Sdo Silay Science 10 Exemplars and Learning Activity Sheets First Grading

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LESSON EXEMPLAR IN SCIENCE 10

Written by:
REAH G. SUMPAY
Illustrated by:
ANA MAE P. AUJERO/JERRY R. BAGUIOS
Quality Assured by:
DAISY L. LOPEZ VIOLA A. RIVAS

EPS-Science/Div. LR Evaluator Master Teacher I/Div.LR Evaluator
GLO S. CELESTE LOVENIA D. PANSAON

Principal II/Div. LR Evaluator Principal I/ Div. LR Evaluator
LR Management Team:
CARMEL JOY P. AUJERO JOY P. NAKAMURA

EPS-LRM PDO II-LRM
Recommending Approval:
FEDERICO P. PILLON, JR.

CID Chief
Approved by:
NOVELYN M. VILCHEZ, PhD, CESO VI

Assitant Schools Division Superintendent
Concurrent Officer-in-Charge
Office of the Schools Division Superintendent
This first digital edition has been produced for print and online distribution within the Department of Education, Philippines
via the Learning Resources (LR) Portal by the Schools Division of Silay City,www.depedsilay.com
10
Science
LESSON EXEMPLAR
FIRST GRADING
EARTH AND SPACE
These lesson exemplars and activity sheets were collaboratively

developed and reviewed by educators from the Schools Division of Silay City.
We encourage teachers to email their feedback, comments, and
recommendations to the Schools Division of Silay City at www.depedsilay.com
We value your feedback and recommendations.
Schools Division of Silay City • Department of Education

GRADE QUARTER/DOMAIN: WEEK & DAY PAGE NO.:
LEVEL: 1st QUARTER NO.: 1
10 EARTH AND SPACE Week 1/Day 1
I. OBJECTIVES
A. Content Standards The relationship among the locations of volcanoes, earthquake epicenters,
and mountain ranges.
B. Performance 1. Demonstrate ways to ensure disaster preparedness during earthquakes,
Standards tsunamis, and volcanic eruptions.
2. Suggest ways by which he/she can contribute to government efforts in
reducing damage due to earthquakes, tsunamis, and volcanic eruptions.
C. Learning 1. Describe the distribution of active volcanoes, earthquake epicenters, and
Competencies/ major mountain belts (S10ES –Ia-j-36.1)
Objectives
1. Define Lithosphere
2. Identify the different parts of the Lithosphere
II. CONTENT Lithosphere
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide p. 6
pages
2. Learner’s Materials p. 6
pages
3. Textbook pages
4. Additional
Materials from the
Learning Resource
(LR) portal
Drawing and coloring materials
B. Other Learning
Picture
Resources
IV. PROCEDURES
Ask students if they are familiar of the different layers of the earth.
ELICIT Ask students if they can name the different layers of the earth.
Picture analysis. (Picture of Lithosphere)

ENGAGE Let the students describe the picture.
Teacher will write their answers on the board.
Activity: Loop a Word!
Procedure:
1. Each student will be given an activity sheet.
EXPLORE
2. The students will work individually within 20 minutes.
3. The students will look for the words that describe the lithosphere.
4. 5 students will be selected randomly to present their output in the class.
Presentation of output.
Guide Questions:
1. What are the parts of the lithosphere?
EXPLAIN
2. What is the upper part of the lithosphere? How about the lower part?
3. Describe each part of the lithosphere.
Let the students draw the lithosphere and label its parts in a one whole
sheet of paper. (Students can use any coloring materials).
ELABORATE
Guide Question:
1. What part of the lithosphere does life exists? Support your answer.
Direction: Write True if the statement is correct and False if it is incorrect.

1. Lithosphere is the solid part of the earth.
2. Crust is a part of the lithosphere where life exists.
EVALUATE 3. Lower part of the mantle is a part of the lithosphere.
4. Asthenosphere is not a part of the lithosphere.
5.Crust is the upper part of the lithosphere.
1. What are the different types of crust?

EXTEND
2. Differentiate each.
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
C. Did the remedial lesson work? No. of learners who have caught
up with the lesson
D. No, of learners who continue to require remediation
E. Which of my teaching strategies works well? Why did these
work?
F. What difficulties did I encounter which my principal or
supervisor can help to solve?
G. What innovation or localized materials did I use/discover which I
wish to share with other teachers?
Activity 1
Lithosphere: Come and find me!
Name of Student: __________________________________ Grade & Section:________
I. Objective: Identify the words that describe the lithosphere.
II. Materials:
ballpen
III. Procedure:
1. Work individually within 20 minutes.
2. Encircle the words that describe the lithosphere. (You can encircle it vertically,
horizontally or diagonally.)
c a c v n M P l o d f
s c v n m P L o d f u
s i d f i A E q c h p
o o m l j K T n d q p
l i t h o S P h e r e
i k s t u W V b l n r
d l a r s T E u t a e
t a c i d G H r n l m
n b n q p A E i a o d
m n d f l N B q m e f
b p d a e I U s t b n
IV. Challenge:
1. What are the parts of the lithosphere?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
3. Describe each part of the lithosphere.
____________________________________________________________________________________
____________________________________________________________________________________
Activity 2
Lithosphere: My Portrait!
Name of Student: __________________________________ Grade & Section:_________
I. Objective: Identify the parts of the lithosphere.
II. Materials:
Pencil, ball pen and coloring materials
III. Procedure:
1. Draw lithosphere and label its part.
2. Using the coloring materials, color your drawing.
IV. Challenge
1. What part of the lithosphere does life exists? Support your answer.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
LEVEL: 1st QUARTER NO.:
10 EARTH AND SPACE Week 1/Day 2 2
I. OBJECTIVES
A. Content Standards The relationship among the locations of volcanoes, earthquake epicenters, and
mountain ranges.
C. Learning 1. Describe and relate the distribution of active volcanoes, earthquake
Competencies/ epicenters, and major mountain belts (S10ES –Ia-j-36.1)
Objectives
1. Define Plates
2. Identify the plates of the earth.
II. CONTENT The Plates of the World
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide p. 7
pages
2. Learner’s Materials p.7
pages
3. Textbook pages
4. Additional
Materials from the
Learning Resource
(LR) portal
Picture:
https://www.google.com/search?q=picture+of+plate+boundaries++black+and+
white&tbm=isch&source=iu&ictx=1&fir=3bEUy76Cwp60ZM%253A%252C
B. Other Learning yiCX0Z2N_R08YM%252C_&vet=1&usg=AI4_-kQ3-ILkAP3QdAOdrKW-
Resources G7khrn2lig&sa=X&ved=2ahUKEwjsqKvErYfqAhUJVN4KHW1OD1oQ9QE
wBHoECAoQJQ&biw=1366&bih=608#imgrc=3bEUy76Cwp60ZM:
Drawing and Coloring Materials

IV. PROCEDURES
Ask students the following questions:
ELICIT 1. What are the parts of the lithosphere?

3. Describe each part of the lithosphere
*Let the students name the 7 continents of the world.
ENGAGE *Introduce to them that the lithosphere is divided into pieces.
*Ask students the name of those pieces of the lithosphere.
Activity:
Procedure:
1. Each student will be given an activity sheet.
EXPLORE
2. The students will work individually within 20 minutes.
3. The students will color and name the plates of the earth.
4. 5 students will be selected randomly to present their output in the class.
Presentation of output
Guide Questions:
1. What are the names of the plates?
EXPLAIN
2. Are the plates similar? or not?
3. How does the plates similar/differ from each other?
Based on the activity, let the students identify the larger plates and the smaller
plates.
Let them draw tables in identifying the larger and smaller plates. (Teacher will
draw an example on the board.)
ELABORATE
Guide Questions:
1. What are the larger plates?
2. What are the smaller plates?
3. Discuss plate.
EVALUATE Name 5 large lithospheric plates.
EXTEND Do a research about seismic wave.
V. REMARKS
VI. REFLECTIONS
B. No. of learners who require additional activities for
remediation
C. Did the remedial lesson work? No. of learners who have
caught up with the lesson
work?
G. What innovation or localized materials did I use/discover
which I wish to share with other teachers?
Activity 3
Plates: Let’s do the Map!
Name of Student: __________________________________ Grade & Section:_________
I. Objective: Identify the lithospheric plates.
II. Materials:
Coloring materials, ballpen
III. Procedure:
1. Work individually within 20 minutes.
2. Color and name the plates. (Write the name of the plates on the map. You can use different
color on each plate.)
3. You can choose the name of the plates inside the box found below the map.
https://www.google.com/search?q=picture+of+plate+boundaries++black+and+white&tbm=isch
&source=iu&ictx=1&fir=3bEUy76Cwp60ZM%253A%252CyiCX0Z2N_R08YM%252C_&vet=1&
usg=AI4_-kQ3-ILkAP3QdAOdrKW-
G7khrn2lig&sa=X&ved=2ahUKEwjsqKvErYfqAhUJVN4KHW1OD1oQ9QEwBHoECAoQJQ&bi
w=1366&bih=608#imgrc=3bEUy76Cwp60ZM:
Eurasian Plate Philippine Plate Australian Plate

North American Plate Arabian Plate Pacific Plate
Caribbean Plate Indian Plate Nazca Plate
Juan De Fuca Plate Cocos Plate South American Plate
African Plate Australian Plate Pacific Plate
Scotia Plate Antarctic Plate
IV. Challenge:
1. What are the names of the plates?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Are the plates similar? or not?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. How does the plates similar/differ from each other?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Activity 4
Plates: Put me in the Box!
Name of Student: ____________________________________ Grade & Section:______
I. Objective: Identify the larger plates and the smaller plates.
II. Materials:
ball pen
III. Procedure:
1. Draw table with two columns and two rows.
2. In the first column label it with larger plates and in the next column smaller plates.
3. Based on the previous activity let the students identify the larger plates and the
smaller plates. Write your answer on the table that you draw.
IV. Challenge
1. What are the larger plates?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________________________
2. What are the smaller plates?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
3. Based on your activity, discuss Plate.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________________________
I. OBJECTIVES
Objectives
1. Explain triangulation method in locating earthquake epicenter.
2. Solve the distance of the epicenter from each of the seismic recording
station.
II. CONTENT Triangulation Method
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp.8
pages
2. Learner’s Materials pp.8
pages
3. Textbook pages
4. Additional
Materials from the
Learning Resource
(LR) portal
B. Other Learning Video Clip http://www.youtube.com/watch?v=oBS7BKqHRhs
Resources
IV. PROCEDURES
1. What is the difference between the focus and the epicenter?

ELICIT 2. What are the types of seismic wave?
3. What types of seismic waves travels into the Earth’s interior?
4. How does the body wave differ from each other in terms of speed?
Let the students watch videos of earthquake that happened in Negros.
ENGAGE Guide Questions:

1. What is the video all about?
2. Where do you think is the epicenter of an earthquake?
3. Do you know how to locate the epicenter of an earthquake?
Activity: Triangulation Method
Procedure:
1. Let the students watch a video of triangulation method.
EXPLORE (http://www.youtube.com/watch?v=oBS7BKqHRhs)
2. Based on the video each student will answer the guide question.
Guide Questions:
1. What is Triangulation method?
2. What are the steps of triangulation method?
Selected students will present and explain their activity output.
Guide Questions:
EXPLAIN
Let the students solve for the distance of epicenter from the recording
stations. Students can refer from the LM p. 8 for the procedure.
Guide Questions;
ELABORATE 1. How to determine the distance of an earthquake epicenter from each
seismic recording station?
2. What is the distance of an epicenter from station A if the time difference
in the arrival time of P-wave and S-wave is 47 sec?
Direction: Arrange the steps of triangulation method. Use nos.
_____1. Get data from at least 3 different stations.
_____2. Once you have drawn all three circles and located the point where
all three intersect, you will have successfully located (triangulated) the
epicenter of the earthquake.
_____3. Determine the time interval between the arrival of the P and S
waves
EVALUATE _____4. Once you have the epicentral distances, you can draw circles to
represent each distance on a map.
_____5. You have to measure the interval to the closest second and then use
a graph to convert the S-P interval to the epicentral distance.
Key Answers:
1. 2 4. 4
2. 5 5. 3
3. 1
Bring the following:
EXTEND 1. Philippine Map
2. Drawing compass and ruler
V. REMARKS
VI. REFLECTIONS
C. Did the remedial lesson work? No. of learners who have caught up
with the lesson
E. Which of my teaching strategies works well? Why did these work?
F. What difficulties did I encounter which my principal or supervisor can
help to solve?
Activity 5
Triangulation Method
Name of Student: _________________________________ Grade & Section:________
I. Objective: Explain and identify the steps of triangulation method.
II. Materials:
ballpen
III. Procedure:
1. Let the students watch a video of triangulation method.
(http://www.youtube.com/watch?v=oBS7BKqHRhs)
2. After watching the video, each student will answer the Challenge questions.
IV. Challenge:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Activity 6
Finding the Epicenter
I. Objective: Compute the distance of the epicenter from each of the stations.
II. Materials:
ball pen and calculator
III. Procedure:
1. Study the data showing the difference in the arrival time of P-wave and S-wave on
three seismic recording stations .(Please refer to p. 8 of your LM)
2. Compute the distance of the epicenter from each of the stations. (Please refer to p.
8 of your LM for the formula)
3. After solving for the epicenter, answer the Challenge questions.
IV. Challenge
1. How do you determine the distance of an earthquake epicenter from each seismic recording
station?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________________________
2. What is the distance of an epicenter from station A if the time difference in the arrival time of
P-wave and S-wave is 47 seconds?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________________________
st
LEVEL: 1 QUARTER NO.:
I. OBJECTIVES
A. Content The relationship among the locations of volcanoes, earthquake epicenters, and
Standards mountain ranges.
Objectives
1. Locate the epicenter of an earthquake using the triangulation method.
II. CONTENT Locating Epicenter of an Earthquake Using Triangulation Method
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 7-9
pages
2. Learner’s pp. 8-10
Materials pages
3. Textbook pages
4. Additional
Materials from the
Learning Resource
(LR) portal
B. Other Learning Negros Map with fault lines, Philippine Map, drawing compass and ruler.
Resources
IV.
PROCEDURES
1. What is triangulation method?

ELICIT 2. Enumerate the steps of triangulation method
3. How do you determine the distance of an earthquake epicenter from each
seismic recording station?
Show students the Negros map with fault lines and let students identify
places along the fault lines.
ENGAGE
Guide Questions:
1. What place/s in Negros are located along the fault lines?
2. Is there a relationship between a fault line and an earthquake?
Activity: Find the Center
EXPLORE
Refer to the LM pages 8-10 for the procedure and guide questions of the
activity
Students will present and explain their activity output.
Guide questions:
EXPLAIN
1. Where is the epicenter of the hypothetical earthquake?
2. What difficulty will you encounter if you only have data from two
recording stations?
Let the students analyze the distance-time graph (refer to LM p.10)
Guide Question:
ELABORATE
1. What is the distance of the epicenter from the seismic station?
2. What do you think is the importance of determining the epicenter of an
earthquake?
EVALUATE Student’s activity will serve as an assessment.
World map, marking pens, Map of earthquake distribution and 2 pieces of

EXTEND
plastic sheet use for book cover.
V. REMARKS
VI. REFLECTIONS
remediation
work?
Activity 7
Find the Center
Name of Student: ________________________________ Grade & Section:________
I. Objective: Locate the epicenter of an earthquake using triangulation method.
II. Materials:
• hypothetical records of earthquake waves
• Philippine map
• drawing compass and ruler
III. Procedure:
1. 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.
2. Center your compass on the station you have chosen. Draw a circle.
3. 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.
IV. Challenge:
1. Where is the epicenter of this hypothetical earthquake?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
2._________________________________________________________________________________________
What difficulty will you encounter if you only have data from two recording stations only?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Activity 8
What’s on the Graph!
Name of Student: ___________________________________ Grade & Section:_______
I. Objective: Analyze a graph.
II. Materials:
ball pen
III. Procedure:
1. 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.
IV. Challenge
1.What is the distance of the epicenter from the seismic station?
___________________________________________________________________________
___________________________________________________________________________
2. What do you think is the importance of determining the epicenter of an earthquake?

___________________________________________________________________________
___________________________________________________________________________
I. OBJECTIVES
Objectives
1. Describe the distribution of active earthquake epicenters.
2. Identify precautionary measures that people living in earthquake prone
areas need to know.
II. CONTENT Distribution of active earthquake epicenters.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 10
pages
2. Learner’s pp. 11
Materials pages
3. Textbook pages
4. Additional
Materials from the
Learning Resource
(LR) portal
B. Other Learning World map, marking pens, map of earthquake distribution and 2 pieces of
Resources plastic sheet use for book cover.
IV. PROCEDURES
Ask students a question:
1. How do you locate the epicenter of an earthquake using triangulation

ELICIT method?
Let the students look at Figure 2: Map of Plate Boundaries on page 7 and
you may ask them the following questions.
ENGAGE
Guide Questions:
1. What is the difference between Figure 2 and a regular World map?
2. What do you think is the basis of dividing the world in such manner?
Activity: Let’s Mark the Boundaries (Earthquake Distribution)
EXPLORE Refer on the LM pp: 11-12 for the procedure and guide questions of the
activity. (Do procedure No. 1 only and answer questions 5-8)
Guide questions:
1. How are earthquakes distributed on the map?
EXPLAIN
2. Where are they located?
3. Where are there no earthquakes?
4. Why is it important for us to identify areas which are prone to
earthquakes?
Let the students identify precautionary measures that they should do if
they are living in an area prone to earthquake.
ELABORATE
Guide Question:
What precautionary measures do you think is most important? Why?
World map, marking pens, Map of earthquake distribution and 2 pieces of
EXTEND plastic sheet use for book cover.
V. REMARKS
VI. REFLECTIONS
remediation
work?
Activity 9
Let’s Mark the Boundaries
Name of Student: __________________________________ Grade & Section:_______
I. Objective: Describe the distribution of active earthquake epicenters.
II.Materials:
Plastic sheet, marking pens
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.
IV. Challenge:
1. How are earthquakes distributed on the map?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Where are there no earthquakes?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. Why is it important for us to identify areas which are prone to earthquakes?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Activity 10
What to Do?
I. Objective: Identify precautionary measures that people living in earthquake prone areas
need to know.
II. Materials:
ball pen
III. Procedure:
1. Write at least 5 precautionary measures that people living in an earthquake prone
area need to know.
2. Write your answer below.
3. Among the five precautionary measures, select one which you think is the most
important. Answer the Challenge question.
IV. Challenge
1. What precautionary measures do you think is most important? Why?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
I. OBJECTIVES
Objectives
1. Describe the distribution of active volcanoes.
2. Identify precautionary measures that people living in areas prone to
volcanic eruption need to know.
II. CONTENT Distribution of active volcanoes.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 11
pages
2. Learner’s Materials pp. 12
pages
3. Textbook pages
4. Additional
Materials from the
Learning Resource
(LR) portal
B. Other Learning World map, marking pens, Map of earthquake distribution and 2 pieces of
Resources plastic sheet use for book cover.
IV. PROCEDURES
Ask students a questions
1. What was our lesson yesterday?
2. How does earthquake distributed in the world?
ELICIT 3. Is our country can experience earthquake?
Puzzle Game: A Picture of a Volcano

Mechanics:
Let one student puzzle a picture of a volcano. Ask students the following
ENGAGE
guide questions.
Guide Questions:
1. What is the picture your classmate had puzzled?
2. Based on the game, who can guess our lesson for today?
Activity: Let’s Mark the Boundaries (Volcanoes Distribution)
EXPLORE
Refer on the LM p. 12-13 for the procedure and guide questions of the
activity. (Do procedure 2 and 3 only and answer questions 9-11.)
Guide questions:
1. How are volcanoes distributed?
EXPLAIN
3. Based on the map, name a country that is unlikely to experience a
volcanic eruption.
Let the students identify precautionary measures that they should do if they
are living in an area near a volcano.
ELABORATE Guide Question:

2. Give one advantages and disadvantages living in an area near a volcano.
EVALUATE
Student’s activity will serve as an assessment.
EXTEND Bring the plastic cover used in tracing the earthquake epicenter and volcano.
V. REMARKS
VI. REFLECTIONS
remediation
work?
Activity 11
I. Objective: Describe the distribution of active volcanoes.
II. Materials:
Plastic sheet, marking pens
III. Procedure:
1. Study Figure 6 the Map of active volcanoes. Trace the locations of active volcanoes
using a marking pen on one of the plastic sheets.
https://www.google.com/search?q=map+of+active+volcanoes+in+the+world&tbm=isch&ved=2ahUKEwjziJ-xtYfqAhU4xIsBHWtsDzoQ2-
cCegQIABAA&oq=map+of+active&gs_lcp=CgNpbWcQARgBMgIIADIECAAQHjIECAAQHjIECAAQHjIECAAQHjIECAAQHjIECAAQHjIECAAQ
HjIECAAQHjIECAAQHjoGCAAQBRAeOgYIABAIEB46BAgAEEM6BQgAELEDUNjHBljk5AZgifEGaABwAHgBgAHhAYgBuw-
SAQUwLjkuMpgBAKABAaoBC2d3cy13aXotaW1n&sclient=img&ei=JUzpXrPiILiIr7wP69i90AM&bih=608&biw=1349&hl=fil#imgrc=DZlGTlQS4
Yj_TM
Figure 6. Map of Active Volcanoes
IV. Challenge:
1. How are volcanoes distributed on the map?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Are there volcanoes present in our country? Where can we find those volcanoes?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Activity 12
What to Do?
I. Objective: Identify precautionary measures that people living in an areas with active volcano
need to know.
II. Materials:
ball pen
III. Procedure:
1.Write at least 5 precautionary measures that people living in areas with active
volcanoes need to know.
2. Write your answer below.
3. Among the five precautionary measures select one which you think is the most
important. Answer the challenge question.
IV. Challenge
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
2. Give one advantage and disadvantage living in an area near a volcano.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
I. OBJECTIVES
Objectives
1. Compare the location of majority of earthquake epicenters with the location
of volcanoes.
II. CONTENT Distribution of earthquake epicenter and active volcanoes.

III. LEARNING
RESOURCES
A. References
pages
2. Learner’s pp. 13
Materials pages
3. Textbook pages
4. Additional
Materials from the
Learning Resource
(LR) portal
B. Other Learning Laptop, Projector, Map of earthquake distribution and volcano and the plastic
Resources cover used in tracing earthquake epicenter and volcano.
IV.
PROCEDURES
Ask students the following questions.
1. How does volcano distributed in the world?

ELICIT 2. Name places in the world that can’t experience volcanic eruptions based on
your activity yesterday.
3. Are there volcanoes present in our country? Where can we find those
volcanoes?
ENGAGE Suggested game: 4 pic 1 word of a volcano and an earthquake.

Activity:
EXPLORE
Refer to the LM p. 13 for the procedure and guide questions of the activity.
(Do procedure 4 and answer question 12 only.)
Guide questions:
EXPLAIN
1. Compare the location of majority of earthquake epicenters with the
location of volcanoes around the world.
Let the students answer the question.
Guide Question:
ELABORATE 1. Is there a relationship between the location of an earthquake and a
volcano? Why you said so?
V. REMARKS
VI. REFLECTIONS
remediation
work?
Activity 13
I. Objective: Compare the location of majority of earthquake epicenters with the location of
volcanoes.
II. Materials:
Plastic cover used in tracing the earthquake epicenter and volcano.
III. Procedure:
1. Using the plastic cover with trace of earthquake epicenter and volcano, place the
earthquake plastic sheet over the volcano plastic sheet.
2. Answer the challenge question.
IV. Challenge:
1. Compare the location of majority of earthquake epicenters with the location of
volcanoes around the world.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Activity 14
What to Do?
I. Objective: Relate the distribution of earthquake epicenter with the distribution of active
volcanoes.
II. Materials:
ball pen
III. Procedure:
1. Study the distribution of earthquake epicenter and active volcanoes using the map in
Figure 5 and 6.
2. Answer the Challenge question.
IV. Challenge
How will you relate the distribution of earthquake epicenter with the distribution of
active volcanoes?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
I. OBJECTIVES
Objectives
1. Relate the distribution of mountain ranges with the distribution of
earthquake epicenter and volcanoes.
2. Determine the basis of scientist in dividing Earth’s Lithosphere into
several plates.
II. CONTENT Basis of Scientist in Dividing Earth’s Lithosphere

III. LEARNING
RESOURCES
A. References
pages
2. Learner’s Materials pp.13-14
pages
3. Textbook pages
4. Additional
Materials from the
Learning Resource
(LR) portal
Laptop, Projector, Map of earthquake distribution and volcano and the
B. Other Learning
plastic cover used in tracing earthquake epicenter and volcano. Drawing and
Resources
coloring materials.
IV. PROCEDURES
Ask students a question:
ELICIT 1. What is the relationship of earthquake epicenter and volcanoes?

Suggested Game: (Charades) Select a student to stand at the front of the
room and act out a word from your list (no speaking allowed). The rest of
the class must then guess what the student is attempting to portray. Other
ENGAGE
students can shout out their guesses or put their hands up – depending on
your teaching preference! Whoever guesses correctly can act out the next
word.
(words to be guessed: Earthquake, volcano and mountain ranges)
Activity:
EXPLORE Refer to the LM p. 13 for the procedure and guide questions of the activity.
(Do procedure 5& 6 and answer questions 13 & 14)
Guide Questions:
1. How will you relate the distribution of mountain ranges with distribution
EXPLAIN
of earthquake epicenters and volcanoes?
2. What do you think is the basis of scientists in dividing Earth’s lithosphere

into several plates?
Let the students draw a map showing the distribution of mountain
ranges, earthquake epicenter and active volcano.

1. If you are a scientist will you use the same data in dividing the earth’s
lithosphere into several plates? Why/why not?
V. REMARKS
VI. REFLECTIONS
C. Did the remedial lesson work? No. of learners who have caught up
with the lesson
E. Which of my teaching strategies works well? Why did these work?
F. What difficulties did I encounter which my principal or supervisor
can help to solve?
Activity 15
I. Objective: Relate the distribution of mountain ranges with the distribution of earthquake
epicenter and volcanoes.
II. Materials:
Figure 7: Mountain ranges of the world
Plastic cover used in tracing the earthquake epicenter and volcano.
http://www.clipart.dk.co.uk/1068/az/Earth/Mountain_ranges
Figure 7. Mountain ranges of the world

https://geology.com/plate-tectonics.shtm
Map of Plate Boundaries

III. Procedure:
1. Study Figure 7, the orange portions indicate mountain ranges of the world.
2. Now that you have seen the location of volcanoes, mountain ranges and majority of
earthquake epicenter, Study Map of Plate Boundaries.
3. Answer the Challenge questions.
IV. Challenge:
1. How will you relate the distribution of mountain ranges with distribution of earthquake
epicenters and volcanoes?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. What do you think is the basis of scientists in dividing Earth’s lithosphere into several
plates?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Activity 16
What to Do?
I. Objective: Determine the basis of scientist in dividing Earth’s Lithosphere into several plates
II. Materials:
Drawing and coloring materials.
III. Procedure:
1. Draw and color a map showing the distribution of mountain ranges, earthquake
epicenter and active volcanoes.(Show creativity)
IV. Challenge
If you are a scientist, will you use the same data in dividing the earth’s lithosphere into
several plates? Why/ why not?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
I. OBJECTIVES
Objectives
1. Determine the knowledge of earthquake preparedness.
II. CONTENT Earthquake Drill
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional
Materials from the
Learning Resource
(LR) portal
B. Other Learning https://www.shakeout.org/downloads/ShakeOut_P1_MyShakeOut.pdf
Resources
IV. PROCEDURES
Ask students a question.
What do you think is the basis of scientists in dividing Earth’s lithosphere
ELICIT
into several plates?
Ask students what they are going to do if there is an earthquake.

ENGAGE
Then introduce to them their activity.
Activity: My Shake Out Story

EXPLORE
Please refer on the activity sheet for the procedure and guide question.
Guide questions:
EXPLAIN 1.Close your eyes and imagine this place. What do you see? List down
everything that you see:
2. What is your first instinct? How do you react?
3. List any emotions or thoughts that are going through your mind during the
earthquake:
4.What do you do once the earthquake stops?
5. What are some problems? What has been damaged?
6. What do you do to fix these problems? How do you prevent future
earthquake damage?
Have students share their earthquake safety knowledge.
Let them create posters to educate other students about earthquake
safety.
ELABORATE
Guide Question:
1. How do you feel after making a poster about earthquake safety?
2. List down 3 other ways on how you can educate your fellow students
about earthquake safety.
EXTEND
V. REMARKS
VI. REFLECTIONS
remediation
E. Which of my teaching strategies works well? Why did
these work?
G. What innovation or localized materials did I
use/discover which I wish to share with other teachers?
Activity 17
Shake Out
I. Objective: Write a story that conveys students’ knowledge of earthquake preparedness
II. Materials:
Shake Out Location Cards sheet
Earthquake Simulation Script
Copies of Shake Out Story handout for each student
III. Procedure:
1. Get your Shake Out materials and Shake Out Location Card from your teacher.
2. The card you receive will assign a location for the Shake Out Story you will write.
3. Fill out the brainstorming activity
4. The brainstorming activity/Challenge questions will be your guide or outline in your
Shake Out story.
IV. Challenge:
1. Close your eyes and imagine this place. What do you see? List down everything that you
see:
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
2. What is your first instinct? How do you react?
_________________________________________________________________________________________
_________________________________________________________________________________________
3._________________________________________________________________________________________
List any emotions or thoughts that are going through your mind during the earthquake:
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
4. What do you do once the earthquake stops?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
5.What are some problems? What has been damaged?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
6. What do you do to fix these problems? How do you prevent future earthquake damage?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Activity 18
Shake Out Poster!
I. Objective: Make an earthquake safety poster.
II. Materials:
III. Procedure:
1. Posters to educate other students about earthquake safety.(Show creativity)
IV. Challenge
1. How do you feel after making a poster about earthquake safety?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
2. List down 3 other ways on how you can educate your fellow students about earthquake
safety.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
I. OBJECTIVES
C. Learning 1. Describe the different types of plate boundaries (S10ES –Ia-j-36.2)
Competencies/
1. Define plates.
Objectives
2. Identify the different types of plate boundaries.
II. CONTENT
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s p. 14
Materials pages
3. Textbook pages
4. Additional
Materials from the
Learning Resource
(LR) portal
B. Other Learning Map of plate boundaries
Resources
IV. PROCEDURES
ELICIT 1. What is the basis of scientist in dividing Earth’s lithosphere into several
plates?
ENGAGE Choose one student to volunteer to puzzle a picture to reveal its image.
EXPLORE Let the student Study page 14 of LM . After studying let students answer
question related to the reading selection.
Guide questions:
EXPLAIN 1. Based on what you study, what is Plate?
2. What are the different types of plate boundaries?

Let the students draw the movement of each plate boundaries. (indicate
an arrow that describe the movement. And answer the guide question.

1. Differentiate the movement of the plate boundaries.
Identify what type of plate boundary present between the following

plates ( Use the map showing the relative motion of plates)
1. South American Plate and African Plate.
2. Eurasian Plate and Philippine Plate.
EVALUATE 3. African Plate and Antarctic Plate
4.Antarctic Plate and South American Plate
5. North American Plate and Eurasian Plate.
EXTEND
V. REMARKS
VI. REFLECTIONS
remediation
these work?
Activity 19
Types of Plate Boundaries
Name of Student: ____________________________________ Grade & Section:________
I. Objective: Identify the types of plate boundaries.
II. Materials:
ballpen
III. Procedure:
1. Study page 14 of LM .
2. After studying, answer question related to the reading selection.
IV. Challenge:
1. What is Plate?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
2. What are the types of plate boundaries?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Activity 20
Types of Plate Boundaries: Where do they move?
Name of Student: ____________________________________ Grade & Section:_______
I. Objective: Identify the types of plate boundaries based on movements
II. Materials:
ball pen
III. Procedure:
1. Draw the movement of each plate boundaries (indicate an arrow that describes the
movement.)
2. Answer the guide question.
IV. Challenge
1. Differentiate the movement of the plate boundaries.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
I. OBJECTIVES
C. Learning 1. Describe the different types of plate boundaries (S10ES –Ia-j-36.2)
Competencies/
1. Explain the processes that occur along convergent boundaries.
Objectives
2. Determine the consequences of colliding plates: Continental and
Oceanic Plate.
II. CONTENT Converging of Continental Plate and Oceanic Plate
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 12-13
pages
2. Learner’s Materials pp. 16-17
pages
3. Textbook pages Exploring Life Through Science, The New Grade 10 p. 29-30
4. Additional Materials
from the Learning
Resource (LR) portal
Cross-sectional diagram of converging and oceanic plates and video clip:
B. Other Learning http://earthguide.ucsd.edu/eoc/teachers/t_tectonics/p-subduction.html
Resources
IV. PROCEDURES
ELICIT 1. What are the plate boundaries?
2. Describe the movement of each plate boundaries.
Show picture of trenches, island, volcano and effects of earthquake
and ask students
ENGAGE
1. Who can name these pictures?
2. Did you know how trenches, island, volcano and earthquakes are formed
and occurred?
EXPLORE Activity:
Refer to pp. 16-17 for the procedure and guide questions of the
activity.
Selected student will present and explain their activity output.
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?
EXPLAIN 3. What do you think may happen to the leading edge of Plate A as it
continues to move downward? Why?
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?
Let the students watch a video clip and let them answer the guide
question.

What geologic features will form and occur when oceanic and continental
plates collide? Why does it happen?
Essay:
EVALUATE What will happen when oceanic and continental plates collide? What will
be the effect of it?
EXTEND Give the name of trenches in the world and in the Philippines.
V. REMARKS
VI. REFLECTIONS
remediation
C. Did the remedial lesson work? No. of learners who
have caught up with the lesson
E. Which of my teaching strategies works well? Why
did these work?
F. What difficulties did I encounter which my principal
or supervisor can help to solve?
Activity 21
Head-On Collision
Converging Continental Plate and Oceanic Plate
I. Objective: 1. Explain the processes that occur along convergent boundaries.

2. Determine the consequences of colliding plates.
II. Materials:
Cross-sectional diagram of converging and oceanic plates
Ballpen
III. Procedure:
Study the cross-sectional diagram of plates that are converging, and answer the
questions that follow.
Figure 10. Cross-sectional diagram of converging continental and oceanic plates

IV. Challenge:
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 does it happen?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. What do you think may happen to the leading edge of Plate A as it continues to move
downward? Why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Activity 22
Types of Plate Boundaries:
Where Do They Move?
Continental and Oceanic
I. Objective: identify the geologic feature that will form when continental and oceanic plates
converge.
II. Materials:
Videoclip: http://earthguide.ucsd.edu/eoc/teachers/t_tectonics/p-subduction.html
Ball pen,
III. Procedure:
Let the students watch a video clip and let them answer the guide question.
IV. Challenge
What geologic features will form and occur when oceanic and continental plates
collide? Why does it happen?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
I. OBJECTIVES
Objectives
2. Determine the consequences of colliding plates: Continental and Oceanic
Plates.
II. CONTENT Converging of Two Oceanic Plate

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp.14-15
pages
pages
4. Additional
Materials from the
Learning Resource
(LR) portal
Cross-sectional diagram of converging oceanic plates
B. Other Learning
and video clip: https://www.youtube.com/watch?v=UjHeS3PnUFw
Resources
IV. PROCEDURES
ELICIT 1. What geologic event and features will take place if a continental and an
oceanic plate converge?
ENGAGE
1. What will happen if two oceanic plates converge?
2. What geologic event and features will take place?
Activity:
EXPLORE
Refer to p.18 for the procedure and guide questions of the activity.
Guide questions:
1. What are the geologic processes/events that will occur because of this
EXPLAIN
plate movement?
2. What geologic features might form at the surface of Plate A?
3. 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?
Let the students watch a video clip and let them answer the guide
question.
ELABORATE
Guide Question:
1. What are the processes involve in the collision of two oceanic plates.
2. What geologic feature and event will take place?
Essay:
EVALUATE 1. What will happen when two oceanic plates collide?
2. What will be the effect of it?
EXTEND Do a research on how Philippine archipelago is formed.
V. REMARKS
VI. REFLECTIONS
remediation
did these work?
Activity 23
Head-On Collision
Converging of Two Oceanic Plate
I. Objective: 1. Explain the processes that occur along convergent boundaries.

2. Determine the consequences of colliding plates.
II. Materials:
Cross-sectional diagram of two oceanic plates
Ballpen
III. Procedure:
1. Study the cross-sectional diagram of two converging oceanic plates.
2. Using your knowledge gained from the previous activity, identify the geologic events
or features resulting from this collision.
IV. Challenge:
1. What are the geologic processes/events that will occur because of this plate movement?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. What geologic features might form at the surface of Plate A?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. 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?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Activity 24
Types of Plate Boundaries:
Where Do They Move?
Two Oceanic Plates
I. Objective: Describe the processes involved in the collision of two oceanic plates.
II. Materials:
Video clip: https://www.youtube.com/watch?v=UjHeS3PnUFw
Ball pen
III. Procedure:
1. Let the students watch a video clip and let them answer the guide question.
IV. Challenge
1. What are the processes involved in the collision of two oceanic plates?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
________________________________

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
________________________________
I. OBJECTIVES
C. Learning 1. Explain the different processes that occur along the plate boundaries;
Competencies/ (S10ES –Ia-j-36.3)
Objectives
2. Determine the consequences of colliding plates: Continental and
Continental Plate.
II. CONTENT Converging of Two Continental Plate
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pp. 15 -16
pages
2. Learner’s Materials Pp. 23-24
pages
4. Additional
Materials from the
Learning Resource
(LR) portal
B. Other Learning Modelling clay, 2 blocks of wood, paper and video clip:
Resources https://www.youtube.com/watch?v=3XQEJDAa_8o
IV. PROCEDURES
ELICIT 1. What are the processes involve in the collision of two oceanic plates?
Ask students these questions:

ENGAGE
1. What will happen if two continental plates converge?
2. What geologic event and features will takes place?
EXPLORE Activity:
Refer on pp. 23-24 for the procedure and guide questions of the activity.
( A volunteer student will perform the activity and the rest will observe.)
EXPLAIN A selected student will present and explain their activity output.
Guide questions:
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?
ELABORATE Let the students watch a video clip and let them answer the guide
question.
Guide Question:
1. What are the processes involved in the collision of two continental plates?
Essay:
EVALUATE 1. What will happen when two continental plates collide?
EXTEND Do a research about divergent plate boundary.
V. REMARKS
VI. REFLECTIONS
remediation
these work?
Activity 25
Head-On Collision
Two Continental Plates Converging
I. Objective:
2. Determine the consequences of colliding plates: Continental and Continental Plate.
II. Materials:
Modeling clay
2 blocks of wood
Paper
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.
IV. Challenge:
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 Q2?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
I. OBJECTIVES
C. Learning 1. Explain the different processes that occur along the plate boundaries
Objectives
1. Explain the processes that occur along divergent boundaries.
2. Determine the results of plates that are moving apart.
II. CONTENT Divergent Plate Boundaries
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s Materials Pp. 27-26
pages
4. Additional
Materials from the
Learning Resource
(LR) portal
B. Other Learning Pictures of rift valleys and oceanic ridges
Resources
IV. PROCEDURES
ELICIT
1. What are the processes involve in the collision of two continental plates?
1. What do you think will happen if the plates will move away from each
ENGAGE
other?
EXPLORE Activity:
Guide questions:
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.
ELABORATE Picture Analysis. Based on the picture in activity 1. Answer the guide
question.
What geologic feature will form if plates will move away from each other?
How does it happen?
Essay:
EVALUATE 1. What will happen when plates diverge?
EXTEND Do a research about rift valley.
V. REMARKS
VI. REFLECTIONS
remediation
these work?
Activity 26
Going Separate Ways
I. Objective:
1. Explain the processes that occur along divergent boundaries.
2. 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.
IV. Challenge:
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.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Activity 27
Divergent Plate Boundary
I. Objective: Identify the geologic structure that will form when two plates separates.
II. Materials:
Ball pen
III. Procedure:
Based on the Activity 1, answer the following questions.
IV. Challenge
1. What geologic feature will form if plates will move away from each other?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
2. How does it happen?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
I. OBJECTIVES
B. Performance 1. Demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis,
Standards and volcanic eruptions.
2. Suggest ways by which he/she can contribute to government efforts in reducing
damage due to earthquakes, tsunamis, and volcanic eruptions.
Objectives
1. Explain the formation of rift valley and mid ocean ridge
II. CONTENT Rift valley and Mid-ocean ridge
III. LEARNING
RESOURCES
A. References
pages
pages
3. Textbook pages
4. Additional
Materials from the
Learning Resource
(LR) portal
https://geology.com/nsta/divergent-plate-boundaries.shtml
B. Other Learning https://geology.com/nsta/divergent-plate-boundaries.shtml

Resources
Video clip: https://www.youtube.com/watch?v=uSKzdbEVsI8
IV. PROCEDURES
ELICIT 1. What geologic feature will form if plates will move away from each
other?
Show picture of rift valley and mid-ocean ridges and ask the students
the following guide questions:
ENGAGE
Guide Questions:
1. What is a rift valley? How about an ocean ridge?
2. How are they formed?
EXPLORE Let the students watch and see the formation of rift valley and mid-
ocean ridge.
After watching, let the students answer the guide questions.
Guide questions:
1. How does the rift valley form?
2. How about Mid-ocean ridge?
ELABORATE Let the students draw how the rift valley and mid-ocean ridge are
formed.
Guide Questions:
1. Give your insights about the process that takes place in the formation of
geologic structures such as rift valley and mid-ocean ridge.
The activity will serve as an assessment.
EVALUATE
Show supplemental video:
EXTEND
https://www.youtube.com/watch?v=1_mHLEPFVNY
V. REMARKS
VI. REFLECTIONS
remediation
these work?
Activity 28
Oh! How?
I. Objective:
1. Explain the formation of rift valley and mid-ocean ridge.
II. Materials:
Photographs of Rift valley
Video clip: https://www.youtube.com/watch?v=uSKzdbEVsI8
III. Procedure:
1. Analyze the picture of rift valley.
2. Your teacher will let you watch a video clip of mid-ocean ridge.
3. After watching and analyzing the picture and video clip, answer the following
questions.
IV. Challenge:
1. How is a rift valley formed?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. How about Mid-ocean ridge?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Activity 29
Divergent Plate Boundary
I. Objective: Show the process on how rift valley and mid-ocean ridge are formed.
II. Materials:
III. Procedure:
1. Draw how the rift valley and mid-ocean ridge are formed.
2. Answer the guide questions.
IV. Challenge
Give your insights about the process that takes place in the formation of geologic
structures such as rift valley and mid-ocean ridge
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
I. OBJECTIVES
Objectives
1. Describe strike –slip fault and its relationship to transform fault boundary.
2. Determine the effect of transform –fault boundary on the Earth’s crust.
II. CONTENT Transform-Fault Boundary
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s Materials Pp.29-30
pages
3. Textbook pages
4. Additional
Materials from the
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
Ask students these questions:
ELICIT 1. What is fault?
2. What are the types of fault?
Show a picture of different types of fault. Then let students identify the
strike-slip fault and ask:
ENGAGE
Guide Questions:
1. What is strike-slip fault?
2. What is its relationship to transform-fault boundary?
EXPLORE Activity
Refer To pp. 29 for the procedure and guide questions of the activity.
Ask for a volunteer student to perform the activity.
Guide questions:
1. Were you able to pull the blocks of wood easily? Why or why not?
2. What can you say about the relative motion of blocks 1 and 2? How about
blocks 3 and 4?
3. How will you describe the interaction between blocks 2 and 3 as you pull
each block?
4. What is the interaction between blocks 1 and 3? How about between
blocks 2 and 4?
ELABORATE Show a video clip about transform-fault boundary then let the students
answer the guide questions.
Guide Questions:
1. Based on the video you watched, list down the possible effect of
transform -fault boundary in earth’s crust.
EVALUATE
EXTEND
V. REMARKS
VI. REFLECTIONS
remediation
work?
Activity 30
Slide and Shake
I. Objective:
Determine the effect of transform-fault boundary on the Earth’s crust.
II. Materials:
Four blocks of wood:
Blocks 1 and 4 measure 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.
IV. Challenge:
1. Were you able to pull the blocks of wood easily? Why or why not?
___________________________________________________________________________
___________________________________________________________________________
2. What can you say about the relative motion of blocks 1 and 2? How about blocks 3 and 4?
___________________________________________________________________________
___________________________________________________________________________
3. How will you describe the interaction between blocks 2 and 3 as you pull each block?
___________________________________________________________________________
___________________________________________________________________________
3. What is the interaction between blocks 1 and 3? How about between blocks 2 and 4?
___________________________________________________________________________
___________________________________________________________________________
Activity 31
Transform Fault Boundary
I. Objective: Identify the geologic feature that will form transform-fault boundary
II. Materials:
Video clip: https://www.youtube.com/watch?v=9SdinHMuruo
III. Procedure:
Show a video clip about transform-fault boundary then let the students answer
the guide questions.
IV. Challenge
Based on the video you watched, list down the possible effect of transform-fault
boundary in the earth’s crust.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
I. OBJECTIVES
Objectives
1. Determine the cause of the formation of chain of volcanic islands or the
Hawaiian islands.
II. CONTENT The formation of chain of volcanic islands or the Hawaiian islands.
III. LEARNING
RESOURCES
A. References
pages
pages
3. Textbook pages
4. Additional
Materials from the
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
ELICIT 1. What are the effects of transform-fault boundary on earth’s crust?
Show students the picture of Hawaiian islands and ask the following
questions.
Guide Questions:
ENGAGE
1. Are you familiar with the picture?
2. What is it?
3. Where is it located?
4. Why is this place so familiar or famous?
5. What causes the formation of this chain of volcanic islands?
EXPLORE Activity:
A volunteer student will perform the activity and the rest of the students will
observe.
Guide questions:
1. Let’s say that the paper represents the Earth’s crust; what do you think is
represented by the water in the test tube?
2. What geologic feature do you think will be formed at the surface of the
crust?
3. Which of the features, at the surface of the crust, will be the oldest? The
youngest? Label these on your paper.
4. Which of the features will be the most active? The least active?
Label these on your paper.
ELABORATE Based on the activity, make a short story on how the Hawaiian Islands
were formed. Then answer the guide question.
Guide Questions:
1. What causes the formation of chain of volcanic islands or the Hawaiian
islands?
EVALUATE
EXTEND What is Hotspot?
V. REMARKS
VI. REFLECTIONS
remediation
work?
Activity 32
Drop It Like It’s “Hot Spot”
Objective:
1. Relate hot spot with plate tectonics
Materials:
alcohol lamp test tube test tube holder
bond paper (2 sheets) match water
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 not
to burn your fingers. Once the water starts boiling and fumes are coming out, hold the
paper in the same position for the next 10 seconds.
4. 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.
5. Repeat step 5 after another 10 seconds and observe.
IV. Challenge:
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.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Activity 33
Once Upon a Time!
I. Objective: 1. Describe the process on how Hawaiian island is formed.
II. Materials:
Ball pen
III. Procedure:
Make a short story on how Hawaiian Island is formed. Then answer the guide question.
IV. Challenge
What causes the formation of chain of volcanic islands or the Hawaiian Islands?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
I. OBJECTIVES
Objectives
1. Explain hotspot
II. CONTENT Hot Spot
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s Materials pp.32
pages
3. Textbook pages
4. Additional
Materials from the
Learning Resource
(LR) portal
B. Other Learning
Video clip: https://www.youtube.com/watch?v=asUXBV12Btg
Resources
IV. PROCEDURES
ELICIT What causes the formation of chain of volcanic islands or the Hawaiian
island?
ENGAGE Ask students a question.
What is a Hot Spot?
EXPLORE Activity:
Show students a video clip about hot spot and answer the following
questions below:
Guide questions:
1. What is a hot spot?
2. How is a hot spot formed?
3. What is the effect of hot spots on the earth’s crust?
Based on the activity, Let the students analyze the relation of hot spot to
ELABORATE plate tectonic. Let the students answer the guide question.
Guide Questions:
Relate hot spots with plate tectonics.
EVALUATE The activity will serve as an assessment.
EXTEND What is a Hotspot?
V. REMARKS
VI. REFLECTIONS
remediation
did these work?
Activity 34
Do the “Hot Spot”
I. Objective:
Explain Hot Spot
II. Materials:
III. Procedure:
1. Watch a video clip about hot spots that your teacher will show you.
2. After watching the video clip answer the following questions below:
IV. Challenge:
1. What is a hot spot?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. How hot spot is form?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. What is the effect of hot spot on earth’s crust?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Activity 35
Hot Spot 2!
I. Objective:
Identify the relationship of hot spot to plate tectonics.
II. Materials:
Ball pen
III. Procedure:
Based on the activity, let the students analyze the relationship of hot spot to plate
tectonic. Let the students answer the guide question.
IV. Challenge
Is there a relationship between hotspot and plate tectonics? Support your answer.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
I. OBJECTIVES
C. Learning 1. Describe the possible causes of plate movement (S10ES –Ia-j-36.5)
Competencies/
Objectives 1. Recognized how Continental Drift Theory is developed.
II. CONTENT
III. LEARNING
RESOURCES
A. References
37-38
pages
pp.53-58
pages
3. Textbook pages
4. Additional Materials
from the Learning
Resource (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
ELICIT Have you ever tried to go to a mountain, stand on its peak and look at the
beauty that it offers? Do you think it looks exactly the same as before?

ENGAGE Show a picture of a mountain scenery to the class and ask them,
What do you think the scenery looked like in this picture 10 years ago?
Is it still the same today?
EXPLORE Activity:
Activity 3: Let’s Fit It!
Refer to Learner’s Module (page 58)
A selected student will do the activity and the rest of the class will observe.
Guide questions:
1. What features of the newspaper helped you to connect the pieces
perfectly?
2. How do the lines of prints or texts in the newspaper help you to confirm
that you have reassembled the newspaper/magazine page?
3. Show proofs that the newspaper is perfectly reassembled.
ELABORATE Based on the activity, Let the student give their insight about the
Continental Drift Theory.
Guide Questions:
If you lived during Wegener’s time, will you believe him? Why? Why not?
Students activity will serve as an assessment.
EVALUATE
Bring the following
EXTEND World Map
Pair of Scissors.
V. REMARKS
VI. REFLECTIONS .

remediation
these work?
Activity 36
Let’s Fit it!
I. Objective: Find clues to solve a problem.

II. Materials:
Old newspaper or magazine
Scotch tape
III. Procedure:
1. A volunteer student will obtain a set of torn newspaper page or magazine page from
your teacher.
2. Try to fit the pieces together.
3. Use a Scotch tape to connect the pieces.
IV. Challenge
1. What features of the newspaper helped you to connect the pieces perfectly?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. How do the lines of prints or texts in the newspaper help you to confirm that you have
____________________________
reassembled the newspaper/magazine page?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
3.________________________
Show proofs that the newspaper is perfectly reassembled.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
____________________________
Activity 37
Continental Drift Theory
I. Objective: Recognize the Continental Drift Theory
II. Materials:
Ball pen
III. Procedure:
Based on the activity, Let the student give their insight about the Continental
Drift Theory.
IV. Challenge
If you lived during Wegener’s time, will you believe him? Why? Why not?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
I. OBJECTIVES
Competencies/
1. Identify the Evidences of Continental Drift Theory.
Objectives
II. CONTENT Evidences of Continental Drift Theory
III. LEARNING
RESOURCES
A. References
pp. 40-41
pages
pp.58-61
pages
3. Textbook pages
4. Additional
Materials from the
Learning Resource
(LR) portal
B. Other Learning Ruler, world map, pencil, activity sheet
Resources Video clip: https://www.youtube.com/watch?v=MLTev3VK_oo
IV. PROCEDURES
ELICIT What is a Continental Drift Theory?
Let the students watch a video clip and ask a question.
ENGAGE
Guide Question.
Based on the video clip, what are the evidences of Alfred Wegener that
support its theory?
EXPLORE Activity:
Drifted Super Continent ( Refer on page 59-60 for the procedure and guide
questions)
Guide questions:
1. What do the Glossopteris fossils tell us about the early positions of the
continents?
2. If Glossopteris fossils were found in Antarctica, what was the climate of
this continent before?
3. If the climate and the position of a place are relative to each
other, where then was the initial location of Antarctica 250 million years
ago?
4. What does the presence of Mesosaurus fossils tell about the
initial location and positioning of South America, Africa, and Antarctica?
5. What clues are useful in reconstructing Pangaea?
6. Which continents do you think were neighbors before?
7. Is there a possibility that the current location of a continent would be
different 100 years from now?
8. Where do you think was the Philippines located during the time that the
Pangaea existed?
9. If the continents will continue to move, try to predict the Philippine
location 100 million years from now?
ELABORATE Based on the activity, Let the student give their insight about the
Guide Questions:
Why is the Continental Drift Theory rejected despite of the evidences
provided by Alfred Wegener?
Enumerate the evidences of Continental Drift Theory.
EVALUATE
EXTEND What is Sea floor Spreading?
V. REMARKS
VI. REFLECTIONS .

remediation
work?
Activity 38
Drifted Supercontinent!
I. Objectives:
1. Tell the possible direction of motion of the continents as they drifted away.
2. Draw fossils of plants and animals as evidences found in the present continents
that will help solve the puzzle in the fitting of the drifted continents.
3. Reconstruct and describe Pangaea.
4. Predict what will happen to the world as the continents continuously move.
II. Materials:
Photocopy of the seven continents
World map
Pair of scissors
IV. Procedure:
1. Cut carefully the traces of the seven continents. Warning: Be careful in using the
scissors.
2. Sketch the dominant species of plants and animals found in the continents before
and after drifting away from each other.
3. Put the cut-outs together.
4. Make sure that you put fitting edges of the continents side by side to form the
supercontinent Pangaea.
5. Compare Pangaea with the world map.
6. Now move one continent relative to its current location. Observe carefully the
direction of its motion as it assumes its current location and position. Record your
observation.
7. Do the same procedure to the other continents. Record your observations.
IV. Challenge
1. What do the Glossopteris fossils tell us about the early positions of the continents?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
________________________
2. If Glossopteris fossils were found in Antarctica, what was the climate of this continent
before?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________
3. If the climate and the position of a place are relative to each other, where then was
the initial location of Antarctica 250 million years ago?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________
4. What does the presence of Mesosaurus fossils tell about the initial location and
positioning of South America, Africa, and Antarctica?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________
5. What clues are useful in reconstructing Pangaea?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________
6. Which continents do you think were neighbours before?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________
7. Is there a possibility that the current location of a continent would be different 100
years from now?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
________________
8. Where do you think was the Philippines located during the time that the Pangaea
existed?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
________________
9. If the continents will continue to move, try to predict the Philippine location 100 million
years from now.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
________________
Activity 39
Continental Drift Theory
I. Objective: Explain why the Continental Theory is rejected.
II. Materials:
Ball pen
III. Procedure:
1. Based on the activity, let the student give their insight about the Continental Drift
Theory.
IV. Challenge
Why is the Continental Drift Theory rejected despite of the evidences provided by Alfred
Wegener?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
I. OBJECTIVES
Competencies/
1. Simulate and describe the seafloor spreading process.
Objectives
2. Realize the importance of the seafloor spreading process relative to
the Continental Drift Theory.
II. CONTENT Sea Floor Spreading
III. LEARNING
RESOURCES
A. References
pp. 40-41
pages
pp.61-67
pages
3. Textbook pages
4. Additional
Materials from the
Learning Resource
(LR) portal
B. Other Learning Video clip: https://www.youtube.com/watch?v=ZzvDlP6xd9o
Resources Coloring materials, scissors, ruler
IV. PROCEDURES
ELReaICIT 1. What is Pangaea?
2. What are the evidences that the continents were once joined?
Let the students watch a video clip and ask a question.
ENGAGE
Guide Question.
What is Sea floor spreading?
How does it happen?
EXPLORE Activity: Split and Separate!
( Refer on page 66-67 for the procedure and guide questions)
Guide questions:
1. What do the stripes in the paper represent?
2. What does the middle slit represent? What occurs in this region?
3. What is the role of the mid–ocean ridge in the movement of lithospheric
plates?
4. How does the new seafloor form at the mid-ocean ridge?
5. What process/es happen at the side slits?
6. Is the earth getting larger and wider when plates drift away from each
other? Explain briefly.
ELABORATE Based on the activity, Let the student draw how sea floor is spreading.
Guide Questions:
Based on your drawing, discuss on how seafloor is spreading
Students’ activity will serve as an assessment.

EVALUATE
EXTEND What is Magnetic Reversal?
V. REMARKS
VI. REFLECTIONS .

remediation
these work?
Activity 40
Split and Separate!
(Adapted)
I. Objectives:
1. Simulate and describe the seafloor spreading process.
2. Realize the importance of the seafloor spreading process relative to the
II. Materials:
Board paper
Bond paper
Colored pencil
Pair of scissors
Ruler
III. Procedure:
1. Using a colored pencil, draw stripes across one sheet of bond paper parallel to the
short sides of the paper. The stripes should vary in spacing and thickness.
2. Fold the bond paper in half lengthwise.
3. Write the word “Start” at the top of both halves of the paper. It should look like the
figure on the right.
4. Cut the bond paper in half along the dashed line to form two strips.
5. Take the board paper and make three (3) 11-cm long slits as indicated in the
illustration
6. The two slits near the edges of the bond paper should be both 11-cm from the center
slit.
7. Put the two striped strips of paper together so that the “Start” labels touch one
another.
8. Insert the strips up through the center slit, then pull them toward the side slits.
9. Insert the ends of the strips into the side slits. Pull the ends of the strips as shown in
the figure below and watch what happens at the center slit.
10. Practice pulling the strips through the slits until you can make the stripes come up
and go down at the same time.
IV. Challenge
1. What do the stripes in the paper represent?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. What does the middle slit represent? What occurs in this region?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. What is the role of the mid–ocean ridge in the movement of lithospheric plates?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. How does the new seafloor form at the mid-ocean ridge?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
5. What process/es happen at the side slits?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
6. Is the earth getting larger and wider when plates drift away from each other? Explain briefly.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Activity 41
Sea Floor Spreading
I. Objective:
Draw how sea floor is spreading.
Based on your drawing, discuss on how seafloor is spreading
II. Materials:
Ball pen
III. Procedure:
1. Using your coloring and drawing materials, draw how the sea floor is spreading.
2. Then answer the Challenge question.
IV. Challenge
Based on your drawing, discuss on how seafloor is spreading.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

Sdo Silay Science 10 Exemplars and Learning Activity Sheets First Grading

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Section 9 of Presidential Decree No. 49 provides

LESSON EXEMPLAR IN SCIENCE 10

ANA MAE P. AUJERO/JERRY R. BAGUIOS

Quality Assured by:

DAISY L. LOPEZ VIOLA A. RIVAS

GLO S. CELESTE LOVENIA D. PANSAON

CARMEL JOY P. AUJERO JOY P. NAKAMURA

FEDERICO P. PILLON, JR.

NOVELYN M. VILCHEZ, PhD, CESO VI

These lesson exemplars and activity sheets were collaboratively

We value your feedback and recommendations.

Schools Division of Silay City • Department of Education

Picture analysis. (Picture of Lithosphere)

Direction: Write True if the statement is correct and False if it is incorrect.

1. What are the different types of crust?

Name of Student: __________________________________ Grade & Section:________

I. Objective: Identify the words that describe the lithosphere.

3. Describe each part of the lithosphere.

Name of Student: __________________________________ Grade & Section:_________

I. Objective: Identify the parts of the lithosphere.

Drawing and Coloring Materials

ELICIT 1. What are the parts of the lithosphere?

EXTEND Do a research about seismic wave.

Name of Student: __________________________________ Grade & Section:_________

I. Objective: Identify the lithospheric plates.

Eurasian Plate Philippine Plate Australian Plate

2. Are the plates similar? or not?

3. How does the plates similar/differ from each other?

Name of Student: ____________________________________ Grade & Section:______

I. Objective: Identify the larger plates and the smaller plates.

1. What are the larger plates?

2. What are the smaller plates?

3. Based on your activity, discuss Plate.

1. What is the difference between the focus and the epicenter?

ENGAGE Guide Questions:

Name of Student: _________________________________ Grade & Section:________

I. Objective: Explain and identify the steps of triangulation method.

2. What are the steps of triangulation method?

Name of Student: __________________________________ Grade & Section:________

1. What is triangulation method?

EVALUATE Student’s activity will serve as an assessment.

World map, marking pens, Map of earthquake distribution and 2 pieces of

Name of Student: ________________________________ Grade & Section:________

I. Objective: Locate the epicenter of an earthquake using triangulation method.

Name of Student: ___________________________________ Grade & Section:_______

I. Objective: Analyze a graph.

2. What do you think is the importance of determining the epicenter of an earthquake?

1. How do you locate the epicenter of an earthquake using triangulation

Name of Student: __________________________________ Grade & Section:_______

I. Objective: Describe the distribution of active earthquake epicenters.

2. Where are they located?

3. Where are there no earthquakes?

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

Name of Student: ____________________________________ Grade & Section:______

Puzzle Game: A Picture of a Volcano

Students will present and explain their activity output.

ELABORATE Guide Question:

Name of Student: __________________________________ Grade & Section:________

I. Objective: Describe the distribution of active volcanoes.

Figure 6. Map of Active Volcanoes

2. Where are they located?

Name of Student: ____________________________________ Grade & Section:______

2. Give one advantage and disadvantage living in an area near a volcano.

Name of Student: __________________________ Grade & Section:

Name of Student: __________________________ Grade & Section:_

Name of Student: __________________________ Grade & Section:_

Name of Student: ______________________________ Grade & Section:

Name of Student: _________________________ Grade & Section:

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