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CLMD4A SciG10
CLMD4A SciG10
Quarter 1
LEARNER’S MATERIAL
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CLMD CALABARZON
Science
Grade 10
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
PIVOT 4A CALABARZON
Guide in Using PIVOT Learner’s Material
Parts of the
Description
LM
The teacher utilizes appropriate strategies in presenting
What I need
Introduction
What is more
tasks and opportunities in building their KSA’s to
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
Assimilation
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
PIVOT 4A
CALABARZON
6
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 Laguna, Quezon
14°04′N 121°29′E
Bulusan Sorsogon
12°46′12″N 124°03′00″E
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 the Distance of epicentre
arrival time of P-wave from the station (km)
Recording station
and S-wave (seconds)
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
the epicenter.
Learning Task 2: Study the activity. Follow the procedures indicated in
the activity before answering the questions.
Procedure:
a)Line up the ruler or a piece of scrap paper vertically on the epi-
center 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
Scale 1cm=100Km
Study the graph. Make use of the four questions to learn more about the
concepts of distance grpah .
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
Descriptions
1.
A. Earthquake 2.
Epicenter
1.
B. Active 2.
Volcano
1.
C. Mountain 2.
Range
Active Volcanoes
Luzon
Visayas
Mindanao
Learning Task 7: Using the world map, locate and list down the location of
active volcanoes , earthquake zones and mountain ranges in the world.
Questions:
1. Based on the map, list down the places where you can find the following;
a. volcanoes
b. earthquake epicenters
c. mountain ranges
3. Explain why those places in the map have active volcanoes, earthquake
epicenters and mountain ranges.
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.
Learning Task 7: Draw a simple map and describe the distribution of active
volcanoes, earthquake epicenter and major mountain belts in CALABARZON.
Use yoor notebook for your answer.
Types of Plate Boundaries Week
Lesson
I 4
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 ?
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.
Picture A
Picture B
Picture C
Picture D
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
Learning Task 3: Study the world map and answer the following
questions in your notebook.
1. Which of the will form when two tectonic plates are moving toward each
other?
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
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
8. Which of the will form when two tectonic plates are colliding to each other?
A. convergent C. tectonic
B. divergent D. transform
9. What type of plate boundary formed if two plates moved in different direc-
tions?
A. convergent C. tectonic
B. divergent D. normal
10. If there are two sliding plates in a certain island, what type of plate bound-
ary exists?
A. convergent C. tectonic
B. divergent D. transform
Processes that Occur Along Plate Boundaries Week
Lesson
I 5
.
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.
2. What geologic features formed when two plates moved away from each
other?
Questions:
1. What process occurs along transform fault plate boundary?
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.
A. B. C.
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
9. Which of the following is NOT a geologic process that occurs along convergent
boundaries?
A. earthquakes C. tornado
B. mountain-building D. volcanism
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
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.
Causes of Plate Movement Week
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 ?
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;
On the other hand, recent research has shown that the major driv-
ing 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 ide-
as for you to have a full understanding on these concepts.
D
Learning Task 1 :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?
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 `
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 moving?
Article 3 :
React on each paragraph. What ideas or principles can your add to these?
Article 4
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 ?
A
Learning Task 2 : Study the articles below Answer the questions below .
Write your answer in your notebook.
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
I 8
Fossil
Coastline matching
Paleomagnetism
Earthquakes and
Volcanoes
E
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.
2. Why did people not believe in Wegener’s theory about continental drift?
A. There was a competing theory at the time that was more believable
B. There was no data showing the continents ever moved
C. The scientists did not know the force responsible for moving the
continent
D. The scientist presenting the data was unreliable
3. Which of the following discoveries would provide the best evidence that
Earth's continents had once been part of a large landmass that has since
broken apart?
A. fossils of different species of organisms found
B. fossils of the same species of organism found
C. fossils of organisms that lived during the same time period found
D. fossils of organisms that lived hundreds of millions of years apart found
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+faul
t&gs
_l=img.3...214558.222918.0.226751.30.29.1.0.0.0.207.3563.0j26j1.27.0
....0 ...1c.1.64.img..2.18.2298...0j35i39k1j0i67k1j0i8i30k1j0i24k1.0.t32
dYOBLYF 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..0i67k1l2j0l8.170
773.
174624.0.175111.12.8.0.4.4.0.166.956.0j7.7.0....0...1c.1.64.img..1.11.1
002... 35i39k1.0.R7CbQGeGkgE#imgrc=Qg-4iNwAwT7muM:
please write or call: Department of Education Region 4A CALABARZON Office Address: Gate 2 Karangalan Village, Cainta Rizal Lan