Science Las and Assessment 1st Quarter

10
Science
Quarter 1- PLATE TECTONICS
LEARNING ACTIVITY SHEETS

(LAS)
1
Name: ________________________________ Grade and Section:______________
Subject: Science 10 Teacher: AFRAIL MAE S. SINTOS Score:______________
Lesson: Quarter 1, Week 1; LAS 1

Activity Title: Activity 1. FIND ME!
Learning Target: Describe and relate the distribution of active volcanoes, earthquake
epicenters and major mountain belts to Plate Tectonic Theory.
References: Science 10 Learner’s Material pp.3, 6-13
LAS Writer: Armela S. Alamon, , Dave D. Daza, Johna Jane C. Fuentes, Alfie
A. Gardose, Mariegold Ann J. Japitana
What Is Plate Tectonics?
Earth’s lithosphere consists of layers, the crust and the upper part of the mantle. This part of the module will
focus only on the outermost layer of the Earth, the crust, which has two kinds: the thicker but less dense continental
crust, and the thinner but denser than the continental crust, the oceanic crust. The
crust is made of variety of solid rocks like sedimentary, metamorphic, and igneous. It
has an average density of 2.8 g/cm3 and its thickness ranges from 5 to 50 Km. The
crust is thickest in a part where a relatively young
mountains is present and Figure 1. The Earth’s Crust

thinnest along the ocean floor. Lifted from: https://www.slideserve.com/havyn/tectonic-plates
According to the plate tectonic model below, the entire lithosphere of the Earth is broken into numerous
segments called the plates.
Plate Tectonics is a theory which

suggests that Earth’s crust is made up of plates
that interact with various ways, thus producing
earthquakes, mountains, volcanoes and other
geologic features. Plates are rigid sections of
the lithosphere that move as a unit.
Figure.2 Map of Plate Boundaries
Lifted from: https://geology.com/plate-tectonics.shtml
Activity 1. FIND ME!

Refer to Map of plate boundaries (Figure 2) to the answer the following questions below.
Guide Question:
1. How many plates do you see? __________________________________________
2. List down the seven larger plates and the remaining smaller plates in the table below.
Name of Larger Plates Name of Smaller Plates
3. What is your basis in identifying the plate? _______________________________
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Activity Title: Activity 2. WHAT’S IN US?
Primary or P-Waves- the fastest kind of waves, thus arrive at the seismic stations first.
Secondary or S-Waves- slower than the P-waves.
Both P and S waves travel into the Earth’s interior.
Epicenter- the part of the Earth’s surface directly above the focus of an earthquake.
Focus- also called the hypocenter; it is where the earthquake waves start.
Triangulation method- the method used to locate the earthquake epicenter using distance information
from three seismic stations.
Since P and S waves have different velocities, they do not arrive at seismic stations at the same
time. The farther the recording instrument is from the focus, the greater is the difference in the arrival times
of P and S waves. The difference in the arrival time will tell us the distance of the earthquake’s focus from
the seismic recording station. However, it does not tell in which direction it came from.
Activity 2. WHAT’S IN US?
Procedure: Compare and contrast the Primary (P) waves and Secondary (S) waves. Complete the Venn
diagram below by writing their characteristics on their corresponding column and their similarities on the
specified column.
P waves
Similarities S waves
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Activity Title: Activity 3. SHAKE IT UP!
LAS Writer: Armela S. Alamon, , Dave D. Daza, Johna Jane C. Fuentes, Alfie A.
Gardose, Mariegold Ann J. Japitana
Activity 3. SHAKE IT UP!
Objective: Determine the relationship of volcanoes and earthquakes
Materials:
 Hard cardboard
 Scissors or cutters (ask for adult’s help if needed)
 Glass bottle with cover
 Vinegar
 Baking soda
Procedure:
1. Prepare all materials.
2. Make a hole at the center of the cardboard using a scissors or cutter.
Make sure that the neck of the bottle fits within the hole.
3. Cut a small hole at the center of the bottle’s cover.
4. Then pour the baking soda inside the bottle first and then the vinegar and then put the cover.
5. Shake the bottle while covering the cover with your fingers. 6. The set-up is shown below. Observe what
happens.
Figure 4. Set up
Questions:
1. What happens when you shake the bottle? _____________________________

2. As the mixture squirts off the cover, what have you observed with the cardboard? _____
3. Why do you think is the cardboard shaking? ___________________________
4. With the given activity, what can you conclude on the relationship between volcanoes and
earthquakes? ___________________________________
4

Activity Title: Activity 4: FOLDABLES: Study Organizer
Activity 4: FOLDABLES: Study Organizer

Adapted from: Earthquakes and Volcanoes
Retrieved from: https://www.clark-
shawnee.k12.oh.us/userfiles/36/Classes/1702/chap08.pdf?id=2780&fbclid=IwAR3P_aTS_vXusbohBFSVjsvrUnm4pa4mN3d2g
Q4NVeOiIeTb5S0iyWGLArA
Make a foldable. Compare and contrast volcanoes, mountain ranges and earthquake epicenters.
Procedure:
1. Draw a mark at the midpoint of a vertical sheet of long bond paper.
2. Turn the paper horizontally and fold the outside edges in to touch the mid-point mark.
MOUNTAIN RANGES (Back) BOTH( front)
VOLCANOES EARTHQUAKES
3. Draw a volcano on one flap (left) and label the flap Volcanoes then write what you know about it on the
back flap. Do the same on the other flap (right), but this time, on earthquakes and at the back, for
mountain ranges. The inside portion should be labeled Both and include characteristics that both events
share.
Note: After checking, please keep your foldable for the future use. As discussions about volcanoes, earthquakes and
mountain ranges continue, add more information by writing it on the corresponding label on the back flap.
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Activity Title: Activity 1A. KNOW MY BOUNDARY & Activity 1B. Guess What?
Learning Target: Describe the different types of plate boundaries.
(Code: S10ES-Ia-j-36.2)
References: Delos Santos, Marivic E., Types of Plate Boundaries Grade 10 pp.6, 8.
Retrieved May 7, 2020 from: https://lrmds.deped.gov.ph/pdf-view/17998
LAS Writer: Aisha B. Grafil and Cherry Ann B. Doctora

Activity 1A. KNOW MY BOUNDARY
Adopted from: Delos Santos, Marivic E., Types of Plate Boundaries Grade 10 pp. 8 https://lrmds.deped.gov.ph/pdf-view/17998
Direction: The map below shows the major tectonic plates that make up the earth’s lithosphere and its directions in
which they are moving. Identify by encircling whether the following pair of tectonic plates exhibit movement in CPB
if convergent plate boundary, DPB for divergent plate boundary and TFB for transform plate boundary.
Figure 1. Earth’s Lithosphere

Lifted from: https://www.sciencelearn.org.nz/images/350-tectonic-plate-boundaries
CPB DPB TFB 1. South American Plate and the African Plate
CPB DPB TFB 2. Indian Plate and Eurasian Plate
CPB DPB TFB 3. Nazca Plate and South American Plate
CPB DPB TFB 4. Antarctic Plate and Pacific Plate
CPB DPB TFB 5. Pacific Plate and Australian Plate
CPB DPB TFB 6. North American Plate and Pacific Plate
CPB DPB TFB 7. Pacific Plate and Nazca Plate
CPB DPB TFB 8. Eurasian Plate and North American Plate
CPB DPB TFB 9. Philippine Plate and Eurasian Plate
CPB DPB TFB 10. Cocos Plate and Caribbean Plate
Activity 1B. Guess What?
Direction: Identify the following plate whether it is an oceanic plate or

continental plate. Write OP on the space provided if the given plate is an Oceanic and C if it is Continental.
_____1. Thicker plate

_____2. Denser plate
_____3. Thinner plate
_____4. Less dense plate
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_____5. On ocean floor.


Activity Title: Activity 2A. WHERE TO GO?

Activity 2A. WHERE TO GO?
Direction: Describe the direction of plate movement in the diagram below.
Objective: 1. Describe the movement of plate boundaries.
Diagram A: Divergent
____________________________________
Plate A PlateB ____________________________________
Diagram B: Convergent
____________________________________
____________________________________
Plate A PlateB
____________________________________
____________________________________
Diagram C: Transform fault

Plate A
____________________________________
Plate B ____________________________________-
____________________________________
____________________________________
2. Based on the arrow, is there any difference in the direction of plate movements in divergent, convergent and
transform fault boundaries? How do they differ?
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Activity Title: Activity 3. CHECK MY IDENTITY

Activity 3. CHECK MY IDENTITY
Adapted from: Delos Santos, Marivic E., Types of Plate Boundaries Grade 10 pp.6 https://lrmds.deped.gov.ph/pdf-view/17998
Direction: Check (√) whether the following statements describe a convergent plate boundary, divergent plate
boundary or transform-fault boundary.
Objective: Identify the types of plate boundary base on the given characteristics.
Characteristics Convergent Divergent TransformFault

Plate Plate Boundary
Boundary Boundary
1. A plate boundary in which two plates move
toward each other.
2. A region where the crustal plates are moving
apart.
3. A plate boundary produced when two plates slide
past each other.
4. The plate boundary that can produce shallow
earthquake.
5. The type of plate boundary where trench and
volcanic island arc can be formed.
6. A type of plate boundary also known as the

“destructive boundary”.
7. A type of plate boundary also known as the
“constructive boundary”.
8. A type of plate boundary where subduction
process can only occur.
9. A type of plate boundary that can only form
mountains and mountain ranges.
10. The plate boundary where plates slide past each
other causing strong earthquake.
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Activity Title: Activity 4. COMPLETE ME! & Activity 5. FILL ME!

Types of Plate Boundaries
1. Convergent (destructive) Boundaries -
two plates are colliding. Subduction zones
occur when one or both tectonic plates
arecomposed of oceanic crust. The denser Oceanic
Continental
plate issubducted underneath the less plate
dense plate. The plate being forced under is
eventually melted and destroyed.
Figure 3. Convergent Boundary
i.Where oceanic crust meets ocean crust

Island arcs and oceanic trenches occur
when both plates are made of oceanic
crust. Zones of active seafloor spreading
can also occur behind
the island arc, known as back-arc basins.
These are often associated with submarine
volcanoes.
Figure 4. Ocean-Ocean Convergence

Lifted from: https://www.tulane.edu/~sanelson/eens1110/pltect.htm
ii.Where oceanic crust meets continental
crust
The denser oceanic plate is subducted,
often forming a mountain range on the
continent. The Andes is an example of this
type of collision.
Figure 5. Ocean – Continent Convergence

Lifted from: https://www.tulane.edu/~sanelson/eens1110/pltect.htm
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iii. Where continental crust meets
continental crust
Both continental crusts are too light to
subduct, so a continent-continent collision
occurs, creating especially large mountain
ranges. The most spectacular example of
this is the Himalayas.
2. Divergent (Constructive)
Boundaries –two plates are moving
apart. The space created can also fill
with new crustal material sourced
from molten magma that forms
below. Divergent boundaries can form
within continents but will eventually
open and become ocean basins. Figure 7. Divergent Boundary
Lifted from: https://www.gettyimages.com/detail/illustration/geology-plate-tectonics-
divergingdrawing-royalty-free-illustration/508753569?adppopup=true
i. On land
Divergent boundaries within continents
initially produce rifts, which produce rift
valleys.
Figure 8. Divergent Boundary

ii. Under the sea
The most active divergent plate boundaries
are between oceanic plates and are often
called mid-oceanic ridges.
3. Transform (conservative) boundaries –

plates slide passed each other. The relative
motion of the plates is horizontal. They can
occur underwater or on land, and crust is
neither destroyed nor created. Because of
friction, the plates cannot simply glide past
each other. Rather, stress builds up in both
plates and when it exceeds the threshold of
the rocks, the energy is released – causing Figure 9. Conservative Plate Boundary
Lifted from: https://notesychs.weebly.com/transform-plate-margin.html
earthquakes.
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Activity 4. COMPLETE ME!
Adapted from: Science 10 Learner’s Material
Direction: Complete the table by providing the relative motion of plates and geologic features and events.
Objective:
1. Describe the relative motion of plate boundaries.

2. Name some results of plate movements.
A B C
Type of Plate Boundary Relative Motion of the Geologic Features/Events

Plates Present
Divergent
Convergent
Transform fault
Activity 5. FILL ME!

(Adopted from RTOT XII in Grade 10, 2018)
Direction: Fill the space of the Venn Diagram by providing information on the similarities and differences of
convergent boundary, divergent boundary and transform fault boundary.
Objective:
1. Describe plate boundaries through its similarities and differences.
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Divergent Convergent
Transform fault


Activity Title: Activity 6. MOLD AND MAKE ME & Activity 7. MAKE ME A PROFILE

Activity 6. MOLD AND MAKE ME
Direction: Create a model for each type of plate boundary using clay soil.
Objective: Create a model of plate boundary using clay soil. Take a picture or draw it and submit in the next
meeting.
Rubrics in Creating a Model
CRITERIA BEGINNERS (1) ACCEPTABLE (2) PROFICIENT (3)
Learning Student did not Student attempt to apply Student applied new
attempt to apply new new learning ideas but fail learning ideas and
learning ideas. to express it. demonstrated it clearly.
Concept The model does not Models presented the Models presented the
Accuracy present the concept concept somewhat correct. concept correctly.
correctly.
Creativity The model is not The model is original but Model expressed multiple
original and did mostly ideas are ideas in a unique way
not show new idea limited
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Activity 9. MAKE ME A PROFILE
Direction: Provide the necessary information to complete the sentence/paragraph describing plate tectonics
and the details on the types of plate boundaries.
I know something about Plate Tectonics (Types of Plate Boundaries)
I know that Earth’s lithosphere is made up of large segment called ____________.

The plates are classified into _______________________ and ______________________.
I know that they are in constant ____________________.
I know further that it has three types of plate boundaries.

First _____________________________________________________________________
___________________________________________________________________________
Second, ___________________________________________________________________
_____________________________________________________________________________
Lastly, _________________________________________________________________________
_______________________________________________________________________________.
Finally, this types of plate movements results to the development of

______________________________________________________.

Activity Title: Activity 1- FILL UP THE BOUNDARY
Learning Target: 1. Describe the possible causes of plate movement.
References: Acosta, H., Alvarez, L., Angeles, D., Arre, R., Carmona, M.,
Garcia, A., Gatpo, A., Marcaida, J., Olarte, M., Rosales, M.,
Salazar, N. (2015). First Edition. Science 10 Learner’s Material.
Department of Education. Republic of the Philippines
LAS Writer: Afrail Mae S. Sintos
Activity 1- FILL UP THE BOUNDARY

(Adopted from RTOT in Grade 10, 2018)
Complete the blanks with the appropriate words that describe the statement.
Objectives:
a. Identify the three types of plate movements
b. Describe each type of plate movements
c. Illustrate each type in relation with the direction of plate movements.
Missing words: This is a ______________plate margin. Here the two plates
Mantle, Oceans, are moving _______ from each other. This causes them ________
Volcanoes, Magma, to rise up from the ___________ and form new oceanic crust.
Constructive, This process normally occurs under_______, and results in the
Iceland, apart formation of underwater __________. Some of these become so
large they appear above sea level such as ____________.
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Missing Words:
Sliding, Earthquake, This is a __________plate margin. Here the two plates are _________
Created,tension, past each other. When the plates stick it causes ___________to build
destroyed,San
up. When this is released an ______ occurs. An example of this is on
Andreas,conservative
, Los Angeles the ______ ________ fault line in ______. Here crust is neither
_______ nor __________ volcanic eruptions do not occur.
Missing Words:
This is a ______________plate margin. Here the two plates are
Crust, Himalayas,
moving _______ each other. As both plates are ______ neither of
Eurasian, collision,
them can be _______. Therefore the _______ is crumpled upwards to
Indian,towards,
form _________ _________. An example of these would be the
subducted, fold
________. Where the __________ plate has collided with the
mountain,
________plate.
continental


Activity Title: Activity 2.1- READ ME!
Activity 2.1- READ ME!
Read the following Science article below and answer the different guide questions.
THREE MAIN TYPES OF PLATE BOUNDARIES
Lifted from: https://www.gns.cri.nz/Home/Learning/Science-Topics/Earthquakes/Earthquakes-at-a-Plate-Boundary/Tectonic-Plates-and-
Plate-Boundaries
1. Convergent boundaries - two plates are colliding.
Subduction zones occur when one or both of the tectonic plates are composed of oceanic crust. The
denser plate is subducted underneath the less dense plate. The plate being forced under is eventually
melted and destroyed.
i. Where oceanic crust meets ocean crust
Island arcs and oceanic trenches occur when both of the plates are made of oceanic crust.
Zones of active seafloor spreading can also occur behind the island arc, known as back-arc
basins. These are often associated with submarine volcanoes.
ii. Where oceanic crust meets continental crust
The denser oceanic plate is subducted, often forming a mountain range on the continent.
The Andes is an example of this type of collision.
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iii. Where continental crust meets continental crust
Both continental crusts are too light to subduct, so a continent-continent collision occurs,
creating especially large mountain ranges. The most spectacular example of this is the
Himalayas.
2. Divergent boundaries –two plates are moving apart.
The space created can also fill with new crustal material sourced from molten magma that forms
below. Divergent boundaries can form within continents but will eventually open up and become
ocean basins.
i. On land
Divergent boundaries within continents initially produce rifts, which produce rift valleys.
ii. Under the sea
The most active divergent plate boundaries are between oceanic plates and are often called
mid-oceanic ridges.
3. Transform boundaries – plates slide passed each other.
The relative motion of the plates is horizontal. They can occur underwater or on land, and crust is
neither destroyed nor created. Because of friction, the plates cannot simply glide past each other.
Rather, stress builds up in both plates and when it exceeds the threshold of the rocks, the energy is
released – causing earthquakes.
Guide Questions:
1. How subduction zone occurred in two colliding plates? ______
2. What happen when two plates are moving apart? _________
3. What will happen when oceanic crust converged with each other? ______
4. How is mountain ranges formed? __________
5. What will happen when two plates slide past each other?______

Activity Title: Activity 3: HEAT CONVECTION IN LIQUIDS
Activity 3: HEAT CONVECTION IN LIQUIDS
Adapted From: Science Project
(https://www.education.com/science-fair/article/convection-movement-heat-fluids/)
Objectives:
a. Identify convection current as possible cause of plate movement.
b. Describe events in the convection current that causes plate movements.
c. Create a diagram that demonstrate the process of convection current.
Materials
 Clear quart container or jar
 Water
 Coffee mug or other container that can withstand heat
 food coloring/plant pigment extract
 Spoon
 Dropper
Procedure
1. Fill the clear jar halfway with cold water.
2. Fill the coffee mug about ¼ full of hot water.
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3. Add 10 drops of food coloring (any color) to the hot water and stir.
4. Fill the dropper with hot water.
5. Lower the tip of the dropper until it is near the bottom of the large jar.
6. Carefully release two drops of hot water onto the cold water. Observe what happens,
looking at the side and top of the jar.
7. Add ten more drops, two drops at a time, observing what happens between each.
8. Once you have added all the hot liquid drops, observe the jar for an additional five
minutes. Your output should be like the picture below.
Analysis:
1. What happen to the hot water with food coloring as it drops in the cold water?
________________
2. How do they behave? ________________
3. What causes this phenomenon? ________________
4. Where in nature does convection occur? ________________
5. If convection didn’t occur, what would happen to the atmosphere? __________


Activity Title: Activity 4: CONVECTION CELL
Activity 4: CONVECTION CELL
Plate tectonics is the theory that Earth's outer shell is divided into several plates that glide over the
mantle, the rocky inner layer above the core. The plates act like a hard and rigid shell compared to Earth's
mantle. This strong outer layer is called the lithosphere, which is 100 km (60 miles) thick, according to
Encyclopedia Britannica. The lithosphere includes the crust and outer part of the mantle. Below the
lithosphere is the asthenosphere, which is malleable or partially malleable, allowing the lithosphere to
move around. How it moves around is an evolving idea.
One of the driving force behind plate tectonics is convection in the mantle. Hot material near the
Earth's core rises, and colder mantle rock sinks. "It's kind of like a pot boiling on a stove," Van der Elst
said. The convection drive plates tectonics through a combination of pushing and spreading apart at mid-
ocean ridges and pulling and sinking downward at subduction zones, researchers think.
Mid-ocean ridges are gaps between tectonic plates that mantle the Earth like seams on a baseball.
Hot magma wells up at the ridges, forming new ocean crust and shoving the plates apart. At subduction
zones, two tectonic plates meet and one slides beneath the other back into the mantle, the layer
underneath the crust. The cold, sinking plate pulls the crust behind it downward.
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Many spectacular volcanoes are found along subduction zones, such as the "Ring of Fire" that
surrounds the Pacific Ocean.
How is it possible for mantle rock to flow? Over millions of years, the great heat and pressure in the
mantle cause solid mantle rock to flow very slowly. Many geologists think that plumes of mantle rock rise
slowly from the bottom of the mantle toward the top. The hot rock eventually cools and sinks back
through the mantle. Over and over, the cycle of rising and sinking takes place. Convection currents like
these have been moving inside Earth for more than four billion years!
There are also convection currents in the outer core. These convection currents cause Earth’s
magnetic field. As the magma cools and solidifies, the convection currents will stop and the Earth will
become geologically dead.
Convection currents within the Earth's mantle are caused by hot material rising upwards, cooling,
and then dropping back toward the core. These currents are thought to be the driving force for tectonic
plate activity in the crust. The moving magma in the mantle carries the plates floating on top of it.
Direction: Answer the guide questions based on what you have read in the science articles above.
Guide questions:
1. What facilitates the movement of the plates? ____________
2. What will happen to the lithosphere when hot, less dense material spreads out as it reaches the
upper mantle causing upward and sideward forces? ____________
3. What will happen to the convergent boundaries when there is a downward movement of the
convection current? ____________


Activity Title: Activity 5: Spot the Difference! & Activity 6: DESIGNING
AN INFORMATION CAMPAIGN
WHAT DRIVES THE MOVEMENT OF THE TECTONIC PLATES?

Mantle convection currents, ridge push and slab pull are three of the forces that
have been proposed as the main drivers of plate movement.
There are a 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:
mantle convection currents— warm mantle
currents drive and carry plates of lithosphere
along a like a conveyor belt;
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ridge push (buoyant upwelling mantle at mid-
ocean ridges) — newly-formed plates at
oceanic ridges are warm, and so have a higher
elevation at the oceanic ridge than the colder,
more dense plate material further away;
gravity causes the higher plate at the ridge to
push away the lithosphere that lies further
from the ridge;as the older seafloor sinks, the
weight of the uplifted ridge pushes the
oceanic crust toward the trench at the
subduction zone.
slab pull — older, colder plates sink at

subduction zones, because as they cool, they
become denser than the underlying mantle.
The cooler sinking plate pulls the rest of the
warmer plate along behind it.
Activity 5: Spot the Difference!

Objectives:
a. Describe the three forces that drives the plate tectonic.
b. Differentiate convection current; slab pull and ridge push .
Create a Venn diagram showing differences and similarities of the different forces that drive the
plate tectonic.
Activity 6: DESIGNING AN INFORMATION CAMPAIGN

Objective:
To design a scheme informing local folks in your hometown about the possibilities of
earthquakes in the area.
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Direction: Design an information campaign scheme to inform and increase emergency
preparedness of local folks in your hometown on the possibilities of an earthquake event in your
area. Choose on the following suggested options below.
1. Slogan
2. Poster
3. Song
4. Poem
5. Advertisement


Activity Title: Activity 1: “PUZZLE PUZZLE”
Learning Target: 1. Explain the processes that occur along the plate boundaries
LAS Writer: Kristine Joy D. Bunda
Activity 1: “PUZZLE PUZZLE”

Directions: Complete the puzzle using the words and definitions below.
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Activity Title: Activity 2: “Types of Plate Boundaries”
Earth is made up of three types of plate boundaries. These are convergent, divergent and transform
boundaries. Each of these is made up of continental and oceanic plates.
Convergent Plate Boundary
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A convergent plate boundary is a location where two tectonic plates are moving toward each other, often
causing one plate to slide below the other in a process known as subduction. The collision of tectonic plates can
result in earthquakes, volcanoes, the formation of mountains, and other geological events.
Earth's surface is made up of two types of lithospheric plates: continental and oceanic. The crust that makes up
continental plates is thicker yet less dense than oceanic crust because of the lighter rocks and minerals that compose
it. Oceanic plates are made up of heavier basalt, the result of magma flows from mid-ocean ridges. When plates
converge, they do so in one of three settings:
• oceanic plates collide with each other (oceanic-oceanic boundaries),

• oceanic plates collide with continental plates (oceanic- continental boundaries),
• continental plates collide with each other (continental- continental boundaries).
Oceanic-Continental Boundary
When continental and oceanic 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. Materials in the
subducting plate begin to approach their melting temperatures and a process of partial melting begins. This partial
melting produces magma chambers above the subducting oceanic plate.
For the oceanic crust, one important geologic feature is formed, and that is the trench. Also called submarine
valleys, ocean trenches are the deepest part of the ocean. One of the deepest is the Philippine trench with a depth
of 10,540 meters. Effects of a convergent boundary between an oceanic and continental plate include:  a zone of
earthquake activity at varying depths
• ocean trench
• volcanic eruptions
Oceanic-Oceanic Boundary
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. Magma chambers that reach the surface break through to form a volcanic island arc parallel to the trench.
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. Many parts of the Philippines originated from oceanic-oceanic
convergence. Effects that are found at this type of plate boundary include:
• a zone of progressively deeper earthquakes;

• an oceanic trench;
• a chain of volcanic islands
Continental-Continental Boundary
Continental-continental convergent boundaries pit large slabs of crust against each other. This results in very
little subduction, as most of the rock is too light to be carried very far down into the dense mantle. Instead, the
continental crust at these convergent boundaries gets folded, faulted, and thickened, forming great mountain chains
of uplifted rock.
Divergent Plate Boundary
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Formation of rift valleys and oceanic ridges are indications that the crust is spreading or splitting apart. In this
case, the plates are forming divergent boundaries wherein they tend to move apart. Most divergent boundaries are
situated along underwater mountain ranges called oceanic ridges. As the plates separate, new materials from the
mantle ooze up to fill the gap. These materials will slowly cool to produce new ocean floor.
Transform Plate Boundary
In the transform fault, where plates slide past one another without the production or destruction of crust.
Because rocks are cut and displaced by movement in opposite direction, rocks facing each other on two sides of the
fault are typically of different type and age. These structures are so-called strike-slip faults.
When strike-slip movement halts due to increased friction at some location, stresses can build up that are released
in sudden slips. These may result in some of the most damaging earthquakes on continental crust. The San Andreas
Fault, the North Anatolian Fault (Turkey) or the Dolores-Guayaquil Megafault in the northern Andes are some
examples of huge strike-slip faults transecting continental crust.
Questions:
1. Convergent Plate Boundary will result to earthquakes, volcanoes, formation of mountains, and other
geological events. Explain how these geological processes/events occur due to this plate movement?
_______________________________________________________________________________
2. Site an evidence that prove Divergent Plate Boundaries can produce new ocean floor.
_____________________________________________________________________
3. Explain the interaction between two plates sliding past each other. What geological process/event may
occur? _____________________________________________
22
Directions: Complete the Concept Map using the terms in the list below and answer the
following questions.
Mid -ocean ridges Volcanic islands major earthquakes

rift valleys deep-sea trenches volcanic mountains
Plate
Boundaries
Convergent Divergent Transform
At this point, we are quite aware that our country is susceptible to different disasters such as earthquakes,
volcanic eruption, and tsunamis. Therefore, it is a must for us to prepare and ensure our safety and survival when
these disasters strike.
For this activity, your goal is to help your family prepare for an impeding emergency. Your task is to prepare
an emergency kit for the whole family. Decide what items should be in your emergency kit.
Draw essential tools needed for your emergency kit.
Question:
What can you do to prepare for a disaster in your community? How can you help others affected by
disasters? ________________________________________________
_________________________________________________________________________________
23

Activity Title: Activity 2: “Label Me!”
Direction: Label each plate boundary by using the following vocabulary word bank. Some words may be used more
than once.
Vocabulary Terms:
-Volcanic arc -Continental crust

-Lithosphere -Mountain range
-Oceanic Crust -Volcanic Island
-Asthenosphere -Mid-ocean ridge
-Trench -Magma
-Crust -Rift Valley
-Rift
24

Activity Title: Activity 1: “GEOLOGY EVERYDAY!”
Learning Target: 1. Identify the evidences of plate movement.
LAS Writer: Catherine C. Dela Cruz
Activity 1: “GEOLOGY EVERYDAY!”
Instruction: Find all the words related to plate movement inside the puzzle by searching across, down or diagonally.
Using your own understanding describe each word in the space provided below.
FOSSILS ROCKS PLATE
CONTINENT
COAL JIGSAW
SEAFLOOR SPREADING PANGAEA
MAGNETIC REVERSAL TECTONIC
C A S E R O C K S W E R F F G A M
A S T H E M Y U O E R D F G J K C
T U U N T I T E C T O N I C S A V
F B G B I O L O G A H J C K L J B
O D B U D D I N G L O N O T Y I H
S U N E W U A Z X P L E A T Q G G
S C O R E S C O A O L E L E D S T
I M A G N E T I C R E V E R S A L
L O N T G H D F O A S D A T E W U
S V O L C O N T I N E N T W Q I O
S E S E A P L O O R S P R E A D J
O M A G N I T I C A S Z X C B H L
I T I M E Q P A N G A E A S I T K
L Z I P A Q W A T E R V B N J K U
S E A F L O O R S P R E A D I N G
1.Fossils _____________________________________________________________
2. Rocks _____________________________________________________________
3. Coal _____________________________________________________________
4. Jigsaw _____________________________________________________________
5. Tectonics _______________________________________________________________
6. Pangaea ________________________________________________________________
7. Plate _____________________________________________________________
8. Continent _______________________________________________________________
9. seafloor spreading ________________________________________________________
10. Magnetic Reversal________________________________________________________
25

Activity Title: Activity 2. “LET’S FIT IT!”
Learning Target: Recognize how the Continental Drift Theory
developed.
Activity 2. “LET’S FIT IT!”
(Adapted from: G10 Science Learner’s Material, pp. 58, Acosta et al, 2015)
This activity will give you an idea on how the Continental drift Theory developed.
Objectives:
• Find clues to solve a problem.
• Recognize how the Continental Drift Theory developed.
Materials: Old newspaper or magazine, scotch tape
Procedure:
1. Cut the newspaper or magazine page into seven pieces. (any cut of your choice will do)
2. After cutting, try to fit the pieces together.
3. Use a tape to connect the pieces similar to the picture below. See the example below.
Figure 1. Samples of Cut magazine Questions:

1. What features of the newspaper or magazine helped you to connect the pieces perfectly?
__________________________________________________________________________________
2. How do the lines of prints or text in the newspaper / magazine help confirm that you have reassembled the
newspaper/ magazine perfectly?
__________________________________________________________________________________
3. Just like the newspaper/ magazine, explain how the continental drift theory developed.


26
Activity Title: Activity 3: Evidences of Plate Movement
Learning Target: Identify the evidences of plate movement
GUIDE CARD 1
Evidence from fossils
Fossils are preserved remains or traces of organisms (plant and animals) from remote past. They are useful in
dating geological material, because they indicate which species were alive at the time the rock was formed.
The geographic distribution of fossils is also useful in understanding how different species spread and evolved
over time. Fossilized leaves of an extinct plant Glossopteris were found in 250 million years old rocks. These
fossils were located in the continents of Southern Africa, Australia, India, and Antarctica, which are now
separated by wide oceans, the large seeds of this plant could not possibly travel a long journey by the wind or
survive a rough rise through ocean waves.
Evidence: The Continental Jigsaw Puzzle
The most visible and fascinating evidence that these continents

were once one in their shapes. The edge of one continent
surprisingly matches the edge of another. South America and
Africa fit together; India, Antarctica, and Australia matches one
another; Eurasia and North America complete the whole
continental puzzle in the north.
Evidence: Rocks
Fossils found in rocks support the Continental Drift Theory. The

rocks themselves also provide evidence that continents drifted
apart from each other. Rocks formation in Africa line up with that
of South America as if it was a long mountain range.
27
Evidence: Coal Deposits
Coal beds were formed from the compaction and decomposition

of swamp plants that lived million years ago. These were
discovered in South America, Africa, Indian subcontinent,
Southeast Asia and even in Antarctica. The current location of
Antarctica could not sustain substantial amount of life.
If there is a substantial quantity of coal in it, thus it only
means that Antarctica must have been positioned in a part of
the Earth where it once supported large quantities of life. This
leads to the idea that Antarctica once experienced a tropical,
thus, it might have been closer before to the equator.
GUDE 2
Seafloor Spreading and Magnetic Reversal

During the 1950s and 1960s, new techniques and modern gadgets enabled scientist to make better
observations and gather new information about the ocean floor. With the use of sonars and
submersibles, scientists had a clearer view of the ocean floors. They have discovered underwater
features under the ocean.
Scientists found a system of ridges or mountains in the seafloor similar to those found in the continents.
These are called Mid-Ocean ridges. One of these is the famous Mid-Atlantic Ridge, an undersea
mountain chain in the Atlantic Ocean.
In the early 1960’s, scientist Harry Hess, together with Robert Dietz, suggested an explanation to continental
drift. This is the Seafloor Spreading Theory. According to this theory, hot, less dense material from below the
Earth’s crust rises towards the surface at the mid-ocean ridge. This material flows sideways carrying the seafloor
away from the ridge and creates crack in the crust. The magma flows out of the crack, cools down and becomes
the new seafloor. Overtime, the new oceanic crust pushed the old oceanic crust far from the ridge. The process
of seafloor spreading allowed the creation of new bodies of water.
In the place where two oceanic plates collide or where an oceanic plate and continental plate collide, a
subduction zone occurs. Subduction is a process in which the crust plunges back into the Earth. As the
new seafloor is formed at the mid-ocean ridge, the old seafloor farthest from the ridge is destroyed at
the subduction zone.
Findings that support Seafloor Spreading Theory:
1. Rocks are younger at the mid-ocean ridge.
2. Rocks far from the mid-ocean ridge are older.
3. Sediments are thinner at the ridge.
4. Rocks at the ocean floor are younger than those at the continents.
Seafloor spreading was strengthened with the discovery that the magnetic rocks near the ridge follow a
pattern aside from the fact that rocks near the ridge are remarkably younger than those farther from the
ridge. The Earth’s magnetic field is generated in the very hot molten outer core and has already existed
since the birth of our planet. The Earth’s magnetic field is a dipole, one that has a North Pole and South
Pole.
Magnetic reversal is also called magnetic ‘flip’ of the Earth. It happens when the North Pole is
transformed into a South Pole and the South Pole becomes the North Pole. This is due to the change
in the direction of flow of the outer core. The occurrence of magnetic reversals can be explained
through the magnetic patterns in magnetic rocks, especially those found in the ocean floor. When lava
solidifies iron bearing minerals crystallize, the minerals behave like a tiny compass and align with the
Earth’s magnetic field. So, when magnetic reversals occurs, there is also a change in the polarity of
rocks. This allowed scientists to visualize the magnetic stripes in the ocean floor.
Over the last 10 million years, there has been an average of 4 to 5 reversals per million years. New rocks are
added to the ocean floor at the ridge with an equal amount on both sides of the oceanic crust. The stripes on
both sides are equal size and polarity which seemed to be mirror images across the ridge. It indicates that
indeed, the seafloor is spreading.
28
Activity 3. Complete the concept map below about the evidences of plate movement, continental drift, and
seafloor spreading.
How do evidences of continental drift and sea floor spreading prove that the plates move?

29

Activity Title: Activity 4: Complete Me!
Learning Target: Identify the evidences of plate movement
Evidences of plate Reason that supports plate movement

movement
1.
2.
3.
4.
5.
Name:___________________ Grade & Section:______________

Subject: SCIENCE 10 Score:_______________________
30
1ST QUARTER SUMMATIVE ASSESSMENT
Direction: Read each question carefully. Choose the letter of the best answer. Write the chosen
letter on a space provided before the number.
1. Which of the following sequences correctly lists the different arrivals of seismic waves
from first to last?
a. S waves ... P waves .... Surface waves
b. P waves ... S waves .... Surface waves
c. P waves ... Surface waves .... S waves
d. Surface waves …. P waves ... S waves
2. How many seismograph stations are needed to locate the epicenter of an earthquake?
a. 1
b. 2
c. 3
d. 4
For question no. 3-5, refer to the diagram on the arrival of P and S waves below.
3. Which set of waves are the P waves?

a. A
b. B
c. C
d. Both A and B
4. Which set of waves are the S waves?
a. A
b. B
c. C
d. Both A and B
5. The difference in arrival times between which pair of waves can be used to determine the
distance to the epicenter?
a. A and B
b. B and C
c. A and C
d. None of the above
6. What is a volcano?
a. A vent where hot water shoots toward the surface
b. It is a fissure or vent, from which lava flows
c. It is a hole where liquefaction once occur
d. A hollow part of the earth.
7. Which statement shows the difference between a volcano and a mountain?
b. A volcano erupts while mountains do not.
c. Mountains grow high while volcanoes do not.
d. Volcanoes don’t erupt while mountains do.
31
e. Volcanoes and mountains are the same.
8. Volcanoes were often found in what specific part of the world?
a. Pacific
b. Atlantic
c. Arctic Region
d. Antarctic Region
9. What is a plate?
a. Are sections of lithosphere that move as a group.
b. Are rigid sections of the lithosphere that move as a unit.
c. Lithospheric sections that causes eruption.
d. Are a lithospheric group that creates magma.
10.The method used to locate the earthquake epicenter using distance information from
three seismic stations.
a. Scientific method
b. Triangulation method
c. Long term method
d. Short-termed method
11. What is a mountain range?
a. a group nearby mountains connected by high ground, and usually formed by
the same process
b. a group of nearby mountains by high ground and always formed by the same
process.
c. group of nearby mountains
d. any expanse of high ground
12. Which of the following mountain ranges is the longest?
a. Andes
b. Himalayas
c. Sierra Madre
d. Blue ridge mountains
13. Which of these most likely results from plate movement?
a. Global winds
b. Mountain ranges
c. Ocean currents
d. Hurricane
14. Which of the following is not the basis of the scientist in dividing the Earth’s
lithosphere?
a. The distribution of earthquake epicenters
b. The formation of mountain ranges
c. The location of volcanoes
d. The formation of rocks.
15. Which of the following statement best describes the formation of mountain ranges?
a. Mountain ranges are formed when there is a collision between oceanic and
continental plates.
b. Mountain ranges are formed when there is collision between two continental
plates.
c. Mountain ranges are formed when there is a collision between two oceanic plates
d. Mountain ranges are formed when there is a volcanic eruption.
32
16. Particles of hot soup rise slowly in a pot simmering on a stove. As the hot soup nears the
surface, it begins to cool. The cooler soup sinks, forming a constant movement of soup that
moves energy toward the surface of the pot. This constant movement of the soup in the pot is
called a(n) ____?
a. conduction loop
b. convection current
c. energy field
d. magnetic field
17. The part of the Earth with hot rock that is solid but slowly moves and bends.
a. crust
b. mantle
c. outer core
d. inner core
18. Hot matter is _________ dense and ___________.
a. less, sinks
b. less, rises
c. more, sinks
d. more, rises
19. What happens to magma that is heated up at the core?
a. It falls
b. It rises
c. stays at the top
d. stays at the bottom
20. What characteristic of the asthenosphere helps explain the evidence of crustal-plate motion?
a. the magnetic properties
b. the semiliquid physical state
c. the ability to deflect solar winds
d. the ability to absorb heat energy
21. Which of the following changes would end Earth's tectonic activity?
a. Earth's crust becomes a cooler solid
b. Earth's mantles becomes a warmer semiliquid
c. Earth's mantle becomes cooler and solid.
d. Earth's outer core becomes warmer.
22. The diagram represents the movement of the mantle under the earth's crust. Which process
is represented by the diagram?
a. rotation
b. conduction
c. radiation
d. convection
Diagram A: Movement of the Mantle under the Earth’s Crust
23. Convection currents in the mantle are thought to be the driving force behind tectonic
movement. At which location do the convection currents cause the plates to diverge?
a. strike-slip fault
b. subduction zone
c. mid oceanic ridges
33
d. folded mountains
24. A rift valley formed by the movement of tectonic plates. Which movement of tectonic plates
caused the rift valley to form?
a. Two tectonic plates separated from each other.
b. Two tectonic plates collided with each other.
c. One tectonic plate slid under another.
d. One tectonic plate slid past another.
25. The geological theory that states that pieces of Earth’s lithosphere are in constant, slow
motion is the theory of?
a. subduction
b. plate tectonics
c. deep-ocean trenches
d. seafloor spreading
26. When the heat source is applied to a fluid, the convection currents in the fluid will
a. speed up.
b. change direction.
c. eventually stop.
d. continue at the same rate forever.
27. Scientists think that convection currents flow in Earth’s

a. continents.
b. mantle.
c. lithosphere.
d. inner core
28. Most geologists think that the movement of Earth’s plates is caused by
a. conduction.
b. earthquakes.
c. convection currents in the mantle.
d. Earth’s magnetic field.
29. The lithospheric plates are believed to be moving slowly. What is the driving force that
facilitates this movement?
a. gravitational force of the moon
b. magnetic force at the pole
c. convection current in the mantle
d. the force of the atmosphere
30. The process by which the ocean floor sinks beneath a deep-ocean trench and back into the
mantle is known as
a. convection.
b. continental drift
c. subduction
d. conduction
31. What layers of Earth make up the lithosphere?

a. the crust and lower mantle
b. the crust and upper mantle
c. the continental crust and oceanic crust
d. the upper and lower mantle
34
32. A _______ boundary occurs when two tectonic plates move towards one another.
a. convergent
b. divergent
c. hydrodynamics
d. transform
33. Tectonics plates float on the _____________________
a. outer core
b. inner core
c. asthenosphere or mantle
d. lithosphere
34. Large pieces of the lithosphere that float on the asthenosphere are called:
a. asthenosphere
b. the mid-ocean ridge
c. deep-sea trenches
d. tectonic plates
35. The partly melted lower mantle is called:
a. magma
b. lithosphere
c. core
d. asthenosphere
36. A boundary where plates move away from each other is called:
a. divergent
b. convergent
c. transform
d. shear boundary
37. Why is a divergent boundary also called a constructive boundary?
a. Magma flows up between the plates and forms new crust.
b. Animals in the ocean construct nests there.
c. Old ocean floor is re-melted into magma
d. Pacific Ocean becomes wider
38. An example of a transform/shear/sliding boundary is a:
a. volcano
b. mid-ocean ridge
c. deep-sea trench
d. fault
39. A deep crack in the earth’s surface is called a:
a. ridge
b. fault
c. plate
d. mountain
40. How do the plates move at a transform boundary?

a. They move toward each other.
b. They move past each other.
c. They move away from each other.
d. they do not move.
41. Which plate boundary is formed between the Philippine plate and the Eurasian plate?
35
a. Convergent
b. Divergent
c. Reverse fault
d. Transform fault
42. At what type of plate boundary do shallow-focus earthquakes occur?
a. Convergent
b. Divergent
c. transform fault
d. all of these
43. What is the name of the Mesozoic supercontinent that consisted of all of the present
continents?
a. Eurasia
b. Laurasia
c. Pangea
d. Iseltwald
44. Through which Earth layer are S waves NOT transmitted?
a. continental crust
b. inner core
c. ocean crust
d. outer core
45. What is the primary cause of volcanoes and earthquakes?
a. Crustal plate movement
b. Higher than usual tides
c. Earth’s gravitational force
d. Solar magnetic storms
46. A remainder of something that live long time ago.
a. Rocks
b. Fossils
c. Bones
d. Sediments
47. The scientists who study fossils.
a. Paleontologist
b. Biologist
c. Zoologist
d. Environmentalist
48. The study of fossils is called__.

a. Heredity
b. Chemistry
c. Paleontology
d. Biology
49. Which of the following is an example of fossils found in South America and Africa?
a. Mesosaurus
b. Glossopteris
c. Dinosaurs
d. None of the above
36
50. A supercontinent that existed during the late Paleozoic and Mesozoic era?
a. Earth
b. Continent
c. Pangaea
d. Laurasia
51. What do Glossopteris fossils tell us about the early position of the continents?
a. It proves that Antarctica had a tropical climate before.
b. It tells us that all the continents have tropical climate before.
c. It tells us that Australia was nearer to the equator before.
d. It proves that Antarctica had a cold climate before.
52. Mid-Ocean ridges form long chains of “___________” that rise up from the ocean floor.
a. Rivers
b. Valleys
c. Mountains
d. Rocks
53. What does the presence of Mesosaurus fossils tell about the initial location and positioning
of South America, Africa and Antarctica?
a. It tells us that Antarctica was nearer to the equator before.
b. It tells us that these continents were connected before because this kind of
animals cannot swim in the vast ocean.
c. It proves that these continents had a tropical climate before.
d. It proves that all the continents are the same location before.
54. A theory stating that the continents were once part of a large landmass called Pangaea.
a. Continental drift theory
b. Plate tectonic theory
c. Seafloor spreading theory
d. Slab Pull
55. The occurrence of magnetic reversals can be explained through ___________.
a. the magnetic patterns in magnetic rocks
b. the directions of the North Pole and South Pole
c. the location of the Earth in the solar system
d. the subduction of plate in the ocean floor
56. It is formed from the compaction and decomposition of swamp plants that lived million years
ago.
a. Rocks
b. Fossils
c. Coal beds
d. Fuel
57. A process by which new ocean floor is formed near the mid-ocean ridge and moves outward?
a. Subduction
b. Magnetic reversal
c. Seafloor spreading
d. Tectonics
58. The process in which the crust plunges back into the Earth.
a. Subduction
37
b. Magnetic reversal
c. Seafloor spreading
d. Tectonic
59. A change in a planet’s magnetic field such that the position of magnetic north and south are
interchanged.
a. Seafloor spreading
b. Plate tectonics
c. Continental drift
d. Magnetic reversal
60. Rock formation of South America line up with that of ________________.
a. Asia
b. Africa
c. Antarctica
d. Europe
38

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10

LEARNING ACTIVITY SHEETS

Lesson: Quarter 1, Week 1; LAS 1

mountains is present and Figure 1. The Earth’s Crust

Plate Tectonics is a theory which

Activity 1. FIND ME!

3. What is your basis in identifying the plate? _______________________________

Lesson: Quarter 1, Week 1; LAS 2

Lesson: Quarter 1, Week 1; LAS 3

1. What happens when you shake the bottle? _____________________________

Lesson: Quarter 1, Week 1; LAS 4

Activity 4: FOLDABLES: Study Organizer

1. Draw a mark at the midpoint of a vertical sheet of long bond paper.

MOUNTAIN RANGES (Back) BOTH( front)

Lesson: Quarter 1, Week 2; LAS 1

LAS Writer: Aisha B. Grafil and Cherry Ann B. Doctora

Figure 1. Earth’s Lithosphere

Activity 1B. Guess What?

Direction: Identify the following plate whether it is an oceanic plate or

_____1. Thicker plate

Name: ________________________________ Grade and Section:______________

Lesson: Quarter 1, Week 2; LAS 2

LAS Writer: Aisha B. Grafil and Cherry Ann B. Doctora

Diagram C: Transform fault

Lesson: Quarter 1, Week 2; LAS 3

LAS Writer: Aisha B. Grafil and Cherry Ann B. Doctora

Characteristics Convergent Divergent TransformFault

6. A type of plate boundary also known as the

Lesson: Quarter 1, Week 2; LAS 4

LAS Writer: Aisha B. Grafil and Cherry Ann B. Doctora

Figure 3. Convergent Boundary

i.Where oceanic crust meets ocean crust

Figure 4. Ocean-Ocean Convergence

Figure 5. Ocean – Continent Convergence

Figure 8. Divergent Boundary

3. Transform (conservative) boundaries –

1. Describe the relative motion of plate boundaries.

Type of Plate Boundary Relative Motion of the Geologic Features/Events

Activity 5. FILL ME!

1. Describe plate boundaries through its similarities and differences.

Name: ________________________________ Grade and Section:______________

Lesson: Quarter 1, Week 2; LAS 5

LAS Writer: Aisha B. Grafil and Cherry Ann B. Doctora

I know something about Plate Tectonics (Types of Plate Boundaries)

I know that Earth’s lithosphere is made up of large segment called ____________.

I know that they are in constant ____________________.

I know further that it has three types of plate boundaries.

Finally, this types of plate movements results to the development of

Lesson: Quarter 1, Week 3; LAS 1

Activity 1- FILL UP THE BOUNDARY

Name: ________________________________ Grade and Section:______________

Lesson: Quarter 1, Week 3; LAS 2

Lesson: Quarter 1, Week 3; LAS 3

Name: ________________________________ Grade and Section:______________

Lesson: Quarter 1, Week 3; LAS 4

Name: ________________________________ Grade and Section:______________

Lesson: Quarter 1, Week 3; LAS 5

WHAT DRIVES THE MOVEMENT OF THE TECTONIC PLATES?

slab pull — older, colder plates sink at

Activity 5: Spot the Difference!

Activity 6: DESIGNING AN INFORMATION CAMPAIGN

Name: ________________________________ Grade and Section:______________

Lesson: Quarter 1, Week 4; LAS 1

Name: __________________ Grade and Section:

Name: __________________ Grade and Section:

Name: __________________ Grade and Section:

Name: __________________ Grade and Section:

Name: __________________ Grade and Section:

Name: __________________ Grade and Section:

Name: __________________ Grade and Section:

Name: __________________ Grade and Section:

Name: __________________ Grade and Section:

Name:_____ Grade & Section: