Manuel V. Gallego Foundation Colleges, Inc.

Cabanatuan City
Basic Education Department

UNIT PLAN 1
Plate Tectonics

SUBJECT: Science GRADE LEVEL: 10

TEACHER: Francisco T. Alcala Jr.
GRADING: First

I. DESIRED RESULTS
CONTENT STANDARD
The Learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicenters,
and mountain ranges

PERFORMANCE STANDARD
The Learners shall be able to:
 demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions
 suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes,
tsunamis, and volcanic eruptions

A. LEARNING COMPETENCIES
CODE
 Describe the distribution of active volcanoes, earthquake epicenters, and  S10ES-Ia-j-36.1
major mountain belts (Knowledge)

 Describe the different types of plate boundaries (Knowledge)  S10ES-Ia-j-36.2

 Explain the different processes that occur along the plate boundaries
(Knowledge)  S10ES-Ia-36.3

 Describe the internal structure of the Earth (Knowledge)

 S10ES-Ia-36.4

 Describe the possible causes of plate movement (Knowledge)

 S10ES-Ia-36.5

 Enumerate the lines of evidence that support plate movement (Knowledge)

 S10ES-Ia-36.6

M: ESSENTIAL UNDERSTANDING
Students will understand that risks on earthquakes, tsunamis, and volcanic eruptions can be reduced by
demonstrating and suggesting ways on disaster preparedness.

ESSENTIAL QUESTION
Why is it necessary to be educated on the effects and possible damages of the natural calamities such as Earthquakes,
Volcanic Eruption and Tsunami?
T: TRANSFER GOAL
Students on their own and in the long run will be able to provide information to other people about the risk and
damages of natural disasters and how to minimize them through enough knowledge and preparedness.

II. ASSESSMENT EVIDENCES

LEVEL OF ASSESSMENT SUMMATIVE FORMATIVE
Knowledge Exams Classroom participation
Venn Diagram
Concept Map
Quizzes
Process Written Essay Flow Chart
Understanding Recitation Classroom participation
Product/Performance GRASPS
Your School will be conducting an Information Drive on the steps to do or make
to be ready for whenever Earthquake strikes. As an alumni of the school and a professional
 in your field, the school principal asked for your help in the information drive.
As a successful (a) Geologist, (b) Manga Artist and (c) a Vlogger. Your task is to
provide information on what to do before, during and after an Earthquake on a (a) Printed
Pamphlet, (b) a Comic strip and (c) a video vlog. Your output will be graded by the content,
clarity of idea being perceived and creativity in the produced product.

III. LEARNING ACTIVITIES

Day 1 (July 2, 2018)

Learning Competency:
 Describe the distribution of active volcanoes, earthquake epicentres, and major mountain belts S10ES-Ia-j-36.1
Instruction
 Pre-Test
 Explanation of the Performance Task
 Dividing the learners into several groups (by 5 preferably)

PERFORMANCE TASK
Your School will be conducting an Information Drive on the steps to do or make to be ready for whenever
Earthquake strikes. As an alumni of the school and a professional in your field, the school principal asked for your help in the
information drive.
You are a successful (a) Geologist (b) Manga Artist and (c) a Vlogger. Your task is to provide information on what
to do before, during and after an Earthquake on a (a) Pamphlet (Soft/ hard copy), (b) a Comic strip (soft/ hard copy) and (c) a
vlog. Your output will be graded by the content, clarity of idea being perceived and creativity in the produced product.

Day 2 (July 3, 2018)

Learning Competencies:
 Define Natural disasters;
 Enumerate Natural Disasters; and
 Cite damages that is brought by natural disasters and the safety measures to minimize damages of Natural
disasters

Natural Disasters
Instruction
- PPT Assisted Discussion
- Short Class Debate
Process Questions:
1. What is Natural Disaster?
2. What are the damages brought by the different Natural disasters?
3. What are some of the safety measures you can suggest to minimize damage of Natural Disasters?

Activity’s Debatable Question/s: Which Natural Disaster, Earthquake, Typhoon, Tsunami and Volcanic Eruption, damages or
create damage the most?
Which Natural Disaster, Earthquake, Typhoon, Tsunami and Volcanic Eruption, is the easiest disaster to handle or minimize
its damage?
Instruction: Choose four learners from the class to start a class discussion about the topic. Let each representatives speak
for at least 2 minutes.

Post Instruction:
Reminder for the Performance Task.

Day 3 (July 4, 2018)

Learning Competency:
 Identify the layers of the Earth
 Differentiate the layers of the Earth
 Differentiate Plasticity and Resistivity
 Describe the internal structure of the Earth S10ES-Ia-36.4
 Define Subduction process
The Planet’s Interior
Instruction
 PPT Assisted Discussion
 Activity: Earth’s Interior
Process Questions:
1. What does the Earth’s interior made of?
2. What is the difference of Plasticity and Resistivity?
3. How will you describe the internal structure?
4. What are the differences of the different layers of the Earth?
5. How scientists did deduced which layer of the Earth is solid, liquid or semisolid?

Day 4 (July 5, 2018)

Learning Competencies:
 Identify Plate Tectonics
 Differentiate Plate tectonics to Continental Drift Theory and Seafloor Spreading
 Define Plate Boundaries
 Differentiate the different Plate Boundaries
 Identify the products of plate movements
 State the reason why Volcanoes and Ocean Trenches appear often in Plate Boundaries
Plate Tectonics and Continental Drift Theory
Instruction
 PPT Discussion
 Activity: Push the Boundaries
Questions:
1. What is continental drift?
2. Why did scientists reject Wegener’s idea of continental drift before?
3. What is plate tectonics?
4. What is the source of energy that drives the movement of the lithospheric plates? Why do you think it is the source?
5. What are the different Plate boundaries?
6. Why did plate movements get to form different Geological features?

Day 5 (July 9, 2018)

Learning Competency:
 Define fossils
 Define Glaciers
 Define Trenches
 Define Seamounts
 Identify reasons on how seamounts are formed
 Enumerate the lines of evidence that support plate movement S10ES-Ia-36.6
Evidences of Continental Drift Theory
Instruction
 PPT Discussion
 Activity: Continental Drift Theory
Process Question:
1. What are the Evidences of Continental Drift theory?
2. How the formation of trenches became an evidence of Continental drift theory?
3. How the formation of seamounts became an evidence of Continental drift theory?

Day 6 (July 10, 2018)

Learning Competency:
 Differentiate Continental Drift theory and Plate Tectonics
 Enumerate the Plate Boundaries
 Differentiate the plate boundaries
 Enumerate the lines of evidence that support plate movement S10ES-Ia-36.6
Interior of the Earth, Continental Drift Theory
Instruction
 Quiz on Continental Drift Theory

Questions:
Identification:
1. The theory that states the change on the Earth’s feature from the past to the present and is the modern version of
the continental drift theory.
2. The concept of moving sediments underwater is proved in this theory.
3. This is the man beyond Continental Drift theory.
 4. The series of underwater mountains.
5. The remnants of the old living organism.
6. The name of the supercontinent.
7. The land form that can be produced when a continental and an oceanic plate boundary collide.
8. The land form, underwater, that is being formed when two oceanic plates move away to each other.
9. The type of Seamount that has a flat top.
10. If Laurasia, is one of the part of the Supercontinent, its counterpart is called _____________.
Essay:
1. Why did it became hard for the science community to believe in the theory of Continental drift theory? How can you
relate it to the present times?
2. Enumerate the evidences of the Continental drift theory or the plate tectonics and explain how they became
evidences of the moving plates.
Day 7 (July 11, 2018)

Learning Competency:
 Identify the parts of the Volcano
 Discuss how Volcanoes are being formed
 Define Pacific Ring
 of Fire
 Enumerate the different Oceans surrounding the country
 Value the Geographical location of the Philippines and the nutrients it receives through it

Geographical Location of the Philippines

Instruction
 PPT Discussion
 Activity: Volcanology
Process Questions:
1. What are the main bodies of water that surrounds the Philippines?
2. Why did so many volcano are present in the Pacific Ring of Fire?
3. What is Volcano?
4. What are the different parts of the Volcano?
5. What are the different types of Volcano?
6. What is the different ways on how Volcanos are created?
7. Why is it advantageous for the country to be in the geographical location it is despite the risks from natural calamities?

Day 8 (July 12, 2018)

Learning Competency:
 Draw a map of the pacific region with volcanoes and trench location
 Locate on the map, the location of several volcanoes in the Pacific ring of fire
 Locate on the map, the location of several trenches in the Pacific ring of fire

Trenches and Volcanoes’ Locations

Instruction
 Activity: Where in the World?

Process Questions:
1. Where does several Volcanoes appear more often?
2. Where does several trenches appear more often?
Day 9 (July 16, 2018)

Learning Competency:
 Define the phases of the Rock cycle
 Enumerate the types of Rocks
 Define Weathering
 Explain the process of Convection
 Explain the process of Subduction
 Differentiate Convection and Subduction

Rock Cycle
Instruction
 PPT Discussion
 Activity: Rock Cycle

Process Questions:
1. What is Weathering?
 2. What are the phases of rock cycle?
3. What is Convection?
4. How does convection occurs?
5. What is the difference between Convection and Subduction?
Day 10 (July 17, 2018)

Learning Competency:
 Define the Seafloor Basin
 Identify the different features of the ocean floor
 Explain how the different features of the ocean floor is formed
 Differentiate passive and active continental margins
Ocean Floor
Instruction
 PPT discussion
 Activity: Ocean Features

Process Questions:
1. What are the different features of the Ocean floor?
2. What is the difference between active and passive continental margins?
3. What are the deepest trenches around the world?

Day 11 (July 18, 2018)

Learning Competencies:
 Identify the parts of the Volcano
 Discuss how Volcanoes are being formed
 Define Pacific Ring of Fire
 Enumerate the different Oceans surrounding the country
 Value the Geographical location of the Philippines and the nutrients it receives through it
 Define the phases of the Rock cycle
 Enumerate the types of Rocks
 Define Weathering
 Explain the process of Convection
 Explain the process of Subduction
 Differentiate Convection and Subduction
 Define the Seafloor Basin
 Identify the different features of the ocean floor
 Explain how the different features of the ocean floor is formed
 Differentiate passive and active continental margins
Instruction:
Formative Quiz
Questions:
Part I. Identification
1. It is the opening of the Volcano.
2. The molten materials that is stored beneath Volcanoes.
3. The term called for the molten materials as they rise to the surface.
4. The area in the Pacific region that is being surrounded by numerous number of Volcanoes.
5. The deepest trench in the planet.
6. The process of breaking big rocks into smaller ones.
7. The type of rock that has been created by solidifying Hot Molten Materials as it rise in the surface.
8. The process of making a new rock from sediments through pressure.
9. The type of rock produce after it undergo the process in number 8.
10. The feature of the Ocean floor that is characterized as the flat ocean floor.
Part II. Enumeration
1. What are the countries included in the Pacific region that has several volcanoes and became a member of the
answer in part I, item no.4.
2. What are the different types of rocks?
3. What are the different process of the Rock cycle?
4. What are the different ocean that surrounds the country?
5. What are the different ocean feature/formation?
Part III. Essay
1. How could the rock cycle became possible in the planet?
2. Why is it important to have both subduction and convection processes?
3. How did the Ocean get to have several different features? And how is every feature important?
Day 12 (July 19, 2018)

Learning Competency:
 Define Earthquake
 Explain how Earthquake occurs
 Identify the anatomy of Earthquakes
 Differentiate Intensity and Magnitude

Natural Disasters: Earthquake

Instruction
- PPT discussion
- Activity: Earthquake and its anatomy
Process Questions:
1. What ignites earthquakes to happen?
2. How are earthquakes related to volcanoes?
3. What is the difference between Intensity and Magnitude?
4. What is the difference between Epicenter and Focal point?
5. Who invented the measure scale for the strength of Earthquake?
6. What is the device used in measuring Intensity?
7. What is the function of Philvolcs and how is it different on that of the NDRRMC?

Day 13 (July 23, 2018)

Learning Competency:
 Define Tsunami
 Explain how Tsunamigenesis occurs
 Extract knowledge from a video file
 Elaborate factors that intensifies strength of Tsunami

Natural Disasters: Tsunami

Instruction
- PPT Discussion
- Video Analysis (https://www.youtube.com/watch?v=Wx9vPv-T51I )
Process questions:
1. What is the more common term for Tsunami?
2. What causes tidal waves?
3. What is the difference between Tidal waves and Tsunamis?
4. What causes Tsunami?
5. What is Wave Shoaling?
6. Where did the term Tsunami came or originate from?
7. What can Tsunami do with people and buildings?\
8. What are the efforts mankind created to stop devastating damage a Tsunami gives?

Day 14 (July 24, 2018)

Learning Competencies:
 Define Tropical Depression
 Identify Hurricane
 Differentiate Hurricane and Tropical Depression
 Classify criteria on naming wind systems
 Classify colors being used to indicate rainfall warning signals
 Identify international agencies that are tasked for Weather analysis
Natural Disasters: Wind Systems
Instruction
 PPT Discussion
Post Instruction
 Formative quiz

Day 15 (July 25, 2018)

Learning Competencies:
 Define Landslide
 Identify how landslide occurs
 Enumerate factors on how to minimize and prevent Landslide
 Assess how tree planting affects landslide
Natural Disasters: Landslide
Instruction
- PPT Discussion
- Impromptu Debate (Scaffold Activity)
Process Questions:
1. What is Landslide?
2. What are the factors that creates Landslide?
3. DO tree planting activities really helps in stopping or minimizing landslides?
4. What are the other things that you could do to prevent Landslide?

Day 16 (July 26, 2018)

Learning Competency
 Identify different agency in the country that are related to Natural Disaster damage prevention and mitigation
 Suggest ways on how to mitigate and prevent damages of natural disasters
Natural Disasters: Preparedness and Mitigation Agencies
Instruction
- PPT Discussion
Process Questions
1. What are the different agencies in the country that helps the citizens minimize and prevent damages of Natural
Disasters?
2. What do we call these professionals who help prevent and mitigate damages of Natural Disasters?
3. Who do you think does more efforts on preventing and mitigating damages of Natural disasters?
Post Instruction:
- Groupings and Brainstorming (Scaffold activity)
The learners will group themselves into five and distribute tasks for the group. They will portray roles of professionals in
any Natural Disaster related agency on the country. Role play will be done on the next meetings. (This activity might
take three to five meetings as each group is advised to provide a formative assessment after each report)
Day 17-22 (July 30-August 7, 2018)

Learning Competencies
 Portray roles of every professional whose efforts are on prevention and mitigation of Natural Disasters
 Suggest ways on how to mitigate and prevent damages of natural disasters on a creative way
Natural Disasters: Prevention and Mitigation Agencies
Instruction
Process Questions:
1. Why is disaster preparedness extremely important?
2. What prompted UNESCO and the different countries involved to come up with the 5 Hyogo Commitments?
3. How will these 5 Hyogo Commitments help us to mitigate disasters like volcanic eruptions, earthquakes and tsunamis?
4. How should we prepare for disasters that include volcanic eruptions, earthquakes and tsunamis?
Day 23 (August 8, 2018)

Learning Competency

Ocean floor Sediments
Instruction
- PPT Discussion
- Activity: Ocean Sediments
Process Questions:
1. What is Sediment?
2. What are the different Sediments on the Ocean Floor?
3. Why is Sediments important for the Ocean Floor?

Day 24 (August 9, 2018)

Learning Competencies
 Define Sediments
 Enumerate different types of Sediments on the Ocean Floor
 Create an essay on importance of Oceanic Sediments

Ocean floor Sediments

Instruction
- PPT Discussion
- Activity: Ocean Sediments
Process Questions:
1. What is Sediment?
 2. What are the different Sediments on the Ocean Floor?
3. Why is Sediments important for the Ocean Floor?

Day 25 (August 10, 2018)

Learning Competency
 Suggest ways on how to mitigate the effects of plate tectonics- related disasters

Disasters from Different Parts of the World

Instruction
- Situation 1: Mount Etna Erupts
http://www.history.com/this-day-in-history/mount-etna-erupts Mount Etna Erupts
Process Questions:
1. Why did people live on the slopes of Mount Etna despite the danger of living near an active volcano?
2. Why did the people in the city near the volcano stayed during the eruption instead of fleeing?
3. How did the residents of the city of Catania handle the eruption of Mount Etna?
Day 25 (August 11, 2018)

Learning Competency
 Suggest ways on how to mitigate the effects of plate tectonics- related disasters

Disaster Preparedness and Mitigation Strategies.

Instruction
- Situation 2: Iceland Volcano on the Brink of Major Eruption
https://www.youtube.com/watch?v=AaY3kqzs6uw Euro News Science- Iceland volcano on brink of major eruption
Process Questions:
1. How did the past eruption of Mount Hekla affect Iceland and Europe?
2. How do the volcanoes of Iceland benefit this country?
3. How is Iceland preparing for another possible eruption?
Day 26 (August 16, 2018)

Learning Competency
 Suggest ways on how to mitigate the effects of plate tectonics- related disasters

Disaster Preparedness and Mitigation Strategies.

Instruction
- Situation 3: Remembering the 1990 Luzon Earthquake
http://www.rappler.com/newsbreak/iq/63417-remembering-1990-luzon-earthquake
Process Questions:
1. Why is the Philippines as the third most disaster –prone country in the world?
2. What valuable lessons did the 1990 Luzon earthquake leave?
3. The 1990 Luzon earthquake was the result of a horizontal left lateral strike-slip motion along the Philippine and Digdig
faults. How did this plate movement impact the lives of the Filipino people?
Day 27-31 (August 20-27, 2018)

Learning Competency
 Suggest ways on how to mitigate the effects of plate tectonics- related disasters

Instruction
1. Creation of Outputs and presentation

Performance Task
Your School will be conducting an Information Drive on the steps to do or make to be ready for
whenever Earthquake strikes. As an alumni of the school and a professional in your field, the school principal asked for your
help in the information drive.
You are a successful (a) Geologist (b) Manga Artist and (c) a Vlogger. Your task is to provide information on what
to do before, during and after an Earthquake on a (a) Printed Pamphlet, (b) a Comic strip and (c) a video vlog. Your output
will be graded by the content, clarity of idea being perceived and creativity in the produced product.

Day 31 (August 28, 2018)

Learning Competency
 Suggest and demonstrate ways on how to mitigate the effects of plate tectonics- related disasters

Performance Task
Your School will be conducting an Information Drive on the steps to do or make to be ready for
whenever Earthquake strikes. As an alumni of the school and a professional in your field, the school principal asked for your
help in the information drive.
 You are a successful (a) Geologist (b) Manga Artist and (c) a Vlogger. Your task is to provide information on what
to do before, during and after an Earthquake on a (a) Printed Pamphlet, (b) a Comic strip and (c) a video vlog. Your output
will be graded by the content, clarity of idea being perceived and creativity in the produced product.

Initial Output: Draft Making

Day 33 (August 29, 2018)

Learning Competency

Post-Test
Closure of the topic

IV. RESOURCES/ MATERIALS/ REFERENCES

Print:
Gerona et. al, Science and Technology 10, Abiva Publishing House 851 G. Araneta Ave., Quezon City
Antonio et. al, Science for the 21st Century Learner, Diwa Learning Systems, Inc. 1229 Makati City

Internet:
http://www.geolsoc.org.uk/Plate-Tectonics/Chap1-Pioneers-of-Plate-Tectonics/Alfred-Wegener
www.youtube.com/watch?v=GeDcnFUvBdw
http://www.youtube.com/watch?v=KCSJNBMOjJS
http://en.wikipedia.org/wiki/1968_Casiguran_earthquake (1968
http://newsinfo.inquirer.net/inquirerheadlines.nation/view/20061030-29501/
Ruby_Tower_earthquake_survivors_visit_hallowed_ground
http://www.cosmeo.com/braingames/virtual_volcano/index.cfm?title=Virtual%20Volcano
www.indiana.edu/~g103/plate/plate2.html
http://www.glencoe.com/sec/science/lep_science/earth_science/tutor/quizzes/test11.html
https://www.youtube.com/watch?v=b9DMiy_DVok
https://www.youtube.com/watch?v=S0p_6G5Gleo
https://www.youtube.com/watch?v=PHpG1P3JwEU
http://edition.cnn.com/2004/WORLD?asiapcf/12/30/asia.quake/
http://www.pbs.org/wgbh/nova/earth/anatomy-tsunami.html
http://www.noaa.gov/features/tsunami/preparedness.html
https://www.youtube.com/watch?v=H_HZY1tT4
http://news.nationalgeographic.com/news/2004/10/1007_041007_mtsthelens_recap.html
http://emergency.cdc.gov/disasters/volcanoes/before.asp
http://unescodoc.unesco.org/images/001504/1504345e.pdf
http://content.time.com/time.world/article/0,8599,2058390,00.htm
http://www.abc.net.au/science/articles/2014/10/03/4099260.htm
http://www.livescience.com/48638-offshore-islands-boost-tsunami-flooding.html
http://www.rappler.com/newsbreak/iq/43819-fast-facts-ndrrmc
http://www.livescience.com/48332-loma-prieta-earthquake-25th-anniversary.html
http://www.usc.edu/dept/tsunamis/peru/ptsu_1868.html
http://www.history.com/this-day-in-history/mount-etna-erupts
https://www.youtube.com/watch?v=AaY3kqzs6uw
http://www.rappler.com/newsbreak/iq/63417-remembering-1990-luzon-earthquake
www.edublogs.org
http://www.stopdisastersgame.org/en/playgame.html

Prepared by:
MR. FRANCISCO T. ALCALA JR.
Instructor

Reviewed by:
MRS. JENNELYN ZAFRA-DIONISIO
Junior High School Coordinator

Recommending Approval:
MRS. RACHELLE PECSON-MUSNGI
Principal, Basic Education Department

Noted by:
DR. CORAZON QUINTANA
Executive Vice-President