eruptions;
and
c. suggest ways by which one can
ranges
Our country is part of the Pacific Ring of Fire. Thus,
we often experience earthquakes, and we are
home to many majestic but terrible volcanoes.
These topics were discussed in Grade 8 and 9
Science.
Directions: Do you still remember your discussions
during your Grades 8 and 9 about volcanoes and
earthquakes? You need to recall important words
related to volcanoes and earthquakes that will be
used in this module. Below is a vocabulary word list
with missing letters. Read the definition on the left
side to complete each word on the right side. Write
your answers on a separate sheet of paper.
Volcanoes, Modular (Print)
earthquakes
and mountain -Researching Active, Inactive and
ranges dormant volcanoes.
-specify the time of eruptions occurred
 contribute to government efforts
in reducing damage due to
earthquakes, tsunamis, and
volcanic eruptions.
4 a. Describe and relate the
distribution of active volcanoes,
earthquake epicenters, and major
mountain belts to Plate Tectonic
Theory
b. Enumerate ways to ensure disaster
preparedness during earthquakes,
tsunamis, and volcanic eruptions;
and
c. suggest ways by which one can
contribute to government efforts
in reducing damage due to
earthquakes, tsunamis, and
volcanic eruptions.
5 a. Describe and relate the
distribution of active volcanoes,
Volcanoes, -Our Earth has four layers consisting of different
earthquakes materials, namely, crust, mantle, inner, and outer
and mountain core.
ranges -focus on the lithosphere which is composed of the
crust and the upper mantle. The lithosphere is said
to be in constant but very slow motion. These
motions are not the same everywhere. This
movement of the lithosphere is called tectonics.
According to the Plate Tectonics Theory, the entire
lithosphere of the Earth is broken into numerous
segments called plates (see Figure 1). The arrows
show the direction of the plate movement and the
other lines are the fault lines.
Volcanoes, Modular (Print)
earthquakes
 earthquake epicenters, and major and mountain
mountain belts to Plate Tectonic ranges
Theory
b. Enumerate ways to ensure disaster
preparedness during earthquakes,
tsunamis, and volcanic eruptions;
and
c. suggest ways by which one can
contribute to government efforts
in reducing damage due to
earthquakes, tsunamis, and
volcanic eruptions.

Prepared by: Noted:

FELICIDAD C. TAGUINOD KAY-CEE I. BALBIN, HT-III
Class Adviser School Head
 Republic of the Philippines
Department of Education
REGION 02
SCHOOLS DIVISION OF ISABELA
BENITO SOLIVEN SOUTH DISTRICT
501133 – BALLIAO INTEGRATED SCHOOL

WEEKLY LEARNING PLAN

Grade Level: Grade 10 Week: Week 2 Date: ________________

Section: EARTH Quarter: Quarter 1
MELCs : Describe and relate the distribution of active volcanoes, earthquake epicenters, and major mountain belts to Plate Tectonic
Theory. (S10ES – Ia – j – 36.1)

DA OBJECTIVES TOPICS CLASSROOM-BASED HOME-BASED ACTIVITIES

Y ACTIVITIES
1 a. Describe and relate the Volcanoes, Modular (Print)
distribution of active earthquakes and Map 1
volcanoes, earthquake mountain ranges
epicenters, and major
mountain belts to Plate
Tectonic Theory
b. Enumerate ways to ensure
disaster preparedness during
earthquakes, tsunamis, and
volcanic eruptions; and
c. suggest ways by which one can
contribute to government
efforts in reducing damage due
to earthquakes, tsunamis, and
volcanic eruptions.
2 a. Describe and relate the Volcanoes, Studying MAPS
distribution of active earthquakes and Map 2
volcanoes, earthquake mountain ranges
 epicenters, and major
mountain belts to Plate
Tectonic Theory
b. Enumerate ways to ensure
disaster preparedness during
earthquakes, tsunamis, and
volcanic eruptions; and
c. suggest ways by which one can
contribute to government
efforts in reducing damage due
to earthquakes, tsunamis, and
volcanic eruptions.

3 a. Describe and relate the Volcanoes, Modular (Print)

distribution of active earthquakes and Map 3
volcanoes, earthquake mountain ranges
epicenters, and major
mountain belts to Plate
Tectonic Theory
b. Enumerate ways to ensure
disaster preparedness during
earthquakes, tsunamis, and
volcanic eruptions; and
c. suggest ways by which one can
contribute to government
efforts in reducing damage due
to earthquakes, tsunamis, and
volcanic eruptions.

4 a. Describe and relate the Volcanoes, Studying the World Map

distribution of active earthquakes and
volcanoes, earthquake mountain ranges
epicenters, and major
mountain belts to Plate
Tectonic Theory
 b. Enumerate ways to ensure
disaster preparedness during
earthquakes, tsunamis, and
volcanic eruptions; and
c. suggest ways by which one can
contribute to government
efforts in reducing damage due
to earthquakes, tsunamis, and
volcanic eruptions.

5 a. Describe and relate the Volcanoes, Modular (Print)

distribution of active earthquakes and
volcanoes, earthquake mountain ranges
epicenters, and major
mountain belts to Plate
Tectonic Theory
b. Enumerate ways to ensure
disaster preparedness during
earthquakes, tsunamis, and
volcanic eruptions; and
c. suggest ways by which one can
contribute to government
efforts in reducing damage due
to earthquakes, tsunamis, and
volcanic eruptions.

Prepared by: Noted:

FELICIDAD C. TAGUINOD KAY-CEE I. BALBIN, HT-III
Class Adviser School Head
 Republic of the Philippines
Department of Education
REGION 02
SCHOOLS DIVISION OF ISABELA
BENITO SOLIVEN SOUTH DISTRICT
501133 – BALLIAO INTEGRATED SCHOOL

WEEKLY LEARNING PLAN

Grade Level: Grade 10 Week: Week 3 Date: ________________

Section: EARTH Quarter: Quarter 1
MELCs : Describe and relate the distribution of active volcanoes, earthquake epicenters, and major mountain belts to Plate Tectonic
Theory. (S10ES – Ia – j – 36.1)

DA OBJECTIVES TOPICS CLASSROOM-BASED HOME-BASED ACTIVITIES

Y ACTIVITIES
1 a. Describe and relate the Volcanoes, Modular (Print)
distribution of active earthquakes and
volcanoes, earthquake mountain ranges
epicenters, and major
mountain belts to Plate
Tectonic Theory
b. Enumerate ways to ensure
disaster preparedness during
earthquakes, tsunamis, and
volcanic eruptions; and
c. suggest ways by which one can
contribute to government
efforts in reducing damage due
to earthquakes, tsunamis, and
volcanic eruptions.
2 a. Describe and relate the Volcanoes, ABSTRACTION
 distribution of active earthquakes and
volcanoes, earthquake mountain ranges
epicenters, and major
mountain belts to Plate
Tectonic Theory
b. Enumerate ways to ensure
disaster preparedness during
earthquakes, tsunamis, and
volcanic eruptions; and
c. suggest ways by which one can
contribute to government
efforts in reducing damage due
to earthquakes, tsunamis, and
volcanic eruptions.

3 a. Describe and relate the Volcanoes, Modular (Print)

distribution of active earthquakes and Additional Activity 3. It’s Time to Boost Our
 volcanoes, earthquake mountain ranges Awareness
epicenters, and major (See pages 28-29)
mountain belts to Plate
Tectonic Theory
b. Enumerate ways to ensure
disaster preparedness during
earthquakes, tsunamis, and
volcanic eruptions; and
c. suggest ways by which one can
contribute to government
efforts in reducing damage due
to earthquakes, tsunamis, and
volcanic eruptions.
4 a. Describe and relate the Volcanoes, APPLICATION
distribution of active earthquakes and
volcanoes, earthquake mountain ranges
epicenters, and major
mountain belts to Plate
Tectonic Theory
b. Enumerate ways to ensure
disaster preparedness during
earthquakes, tsunamis, and
volcanic eruptions; and
c. suggest ways by which one can
contribute to government
efforts in reducing damage due
to earthquakes, tsunamis, and
volcanic eruptions.
5 a. Describe and relate the Volcanoes, Modular (Print)
distribution of active earthquakes and
volcanoes, earthquake mountain ranges
epicenters, and major
mountain belts to Plate
Tectonic Theory
b. Enumerate ways to ensure
disaster preparedness during
earthquakes, tsunamis, and
volcanic eruptions; and
 c. suggest ways by which one can
contribute to government
efforts in reducing damage due
to earthquakes, tsunamis, and
volcanic eruptions.

Prepared by: Noted:

FELICIDAD C. TAGUINOD KAY-CEE I. BALBIN, HT-III
Class Adviser School Head
 Republic of the Philippines
Department of Education
REGION 02
SCHOOLS DIVISION OF ISABELA
BENITO SOLIVEN SOUTH DISTRICT
501133 – BALLIAO INTEGRATED SCHOOL

WEEKLY LEARNING PLAN

Grade Level: Grade 10 Week: Week 4 Date: ________________

Section: EARTH Quarter: Quarter 1

MELCs : Describe the different types of plate boundaries 10ES –Ia-j-36.2

DA OBJECTIVES TOPICS CLASSROOM – BASED ACTIVITIES HOME-BASED

Y ACTIVITIES
1 1. describe the Different Modular (Print)
different types of Types of Plate Directions: Read carefully each
plate boundaries, Boundaries item. Use a separate sheet of
2. differentiate paper for your answers. Write
the types of only the letter of the best
convergent answer for each question.
boundaries; and
3. identify the (This activity assesses what
places/plates that the students already know
lie on the different about the lesson)
types of See pages 1-3, SLMs
boundaries.
2 1. describe the Different ACTIVITY
different types of Types of Plate
plate boundaries, Boundaries
2. differentiate
the types of
convergent
boundaries; and
3. identify the
places/plates that
lie on the different
types of
boundaries.
3 1. describe the Different Modular (Print)
different types of Types of Plate ANALYSIS
plate boundaries, Boundaries Directions: Choose your
2. differentiate answer from the given
the types of choices. Write your answer on
convergent a separate sheet of paper.
boundaries; and Q1. What plate boundary is
3. identify the formed by the sliding of two
places/plates that plates?
lie on the different
types of Q2. What plate boundary is
boundaries. formed by the moving of two
plates apart?

Q3. What plate boundary is

formed by the collision of two
plates?

Q4. What are the three types

of convergent boundaries?

Q5. Using two arrows ( ), draw

the direction of the relative
motion of the three plate
boundaries below:

(Refer to pages 6-7, SLMs)

4 1. describe the Different ABSTRACTION

different types of Types of Plate Plate boundaries are the lines at the edges of the different pieces of the
plate boundaries, Boundaries lithosphere. Lithospheric plates are moving due to the convection current in the
2. differentiate Earth’s interior. The lithosphere is made up of the crust and upper part of the
the types of mantle. There are two types of crusts: the continental crust which is thicker but
convergent less dense, and the oceanic crust, which is thinner and denser.
boundaries; and According to the Plate Tectonic Theory, the Earth’s lithosphere consists of the
3. identify the crust and upper mantle that move slowly and constantly over time. This
places/plates that movement causes the formation of plate boundaries namely: divergent,
 lie on the different convergent, and transform fault boundaries.
types of (a) Divergent boundaries refer to plates that separate and move apart in
boundaries. opposite directions forming new lithosphere - the young seafloor. This either
occurs at mid-ocean ridges (seafloor spreading) or at rifted continental margins
(rift valley).
(b) Convergent boundaries are formed when two plates move toward each
other. The oceanic plate bends downward at the subduction zone. This occurs
in two oceanic plates: convergent boundary and continental plate, oceanic plate
convergent boundary. Oceanic plate sinks because it is denser than the
continental plate. In the case of convergence of two oceanic plates, the older
plate sinks. Whereas in the convergence of two continental plates, they collide
and buckle up forming mountain ranges. No subduction occurs in this type of
convergence.
(c) Transform fault boundaries are plates sliding past or slipping past each
other.
5 1. describe the Different Modular (Print)
different types of Types of Plate APPLICATION
plate boundaries, Boundaries
2. differentiate Identifying the pictures:
the types of
convergent
boundaries; and
3. identify the
places/plates that
lie on the different
types of
boundaries.

Prepared by: Noted:

FELICIDAD C. TAGUINOD KAY-CEE I. BALBIN, HT-III
Class Adviser School Head
 Republic of the Philippines
Department of Education
REGION 02
SCHOOLS DIVISION OF ISABELA
BENITO SOLIVEN SOUTH DISTRICT
501133 – BALLIAO INTEGRATED SCHOOL

WEEKLY LEARNING PLAN

Grade Level: Grade 10 Week: Week 5 Date: ________________

Section: EARTH Quarter: Quarter 1

MELCs : Explain the different processes that occur along the plate boundaries (S10ES –Ia-j-36.3)

DA OBJECTIVES TOPICS CLASSROOM – BASED ACTIVITIES HOME-

Y BASED
ACTIVITIES
1 1. explain the Processes Modular (Print)
different and Pre-test
processes that Landforms Directions: Choose
occur along the along Plate the letter
plate Boundaries corresponding to
boundaries; and the correct answer.
(S10ES-Ia-j-36.3), Write your answers
2. name the on a separate
landforms sheet.
produced in each (See pages 1-3,
type of plate SLMs)
boundary.
2 1. explain the Processes ACTIVITY
different and Review
 processes that Landforms
occur along the along Plate
plate Boundaries
boundaries; and
(S10ES-Ia-j-36.3),
2. name the
landforms
produced in each
type of plate
boundary.

3 1. explain the Processes Modular (Print)

different and Studying a map
processes that Landforms and answering
occur along the along Plate guide questions:
plate Boundaries (See page 8)
boundaries; and
(S10ES-Ia-j-36.3),
2. name the
landforms
produced in each
type of plate
 boundary.
4 1. explain the Processes
different and
processes that Landforms
occur along the along Plate
plate Boundaries
boundaries; and
(S10ES-Ia-j-36.3),
2. name the
landforms
produced in each
type of plate
boundary.

5 1. explain the Processes Online

different and ABSTRACTION
processes that Landforms -Subduction is the
occur along the along Plate process by which a
plate Boundaries plate dives under a
boundaries; and less dense plate.
(S10ES-Ia-j-36.3), -The water may flip
2. name the or kick upwards to
 landforms a few meters high.
produced in each This is what we call
type of plate tsunamis, a
boundary. Japanese term for
harbor wave. This
event is very
dangerous when it
moves inland,
destroying lives
and properties.

Prepared by: Noted:

FELICIDAD C. TAGUINOD KAY-CEE I. BALBIN, HT-III
Class Adviser School Head
 Republic of the Philippines
Department of Education
REGION 02
SCHOOLS DIVISION OF ISABELA
BENITO SOLIVEN SOUTH DISTRICT
501133 – BALLIAO INTEGRATED SCHOOL

WEEKLY LEARNING PLAN

Grade Level: Grade 10 Week: Week 6 Date: ________________

Section: EARTH Quarter: Quarter 1

MELCs : Explain the different processes that occur along the plate boundaries (S10ES –Ia-j-36.3)

DA OBJECTIVES TOPICS CLASSROOM – BASED ACTIVITIES HOME-BASED ACTIVITIES

Y
1 1. explain the Processes Modular (Print)
different and -With the figure below, analyze the effect of the
processes that Landforms separation of the lithospheric plates. Identify the
occur along the along Plate landforms created and the processes that take place with
plate boundaries; Boundaries this type of boundary.
and (S10ES-Ia-j-
36.3),
2. name the
landforms
produced in each
type of plate
boundary.
2 1. explain the Processes ACTIVITY
different and Have you tried eating a half-cooked egg? As you cut
processes that Landforms open the white part with your spoon, what comes
occur along the along Plate out of the cooked part? Yes, it is the half-cooked egg
plate boundaries; Boundaries yolk. The divergence of plates is somewhat similar to
and (S10ES-Ia-j- a splitting open egg. As it opens, the half-cooked egg
36.3), yolk gradually flows out.
2. name the
 landforms Q1. If the cooked part of the egg is the crust, with
produced in each what material could you compare the half-cooked
type of plate egg yolk? Why?
boundary.
Q2. If the half-cooked yolk solidifies when it cools off,
what becomes of the magma when it cools down?
Why did you say so?

Q3. The half-cooked egg yolk oozes out only when it

is still hot. In the same manner, the magma also rises
because of high temperature, in the mantle, or the
crust?
3 1. explain the Processes Modular (Print)
different and ANALYSIS
processes that Landforms
occur along the along Plate
plate boundaries; Boundaries
and (S10ES-Ia-j-
36.3),
2. name the
landforms
produced in each
type of plate
boundary.
4 1. explain the Processes ABSTRACTION
different and The generalization is through an assessment:
processes that Landforms Divergence of plates results to the creation of down
occur along the along Plate faulted valleys called (Q8)_____________(rift valleys,
plate boundaries; Boundaries oceanic ridges) and underwater mountain ranges
and (S10ES-Ia-j- called (Q9)________________(rift valleys, oceanic
36.3), ridges). At the tension zone, materials from the
2. name the mantle may rise to the surface of the ocean floor,
landforms cools down and become new
produced in each (Q10)_______________(crust, mantle).
type of plate
boundary.
5 1. explain the Processes Modular (Print)
different and
 processes that Landforms
occur along the along Plate
plate boundaries; Boundaries
and (S10ES-Ia-j-
36.3),
2. name the
landforms
produced in each
type of plate
boundary.

Prepared by: Noted:

FELICIDAD C. TAGUINOD KAY-CEE I. BALBIN, HT-III
Class Adviser School Head
 Republic of the Philippines
Department of Education
REGION 02
SCHOOLS DIVISION OF ISABELA
BENITO SOLIVEN SOUTH DISTRICT
501133 – BALLIAO INTEGRATED SCHOOL

WEEKLY LEARNING PLAN

Grade Level: Grade 10 Week: Week 7 Date: ________________

Section: EARTH Quarter: Quarter 1

MELCs :Describe the possible causes of plate movement (S10ES –Ia-j-36.5)

DA OBJECTIVES TOPICS CLASSROOM – BASED ACTIVITIES HOME-BASED

Y ACTIVITIES
1 After going through this module, learners Earth’s Modular (Print)
should be able to: Mechanism ACTIVITY
-Preliminaries (Greetings and
1. describe the possible causes of plate Prayer)
movement (S10ES-Ia-j-36.5); and
PRE-ASSESSMENT
2. recognize the process of convection current (See pages 1-2, SLMs)
in the mantle.
2 After going through this module, learners Earth’s ANALYSIS
should be able to: Mechanism Based on the diagram, what makes the Lithospheric
plates move?
1. describe the possible causes of plate
movement (S10ES-Ia-j-36.5); and What are convection currents?

2. recognize the process of convection current What are Lithospheric plates?

in the mantle.
3 After going through this module, learners Earth’s Modular (Print)
should be able to: Mechanism ABSTRACTION

1. describe the possible causes of plate Generalizing the topic through

movement (S10ES-Ia-j-36.5); and an assessment.
 (See pages 13-14, SLMs)
2. recognize the process of convection current
in the mantle.
4 After going through this module, learners Earth’s APPLICATION
should be able to: Mechanism

1. describe the possible causes of plate

movement (S10ES-Ia-j-36.5); and

2. recognize the process of convection current

in the mantle.
5 After going through this module, learners Earth’s
should be able to: Mechanism

1. describe the possible causes of plate

movement (S10ES-Ia-j-36.5); and

2. recognize the process of convection current

in the mantle.

Prepared by: Noted:

FELICIDAD C. TAGUINOD KAY-CEE I. BALBIN, HT-III
Class Adviser School Head

\
 Republic of the Philippines
Department of Education
REGION 02
SCHOOLS DIVISION OF ISABELA
BENITO SOLIVEN SOUTH DISTRICT
501133 – BALLIAO INTEGRATED SCHOOL

WEEKLY LEARNING PLAN

Grade Level: Grade 10 Week: Week 8 Date: ________________

Section: EARTH Quarter: Quarter 1

MELCs : Enumerate the lines of evidence that support plate movement (S10ES –Ia-j-36.6)

DA OBJECTIVES TOPICS CLASSROOM – BASED ACTIVITIES HOME-BASED

Y ACTIVITIES
1 ✓ investigate the pieces of evidence of the Evidences Modular (Print)
Continental Drift Theory; of Plate Before you start in this module,
Movements kindly assess your understanding
✓ demonstrate the evolution of the oceanic of the lesson by answering the
crust through Sea Floor Spreading; and Pretest.

Directions: Choose the best letter

✓ realize the importance of the seafloor
answer in each item. Write your
spreading process relative to the Continental
answer in your answer sheet.
Drift Theory.

(See pages 1-3, SLMs)

2 ✓ investigate the pieces of evidence of the Evidences ACTIVITY
Continental Drift Theory; of Plate -Preliminaries
Movements -
✓ demonstrate the evolution of the oceanic
crust through Sea Floor Spreading; and
 ✓ realize the importance of the seafloor
spreading process relative to the Continental
Drift Theory.

Guide questions:
1. Have you seen a world map before?
2. Did you notice that the eastern border of South
America and the Western part of Africa seem to
fit together like a big jigsaw puzzle?

3 ✓ investigate the pieces of evidence of the Evidences ANALYSIS

Continental Drift Theory; of Plate
Movements
✓ demonstrate the evolution of the oceanic
crust through Sea Floor Spreading; and

✓ realize the importance of the seafloor

spreading process relative to the Continental
Drift Theory.

4 ✓ investigate the pieces of evidence of the Evidences ABTRACTION

Continental Drift Theory; of Plate EVIDENCES OF CONTINENTAL DRIFT THEORY
Movements
✓ demonstrate the evolution of the oceanic -Fossil evidence
crust through Sea Floor Spreading; and -Rock terrain
-Geological “Fit” evidence
-Coal deposits
✓ realize the importance of the seafloor
spreading process relative to the Continental
Drift Theory.
 5 ✓ investigate the pieces of evidence of the Evidences APPLICATION
Continental Drift Theory; of Plate
Movements
✓ demonstrate the evolution of the oceanic
crust through Sea Floor Spreading; and
✓ realize the importance of the seafloor
spreading process relative to the Continental
Drift Theory.

Prepared by: Noted:

FELICIDAD C. TAGUINOD KAY-CEE I. BALBIN, HT-III
Class Adviser School Head
BR
I G
DA
E S
KW
E L
AK
GRADING SHEETS
OF
GRADE 10 - EARTH