LEARNING PLAN

SCIENCE 10

Topic : PLATE TECTONICS

Distribution:
a. Volcanoes
b. Earthquake epicenters
c. Mountain ranges

CONTENT STANDARD
The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake
epicenters, and mountain ranges.

PERFORMANCE STANDARD
The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and
volcanic eruptions.

FORMATION STANDARDS
The learners manifest the value of appreciation on the things in nature and protect nature and life through the
different concept of earth and space.

LEARNING COMPETENCIES
The learners should be able to describe the distribution of active volcanoes , earthquake epicenters, and major
mountain ranges.

SPECIFIC LEARNING OUTCOMES

At the end of the lesson, the learners will be able to:
 Describe Earth as a planet
 Explain the Plate Tectonics Theory
 Analyze the relationship among the locations of volcanoes,earthquake epicenters, and mountain
ranges
 Demonstrate ways to ensure preparedness during earthquakes, tsunamis, and volcanic eruptions

TIME ALLOTMENT: 8 Days June 20-29, 2018

PROCEDURE

Introduction
Overview of the objectives and key names or terms
 Present the learning objectives and competencies for the day’s session.
 Ask the students’ perceptions about the following terms to be encountered
Atmosphere geosphere hydroshere
Cryosphere lithosphere tectonic plates
Pangaea volcanism fault

Motivation
Inflate a globe and present it in class . Toss it to one of the students and ask him to catch with both hands
All fingers spread wide. Check where each thumbs landed. Toss the globe to another student and the
thumbs landed. Keep tossing the globe for several times. Did it end up on land or on water?

Instruction/Delivery
 Activity: Catastrophism vs uniformitarianism
Divide the class into 2 groups. Group A will research on Catastrophism and group B will focus on
Uniformitarianism. After the research work , try to defend the theory assigned to your respective
group through a debate.
 Discuss the overview of Earth as a planet.
 Brainstorm the students’ understanding of the theory of Plate Tectonics.
Ask the following questions:
1. What are the so called plates, and where are they located on/in Earth?
2. Are all landmasses and oceans on plates of their own?
 Discuss the different ideas about the origin of the continents.
 Discuss the location of volcanoes
 Discuss earthquakes
a. Anatomy of an earthquake
b. Types of Earthquake
C. Locating and measuring Seismic Waves
d. Locations of Earthquakes
e. Causes and effects of Earthquakes (tsunamis,seiche, and floods)
 Discuss mountain ranges
a. Stages of mountain building
b. Characteristics of major mountain ranges
c. locations of mountain ranges
d. World’s famous mountain ranges
 Demonstrate ways to insure disater preparedness during earthquake, tsunamis, and volcanic eruption

Practice
 The teacher will present a globe in class. Let the students describe Earth as a planet.
 The teacher will present some pictures of world’s famous mountain ranges. Let the students identify and
describe the mountain range being presented.
 Have the students participate actively during the school’s Earthquake and Fire Drill.
 Earthquake drill orientation
 Actual earthquake drill
Enrichment
 Why do we need to be equipped with the knowledge on how to mitigate the effects of some geological
hazards?
 What specific values have you gained from our lesson?
 How are you going to apply it to your day to day activities?
 How will you protect nature and life in your day to day activities?

Evaluation
Give a short quiz on:
 The 3 types of plate boundaries
 The famous mountain ranges in the world
 Locations of volcanoes, earthquake epicenter, and mountain ranges

MATERIALS
Globe, World map,illustrations/ pictures, textbook

RESOURCES
Science Links 10
Meliza P. Valdoz, Maritess D. Aquino, J. A. Biong
TOPIC: PLATE BOUNDARIES

CONTENT STANDARD
The learners demonstrate an understanding of plate boundaries.

PERFORMANCE STANDARD
The learners shall be able to demonstrate ways to ensure disaster preparedness for natural calamities like
earthquakes, tsunamis, and volcanic eruptions.

FORMATION STANDARDS
The learners manifest the value of being community oriented through the concept of plate boundaries.

LEARNING COMPETENCIES
The learners should be able to describe the different types of plate boundaries.

SPECIFIC LEARNING OUTCOMES

The learners should be able to:
1. Describe a plate boundary.
2. Enumerate and explain the different types of plate boundaries.
3. Locate the different plate boundaries on Earth.

TIME ALLOTMENT: 5 days

PROCEDURE

Motivation
 KWL chart. Have students spend a few minutes listing what they know and what they would like to
know about plate In the first and second column of the chart. Leave blank the last column until the
conclusion of the lesson.
 Show to the class the world map. Give them a few minutes to study illustration. Ask a 3 or 4
students to share their thoughts about the map.

Instruction/Delivery
 Discuss Continental drift theory and Seafloor Spreading theory.
 Discuss with the students what are plate boundaries and the different types of plate boundaries.
 Discuss to the class the world map indicating the major tectonic plates also some minor plates.
 Creative drawing: In this activity , the students will describe the different plate boundaries by
illustrating.

Practice
Discuss what would the Earth look like in the future .Create a picture(either a sketch or continent collage)
of where the continents might be. Explain why you have pictured the Earth like that. This task should be
given in advance.
 Students accomplish the third column of the KWL Chart by listing what they have learned about plate
boundaries.
 Have students answer these:
1. Describe the characteristics of each plate boundary.
2. What boundary or boundaries are found in the middle of Atlantic Ocean?

Enrichment
 Tell me one neat thing you have learned so far about plate boundaries.
 What specific values have you learned from our lesson?
 How are you going to apply it to your day to day activities?
 How will you practice the value of being a community oriented person on your day to day activities?

Evaluation
Quiz

MATERIALS
World map, Illustrations/drawings, pictures of 7 continents, glue, cartolina

RESOURCES
Science Links 10
By: Meliza P. Valdoz, Maritess D. Aquino, Jonnna A. Biong, Mylene O. Anda
TOPIC: PROCESSES AND LANDFORMS ALONG PLATE BOUNDARIES

CONTENT STANDARDS
The learners demonstrate an understanding of the different processes that occur along the plate boundaries.

PERFORMANCE STANDARDS
The learners shall be able to demonstrate ways to ensure preparedness during earthquake, tsunamis, and vol-
canic eruption.

FORMATION STANDARDS
The learners manifest the value of cooperation through the concept of processes and landsforms along plate
boundaries.

LEARNING COMPETENCIES
The learners should be able to explain the different processes that occur along plate boundaries.

SPECIFIC LEARNING OUTCOMES

The learners should be able to:
 Outline the different landforms along plate boundaries
 Explain the processes involved in land formation
 Link the processes and landforms to tectonic plates

TIME ALLOTMENT: 4 days

 PROCEDURE

Introduction/Review
 Review of the previous lessons
 Present the learning objectives and competencies for the day’s session.

Motivation
Have students perform the Inquiry Lab activity and let them discuss briefly what they have gathered from
the said activity, page 32 of worktext (this task should be given in advance).

Instruction/delivery
 Discuss the factors that affect landforms
 Discuss the different classification of landforms
 Activity: In pairs make an outline showing the different landforms and give examples for each.

Practice
 The teacher will present several pictures. Let the students identify the type of landform being
presented.
 In your own opinion which landform you consider the most beautiful. Describe the landform you
chose and the factors that shaped the particular landform.

Enrichment
 What specific values have you learned from our lesson?
 How are you going to apply it to your day to day activities?
 How will you practice the value of cooperation in your day to day activities?

Evaluation
Short quiz on:
 Different classification of landforms
 Name at least two examples of landforms in each classification

MATERIALS
Pictures, video/ slide presentation

RESOURCES
Science Links 10
By: Meliza P. Valdoz, Maritess D. Aquino, Jonna A. Biong, Mylene O. Andaya
TOPIC: INTERNAL STRUCTURE OF THE EARTH

CONTENT STANDARD
The learners demonstrate an understanding of the internal structure of the Earth.

PERFORMANCE STANDARD
The learners shall be able to illustrate the cross section of the Earth’s interior.

FORMATION STANDARDS
The learners manifest the value of fortitude, appreciation on the things in nature, and protect nature and life
through the different concepts of earth and space.

LEARNING COMPETENCIES
The learners should be able to describe the internal structure of the Earth.

SPECIFIC LEARNING OUTCOMES

The learners should be able to:
 Gain conceptual understanding of the internal structure and processes of Earth.
 Illustrate the composition of Earth using various materials
 Summarize how magnetic field is produced inside Earth
 Prove the theory that Earth is composed of different layers using other geological events

TIME ALLOTMENT: 4 days Date: August 2-9, 2018

PROCEDURE

Introduction/Review
 Review of the previous lesson
 Present the learning objectives and competencies for the day’s lesson

Motivation
Bring to the class an unfamiliar object. Ask the class how will they determine the interior of the object?
What if the object is the Earth and no x- ray machine can fit on the object? Ask some volunteers to
express their thougths.

Instruction/Delivery
 Teacher Demonstration. Pose questions to students what they know about layers of the Earth. After
eliciting responses from students, conduct a short demonstration using an apple to explain how the fruit
is like a model of the Earth.
 Discuss with the students the different layers of the Earth.
 Activity: Hard-boiled Earth
Procedure : 1. Hard boil a large –sized chicken egg.
2. place the egg on top of the plate then tap it ligthly on different places to produce
cracks of various length and sizes.
3. Using a paint brush color the entire egg, making sure that the cracks will become
visible once stroked with a brush.
4.Gently squeeze the egg until some parts of the shell finally breaks up.
5.Without removing the shell, cut the egg into half. Observe the different layers present
inside the egg.
Answer the following:
1.What do the egg, the pieces of shell, and the cracks in the shell represent?
2.Illustrate a cross-section of the egg when cut into half.
3.Compare and contrast the cross-section of the egg with that of the layers of Earth.
4.Aside from eggs, what other materials do you think can be used to represent the
structures of Earth? List at least 4.
 Read-Pair –Share. The Earth’s magnetic field.

Practice
Have the students draw the cross-section of the Earth’s interior.

Enrichment
 What specific values have you gained from our lesson?
 How are you going to apply it to your day to day activities?
 How would you apply being fortitude in your day to day activities?
 How would you protect nature in your day to day activities?
 How would you protect life in your day to day activities?

Evaluation
Give students a short quiz on:
1. The composition ,temperature, and thickness of the different layers of the Earth.
2. How does the interior structure of the Earth affect the processes at its surface?

MATERIALS
Hard-boiled egg, knife, pencil, paper, art materials, knife

RESOURCES
Science Links 10
By:Meliza P. Valdoz, Maritess D. Aquino, Joanna Biong, Mylene O. Andaya
TOPIC : MECHANISMS OF PLATE TECTONICS

CONTENT STANDARDS
The learners demonstrate an understanding of mechanisms of plate tectonics.

PERFORMANCE STANDARD
The learners shall be able to suggest ways which can contribute to government efforts in reducing damage due to
earthquakes, tsunamis, and volcanic eruptions.

FORMATION STANDARDS
The learners manifest the values of being helpful through the concept on mechanisms of plate movements.

LEARNING COMPETENCIES
The learners describe the possible causes of plate movement.

SPECIFIC LEARNING OUTCOMES

The learners should be able to :
 Evaluate the different theories explaining the possible cause of plate tectonics:
1. Mantle Convection Theory
2. Slab Pull Theory
 Demonstrate a convection current
 Understand the importance of plate tectonics to the survival of Earth and its inhabitants

TIME ALLOTMENT: 4 days

PROCEDURE

Introduction
Overview of the objectives and key names or terms
 Present the learning objectives and competencies for the day’s lesson.
 Ask the students’ perception about the following terms to be encountered
Convection
Lithosphere
Satellite Laser Ranging
Global Positioning System

Motivation
 Picture Analysis: Show to the class the illustration of the plate boundaries of the world.
Give the students a few minutes then tell them to comment on this statement: Plate Tectonics
is happening because the Earth is trying to cool off. Let the students explain and relate their ideas
to the picture above.

Instruction / Delivery
 Inquiry Lab: Convection Current
Procedures in page 43 of worktext
 Discuss : 1. Mantle Convection Theory
2.Slab Pull Theory

 Activity : Using a world map, identify the different subduction zones on Earth. How can you relate the
presence of these subduction zones with volcanic activities, magnitude of earthquakes, and formation of
mountain ranges in the world?

Practice
Write at least two paragraphs discussing how heat transfer applies to mechanism of plate tectonics.

Enrichment
 What specific values have you gained from our lesson?
 How will you practice it in your day to day activities?
 How will you practice being helpful in your day to day activities?

Evaluation
Short Quiz:
Discuss briefly: 1. Mantle Convection Theory.
2. Slab Pull Theory

MATERIALS
Pictures, paper, pencil , laptop, textbook

RESOURCES
Scince Links 10
By:Meliza P. Valdoz, Maritess D. Aquino, Joanna A. Biong, Mylene O. Andaya
TOPIC : EVIDENCE OF PLATE MOVEMENT

CONTENT STANDARDS
The learners demonstrate an understanding of the mechanisms of plate movement.

PERFORMANCE STANDARDS
The learners shall be able to suggest ways by which he/she can contribute to government efforts in reducing
damage due to earthquakes, tsunamis, and volcanic eruptions.

FORMATION STANDARDS
The learners manifest the value of collaboration through the concept of plate movement.

LEARNING COMPETENCIES
The learners enumerate the lines of evidence that support tectonic plate movement.

SPECIFIC LEARNING OUTCOMES

At the end of the lesson, the learners will be able to:
 compile the different evidences of tectonic plate movements
 summarize the development of plate tectonic theory

TIME ALLOTMENT : 4 days

PROCEDURE

Introduction /Review
 Present the learning objectives and competencies of the day’s session.
 Introduce the important terms that learners will encounter
Glaciation flora
Magnetometer fauna
Fossil

Motivation
Present the world map and the picture on the Break Up of Pangaea. Give some time for the students to
analyze the picture. After which , ask 3 to 4 volunteers to express their thoughts about the picture.

Instruction/Delivery
 Brainstorm on the Continental Drift Theory. The Break Up of Pangaea.
 Group students into four. Assign to each group an evidence of plate tectonic movement for reading
and group discussion.
After a short discussion summarize and write on the manila paper and stick it on the board for class
presentation.
Group 1: Paleontologic Evidence
Group 2: Evidence for glaciation
Group 3 : Evidence from structure and rock type
Group 4 : Evidence from paleoclimates
 Teacher give some input to the report of each group.

Practice
 Activity : What’s The Code ? It Puzzles Me!
Objective : To verify an evidence presented by Wegener
Materials : World map, cut- outs of continents, glue or paste, cartolina
Things to do:
1. Have students work in groups.
2. Label the cut-outs of continents with their names using the world map.
3. Fit the cut-outs to reconstruct the super continent, glue them on a cartolina.
4. Compare the reconstructed super continent against a world map.

Questions to answer:
1. Which landmasses fit together?
2. What places in the world map are they now positioned?
3. What evidence did you consider in determining which continental boundaries should be
joined?

Enrichment
 What specific values have you gained from our lesson?
 How will you practice it in your day today activities?
 How will you practice collaboration with your fellows in your day to day activities?

Evaluation
Answer the following questions briefly:
1. What are the different evidences on the plate tectonics?
 2. Summarize the Plate Tectonics Theory.

MATERIALS
World map, cut-outs of continents, glue or paste, blue cartolina, manila paper, pentel pen, lap top,
Picture/illustration

RESOURCES
Science Links 10
By: Meliza P. Valdoz, Maritess D. Aquino, Joanna A. Biong, Mylene O. Andaya
Earth and Life Science
By: Roly B. Bayo-Ang, Ma. Lourdes G. Coronacion, Annamae T. Jorda
Encarta Premium
 LEARNING PLAN
SCIENCE 10
TOPIC: PLATE TECTONICS
Location: a. Volcanoes
b. Earthquake Epicenter
c. Mountain Ranges

LEARNING PLAN

SCIENCE 10

Topic : PLATE TECTONICS

Distribution:
d. Volcanoes
e. Earthquake epicenters
f. Mountain ranges

CONTENT STANDARD
The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake
epicenters, and mountain ranges.

PERFORMANCE STANDARD
The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and
volcanic eruptions.

FORMATION STANDARDS
The learners manifest the value of appreciation on the things in nature and protect nature and life through the
different concept of earth and space.

LEARNING COMPETENCIES
The learners should be able to describe the distribution of active volcanoes , earthquake epicenters, and major
mountain ranges.

SPECIFIC LEARNING OUTCOMES

At the end of the lesson, the learners will be able to:
 Describe Earth as a planet
 Explain the Plate Tectonics Theory
 Analyze the relationship among the locations of volcanoes,earthquake epicenters, and mountain
ranges
 Demonstrate ways to ensure preparedness during earthquakes, tsunamis, and volcanic eruptions

TIME ALLOTMENT: 8 Days June 20-29, 2018

June 18, 2018 School orientation
June 19, 2018 subject area orientation

PROCEDURE

Introduction
Overview of the objectives and key names or terms
  Present the learning objectives and competencies for the day’s session.
 Ask the students’ perceptions about the following terms to be encountered
Atmosphere geosphere hydroshere
Cryosphere lithosphere tectonic plates
Pangaea volcanism fault

Motivation
Inflate a globe and present it in class . Toss it to one of the students and ask him to catch with both hands
All fingers spread wide. Check where each thumbs landed. Toss the globe to another student and the
thumbs landed. Keep tossing the globe for several times. Did it end up on land or on water?

Instruction/Delivery
 Activity: Catastrophism vs uniformitarianism
Divide the class into 2 groups. Group A will research on Catastrophism and group B will focus on
Uniformitarianism. After the research work , try to defend the theory assigned to your respective
group through a debate.
 Discuss the overview of Earth as a planet.
 Brainstorm the students’ understanding of the theory of Plate Tectonics.
Ask the following questions:
1. What are the so called plates, and where are they located on/in Earth?
2. Are all landmasses and oceans on plates of their own?
 Discuss the different ideas about the origin of the continents.
 Discuss the location of volcanoes
 Discuss earthquakes
a. Anatomy of an earthquake
b. Types of Earthquake
C. Locating and measuring Seismic Waves
d. Locations of Earthquakes
e. Causes and effects of Earthquakes (tsunamis,seiche, and floods)
 Discuss mountain ranges
a. Stages of mountain building
b. Characteristics of major mountain ranges
c. locations of mountain ranges
d. World’s famous mountain ranges
 Demonstrate ways to insure disater preparedness during earthquake, tsunamis, and volcanic eruption

Practice
 The teacher will present a globe in class. Let the students describe Earth as a planet.
 The teacher will present some pictures of world’s famous mountain ranges. Let the students identify and
describe the mountain range being presented.
 Have the students participate actively during the school’s Earthquake and Fire Drill.

Enrichment
 Earthquake drill orientation
 Actual earthquake drill
 Why do we need to be equipped with the knowledge on how to mitigate the effects of some geological
hazards?

Evaluation
Give a short quiz on:
 The 3 types of plate boundaries
 The famous mountain ranges in the world
 Locations of volcanoes, earthquake epicenter, and mountain ranges
MATERIALS
Globe, World map,illustrations/ pictures, textbook

RESOURCES
Science Links 10
Meliza P. Valdoz, Maritess D. Aquino, J. A. Biong

TOPIC: PLATE BOUNDARIES

CONTENT STANDARD
The learners demonstrate an understanding of plate boundaries.

PERFORMANCE STANDARD
The learners shall be able to demonstrate ways to ensure disaster preparedness for natural calamities like
earthquakes, tsunamis, and volcanic eruptions.

FORMATION STANDARDS
The learners manifest the value of appreciation on the things in nature and protect nature and life through the
concept of earth and space.

LEARNING COMPETENCIES
The learners should be able to describe the different types of plate boundaries.

SPECIFIC LEARNING OUTCOMES

The learners should be able to:
4. Describe a plate boundary.
5. Enumerate and explain the different types of plate boundaries.
6. Locate the different plate boundaries on Earth.

TIME ALLOTMENT: 5 days July 2-6, 2018

PROCEDURE

Motivation
KWL chart. Have students spend a few minutes listing what they know and what they would like to know
about plate In the first and second column of the chart. Leave blank the last column until the conclusion
of the lesson.

Instruction/Delivery
 Discuss Continental drift theory and Seafloor Spreading theory.
 Discuss with the students what are plate boundaries and the different types of plate boundaries.
 Show to the class the world map indicating the major tectonic plates also some minor plates.
 Role playing and creative drawing: In this activity , the students will describe the different plate
boundaries by role playing and illustrating.

Practice
Discuss what would the Earth look like in the future .Create a picture(either a sketch or continent collage)
of where the continents might be. Explain why you have pictured the Earth like that. This task should be
given in advance.
Enrichment
 Students accomplish the third column of the KWL Chart by listing what they have learned about plate
boundaries.

 Have students answer these:

1.Describe the characteristics of each plate boundary.
2.What boundary or boundaries are found in the middle of Atlantic Ocean?
3.Tell me one neat thing you have learned so far about plat boundaries.

Evaluation
Quiz

MATERIALS
World map, Illustrations/drawings, pictures of 7 continents, glue, cartolina

RESOURCES
Science Links 10
By: Meliza P. Valdoz, Maritess D. Aquino, Jonnna A. Biong, Mylene O. Anda

TOPIC: PROCESSES AND LANDFORMS ALONG PLATE BOUNDARIES

CONTENT STANDARDS
The learners demonstrate an understanding of the different processes that occur along the plate boundaries.

PERFORMANCE STANDARDS
The learners shall be able to demonstrate ways to ensure preparedness during earthquake, tsunamis, and vol-
canic eruption.

FORMATION STANDARDS
The learners manifest the value of appreciation on the things in nature and protect nature and life through the
different concept of earth and space.

LEARNING COMPETENCIES
The learners should be able to explain the different processes that occur along plate boundaries.

SPECIFIC LEARNING OUTCOMES

The learners should be able to:
 Outline the different landforms along plate boundaries
 Explain the processes involved in land formation
 Link the processes and landforms to tectonic plates

TIME ALLOTMENT: 4 days July 9-13, 2018

PROCEDURE

Introduction/Review
 Review of the previous lessons
  Present the learning objectives and competencies for the day’s session.

Motivation
Have students perform the Inquiry Lab activity and let them discuss briefly what they have gathered from
the said activity, page 32 of worktext (this task should be given in advance).

Instruction/delivery
 Discuss the different classification of landforms
 Activity: In pairs make an outline showing the different landforms and give examples for each.

Practice
 The teacher will present several pictures. Let the students identify the type of landform being
presented.
 In your own opinion which landform you consider the most beautiful. Describe the landform you
chose and the factors that shaped the particular landform.

Evaluation
Short quiz on:
 Different classification of landforms
 Name at least two examples of landforms in each classification

MATERIALS
Pictures, video/ slide presentation

RESOURCES
Science Links 10
By: Meliza P. Valdoz, Maritess D. Aquino, Jonna A. Biong, Mylene O. Andaya

TOPIC: INTERNAL STRUCTURE OF THE EARTH

CONTENT STANDARD
The learners demonstrate an understanding of the internal structure of the Earth.

PERFORMANCE STANDARD
The learners shall be able to illustrate the cross sectionof the Earth’s interior.

FORMATION STANDARDS
The learners manifest the value of appreciation on the things in nature and protect nature and life through the
different concepts of earth and space.

LEARNING COMPETENCIES
The learners should be able to describe the internal structure of the Earth.

SPECIFIC LEARNING OUTCOMES

The learners should be able to:
 Gain conceptual understanding of the internal structure and processes of Earth.
 Illustrate the composition of Earth using various materials
 Summarize how magnetic field is produced inside Earth
 Prove the theory that Earth is composed of different layers using other geological events

TIME ALLOTMENT: 4 days July 16-20, 2018

PROCEDURE

Introduction/Review
 Review of the previous lesson
 Present the learning objectives and competencies for the day’s lesson

Motivation
Bring to the class an unfamiliar object. Ask the class how will they determine the interior of the object?
What if the object is the Earth and no x- ray machine can fit on the object? Ask some volunteers to
express their thougths.

Instruction/Delivery
 Activity: Hard-boiled Earth
Procedure : 1. Hard boil a large –sized chicken egg.
2. place the egg on top of the plate then tap it ligthly on different places to produce
cracks of various length and sizes.
3. Using a paint brush color the entire egg, making sure that the cracks will become
Visible once stroked with a brush.
4.Gently squeeze the egg until some parts of the shell finally breaks up.

5.Without removing the shell, cut the egg into half. Observe the different layers present

inside the egg.

Answer the following:

1.What do the egg, the pieces of shell, and the cracks in the shell represent?

2.Illustrate a cross-section of the egg when cut into half.

3.Compare and contrast the cross-section of the egg with that of the layers of Earth.

4.Aside from eggs, what other materials do you think can be used to represent the

structures of Earth? List at least 5.

 Discuss with the students the different layers of the Earth.

 Read-Pair –Share. The Earth’s magnetic field.

Practice
Have the students draw the cross-section of the Earth’s interior.
Enrichment
Conduct further research about the Dynamo Effect . In a group, demonstrate how magnetic fields can be
generated using the mechanisms related to this theory.

Evaluation
Give students a short quiz on:
3. The composition ,temperature, and thickness of the different layers of the Earth.
4. How does the interior structure of the Earth affect the processes at its surface?

MATERIALS
Hard-boiled egg, knife, pencil, paper, art materials

RESOURCES
Science Links 10
By:Meliza P. Valdoz, Maritess D. Aquino, Joanna Biong, Mylene O. Andaya

TOPIC : MECHANISMS OF PLATE TECTONICS

CONTENT STANDARDS
The learners demonstrate an understanding of mechanisms of plate tectonics.

PERFORMANCE STANDARD
The learners shall be able to suggest ways which can contribute to government efforts in reducing damage due to
earthquakes, tsunamis, and volcanic eruptions.

FORMATION STANDARDS
The learners manifest the values of being helpful and trustworthy in accomplishing the assigned tasks.

LEARNING COMPETENCIES
The learners describe the possible causes of plate movement.

SPECIFIC LEARNING OUTCOMES

The learners should be able to :
 Evaluate the different theories explaining the possible cause of plate tectonics
 Demonstrate a convection current
 Understand the importance of plate tectonics to the survival of Earth and its inhabitants

TIME ALLOTMENT: 4 days July 23-27, 2018

PROCEDURE

Introduction
Overview of the objectives and key names or terms
 Present the learning objectives and competencies for the day’s lesson.
 Ask the students’ perception about the following terms to be encountered
Convection
Lithosphere
Satellite Laser Ranging
 Global Positioning System

Motivation
 Picture Analysis: Show the class the image from Earth Science Australia – website:
http://earthsci.org/processes/geopro/introgeo/introgeo.html.

Give the students a few minutes then tell them that to comment on this statement: Plate Tectonics
is happening because the Earth is trying to cool off. Let the students explain and relate their ideas
to the picture above.

Instruction / Delivery
 Inquiry Lab: Convection Current
Procedures in page 43 of worktext
 Discuss : 1. Mantle Convection Theory
2.Slab Pull Theory

 Activity : Using a world map, identify the different subduction zones on Earth. How can you relate the
presence of these subduction zones with volcanic activities, magnitude of earthquakes, and formation of
mountain ranges in the world?

Practice
Write at least two paragraphs discussing how heat transfer applies to mechanism of plate tectonics.

Enrichment
Picture Analysis. Show the class the image from Earth Science Australia - website:
http://earthsci.org/processes/geopro/introgeo/introgeo.html.
Give students a few minutes then tell them to comment on this statement: Plate Tectonics is happeni ng
because the Earth is is trying to cool off.

Evaluation
Short Quiz:
Discuss briefly the Mantle Convection Theory.

MATERIALS
Pictures, paper, pencil , laptop,textbook

RESOURCES
Scince Links 10
By:Meliza P. Valdoz, Maritess D. Aquino, Joanna A. Biong, Mylene O. Andaya

TOPIC : EVIDENCE OF PLATE MOVEMENT

CONTENT STANDARDS
The learners demonstrate an understanding of the mechanisms of plate movement.

PERFORMANCE STANDARDS
The learners shall be able to suggest ways by which he/she can contribute to government efforts in reducing
damage due to earthquakes, tsunamis, and volcanic eruptions.

FORMATION STANDARDS
The learners manifest the value of cooperation on doing the assigned task, appreciate things in nature ,
and accept changes that may happen in life.

LEARNING COMPETENCIES
The learners enumerate the lines of evidence that support tectonic plate movement.

SPECIFIC LEARNING OUTCOMES

At the end of the lesson, the learners will be able to:
 compile the different evidences of tectonic plate movements
 summarize the development of plate tectonic theory

TIME ALLOTMENT : 3 days August 3 – 7, 2017

PROCEDURE

Introduction /Review
 Present the learning objectives and competencies of the day’s session.
 Introduce the important terms that learners will encounter
Glaciation
Magnetometer
Fossil
Flora
Fauna

Motivation
Present the world map and the picture on the Break Up of Pangaea. Give some time for the students to
analyze the picture. After which , ask 3 to 4 volunteers to express their thoughts about the picture.

Instruction/Delivery
 Brainstorm on the Continental Drift Theory. The Break Up of Pangaea.
 Group students into four. Assign to each group an evidence for plate tectonic movement for reading
and discussion.
After a short discussion summarize and write on the manila paper and stick it on the board for class
presentation.
Group 1: Paleontologic Evidence
Group 2: Evidence for glaciation
Group 3 : Evidence from structure and rock type
Group 4 : Evidence from paleoclimates
 Teacher give some input to the report of each group.

Practice
 Activity : What’s The Code ? It Puzzles Me!
Objective : To verify an evidence presented by Wegener
Materials : World map, cut- outs of continents, glue or paste, cartolina
Things to do:
1. Have students work in groups.
2. Label the cut-outs of continents with their names using the world map.
3. Fit the cut-outs to reconstruct the super continent, glue them on a cartolina.
4. Compare the reconstructed super continent against a world map.
Questions to answer:
1. Which landmasses fit together?
2. What places in the world map are they now positioned?
3. What evidence did you consider in determining which continental boundaries should be
joined?
Enrichment
 Activity : Reconstructing a Broken Landmass
Procedures in page 46 of worktext
 What specific value have you learned from the lesson we had?
 How are you going to apply it on your day to day activities?

Evaluation
Answer the following questions briefly:
1. What are the different evidences on the plate tectonics?
2. Summarize the Plate tectonic Theory.

MATERIALS
World map, cut-outs of continents, glue or paste, blue cartolina, manila paper, pentel pen, lap top,
Picture/illustration

RESOURCES
Science Links 10
By: Meliza P. Valdoz, Maritess D. Aquino, Joanna A. Biong, Mylene O. Andaya
Earth and Life Science
By: Roly B. Bayo-Ang, Ma. Lourdes G. Coronacion, Annamae T. Jorda
Encarta Premium