Science 10 Q1 Module

10
Science
Quarter 1
Earth and Space
Learner’s Activity Sheet
https://image.freepik.com/free-vector/layers-earth-white-background_1308-33929.jpg
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DO_Q1_Science10_Week1-7
Science 10
Alternative Delivery Mode
Quarter 1 – Module
First Edition, 2020
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Published by the Department of Education

Development Team of the Module
Writers: Czarina Bea Saberon – Valenzuela NHS, Mylene Rosco – Malinta NHS, Flerida P. Velez –
Wawangpulo NHS, Zacari Jo P. Del Rosario – Maysan NHS, Marivic S. Ferrer – Parada NHS, Ada D.
Laguitan – Maysan NHS, Jeanne E. Acelo - Vicente P. Trinidad NHS, Jovit Angelo L. David – Paso de
Blas NHS, Donna Marie P. Sabalza - Gen. T. De Leon NHS, Earlene G. De Vera - Caruhatan NHS,
Eric M. Masela - Mapulang Lupa NHS, Jonathan A. Aballe - Malanday NHS, Ma. Suzette S. Falcunitin
– Dalandanan NHS, Alma V. Manalo - Arkong Bato NHS, Mark E. Embuido - Bagbaguin NHS, Juanito
D. Bartolome Jr. – Canumay East NHS, Irene C. Cular - Caruhatan NHS, Edward A. Ramos - Bignay
NHS, Jai Rabbai A. Eugenio - Lingunan NHS, Agnes B. Panuncialman - Disiplina Village - Bignay
NHS, Florida B. Cabrera - Sitero Francisco Memorial NHS, Maricar DR. Espiritu - Veinte Reales NHS,
Marion Edward P. De Guzman - Bignay NHS, Clarissa Igana - Valenzuela City School of Mathematics
and Science, and Mark Kenneth D. Mongaya - Polo NHS
Content Validators: Bernardo S. Sevilla – Parada NHS, Ma. Suzette S. Falcunitin – Dalandanan NHS,
Maria Teresa G. Atanacio – Valenzuela City School of Mathematics and Science,
Kelvin T. Silvestre -Justice Eliezer Delos Santos NHS, Juliana T. Alvarez-
Wawang Pulo NHS and Amelita V. Yumang – Justice Eliezer Delos Santos NHS
Editor: Dr. Maria Lea Q. Prondo
Language Validators: Flerida P. Velez – Wawang Pulo NHS, Maria Teresa G. Atanacio – Valenzuela
City School of Mathematics and Science, Kelvin T. Silvestre -Justice Eliezer
Delos Santos NHS, Juliana T. Alvarez- Wawang Pulo NHS, Amelita V.
Yumang – Justice Eliezer Delos Santos NHS, and Mary Rose A. Lagunsad-
Bitik Elementary School
Layout Artist: Marian N. Roque – Parada NHS
Management Team: Dr. Meliton P. Zurbano, OIC – Schools Division Superintendent
Mr. Filmore R. Caballero, CID Chief
Mrs. Jean A. Tropel, EPS - LRMS
Dr. Maria Lea Q. Prondo-Education Program Supervisor – Science
Printed in the Philippines by ___________________

Department of Education – Valenzuela
Office Address: Pio Valenzuela Street, Marulas, Valenzuela City
Telefax: 08-292-430
E-mail Address: sdovalenzuela@deped.gov.ph
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Table of Contents
Week 1: EARTH’S LITHOSPHERE…………………………………………………………………… 1

Pre-assessment: Let’s Try!.........................................................................................
Activity 1: What is Lithosphere: (Decode Me)…..........................................................
Challenge (Evaluation)…...…………………………………………………………………….……
Activity 2: Compare and contrast continental and oceanic crust…………………....……
Challenge (Evaluation)………………………………………………………………………..........
Activity 3: Earth’s Lithosphere: Complete the paragraph ……………………………….....
Challenge (Evaluation) :……………………………………………………………………..……...
Seven Major Plates…………………………………………………………………………….……..
Challenge (Evaluation)…………………………………………………………………..…………..
Activity: Seismic waves………………………………………………………………..…………....
Challenge (Evaluation)………………………………………………………………….……………
Week 2: PLATE TECTONIC…………………………………………………………………………… 8
Activity 1: Triangulation Method…………………………………………………………..….…
Challenge (Evaluation)………………………………………………………………………...…..
Activity 2: Mapping Earthquake Epicenters and Active Volcanoes of the
World………………..13
Challenge (Evaluation)………………………………………………………………………........
Activity 3: Describe Me! Where I Am?.................................. ………………..…………..
Challenge (Evaluation)…………………………………………………………………….……....
Activity 4: Active Volcanoes………………………………………………….…………….…..…
Challenge (Evaluation)………………………………………………………………….………....
Week 3: PLATE BOUNDARIES………………………………………………………………………. 14
ACTIVITY 1: Cookie Tectonics……………………………………...…………………….….…..
Challenge (Evaluation)……………………………………………………….………………....…
ACTIVITY 2: DECODE (Sound it Out!)………………………………………………………….
Challenge (Evaluation)………………………………………………………….............……….
Activity 3: PUT ME IN……………………………………………………………………..……….
Challenge (Evaluation)……………………………………………………………...………....….
Activity 4: Plate Movements: Mix and Match…………………………………………….……
Challenge (Evaluation)…………………………………………………………………….……….
Activity 5: Rock under stress……………………………………….…………..……………..…
Challenge (Evaluation)……………………………………..……………..……………………….
Week 4: CONVERGENT PLATE BOUNDARIES …………………………………………………. 20
Activity1: Convergent Plate Boundaries……………………………………………….……..
Challenge (Evaluation)………………………………………………………………...………...
Activity 2: Oceanic-Continental Convergent Plate Boundaries………..………………..
Challenge (Evaluation)………………………………………………………………...…….…..
Activity 3: Oceanic-Oceanic Convergent Plate Boundaries…..…………………...….…
Challenge (Evaluation)………………………………………………………………………......
Activity 4: Continental-Continental Convergent Plate Boundaries …………….……..
Challenge (Evaluation)…………………………………….……………………………………..
Week 5: PROCESSES THAT OCCUR ALONG THE PLATE BOUNDARIES ………………. 25
Activity 1: Let’s Move on and Separate ways……………………………………..….....…..
Challenge (Evaluation)………………………………………………………………………….…
Activity 2: Every time you Move Away, it forms Me……………………………………..…
Challenge (Evaluation)…………………………………………………………………………....
Activity 3: Processes that occur along transform fault boundaries………………….…
Challenge (Evaluation)…………………………………………………………………………....
Activity 4: Landforms associated with transform plate boundaries…………….……...
Challenge (Evaluation)……………………………………………………………….……………
Week 6: THEORIES ON PLATE MOVEMENTS …………………………………………………. 34
Activity: Continental Drift Theory…………….……………………………………..………....
Challenge (Evaluation)…………………………..…………………………………..………..…..
Activity: Split and Separate!............………….……………………………………..…......….
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Challenge (Evaluation)………………………………………………………………..………....
Activity: Continental Drifting and Seafloor Spreading..…………………………………..
Challenge (Evaluation)…………………………………………………………………………….
Activity: Grand Unifying Theory………………………………………………….………..……
Challenge (Evaluation)………………………………………………………….…………………
Activity: : Convection Current……………………………………………………………..…….
Challenge (Evaluation)………………………………………………………….……………….…
Week 7: EVIDENCES OF PLATE MOVEMENTS…………………………………………………. 41
Activity 1: Trace that fossil!.....................................................................................
Challenge (Evaluation)…………………………………………………………………….……….
Activity 2: Sea Floor Spreading ………………………………………………………..…….….
Challenge (Evaluation)……………………………………………………………………………..
Activity 3: Cause of Tectonic Plate Movement…………………………………….………....
Challenge (Evaluation)……………………………………………………………………..…...…
Activity 4: Evidences of Plate Motion………….………………………………………….….…
Challenge (Evaluation)………………………………………………………………………..……
POSTTEST: Now I Can!!!................................................................................................
REFERENCES………………………………………………………………………………………..…... 47
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UNIT 1
EARTH’S LITHOSPHERE
WEEK1
NAME: _______________________________________________________________________________
GRADE & SECTION: _____________________________DATE: _______________________________
TITLE OF THE ACTIVITY: (Decode Me)
LEARNING COMPETENCY CODE: S10ES – Ia-j-36.1.1
LET’S TRY! (PRE-ASSESSMENT)

1. What do you call the outermost, rigid layer of the Earth, consisting of the Earth’s
crust and upper mantle?
A. Atmosphere B. Asthenosphere C. Biosphere D. Lithosphere
2. What makes up the lithosphere?
A. Core B. Crust C. Crust and upper mantle D. Mantle
3. Which type of crust is less dense?
A. Continental B. Oceanic C. They are the same D. It depends
4. How many recording stations are needed in triangulation method?
A. 1 B. 2 C. 3 D. 4
5. What is the basis of scientists in dividing the Earth’s lithosphere into plates?
A. Location of active volcanoes
B. Location of active volcanoes and earthquake epicenters
C. Location of active volcanoes, earthquake epicenters, and mountain ranges
D. Location of active volcanoes, earthquake epicenters, mountain ranges,
and rivers
6. Plates A and B are moving apart at 1.5cm each year. What type of plate
boundary do these plates demonstrate?
A. Divergent Boundary C. Transform Fault Boundary
B. Convergent Boundary D. None of these
7. The idea that continents previously fit together around 250 million years ago like
a piece of jigsaw is known as
A. Continental Drift B. Mesosaurus C. Pangaea D. Wegener effect
8. The most visible and fascinating evidence that continents were once a single land
mass that their borders seem to fit together.
A. Continental Jigsaw Puzzle/Tectonic Fit C. Stratigraphic Correlation
B. Topographic Evidences D. Paleontological Evidences
9. Convection current is believed to be the driving force of plate tectonics. In what
layer of the earth does convection current occurs?
A. Asthenosphere B. Inner Core C. crust D. outer core
10. What discovery about the ocean floor is associated with the seafloor spreading?
A. Mountains are denser than the mantle
B. The rotational poles of the Earth have migrated
C. The crust of the continents is denser than the crust in the ocean.
D. The crust of the ocean is very young relative to the age of the crust of the
continents
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FIRST QUARTER - WEEK 1 DAY 1 – ACTIVITY 1
What is Lithosphere?
The lithosphere is the solid, outer
part of the Earth, including the crust and
the upper portion of the mantle. This part
of the module will focus on the outermost
layer which is called crust.
Earth’s surface is covered by a
layer of rock called crust. The crust is part
of the top layer of Earth called the
lithosphere. Crust is the outermost solid
shell which is made of a variety of solid
rocks and made up of mostly oxygen,
silicon, aluminum, iron, sodium,
potassium and magnesium. It has an
average density of 2.8 g/cm3 and its
Figure. 1 A cross section of the Earth
https://easyscienceforkids.com/wp-content/uploads/2014/02/Fun-Earth-Science-for-
thickness ranges from 5 to 50 km. The
Kids-on-Earths-Crust-Schematic-of-the-Earths-Crust-and-Layers-Image.png crust is thickest in a part where a
relatively young mountain is present and
thinnest along the ocean floor. According to the plate tectonics model, the entire
lithosphere of the Earth is broken into numerous segments called tectonic plates.
The plates move very slowly but constantly. Watch https://youtu.be/et0DcFhX8Ig.
Get a hard- boiled egg and strike it with a spoon until the shell is cracked in
several places. This is what the lithosphere is like.
OBJECTIVE: Describe the Earth’s lithosphere.
WHAT I NEED (MATERIALS)

- Worksheet -Pen
WHAT TO DO (PROCEDURE)
Directions: Replace the number with the corresponding letter as indicated in
the code to unlock the hidden word. Describe the word. A=1, B=2, C=3, D=4, E=5,
F=6, G=7, H=8, I=9, J=10, K=11, L=12, M=13, N=14, O=15, P=16, Q=17, R=18, S=19,
T=20, U=21, V=22, W=23, X=24, Y=25, Z=26
DECODE ME
1. 3 18 21 19 20 ____________________________
2. 12 9 20 8 15 19 16 5 8 18 9 3
______________________________________
3, 12 9 20 8 15 19 16 5 18 5 _______________________
4. 13 1 14 20 12 5 ________________________
5. 20 5 3 20 15 14 9 3 ______________________
WHAT I LEARNED (GENERALIZATION)

How would you describe the Earth’s lithosphere?
_________________________________________________________________________________
CHALLENGE (EVALUATION)
Directions: Encircle the letter of the correct answer.
1. Miners dig into the Earth in search for precious rocks and minerals. In which layer
is the deepest explorations made by miners?
A. Crust B. Inner Core C. Mantle D. Outer Core
2. What is the outermost, rigid layer of the Earth, consisting of the Earth’s crust and
upper mantle?
A. Atmosphere B. Asthenosphere C. Biosphere D. Lithosphere
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A. Core B. Crust C. Crust and upper mantle D. Mantle
4. Which of the following statements DOES NOT describe the components of
lithosphere?
A. Several segments. C. Crust and upper mantle.
B. Rigid rock materials. D. Materials that exhibits plasticity.
5. Which of these is FALSE about lithospheric plates:
A. Have the same thickness everywhere C. Thickest in the mountain regions
B. Include the crust and upper mantle D. Vary in thickness
NAME: ________________________________________________________________________________
GRADE & SECTION: _____________________________DATE: ________________________________
TITLE OF THE ACTIVITY: Compare and contrast continental and oceanic crust

You will notice from Figure 1 that Earth's crust is divided into two types: the
thicker but less dense continental crust and the oceanic crust which is relatively
thinner but denser than continental crust.
Figure 2. Types of crust

Source: shorturl.at/iEJZ4
Continental Crust Oceanic Crust

-thick, less dense than oceanic crust and mostly old -thin, dense- sinks under continental crust and young
-about 25 miles (32 kilometers) thick under the -is only about 3-5 miles (8 kilometers) thick under the
continents oceans
-is mostly composed of GRANITE -is mostly composed of BASALT
Figure 3. Continental crust versus Oceanic crust

Tectonic plates can transport both continental crust and oceanic crust, or
they may be made of only one kind of crust. Oceanic crust is denser than
continental crust. At a subduction zone, the oceanic crust sinks into
the mantle beneath lighter continental crust. It’s important to know what type of
crust covers a tectonic plate because the type of crust determines what happens
at a boundary between plates.
OBJECTIVE: Differentiate oceanic and continental crust
- Worksheet- Pen
Directions: Look at the picture below. Fill in the Venn diagram to compare
and contrast continental and oceanic crust.
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What happens when a continental crust collides with an oceanic crust?
__________________________________________________________________________________
WHAT I CAN DO ABOUT IT (APPLICATION)
What is the difference between oceanic crust and continental crust?
__________________________________________________________________________________________
Directions: Encircle the letter of the correct answer.
1. What type of rock forms the oceanic crust?
A. Basalt B. Granite C. Sedimentary D. Shale
2. Which statement best describes the difference between oceanic crust and continental
crust?
A. Oceanic crust is thicker and denser than continental crust.
B. Oceanic crust is thinner and denser than continental crust.
C. Oceanic crust is thicker and less dense than continental crust.
D. Oceanic crust is thinner and less dense than continental crust
3. When two tectonic plates collide, the oceanic crust subducts under the continental crust
because it is.
A. Denser than continental crust C. Thicker than continental crust
B. Less dense than continental crust D. Thinner than continental crust
4. Which of the following statements is TRUE?
A. The continental crust is thicker but less dense than the oceanic crust
B. The continental crust is thinner but denser than the oceanic crust.
C. The oceanic crust floats higher than the continental crust.
D. The oceanic crust is less dense than the continental crust
5. Why oceanic crust usually subducts beneath the continental crust when they collided?
A. Denser than the continental crust C. Less dense than continental crust
B. Thicker than continental crust D. Thinner than continental crust
NAME: _______________________________________________________________________
GRADE & SECTION: _____________________________DATE: _______________________
TITLE OF THE ACTIVITY: Earth’s Lithosphere: Complete the paragraph
The earth’s interior is divided into three layers namely crust, mantle and core. Each
layer is different on thickness, temperature and minerals present. In Figure 5, Lithosphere
is the upper portion and outer part of the earth that is composed of crust and upper mantle.
Beneath the lithosphere is the asthenosphere which is the soft, weak upper portion of the
mantle where the lithospheric plates float and move around. The heat in the mantle creates
convection current. The movement in the mantle causes the plate to lift, split and move
around. This convection causes the lithospheric plates (Fig. 4) to break and crack due to
slowly moving current underneath the Earth’s surface.
Figure 4. Distribution of tectonic plates Figure 5. A cross section of the Earth

https://www.kean.edu/~csmart/Observing/05.%20Plate%20tectonics.pdf https://www.usgs.gov/media/images/earth-cross-section
OBJECTIVES: Infer that the Earth's lithosphere is divided into plates
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- Worksheet -Pen
Complete the paragraph below by filling the blanks with the missing words.
Missing words: Convection current, Asthenosphere, Lithosphere, Lithospheric
plates.
The ________________ is the top most, solid part of the Earth that is composed
of several _______________________, which are irregularly-shaped slabs that fit
together to form the Earth’s surface. The _______________________ which is the soft
and weak upper portion of the mantle is where the plates move around due to
___________________ which serves as the force that drives the plates to move around.
Directions: Circle the letter of the correct answer.
1. What is the topmost, solid part of the Earth that is composed of several plates?
A. Asthenosphere B. Crust C. Lithosphere D. Tectonic lates
2. It is the moving, irregularly-shaped slabs that fit together to form the surface of
the Earth.
A. Continental crust B. Oceanic crust C. Lithospheric plates D. Asthenosphere
3. Which of the following is the soft, weak upper portion of the mantle?
A. Continental crust B. Lithospheric plates C. Lithosphere D. Asthenosphere
4. Which of the following theories suggest that the crust is made of plates that
interact in various ways?
A. Continental drift theory C. Plate tectonic theory
B. Seafloor spreading theory D. Lithospheric theory
5. Which of the following is the force that drives the plates to move around?
A. Convection current B. Radiation C. Heat flow D. Slab pull
FIRST QUARTER - WEEK 1 DAY 4
SEVEN MAJOR PLATES

1. Pacific major plate is the largest tectonic plate which
underlies the Pacific Ocean. This plate forms most of the
Pacific Ring of Fire..
2. The North American major plate not only contains
the continent of North America but also part of the
Atlantic Ocean. The plate extends all the way over the
North pole and even contains Siberia and the northern Figure 6. Distribution of tectonic plates
https://www.kean.edu/~csmart/Observing/05.%20P
island of Japan. late%20tectonics.pdf
3. Eurasian major plate consists of most of Europe,
Russia and parts of Asia. This plate is between the North American & African Plate.
4. African plate contains the whole continent of Africa as well as the surrounding oceanic
crust of the Atlantic Ocean. The west side of the African major plate diverge with the North
American plate. These divergent plate boundaries form the mid-oceanic ridges or rift valley.
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5. The Antarctic plate holds the entire continent of Antarctica including its surround oceanic
crust. This plate is surrounded by parts of the African, Australian, Pacific and South
American plates.
6. The Indo-Australia plate is a major plate combining the Australian and Indian Plate. The
Indo-Australia plate stretches from Australia to India. It also includes the oceanic crust from
the Indian Ocean.
7. The South American Plate is a major plate that includes the continent of South America
and a large portion of ocean from Atlantic Ocean.
OBJECTIVE: Identify the major lithospheric plates.
Directions: Identify the 7 major lithospheric plates pointed to by the labels A,
B, C D, E, F, and G.
Figure 8. World Map showing the tectonic plates.
a. Cut out the words and paste it on the map.
INDO - AUSTRALIAN PLATE NORTH AMERICAN PLATE SOUTH AMERICAN PLATE
AFRICAN PLATE ANTARCTIC PLATE PACIFIC PLATE
EURASIAN PLATE
FIRST QUARTER - WEEK 1 DAY 4 - ACTIVITY 4
Figure 10. Himalaya mountain range Figure 11. 1990 Luzon earthquake
https://unsplash.com/s/photos/mountain-range https://bit.ly/2N3b12o
OBJECTIVE: Determine the basis in dividing the earth’s lithospheric plates.

- Work sheet - Pen
Draw a mountain range and a volcano in the boxes. Describe the area/s where they are usually
located .
1. Mountain Range 2. Volcano
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In your own words, describe what drives the tectonic plates to move.
____________________________________________________________________________________________
Answer the following questions:
1. Why is the lithosphere broken into plates?
____________________________________________________________________________________________
2. What do you think is the importance of understanding the mechanism of tectonic plates?
___________________________________________________________________________________________
Answer the questions below.
1. What geologic features and events are evidences of the movement of the tectonic plates?
____________________________________________________________________________________________
2.Where do you usually find mountain ranges, earthquake epicenters, and volcanoes?
__________________________________________________________________________________________
3. Do you think there is a pattern in terms of their locations? Explain your
answer.__________________________________________________________________________________
ACTIVITY: Seismic Waves
Seismic waves are also known as earthquake. The

three types of seismic waves are primary wave,
secondary wave, and surface wave. Primary wave,
the P-wave travels fastest among the three. It
reaches the earthquake recording station first. This
type of wave can travel through solid, liquid, and
gas. Secondary wave, the S-wave, is slower than P-
wave but it will reach the recording station next to
P-wave. This type of wave can travel only in solid
and its motion is side-to-side. Lastly, the Surface
Figure 12. Measuring P wave and S wave speed wave or the L-wave. This is the slowest type of wave
https://bit.ly/37vwKcU and last to reach the recording station. Its motion
is up and down. If the first two waves can travel in
the interior of the earth, this wave travels only on
the surface of the earth. That is why L-wave is the most destructive among the three.
OBJECTIVE: Recall the characteristics of seismic waves in terms of speed.
WHAT I NEED (MATERIALS): Work sheet, Pen
Complete the table by filling it out with the correct information.
STRENGTH IN
COMPARISON
TYPE OF CAN TRAVEL MOVEMENT TERMS OF
IN TERMS OF
SEISMIC WAVE THROUGH TYPE DESTRUCTIO
SPEED
N
P-wave
S-wave
Surface wave
Guide Questions:
1.What are the three types of seismic waves?___________________________________________
_____________________________________________________________________________________
2. (a)Which wave travels fastest to reach the recording station? (b)Which wave is next to
arrive at the recording station? (c)Which wave is the last to reach the recording station?
______________________________________________________________________________________
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3. Which wave/s can travel through (a)the solid part of the earth only? (b) on liquid part
of the earth only? (c) solid & liquid part of the earth?
____________________________________________________________________________________
4. Which wave move horizontally? Vertically? Sideward?
____________________________________________________________________________________
In your own words, describe the characteristics of seismic waves in terms of speed in
reaching the earthquake recording station.
__________________________________________________________________________________
What is the importance of studying the seismic waves’ characteristic in terms of speed?
____________________________________________________________________________________________
UNIT 1
PLATE TECTONICS
WEEK 2
INTRODUCTION
In Grade 9, you have learned why areas along the Pacific are prone to earthquakes
and volcanic eruptions. This is because the region comprises the so-called Ring of
Fire. This module describes how plate dynamics leads to the formation and
distribution of the world's active volcanoes, earthquake epicenters, and mountain
ranges. The module is divided into four lessons. Lesson 1 tackles triangulation
method as a way of determining earthquake epicenter. Lesson 2 revisits and maps
the location of world's active volcanoes, earthquake epicenters, and mountain
ranges. Lesson 3 describes active volcanoes; earthquake epicenters and mountain
ranges are distributed. Lesson 4 explains the relation among plate tectonics,
earthquake epicenters and active volcanoes. At the end of week 2, you are expected
to:
● Describe and relate the distribution of active volcanoes, earthquake epicenters,
and major mountain belts to Plate Tectonic Theory.
NAME: ______________________________________________________________________________
GRADE & SECTION: ____________________________________ DATE: ______________________
TITLE OF THE ACTIVITY: Triangulation Method
FIRST QUARTER
LEARNING COMPETENCY: - WEEK 2 DAY 1 - ACTIVITY 1
S10ES – Ia-j-36.1.7
OBJECTIVE: Locate the epicenter of an earthquake using the triangulation method.

In your Grade 8 Science, you were taught that earthquakes originate from the
Focus. Seismologists need to record the location of Focus in the world map but it’s
deep within the Earth’s surface. They instead use the Epicenter to mark the Focus’
location on the Earth’s crust because it’s located on the Earth’s surface just above
the Focus. Seismologists can determine the epicenter of an earthquake by using
Triangulation Method. As earthquakes occur, seismic waves are released and
received by seismic stations. These seismic stations will provide how far it is from
the epicenter. Today, you are a seismologist and you’ll locate the epicenter of the
earthquake.

- Philippine Map - Drawing compass with Pencil
- Record of Seismic waves - Ruler
8
1. Study the time difference in the arrival of P – wave & S – wave from 3 seismic
recording stations.
COMPUTED
TIME DIFFERENCE IN THE DISTANCE OF EPICENTER
RECORDING DISTANCE ON
ARRIVAL TIME OF P – WAVE FROM THE STATION
STATION THE MAP
AND S – WAVE (SECONDS) (KILOMETER)
(CENTIMETER)
Butuan 34
Jolo 38
Quezon
37.76
City
2. By using the formula below, calculate
the distance of each recording stations
to the epicenter and write your answer
in the table.
d = Td x 100 km
8 seconds
Where: d = distance of epicenter from
the station (kilometer)
Td = time difference in the arrival time of
P-wave and S-wave (seconds)
The time interval of P wave and S wave at
a distance of 100 km is 8 seconds which
makes the formula appropriate.
3. Select a recording station and measure
the computed distance on the map scale
(the scale of the map in Figure 1 is 2 cm:
200 km). Convert the distance in
kilometer to scaled distance in centimeter
by using the formula below:
sd = d (2 cm / 200 km)
Where: sd = scaled distance (cm)
d = distance of epicenter from the station
Figure 1. The Philippine Map (kilometer)
https://legacy.lib.utexas.edu/maps/cia16/philippines_sm_2016.gif 4. Set your compass for that computed
distance. Center your compass on the
station & draw a circle.
5. 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.
Guided Questions:
Q1. Where is the epicenter of this hypothetical earthquake?
______________________________
Q2. What difficulty will you encounter if you only have data from two recording
stations?
_________________________________________________________________________________
What do you think is the relationship between the earthquake’s epicenter and
degree of damage (earthquake’s intensity) caused by an earthquake?
__________________________________
Modified True or False. Write TRUE if the statement is correct otherwise change
the underlined word to make the statement correct.
9
1.Triangulation method helps seismologists determine the epicenter of an
earthquake.
2.The minimum number of recording stations needed in Triangulation Method is two.
3. Primary wave or P wave arrives before the secondary wave or S wave.
4. The intersection of three circles is where the focus located.
5. If the time difference is 49.8 s, then the distance from epicenter of the recording
station is 601.2 km
NAME ________________________________________________________________________________
GRADE & SECTION _________________________________ DATE: ___________________________
TITLE OF THE ACTIVITY: Mapping Earthquake Epicenters and Active Volcanoes of the World
LEARNING COMPETENCY CODE: S10ES- Ia-j-36.1.8

In this activity, you will plot data to locate earthquake epicenters, mountain
ranges, and active
OBJECTIVE: Plot the active volcanoes, earthquake epicenters, and major

mountain belts.
- World map with longitude and latitude - Two markers (blue and red)
- Map of Mountain ranges
1. Use the information in the
table below to mark the
location of each earthquake
on the world map. Use a blue
marker to plot the location of
earthquake epicenters & red
ink for active volcanoes.
2. Plot the location of

earthquakes and volcanoes
using the world map below
and observe how
earthquakes, active
volcanoes, and mountain ranges are distributed all over the world.
Figure 2. World Map with Latitude and Longitude

https://i.pinimg.com/originals/ac/b5/ff/acb5ffb2c02fd0a6a8af4854a37da682.jpg
10
Guided Questions:
1. Upon plotting, how are earthquakes distributed on the map? Where are they
located?
__________________________________________________________________________________
2. Upon plotting, how are active volcanoes distributed on the map? Where are they
located?
__________________________________________________________________________________
3. How are mountain ranges distributed on the map? Where are they located?
__________________________________________________________________________________
4. How will you relate the distribution of mountain ranges to epicenters and active
volcanoes?
__________________________________________________________________________________
How are earthquake epicenters, active volcanoes, and mountain ranges
related?
__________________________________________________________________________________
Write the letter of the correct answer on the space provided before each item.
_____1.Where do earthquakes usually happen?
A. Edge of the Continental and Oceanic plate C. Mid continents
B. Oceans D. All of the above
_____2.Which region is the least prone to earthquakes?
A. Uppermost part of Europe C. Western portion of South America
B. Western portion of North America D. Southeast Asia
_____3. In which of the following are volcanoes least likely to form?
A. island arc B. mid oceanic ridge C. magma hot spot D. subduction zone
_____4. Which region is abundant with active volcanoes?
A. Eastern portion of North America C. Northernmost Asia
B. Majority of Europe D. Southeast Asia
_____5. How are active volcanoes, earthquake epicenters, & mountain ranges
distributed?
A. Mountain ranges are situated in places where volcanoes or earthquake
epicenters are not located.
B. Mountain ranges are found in places where volcanoes or earthquake
epicenters are also located.
C. Mountain ranges are found at the middle portion of the continents while
volcanoes and earthquake epicenters are at the edges of the continents.
D. All of the above
NAME: _______________________________________________________________________
GRADE AND SECTION: _____________________________ DATE: ___________________
TITLE OF THE ACTIVITY: Describe Me! Where I Am?
LEARNING COMPETENCY CODE: S10ES- Ia-j-36.1.8

OBJECTIVE: Describe the distribution of active volcanoes, earthquake
epicenters, and major mountain belts .
- Figure 4 in Activity 3 - Figure 5 in Activity 3 -
Pen
1. Study the picture showing the distribution of active volcanoes and earthquake
epicenter around the world and answer the following questions.
11
Figure 4. Global distribution of active volcanoes and earthquake epicenter
Source: https://bit.ly/2Y23pUl
Guided questions:
Q1. What are Active volcanoes? ________________________________________________
Q2. Where are the volcanoes located? __________________________________________
Q3. How do you describe the distribution of a volcano?_________________________
Q4. Describe the pattern you see in the distribution of earthquake epicenters
over the Earth’s surface. Are they randomly distributed or do they form lines
and/or clusters? Are patterns connected or disconnected?__________________
____________________________________________________________________________
Q5. Why do you think it is important for us to identify areas which are prone to
earthquakes?
_________________________________________________________________________
Study Figure 5 showing the mountain ranges, volcanoes, and earthquakes
around the world and answer the following questions.
Q6. Where are mountain ranges located?_______________________________________
Q7. Why are most of the world’s volcanoes, earthquakes, and mountain belts
found together?______________ ______________________________________________
Figure 5. Map of world mountain ranges, volcanoes and earthquake

https://www.google.com/search?q=mountain+ranges+of+the+world+png
What is the relationship among the locations of volcanoes, earthquake
epicenters, and mountain
ranges?___________________________________________________________________

The Philippines is prone to different natural disasters that we cannot prevent
like earthquakes and volcanic eruptions. As a grade 10 student, what can you do to
minimize or reduce the effects of these phenomena to your home or in your
community?
__________________________________________________________________________________
12
NAME: _______________________________________________________________________
GRADE AND SECTION: _____________________________ DATE: ___________________
TITLE OF THE ACTIVITY: Active Volcanoes
FIRST QUARTER – WEEK 2 DAY 4 – ACTIVITY 4
OBJECTIVE: Infer the relationship of tectonic plates, earthquake epicenters,
and active volcanoes
WHAT I NEED (MATERIALS):
worksheet, pen , coloring materials
1. In the previous activities, you were able to plot and locate the mountain
ranges, earthquake epicenters, and volcanic eruptions. This time, you will plot
them in one map showing the tectonic plates. Use red color for volcanic eruption,
green for earthquake epicenters, and yellow for mountain ranges. Please refer to
Figure 4 and 5 of the previous activity.
Figure 6. Tectonic Plates

https://www.accessscience.com/media/EST/media/527000FG0010.gif
Guide questions:
Q1. Are the locations of earthquake epicenters, volcanic eruptions, and
earthquakes epicenter similar? Name 5 countries where they can happen or be
located at the same time.
______________________________________________________________________________
Q2. What do you think was the basis used by scientists to determine the edges
of tectonic plates?
______________________________________________________________________________
What is the relationship between plate tectonics, earthquakes and volcanoes?
___________________________________________________________________________
Write some precautionary measures before, during and after an earthquake?
__________________________________________________________________________________
SUMMARY
- Triangulation Method provides the location of an earthquake epicenter by using
three seismic recording stations.
- P waves and S waves interval in time arrival is used to calculate the distance of
recording station from the epicenter.
- The plates are moving and interact along their edges. When this happens,
important geological processes take place, such as the formation of mountain belts,
earthquakes, and volcanoes.
13
UNIT 1
PLATE BOUNDARIES
WEEK 3
INTRODUCTION
Studying plate boundaries is important because along these boundaries, deformation of
the lithosphere is happening. These geologic events have a great impact not only on the
environment but also on us. There are three distinct types of plate boundaries, which are
differentiated by the type of movement they exhibit.
The first type of plate boundary is termed divergent boundary wherein plates move apart,
creating a zone of tension.
Let’s take the case of the Philippine plate and the Eurasian plate. These two plates are
moving toward each other. This is an example of a zone where plates collide, and this second
type of plate boundary is called convergent plate boundary.
The third type is the transform fault boundary where plates slide or grind past each
other without diverging or converging. The best example of this plate boundary is the San
Andreas fault which is bounded by the North American plate and the Pacific plate.
NAME: ________________________________________________________________________
GRADE & SECTION: DATE: _______________________
TITLE OF THE ACTIVITY: Cookie Tectonics
LEARNING COMPETENCY CODE: S10ES –Ia-j-36.2.2
FIRST QUARTER – WEEK 3 DAY 1

Go outside and
put your hand on the PLATE MOVEMENTS
ground. Can you feel it Sliding or shearing
moving? Even though the
ground may seem
motionless to you, it's
really not! The surface Diverging
layer of the Earth is
always slowly moving.
But how can the surface
of the Earth move when it Converging
seems to be solid, you
ask? To understand
what's going on, we need
to look beneath the
surface. The outer Figure 2. Movement of Earth’s crust in different plate boundaries
Source:www.KIDSDISCOVER.com
surface of the Earth that
you can see and touch is called the crust, and under the crust is a very hot region called the
mantle. The mantle is so hot that the rocks inside it are melted.
Because the mantle is melted, it acts like liquid, and the crust is solid, the crust floats
on top of the mantle in much the same way that a leaf floats on top of a pond. As the liquid-
like mantle moves, it carries big pieces of the crust, known as plates, with it. Although it
happens really slowly, over time the plates move due to the motion of the liquid-like mantle.
Plates may come together or collide, break apart or diverge or slide against each other. Plate
tectonics is the scientific theory that explains how these plates float on the mantle and move
around the earth.
14
Do the next activity and start to understand the movement of the plates.
ACTIVITY 1: Cookie Tectonics
OBJECTIVES
Construct models that simulate different types of plate boundaries
Infer from the activity the fundamentals of moving plates and how these movements affect the Earth's crust.
- 1 pack of chocolate cookies (Cream-o, Bingo, Oreo) - Clean paper plate -
Plastic knife (Always be careful when handling knife and other sharp
objects)
Note: Make sure that your hands are washed and cleansed before
performing the activity.
1. Unwrap the cookies and place them on the paper plate. (cookies will represent the
crust) Notice that there are 3 cookie sandwiches in the pack.
2. After unwrapping the cookies, use a plastic knife to make small cracks in the
exterior of the 3 cookie sandwiches. These cracks illustrate fault lines in the
Earth's crust.
3. Then, do the following manipulations to the cookie sandwiches:
a. Pull the ends apart to represent tension on the Earth's plates
Guide Question:
- Describe what resulted when pulled apart? What has changed along the
crack (fault line)?
- What type of plate boundary was simulated?
b. Push the ends together to represent compression of the Earth's plates
Guide Question:
- Describe what resulted when pushed towards each other? What type of plate
boundary was simulated?
c. Move the two ends in opposite directions to represent the shearing of the
Earth's plates
Guide Questions:
Describe what resulted when they slide past each other? What type of plate
boundary was simulated?
A B C
Figure 3. Pulling the ends of cookie sandwich (A). Pushing the ends together (B). Moving the
two ends in opposite direction (C).
Describe what happens when plates are pushed towards each other? Pulled
away from each other? Or slide past each other?
__________________________________________________________________________
From the result of the activity, infer some geologic events that may happen
because of plate movements?
____________________________________________________________________________
15
NAME: GRADE & SECTION: DATE:
TITLE OF THE ACTIVITY: Decode
ACTIVITY I: DECODE (Sound it Out!)
Plate boundaries are found at the edges of the lithospheric plates. Plate
boundaries can be categorized into three different types which you are about to find
out in this activity.
OBJECTIVE: Identify the different types of Plate Boundaries.
- Worksheet - Pen
Decode the correct words based on how they sound when you read them.
Match them with the pictures on the right side.
Describe the three types of plate boundaries:

__________________________________________________________________________________
Based on what you have learned from the different plate boundaries, cite at least one
geological feature/phenomenon that could be formed from each type of plate
boundaries.
1. Convergent Boundary:__________________________________
2. Divergent Boundary: __________________________________
3. Transform Fault Boundary: __________________________________
DIRECTIONS: Write the correct answer on the space provided before each
number.
_____1. Which type of plate boundary is referred to when two plates slide past one another?
A. Convergent Boundary C. Oceanic Boundary
B. Divergent Boundary D. Transform Fault Boundary
_____2. Which of the following best describes a convergent boundary?
A. Two plates moving towards each other. C. Two plates sliding past one another.
B. Two plates moving apart. D. A plate subducting underneath the other plate.
For questions 3-5. Identify which type of plate boundary is illustrated.
A. Convergent B. Divergent C. Oceanic D. Transform
3. ________________ 4. _______________ 5. _______________
16
ACTIVITY 3: PUT ME IN
OBJECTIVES
Identify the different types of Plate Boundaries associated with the major lithospheric
plates.
- Worksheet - Pen
WHAT TO DO (PROCEDURE).
DIRECTIONS: Identify the type of plate boundary formed between the
following lithospheric plates. Write your answer inside the respective
boundary.

Cite at least one geological feature/phenomenon that most likely could be
found on the 7 major lithospheric plates based on the type of plate boundaries
that they have.
1. Pacific Plate & North American Plate: _______________________
2. Australian Plate & Antarctic Plate: __________________________
3. North American Plate & Eurasian Plate: _____________________
4. South American Plate & African Plate: _______________________
5. Eurasian Plate & Pacific Plate: ______________________________
Identify the types of plate boundary associated with each of the major
lithospheric plates. Write your answer on the boxes below.
17
NAME: GRADE & SECTION: DATE:
TITLE OF THE ACTIVITY: Put Me in (Plate Movements)
LEARNING COMPETENCY CODE: S10ES –Ia-j--36.2.4

In the previous lessons you were taught the different types of plate
boundaries, they were convergent, divergent and transform fault boundaries. In our
activity now you will learn how these plate boundaries are moving. Study the picture
below and observe the directions of the arrows. The direction of the arrows shows
the direction of the plates.
Figure 4. Movement of Earth’s crust in plate boundaries

Source: planetearthgamediv.1weebly.com
OBJECTIVE: Describe the movement in each type of plate boundary
ACTIVITY 3: Plate Movements: Mix and Match

Based on the previous activities, can you name the type of plate boundaries
that are pushing towards each other? the plates that are moving away from each
other? How about the plates that are sliding past each other?
________________________________________________________________________
Figure 5. Effect of gravitational force on movement of lithosphere

Source: https://wps.prenhall.com/esm_tarbuck_earth_8/19/5074/1299111.cw/index.htm
When the mantle pushes the edges of a tectonic plate higher, gravity can pull
downward on it, causing the plate to move. Can you guess what happens to the other
end of the plate? Defend your answer.
__________________________________________________________________________________
18
NAME: _____ GRADE & SECTION: DATE: _____
TITLE OF THE ACTIVITY: Rocks under stress
Rock Under Stress: Different kinds of plate motions produce different kinds of
stress, and different kinds of stress produce different kinds of strain (deformation) in
rocks. Convergent plate motion result
in compression in rocks, divergent plate motion produces tension in rocks, and
transform plate motion shears rocks. When the plates move in these ways, stress is
placed on the rock. Stress in geological terms is the force applied to rock per unit
area. When plates are pushed or pulled, the rock is subjected to stress. Stress can
cause a rock to change shape or to break. When a rock bends without breaking, it
folds. When the rock breaks, it fractures. Mountains and earthquakes are the
responses of rocks to stress.
ACTIVITY 4: Rock under stress
OBJECTIVE
Construct models that simulate different types of stress on rocks
● 4 pcs of 3inches rectangular Play-doh or modelling clay
NOTE: The modelling clay represents the rocks
1. Get 1 piece of modelling clay, hold one side with one hand and the other side
with their other hand. Then push the ends toward the center. That stress is
called compression.
Guide Question:
a. What happens to the rock?
b. What would happen if the push was harder?
2. Get another piece of modelling clay, hold one side with one hand and the
other side with their other hand, the slowly pull to the sides. That stress is
called tension.
Guide Question:
c. What happens when we stretch the modelling clay? Do they become
longer or shorter?
3. Get the last 2 pieces of modelling clay, place them atop one another and
place them on the table. Then, hold one clay with one hand and the other
with the other hand. Slide the 2 clay past with each other.
Guide Question:
d. What have you noticed about the shape of the 2 clay after sliding past
each other.
What kind of stress on the rocks happens when plates are pushed towards
each other? Pulled away from each other? Or slide past each other?
_______________________________________________
After learning that the rocks are undergoing different kinds of stress, what
geologic events or features do you think may result due to stress on the rocks?
Identify the type of stress experienced by rocks indicated in each diagram:
A - ______________ B - ____________ C - _____________
19
Figure 7. Types of stress experienced by rocks
Source:https://wps.prenhall.com/esm_tarbuck_earth_8/19/5074/1299111.cw/index.html
SUMMARY
● The theory, or idea, of plate tectonics says that Earth’s outer layer is made
up of large, moving pieces called plates. All of Earth’s land and water sit
on these plates. The plates are made of solid rock. Under the plates is a
weaker layer of partially melted rock. The plates are constantly moving over
this weaker layer.
● As the plates move, they interact at their boundaries in different ways. At
one type of boundary the plates slide alongside each other. At another type,
the plates crash into each other. In this case the edge of one plate may
slide under another plate and be destroyed. Or the two edges of the plates
may rise up and form mountains. At the third type of boundary the plates
move apart from each other. When they do, the melted rock beneath the
plates rises up. This melted rock, or magma, cools as it rises and forms
new crust.
● Because of these plate movements, the rocks which comprise the
lithospheric plates are exposed to stress. Stress is the force applied to an
object. In geology, stress is the force per unit area that is placed on a rock.
There are three types of stresses on rocks. Compression squeezes rocks
together, causing rocks to fold or fracture (break). Compression is the most
common stress at convergent plate boundaries. Rocks that are pulled apart
are under tension. Rocks under tension lengthen or break apart. Tension
is the major type of stress at divergent plate boundaries. When forces are
parallel but moving in opposite directions, the stress is called shear. Shear
stress is the most common stress at transform plate boundaries.
UNIT 1
CONVERGENT PLATE
WEEK4 BOUNDARIES
NAME __________________________________________________________________________
GRADE & SECTION _________________________ DATE: ____________________
TITLE OF THE ACTIVITY: Convergent Plate Boundaries
LEARNING COMPETENCY: S10ES –Iaj-36.3.1
INTRODUCTION
This module focuses solely on the different processes that occur along convergent
plate boundaries. What are the outcomes that are expected from you? First, you should
identify the different processes that occur along convergent plate boundaries. Secondly,
explain what happens when oceanic crust and continental crust collide, collision of two
oceanic plates and two continental plate boundaries. And finally, you will identify the different
landforms that occur along convergent plate boundaries. Included in the module, is a series
of activities that will give you clearer ideas about the different processes that occur along
convergent plate boundaries.
At the end of this module, you are expected to:
1. Explain the different processes that occur along the convergent plate boundaries.
2. Identify the landforms associated with convergent plate boundaries.
20
FIRST QUARTER – WEEK 4 DAY 1 - ACTIVITY 1
In a convergent plate boundary, two plates move toward each other and the denser
plate subducts or slides under the less dense plate. This process is called subduction (derived
from the Latin word subducere which means “to draw away from below”) - an event in which
a slab of rock thrusts or push into the mantle. How can
There are three types of convergence - oceanic continental, oceanic-oceanic, and

continental-continental. Geologic activities such as volcanism, earthquakes, & mountain
building take place at plate boundaries.
Oceanic - Oceanic
Continental - Continental Oceanic - Continental

Figure 1 Convergent Plate Boundary
Source: https://image.slidesharecdn.com/convergentboundaries-150225212923-conversion-
gate02/95/convergent-boundaries-1638.jpg?cb=1424921439
OBJECTIVE: Identify the different processes that occur along the plate boundaries.
- Worksheet -Pen
Direction: Use Figure 2 in answering the table below.
Figure 2 Convergent Plate Boundary

Source:https://www.haikudeck.com/plate-tectonics-education-presentation-pCZdmrglr#slide1
Direction: Complete the table below.
Volcanic
Type of Plate Land Form/
Motion Effect Activity
Boundary Geologic Feature
(Yes/No)

In your own words, explain why do convergent boundaries occur?
__________________________________________________________________________________
True or False. Write TRUE if the statement is correct and/or FALSE if the
statement is incorrect. Write your answer on the space provided before each
number
____1. A normal fault results from convergence.
____2. Convergent boundaries are located where plates move toward one another.
____3. Volcanic activity is common at convergent plate boundary
____4. A mountain is made of magma, melted rocks.
____5. A volcano is a type of mountain.
21
NAME _________________________________________________________________
TITLE OF THE ACTIVITY: Oceanic-Continental Convergent Plate Boundaries
LEARNING COMPETENCIES: S10ES-Iaj-36.3.2 and S10ES-Iaj-36.3.3
In Figure 3, a volcanic arc is created on the continent as a result of the collision - it is
because the denser oceanic crust undergoes subduction process or the bending of the crust
towards the mantle and at depths of about 100 km under the oceanic plate. Parts of the
mantle partially melted and produced viscous magma.
For the oceanic crust, one important geologic feature is formed, and that is the trench.
Also called submarine valleys, ocean trenches are the deepest part of the ocean. One of the
deepest is the Philippine trench with a depth of 10 540 meters.
Another subsequent effect of the continuous grinding of plates against each other is the
occurrence of earthquakes. The subduction of plate can cause earthquakes at varying depths
shown in Figure 4.
Figure 3. Oceanic - Continental Convergent Plate Boundary Figure 4. Earthquake At Subduction Zone
https://clarkscience8.weebly.com/uploads/2/6/3/7/2637711/published/oc http://earthguide.ucsd.edu/eoc/teachers/t_tectonics/images/
eanic-continental-convergence.jpg?1569439316 earthquake_depth.jpg
OBJECTIVES:
● Explain what happens when oceanic crust and continental crust collide.
● Identify the landforms associated with oceanic and continental crust
convergence.
- Worksheet - Pen
“Oceanic Plate versus Continental Plate”
1. Study and label the following regions as shown in Figure 5, a cross- sectional
diagram of plates that are converging.
Figure 5. Cross-sectional Diagram of Converging Continental and Oceanic Plates

Source: https://upload.wikimedia.org/wikipedia/commons/9/95/Oceanic-
continental_convergence_Fig21oceancont_i18.gi
Guide Questions:
1. What are the two plates that collide in the illustrated converging plate boundaries above?
______________________________________________________________________________________
2. Describe what happens to oceanic plate as it collides with continental plate.
______________________________________________________________________________________
3. What do you think may happen to oceanic plate as it continues to move downward?
Explain why?
______________________________________________________________________________
4. What is formed on top of the continental plate?
_______________________________________________________________________________
5. As the plates continue to grind against each other, what other geologic event could take
place?
_______________________________________________________________________________
In your own words, explain what happens when oceanic crust and continental crust
collide.
_______________________________________________________________________________

“Friction Between Plates Interactive”
Powered by PLIX Play Learn Interact Explore
22
Procedure:
1. Click the link below or scan the QR Code to get the link:
https://www.ck12.org/assessment/tools/geometrytool/plix.html?eId=SCI.ESC.267&questionId=54496
1b3da2cfe11ce1691e9&artifactID=2172011&plix_redirect=1
2. Once you open the link on your browser, follow the instructions using the interactive
link.
3. Click “Learn more” to get more information about Oceanic – Continental Convergent Plate
Boundaries.
4. Once you are done with the interactive simulations about “Friction Between Plates” click
“CHALLENGE ME” to run the online quiz.
NAME _______________________________________________________________________________________
GRADE & SECTION __________________________________ DATE: ________________________________
TITLE OF THE ACTIVITY: Oceanic-Oceanic Convergent Plate Boundaries
LEARNING COMPETENCIES: S10ES-Iaj-36.3.4 and S10ES-Iaj-36.3.5

Like the first type of convergent boundaries discussed earlier, converging oceanic
plates will cause formation of trenches, and these trenches will become sources of
earthquakes. Underwater earthquakes, especially the stronger ones, can generate tsunamis.
Tsunami, the Japanese term for “harbor wave,” is a series of ocean waves with very long
wavelengths (typically hundreds of kilometers) caused by large-scale disturbances of the
ocean.
The older and denser oceanic plate subducts. The leading edge of the subducted plate
will eventually reach the mantle causing it to melt and turn into magma. The molten material
will rise to the surface creating a volcanic island arc parallel to the trench. Volcanic island
arc is a chain of volcanoes position in an arc shape as seen in figure below:
Figure 6. Formation of a volcanic island arc

Source:http://bwbearthenviro2011.wikispaces.com
OBJECTIVES:
● Explain what happens when 2 oceanic plates collide.
● Identify the landforms associated with oceanic to oceanic plate convergence
WHAT I NEED (MATERIALS): Worksheet, Pen
Guide Questions:
1. Describe what happens when two oceanic plates collide.
___________________________________________________________________________________
2. What do you think may happen to oceanic plate as it continues to move downward?
___________________________________________________________________________________
3. Why is convergent plate boundaries also called as destructive boundaries?
___________________________________________________________________________________
4. What is formed on top of two oceanic plates when they collide?
___________________________________________________________________________________
In your own words, explain what happens when two oceanic crusts collide.
Directions: Label the cross-sectional diagram of converging oceanic to oceanic plates.
Choose you answers from the words inside the box.
23
Volcanic Island Arc Oceanic Crust Trench Subduction Zone
Figure 10. Cross-sectional diagram of converging oceanic plates

www.marinebio.net
NAME: ________________________________________________________________
TITLE OF THE ACTIVITY: Continental-Continental Convergent Plate Boundaries
LEARNING COMPETENCY CODE: S9LT-Ia-b-26.1.6 and S9LT-Ia-b-26.1.7
OBJECTIVES:
● Explain what happens when 2 continental plates collide.
● Identify the landforms associated with continental to continental plate
convergence.
- modeling clay - 2 blocks of wood
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.
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
lithosphere?
______________________________________________________________________________________
3. What other geologic events 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 oceanic-continental and oceanic-oceanic plate
boundary?
______________________________________________________________________________________
Complete the paragraph below:
Continent-continent convergence creates some of the world’s largest ________.
Magma cannot penetrate this thick crust, so there are no volcanoes, although the _______
stays in the crust. Metamorphic rocks are common because of the stress the continental crust
experiences. With enormous slabs of crust smashing together, continent-continent collisions
bring on numerous ___________.
A. Matching type: Convergent boundaries
_____Continental to oceanic A. Subduction, volcanoes, and trenches
24
_____Oceanic to oceanic B. Subduction, deeper trenches, volcanoes
_____Continental to continental C. Mountain ranges like the Appalachian and
Himalayas
B. Illustrate the movement of Continental-Continental Convergent Plate
SUMMARY:
● In a convergent plate boundary, two plates move toward each other and the denser
plate subducts or slides under the less dense plate. This process is called subduction.
● Oceanic - continental convergent plate boundary involves a collision of oceanic plate
and a continental plate. A volcanic arc is created on the continent as a result of the
collision of oceanic and continental plate and a trench is one important geologic
feature formed parallel to the volcanic arc in the continental crust.
● In collision between two oceanic plates, the cooler, denser oceanic lithosphere sinks
beneath the warmer, less dense oceanic lithosphere. As the slab sinks deeper into the
mantle, it releases water from dehydration of hydrous minerals in the oceanic crust.
● A volcanic arc is created on the continent as a result of the collision of oceanic and
continental plate.
● The landform associated with continental to continental plates convergence is
mountain ranges. Aside from mountain ranges, a shallow earthquake is also produced
by continental plate convergence. Examples of mountain ranges are the Himalayas,
Alps, and the Appalachians.
UNIT 1
PROCESSES THAT OCCUR ALONG
WEEK5 THE PLATE BOUNDARIES
Overview
The Earth’s outer crust (the lithosphere) is composed of a series of tectonic plates that
move on a hot flowing mantle layer called the asthenosphere. Heat within the asthenosphere
creates convection currents that cause tectonic plates to move several centimeters per year
relative to each other. When two tectonic plates meet, we get a “plate boundary.” There are
three major types of plate boundaries, each associated with the formation of a variety of
geologic features.
If two tectonic plates collide, they form a convergent plate boundary. Usually, one of
the converging plates will move beneath the other, a process known as subduction. Deep
trenches are features often formed where tectonic plates are being subducted and
earthquakes are common. As the sinking plate moves deeper into the mantle, fluids are
released from the rock causing the overlying mantle to partially melt. The new magma (molten
rock) rises and may erupt violently to form volcanoes, often building arcs of islands along the
convergent boundary.
When two plates are moving away from each other, we call this a divergent plate boundary.
Along these boundaries, magma rises from deep within the Earth and erupts to form new
crust on the lithosphere. Most divergent plate boundaries are underwater and form
submarine mountain ranges called oceanic spreading ridges. While the process of forming
these mountain ranges is volcanic, volcanoes and earthquakes along oceanic spreading ridges
are not as violent as they are at convergent plate boundaries.
25
The third type of plate boundary occurs where tectonic plates slide horizontally past
each other. This is known as a transform plate boundary. As the plates rub against each
other, huge stresses can cause portions of the rock to break, resulting in earthquakes. Places
where these breaks occur are called faults. A well-known example of a transform plate
boundary is the San Andreas Fault in California. Earth’s crust is like a giant cracked egg.
Each crust piece is called a tectonic plate and it moves. The plates interact with each other
at the edges. Several different kinds of interactions exist. In some places the edges come
together, in other places they pull apart, and in still others, the plates slide past each other.
All this interaction creates many different landforms.
The Earth’s lithosphere, which includes the crust and upper mantle, is made up of a
series of pieces, or tectonic plates, that move slowly over time.
NAME: _______________________________________________________________________________
TITLE OF THE ACTIVITY: Let’s Move on and Separate ways
LEARNING COMPETENCY CODE: S10ES-Iaj-36.3.8
First Quarter – Week 5 – Day 1

ACTIVITY 1: Let’s Move on and Separate ways
OBJECTIVE
Explain the processes that occur along divergent boundaries.
- Shoebox - Scissors - Two wide tip markers in different colors
- Metric ruler - White paper
1. Cut two identical strips of white paper, each 7 cm wide by 30 cm long. Cut an 8 cm
long slit along the width of the bottom of the shoebox
2. Put the two strips of paper together and push one end through the slit in the box.
3. Place the shoebox, bottom-side up, and let about 5 cm of the paper strips stick out
of the slit.
4. Separate the strips and hold each one down against the surface.
5. Use one of the markers to make a mark across where the papers come out of the
box. Be sure each strip gets colored with a stripe about 1 cm wide.
6. Pull the strips evenly so that another 1 cm comes out of the slit on each side. Use
a second marker to color all the new white paper now visible above the slit. Describe
what you have observed on the data sheet.
7. Repeat step 5 until both strips of paper are pulled out of the box. Use a different
color marker with each marking.
8. When finished, draw on your data sheet a picture of what the strips look like.
Guide Questions:
1. What part of the earth do the paper strips represent? ____________________________
2. What do the markers represent? ________________________________________________
3. What do the different colored stripes on the paper represent? ____________________
4. How does your model differ from the actual movement of plates at this type of
boundary? _______________________________________________________________________
Shade with yellow color the sentences that contribute to the idea of Divergent Plate
Boundary
•It is also called a constructive boundary, as a new crust is formed at this plate boundary.
•Tectonic plates move slowly and steadily. The ridge spreads or widens by a few
centimeters every year.
•The sea floor spreading results in the formation of parallel sea mounts or even bigger
mountains on the ocean floor.
•This was proved based on the symmetry and magnetic reversal that was found between
the rocks formed on both sides of the ridge.
•The closer the rocks to the mid-oceanic ridge, the younger they are. Thus, the rocks on
the edges or ends of the ridge are older.
26
•The sea floor spreading has been going on for over 100 million years, thus making a water
body grow into the present Atlantic Ocean.
•The decreasing current pushes up on the bottom of the lithosphere, lifting it and flowing
laterally beneath it.
•Divergent plate boundaries are locations where plates are moving towards for one
another.

Visit the video Divergent Boundary Animation
https://youtu.be/2q4Yqctq6nE
Make your own model of divergent plate boundary
showing the processes.
NOTE: CREATE YOUR MODEL WITH USED CARDBOARD
https://www.pinterest.ph/pin/362610207482009338/
Based on the picture below, enumerate the processes that occur during
divergence of plate boundaries.
__________________________________________________________________________________
NAME: _______________________________________________________________________________
TITLE OF THE ACTIVITY: Identify the landforms associated with divergent plate boundaries
First Quarter – Week 5 – Day 2

ACTIVITY 2: Every time you Move Away, it forms Me
The next activity will require students to analyze four pictures. The two topmost pictures
are rift valleys while the bottom two are oceanic ridges
OBJECTIVE:
a. Identify the landforms associated with divergent plate boundaries determine the
results of plates that are moving apart.
- Pictures of ocean ridges and rift valleys - pen - notebook
Analyze the photographs of rift valleys (topmost pictures) and oceanic ridges below.
Then, answer the questions that follow.
http://www.adelaidenow.com.au/http://www.wildjunket.com/http://www.jnb-birds.com
A B C D
27
Guided 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.
PRESENT TIME AFTER MILLION YEARS
Formation of rift valleys and oceanic ridges are indications that the crust is spreading or
splitting apart. In this case, the plates are forming divergent plate boundaries wherein they
tend to move apart. Most divergent boundaries are situated along underwater mountain
ranges called oceanic ridges. As the plates separate, new materials from the mantle ooze up
to fill the gap. These materials will slowly cool to produce new ocean floor. The spreading rate
at these ridges may vary from 2 to 20 cm per year. Although a very slow process, divergence
of plates ensures a continuous supply of new materials from the mantle. The Mid-Atlantic
Ocean ridge is an example of spreading center which causes the divergence of the South
American plate and the African plate. When a spreading center develops within a continent,
the crust may break into several segments. The breaking leads to the formation of down
faulted valleys called rift valleys. It is also associated with the rising of hot materials from the
mantle. The rift valley increases its length and depth as the spreading continues. At this
point, the valley develops into a linear sea, similar to the Red Sea today.

Complete the idea by choosing the correct sequence from the box.
*continued seafloor spreading creates a wide ocean basin like the Atlantic
*It begins with the separation of an existing plate along a rift zone (e.g., East African Rift);
*a narrow ocean forms, much like the Red Sea;
The evolution of a
divergent plate
boundary has three
recognizable stages.

1.Visit this video on YouTube: https://youtu.be/IPuLM1_Im9g
2. Complete the concepts by choosing the correct words from the clouds.
WHAT ARE LANDFORMS CREATED

FROM DIVERGENT PLATE
BOUNDARIES?
Two oceanic plates Two continental plates
RIFT DIVERGENT CONVERGENT

VALLEY
28
: 2 Oceanic Plates MID-OCEAN 2 Continental Plates
(OP) pull apart RIDGE (CP) pull apart
Complete the Table of Landforms during Divergent Plate Movements.
Landform Simple
How is it formed
s Illustrations
1.Two continental plates (CP) move away from each
other, stretching out the crust, until it begins to
break/fault. As crust is stretched wider, the valley
drops deeper. Eventually, it can lead to the creation of
a new body of water if low enough.
2. Two oceanic plates (OP) move away from each other,
allowing magma to rise up from inside the Earth. The
magma reaches the bottom of the ocean, turns in to
lava and cools (forming new rock). This cycle continues
constantly spreading the sea floor.
NAME: _______________________________________________________________________________
TITLE OF THE ACTIVITY: Processes that occur along transform fault boundaries
Transform Fault Boundaries is the third type of plate boundaries in which the plates
slide past with each other horizontally, as shown in figure 1. The fracture region that makes
up a transform plate boundary is known as the transform fault. It was first suggested by
John Tuzo Wilson, a Canadian geophysicist, in 1965. In transform fault boundaries the
movement of the plates is horizontal or side to side in direction. As the two plates slide
past with each other, it does not create nor destroy a land, that’s why geologist considered
this plate as conservative. The direction of the plate’s movement can be dextral when it
occurs to the right of the fault or sinistral when it occurs to the fault’s left, as shown in figure
2. These lithospheric movements produce different geological features.
Figure 1. Transform Plate Boundary

https://www.assignmentpoint.com/wp-content/uploads/2016/07/Transform-Plates.jpg
Figure 2. Dextral and Sinistral
https://ph.images.search.yahoo.com/yhs/search
Transform boundaries are usually located along divergent plate boundaries and
frequently occur on the seafloor, where they form oceanic fracture zones. It produces fault
when it happens on land. Like convergent and divergent plate boundaries, the movement of
the crust along transform boundaries produces earthquakes. Mountains, basins and other
extra ordinary topographical features can also be formed. Tall mountains can be formed too
as a result of compression and in releasing bend normal faults could likewise be formed and
basins as it pull-apart.
29
OBJECTIVE:
Explain the processes that occur along transform fault boundaries.
- Worksheet - Pen
Directions: Arrange the scrambled words below. Choose your answers from the
selection above. Write your answers on the space provided.
1. O C I N E A C E T F A U R R E E O Z N ______________________________________
2.M R F R T O S N A T F U A L R D S BU I O E N
______________________________________
3. T F L A U _____________________________________
4. U S K A E Q E A H T R _____________________________________
5. L A I S T R N I S______________________________________
GUIDED QUESTIONS:
1. What is transform boundaries? _____________________________________________
2. Why do geologists consider transform fault boundaries as conservative?
______________________________________________________________________________
3. Describe the movement of the plates in:
A. dextral __________________________________________________________________
B. sinistral _________________________________________________________________
4. When transform fault boundaries develop in the seafloor, it will result to a
_____________________, and when it occurs on the land it will produce a
______________________.
5. Lists down the different geological features resulted from the movement of the
transform fault boundaries: __________________, ___________________,
_______________________.

Directions: In your own words, describe the different processes that took place
along transform fault boundaries.
________________________________________________________________________.
Directions: Write the ideas related to transform fault boundaries on the blank. Choose
your answers from the words in the box.
Horizontal Conservative Dextral
Sinistral Oceanic fracture zones Fault
___________1. It is produced when the transform fault boundaries happen on land.
___________2. This is the movement of the transform fault boundaries as the plates slide past
with each other.
___________3. It is created when the transform boundaries took place along divergent plate
boundaries on the seafloor.
___________4. In transform fault, the two plates slide past with each other; therefore, this
plate does not construct nor destroy a land.
___________5. This is the right direction of the transform fault plate’s movement
30
NAME: _______________________________________________________________________________
TITLE OF THE ACTIVITY: Landforms associated with transform plate boundaries
First Quarter – Week 5 – Day 4Philippine Active Faults

A fault is the main landform produced by a transform
boundary. It is commonly known as a strike-slip fault as well as a
valley or a trench in the seafloor. The Philippines has a 1,200-km-
long faults that intersects the entire archipelago from north-western
Luzon to south-eastern Mindanao. This left-lateral strike slip fault is
separated into different parts and has been the origin of large-
magnitude earthquakes. There are five active Philippine fault lines:
Marikina/West Valley Fault, Western Philippine Fault, Eastern
Philippine Fault, Southern of Mindanao Fault and Central Philippine Figure 4. West Valley Fault
Fault. The Marikina Valley Fault is projected to be the most https://web.facebook.com/PhilippineSTAR/photos/bc.Abr4
JldeiE6V_hACzgWQ7_rNLgZYGf9Nrj7_HksQnayM3k9y
destructive fault, because it extends throughout the developed and TNHtkbyrDs8Bop6_ZPBgAlDoCac_-J_-elszT_u43ezcRr8J
populated areas of Manila as shown in figure 4. On July 16, 1990 the

7.7 magnitude earthquake hits Luzon that killed 1,660 lives, 3,513
wounded and 752 missing. The said earthquake is caused by strike-
slip fault in the Digdig fault which is the part of Central Philippine
Fault.
San Andreas Fault
A minimal number of transform faults part continental
lithosphere. The most popular sample of this is the San Andreas Fault
Zone of western North America. The San Andreas connects a divergent
boundary in the Gulf of California with the Cascadia subduction zone
as illustrated in figure number 5. San Andreas violently shook San Figure 5. San Andreas Fault
Francisco city in 1906 with the magnitude of 7.9. This earthquake https://classconnection.s3.amazonaws.com/751/flashc
ards/1799751/jpg/san-andreas-fault-
created fires that burned multiple buildings in San Francisco and

map1351101888097.jpg
claims hundreds to thousands of people’s lives.

OBJECTIVE:
Identify the landforms associated with transform plate boundaries.
- Worksheet - Pen
Directions: Read and understand the article about the Philippine Active Faults and
San Andreas Fault. Describe the different faults by providing the necessary
information inside the box.
LANDFORMS DESCRIPTIONS
Marikina Valley
Fault
San Andreas Fault
GUIDED QUESTIONS
1. Determine the common geological activity/activities that happen in San Andreas
Fault, Queen Charlotte Fault, Alpine Fault and the Red Sea Rift.
___________________________________________________
2. Justify why the West Valley Fault is calculated to be the most destructive faults in
the Philippines?
____________________________________________________________________________________
Challenge (Evaluation)
Expound on the different landforms associated with the transform fault boundaries.
Interaction between the lithosphere and the underlying asthenosphere

Majority of what is happening near the surface of the Earth is due to the interaction
between the lithosphere and the underlying asthenosphere. This interaction between the
lithosphere and asthenosphere is caused by plate tectonics. The Plate Tectonics Theory
explains how the plate tectonics causes movement and deformation on the outer layer of the
Earth. Since its development in the late 1960’s, it has been very useful in predicting geologic
events, identifying landform origins and explaining almost all aspects of what we see on
Earth. The theory suggests that the Earth’s lithosphere is fragmented into plates that move
31
around on top of the asthenosphere. The continental crust is embedded within the
lithospheric plates that moves in different directions and meet each other at plate boundaries.
Plate boundaries are where geologic processes occur and the zones where deformation of the
lithosphere is taking place that results to different landforms.
Geologic Processes and Landform along the Three Types of Plate Boundaries
The three types of plate boundaries that occur are Divergent
Plate Boundary, Convergent Plate Boundary and Transform
Fault Plate Boundary. The different geologic processes and
landforms in each type of plate boundary is discussed below.
Divergent Plate Boundaries are boundaries in which plates
move away from each other. It usually occurs at oceanic ridges
or also called spreading centers. As the plates move away in
opposite directions from each other, new oceanic crust and
lithosphere is created. When this happens, a new seafloor is
created. Splitting apart can sometimes happen in continents to form new oceanic lithosphere
Figure 1. Divergent Plate Boundary
along rift zones or rift valleys. The presence of volcanism and earthquakes are common along
http://sites.google.com/site/tectonicswebsite/tectonic-processes
divergent plate boundary.

Convergent Plate Boundaries are boundaries in which
plates move closer with each other and collide. When these
plates meet, the denser plate will sink underneath the less
dense plate. This sinking process is called subduction.
Convergent Plate Boundaries comes in three forms; (a)
Oceanic – Oceanic Convergence (b) Oceanic – Continental
Convergence and (c) Continental – Continental
Convergence.
Oceanic – Oceanic Convergence. When two oceanic
crusts meet, a trench is formed on the seafloor. The denser
oceanic crust will subduct resulting to the formation of a
deep-sea trench such as the Marianas trench. The
subducted crust will eventually melt to form magma and
rise to the surface to produce chains of islands named as
island arcs. Caribbean Islands is an example of island arcs.
Oceanic – Continental Convergence. If an oceanic crust meets a continental crust, the
denser oceanic crust subducts beneath the less dense
continental crust. The subducted oceanic crust melts to Figure 2. Convergent Plate Boundaries
form magma and rise again to the surface to produce a https://www.slideshare.net/mobile/esteeseetoh/convergent-boundaries
volcanic arc.
Continental – Continental Convergence. In the case of a
continental crust meeting another continental crust, both
crusts will push each other upwards and eventually create
mountain ranges. The Himalayan Mountains is an example
of this convergence. All convergent plate boundaries cause
frequent and powerful earthquakes.
Transform Fault Plate Boundaries are plate boundaries
where two plates slide past or rub against each other. This convergence are zones of frequent
and powerful earthquakes due to stress on rocks but not
volcanism. San Andreas Fault is a well- known example of Figure 3. Transform Fault Boundary
https://www.nps.gov/subjects/geologyplate-tectonics-trnsform-plate-boundaries.htm
this plate boundary.
OBJECTIVES
Identify and explain the different Geologic Processes and Landforms along different
types of Plate Boundaries
- Worksheet - Pen
Identify the plate boundary to where the given geologic processes/landforms are
present.
32
Geologic Process / Plate Boundary
Landform
Rift Valley
Mid Oceanic Ridge
Trench
Volcanic Arcs
Mountain ranges

If you will be an engineer, what will be the significance of knowing the geological
process in constructing buildings and infrastructure?
___________________________________________________________
Using the set of words provided, fill in the missing parts to complete the entire concept
of the graphic organizer.
- mid ocean ridges - volcanic island arcs - major earthquakes
- rift valleys - deep sea trenches - mountain ranges
SUMMARY:
- Majority of what is happening near the surface of the Earth is caused by plate tectonics.
- The Plate Tectonics Theory explains how the plate tectonics causes movement and
deformation on the outer layer of the Earth.
- Plate boundaries are where geologic processes occur and the zones where deformation of
the lithosphere is taking place that results to different landforms.
- The three types of plate boundaries are Divergent Plate Boundary, Convergent Plate
Boundary and Transform Fault Plate Boundary.
- Splitting apart of plate boundaries results to formation of new oceanic lithosphere along
rift zones or rift valleys.
- Volcanism and earthquakes are common along divergent plate boundary.
- Subduction is the process wherein a denser oceanic crust sinks under a less dense
oceanic or continental crust.
- Island arcs are chains of islands produced when two oceanic plates collide.
- Volcanic arcs are formed when an oceanic crust collides with a continental crust.
- Mountain ranges are formed from the convergence of two continental crusts.
33
UNIT 1
THEORIES ON PLATE
WEEK6 MOVEMENTS
INTRODUCTION
The Earth is alive. There is an activity in the earth’s crust, which had been undergone
by the earth itself. One of the theories regarding Earth activity is about the movement of the
earth’s lithospheric layer called plate tectonics. To comprehend the earth with its phenomena,
including the oceanic phenomena, one substantial thing is to understand the movement
mechanism of plate tectonics.
This module will tackle the theories that explain the Earth’s mechanism. Those
theories are the Continental Drift, the Seafloor Spreading, and the Plate Tectonic. At the end
of week 6, you are expected to: Describe the possible causes of plate movement.
NAME: ______________________________________________________________________________
GRADE & SECTION: _________________________________DATE: __________________________
TITLE OF THE ACTIVITY: Continental Drift Theory
LEARNING COMPETENCY CODE: S10ES-Iaj-36.5.1 & S10ES-Iaj-36.5.2

In 1912, Alfred Wegener, a German Meteorologist, presented a theory that about 250
million years ago, the continents were once one large landmass called PANGAEA, a Greek
word which means “All Earth”. This Pangaea started to break into two smaller
supercontinents called Laurasia and Gondwanaland during the Jurassic period. These
smaller supercontinents slowly drifted over the ocean floor until they reached their present
position in this present time.
OBJECTIVES
Describe and reconstruct Pangaea.
State Wegener's continental drift theory.

•scissors •glue • continental cut-out sheet • bond paper
1. Cut out the continents from a map that is similar to
the map shown on the right.
2. Try to fit together the Atlantic coastlines of Africa
and South America.
3. Fit all the continents together the way Wegener
thought they were joined in Pangaea.
4. Test other ways to fit the continents together and
explain your reasons for your arrangements.
5. When you think you have found the closest possible
match of the coastlines, glue the continents on the
bond paper. World Continents
Guided Questions:
1.What is the idea of Continental Drift Theory?
_________________________________________________________________________________
2. What features of the map helped you to connect the pieces perfectly?
34
_________________________________________________________________________________
3. Which continents fit together best?
_____________________________________________________
4. How do lines of prints in the map help you to confirm that you have reassembled
the map correctly?
_________________________________________________________________________________
5. How does your match compared with Wegener’s theory?
___________________________________
_________________________________________________________________________________
Directions: Draw if the statement is true or if the statement is false. Draw your
answer on the space provided before the number.
_____1. The continents begin as one supercontinent called Laurasia.
_____2. The Greek word Pangaea means “One Earth”.
_____3. Laurasia and Gondwanaland are the two smaller supercontinents.
_____4. South America is connected to Africa.
_____5. Pangaea was the supercontinent that existed 250 million years ago
before the continents were separated into their current position.d
Use the word bank to match the term with its definition. Write your answer on the
space before each number.
______1. the approximated age of Pangaea Alfred Wegener
______2. the Greek word for the large landmass where the present Jurassic
Gondwanaland
continents came from
175 million
______3. the German meteorologist who discovered Pangaea Pangaea
______4. _____ and Laurasia are the two smaller supercontinents. 250 million years
______5. the period where the two smaller supercontinents drifted apart
NAME: ______________________________________________________________________________
GRADE & SECTION: ______________________________________DATE: _____________________
TITLE OF THE ACTIVITY: Split and Separate!

Seafloor spreading is a geological process which occurs at the divergent plate
boundary between two oceanic plates. As two oceanic plates slowly move away from one
another, heat from the mantle’s convection current makes hot less dense materials called
magma. This magma rises and form mid ocean ridge. The magma that flows out of the
crack, cooled and form new seafloor consisting of rocks (basalt).
At the other side of the site where
seafloor spreading occurs, another
geologic process happens and that is
subduction. When two oceanic plates or
an oceanic plate and continental plate
collide with one another, the less dense
plate moves downward into the mantle
through the process called as subduction.
Figure 1 Diagram of seafloor spreading.
https://sites.google.com/site/thetheoryofplatetectonics/harry-hess-and-seafloor-spreading Thus, subduction zone occurs as the site
where the old seafloor far from the mid
ocean ridge is destroyed.
The rate of formation of new seafloor is not always as fasts as the destruction of old
seafloor at the subduction zone. Therefore, when seafloor spreads faster than subduction of
old seafloor, the ocean widens like what is happening to Atlantic Ocean but if subduction is
35
greater that seafloor spreading, the ocean gets smaller like what is happening to Pacific
Ocean.
OBJECTIVE:
Describe and simulate seafloor spreading.

•board paper • colored pencil/any coloring materials • ruler •bond paper • pair of
scissors
1. Using a colored pencil/any coloring material, draw
stripes across a 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. Refer to Illustration 1.
4. Cut the bond paper in half along the dashed line to
form two strips.
5. Take the board paper/folder and make three (3) 11-cm
long slits as indicated in Illustration 2.
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 Illustration 1. Bond paper
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 illustration below and
watch what happens at the center slit.
Simulation Set-up
Illustration 2. Board paper/ folder
Guided Questions:
1. What do the stripes in the paper represent? _________________________________________
2. What does the middle slit or slit 2 represent? What process happens in this
part?_______________________________________________________________________________
3. How does the new seafloor form at the ridge? ________________________________________
___________________________________________________________________________________
4. What process/es happen at the side slits?___________________________________________
5. Why do/es the process/es in the side slits happen? __________________________________
___________________________________________________________________________________

Arrange the processes that describe the seafloor spreading by writing numbers
1-4 in the oval.

Is the earth getting larger and wider when plates move away from each other?
Explain briefly.
36
Magma rises towards the mid ocean ridge.
Subduction occurs on the other side of seafloor spreading where two oceanic plates or oceanic plate and
continental plate collide.
Seafloor spreads sideways away from the mid ocean ridge.
Magma flows out of the mid ocean ridge, cools and becomes the new seafloor.
___________________________________________________________________________
Complete the paragraph below using the words in the box.
Seafloor subduction mid-ocean ridge
subduction zone divergent mantle
Seafloor spreading is a geological process that occurs between two oceanic plates at the
(1)_____________ plate boundary as magma moves towards the (2)__________________________.
This magma cooled and form new (3)_______________________. At the other side of the site of
seafloor spreading, when two oceanic plates or an oceanic plate and continental plate collide
with one another, the less dense plate moves downward into the (4)_____________ through the
process called (5)__________________. The site where destruction of seafloor happens is called
(6)_____
________________
NAME: ______________________________________________________________________________
GRADE & SECTION: _____________________________________DATE: ______________________
TITLE OF THE ACTIVITY: Continental Drifting and Seafloor Spreading

Even though Alfred Wegener presented several evidences to support the Continental Drift
Theory, the scientific society did not accept it because it didn’t give clear idea on how the
drifting of continents happened.
An explanation on how drifting of continents happened was proposed by Harry Hess and
Robert Dietz in early 1960’s, this is the Seafloor Spreading Theory. According to this
theory, hot, less dense basaltic magma from the mantle rises towards the surface at the mid-
ocean ridge. This material flows sideways carrying the seafloor away from the ridge, and
creates a crack in the crust. The magma flows out of the crack, cools down harden and
becomes the new seafloor. This process is called seafloor spreading.
Seafloor spreading results to the formation of mid ocean ridges such as: (1) Mid-Atlantic
Ridge found in the Atlantic Ocean which separates the North American plate from the
Eurasian plate, and the South American plate from the African plate, and (2) East Pacific
Rise which runs through the eastern Pacific Ocean and separates the Pacific plate from the
North American plate, the Cocos plate, the Nazca plate, and the Antarctic plate.
Findings that support the Seafloor Spreading Theory
In seafloor spreading new seafloor is formed at the ridges of the ocean floor thus it pushes
the old rocks away from the ridges. Then the old seafloor far from the ridges is plunges back
into the mantle. And with that the following findings were observed; (1) Rocks are younger at
the mid-ocean ridge, (2) Rocks far from the mid-ocean ridge are older, (3) Sediments are
thinner at the ridge, and (4) Rocks at the ocean floor are younger than at the continents.
OBJECTIVE: Relate the importance of seafloor spreading theory to continental drift theory.
• worksheet • pen
Complete the concept map using the different ideas inside the box below. Then,
answer the guide questions.
Alfred Wegener Seafloor Spreading Theory Evidence from fossils Harry Hess Continental Drift Theory
Continental Jigsaw Puzzle Sediments are thinner at the ridge Evidence from Coal Deposits
Rocks are younger at the mid-ocean ridge 37 Rocks far from the mid-ocean ridge are older
Guided Questions:
1. Why is Continental Drift Theory considered important to Seafloor Spreading
Theory?
____________________________________________________________________________
2. Why is Seafloor Spreading Theory considered important to Continental Drift
Theory?
____________________________________________________________________________
3. Why is Continental Drift Theory not unacceptable to scientific society during
1960s?
____________________________________________________________________________
4. How does Seafloor Spreading Theory explain the drifting of continents?
___________________________________________________________________________
Circle the words that will complete the statements in the paragraph below.
Seafloor Spreading Theory was proposed by Harry Hess and 1. (Alfred
Wegener, Robert Dietz). According to this theory, 2. (lava, magma) from the
mantle rises towards the surface at the mid-ocean ridge, cools down harden and
becomes the new seafloor. It also gave an explanation on how drifting of continents
happen through the process called 3. (seafloor spreading, compression).
Modified TRUE or FALSE. Write TRUE if the statement is correctly stated or if
otherwise, change the underlined word/s to make the statement correct.
__________1. Continental Drift Theory paves way for the study of Seafloor Spreading
Theory.
__________2. Seafloor Spreading Theory explains how drifting of continents happen
which was the main idea of Continental Drift Theory.
38
__________3. According to Continental Drift Theory, the process of seafloor spreading
is the reason why continents drifted apart.
__________4. According to the Seafloor Spreading Theory, continental plate is the
actual site of tectonic activity where seafloor spreading occurs.
__________5. Based on Continental Drift Theory, it is in the oceanic plate where
tectonic activity happened.
NAME: _______________________________________________________________________________
GRADE & SECTION: ______________________________________DATE: ______________________
TITLE OF THE ACTIVITY: Grand Unifying Theory
LEARNING COMPETENCY CODE: S10ES-Iaj-36.5.5 & S10ES-Iaj-36.5.6

A unifying theory is one that helps explain a broad range of diverse observations,
interpret many aspects of science on a grand scale, and relate many seemingly unrelated
phenomena. Plate Tectonics is a unifying theory of geology.
The theory of plate tectonics states that the Earth's solid outer crust, the lithosphere,
is separated into (4) plates that move over the asthenosphere, the molten upper portion of
the mantle. Oceanic and continetal plates come together, spread apart, and interact at
boundaries all over the planet.
To know more about how Plate Tectonics Theory unified other theories, watch the
video Alien Deep: Tectonic Plates by National Geographic from
https://www.nationalgeographic.org/media/plate-tectonics/#alien-deep-tectonic-plates.
For a deeper discussion about it, visit the website
https://www.nps.gov/subjects/geology/plate-tectonics-the-unifying-theory-of-geology.htm
OBJECTIVES
State the Plate Tectonic Theory.
Explain that Plate Tectonic Theory as a unifying theory.

• worksheet • pen • video player
Watch the video Plate Tectonics from https://www.youtube.com/watch?v=RA2-
Vc4PIOY. Then, answer the guide questions.
Guided Questions:
1. What does the Seafloor Spreading Theory explains about the Earth’s surface?
___________________________________________________________________________________
2. What does the Plate Tectonic Theory states?
___________________________________________________________________________________
How does the Plate Tectonic Theory unify the concepts of geology?
___________________________________________________________________________________
___________________________________________________________________________________
Provide two kinds of evidence that support the theory of plate tectonics.
Explain briefly.
_________________________________________________________________________________
_________________________________________________________________________________
39
NAME: _______________________________________________________________________________
GRADE & SECTION: _____________________________________DATE: ______________________
TITLE OF THE ACTIVITY: Convection Current
Geologists have hypothesized that the movement of tectonic

plates is related to convection currents in the Earth’s mantle.
Convection currents describe the rising, spread, and sinking of a gas,
liquid, or molten material caused by the application of heat. An Figure 2 Convection
Current
example of convection current is shown Figure 9. Inside the https://qph.fs.quoracdn.net/main-
container, hot water rises at the point where heat is supplied. The hot water moves up, then
spreads out and cools. Cooler water sinks to the bottom.
OBJECTIVE
Explain the convection current within the mantle that could possibly affect plate movement.

• worksheet • pen
Study the illustration about Convection Current Inside the Earth. Then, answer the
guide questions.
Guided Questions:
1. Where does the heat that drives convection current in the mantle came from?
2. Where is the temperature of the mantle material
greater, at point A or point B? Explain.
3. Where is the density of the material greater, at
point B or point C? Explain_______________________
4. What causes the convection cell to turn to the left
at point B?_
5. What happens to the temperature and density of
the material between points B and
C?___________________
6. What force causes the convection cell to turn at
point C?____________
Convection Current Inside the Earth

How is convection current in the mantle related to plate tectonics?
_______________________________________________________________________________
TRUE OR FALSE: On the space before the number, write TRUE if the statement is
correct or FALSE if the statement is incorrect.
_____1. The property of matter that measures how much mass there is in a
given volume of a substance is called density.
_____2. Energy from the Earth’s core is transferred to the mantle through
convection.
_____3. Heat moves from a warmer to a cooler object.
_____4. Heat from crust causes convection currents inside the Earth.
_____5. Heating and cooling of a fluid changes the fluid’s density and causes
convection current.
40
UNIT 1
EVIDENCES OF PLATE
WEEK7 MOVEMENT
In Grade 9 Earth Science, you have learned about volcanoes. This module emphasizes
the possible causes and evidences of tectonic plates movement. This is divided into four
lessons. Lesson 1 tackles the Continental Drift Theory. Lesson 2 is about Sea floor Spreading
theory and magnetic stripping. Lesson 3 explains the causes of lithospheric plates, while
Lesson 4 gives evidences of tectonic plate motion and how the evidences are collected. At the
end of week 7, you are expected to enumerate the lines of evidence that support plate
movement.
NAME: ______________________________________________________________________________
GRADE &SECTION: ___________________________________DATE: _________________________
TITLE OF THE ACTIVITY: Trace that fossil!
First Quarter – Week 7 - Day 1 – Activity 1

OBJECTIVES:
• Trace the existence of fossils of plants and animals as evidences found in the present
continents.
• Predict what will happen if the continents continuously move.
• A copy of the world map, A copy of the paleontological evidences, pencil
A. Trace that Fossil!
1. Place the world map on a flat surface.
2. Trace the existence of fossils of plants and animals as evidences found in the present
continents by looking the corresponding paleontological evidences to the continent it
belongs to in the world map. Do not forget to label the fossil being traced.
3. Analyze and answer the guide questions carefully.
Guide Questions:
1. How were you able to trace the existence of fossils of plants and animals as evidences
found in the present continents?
___________________________________________________________________
2. What do the Glossopteris fossils tell us about the early positions of the continents?
(Glossopteris fossils are tongue-shaped fossils that has emerged during the Permian
period.) __________________________
___________________________________________________________________________________
3. If Glossopteris fossils were found in Antarctica, what was the climate of this continent
before?
___________________________________________________________________________________
4. If the climate and the position of a place are relative to each other, where can you find
Antarctica 250 million years ago?
____________________________________________________________________
5. What does the presence of Mesosaurus fossils tell about the initial location and
positioning of South America, Africa, and Antarctica? (Mesosaurus fossils are middle
lizard fossils that has emerged during the Permian period.)
__________________________________________________________________
6. If the continents will continuously move, where do you think the Philippines will be
located 100 years from now?
_________________________________________________________________________
41
7. What are the other evidences of Continental Drift Theory?
_____________________________________
Analysis: Analyze the following statements. Determine whether it is true or false.
_____________1. Continental Drift Theory tells us that Antarctica was far to the equator before
as compared to where it is today.
_____________2. Continental Drift Theory tells us that some of these continents were
connected before, since there are animals that cannot swim across the vast
ocean.
_____________3. Since it is impossible for Glossopteris fossils found in different regions or
continents blown by the wind or carried by ocean waves, the possibility is that
these regions were once connected.
A. Complete the paragraph below.
__________(1)__________ are preserved remains or traces of organisms (plants and
animals) from the remote past. Fossilized leaves of an extinct plant __________(2)__________
were found in 250 million years old rocks. These fossils were located in the continents of
Southern Africa, Australia, India, and Antarctica, which are now separated from each other
by wide oceans. The large seeds of this plant could not possibly travel a long journey by the
wind or survive a rough ride through ocean waves.
__________(3)__________ and Lystosaurus are freshwater reptiles. Fossils of these
animals were discovered in different continents, such as in South America and Africa. It is
impossible for these reptiles to swim over the vast oceans and move from one continent to
another. Fossils were also found in _______(4)________ .
NAME: ________________________________________________________________
GRADE & SECTION:_____________________________DATE: _________________
TITLE OF THE ACTIVITY: Sea Floor Spreading
LEARNING COMPETENCY CODE: S10ES –Ia-j-36.6.3 ; S10ES –Ia-j-36.6.4
First Quarter- Week 7 - Day 2 – Activity 2

OOJECTIVES:
• Describe the Theory of Seafloor Spreading.
• Explain how magnetic stripping on the sea floor provides evidence for sea floor spreading
• Describe the movement of the plates
▪ Worksheet, Pen, colored pencils or crayons, scissors, ruler, transparent tape
▪ Sheets of 8.5 x 11" binder paper (folder cardboard could be used instead of
paper)
PART A: (Buy me a Vowel!)
Directions: Complete the words after each clue by writing the missing vowel on the blank.
1. Situation in which the Earth’s north and south poles are aligned as they are now.
N_RM_L P_L_R_TY
2. Process by which the ocean floor sinks beneath a deep-ocean trench S _ B D _ C T _
_N
3. Mechanism by which continental drift occurs S _ _ F L _ _ R S P R _ _ D _ N G
4. Magnetic “flip” of the earth M_GN_T_C R_V_RS_L
5. Proposed the Seafloor Spreading Theory H_RRY H_SS
Part B. (SPLIT and Separate)
1.) Place one sheet of binder paper so that long side is towards you (Fig. 1).
2) Make a vertical line at the center of the paper, 11.5 cm high leaving 5 cm on either side
of the line. This line represents a mid-ocean spreading center (See Figure 1).
3) Draw a second vertical line to the right of the middle line, lies 3 cm from the right edge of
the paper. This line represents a subduction zone.
3) Draw a second vertical line to the right of the middle line, lies 3 cm from the right edge of
42
the paper. This line represents a subduction zone.
4) Make a third vertical line, now to the left of the middle line.
This line represents another subduction zone. After you finished,
your paper should look like the diagram in Figure1. Label the
mid-ocean ridge and subduction zones.
5) Cut the vertical lines, there will be three slits on the paper,
must be same length and parallel to each other. You can put
masking tape over each one and re-cut the slit though the tape.
6) Draw 11 bands each 2.54 cm (1 "wide) perpendicular to the
long edge of the paper, on the second sheet of paper.
7) Choose one color for normal polarity and a second
for reversed polarity. Color alternate bands for periods
of normal and reversed polarity. Color the band on the
far left as reverse polarity.
8) To get two strips of paper as shown in Figure 2, cut
the paper in half parallel to the long edge. Mark the
bands on each strip with arrows to indicate
alternating periods of normal (up arrow) and reversed (down arrow) polarity.
9) Insert one end of each strip of paper through the spreading middle line on your first piece
of paper (see Figure 3).
10) Pull each strip of paper towards the slits nearest the margins of the paper (the subduction
zones). Tape each strip to make a loop as shown in Figure 3.
11) Circulate the ribbons of paper (which represent oceanic crust) to simulate the movement
of ocean floor from the mid-ocean spreading center to the subduction zone. Start the
movement of the ribbons with bands representing normal polarity.
Guided 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 role of the mid - ocean ridge in the movement of lithospheric plates?
______________________
4. How is the new seafloor formed at the mid- ocean ridge?
______________________________________
5. Is the earth getting larger and wider when plates drift away from each other? Explain
briefly.
___________________________________________________________________________________
Complete the paragraph below using the words from the box.
Harry Hess Subduction cools magma mid-ocean
ridge new old mantle age
magnetic divergent transform fault convergent
ocean floor movement
Sea floor Spreading is believed to occur as hot 1.___ rises at the rift in the 2.__. This
magma 3._____down and become the 4.--- seafloor as it pushes the 5. ______ seafloor
and destroyed at the 6._______ zone and melts inside the 7._______. The 8. _____of the
rocks and the 9.___________ stripes in the 10._______ support the Seafloor spreading theory
proposed by 11.___________________________________
The 12. ________ of the plates varies, some are moving toward each other called
13.________ boundaries, some are moving apart – 14. boundary while some are
simply past each other called 15._ _boundary.
43
Use the figure below to answer the questions that follow.
1. The feature of the ocean floor shown at
A is the __________________, a chain of
underwater mountains.
2. The process occurring at B is
________________ that continually adds
new material to the ocean floor.
http://www.westerville.k12.oh.us/userfiles/4161/Classes/9094/Sea%20floor%20spreading%20worksheet.pdf
3. The old oceanic crust will move
___________as the new molten material
rises from the mantle produces patterns
in the ocean floor.
4. The arrows on the figure shows the ocean floor spreading from the ridge and that boundary
is called ______5. The process shown occurring at C is ___________________ where old ocean
floors are pushed at the sides and goes to the mantle.

NAME: ________________________________________________________________
GRADE & SECTION: _________________________DATE: _________________
TITLE OF THE ACTIVITY: Cause of Tectonic Plate Movement
OBJECTIVES:
Explain what causes the tectonic plates to move
Give the significance of the occurrence of convection current underneath the earth.
▪ Worksheet and pen
PART A: Directions: Based on the given figure,
answer the following questions.
1. The convection current in the mantle is driven by
heat. Where is this heat coming from?
_______________________________
2. In what specific layer of the mantle does
convection current happens?
____________________________ http://pubs.usgs.gov/gip/dynamic/unanswered.html#anchor19928310
3. How does temperature change create convection

currents?
___________________________________________________________________________________
4. How does convection current facilitate the movement of lithospheric plates? Explain
your answer.
___________________________________________________________________________________
5. What is the difference between a ridge push and a slab pull?
__________________________________
6. What do you think is the importance of convection current in the mantle?
___________________________________________________________________________________
Answer the following questions briefly.
1. What causes the tectonic plates to move? Please explain your answer. _____
2. How does convection current facilitate movement of the tectonic plates?
__________________________
Answer the following questions briefly.
1. What facilitates the movement of tectonic plates? __________________________________
2. In what part of the mantle does convection current occur?__________________________
3. What do you call the process where in old parts of colder and thicker plate are likely
to sink into the mantle at subduction zones?_________________________________________
____________________________________________________________________________________
44
4. In the convection current cycle, what happened to molten rocks in the mantle when
they are heated?______________________________________________________________________
5. In what part of the mantle does convection current occur?____________________________
NAME: _________________________________________________________
GRADE & SECTION:_________________________DATE: _____________
TITLE OF THE ACTIVITY: Evidences of Plate Motion
LEARNING COMPETENCY CODES: S10ES –Ia-j-36.6.6, S10ES –Ia-j-36.6.7

The movement of tectonic plates accounts for the changes occurring in our planet over
a long period of time. Other evidences of plate tectonics include the occurrence of earthquakes
and volcanoes, Ocean topography and Hotspots. Nowadays, modern technology gives us a
range of ways to directly measure the movement of tectonic plates. Even though tectonic
plates move a few inches a year they still can be recognized by satellites like GPS which can
determine
, the region of geological structure, volcanic eruption. It can pin-point ground
movement and monitor crust deformation.
OBJECTIVES:
• Cite other proofs of plate movement.
• Describe how the evidences of plate movement were collected.
▪ Work sheet and pen
Picture Perfect. Study the pictures presented below. Each picture represents some
evidences of plate motion. Write the evidence being featured and briefly explain.
1.__________________________ 2 ._________________________
3._____________________
https://en.m.wikipedia.org/wiki/Pangaea http://www.researchhistory.org/wpcontent/uploads/201
https://geol105.sitehost.iu.edu/images/gaia_c
3/02/pacific_ring_of_fire_map-1024x759.gif
hapter_5/hotspots.htm
B. Hunting Evidences.

Can you give some more evidences of plate motion? What are they? How were these
evidences collected?
___________________________________________________________________________________
What do you think is the significance of determining the evidences of plate motion? How
does technology help in gathering these evidences?
______________________________________________
___________________________________________________________________________________
TRUE or FALSE. Write true if the statement is correct or false if it is wrong.
_____1. One way of measuring the movement of tectonic plates is by using GPS which stands
for Global Positioning System.
_____2. SLR which stands for Satellite Land Ranging is used to track plate movement.
_____3. Hotspots are areas where a tectonic plate is moving over a mantle plume and is
responsible for creating islands like Hawaii.
_____4. The occurrence of earthquakes and volcanoes also provide evidences that the tectonic
plates are moving.
45
_____5. Another evidence of plate motion is the distribution of rocks within Earth’s crust,
including minerals, fossil fuels and energy resources.
SUMMARY:
1. Continental Jigsaw Puzzle is the most visible and fascinating evidence that the
continents were once joined together and is called Pangaea. The other evidences of
plate movements are topography, tectonic fit, stratigraphic correlation,
paleontological evidences and paleoclimatic evidences.
2. Seafloor spreading is believed to occur as hot magma rises at the rift in the mid-ocean
ridge. This magma cools down and becomes the new seafloor. Harry Hess and Robert
Deitz proposed the seafloor spreading theory. The old seafloor is destroyed at the
subduction zone and melts inside the mantle.
3. The age of rocks and magnetic stripes in the ocean floor supports the seafloor
spreading.
4. Besides Continental Jigsaw puzzle, Palentogical evidences, seafloor spreading and
magnetic stripes, the other evidences of plate motion include: ocean topography,
earthquakes and volcanoes and hotspots. The different devices and machineries used
in collecting evidences of plate motion are ocean drilling, seafloor mapping, GPS, SLR
and inferometry.
NOW I CAN! (POST-TEST)

Circle the letter of the correct answer:

A. Core B. Crust C. Crust and upper mantle D.
Mantle
2. Which type of seismic waves travel through the interior of the earth?
A. Body waves B. Surface waves C. Continental D.
Ocean waves
3. What is the basis of scientists in dividing the Earth’s lithosphere into plates?
A. Location of active volcanoes
B. Location of active volcanoes and earthquake epicenters
C. Location of active volcanoes, earthquake epicenters, and mountain ranges
D. Location of active volcanoes, earthquake epicenters, mountain ranges, and rivers
4. Which type of crust is less dense?
A. Continental B. Oceanic C. They are the same D. It depends
5. How many recording stations are needed in triangulation method?
A. 1 B. 2 C. 3 D. 4
6. Plates A and B are moving apart at 1.5cm each year. What type of plate boundary do these
plates demonstrate?
7. The most visible and fascinating evidence that continents were once a single land mass
that their borders seem to fit together.
A. Continental Jigsaw Puzzle/Tectonic Fit C. Stratigraphic Correlation
B. Topographic Evidences D. Paleontological Evidences
8. What is the driving force behind plate tectonics?
A. Subduction B. Convergence C. Convection current D. Wegener
effect
9. Plates A and B are moving away at 1.5cm each year. What type of plate boundary do these
plates demonstrate?
10. What discovery about the ocean floor is associated with the seafloor spreading?
A. Mountains are denser than the mantle
B. The rotational poles of the Earth have migrated
C. The crust of the continents is denser than the crust in the ocean.
D. The crust of the ocean is very young relative to the age of the crust of the continents
46
REFERENCES AND LINKS
Activity Sheets, https://flexbooks.ck12.org/cbook/ck-12-middle-school-earth-science-

flexbook- 2.0/section/5.14/primary/lesson/ocean-ocean-convergent-plate-
boundaries-hs-es
The animation shows the relationship between subduction of the lithosphere and
formation of a volcanic arc.,
http://earthguide.ucsd.edu/eoc/teachers/t_tectonics/p_subduction.html
Convergent Bondaries, https://youtu.be/d-8MjqwZ6Og
Convergent Plate Boundary Two Oceanic Plates, https://youtu.be/UjHeS3PnUFw
“Friction Between Plates Interactive”, Powered by PLIX Play Learn Interact Explore
https://www.ck12.org/assessment/tools/geometrytool/plix.html?eId=SCI.ESC.267&question
Id=54491b3da2cfe11ce1691e9&artifactID=2172011&plix_redirect=1
Plate Tectonics, https://www.youtube.com/watch?v=RA2-Vc4PIOY

The Lithosphere, https://youtu.be/et0DcFhX8Ig
https://www.slideshare.net/mobile/stevenheath148/plates-36189164
https://www.teachengineering.org/activities/view/csm_findingepicenters_activity1
https://www.kqed.org/quest/136760/how-to-find-the-epicenter-of-an-earthquake
https://www.youtube.com/watch?v=EemdG3JK6o4&t=5s
https://www.youtube.com/watch?v=SFJ_l3uFkPI&t=3s
https://www.youtube.com/watch?v=694yaY2ylTg&t=5s
https://www.youtube.com/watch?v=TBss68oBmmk&t=4s
https://www.youtube.com/watch?v=S9ty-ta1wyI
https://www.unavco.org/software/visualization/GPS-Velocity-Viewer/GPS-Velocity-
Viewer.html
https://www.pbs.org/wgbh/nova/teachers/activities/2515_vesuvius.html
https://1.cdn.edl.io/ENT3gzoKnFS0DBU9ZgOOjFG4sO4WFzsnDYAPaUTBIoLyp36A.pdf
For inquiries or feedback, please write or call:

School Division Office – Valenzuela City
Pio Valenzuela Street, Marulas, Valenzuela City
Telefax: (02) 8292-3247
Email Address: sdovalenzuela@deped.gov.ph
sdovalenzuelacity@deped.gov.ph
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10

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Published by the Department of Education

Printed in the Philippines by ___________________

Week 1: EARTH’S LITHOSPHERE…………………………………………………………………… 1

LET’S TRY! (PRE-ASSESSMENT)

WHAT I NEED (MATERIALS)

WHAT I LEARNED (GENERALIZATION)

FIRST QUARTER - WEEK 1 DAY 2 – ACTIVITY 2

Figure 2. Types of crust

Continental Crust Oceanic Crust

Figure 3. Continental crust versus Oceanic crust

Figure 4. Distribution of tectonic plates Figure 5. A cross section of the Earth

OBJECTIVES: Infer that the Earth's lithosphere is divided into plates

FIRST QUARTER - WEEK 1 DAY 4

SEVEN MAJOR PLATES

AFRICAN PLATE ANTARCTIC PLATE PACIFIC PLATE

FIRST QUARTER - WEEK 1 DAY 4 - ACTIVITY 4

OBJECTIVE: Determine the basis in dividing the earth’s lithospheric plates.

WHAT I NEED (MATERIALS)

ACTIVITY: Seismic Waves

Seismic waves are also known as earthquake. The

OBJECTIVE: Recall the characteristics of seismic waves in terms of speed.

WHAT I NEED (MATERIALS): Work sheet, Pen

OBJECTIVE: Locate the epicenter of an earthquake using the triangulation method.

WHAT I NEED (MATERIALS)

FIRST QUARTER - WEEK 2 DAY 2 – ACTIVITY 2

OBJECTIVE: Plot the active volcanoes, earthquake epicenters, and major

2. Plot the location of

Figure 2. World Map with Latitude and Longitude

FIRST QUARTER - WEEK 2 DAY 3 – ACTIVITY 3

Figure 5. Map of world mountain ranges, volcanoes and earthquake

WHAT I CAN DO ABOUT IT (APPLICATION)

Figure 6. Tectonic Plates

FIRST QUARTER – WEEK 3 DAY 1

WHAT I LEARNED (GENERALIZATION)

Describe the three types of plate boundaries:

A. Convergent B. Divergent C. Oceanic D. Transform

3. ________________ 4. _______________ 5. _______________

WHAT I CAN DO ABOUT IT (APPLICATION)

FIRST QUARTER – WEEK 3 DAY 3

Figure 4. Movement of Earth’s crust in plate boundaries

OBJECTIVE: Describe the movement in each type of plate boundary

ACTIVITY 3: Plate Movements: Mix and Match

WHAT I LEARNED (GENERALIZATION)

Figure 5. Effect of gravitational force on movement of lithosphere

There are three types of convergence - oceanic continental, oceanic-oceanic, and

Continental - Continental Oceanic - Continental

Figure 2 Convergent Plate Boundary

WHAT I LEARNED (GENERALIZATION)

Figure 5. Cross-sectional Diagram of Converging Continental and Oceanic Plates

WHAT I CAN DO ABOUT IT (APPLICATION)

FIRST QUARTER – WEEK 4 DAY 3 - ACTIVITY 3

Figure 6. Formation of a volcanic island arc

Figure 10. Cross-sectional diagram of converging oceanic plates

B. Illustrate the movement of Continental-Continental Convergent Plate

First Quarter – Week 5 – Day 1

WHAT I CAN DO ABOUT IT (APPLICATION)

First Quarter – Week 5 – Day 2

WHAT I LEARNED (GENERALIZATION)

WHAT I CAN DO ABOUT IT (APPLICATION)

WHAT ARE LANDFORMS CREATED

RIFT DIVERGENT CONVERGENT

3. ________ 4. _ 5. _________