10 SCIENCE

Quarter 1

LEARNER’S MATERIAL
 Republic Act 8293, section 176 states that: No copyright shall subsist
in any work of the Government of the Philippines. However, prior approval of
the government agency or office wherein the work is created shall be necessary
for exploitation of such work for profit. Such agency or office may, among other
things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this book are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission
to use these materials from their respective copyright owners. The publisher
and authors do not represent nor claim
ownership over them.

This module is a resource of information and guide in

understanding the Most Essential Learning Competencies (MELCs). Under-
standing the target contents and skills can be further enriched thru the K to
12 Learning Materials and other supplem entary
materials such as worksheets/activity sheets provided by schools and/or
Schools Division Offices and thru other learning delivery modalities including
radio-based and TV-based instruction (RB/TVI).

CLMD CALABARZON
 WEEK
1&2

Science
Grade 10

Regional Office Management and Development Team: Job S. Zape, Jr.,

Ma. Leonora Natividad, Romyr L. Lazo, Fe M. Ong-Ongowan, Lhovie A. Cauilan,
Ephraim L. Gibas

Schools Division Office Development Team: Joesel D. Dariagan, Maria Ria S. Calub,
Leylanie V. Adao, Gemma G. Cortez , Fernando Mamauag, Jr.

Science Grade 10
PIVOT IV-A Learner’s Material
First Quarter
First Edition, 2020

Published by: Department of Education Region IV-A CALABARZON

Regional Director: Wilfredo E. Cabral

Assistant Regional Director: Ruth L. Fuentes

PIVOT 4A CALABARZON
 Guide in Using PIVOT Learner’s Material

For the Parents/Guardian

This module aims to assist you, dear parents, guardians, or siblings of
the learners, to understand how materials and activities are used in the new nor-
mal. It is designed to provide the information, activities, and new learning that
learners need to work on.
Activities presented in this module are based on the Most Essential
Learning Competencies (MELCs) for English as prescribed by the Department of
Education.
Further, this learning resource hopes to engage the learners in guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.
You are expected to assist the child in the tasks and ensure the learner’s
mastery of the subject matter. Be reminded that learners have to answer all the
activities in their own notebook.

For the Learners

The module is designed to suit your needs and interests using
the IDEA instructional process. This will help you attain the prescribed
grade-level knowledge, skills, attitude, and values at your own pace
outside the normal classroom setting.
The module is composed of different types of activities that are
arranged according to graduated levels of difficulty—from simple to
complex. You are expected to answer all activities on separate sheets
of paper and submit the outputs to your respective teachers on the
time and date agreed upon.

PIVOT 4A CALABARZON
 PARTS OF PIVOT LEARNER’S MATERIAL

Parts of the
Description
LM
The teacher utilizes appropriate strategies in presenting
What I need
the MELC and desired learning outcomes for the day or
Introduction

to know
week, purpose of the lesson, core content and relevant
samples. This allows teachers to maximize learners
What is new awareness of their own knowledge as regards content and
skills required for the lesson

What I know The teacher presents activities, tasks , contents of value

and interest to the learners. This shall expose the learners
Development

on what he/she knew, what he /she does not know and

What is in what she/he wanted to know and learn. Most of the activi-
ties and tasks must simply and directly revolved
around the concepts to develop and master the skills or
What is it the MELC.

The teacher allows the learners to be engaged in various

What is more
tasks and opportunities in building their KSA’s to
Engagement

meaningfully connect their learnings after doing the tasks

What I can in the D. This part exposes the learner to real life situa-
do tions /tasks that shall ignite his/ her interests to meet
the expectation, make their performance satisfactory or
What else I produce a product or performance which lead him/ her
can do to understand fully the skills and concepts .

What I have The teacher brings the learners to a process where they
learned shall demonstrate ideas, interpretation , mindset or val-
Assimilation

ues and create pieces of information that will form part

of their knowledge in reflecting, relating or using it effec-
What I can tively in any situation or context. This part encourages
achieve learners in creating conceptual structures giving them
the avenue to integrate new and old learnings.

PIVOT 4A CALABARZON
Weeks
Distribution of Active Volcanoes, Earthquake
Epicenters, and Major Mountain Belts
1-3 I

In this lesson, you shall know the distribution of active volcanoes,

earthquake, epicenters, major mountain belts and further explain the plate
tectonic theory after gaining a full understanding of the concepts embedded in
the many activities on this lesson.

Read and study the picture. Do you know the location of active volcanoes
in the Philippines ? Can you locate them in the map?

Our country is situated in the Pacific Ring of Fire where the oceanic plate
and several smaller micro plates sub-ducting along the Philippine plate and sever-
al microplates along the Philippine Trench to the East and smaller trenches to the
West. To date, as per report of the PHILVOCS (Philippine Institute of Volcanology
and Seismology), there are 53 active volcanoes in the Philippines characterized by
two major NS trending arcs – the Luzon and Mindanao Volcanic Arcs. This makes
the country’s tectonic setting complex aside from having a number of small plates
squeezed between two convergent plate margins, separated by small subduction
zones and major transform faults.

Active Volcanoes

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 Some volcanoes in the Philippines are active or dormant. We describe
volcanoes as dormant and active based from their frequency of eruptions. Those
that erupt regularly are called active and those that have erupted in the past
and are inactive are called dormant.

Some Active and

Location
Dormant Volcanoes
Name Coordinates Province
Banahaw 14°04′N 121°29′E Laguna, Quezon

Bulusan 12°46′12″N 124°03′00″E Sorsogon

Camiguin 18°49′48″N 121°51′36″E Cagayan

de Babuyanes
Hibok‑Hibok 9°12′11″N 124°40′23″E Camiguin

Iraya 20°28′08″N 122°00′36″E Batanes

Iriga 13°27′25″N 123°27′25″E Camarines Sur

Kanlaon 10°24′43″N 123°07′55″E Ne-

gros Occidental/
Oriental
Makaturing 7°38′49″N 124°19′12″E Lanao del Sur

Matutum 6°22′N 125°04′E South Cotabato

Mayon 13°15′25″N 123°41′06″E Albay

Pinatubo 15°08′N 120°21′E Zam-

bales,Tarlac,

Pampanga
Taal 14°00′07″N 120°59′35″E Batangas

Taal, Pinatubo and Mayon volcanoes are the familiar volcanoes of the
country in terms of their eruptions. They are formed when pieces of earths
crusts called plates smash and buckle up through a process called plate
tectonics. Some form mountain ranges or hill ranges arranged in a line and
connected by high ground. A group of mountain ranges with similarity in
form , structure and alignment is called a mountain belt.

There are mountain ranges closest to a certain volcano. Say for

example, for Taal Volcano, they are Mount Macolod (3107 ft.) which is 7
miles away from Taal, Mt. Talamitan (2310 ft.), 17.3 miles away from Taal,
Mount Panay (1,644 ft.) 22.2 miles from Taal and San Pablo Volcanic Field
(3576 ft.) which is 22.2 miles away from Taal. Can you name the mountain
ranges of other active volcanoes in the country ?

PIVOT 4A CALABARZON
7
Learning Task 1: Study the activity. Follow the procedure before answering the
questions .

Find the Epicenter

(Adapted and modified from the Learner’s Material)

Materials:
Hypothetical records of earthquake waves
Philippine map
Drawing compass and ruler
Marking pens (3 different colors)

Procedure:
Study the data showing the difference in the arrival time of P-wave
and S-wave on three seismic recording stations.
Time difference in Distance of epicen-
the arrival time of P- tre from the station
Recording station
wave and S-wave (km)

Occidental Mindoro 40
Samar 32
Zambonga del Norte 36

1. Compute the distance of the epicenter from each of the stations using
this formula:
d = time difference x 100 km
8 seconds
where: d = distance (km)
td = time difference in the arrival time of P-wave and S-wave (seconds)

This formula is suited because 8 seconds is the interval between the times
of arrival of the P-wave and S-wave at a distance of 100 km.

2. Choose one of the recording stations and measure the computed dis-
tance on the scale (the scale of the map is 1 cm: 100 km). Set your
compass for that computed distance. Center your compass on the sta-
tion you have chosen. Draw a circle.

3. Repeat steps 3 and 4 for the rest of the stations. You should get three
circles that intersect or nearly intersect at a point. This intersection is

PIVOT 4A CALABARZON
8
Learning Task 2: Study the activity. Follow the procedures indicated in
the activity before answering the questions.

Determining the Arrival Times between P -wave and S -wave

Procedure:
a) Line up the ruler or a piece of scrap paper vertically on the epicenter
distance given.
b) Mark the locations where the P-wave and S-wave intersect your ruler
or scrap paper.
C )Line up the ruler or scrap paper on the y-axis with one point on the 0
minute mark.
d) The second mark will indicate the difference in arrival time

Seismologist can determine the difference in arrival times between the

P-wave and the S-waves

Seismic waves are the waves of energy caused by the sudden break-
ing of rock within the earth or an explosion. They are the energy that travels
through the earth and is recorded on seismographs. There are several dif-
ferent kinds of seismic waves. These waves move in different ways. Body
waves can travel through the earth's inner layers while surface waves can
only move along the surface of the planet like ripples on water. Earthquakes
radiate seismic energy as both body and surface waves. Traveling through
the interior of the earth, body waves arrive before the surface waves emitted
by an earthquake. These waves are of a higher frequency than surface
waves. The first kind of body wave is the P wave or primary wave. This is
the fastest kind of seismic wave, and, consequently, the first to 'arrive' at a
seismic station. The P wave can move through solid rock and fluids, like
water or the liquid layers of the earth. It pushes and pulls the rock it moves
through just like sound waves push and pull the air. P waves are also
known as compressional waves, because of the pushing and pulling they
do. Subjected to a P wave, particles move in the same direction that the
wave is moving in, which is the direction that the energy is traveling in, and
is sometimes called the direction of wave propagation.

PIVOT 4A CALABARZON
9
 D

Learning Task 3: Study the picture. Follow the procedures indicated in the
activity before answering the questions.

Draw the location of the epicenter of an earthquake in Carmona, Silang, GMA

Cavite if the hypothetical distance of epicenter in Carmona is 300 Km, Silang is
200km, and GMA is 200km. Draw this in your notebook

Scale

Seismologists use triangulation to find the epicenter of an earth-

quake. When seismic data is collected from at least three different locations,
it can be used to determine the epicenter by where it intersects. Every
earthquake is recorded on numerous seismographs located in different di-
rections. Each seismograph records the times when the first (P waves) and
second (S waves) seismic waves arrive. From these, seismologist can deter-
mine how fast the waves are traveling. Knowing this helps them calculate
the distance from the epicenter to each seismograph.

1cm=100Km

PIVOT 4A CALABARZON
10
Learning Task 4: Study the activity. Follow the procedures indicated in the
activity before answering the questions.

Study the graph. Make use of the four questions to learn more about the
concepts of distance graph .
1. An epicenter station is 4,000 km away. How long after the first P-wave did
the first S-wave arrive?
2. An epicenter station is 5,600 km away. How long after the first P-wave did
the first S-wave arrive?
3. How far can an S-wave travel in 6 minutes 40 seconds?
4. How far can a P-wave travel in 6 minutes 40 seconds?
Distance-Time Graph

Distance -time graph is a graph wherein the gradient of the line is

equal to the speed of the object. The greater the gradient ( steeper line), the
faster the object is moving. If an object moves a along a straight line, the dis-
tance travelled can be represented by a distance time graph.

PIVOT 4A CALABARZON
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Learning Task 5: Complete the table below. Using the picture to
describe its observable or physical characteristics.

Descriptions
1.
A. Earthquake 2.
Epicenter

1.
B. Active 2.
Volcano

1.
C. Mountain 2.
Range

Drawing by : Joesel D. Dariagan

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Learning Task 6: Below is a map showing the location of the active
volcanoes, earthquake prone areas and mountain ranges in the Philippines.
List them down. Describe their locations.

Active Volcanoes

Luzon

Visayas

Mindanao

PIVOT 4A CALABARZON
13
Learning Task 7: Using the world map, locate and list down the location of
active volcanoes , earthquake zones and mountain ranges in the world.

Location of active volcanoes, earthquake epicenters, and mountain

ranges in different Continents

Questions:
1. Based on the map, list down the places where you can find the following;
a. volcanoes
b. earthquake epicenters
c. mountain ranges

2. Why do active volcanoes, mountain ranges/folded mountains, and earth-

quake zone are located in the same place?

3. Explain why those places in the map have active volcanoes, earthquake
epicenters and mountain ranges.

PIVOT 4A CALABARZON
14
 E

Learning Task 8: Complete the concept map. Copy this in your notebook. Use
the paragraph before the concept map as your guide to look for more information
from other sources.

Earthquake is the shaking of the earth’s surface that often causes a

great damage. Epicenter is the part of the earth’s surface that is directly
above the place where earthquake starts. Volcanoes are a mountain with a
hole in the top or side that sends out rocks, ash, lava, and etc. and moun-
tain ranges are succession of many closely spaced mountains covering a
particular portion of earth. The location of most active volcanoes, earth-
quake epicenters, and mountain ranges are found in the Pacific Ring of Fire
or in the Pacific Ocean basin.
Philippines

Earthquake Active Mountain

zones volcanoes ranges

Luzon Visayas Mindanao Luzon Visayas Mindanao Luzon Visayas Mindanao

Learning Task 7: Draw a simple map and describe the distribution of active
volcanoes, earthquake epicenter and major mountain belts in CALABARZON.
Use your notebook for your answer.

PIVOT 4A CALABARZON
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Week Types of Plate Boundaries
Lesson

4 I

In the previous lesson, you’ve learned about how to find the

earthquake’s epicenter using the triangulation method and distance-time
graph. The characteristics and locations of active volcanoes, mountain
ranges, and earthquake zones (epicenter) were also discussed using a
map. This time, in this lesson, you will identify and describe the different
types of plate boundaries that will help you to understand the occurrence
of an earthquake and other geologic activities.

Study the pictures showing the fault line in the plate boundaries

Figure 1

Figure 2

Figure 3

Describe each figure. How does each figure differ? How are the
figures similar ? What did you notice with the spaces in between the
two plates ?

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16
 In the pictures, you can say that, plates can move apart at
a boundary. Earthquakes occur along the fractures that appear as
the plates move apart.
The three types of plate boundaries are convergent, divergent
and transform. Convergent boundary a boundary in which two plates
move toward each other, causing one of the slabs of the lithosphere to
subduct beneath an overriding plate. Divergent boundary is a region
where the crustal plates are moving apart. Transform fault boundary
is a boundary produced when two plates slide past each other.

Below is a picture showing the fault lines in the Philippines.

During earthquake, it is presumed that plates along the fault line
moved and the occurrence of such earthquake can also affect far
from the edges of tectonic plates, along faults. Faults are cracks in
the lithosphere caused by the stresses created as sections of
a plate (or two plates) which are moving in different directions. In this

PIVOT 4A CALABARZON
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 D
Learning Task 1: Study pictures A to D. Describe each of them.
Reread again the pages of this module to help you create an answer.
Write your answer in your notebook.

Picture A

Picture B

Picture C

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18
 Picture D

Learning Task 2: Complete the table by copying it in your notebook.

Type of plate bounda- How does it look like? Describe each type of
ries plate boundaries in 3
(draw)
words

Convergent

a. continental-
continental

b. oceanic-oceanic

c. oceanic-continental

Divergent

Transform

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19
Learning Task 3: Study the world map and answer the following
questions in your notebook.

Location of Plate Boundaries

Study the world map below and answer the questions;

What type of plate boundaries exist in the following plate?

a. Eurasian and Philippine plates
b. Antarctic and South American plates
c. Antarctic and Australian Plates
d. South American and African plates
e. North American and Eurasian plates
f. South American and Antarctic plates

PIVOT 4A CALABARZON
20
 E
Learning Task 4: Answer this question in your notebook.

If you are given the chance to become a cartographer (a person who

makes maps) and you are asked to make a map, what legend will you use in
order to inform the people about the location of different types of plate
boundaries? Illustrate your answer in your notebook.

Learning Task 5 : Choose the letter of the correct answer.

1. Which of the will form when two tectonic plates are moving toward each
other?
A. convergent B. divergent C. tectonic D. transform

2. Nazca plate and South American plate is an example of what plate

boundary?
A. convergent B. divergent C. tectonic D. transform

3. What type of plate boundary formed if two plates moved away from each
other?
A. convergent B. divergent C. tectonic D. transform

4. What type of plate boundary exists in two sliding plates?

A. convergent B. divergent C. tectonic D. transform

5. What type of plate boundary exists on a certain island if you can find rift
valley?
A. convergent B. divergent C. tectonic D. transform

6. A. convergent B. divergent C. transform D. normal

7. What type of plate boundary exists on a certain island if you can find
mountain ranges?
A. convergent B. divergent C. tectonic D. transform

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Week Processes that Occur Along Plate Boundaries
Lesson

5 I

In the previous lesson you’ve learned about the different

types of plate boundaries, oceanic-oceanic, continental-
continental, continental-oceanic convergent, divergent, and
transform plate boundaries and determination of the locations of
different types of plate boundaries across the continents.
This time, you will learn the different processes and geologic
features along plate boundaries that slowly shaped the Earth’s
surface give rise to mountain ranges, volcanoes, earthquake belts
and other geologic features for you to explain the processes that
occur along convergent, divergent, and transform-fault boundaries.

Now, what process occurs along convergent plate

boundaries? What geologic features formed when two plates moved
toward each other? What are/is the reason/s why do plates move
toward each other?

In some ways, our planet resembles like a giant jigsaw

puzzle because its outer surface is composed of about 20 tectonic
plates with enormous sections that roughly fit together and meet
at places called plate boundaries.

Plate boundaries are important since they are often

associated with earthquakes and volcanoes. When Earth’s tectonic
plates grind past one another, enormous amounts of energy can be
released in the form of earthquakes. Volcanoes are also often
found near plate boundaries because molten rock from deep within
Earth can travel upward at these intersections between plates.

PIVOT 4A CALABARZON
22
D
Learning Task 1: Read and study the different types of plate
boundaries. Answer the questions that follow after the discussion of the
contents on plate boundaries.

When continental and oceanic

Convergent Plate Boundary
plates collide, the thinner and denser
oceanic plate is overridden by the
thicker and less dense continental plate.
The oceanic plate is forced down into
the mantle in a process known as
"subduction." As the oceanic plate
descends, it is forced into higher
temperature environments. At a depth
of about 100 miles (160 km), materials
in the subducting plate begin to
approach their melting temperatures
and a process of partial melting begins.

When a convergent boundary occurs between two oceanic

plates, one of those plates will subduct beneath the other. Normally
the older plate will subduct because of its higher density. The
subducting plate is heated as it is forced deeper into the mantle, and
at a depth of about 100 miles (150 km) the plate begins to melt.

Magma chambers are produced as a result of this melting, and

the magma is lower in density than the surrounding rock material. It
begins ascending by melting and fracturing its way through the
overlying rock material. Magma chambers that reach the surface break
through to form a volcanic eruption cone.
In the early stages of this type of boundary, the cones will be
deep beneath the ocean surface but later grow to be higher than sea
level. This produces an island chain. With continued development the
islands grow larger, merge, and an elongate landmass is created.

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 Divergent Plate Boundary

When a divergent boundary occurs beneath oceanic lithosphere, the

rising convection current below lifts the lithosphere, producing a mid-ocean
ridge. Extensional forces stretch the lithosphere and produce a deep fissure.
When the fissure opens, pressure is reduced on the super-heated mantle
material below. It responds by melting, and the new magma flows into the
fissure. The magma then solidifies and the process repeats itself.

1. What process occurs along divergent plate boundary?

2. What geologic features formed when two plates moved away from each
other?

3. Compare rift valley from mid-ocean ridge. Explain your answer.

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 Transform plate boundary

Transform Plate Boundaries are locations where two plates

slide past one another. The fracture zone that forms a transform
plate boundary is known as a transform fault. Most transform faults
are found in the ocean basin and connect offsets in the mid-ocean
ridges. A smaller number connect mid-ocean ridges and subduction
zones.

Transform faults can be distinguished from the typical strike-

slip faults because the sense of movement is in the opposite direction
(see illustration). A strike-slip fault is a simple offset; however, a
transform fault is formed between two different plates, each moving
away from the spreading center of a divergent plate boundary. When
you look at the transform fault diagram, imagine the double line as a
divergent plate boundary and visualize which way the diverging
plates would be moving.

Questions:
1. What process occurs along transform fault plate boundary?

2. How do plate boundaries become transform fault?

3. Why transform fault is occurs in lithosphere?

PIVOT 4A CALABARZON
25
E

Learning Task 2 : Study the pictures and group of words below. Use the
words to explain the processes that occur in each picture. Write your answer
in your notebook.

Subduction Mountain ranges Volcanic arc Rift valley

Fault Mid-ocean ridge Fissures Fracture zone
Magma chamber Collision Spreading Trench
Slip

A. B. C.

Learning Task 3: Explain the processes along plate boundaries

thru the use of a graphic organizer below. Write your answer in your
notebook.

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26
A
Learning Task 4: Read the questions below. Pick the best letter for
your answer in each item. Write your answer in your notebook.

Choose the letter of the correct answer.

1. What geologic features resulted from the collision of the two continental
plates?
A. volcanic island arc C. mountain
B. fault D. earthquake epicenter
2. The following are the secondary effect of movement of the plates, which of
the following is NOT?
A. tsunami C. landslide
B. fire D. earthquake
3. Which of the following is the result of the collision of two oceanic plates?
A. trench C. rift valley
B. volcano D. fault line
4. What geologic feature produced in the convergence of two continental plates?
A. folded mountains C. Rift valleys
B. Island arcs D. Trenches
5. Which of the following can we expect to find at a mid-ocean ridge?
A. relatively young rocks C. very ancient rocks.
B. reverse fault D. thick accumulation of sediments
6. Why does the oceanic crust sink beneath the continental crust at then
subduction zone?
A. The oceanic crust has a greater density.
B. The oceanic crust is pulled downward by Earth’s magnetic field.
C. The oceanic crust is pushed from the ridge.
D. The continental crust has a denser composition.
7. What happens when two oceanic plates collide?
A. The hot spot will form.
B. The volcano island arc will form.
C. The volcanoes on the edge of a continent will form.
D. The volcano along the mid-oceanic ridge will form.
8. What is produced in the convergence of two continental plates?
A. folded mountains C. rift valleys
B. island arcs D. trenches

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9. Which of the following is NOT a geologic process that occurs along convergent
boundaries?
A. earthquakes C. tornado
B. mountain-building D. volcanism

10. What topographic feature is formed in divergent boundary?

A. fault C. rift valley
B. mountain D. volcano

11. If you will visit a place in the Pacific known to be along converging plates,
which of
these should you not expect to see?
A. active volcanoes C. rift valley
B. mountain ranges D. volcanic

12. Which of the following geologic features formed in the divergent plate
boundary?
A. San Andreas fault C. Mt. Himalayas
B. Sierra Madre D. Great Rift Valley of East Africa

13. Which of the following is not a divergent plate boundary?

A. Mid-ocean ridge C. spreading of sea floor
B. Mt. Himalayas D. Rift Valley

14. What geologic feature forms when a divergent boundary occurs beneath the
oceanic
lithosphere and there is rising convection current below lifts the
lithosphere?
A. mountain belts C. volcanic arcs
B. mid-ocean ridge D. fault line

15. When a convergent boundary occurs between two oceanic plates, what will
happen to
one of those plates?
A. The plate will subduct beneath to the other plate.
B. The plate will subduct toward to the other plate.
C. The plate will move away to the other plate.
D. The plate will move toward to the other plate.

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 Week
Causes of Plate Movement
Lesson
I 7

In this lesson, you will able you to evaluate the different theories
explaining the possible causes of tectonic plates, understand the convection
current and importance of tectonic plates to the survival of earth and its
inhabitants. It will also help you to describe the possible causes of plate
movement and explain these causes.

Study the comic strip below. What did you notice? What are they telling
about each other ?

PIVOT 4A CALABARZON
29
 Do you know that there are number of competing theories that attempt to
explain what drives the movement of tectonic plates. Three of the forces that have
been proposed as the main drivers of tectonic plate movement are:
1. mantle convection currents— warm mantle currents drive and carry
plates of lithosphere along a like a conveyor belt;

2. ridge push (buoyant upwelling mantle at mid-ocean ridges) — newly

formed plates at oceanic ridges are warm, and so have a higher ele-
vation at the oceanic ridge than the colder, more dense plate materi-
al further away; gravity causes the higher plate at the ridge to push
away the lithosphere that lies further from the ridge
3. slab pull — older, colder plates sink at subduction zones, because
as they cool, they become more dense than the underlying mantle.
The cooler sinking plate pulls the rest of the warmer plate along be-
hind it.

Another is Plate Tectonics theory wherein it describes the large-scale mo-

tion of seven large plates and the movements of a larger number of smaller plates
of the Earth’s lithosphere, since tectonic processes began on Earth between 3.3
and 3.5 billion years ago. It deals with the dynamics of Earth’s outer shell- the
Lithosphere- that revolutionized Earth sciences by providing a uniform context
for understanding mountain-building processes, volcanoes, and earthquakes as
well as the evolution of Earth’s surface and reconstructing its past continents
and oceans.

Others say that it is due to convection currents. Convection currents be-

neath the plates are believed to be responsible for plate movement. The source of
energy responsible for generating the heat and convection currents that move the
plates is most likely radioactivity deep in Earth's mantle. Mantle convection cur-
rents, ridge push and slab pull are three of the forces that have been proposed as
the main drivers of plate movement .

On the other hand, recent research has shown that the major driving
force for most plate movement is slab pull, because the plates with more of their
edges being sub-ducted are the faster-moving ones. However ridge push is also
presented in recent researches to be a force that drives the movement of plates.
With these, try to do more research on these ideas for you to have a full un-
derstanding on these concepts.

Learning Task No. 1: Refer to the discussion above about Plate Tectonic Theo-
ry. Write a short paragraph regarding the movement of tectonic plates. Writre
your answer in your notebook.

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 D

Learning Task 2 :Study the two pictures. Answer the questions below
each picture. Write your answers in your notebook.

1. Based from the picture, what do you think are the causes of plate move-
ment? Describe movement of plates.
2. Explain why plates are moving?

1. In the cycle shown, is mantle made of silicate rocks? Why ?

2. Why do mantle rock rises?

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 E

Learning Task 2 : Study the articles below. Answer the questions .

Write your answer in your notebook.

Article 1

As a substance like water is heated, the less dense particles rise while
denser particles sink. Once the hot less dense particles cool down, they sink,
and the other less dense particles rise. This continuous process is called
convection current. This is exactly what happens in the Earth’s mantle. The
hot, less dense rising material spreads out as it reaches the upper mantle
causing upward and sideward forces. These forces lift and split the lithosphere
at divergent plate boundaries. The hot magma flows out of the mantle and cools
down to form the new ocean crust. The downward movement of the convection
current occurs along a convergent boundary where the sinking force pulls the
tectonic plate downward.
The convection currents rotate very slowly, as they move and drag the
plates along. Because of convection current, the tectonic plates are able to
move slowly along the tectonic boundaries, pushing each other, sliding past
each other and drifting away from each other.
As an oceanic crust moves away from a divergent boundary, it becomes
denser than the newer oceanic crust. As the older seafloor sinks, the weight of
the uplifted ridge pushes the oceanic crust toward the trench at the subduction
zone. This process is called ridge push.
Slab pull is the other possible process involved in the tectonic plate
movement. The weight of the subducting plate pulls the trailing slab into the
subduction zone just like a tablecloth slipping off the table and pulling items
with it. Now that you understand what happens inside the Earth and its effects
on the Earth’s surface, you should be able to realize that the tectonic activities
at the surface just like volcanic eruptions and earthquakes are inevitable. You
should view the Earth as a dynamic planet and still the most fascinating planet
for it offers you a home that no other planet can. Since you can’t prevent these
tectonic activities from happening, the following performance task will enable
you to contribute meaningfully in minimizing the damage that these
phenomena can bring.

If you are a geologist, what theory will you present to describe the `
movements of plates?

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Article 2 : Importance of Plate Movement

Our planet is changing before our eyes, and as a result, many species are
living on the edge. Research by astronomers at the Harvard-Smithsonian Center
for Astrophysics, shows that if Earth had been slightly smaller and less massive,
it would not have plate tectonics - the forces that move continents and build
mountains. And without plate tectonics, life might never have gained a foothold.
"Plate tectonics are essential to life as we know it," said Diana Valencia of
Harvard University. "Our calculations show that bigger is better when it comes
to the habitability of rocky planets."
Plate tectonics -the movement of huge chunks, or plates, of a planet's
surface- are crucial to a planet's habitability because they enable complex
chemistry and recycle substances like carbon dioxide, which acts as a
thermostat and keeps Earth balmy. Carbon dioxide that was locked into rocks is
released when those rocks melt, returning to the atmosphere from volcanoes and
oceanic ridges. "Recycling is important even on a planetary scale," Valencia
explained.
Valencia and her colleagues, Richard O'Connell and Dimitar Sasselov (Harvard
University), have examined the extremes to determine whether plate tectonics
would be more or less likely on different-sized rocky worlds. In particular,
focusing on "super-Earths"-planets more than twice the size of Earth and up to
10 times as massive.
New research indicates that a massive impact may have happened to our
planet that may have made the Earth a friendlier place for life because it
corresponds with this planet's establishment of plate tectonics. About 3.26
billion years ago, an object between 23 and 26 miles wide (37 and 58 kilometers)
crashed into the Earth somewhere and left geological evidence behind in South
Africa. ( Source : http://www.dailygalaxy.com/my_weblog/2014/05/without-plate-tectonics-life-
on-earth-might-never-have-gained-a-foothold-harvard-smithsonian-center-.html)

What do you think will happen to earth if tectonic plates are not

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Article 3 :

In 1912, Alfred Wegener (pronounced as vey-guh-nuhr), a German

meteorologist, proposed a theory that about 200 million years ago, the
continents were once one large landmass. He called this landmass Pangaea, a
Greek word which means “All Earth.” This Pangaea started to break into two
smaller supercontinent called Laurasia and Gondwanaland during the Jurassic
Period. These smaller supercontinents broke into the continents and these
continents separated and drifted apart since then. Wegener searched for
evidences to support his claim. He noticed the fit of the edges of the continents
on the opposite sides of the South Atlantic. His evidence to the Continental Drift
Theory includes the distribution of fossils in different continents, rock features,
and ancient climates.

Technology (192-1950)- the SONAR (Sound Navigation and Ranging) system is a

device that bounces sound waves off underwater objects and then records the
echoes of these sound waves. It allowed scientist to map the mid-ocean ridges.
In the 1950s scientists used magnetometers to detect magnetic variations on
the ocean floor. Age acting rocks helped prove that mid-ocean ridges create new
sea floor.

Arthur Holmes (1929) was a British geologist. He suggested that thermal

convection currents in the mantle were the force moving the continents.
Ship Atlantis (1931-1966)- Atlantis was the first ship built specifically for
marine biology, geology, and oceanographic. The first Woods Hole
Oceanographic Institution (WHOI) research ship. The ship began working in
1931 and retired in 1966.

Hugo Benioff (1935) is an American seismologist. He is famous for his work on

deep focus earthquakes and how they are associated with subduction zones. He
was the first to propose that subduction zones cause deep focus earthquakes.

React on each paragraph. What ideas or principles can your add to these?

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Article 4

At first Alfred Wegener's idea about continental drift were rejected.

It was not until the 1960's where scientists began to except his ideas.
One of the largest geographic association called "American Association of
Petroleum Geologists" criticized his ideas. His father-in- law who was a
famous meteorologist also criticizes his ideas. Geophysicists and
American geologists such as George Gaylord Simpson and Sir Harold
Jeffrey also rejected his ideas about continental drift. They first rejected
him because he was not able to find an adequate mechanism to explain
continental drift. Later, when he suggested two mechanisms such as
"Pohlflucht" which means "flight from the poles," explains why continents
seemed to drift towards the equator. Another mechanism was that
explained that the tidal force was moving the continents. Even after
having those mechanisms, his ideas were disapproved. These people
rejected Alfred Wegener's ideas because they thought that the tidal force
was too weak to move the continents. Alfred Wegener's lack of age and
lack of experience in geology was another reason why his hypothesis was
rejected. After Wegener's death scientists started to accept his
hypothesis. Geologists like Harry Hammond Hess found proof of
accepting the concept of continental drift. He proposed an idea of seafloor
spreading. Paleomagnetism was developed in the 1950s which showed
"that rocks in different continents appeared to have different directions of
magnetization, as if continents had drifted apart from each other." His
ideas of seafloor explain that "the ocean floor is constantly being created
at underwater ridges in the middle of the oceans, spreading outwards,
and being consumed in trenches underneath the continents." At last in
the 1960s the continental drift had began to be accepted by the entire
earth science community. It took a lot of time for Wegener's hypothesis to
become the foundation for a revolution for geologist, but it was accepted
later. Source : http://alfredwegener10.blogspot.com/2010/04/who-
opposed-alfred-wegener-and-why.html

If you will be asked to write your own theory that will explain the possible
causes in the movement of plate tectonics, what would it be? Will you
use this Wagners theory? Why ?

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A

Learning Task : Study the articles below Answer the questions below .
Write your answer in your notebook.

Choose the letter of the correct answer.

1. Where does seafloor spreading occur?

A. Mid-ocean ridges C. divergent boundaries between two oceanic
B. Oceanic rift zones D. convergent boundaries

2. The heat process caused by the uneven distribution of thermal energy in

Earth’s interior is called
A. Ridge push C. slab pull
B. Seafloor spreading D. mantle convection

3. What was the name of the super continent that existed 250 million years?
A. Eurasia C. Pangea
B. Disneyland D. Wegenerland

4. Earth’s crust is being actively recycled. Where is new oceanic crust created?
A. At convergent boundaries
B. At mid-ocean ridges
C. At subduction zones
D. At transform boundaries

5. Which of following observations about landforms best supports the theory of

plate tectonics?
A. Volcanoes are distributed randomly on every continent.
B. As lava cools on Earth’s surface, it forms a variety of igneous rocks
C. Impact craters have been found both on dry land and on the ocean
floor
D. Mountain ranges sometimes appear to be continuous on opposite
sides of an ocean.

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 Line of Evidences that support Plate Movement Week
Lesson

I 8

In this lesson, will understand the evidences of plate movements. It

provides you scientific knowledge that will help you explain these evidences. It
also consists of activities that will help you develop your critical thinking skills
to have a deeper understanding about the planet where you live.
Do you know some of the ideas presented by Alfred Wegener? He
proposed that the continents were not stationary but actually moving or
drifting away from one another. His primary sources of evidence included 1.
the tilt of the continents , 2. locations of fossil fuels 3. glacial till deposits and
4. the shift of climates over time. These principles are considered and
accepted in 1970 after all the principles on magnetic shifts, convection
currents and sea floor spreading were integrated in the so called Plate
Tectonics Theory .
There is a variety of evidence that supports the claims that plate
tectonics accounts for (1) the distribution of fossils on different continents, (2)
the occurrence of earthquakes, and (3) continental and ocean floor features
including mountains, volcanoes, faults, and trenches. The continents fit
together almost like puzzle pieces forming Pangaea (one super-continent).
Fossils on different continents are similar to fossils on continents that
were once connected. When the continents split, different life forms developed.
Most continental and oceanic floor features are the result of geological activity
and earthquakes along plate boundaries. The exact patterns depend on
whether the plates are converging (being pushed together) to create mountains
or deep ocean trenches, (diverging) being pulled apart to form new ocean floor at
mid-ocean ridges, or sliding past each other along surface faults.
Most distributions of rocks within Earth's crust, including minerals,
fossil fuels, and energy resources, are a direct result of the history of plate
motions and collisions and the corresponding changes in the configurations of
the continents and ocean basins.

Learning Task 1 :Complete the table below by providing the needed

information about each evidence of plate movements. Write your answer in your
notebook.

Line of Evidences Explanations

Fossil
Coastline matching
Paleomagnetism
Age, Heat and Magnetic orientation
Earthquakes and
Volcanoes

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 I
Learning Task 2 : Study the two pictures. Create a two sentence
description of these pictures. You may use any available reference like books,
textbooks and learners material to develop or create your answer.

Learning Task 3 : Make a mind map showing the different evidences

of plate movements. You may include pictures or phrases to describe and
show your understanding of the theory. Write your answer in your
notebook.

D
Learning Task 4 : Read the following paragraph. Determine whether these
statements are correct. Justify your answer if it is correct. If it is false, try to
explain what makes the statements wrong.

1. One of the first lines of evidence suggesting the existence of plate tectonics was
the discovery of very similar fossils in rock masses separated by vast distances and by
ocean expanses. It suggested that those land areas had in the past been connected.
2. The similarity of coastlines for different continents suggests that they may once
have been connected. But the fact that they were separated by sometimes thousands of
miles suggested continental drift or plate tectonics.
3. The magnetic North and South poles of the Earth correspond closely, although
not exactly, with the spin axis of the Earth. Although the mechanism of generation of
the magnetic field, called the geodynamo, is not fully understood, it is clear that it has
something to do with the rotation of the Earth and the presence of mobile materials
with significant electrical conductivity which can circulate.
4. Earthquakes don’t occur randomly across the world, but happen across limited
belts which also contain most of the world’s volcanoes. These belts mark the location
of plate boundaries. These areas are so active because the stress of 2 plates against
each other and eventually gives in the form of a volcano or earthquake. The largest
belt of activity is the “Ring of Fire” surrounding the Pacific Ocean which is home to
90% of all quakes.
5. As we travel farther and farther out from the spreading center the rocks get
older and older, and the magnetic orientation of the rocks changes with the magnetic
pole reversals.

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 References

Printed Materials:
Acosta, Herma et al. (2015). Science Leaners Materials, Department of
Education
Electronic Sources:
https://www.google.com/search?tbm=isch&sa=1&ei=DoCWW823EtGqoA
Tc16oo&q=picture+of+west+valley+fault&oq=picture+of+west+valley+fault&gs
_l=img.3...214558.222918.0.226751.30.29.1.0.0.0.207.3563.0j26j1.27.0....0 ...1c.1.64.img..2.18.22
98...0j35i39k1j0i67k1j0i8i30k1j0i24k1.0.t32dYOBLYF s#imgrc=9KRzzp6PJk0-qM:

https://www.google.com/search?tbm=isch&sa=1&ei=DoCWW823EtGqoAT
c16oo&q=sierra+madre&oq=sierra+madre&gs_l=img.3..0i67k1l2j0l8.170773.
174624.0.175111.12.8.0.4.4.0.166.956.0j7.7.0....0...1c.1.64.img..1.11.1002...
35i39k1.0.R7CbQGeGkgE#imgrc=Qg-4iNwAwT7muM:

PIVOT 4A CALABARZON
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For inquiries or feedback, please write or call:
Department of Education Region 4A CALABARZON
Office Address: Gate 2 Karangalan Village, Cainta Rizal
Landline: 02-8682-5773 local 420/421
Email Address: lrmd.calabarzon@deped.gov.ph

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