STA.

IGNACIA HIGH SCHOOL

Private
SANTA IGNACIA, TARLAC 2303

WEEK 4 (LEARNING PLAN SCIENCE 10)

I. OBJECTIVES
Content Standard:
 The learners demonstrate understanding of the relationship among the locations of
volcanoes, earthquake epicenters, and mountain ranges
Performance Standard:
The learners:
 Demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and
volcanic eruptions; and suggest ways by which he/she can contribute to government
efforts in reducing damage due to earthquakes, tsunamis, and volcanic eruptions

Learning Competencies:
The learners...
1. Describe the distribution of active volcanoes, earthquake epicenters, and major mountain
belts;
2. Identify the different layers of the earth;
3. Describe the different types of plate boundaries;
4. Explain the different processes that occur along the plate boundaries;
5. Describe the internal structure of the earth;
6. Describe the possible causes of plate movement; and
7. Enumerate the lines of evidence that support plate.

II. SUBJECT MATTER

Lesson: Plate Tectonics
Sub. Topics: Earthquake and NDRRMC
References: Practical Science, Makati City: Diwa Learning System Inc. , pg.14-24
Strategies: Discovery Learning
ORGANIZING BIG IDEAS:
ESSENTIAL UNDERSTANDING
Students will develop a strategy for disaster preparedness and for natural catastrophes that
include volcanic eruptions, earthquakes, and the resultant effects, like tsunamis specifically
designed for Filipinos whether in the government and private sectors or common citizens.

ESSENTIAL QUESTIONS
How should we prepare for natural disasters that include volcanic eruptions, earthquakes
and tsunamis?

III. PROCEDURE

A. Explore: DAY 1

Activity 1: Focus Question

Process Question:
1. Why do plates move?

Activity 2: Word Storm

Below is a list of words or group of words that you will encounter in this lesson.
1. In the second column, write words associated to the given word. Do this with a partner. Separate the
associated words from one another using commas.
2. In the last column, use the given words in sentences. These will give your teacher an idea of how you
understand the meaning of the words.

Word(s) Associated Words Sentence

Buoyancy
Convection
Gravity
Lithosphere
Asthenosphere
Pliable
Thermal energy

B. Firm-up: DAY 2
Activity 3: Launch Pad
Heating causes matter to expand and decrease in density. Warmed matter rises as a result of buoyancy,
and cooler matter sinks as a result of gravity. In this simple demonstration, you will observe how this up
and down flow is evident in a pattern of motion called convection current.
Materials: 1000ml beaker, tap water, food coloring, ring stand, ice cubes, candle or burner.
Procedure:
1. Place the candle or burner under one edge of the beaker with water.
2. Put the ice cube inside the beaker but on the opposite edge so that it is not under the heat of the candle
or the burner.
3. Place a drop of food coloring next to the ice cube.

Guide Questions:
1. What happened to the food coloring?
2. How do your observations relate to the mechanism of plate movement?
C. Deepen: DAY 3
Activity 4: Current Affairs
Objectives:
1. Model convection currents using simple laboratory materials and apparatuses.
2. Make inferences on the observed behaviour of matter.
3. State the relationship between convection current and plate movement.

Procedure:
1. Half-fill the large beaker with cold tap water. Then fill the small beaker with about ¾ full of hot tap
water.
2. Stir in five drops of food coloring in the small beaker. Carefully add more hot water to fill in the beaker
to the brim.
3. Cover the small beaker with aluminum foil and secure it with a rubber band.
4. Carefully lower the small beaker into the large beaker of the cold water. Note: Be careful in handling the
small beaker with the hot water. Wear gloves and use tongs to handle it.
5. Place the circular cutouts on the surface of the cold water.
6. Without disturbing the water, use the tip of the pencil to make two small holes (about 2mm in diameter)
in the aluminum foil covering the jar.
7. Observe the contents of the beaker and the paper cutouts on the surface of the water.

Guide Questions:
 1. What happened to the colored water and to the paper cutouts after poking he aluminum foil covering the
beaker?
2. Which part of your model represented tectonic plates? Why?
3. Which part of your model represented the Asthenosphere in the mantle? Why?
4. Explain the movement of the plates based on the model that you created.
5. Can you say that the model you made is accurate enough to serve as a representation of the movement of
Earth’s plates? What similarities exist between your model and actual plate movements?

D. Transfer: DAY 4
Activity 5: Focus Question (Revisit map of conceptual change)

WHAT I THINK

WHAT I LEARNED

Process Question:
1. Why do plates move?

Activity 6: Mini-Task
You understand well how convection current works. As a visual artist, you have been tasked to create an
artwork that explains the relationships among the driving forces in the movement of the tectonic plates.
Your artwork will be displayed as part of the exhibit in celebration of the Disaster Awareness Week of the
National Disaster Risk Reduction and Management Council (NDRRMC). Your artwork should
communicate how Earth’s interior affects many observable geologic features on Earth. A group of visual
artist will evaluate your work based on completeness and accuracy of information provided in the artwork.
Criteria:
Completeness = 5 points
Creativity = 5 points
Accuracy of information = 5 points
Impact of the product = 5 points
TOTAL: 15 Points

Prepared by:
MS. MIRASOL Y. VERANO
Science Teacher

Approved by:

PRESENTANCION S. ESPALDON
Principal