C r e a t e S t r a t e g i c

How t o a t e r i a l
Int e r v e nt i o n M

Presentation by
(SIM)
JELANNIE REQUINA-ARNOL
SST-II
 Objectives

At the end of the LAC session,

teachers will be able to;
discuss about Strategic Intervention
Material (SIM)
create a SIM of their subject load
Definition and Goals of Strategic
Intervention Material (SIM)
This teaching-learning kit is devised for
the benefit of both teachers and pupils.
Its goals are to encourage pupils’
interest; learn science concepts and
skills; and apply learned skills and
concepts into real life situations.
 C oo k i e
t
Tec 10o n i cs
Grade
Presentation by
JELANNIE REQUINA-ARNOL
Mambajao National High School
Plate Boundaries
 Title Card
Contents
Introduction
Objectives
Contents
Scenario
Concept
Guide Card
Activity Cards
Assessment Cards
Enrichment Cards
Answer Cards
Glossary
Reference Cards
Acknowledgement
 Introduction
This Strategic Intervention Material (SIM)
attempts the need of the Grade 10 students of
Mambajao National High School to help them
gain functional knowledge and information in
Science lessons. This SIM is also all about
describing the different types of plate
boundaries. It uses a story, models and visual
representations to elucidate the discussion.
 Objectives
Describe the different types of plate
boundaries (S10ES –Ia-j-36.2)

TARGET GRADE LEVEL :

Grade 10

VALUE:
Environmental Awareness

SKILLS INVOLVED:
Observing, Describing, Identifying,
Inferring, Differentia
Activity Card #1
Concept

Plate
Boundaries
Plate Boundaries
Three Types of
Plate Boundary
Divergent
Plate
Boundaries
 Plates spreading
apart (“Rifting”)
•Plates spreading apart (“Rifting”)
–As plates move apart new material is
erupted to fill the gap
–(2 ocean plates) Results in sea floor
spreading and forms the mid ocean ridge.
–(2 continental plates) Results in volcanoes
 Sea-Floor Spreading
•Where two ocean plates are diverging (moving
apart), molten magma erupts, forming underwater
mountains under the ocean called the mid-ocean
ridge.

•As the oceans plates move further and further

apart, new ocean floor is continuously added.
This is called sea-floor spreading.
Age of Oceanic Crust

Red = youngest
crust
Convergent
Plate
Boundaries
•Plates colliding together
•May form mountains,
trenches, and/or
volcanoes
 •There are three styles
of convergent plate
boundaries

Continent-
Continent Continent- Ocean-ocean
oceanic crust collision
collision
collision
Continent-Continent
Collision

•Forms mountains,e.g.
European Alps, Himalayas
Continent-Oceanic
Crust Collision

•Called SUBDUCTION
•Forms volcanoes and
deep ocean trenches
 •Oceanic lithosphere subducts

Subduction underneath the continental

lithosphere
•Oceanic lithosphere heats and melts forming magma

•The magma rises forming volcanoes

•E.g. The Andes

 Ocean-Ocean Plate Collision
•When two oceanic plates collide, one runs over the other which
causes it to sink into the mantle forming a subduction zone.
•The subducting plate is bent downward to form a very deep
depression in the ocean floor called a deep ocean trench.
•The worlds deepest parts of the ocean are found along trenches.
–E.g. The Mariana Trench is 11 km deep!
•Volcanoes are also formed resulting in the formation of islands.
Transform
Fault Plate
Boundaries
Transform •Where plates slide past each
other
Boundaries
•Earthquakes frequently occur

View of the San Andreas

transform fault
 Real World
Examples
•Divergent Plate Boundary
•Convergent Plate Boundary

•Transform Plate Boundary

Iceland: An example of
continental rifting •Iceland has a divergent plate
boundary running through its
middle= many volcanoes
Himalayas: continent-continent
convergent boundary
 Volcanoes and
Plate Tectonics…
…what’s the connection?
Pacific Ring of
Fire
•Iceland has a
divergent plate
boundary running
through its
middle= many
volcanoes
 Ocean-Continent
Convergence
The Andes Mountains/ V olcanoes
 Transform Plate
Boundary
The San Andreas Fault
California, USA
Activity
Activity Card # 2

Lithospheric
Cookie Model:
A Tectonic
Activity
Lithospheric Cookie Guide
Card
Model
Objectives: This Lithospheric model activity
provides direct instruction and a fun way to
review the basic principle of plate tectonics.

Materials:
• Paper towel/napkin
• Three-cream filled cookies
 Method
• Place the cookies on the top of the table.
• Disassemble the cream filled cookies
using twisting and separating method.
• Using the cream filled cookies, form the
three types of plate boundaries.
• Show your output to your facilitator once
you're done.
• Demonstrate it to the class.
 Method
4. Hold up the part of lithospheric model the
represents the lithosphere-- the plain cookie
(yes) or the malleable cream filling?
5. Compare between the hard, breakable
cookie wafer and the brittle lithosphere.
6. Compare also the the cream filling and the
plastic, slowly flowing asthenosphere.
 Method
7. Place the "lithosphere" cookie gently on top
of the "asthenosphere" cream
8. Slide the lithosphere around in a manner
analogous to the way the plates move on top
of the plastic asthenosphere.
9. Gently place your hand underneath and
break it into two parts.
 Method

10. Investigate different plate boundaries

using the lithospheric models.
9. Show your output to your facilitator once
you're done.
10. Demonstrate it to the class.
 Tectonic Organizer

To help students organize and assimilate the information,

provide a chart for them to complete. Students, working
individually or in groups, complete their charts by drawing
symbols to represent each plate boundary hypothesizing
whether earthquake and volcanic activity are found at the
Jelannie R. Arnol boundary, and then identifying the associated primary
faulting or folding.
 Activity Card #2: Tectonic
Organizer
Complete the information for the table given below.
Assessmen
t
 Assessment Card
I. DIRECTION: CHOOSE THE LETTER OF THE
BEST ANSWER.
• What type of plate boundary is shown in the
picture?
a. Convergent c. Transform Fault
b. Divergent d. None of the Above
 Assessment Card

2. What geologic event would most likely be found at a

transform boundary?
a. Volcano
b. Earthquake
c. Mountain
d. Mid-Ocean Ridge
 Assessment Card

3. When one tectonic plate sinks under another, this is

called...
a. Convergent
b. Divergent
c. Subduction
d. Transform
 Assessment Card

4. The San Andreas Fault in California is known as an

active earthquake area. What type of boundary is it?
a. Convergent
b. Subduction
c. Divergent
d. Transform
 Assessment Card

5. How do plates move at a transform boundary?

a. They move past each other
b. They move away from each other
c. They move towards each other
d. They do not move
 Assessment Card

II. Critical Thinking:

The San Andreas Fault in California is a transform fault.

Is there any evidence in the earthquake and volcanic
activity that suggests this fault did not always have
transform motion? Explain.
Enrichment
 Enrichment Card
DIRECTION: ANSWER THE FOLLOWING
QUESTIONS CAREFULLY.
• How do plate boundaries cause major geological
events?
Answer:
_____________________________________________
_____________________________________________
_____________________________________________
 Enrichment Card
2. Why is the theory of plate boundaries important?
Answer:
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
 Enrichment Card
3. Why do plate boundaries move relative to one
another?
Answer:
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Answer
Key
Activity Card #1

2. In my opinion, Yellowish Bulbul 2. In my opinion, Yellowish Bulbul

• Zhander notice that that both found in Camiguin Island that both found in Camiguin Island
most of the volcanoes and in Agusan del Sur are just the and in Agusan del Sur are
found in Camiguin same. It was just separated since correlated. Due to the movement of
Island are arranged the place they are living are the plates, they were separated
separately with one moving away from each other unknowingly.
another. unknowingly.
Progress
Check
 Answer
Activity Card #2: Tectonic
Organizer Card
Progress
Check
 Answer Card
Assessment Card I. Critical Thinking:
Geologists believe that the total
accumulated displacement from
I. Multiple Choice earthquakes and creep is at least 350
• b. Divergent miles along the San Andreas fault since
it came into being about 15-20 million
• b. Earthquake years ago. Studies of a segment of the
• c. Subduction fault between Tejon Pass and the Salton
Sea revealed geologically similar
• d. Transform terranes on opposite sides of the fault
• a. They move past each now separated by 150 miles, and some
crustal blocks may have moved through
other more than 20 degrees of latitude.
Progress
Check
 Answer Card
Enrichment Card
• How do plate tectonics cause major geological events?

These tectonic plates rest upon the convecting mantle, which causes them
to move. The movements of these plates can account for noticeable
geologic events such as earthquakes, volcanic eruptions, and more subtle
yet sublime events, like the building of mountains.
 Answer Card
Enrichment Card
2. Why is the theory of plate tectonics important?
Plates are literally the foundation for all of the rest of observable earth geology.
Without an understanding of plate tectonics, paleontology, physical geology, rock
formation, etc. make little sense and we would be back in the era where geology was
simply a descriptive science.

2. Why do tectonic plates move relative to one another?

The plates can be thought of like pieces of a cracked shell that rest on the hot, molten
rock of Earth's mantle and fit snugly against one another. The heat from radioactive
processes within the planet's interior causes the plates to move, sometimes toward and
sometimes away from each other.
Progress
Check
 Reflection about the
Lesson
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Glossary
 Glossary
• Plates- The surface of the Earth
• Divergent- plates are moving away from one another.
• Convergent- plates move towards each other and collide.
• Transform- plates slide past one another.
• Convection Current- a process that involves the movement of energy
from one place to another.
• Subduction- a geological process in which the oceanic lithosphere is
recycled into the Earth's mantle at convergent boundaries.
• Trenches- a type of excavation or depression in the ground that is
generally deeper than it is wide and narrow compared with its length.
• Earthquake- a sudden and violent shaking of the ground, sometimes
causing great destruction, as a result of movements within the earth's
crust or volcanic action.
Reference
 Reference Card
• https://www.nationalgeographic.org/encyclopedia/plate-tectonics/
#:~:text=Plate%20tectonics%20is%20a%20scientific,result%20of
%20Earth's%20subterranean%20movements.&text=In%20plate
%20tectonics%2C%20Earth's%20outermost,broken%20into%20large
%20rocky%20plates.
• https://www.livescience.com/37706-what-is-plate-tectonics.html

• https://oceanexplorer.noaa.gov/facts/plate-boundaries.html
 Acknowledgement
Regional Director:
Dr. Arturo B. Bayocot
Schools Division Superintendent
Edgardo V. Abanil (OIC)
Assistant Schools Division Superintendent
Sunny Ray F. Amit
Education Program Specialist
Maria Victoria S. Sacote
Mambajao NHS Principal
Doris J. Yu