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Walk-Through of the K-12

Science Curriculum
Grade 10 Earth and Space
Rovel R. Salcedo
Merly A. Razon
Cherry Ann D. Into

Norman S. Valeroso
Herma D. Acosta
& Eligio C. Obille Jr.

Walk-Through of the K-12


Science Curriculum
Grade 10 Earth and Space
Rovel R. Salcedo
Ma. Ana C. Ebon
Donna S. Fortu
John Caesar B. Torrecampo

Science Sequence of Domain/Strands


Grade 3 6

Grade 7

First
Quart
er

Matter

Matter

Secon
d
Quart
er

Living
Things &
their
Environmen
t

Third
Quart
er

Fourt

Grade 8
Force,
Motion &
Energy

Grade 9

Grade 10

Living
Things &
their
Environme
nt

Earth &
Space

Living
Earth &
Things &
Space
their
Environmen
t

Matter

Force,
Motion &
Energy

Force,
Motion &
Energy

Force,
Motion &
Energy

Earth &
Space

Living
Things &
their
Environme
nt

Earth &

EarthDEPARTMENT
&
Living
OF EDUCATION Force,

Matter

Matter

Overview
In previous grade levels (G7, 8, & 9), there
are three modules in the Earth and Space
unit.
Module 1: Geology
Module 2: Meteorology
Module 3: Astronomy
DEPARTMENT OF EDUCATION

Overview
Unlike in previous grade levels,
there is only one strand in the
Earth and Space unit of Grade 10:
GEOLOGY.
Module 1: PLATE TECTONICS
Module 2: EARTHS INTERIOR

DEPARTMENT OF EDUCATION

Overview
Grade 6

Grade 7

Earthquak
es &
volcanic
eruptions

The
Philippine
Environme
nt
Interaction
s in the
atmospher
e

Weather
patterns
Motions
of the
Earth;
The solar
system

Grade 8
Earthquake
s & faults

Grade 9

Grade
10

Volcanoes

Plate
tectoni
cs

Understandi
ng
Climate
typhoons

Other
Seasons & members of Constellati
eclipses
the Solar
ons
System
DEPARTMENT OF EDUCATION

Geology Overview
Grade 3
Describe what makes
up the environment
in the community.
Different landforms
Bodies of water

Grade 7
Focus on the
environment of the
Philippines as a
whole.

Grade 4
Grade 5
Focus on two components of
The environment does not
the environment: soil & water. stay the same forever. The
surface of the Earth
Classify soils using simple
changes with the passage
criteria.
of time.
Identify the different sources of
Rocks undergo weathering,
water in the community.
forming soil.
Infer importance of water in
Soil is carried away by
daily activities.
erosion.
Describe ways of using water
wisely.
Grade 8
Because it is located along
the Ring of Fire, the
Philippines is prone to
earthquakes.

Grade 9
Because it is located
along the Ring of Fire,
the Philippines is home
to many volcanoes.

Grade 6
Other processes that
change the surface of
the Earth: earthquakes &
volcanic eruptions.
Note: only the effects of
earthquakes and volcanic
eruptions are taken up in
this grade level, not the
causes (which will be
tackled in Grades 8 and 9).

Grade 10
Focus on plate tectonics,
a theory that explains
many geologic
processes, such as
volcanism,
The countrys location Using models, explain how
Using models, explain what
earthquakes, and
near the equator and quakes are generated by faults. happens when volcanoes
mountain building.
along the Ring of Fire Using PHIVOLCS maps, find out erupt.
influences what
Discover that volcanoes,
if there are active faults in the Describe the different
makes up the
earthquake epicenters,
community.
types of volcanoes.
Philippine
and mountain ranges are
Differentiate
active
environment (e.g.,
not randomly scattered in
volcanoes
from
inactive
climate, natural
different places but are
ones.
resources).
located in the same areas.
Explain how energy from
Locate places using a

Module 1: Plate Tectonics


Describe the distribution of
active volcanoes, earthquake
epicenters, and major
mountain belts.
Describe the different types
of plate boundaries.
Explain the different
processes that occur along
plate boundaries.
DEPARTMENT OF EDUCATION

Module 2: Earths Interior


Describe
the
internal
structure of the Earth.
Describe the possible causes
of plate movement.
Enumerate
the
lines
of
evidence that support plate
movement.
DEPARTMENT OF EDUCATION

Activities in Module 1
Activity 1 Find the Center
Activity 2 Lets Mark the
Boundaries
Activity 3 Head-on Collision
Activity 4 Going Separate ways
Activity 5 Slide and Shake
Activity 6 Drop it Like its Hot
Spot
DEPARTMENT OF EDUCATION

Activities in Module 2
Activity 1 Amazing Waves!
Activity 2 Our Dynamic Earth
Activity 3 Lets Fit It!
Activity 4 Drifted
Supercontinent!
Activity 5 Split and Separate!
Activity 6 How fast does it go!
Activity 7 Push me up and
aside!
DEPARTMENT OF EDUCATION

Activities
1. Lets Mark the
Boundaries
2. Plate Boundary Model
3. Convection Currents
DEPARTMENT OF EDUCATION

Activity 1: Lets Mark the


Boundaries
Materials
Figure 5 Map of Earthquake distribution
Figure 6 Map of Active Volcanoes of the
world.
Figure 7 Mountain ranges of the world
transparent plastic sheet used for book
cover, same size as a book page (2
sheets)
marking pens (two different colors).

DEPARTMENT OF EDUCATION

Activity 1: Lets Mark the


Boundaries
1. Trace the locations of the
earthquake epicenters on a plastic
sheet using a marking pen.
2. On another plastic sheet, trace
the locations of volcanoes using
the other marking pen.
3. Place the earthquake plastic
sheet on top of the volcano plastic
sheet.
4. Place the two plastic sheets on
top of the map of mountain ranges.
DEPARTMENT OF EDUCATION

Activity 1: Lets Mark the


Boundaries
5. Study the map of plate
boundaries. What do you think
is the basis of scientists in
dividing the Earths lithosphere
into several plates?

DEPARTMENT OF EDUCATION

Guide
Questions

ACTIVITY 1
Lets Mark the
Boundaries

1. How are earthquakes distributed on the map?


2. Where are they located?
3. Where are places with no earthquakes?
4. Why do you think it is important for us to
identify areas which are prone to earthquakes?

DEPARTMENT OF EDUCATION / UP NISMED

Guide
Questions

ACTIVITY 1
Lets Mark the
Boundaries

5. How are volcanoes distributed?


6. Where are they located?
7.Based on the map, mention a country that is
unlikely to experience a volcanic eruption.
8. Compare the location of majority of earthquake
epicenters with the location of volcanoes around
the world?
DEPARTMENT OF EDUCATION / UP NISMED

ACTIVITY 1
Lets Mark the
Boundaries

Guide
Questions

9. How will you relate the distribution of mountain


ranges with the distribution of earthquake
epicenters and volcanoes?
10.What do you think is the basis of scientists in
dividing Earths lithosphere into several plates?

DEPARTMENT OF EDUCATION / UP NISMED

Lets Mark the Boundaries

Answers for
Guide
Questions

1.The world's earthquakes are not randomly


distributed over the Earth's surface. They tend to
be concentrated in narrow zones.
2.Some are located near the edges of the
continents, some are in mid-continents, while
others are in oceans . But not ALL edges of
continents, mid-continents, or oceans can be
places where earthquake might occur.
DEPARTMENT OF EDUCATION / UP NISMED

Lets Mark the Boundaries

Answers for
Guide
Questions

3. Answers may vary. Some of the possible answers are:


large part of the Pacific ocean, northernmost Asia,
majority of Europe, eastern portion of North and South
America and western Africa.

4. It is important to identify areas which are prone


to earthquakes so that necessary precautions
could be done if ever youre living in one of those
places.
DEPARTMENT OF EDUCATION / UP NISMED

Lets Mark the Boundaries

Answers for
Guide
Questions

5.Volcanoes are not randomly distributed. Majority


of them are found along the edges of some
continents.
6. Majority are found along the edges of some

continents, particularly in the western coast of North


and South America, East and South East Asia.

DEPARTMENT OF EDUCATION / UP NISMED

Lets Mark the Boundaries

Answers for
Guide
Questions

7. Answers may vary.


8. Earthquake epicenters and volcanoes are
both situated at the same locations.
9. Mountain ranges are found in places
where volcanoes and or earthquake
epicenters are also located.

DEPARTMENT OF EDUCATION / UP NISMED

Lets Mark the Boundaries

Answers for
Guide
Questions

10. Geologic activities such as occurrence of


earthquake, volcanism and mountain formation
are the basis of scientist in dividing Earths
lithosphere

DEPARTMENT OF EDUCATION / UP NISMED

Lets Mark the


Boundaries

Key Concepts

Plates are large pieces of the upper


few hundred kilometers of earth that
move as a single unit as it floats
above the mantle.
The plates are in constant
motion. As they interact along
their
margins
,
important
geological processes take place,
such as formation of mountain
belts,
earthquakes
,
and
volcanoes.
DEPARTMENT OF EDUCATION / UP NISMED

Activity 2: Plate Boundary


Model

DEPARTMENT OF EDUCATION

Activity 2: Plate Boundary


Model

DEPARTMENT OF EDUCATION

Activity 2: Plate Boundary


Model

DEPARTMENT OF EDUCATION

Key Concepts

DEPARTMENT OF EDUCATION

Key Concepts

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Key Concepts

DEPARTMENT OF EDUCATION

Key Concepts

DEPARTMENT OF EDUCATION

Key Concepts

DEPARTMENT OF EDUCATION

Key Concepts

DEPARTMENT OF EDUCATION

Key Concepts

DEPARTMENT OF EDUCATION

Key Concepts

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Key Concepts

DEPARTMENT OF EDUCATION

Key Concepts

DEPARTMENT OF EDUCATION

Key Concepts

DEPARTMENT OF EDUCATION

Priming Activity
FACT OR FANCY?

1. The tectonic plates are constantly


moving.
2. The asthenosphere is a portion in the uppe
mantle composed of a rigid rock layer.
3. The movement of the tectonic plates
is
caused by gravity.
DEPARTMENT OF EDUCATION

Module 2: The Earths Interior

ACTIVITY 3

Convection
Currents
DEPARTMENT OF EDUCATION

ACTIVITY 3
Convection Currents

Objective
s
Explain what causes the tectonic plates to
move.
Enumerate the factors that cause tectonic
plates to
move.
Realize the importance of the creation of
convection currents underneath the earth.
DEPARTMENT OF EDUCATION / UP NISMED

Activity 3: Convection
Currents

Materials

300 ml cooking oil


powdered colored chalk
paper funnel
500 mL beaker
stirring rod
tripod
alcohol lamp
match

Procedure
DEPARTMENT OF EDUCATION

ACTIVITY 3
Convection Currents

Procedure

Lets Mark the


Boundaries
1. Assemble the alcohol lamp and the

tripod.
2. Place the powdered chalk in the middle
of the
500 ml beaker using the paper funnel.
3. See to it that all the powdered chalk
stays in
the middle of the beaker forming a
mound or a
DEPARTMENT OF EDUCATION / UP NISMED

ACTIVITY 3
Convection Currents

Procedure

Lets Mark the


Boundaries

4. Pour slowly 300 ml of cooking oil into


the beaker using the stirring rod as
guide
and to minimize disturbance of the
mound of powdered chalk. Observe
what happens.

DEPARTMENT OF EDUCATION / UP NISMED

ACTIVITY 3
Convection Currents

Procedure

Lets Mark the


Boundaries

5. Light the alcohol lamp and put the


beaker on
the tripod.
6. Observe what will happen to the colored
chalk
in the beaker after few minutes of
heating.
Record your observation.
DEPARTMENT OF EDUCATION / UP NISMED

ACTIVITY 3
Convection Currents!

Procedure

Lets Mark the


Boundaries

7. Continue heating and observe


further what
is happening in the setup.
Illustrate your
observation/s.

DEPARTMENT OF EDUCATION / UP NISMED

ACTIVITY 3
Convection Currents!

Procedure

Lets Mark the


Boundaries

8. After your observation, put off the

alcohol
lamp. Allow the set up to cool before
you clean
it.

CAUTION: Dont touch your set up with


your bare hands.
DEPARTMENT OF EDUCATION / UP NISMED

Activity 3: Convection
Currents

1. Describe step-by-step what


happens.
2. Use illustrations to record
what happened.
3. Give an explanation for your
observations.

DEPARTMENT OF EDUCATION

ACTIVITY 3
Convection Currents

Guide
Questions

1. What happens to the powdered


chalk after few minutes of
heating?
2. What causes the powdered chalk
to behave that way?

DEPARTMENT OF EDUCATION / UP NISMED

ACTIVITY 3
Convection Currents

Guide
Questions

3. What do you observe as you


continuously heat the setup? Illustrate
your observation/s.

DEPARTMENT OF EDUCATION / UP NISMED

Convection Currents

Answers for
Guide
Questions

1. The chalk particles slowly rise,


separate, and move to the sides of
the beaker when the oil became hot.
2. As the oil is heated, it moves upward
bringing the chalk particles in the
process.

DEPARTMENT OF EDUCATION / UP NISMED

Convection Currents

Answers for
Guide
Questions

3. Drawing may
look
like this:
The chalk particles continue to rise and
move to the sides then sink. The
movement is again repeated as heat is
applied.
DEPARTMENT OF EDUCATION / UP NISMED

Convection Currents

Key Concepts

The theory of plate tectonics


helps explain the formation and
destruction of the earths crust
and its movement over time.
Scientists
believe
that
plate
movements are due to convection
currents in the mantle.
DEPARTMENT OF EDUCATION / UP NISMED

Convection Currents

Key Concepts

Convection currents occur in the


mantle due to temperature
difference .
Convection currents beneath the
plates move the lithospheric
plates in different directions.

DEPARTMENT OF EDUCATION / UP NISMED

Convection Currents

References

Jun Obilles Video on Convection


DepED LM Grade 10
http://maggiesscienceconnection.weebly
.com/
mantle-convection-plate-tectonics-earth
quakes--volcanoes.html

DEPARTMENT OF EDUCATION / UP NISMED

Food for Thought


Teaching kids to count is fine,
but teaching them what counts
is best.
Bob Talbert

teaching.monster.com/benefits/articles/8742-powerful-quotes-for-teacher

DEPARTMENT OF EDUCATION