Hybrid Science 10 Q1 V3 - Edited

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Introductory Message FIRST QUARTER

EARTH AND SPACE
For the facilitator:
This module was collaboratively designed, developed and evaluated by the
Development and Quality Assurance Teams of SDO TAPAT to assist you in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.
As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the module.
For the learner:

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer Let’s Try before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do
not hesitate to consult your teacher or facilitator. Always bear in mind that
you are not alone.
We hope that through this material, you will experience meaningful
learning and gain deep understanding of the relevant competencies. You
can do it!
1
Introductory Message
For the facilitator:
This module was collaboratively designed, developed and evaluated by the Development
and Quality Assurance Teams of SDO TAPAT to assist you in helping the learners meet
the standards set by the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.
As a facilitator, you are expected to orient the learners on how to use this module. You
also need to keep track of the learners' progress while allowing them to manage their own
learning. Furthermore, you are expected to encourage and assist the learners as they do
the tasks included in the module.
For the learner:
This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.
The following are some reminders in using this module:
1. Use the module with care.
2. Don’t forget to answer Let’s Try before moving on to the other activities included in the
module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!
1
Let’s Learn
In this module, we will study thoroughly the framework that will enable us to understand how
and why several features of the Earth continuously change. This theory is what we call “Plate
Tectonics.”
This describes the events within the Earth that give rise to mountain ranges, volcanoes,
earthquake belts, and other features of the Earth’s surface.
At the end of Module 1, you are expected to answer the key question below:
What is the relationship among the locations of volcanoes, earthquake epicenters, and
mountain ranges?
In this module, you should be able to:

1. describe the Earth's lithosphere and differentiate oceanic and continental crust;
2. infer that the Earth’s lithosphere is divided into plates;
3. identify the major lithospheric plates;
4. determine the scientific basis for dividing the lithospheric plates;
Let’s Try
Multiple Choice: Choose the letter of the best answer and write it in your answer sheets.
1. It is made of a variety of solid rocks like sedimentary, metamorphic and igneous.
A. mantle
B. crust
C. upper mantle
D. asthenosphere
2. Which of these most likely results from plate movement?
A. Sandy beaches
B. Global winds
C. Mountain ranges
D. Ocean currents
3. The youngest material of the ocean floor is found at the mid-ocean
A. Ridges
B. Basins
C. Trenches
D. rifts
4. According to the theory of plate tectonics,
A. The asthenosphere is divided into plates
B. The lithosphere is divided into plates
C. The plates are scattered
D. The plates are stagnant
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5. It is the largest tectonic plate
A. Pacific
B. North American
C. Antarctic
D. Eurasia
6. Which of the following causes Earth’s tectonic plates to move?
A. Energy of the sun
B. Convection currents in the mantle
C. Magnetic pole reversal
D. Faults in mountain ranges
7. How is it possible for new crust to be formed without increasing the surface of the Earth.
A. Crust is destroyed at the same time it is created
B. New crust breaks more easily than old crust
C. New crust is underwater where it sinks
D. New crust floats
8. The outer layer of the earth (the crust) is the
A. mantle
B. Lithosphere
C. Asthenosphere
D. crust
9. Oceanic crust is largely made of
A. Dense basalt rock
B. Dense granite rock
C. Light basalt rock
D. Light granite rock
10. Continental crust is largely made up of
A. Dense basalt rock
B. Dense granite rock
C. Light basalt rock
D. Light granite rock
11. Tectonic plates comprise of
A. The mantle
B. The outer core
C. Continental and oceanic lithosphere
D. The mesosphere
12. How far do tectonic plates move each year
A. Meters per year
B. Kilometer per year
C. Centimeters per year
D. Feet per year
13. Tectonic plate always are found along the edges (often coastlines) of continents
A. True
B. False
C. Partially true
D. Partially false
14. A theory that pieces of earth’s lithosphere are in constant motion, driven bey convection
currents in the mantle.
A. Seismic waves
B. Divergent boundary
C. Convection current
D. Plate tectonics
15. A section of the lithosphere that slowly moves over the asthenosphere, carrying large slabs
of continents and oceanic crust
A. Wedge
B. Crust
C. Plate
D. fault
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Lesson Earth and Space: Earth’s
1 Lithosphere
Before we proceed to the main topic let us start with the preliminary activity that will unlock our
primary skills that we are going to develop in this simple but comprehensive lesson. This
activity will unlock our skills in finding the location of a certain thing or a particular area with
different topographical and lithospheric characteristic.
Let’s Recall
What’s on Earth?
E L T N A M Q S W T C O P D M C R U S
X V M I N N E R C O R E K H L N F X Q
C R U S T G Y V Q U F D B A I S H A M
E B W K S X A S H T N G P L A T E S X
A B O U N D A R Y E C T B I S A D T Y
R V A C C W A D T R S S E T A C D R A
T C E A T H R S U C A D Z H C O R E L
H D B O N E Q T S O A S T O E A R T B
Q W X D C T T E T R C A D S E A S T N
U A A R E S X D X E F V S P N O R H R
A S T H E N O S P H E R E R H S O U T S
K C A C C D E F G H F D T S E A D T D C
E V D F G H I J K L T Q R R R F R R F Q
S A T G H T Y P T T Y S R U E C R C T V
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Highlight the following words in the puzzle above.
MANTLE LITHOSPHERE
INNER CORE PLATES
OUTER CORE PLATE TECTONIC
CRUST ASTHENOSPHERE
EARTHQUAKE BOUNDARY
Let’s Explore
Part I
Directions: There are two types of tectonic plates involve in the previous activities,
oceanic and continental plates. Differentiate these two using Venn Diagram. Use the
given choices in the box below for your answer.
*Dense *Made of Mostly Basalt *30-50 Km thick *Moving * 5-10 Km thick
*Less Dense *Made of Mostly Granite * Younger *Older
*Types of Crust *Solid *Made of Rock *Part of Lithosphere
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Part II.
A Plate Tectonic Puzzle
Objectives
Students will:
1. use logic and the evidence to reconstruct the position of large islands and continents
as they appeared 220 million years ago.
2. understand the theory of continental movement and plate tectonics.
3. describe how scientists use different kinds of evidence to form theories.
Solve the puzzle to discover what the Earth looked like 220 million years ago.
1. What’s the code? Use the legend to identify the symbols on each island or continent.
2. Puzzle me this. Look at the shapes of continents and islands. What landmasses seem
to fit together?
3. Let’s rock! Examine the evidence and try to match up landmass boundaries that show
similar rock strata, fossilized desert belts, and dinosaur fossils.
4. Hold that Pose. Look over the arrangement of the continents and islands and decide if
the position of any of them should change. When you are satisfied with your map of
Pangaea, tape or glue it down on the world map.
Guide Questions:
1. Do landmasses fit together? Why is it so?
2. Is there an evidence that all continents belong to one land mass only? Prove it
based from what you have learned from the previous lesson.
3. What are the scientific basis of lithospheric plate are moving?
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Let’s Elaborate
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 on the outermost layer which is called crust.
The crust is made of a 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 mountain is present and thinnest along the
ocean floor.
Continental crust
Oceanic crust
Mantle
Source: Science 10 Learner’s Material Unit 1 page 6
Figure 1. Kinds of crust
You will notice from Figure 1 that there are two kinds of crust: the thicker but less dense
continental crust and the oceanic crust which is relatively thinner but denser than continental
crust.
The lithospheric plates either (Oceanic Crust or Continental Crust) "float" on the
asthenosphere (is the outer most part of the mantle) and move about the Earth's surface.
Some plates carry whole continents with them.
The theory that describes these plates and their movement is called plate tectonics.
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How do lithospheric plates move?
http://pubs.usgs.gov
Figure 2. Map of Plate boundaries
As shown in Figure 2, there are seven relatively large plates and a number of smaller
ones, including the Philippine plate. The plates move very slowly but constantly, and this
movement is called tectonics; thus, the theory of moving lithospheric plates is called plate
tectonics.
The Earth’s crust is not a solid shell. It is made up of thick, interconnecting pieces called
tectonic plates that fit together like a puzzle. They move atop the underlying mantle, a really
thick layer of hot flowing rock.
By examining evidence such as similar rock layers in various places, fossilized desert
belts, the distribution of fossils, and the physical shapes of continents, scientists have
concluded that the Earth’s continents were once all connected to form a “supercontinent”
called Pangaea that was surrounded by an enormous ocean. In this activity, students will use
the different kinds of evidence to reconstruct how the Earth may have looked approximately
220 million years ago.
Did You Know?
• Tectonic plates are made of both continental and oceanic crust. The land that we
see is the continental crust, about 30 kilometers (19 mi) thick. Under the sea, the
heavier oceanic crust is much thinner, about 8 to 10 kilometers (5 to 6 mi) thick.
• Plates move about 8 centimeters (3 in) per year. That’s about as fast as a fingernail
grows in a year!
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• The tallest mountains in the world are still growing. About 60 million years ago,
the Himalayan Mountains formed when the Indian Plate crashed into the
Eurasian Plate. Today the two plates are still colliding and the Himalayas
continue to rise.
• Los Angeles sits on the Pacific Plate that is moving northwest and San Francisco sits
on the North American Plate that is moving southeast. Moving towards each other at
the rate of 5 centimeters (2 in) a year, someday these two cities may be neighbors!
Let’s Remember
Characterize tectonic plates by completing the statements below that will answer the
following questions: What might be some ways tectonic plates move? What do you
think happens when tectonic plates move?
Tectonic plates are…
I think that this is what happens when tectonic plates move…
Let’s Apply
You just learned how plates are distributed and where the rocks are old and young. At
this point, try to explain which area do you prefer to live: beside the mountainous area
or on the top of the mountainous area? Support your answer.
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Let’s Extend
In a separate answer sheet, illustrate how the continents will appear in the next 250
million years. Provide an explanation for your illustration.
Description:
Let’s Evaluate
1. The lithospheric plates are of two types. Which is the thickest type?
A. oceanic plate
B. continental plate
C. convergent plate
D. divergent plate
2. In which layer of the earth is the lithosphere located?
A. lowermost part of the mantle and crust
B. in the inner core
C. at the outer core
D. uppermost part of the mantle and crust
3. The plates move slowly but, constantly and this movement is called tectonics and is
therefore explained by this specific theory
A. big bang theory
B. origin of the universe
C. theory of timeline
D. plate tectonic theory
4. We know about the different existing continents. Scientists/experts concluded that it is
from a big land mass called
A. Laurasia
B. Gondwana
C. Pantalasia
D. Pangaea
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5. It seems that the crust and the upper layer of the mantle moves together and form plates
on Earth on what particular layer?
A. crust
B. mantle
C. lithosphere
D. core
6. These were formed when the Indian Plate crushed into the Eurasian Plate
A. Himalayan Mountains
B. Sierra Madre
C. Mayon Volcano
D. Mount Fuji
7. The crust is thickest in a part where a relatively young mountain is present and thinnest
along the ocean floor.
A. true
B. false
C. Partially true
D. Partially false
8. Which is the thicker but less dense crust?
A. Oceanic crust
B. Continental crust
C. Asthenosphere
D. mantle
9. It is found under the sea, heavier and much thinner and about 8 to 10 kilometers (5 to 6 mi) thick.
A. Oceanic crust
B. Continental crust
C. Asthenosphere
D. mantle
10. Approximately how many lithospheric plates are there?
A. about 3
B. about 6
C. about 12
D. about 24
11. The thin, fragile and rigid lithosphere and is broken up into 12 main plates. These plates
move very slowly by how many inches each year?
A. 3 inches per year
B. 6 inches per year
C. 8 inches per year
D. 10 inches per year
12. The plates move away slowly but constantly, and this movement is called
A. Plate tectonics
B. Tectonics
C. Drifting
D. collision
13. The earth’s continents were once all connected to form a “supercontinent” referred to as
A. Laurasia
B. Gondwana
C. Pangaea
D. Eurasia
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14. The lithospheric plates either (Oceanic Crust or Continental Crust) "float" on the
asthenosphere and move about on which specific part of the Earth?
A. mantle
B. asthenosphere
C. core
D. surface
15. How are oceanic crust being formed?
A. by freezing of the mantle
B. by partial melting of the mantle at mid-ocean ridges.
C. by movement of plates
D. by destroying the crust
References
Printed Materials:
Science Learner’s Material 10, Department of Education, Unit 1, Module 1, pp.6-13.
Electronic Sources:
http://earthquake.usgs.gov Accessed July 6, 2020
https://www.travel-tramp.com/is-mindanao-safe-to-travel-to/ Accessed June 26, 2020
http://www.earthobservatory.sg/resources/images-graphics/subduction-zone-beneathphilippines
Accessed June 26, 2020
http://www.geo.hunter.cuny.edu/ Accessed June 12, 2020
https://conference.iste.org/uploads/ISTE2016/HANDOUTS/KEY_100536516/AudioVi deoPresentation.pdf/
https://www.ck12.org/earth-science/seismic-waves/lesson/Seismic-Waves-from-Earthquakes-
MS-ES/?referrer=concept_details Accessed July 5, 2020
https://www.google.com/search?q=1.+Describe+the+Earth%27s+lithosphere Accessed July 5,
2020 https://www.wsfcs.k12.nc.us/cms/lib/NC01001395/Centricity/Domain/7110/Seismic%
20Waves%20and%20Earths%20Interior%20PPT.pdf Accessed July 14, 2020
http://www.sci.sdsu.edu/visualgeology/geology101/Geology100Exams/Tectonics.pdf Accessed
June 24, 2020
https://sharemylesson.com/system/files/lesson_material/SITEUSER/2013/1/19/784 Accessed
June 24, 2020
https://sharemylesson.com/system/files/lesson_material/2018/8/19/Earthquake%20T
riangulation%20Lab.pdf Accessed June 4, 2020
https://www.teachengineering.org/content/cub_/lessons/cub_seismicw/Attachments/ Accessed
June 4, 2020
https://sharemylesson.com/system/files/lesson_material/SITEUSER/2009/12/24/di Accessed
June 2, 2020
https://www.pinterest.ph/pin/195414071311987025/?fbclid=IwAR3inwcdii2y6YBeKrz
DhBTzibkRenqOO1bBETKdDFgUdj40UCeHc54xw5k Accessed July 4, 2020
http://pubs.usgs.gov/gip/volc/fig34.html Accessed June 12, 2020
https://www.Answers.com/Q/How_are_active_volcanoes_earthquake_epicenters_an
d_major_mountain_belts_are_distributed
https://sharemylesson.com/system/files/lesson_material/SITEUSER/2014/4/3/9d5e1
8fd10884295857484dd30144f5c.pdf Accessed June 24, 2020
https://sharemylesson.com/system/files/lesson_material/SITEUSER/2012/8/17/3239
7984711a4a8b87ac59a320deaf53.pdf Accessed June 9, 2020
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https://sharemylesson.com/system/files/lesson_material/SITEUSER/2013/9/27/3cf Accessed
June 3, 2020
https://sharemylesson.com/system/files/lesson_material/SITEUSER/2012/8/17/3239 Accessed
June 2, 2020https://www.tes.com/lessons/ZyG7zPZmww-o6w/tectonic-
plateshttp://www.clipart.dk.co.uk/1068/az/Earth/Mountain_ranges
https://sharemylesson.com/teaching-resource/plate-tectonics-192666
MODULE 2- WEEK 2
Let’s Learn
In this module, we will study thoroughly the framework that will enable us to understand how
and why several features of the Earth continuously change. This theory is what we call “Plate
Tectonics.”
This describes the events within the Earth that give rise to mountain ranges, volcanoes,
earthquake belts, and other features of the Earth’s surface.
At the end of Module 1, you are expected to answer the key question below:
What is the relationship among the locations of volcanoes, earthquake epicenters, and
mountain ranges?
In this module, you should be able to:

1. recall the characteristics of seismic waves in terms of speed;
2. explain triangulation method in locating epicenter of earthquake;
3. locate the earthquake epicenter using the triangulation method.
Let’s Try
1. Waves generated by underwater earthquakes.
A. Tsunami
B. Bore
C. Tidal wave
D. Neap tides
2. Waves that are move at a greatest velocity (speed)
A. S-waves
B. T-waves
C. P-waves
D. L-waves
3. A wave with a high frequency will have wavelength.
A. long
B. short
C. heavy
D. light
4. At a location 10 kilometers from the epicenter of an earthquake, the first type of seismic
waves to arrive will be
A. P-waves
B. S-waves
C. Rayleigh waves
D. Love waves
5. You were provided with data showing the arrival time of the P and S- waves recorded
from three seismic stations. Which of these can be possibly be determined?
A. the damage at the focus
B. the distance to the earthquake
C. the intensity of the earthquake
D. the location of the epicenter
6. Most earthquakes originates at depths of between
A. the surface and 100 kilometers
B. 100 kilometers and 500 kilometers
C. 500 kilometers and 700 kilometers
D. 700 kilometers and the outer core
7. Which of the following is TRUE of an earthquake’s epicenter and focus?
A. they are the same
B. the focus is above the epicenter
C. the epicenter is at the earth’s surface
D. the focus is at the earth’s inner core
8. How many seismograph stations are needed to locate an earthquake’s epicenter?
A. 1
B. 2
C. 3
D. 4
9. Which of the following sequences correctly lists the different arrivals from first to last?
A. S-waves… P-waves… Surface waves
B. P-waves… Surface waves… S-waves
C. Surface waves… P-waves… S-waves
D. P-waves… S-waves… Surface waves
10. Earthquakes are caused by the release of stored energy along a fault.
A. true
B. false
C. partially true
D. partially false
11. An instrument that detects and measures earthquakes
A. seismograph
B. focus seismic map
C. radar
D. seismogram
12. Which is the first seismic wave to arrive at the seismic station?
A. L-wave
B. R-wave
C. S-wave
D. P-wave
13. Which is common among seismic and light waves?
A. they come from the sun
B. they start from a source and move outward
C. they are part of the electromagnetic spectrum
D. they all travel at the same speed unless they change medium
14. Which are given off by an earthquake?
A. Radio waves
B. seismic waves
C. sound waves
D. compaction waves
15. Which type of Seismic waves travel the slowest?
A. S-waves
B. P-waves
C. Surface waves
D. EM waves
Lesson
Earth and Space: Earthquake
1 Epicenter
Let’s Recall
Before we study more about plate tectonics, let us discuss first one of the
consequences of moving crustal plates which is crucial in studying plate tectonics: earthquake.
In your Grade 8 Science you have learned that an earthquake releases three types of
seismic waves; Primary (P-waves), Secondary (S-waves), and Long surface waves (L-waves).
The P-waves and S-waves travel into the Earth’s interior while the last one on the surface.
These waves travel at different velocities; thus, do not arrive at a seismic recording station at
the same time. As the recording instrument becomes farther from the focus, the greater the
difference in arrival times of the first P-wave compared to the first S-wave. 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. Basically, it will be discussed
through this presentation. Click the link below to check the presentation.
https://www.youtube.com/watch?time_continue=17&v=NhioAAdYDJM&feature=emb_title.
Let’s Explore
Before you proceed with the next activity, try to examine and analyze Figures 3 and 4.
Earthquake Triangulation
An earthquake is the sudden release of energy due to very large pieces of rock moving
around and against each other. The energy released results in waves traveling through the
rock, which geologists use to locate earthquakes.
By analyzing seismograms, scientists recorded three types of seismic waves: P-

waves, S-waves, and surface waves. P-waves, or primary waves, have the greatest velocity,
and reaches a seismogram first. S-waves, or secondary waves, move slower and are observed
after the P-waves. The time that passes between P-waves and S-waves helps scientists to
determining the epicenter, the location on the surface above which an earthquake originates.
Source: Incorporated Research Institutions for Seismology
Figure 3. Result of Seismogram
For this lesson, we will locate the epicenter of an earthquake using a method called
triangulation. Triangulation determines the location of earthquakes using the distance
information coming from three seismic stations. On the given map below, there are three
unique circles. The circles are drawn around the seismic station and the radius of the circle
represents the approximate distance from the seismic station to the earthquake. The point where
the three circles intersect shows the location of the earthquake (see Figure 4).
https://www.travel-tramp.com/is-mindanao-safe-to-travel-to/
Figure 4. Location of the Hypothetical Earthquake
1. Using the given seismograms, determine the arrival time of the P-wave and S-
waves for each station. Record the measurements in the data table.
2. When you have the measurements for P and S waves, calculate the difference by
subtracting the P-wave arrival time from the S-wave arrival time. Record the
measurements in the table.
3. By using the difference in arrival time, determine the distance from the seismic
station from the earthquake for each city. Do this by multiplying the difference in
time by 5 miles/sec.(distance = time * speed). Record the distances.
4. Draw a circle around each station, using the distance of the earthquake as a
radius. Repeat for the stations.
5. Determine the point where all three of the circles intersect. That point is the
estimated epicenter of the earthquake. Record the epicenter of the earthquake.
DIRECTIONS: Use the given Map of the Philippines to locate the epicenter of the hypothetical
earthquake and answer the guide questions that follow. Write your answers in a separate
sheet of paper.
Activity 1: Find the Center
Source: Science 10 Learner’s Material Unit 1 pages 8-10
Objective:
Locate the epicenter of an earthquake using the triangulation method.
Materials:
hypothetical records of earthquake waves
Philippine map
drawing compass and ruler
Procedure:
1. Study the data showing the difference in the arrival time of P-wave and S-wave on three
seismic recording stations.
Recording Station Time difference in the arrival time Distance of epicenter
of P-wave and S-wave from the station (km)
(seconds)
Batangas 49.07
Puerto Princesa 58.10
Davao 39.47
2. Compute the distance of the epicenter from each of the stations using this formula:
Td
d= 8 seconds x 100 km
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.
3. Choose one of the recording stations and measure the computed distance on the map
scale (the scale of the map in Figure 1 is 1.5 cm: 200 km). Set your compass for that
computed distance.
4. Center your compass on the station you have chosen. Draw a circle.
5. 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.
Source: https://www.travel-tramp.com/is-mindanao-safe-to-travel-to/
Figure 5. Map of the Philippines Q1.
Where is the epicenter of this hypothetical earthquake?
Q2. What difficulty will you encounter if you only have data from two recording
stations?
In the previous activity, the hypothetical earthquake happened locally, that is why we use
the formula stated in the procedure. But, if the earthquake took place at a far greater
distance, seismologists use the distance-time graph similar to the figure below in
determining the location of the epicenter.
Distance(km)fromEpicenterhttp://stream2.cma.gov.cn/pub/comet/Environment/TsunamiWarningSyst
ems/comet/tsunami/ warning system/print.htm
Figure 6. Distance-time graph
The distance-time graph above shows that the S-P interval is about 10 minutes.
Q3. What is the distance of the epicenter from the seismic station?
Q4. What do you think is the importance of determining the epicenter of an earthquake?
Let’s Elaborate
Key Concepts:
Seismic wave
Seismic waves are the energy from earthquakes. Seismic waves move outward in all
directions away from their source. Each type of seismic wave travels at different speeds in
different materials. Seismic waves travel through rock, but not all travel through liquid or gas.
Geologists study seismic waves to discover more about earthquakes and the Earth’s interior.
Wave Structure
Seismic waves are just one type of wave. Sound and light also travel as waves. Every
wave has a high point called a crest and a low point called a trough. The height of a wave
from the center line to its crest is called the amplitude. While the horizontal distance between
waves from crest to crest (or trough to trough) is its wavelength (see diagram).
The energy from earthquakes travels in waves, as shown in the diagram.

Types of Seismic Waves
There are two major types of seismic waves. Body waves travel through the
Earth’s interior. Surface waves travel along the ground surface. In an earthquake, body waves
are responsible for the sharp jolts. Surface waves are responsible for the rolling motions which
cause most of the damage in an earthquake.
Body Waves
Primary waves (P-waves) and secondary waves (S-waves) are the two types of body waves (see
Figure 7). Body waves move at different speed in different materials.
P-waves are faster. They travel at about 6 to 7 kilometers (about 4 miles) per second.
Primary waves are so named because they are the first waves to reach a seismometer. P-
waves squeeze and release rocks as they travel. The material returns to its original size and
shape after the P-wave goes by. For this reason, P-waves are not the most damaging
earthquake waves. P-waves travel through solids, liquids, and gases.
S-waves are slower than P-waves. They are the second waves to reach a
seismometer. S-waves move up and down. They change the rock’s shape as they travel. S-
waves are about half as fast as P-waves, at about 3.5 km (2 miles) per second. S-waves
can only move through solids. This is because liquids and gases don’t resist changing shape.
Surface Waves
Love waves and Rayleigh waves are the types of surface waves.
Surface waves travel along the ground outward from an earthquake’s epicenter. Surface
waves are the slowest among all seismic waves. They travel at 2.5 km (1.5 miles) per second.
There are two types of surface waves. Love waves move side-to-side, much like a snake.
Rayleigh waves produce a rolling motion as they move up and backward (see Figure 7).
Surface waves cause objects to fall and rise. They also cause objects to sway back and forth.
These motions cause damage to rigid structures during an earthquake.
To locate the epicenter of an earthquake, you need to determine the time interval between
the arrival of the P and S waves (the S-P interval) on the seismograms from at least three
different stations. You have to measure the interval to the closest second and then use Figure
6 Distance-time graph to convert the S-P interval to the epicentral distance.
Source: https://www.pinterest.ph/pin/249457266832519224/
Figure 7. Seismic Waves
Once you have the epicentral distances, you can draw circles to represent each distance
on a map. The radius of each circle corresponds to the epicentral distance for each seismic
recording station. Once you have drawn all three circles and located the point where all three
intersect, you will have successfully located (triangulated) the epicenter of the earthquake.
For instructions on how to perform triangulation method you may also visit this website:
http://www.youtube.com/watch?v=oBS7BKqHRhs
Determining the location of earthquake epicenters plays a vital role in laying the
foundations of plate tectonics. Let us see how early geologists used the plotted positions of
earthquake epicenters throughout the world in conceptualizing crustal movements.
Let’s Dig In
In your answer sheets, write down five feeling words that are linked to earthquakes. (e.g. sad, etc.)
Pretend to be a journalist and write a newspaper report about an earthquake (hypothetical)

that had occurred.
You must have the following:

Newspaper
Name Headline
Information about what happened including time and dates
An interview with a local person about what it felt like, if you want you could quote some
of your friend’s statement and pretend you had interviewed him/her.
A picture in the box
Watch this: Click the link below and watch the presentation.
https://www.youtube.com/watch?v=dx4OqT0PYnU
Let’s Remember
Directions: Fill in the blanks with the words from the box to complete each statement.
The is the point on the surface of the Earth directly above the
hypocenter of an earthquake. The of an epicenter can be found using
three
.By measuring the time between the P-wave and S-
wave, each station can calculate their to the earthquake.
Scientists use to find the epicenter of an earthquake.
When
data is collected from at least three different locations, it can be used
to determine the epicenter by where it .
The location inside the earth where an earthquake begins is called the of
the earthquake. At the epicenter, the shaking occurs during an earthquake.
location, strongest Triangulation, seismic, focus, distance,

intersects, epicenter, seismographs, lag
Let’s Apply
Answer each question. Write your answer on the space after each question.
1. What are the basic things that you should do before, during and after an earthquake?
2. How important is the conduct of earthquake drills in school?
Let’s Evaluate
1. Where is the epicenter of this earthquake located based on triangulation?
A. A B. B C. C D. D
A B
C
For items 2-3, refer to the diagram on the right.
2. Where are the P-waves located on this seismogram?
A. A B. B C. C D. D
3. Where are the S-waves located on this seismogram?
A. A B. B C. C D. D
4. Which type of seismic waves are the slowest?
A. S-waves
B. P-waves
C. surface waves
D. primary waves
5. What is the name of the waves given off by an earthquake?
A. seismic waves
B. radiation waves
C. sound waves
D. compaction waves
6. Which is the first seismic wave to arrive at a seismograph station (where they are
measured and detected)?
A. L wave
B. R wave
C. P- wave
D. S- wave
7. Which can cause an earthquake?
A. seigmograms
B. P-waves
C. Plate movement
D. S-waves
8. Earthquakes are caused by the release of stored energy along a fault
A. true
B. false
C. partially true
D. partially false
9. Seismic waves and light waves have what in common?
A. they come from the sun
B. they start from a source and move outward
C. they all can be put onto the electromagnetic spectrum
D. they all travel at the same speed unless they change medium
10. An instrument that detects and measures earthquakes
A. seismogram
B. focus seismic map
C. radar
D. seismograph
11. Which of the following sequences correctly lists the different arrivals from first to last?
A. P waves ... S waves .. Surface waves
B. Surface waves ... P waves . S waves
C. P waves ... Surface waves S waves
D. S waves ... P waves .. Surface waves
12. How do rock particles move during the passage of a P wave through the rock?
A. back and forth parallel to the direction of wave travel
B. back and forth perpendicular to the direction of wave travel
C. in a rolling circular motion
D. the particles do not move
13. How often do magnitude 8 earthquakes occur?
A. about 5 to 10 times per year
B. about once a year
C. about every 5 to 10 years
D. about every 50 to 100 years
14. How many seismograph stations are needed to locate the epicenter of an earthquake?
A. 1 B. 2 C. 3 D. 4
15. Earthquakes can occur with faulting.
A. normal
B. reverse
C. thrust
D. all of these
Let’s Extend
Watch this. The effect of man-made earthquake

Click this https://www.youtube.com/watch?v=XOCxNVDiOnE
Finding epicenter of earthquake just click the link below
https://www.youtube.com/watch?v=dx4OqT0PYnU
Write a short description of an earthquake phenomenon you had experienced in the past or recently.
References
Printed Materials:
Electronic Sources:
http://earthquake.usgs.gov Accessed July 6, 2020
https://www.travel-tramp.com/is-mindanao-safe-to-travel-to/ Accessed June 26, 2020
http://www.earthobservatory.sg/resources/images-graphics/subduction-zone-
beneathphilippines Accessed June 26, 2020
http://www.geo.hunter.cuny.edu/ Accessed June 12, 2020
https://conference.iste.org/uploads/ISTE2016/HANDOUTS/KEY_100536516/AudioVideoPrese
ntation. pdf/ Accessed June 12, 2020
https://www.ck12.org/earth-science/seismic-waves/lesson/Seismic-Waves-from-Earthquakes-
MS-ES/?referrer=concept_details Accessed July 5, 2020
https://www.google.com/search?q=1.+Describe+the+Earth%27s+lithosphere
Accessed July 5, 2020
https://www.wsfcs.k12.nc.us/cms/lib/NC01001395/Centricity/Domain/7110/Seismic%2
0Waves%20an d%20Earths%20Interior%20PPT.pdf Accessed July 14, 2020
http://www.sci.sdsu.edu/visualgeology/geology101/Geology100Exams/Tectonics.pdf
https://sharemylesson.com/system/files/lesson_material/2018/8/19/Earthquake%20Tri
angulation%20 Lab.pdf Accessed June 4,
2020https://www.teachengineering.org/content/cub_/lessons/cub_seismicw/Attachm
ents/ Accessed June 4,
2020https://sharemylesson.com/system/files/lesson_material/SITEUSER/2009/12/2
4/di
https://www.pinterest.ph/pin/195414071311987025/?fbclid=IwAR3inwcdii2y6YBeKrzD
hBTzibkRenqO O1bBETKdDFgUdj40UCeHc54xw5k Accessed July 4, 2020
MODULE 3 - WEEK 3
Let’s Learn
At the end of this hybrid module, you are expected to answer the key question below:
How are active volcanoes, earthquake epicenters and major mountain belts are
distributed?
In this hybrid module, you should be able to:

1. plot the active volcanoes, earthquake epicenters and major mountain belts in a world
map.
2. describe the distribution of active volcanoes, earthquake epicenters and major
mountain belts
3. infer the relationship of tectonic plates, earthquake epicenters and active volcanoes.
4. relate the distribution of active volcanoes, earthquake epicenters, and major
mountain belts to Plate Tectonic Theory
5. present a schematic plan for the community on how to mitigate or reduce the effects
of disaster-related events such as earthquakes, tsunamis, and volcanic eruptions.
Let’s Try
1. How are the world’s earthquakes being distributed over the earth’s surface?
A. Randomly distributed
B. Not randomly distributed
C. Evenly distributed
D. Not evenly distributed
2. What do you expect to find at a mid-ocean ridge?
A. relatively young rocks
B. reverse fault
C. thick accumulation of sediments
D. very ancient rocks
3. Why is it important to identify areas which are prone to earthquakes?
A. So that necessary precautions can be done
B. Be familiar with the area
C. For record purposes
D. Economic concerns
4. The point where movement occurred which triggered the earthquake is
A. dip
B. epicenter
C. focus
D. strike
5. Which is NOT TRUE for volcanoes and earthquakes?
A. Occur along plate boundary
B. They are a result of stress in the Earth’s mantle
C. They change the surface of the Earth
D. They share same locations
6. How does lithospheric plates move?
A. In random motion
B. In constant motion
C. In accelerated motion
D. Does not move at all
7. Most earthquake-related deaths and injuries result from
A. tsunamis
B. Damage of buildings
C. Liquefaction
D. P-waves
8. You are an oceanographer and want to map the ocean floor on the east coast of the
Philippines. As you do your study, you notice that there is a portion in the ocean floor
which is relatively much deeper than the rest. What most likely is that deeper part?
A. linear sea
B. oceanic ridge
C. rift valley
D. trench
9. Earthquakes can occur with faulting.
A. normal C. thrust
B. reverse D. all of these
10. During typhoons, natural forces can cause a great loss of human life. Which of the
following natural disasters has resulted in the greatest loss of human life in a
single occurrence?
A. typhoons C. earthquake
B. volcanic eruption D. tornado
11. What is molten rock that remains underground called?
A. Magma C. lahar
B. Lava D. sulfur
12. There are variety of evidence that supports the claims that plate tectonics accounts for
the distribution of fossils on different continents, and the occurrence of what
phenomena?
A. earthquakes
B. volcanoes
C. faults
D. Trenches
13. The San Andreas fault in California is a classic example of which of the type of
faults?
A. Tear fault
B. Up thrust fault
C. Dip-slip fault
D. Strike-slip fault
14. A molten rock that has been expelled from the earth’s interior.
A. magma
B. lava
C. lahar
D. sulfur
15. Where can you find the location of mountain ranges?
A. At the center of a continent
B. Across bodies of water
C. In between of every continent
D. Same as with the location of volcanoes and majority of earthquake
epicenters
Earth and Space: Distribution of

Lesson Active Volcanoes, Earthquake
1 Epicenters and
Major Mountain Belts
Let’s Recall
The continental volcanic arcs are formed when denser oceanic slab sinks into the
asthenosphere which will develop pockets of magma that rises. Concrete examples are Andes
Mountain Range and Cascades Mountain Range (this is what we called oceanic continental
convergence).
Source: https://sharemylesson.com/teaching-resource/plate-tectonics-192666
Figure 1. Mountain Ranges Formation
There are different ways on how mountain ranges formed. In our next activities we will
analyze the distribution of different mountain ranges, active volcanoes, and earthquake
occurrences in the different places around the Globe and its relationship to each other.
Let’s Explore
You have already learned how to determine earthquake epicenters using the
triangulation method. This time you will be able to describe how active volcanoes, earthquake
epicenters, and major mountain belts are distributed.
Activity 1: Let’s Mark the Boundaries
Objectives:
• Describe the distribution of active volcanoes, earthquake epicenters, and major
mountain belts and
• Determine the scientific basis for dividing the Lithospheric plates.
Materials:
• Figure 2: Map of earthquake distribution
• Figure 3: Map of active volcanoes of the world
• Figure 4: Mountain ranges of the world
• 2 pieces plastic sheet used for book cover, same size as a book page
• marking pens (two different colors)
Source: http://marc.fournier.free.free.fr
Figure 2. Map of Earthquake distribution (Red, green, and blue dots represent the earthquake
epicenters)
1. Study Figure 2 showing the earthquake distribution around the world. You have to trace
the approximate locations of several earthquake “clusters” using a marking pen on one
of the plastic sheets.
Q1. How are earthquakes distributed on the map?
Q2. Where are they located?
Q3. Where are there no earthquakes?
Q4. Why is it important for us to identify areas which are prone to
earthquakes?
Source: http://pubs.usgs.gov/gip/volc/fig34.html
Figure 3. Map of Active Volcanoes
2. Study the map of active volcanoes in Figure 3.
Q5. How are volcanoes distributed?
Q6. Where are they located?
Q7. Based on the map, name a country that is unlikely to experience a volcanic
eruption.
3. On the second plastic sheet, sketch the approximate locations of several volcanoes
using a marking pen.
4. Place the earthquake plastic sheet over the volcano plastic sheet.
Q8. Compare the location of majority of earthquake epicenters with the location of
volcanoes around the world.
Source: http://www.clipart.dk.co.uk/1068/az/Earth/Mountain_ranges
Figure 4. Mountain ranges of the world
5. Study Figure 4, the orange portions indicate mountain ranges of the world.
Q9. How will you relate the distribution of mountain ranges with the distribution of
earthquake epicenters and volcanoes?
Now that you have seen the location of volcanoes, mountain ranges, and majority of
earthquake epicenters, study Map of Plate boundaries on this module once more.
Q10. What is the basis of scientists in dividing Earth’s lithosphere into several
plates?
Let’s take a look at the relative motion of the crustal plates in the figure below.
Source: https://www.tes.com/lessons/ZyG7zPZmww-o6w/tectonic-plates
Figure 5. Map showing the relative motion of plates (Arrows indicate the direction of motion)
Let’s Elaborate
Key concepts:
❖ The world’s earthquakes are not randomly distributed over the Earth’s surface.
They are concentrated in narrow zones. There are some located near the
edges of the continents, some are in mid continents, while others are in
oceans.
❖ But not ALL edges of continents, mid-continents, or oceans can be places
where earthquake might occur. Large part of the Pacific Ocean, northernmost
Asia, majority of Europe, eastern portion of North and South America and
western Africa.
❖ It is important to identify areas which are prone to earthquakes so that
necessary precautions could be done if ever you are living in one of those
places.
❖ Earthquake epicenters and volcanoes are both situated at the same locations.
Mountain ranges are found in places where volcanoes and/or earthquake
epicenters are also located.
❖ Geologic activities such as seismicity (occurrence of earthquake), volcanism
and mountain formation are the basis of scientists in dividing Earth’s
lithosphere.
❖ Plates are large pieces of the upper few hundred kilometers of Earth that move
as a single unit as it floats above the mantle.
❖ The plates are in constant motion. When they interact along their margins,
important geological processes take place, like the formation of mountain belts,
earthquakes, and volcanoes.
7
Let’s Dig-In
TASK 1: Write an essay (not less than 150 words): With the data that you have collected,
would it be possible to investigate what magnitude of earthquake occurred? Why or why not?
TASK 2: With the data you have in after conducting the activities about let’s mark the
boundaries (identifying patterns) about Volcanoes, Earthquake and Mountain ranges
Fill in the Concept map using the following terms:
Locate Plate Boundaries, Identify Plate Boundary type, convergent,
Divergent, continental-continental, oceanic-continental, oceanic-
oceanic, volcano, fault/rift, earthquake, mountain range, collecting data,
Map points, analyzing trends
TASK 3
To have a further idea where are those mountain ranges are found we can access this; by
clicking this link and watch. https://www.youtube.com/watch?v=2pQk2PTFpl0
Let’s Remember
DIRECTIONS: With the events and information we get from our discussion on the main topics
Earthquakes, Volcanoes and Plate Boundaries, draw a predictive guess using the words if,
then, and than with existing problem cited.
Earthquakes, Volcanoes, and Plate Boundaries
Introduction/Problem:
You already know that there is a pattern that applies to where earthquakes and volcanoes
occur. As you have learned, scientists have discovered that most earthquakes and volcanoes
occur along tectonic plate boundaries. Is this really the case? Do all earthquakes and
volcanoes occur along the known tectonic plate boundaries? If not, what percentage of
earthquakes and volcanoes do not occur along tectonic plate boundaries?
Gather Information:
You have information in your packets and in your textbook that tells you about the tectonic
plates, where their boundaries are, and how they cause earthquakes and volcanoes. Use
these resources along with the Internet to help you find out if all earthquakes and volcanoes
occur along the known tectonic plate boundaries.
State the Hypothesis:
Knowing what you know about tectonic plates and their association with earthquakes and
volcanoes, you need to make an educated guess about whether all earthquakes and
volcanoes occur at tectonic plate boundaries. If you do not think that they all occur along
tectonic plate boundaries, be sure to include in your hypothesis your guess as to what
percentage of earthquakes and volcanoes do not occur along tectonic plate boundaries.
Please write your hypothesis in the space provided below, using the words if, then, and than.
IF
THEN
THAN
Let’s Apply
The Philippine Islands is part of what we called Ring of Fire, it means we are exposed
to greater risk of disasters such as earthquakes, volcanic eruptions, and tsunamis. As a
responsible youth of this country how can you contribute to avoid casualties for these
inevitable phenomena, what is your suggested idea for our leaders to make our mountain
ranges and volcanoes become friendly to all living things (human and other living organism)?
Let’s Evaluate
1. Where can you find the location of mountain ranges?
A. At the center of a continent
B. Across the bodies of water
C. In between of every continent
D. Same as with the location of volcanoes and majority of earthquake epicenters
2. As we have seen with typhoon Yolanda, natural forces can cause a great loss of
human life. Which of the following natural disasters has resulted in the greatest loss
of human life in a single occurrence?
A. typhoon
B. volcanic eruption
C. earthquake
D. tornado
3. How does the lithospheric plates move?
A. In random motion
B. In constant motion
C. In accelerated motion
D. Does not move at all
4. What is molten rock that remains underground called?
A. magma
B. Lava
C. Lahar
D. sulfur
5. What kind of rocks are formed when lava from a volcano cools?
A. Metamorphic
B. Igneous
C. Sedimentary
D. granite
6. Most earthquake-related deaths and injuries result from
A. tsunamis
B. Damage of buildings
C. Liquefaction
D. P-waves
7. Geologists have detected many small earthquakes in the area near a dormant lake
volcano, what might happen in the near future?
A. A volcano may erupt
B. A landslide may occur
C. A forest fire will start
D. A storm will start
8. Which is NOT TRUE for volcanoes and earthquakes?
E. Occur along plate boundary
F. They are a result of stress in the Earth’s mantle
G. They change the surface of the Earth
H. They share same locations
9. Why is it important to identify areas which are prone to earthquakes?

A. Economic concerns
B. For record purposes
C. Be familiar with the area
D. So that necessary precautions can be done
10. A molten rock that has been expelled from the earth’s interior.
A. magma
B. lava
C. lahar
D. sulfur
11. Which of the following is TRUE of an earthquake's epicenter and focus?
A. they are the same
B. the focus is above the epicenter
C. the epicenter is at the earth's surface
D. the focus is at the earth's inner core
12.Most earthquakes originate at depths of between
A. the surface and 100 kilometers
B. 100 kilometers and 500 kilometers
C. 500 kilometers and 700 kilometers
D. 700 kilometers and the outer core
13. Where can you find the location of most earthquake epicenters?
A. at the center of the continent
B. across bodies of water
C. situated at same locations of volcanoes
D. in between every continent
14.Geologic activities such as volcanism and mountain formation are the basis of scientists
in dividing the earth’s lithosphere. Aside from these, what another basis was used?
A. tsunami
B. seismicity
C. hotspot
D. lava fountain
15. There are variety of evidence that supports the claims that plate tectonics accounts for the
distribution of fossils on different continents, and the occurrence of what phenomena?
A. earthquakes
B. volcanoes
C. faults
D. Trenches
PERFORMANCE TASK
This task will focus on your knowledge of either an earthquake or volcanic eruption,
which has occurred in the last 10 years.
(For online Class) The task will be completed as a Facebook Presentation (AVP-3-5
minutes). You may include maps, photographs, diagrams, and video links in your
presentation, but the writing must be in your own words.
(For Modular Class) The task will be completed as a Presentation (Collage of articles
or news). You may include cut outs of photographs, diagrams, newspapers articles in your
presentation, but the writing must be in your own words.
Learning Outcome
You need to both describe and explain your ideas in detail, offering your own opinions
and using specific information/evidence to support and illustrate your answers.
Student tasks
Choose one earthquake or one volcanic event and complete the following:
Introduction and title: What is your piece of work about? What earthquake / volcanic
eruption will you be writing about? What is the title of your work?
Location: Where did the event happen? Can you show this on a map? Which countries were
affected? Which places were affected?
Background: When did the event take place – time and date? How long did the event last?
What was the size of the event? Did the event occur in a rich or poor country? Has the country
had earthquakes/volcanic eruptions before?
Causes: What made it happen? Why did it occur? Consider tectonic plates and different type
of plate boundaries.
Effects: What was the impact of the event? How many people died / were injured? What
damage was caused to buildings, roads, etc.? You should use relevant facts and figures.
Responses: What was done to help the people affected? What was done immediately? What
long-term help was provided?
Opinions: How do you think this event affected the people involved? How do you feel about
it? How would you react?
It would also be possible to separately research two earthquakes / volcanic eruptions with the
first activity and make a comparison at a simple level. This could be achieved by dividing the
class into two different groups, each researching a different earthquake / volcanic eruption and
completing a comparison chart.
The scoring rubric below will be used in assessing the work.
Activity Level 1 = 2 Level 2 = 4 Level 3 = 6 Level 4 = 8

Points Points Points Points
Content The The multimedia The multimedia The multimedia

(50%) multimedia element is vague element element is clear
element lacks in conveying a reflects a and concise, with
a clear point of point of view and logical a very logical
view and does not create a progression of progression of
logical strong sense of ideas. Includes ideas. Includes
sequence of purpose. Includes ALL ALL assignment
some of the assignment requirements.
information.
requirements. requirements. Clearly
Missing Somewhat Addresses addresses
requirements. addresses aspects such aspects such as
Does not aspects such as as one one objective
address one objective objective focus, visual
aspects such focus, visual focus, visual images, written
as one images, written images, written words, and self-
objective words, and self- words, and contained
focus, visual contained. self-contained
images,
written words,
and self-
contained
Quality Multimedia Multimedia Multimedia Multimedia
(30%) element is element is mostly element is element is clear.
unclear. If unclear. If sound somewhat clear. If sound is
sound is is included, it is If sound is included, it is
included, it is not easy to included, it is easy to
not easy to hear/understand. easy to hear/understand.
hear/ If video is hear/understand. If video is
understand. If included, it If video is included, it can
video is cannot be seen included, it can be seen and/ or
included, it and/ or cannot be be seen and/ or can be heard.
cannot be heard. can be heard
seen and/ or
cannot be
heard.
Description Description Description Description Description

(20%) does not includes some somewhat clearly and
include the information addresses the concisely
main parts of regarding the main parts of a addresses ALL
a lesson main parts of a lesson (intro, the main parts of
(intro, lesson (intro, objective, a lesson: intro,
objective, objective, content, and objective,
content, and content, and assessment). content, and
assessment). assessment). assessment.
Let’s Extend
TASK: Create an evacuation plan for your household on how to mitigate or reduce the effects of
disaster-related events such as earthquakes, tsunamis, and volcanic eruptions.
References
Printed Materials:
Electronic Sources:
http://pubs.usgs.gov/gip/volc/fig34.html Accessed June 12, 2020
https://www.Answers.com/Q/How_are_active_volcanoes_earthquake_epicenters_and_major
_mountain_belts_are_distributed
https://sharemylesson.com/system/files/lesson_material/SITEUSER/2014/4/3/9d5e18fd1088
4295857484dd30144f5c.pdf Accessed June 24, 2020
1a4a8b87ac59a320deaf53.pdf Accessed June 9, 2020
https://sharemylesson.com/system/files/lesson_material/SITEUSER/2013/9/27/3cf Accessed June 3,
2020 https://sharemylesson.com/system/files/lesson_material/SITEUSER/2012/8/17/3239 Accessed
June 2, 2020
https://www.tes.com/lessons/ZyG7zPZmww-o6w/tectonic-plates
http://www.clipart.dk.co.uk/1068/az/Earth/Mountain_ranges
https://sharemylesson.com/teaching-resource/plate-tectonics-192666
MODULE 4 - WEEK 4
Let’s Learn
This hybrid module was developed and written to help you demonstrate understanding
of the different types of plate boundaries. Studying plate boundaries is important because
along these boundaries deformation of the lithosphere is happening. These geologic events
have a great impact not only on the environment but also on us. Each type of plate boundaries
is differentiated by the type of movement they exhibit.
After studying this hybrid module, you are expected to:
1. identify and describe the different types of plate boundaries.
2. identify the type of plate boundary associated with each major lithospheric plate.
3. describe the movement in each type of plate boundary.
4. relate each type of plate with the stress on rocks.
Let’s Try
Directions: Read each question carefully. Choose and encircle the letter of the correct
answer.
1. Why does oceanic crust usually subduct beneath the continental crust when two tectonic
plates collide?
A. It is denser than continental crust
B. It is less dense than the continental crust
C It is thicker than the continental crust
D. It is thinner than the continental crust
2. Crustal plate A is moving away from crustal plate B. What type of plate boundary is
described by the motion of the two plates?
A. convergent plate boundary C. transform fault boundary
B. divergent plate boundary D. all of these
3. Which plate boundary is formed between the Philippine plate and the Eurasian plate?
A. convergent plate C. divergent plate
B. transform fault D. reverse fault
4. Which type of stress applies on rocks that are pulled and break apart?
A. tension C. shear
B. compression D. structural
5. Which of the following refers to the rigid outermost shell of the earth which is composed
of the crust and the top part of the upper mantle?
A convergent plate C. lithosphere
B. oceanic plate D. continental plate
6. Plates A and B shows a divergent boundary. If Plate C is adjacent to both plates and does
not show any relative motion, what type of plate boundary is present between A and C?
A B
A. convergent plate C. transform fault

B. divergent plate D. reverse fault
7. Which of these statements correctly describe Asthenosphere?
A. Soft, weak upper portion of the mantle where the lithospheric plates float and
move around
B. The topmost, solid part of the earth that is composed of several plates
C. The boundary that separates the crust and the mantle
D. The process in which the crust p-lunges back into the earth
8. Crustal plates under the ocean are moving towards each other and eventually the denser
crustal plate bends towards the mantle or undergoes subduction process. Which type of
plate boundary is describe by the motion of the two plates.?
A. convergence of two continental plates
B. convergence of two oceanic plates
C. convergence of continental and oceanic plate
D. divergent plate boundary
9. The crustal plate slide past one another plate without producing new landform on the crust.
Which type of plate boundary is describe by the motion of the two plates?
A. divergent plate boundary C. transform fault boundary
B. Convergent plate boundary D. hot Spot
10. Which of the following statements correctly describe continental crust?
A. it is less dense than oceanic crust C. it is thin and denser than oceanic crust
B. it is thicker than oceanic crust D. both a & b
11. Which of these factors causes the lithospheric plate to split and move far away from each
other and form a new crust?
A. hot molten rocks from the mantle C. older rocks are weak
B. eruption of volcano D. soft rocks melts
12. Which among these parts of the earth are tectonic plates located?
A. asthenosphere C. lithosphere
B. inner core D. outer core
13. Which of these processes refers to when the ocean floor plunges back into Earth’s interior?
A. conduction C. subduction
B. radiation D. convection
14. Which of these stress causes the rocks to uplift, fold or fracture?
A. tensional stress C. shear stress
B. compression stress D. structural stress
15. Which of these refers to the force applied to an object or material that causes
change or deformation on it?
A. fault C. strain
B. stress D. fracture
Let’s Recall
WORD HUNT:
Directions: From the puzzle, highlight the words found inside box. The words maybe
hidden in any direction.
C T V E O C E A N I C C R U S T M O Y M
O E I D A S T H E N O S P H E R E A E A
V N R I D T L S C O N V E R G E N T S G
I S U V S A P L I T H O S P H E R E O M
D I S E W P M I D O C E A N R I D G E A
S O P R D D L D L O C K D O W N G C Q S
H N O G S A P E Q U A R A N T I N E O T
E T R E N C H P P R I F T V A L L E Y R
A N P N P U M A M E L I O R A T I O N E
R A U T R A N S F O R M F A U L T O K S
E T N O I S S E R P M O C M O D U L E S
Q D I K C O N T I N E N T A L C R U S T
Oceanic Crust Asthenosphere shear

Continental Crust Trench compression
Divergent Rift Valley tension
Convergent Lithosphere magma
Transform Fault Mid-ocean ridge stress
Let’s Explore
ACTIVITY 1 - You Push! You Pull!
Materials:
Modeling Clay
2 pieces of Cardboard (20 cm x 15 cm)
Procedure:
1. Place the cardboard with their edges together at the center on top of a table.
2. Put clay on top of the cardboard’s connected edges and flatten the modeling clay with the
palm of your hand until it is approximately 0. 4 cm thick, 5 cm wide and 8 cm long.
3. Slowly pull away the two cardboards in opposite direction. Observe what happens to the
clay.
Q1. What happens to the clay as you slowly pull the cardboard away from each
other?
4. After doing procedure number 3 flattened again the clay on top of the cardboard.
Slowly push the two cardboards together as indicated by the arrow in the illustration
below. Observe what happens to the clay.
Q2. What did you observe on the clay as you slowly push the cardboard towards
each other?
5. Again, fix the deformed clay to its flattened form on top of the cardboard. Slowly pull the
cardboard to the direction indicated by the arrow. Observe what happens to the clay.
Q3. What happens to the clay as you pull the cardboard in opposite direction?
Let’s Elaborate
Plate Boundaries
The movements of the plates relative to each other distort the Earth’s crust in the region
of the boundaries creating systems of earthquake faults. The tectonic plates’ motion causes
them to interact in several ways forming different plate boundaries and fault.
As the stress is applied on the earth’s crust a fault can be formed. The continues
movement of the tectonic plates produces the stress, and the earth’s crust break as the result
of its constant motion . Stress is defined as the force applied to an object. This is what
happened in the activity that you just performed. The stress applies on the clay as you pull
away the cardboard away from each other or when you push them toward each the other.
The type of stress produced can be categorized into several ways depending on how
it acts on the rocks.
The three kinds of stress that also correlates with the types of plate boundaries are:
1. Rocks that are pulled apart are under tension. Rocks under tension lengthen or break
apart. Tension is the major type of stress at divergent plate boundaries where two plates
are moving away from each other.
2. Compression squeezes rocks together, causing rocks to fold or fracture. Compression
stress happens at convergent plate boundaries where two plates move toward each
other.
3. When forces are parallel but moving in opposite directions, the stress is called shear.
Shear stress is applied on transform boundaries wherein the plates are sliding past each
other.
The plates lie atop of soft, weak layer and partially molten rock of the upper mantle
called asthenosphere. These plates can carry both continents and oceans, or exclusively one
or the other. For example, the Pacific plate is entirely oceanic. The study of plate boundaries
is important because within these boundaries are the different geologic events that have a
great impact not only on the environment but also on us.
There are three types of plate boundaries, which are differentiated according to the
movement they exhibit. These are divergent plate boundary, convergent plate boundary and
transform fault boundaries.
https://www.tes.com/lessons/ZuyWtedW6iv9Mw/types-of-plate-boundaries
Figure 1 Three types of plate boundaries
Types of Plate Boundaries
1. Divergent Plate Boundary The divergence of plates causes the earth’s crust to
spread or split apart. The direction of the movement of each plate is oppositely away
from each other. Most divergent plate boundaries are situated along underwater
mountain ranges called oceanic ridges or mid - ocean ridge. When the plates break
away from each other , a new hot molten materials from the mantle will ooze up and
will fill the gap. These materials will slowly cool to produce new ocean floor.
http://www.geologypage.com/2019/03/what-are-the-different-types-of-plate-tectonic-boundaries.html
https://www.pinterest.co.uk/pin/783415297665958552/
Figure 2 Divergent Plate Boundary
When a continent will diverge , a spreading center will be developed, and the crust
will be formed into several segments. The breaking leads to the formation of down faulted
valleys called rift valley. The rising of hot materials from the mantle will occur and forms new
ocean floor
As the spreading of the plates continue, the rift valley will increase its length and
depth. At this point, the valley develops into linear sea, like Red Sea today.
Figure 3 Formation of divergent plate boundary

2. Convergent Plate Boundary – is the type of boundary in which two plates move
toward each other, causing the denser slabs of the lithosphere to sub duct beneath
and overriding plate. These plates float and move over the soft weak upper portion of
the mantle called asthenosphere. Examples for this plate boundary
are the Philippine plate and the Eurasian plate.
http://www.geologypage.com/2019/03/wh
at-are-the-different-types-of-plate-
tectonic-boundaries.html
Plate A Plate B
Figure 4 Convergent Plate Boundary
There are three types of convergent plate boundary, continental – oceanic plate
boundary, oceanic – oceanic plate boundary and continental –continental plate
boundary.
a) Convergence of Continental plate and Oceanic Plate – oceanic crust is denser

than the continental crust, when these two types of crust collide, the oceanic crust
is always forced to sub duct into the mantle. This activity leads to the formation of
trench, volcanic arc and even earthquakes.
Figure: 4.1 Convergence of Continental and Oceanic pate
b) Convergence of Two Oceanic Plates - occurs when two oceanic plates converge
and sub duct beneath the other. Some geologic events happen as the plates collide
like volcanoes and trench.
http://rereber-earthquakes.weebly.com/convergent-boundaries.html
Figure 4.2 Convergent of two Oceanic plates
c) Convergence of Two Continental Plates - occurs when two continental plates

converge. A collision zone is formed instead of subduction. At this collision zone
the earth is pushed upward and forms mountain.
Figure 4.3 Convergence of two continental plates
3. Transform Fault, is a type of fault in which two tectonic plates slide past one
another. Most transform fault joins two segments of a mid-ocean ridge. If there is
ridge,the possibility of diverging plates is also high, and as the plates will diverge
between the two plates of the mid – ocean ridge, the adjacent slabs of crust are
grinding past each other.
http://www.geologypage.com/2019/03/what-are-the-different-types-of-plate-tectonic-
boundaries.html
Figure 5 Transform fault boundary

Although most transform faults are located within the ocean basins, there are few
which cut through the continental crust. The example for this is the San Andreas Fault. The
movements along the transform fault can trigger earthquakes activities.
http://www.dartmouth.edu/~iispacs/Education/EARS18/Iceland_2017/Tectonic%20History/tectonichistory.html
Figure 6 San Andreas Fault

Let’s Dig In
Activity 2: Watch the Plate!
Study the map of the relative motion of plates and identify what type of plate boundary
is characterized by each pair of crustal plates. Write your answer on table 1 Plate boundaries
along Crustal Plates
http://www.dartmouth.edu/~iispacs/Education/EARS18/Iceland_2017/Tectonic%20History/tectonichistory.html
Table 1. Plate boundaries along Crustal Plates

CRUSTAL PLATES TYPES OF PLATE BOUNDARY
1.
2.
3.
4.
5.
Guide Questions:
1. How would you describe or classify the type of plate boundary that exist in the following
lithospheric plates based on the picture shown above?
a) Eurasian Plate and Philippine Plate -
b) Australian Plate and Antarctic Plate -
c) South American Plate and African Plate -
d) North America and Eurasian Plate -
e) Nazca Plate and South American Plate -
2. Since all the plates are interconnected, how does a single movement of a plate can
affect other plates?
Let’s Remember
Sum It Up Challenge! Supply the missing words in the paragraph.
The process of the denser oceanic plate plunging back into Earth’s interior is
called 1. (convection, subduction). This happens when two
crustal plate will move 2. (towards, away from) each other. This
type of plate boundary is known as 3. (convergent, divergent).
Convergent boundaries can be classified into three types. The convergence `may
occur between the continental and 4. , an oceanic plate and
5. , and a continental plate and another 6. _____.
The stress that acts on this boundary is 7. (shear, compression)
The next type of plate boundary is caused by the hot molten rocks from the
mantle which rises to the surface through the 8. (volcano, rift
valley). It is called divergent plate boundary. The plates move 9.
(away, slide past) from each other. 10. (Shear, Tension) is the
major type of stress at divergent plate boundaries.
The third type of plate boundary is the transform fault. 11
(Compression, Shear) stress is experienced at transform boundaries where two
plates are 12 (sliding past , pushing ) each other.
Let’s Apply
Using different colors of modeling clay choose one from the three types of plate boundary
construct and design your own model of plate boundary. Label the parts of your model to show
the relative motion of the plates.
The scoring rubric below will be used in assessing you model.
4 pts. 3pts. 2 pts. 1 pt.

Attractiveness The model is The model is The model is The model is
exceptionally attractive, in acceptably distractingly
attractive, in terms of design, attractive, though messy or poorly
terms of design, layout and it may be a bit design. It is not
layout and neatness messy attractive
Neatness
Creativity The model The model The model The model lacks
contains many contains few contains few creativity It lacks
details and details and details and clarity of the
information. It is information. It is information. It is details and
clear and clear and clear. The information. There
presentable. The presentable. The student has tried is a little evidence
student has really student has used to use his/her that the student
used his/her his /her imagination tried to be creative
imagination imagination
Neatness and The model is The model is The model is The model is not
effort exerted neatly done well with somewhat organized. It looks
constructed and some organized, and it like the student
labeled, as organization and looks like the threw it together at
necessary. Much labeling. It student ran out of the last minute
time and effort appears the time or didn’t without much
were put into student worked take care of the care.
creating this hard on it. project.
project
Let’s Evaluate
For numbers 1-3 Refer to the table below.

A. Matching Type: Match each type of boundary from column A with the relative plate
motion in column B and the related stress in column C.
A B C
Boundary Type Relative Plate Motion Relative Stress
1.Convergent Plate boundary A. the plates move away D. tension

from each other
2.Divergent Plate Boundary B. plates slide past each other E. shear
3. Transform Fault Boundary C. plates move towards F. compression

each other
1. Which of the following correctly describes convergent plate boundary?

A. A & D B. B & E C. C & F D. C & D
2. Which of the following correctly describes divergent plate boundary?
A. A & D B. B & E C. C & F D. B & F
3. Which of the following correctly describes transform fault boundary?
A. A & D B. B & E C. C & F D. C & E
B. Encircle the letter of the correct answer.
1. Crustal plates under the ocean are moving towards each other and eventually the denser
crustal plate bends towards the Earth’s mantle or undergoes subduction process. Which
type of plate boundary is describe by the motion of the two plates.?
A. Convergence of two continental plates

B. Convergence of two oceanic plates
C. Convergence of continental and oceanic plate
D. Divergent plate boundary
2. The crustal plate slide past one another plate without producing new landform on the
crust. Which type of plate boundary is describe by the motion of the two plates?
A. divergent plate boundary C. transform fault boundary
B. convergent plate boundary D. hot spot
3. Which of the following statements correctly describe continental crust?
A. It is less dense than oceanic crust C. it is thin and denser than oceanic crust
B. It is thicker than oceanic crust D. both a & b
4. Which of these stress causes the rocks to uplift, fold, or fracture?
A. tensional stress C. shear stress
B. compression stress D. structural stress
5. Which of these refers to the force applied to an object or material that causes change or
deformation on it?
A. fault C. strain
B. stress D. fracture
6. Why does oceanic crust usually subduct beneath the continental crust when two tectonic
plates collide?
A. It is denser than continental crust
B. It is less dense than the continental crust
C It is thicker than the continental crust
D. It is thinner than the continental crust
7. Crustal plate A is moving away from crustal plate B. What type of plate boundary is
described by the motion of the two plates?
A. convergent plate boundary C. transform fault boundary
B. divergent plate boundary D. all of these
8. Which plate boundary is formed between the Philippine plate and the Eurasian plate?
A. convergent plate C. divergent plate
B. transform fault D. reverse fault
9. Which type of stress tends to press the rocks towards each other?
A. tension C. shear
B. compression D. structural
Let’s Extend
Write the different geologic events that occurs in each type of plate boundary.
Type of Plate boundary Geologic Event

1. Divergent plate boundary
2. Convergent plate boundary
3. Transform Fault
References
Printed Materials:
Science Learners Material 10, Department of Education

Vengco, L.G, Navaza, D.C., Faraon, G.D., Religioso T.F.You and the Natural World Science
K to 12 Curriculum Compliant , Phoenix Publishing House
Electronic Sources:
http://ees.as.uky.edu/sites/default/files/elearning/module04swf.swf
https://www.tes.com/lessons/ZuyWtedW6iv9Mw/types-of-plate-boundaries
http://earthguide.ucsd.edu/eoc/teachers/t_tectonics/p/subduction.html
http://www.dartmouth.edu/~iispacs/Education/EARS18/Iceland_2017/Tectonic%20History/te
ctonichistory.html
https://www.pinterest.co.uk/pin/783415297665958552/
http://www.geologypage.com/2019/03/what-are-the-different-types-of-plate-tectonic-boundaries.html
https://flexbooks.ck12.org/cbook/ck-12-middle-school-earth-science-flexbook-
2.0/section/5.11/primary/lesson/divergent-plate-boundaries-hs-es
https://geology.com/nsta/divergent-plate-boundaries.shtml
http://rereber-earthquakes.weebly.com/convergent-boundaries.html
https://www.google.com/search?q=transform+plate+boundary&source
https://www.shutterstock.com/image-illustration/convergent-plate-boundary-created-by-two-
123695335
https://www.e-education.psu.edu/earth520/content/l7_p3.html
ttps://courses.lumenlearning.com/suny-geophysical/chapter/causes-and-types-of-tectonic-
stress/
MODULE 5 – WEEKS 5 and 6
Let’s Learn
This hybrid module was designed and written with you in mind. It is here to help you
master the nature of Earth and Space. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the hybrid module you are now using.
The hybrid module is divided into two lessons, namely:
Lesson 1 – Convergent Plate Boundary
Convergence of Oceanic-Continental Crust
Two Oceanic Plate Converging
Two Continental Plate Converging
Lesson 2 –Divergent and Transform Plate Boundary
After going through this hybrid module, you are expected to:
1. explain the processes that occur along convergent boundaries.
2. determine the consequences of colliding plates.
3. explain the processes that occur along the divergent boundaries.
4. determine the results of plates that are moving apart.
5. determine the effect of transform-fault boundary on the Earth’s crust.
Let’s Try
Multiple Choice: Choose the letter of the best answer. Encircle the letter of
the correct answer.
1. When two tectonic plates collide, the oceanic crust usually subducts
beneath the continental crust because it is…
A. denser than continental crust
B. less dense than continental crust
C. thicker than continental crust
D. thinner than continental crust
2. If you 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 Valleys
B. Mountain Ranges D. Volcanic Islands
3. You are an oceanographer and want to map the ocean floor on the east coast
of the Philippines. As you do your study, you notice that there is a portion in the
ocean floor which is relatively much deeper than the rest. What most likely
is that deeper part?
A. linear sea B. oceanic ridge C. rift valley D. trench
4. What do you expect to find at a mid-ocean ridge?
A. relatively young rocks C. thick accumulation of sediments
B. reverse fault D. very ancient rocks
5. Crustal plate A is moving away from crustal plate B. What is the expected
average rate of change in position between A and B?
A. a few centimeters per year C. a few millimeters per century
B. a few meters per month D. a few millimeters per day
6. Which plate boundary is formed between the Philippine plate and the
Eurasian plate?
A. convergent B. divergent C. reverse fault D. transform fault
7. Which of these is false about lithospheric plates?
A. has the same thickness everywhere
B. includes the crust and upper mantle
C. thickest in the mountain regions
D. varies in thickness
8. What kind of motion would be expected at a convergent plate boundary?
A. The plates move towards each other- squeezing the rock and/ or making
the rock sink back down into the mantle.
B. The plates move away from each other- squeezing the rock and/ or
making the rock sink back down into the mantle
C. The plates slide past each other- squeezing the rock and/ or
making the rock sink back down into the mantle.
D. The plates move together - squeezing the rock and/ or making the
rock float back down into the surface of the earth.
9. Right in the middle of an island, you can find a rift valley. What type
of plate boundary exists on that island?
A. convergent C. normal fault
B. divergent D. transform fault
10. What do you expect to find parallel to a trench?
a. hot spot b. ocean ridge c. rift valley d. volcanic arc
11. Plates A and B shows a divergent boundary. If plate C is adjacent to
both plates and does not show any relative motion, what type of plate
boundary is present between A and C?
A. convergent
B. divergent
C. normal fault
D. transform fault
12. What geologic event is most likely to happen at the given type of plate
boundary in number 11?
A. earthquake C. rift valley formation
B. mountain formation D. volcanic eruption
13-15. Matching Type: Match Column A with column B and C
A B C
Type of Plate Relative Motion of the Geologic
Plates Features/Events
Boundary
Present
13.DIVERGENT A. Moving away from each D. Earthquakes
other
14.CONVERGENT B. Moving towards each other E. Mountains,
volcanoes,
trenches and
earthquakes
15.TRANSFORM C. Sliding past each other F. Rift Valleys, oceanic
FAULT ridges and
earthquakes
Lesson Geologic Processes along Plate

Boundaries: Convergent Plate
1 Boundary
Week
5
This week, we are going to focus on the geologic events and features
that will happen if plates will move toward each other. To start with it, let’s do
something fun by answering “Let’s Recall”.
Let’s Recall
SOLVE A WORD: Supply the missing letters to complete each word in the
puzzle. Use the clues given in the box below.
DON’T KNOW? GET A HINT!
The outermost layer of the earth is made up of two basic rock type: granite and basalt.
The only astronomical object known to have life.
The region beyond earth’s atmosphere.
A type of plate boundary that exist between two plates that are moving towards each
other.
The whole body of salt water that covers nearly ¾ of the earth’s surface.
A type of plate boundary in which the plates slide past each other.
A type of plate boundary that exist in between two plates that are moving away from
each other.
A vent or fissure in the planet’s crust though which lava, ash, rock, and gases erupt.
Let’s Explore and Explain
Head-On Collision
Source: Science Learners Material 10, Department of Education, Unit 1, Module 1. p 16-24
PART A: Converging Continental Plate and Oceanic Plate

Objectives:
Explain the processes that occur along converging continental and oceanic
plates. Determine the consequences of colliding plates.
Identify the geologic formed after the collision of plates.
Procedure:
Study Figure 1 showing a cross-sectional diagram of plates that are
converging and answer the questions that follow.
PLATE B
PLATE A
https://gotbooks.miracosta.edu/oceans/chapter4.html
Figure 1: Cross-sectional diagram of converging continental and oceanic
plates
Guide Questions:
1. What type of plate is Plate A? What type of plate is Plate B? Why do you say so?
2. Describe what happens to Plate A as it collides with Plate B? Why?
3. What do you think may happen to the leading edge of plate A as it
continues to move downward? Why?
4. What do you call this molten material?
5. What is formed on top of Plate B?
6. As the plates continue to grind against each other, what geologic event/s
could take place?
PART B: Convergence of Two Oceanic Plates
Procedure:
1. Study Figure 2. It shows a cross-section of two converging oceanic plates.
2. Using your knowledge gained from the previous activity, identify the geologic
events or features resulting from this collision
PLATE A PLATE B
http://esciencework.weebly.com/convergent-boundaries.html
Figure 2: Cross-sectional Diagram of Two Oceanic Plate Converging
Guide Questions:
1. What are the geologic processes/events that will occur because of
this plate movement?
2. What geologic features might form at the surface of Plate B?
3. If the edge of Plate B suddenly flicks upward, a large amount of
water may be displaced. What could be formed at the surface of
the ocean?
PART C: Two Continental Plates Converging

Materials: modeling clay, 2 blocks of wood, and paper
Procedure:
1. On a piece of paper, flatten the modeling clay with the palm of your hand.
2. Cut the clay into four strips; each strip should be 0.5 cm thick, 4 cm
wide, and 12 cm long.
3. Put 4 strips one on top of the other.
4. Place a block of wood at each end of the clay strips and slowly push the
two blocks together. Observe what happens to the clay.
Modeling
Clay
Blocks of
Wood
Figure 3
file:///C:/Users/acer/Desktop/grade10module/sci10lmu1-150620095800-lva1-app6891.pdf
Guide Questions:
1. What happened to the strips of clay as they were pushed from opposite ends?
2. If the strips of clay represent the Earth’s lithosphere, what do you think is
formed in the lithosphere?
3. What other geologic event could take place with this type of plate
movement aside from your answer in 2?
Let’s Learn More
Continental-Oceanic Boundaries
Oceanic-Oceanic Boundaries
Continental-Continental Boundaries
➢ 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.
To understand further how convergent plate boundary moves and produces
volcanoes, trenches, and mountain ranges, please watch the video in the link
given below:
https://www.youtube.com/watch?v=d-8MjqwZ6Og
Let’s Elaborate
Plate Convergence Facts!
1. Two Continental 1.
Plates Converging
2.
3.
4.
1. 2. Oceanic-Continental Converging
2.
3.
4.
3. Two Oceanic Plates Converging 1.
2.
3.
4.
5
Let’s Remember
Let’s sum up what you have learned from the activities given by describing each
type of convergent plate boundary in column B and naming its geological features
in column C.
Convergent Boundary Description of the Geologic Features

Type Boundary Formed
Oceanic-Oceanic
Oceanic Continental
Continental-Continental
Let’s Apply
Let’s Evaluate
Multiple Choice. Choose the letter of the best answer. Write the chosen letter
beside the number.
1. It is a type of convergent plate boundary typically does not generate magma.
A. Continent-Continent C. Ocean-Ocean
B. Ocean-Continent D. All of these
2. The oceanic crust usually subducts beneath the continental crust when
two tectonic plates collide because it is
A. denser than continental crust C. less dense than continental crust
B. thicker than continental crust D. thinner than continental crust
3. Between the Philippine plate and Eurasian plate exists a plate
boundary is called…
A. convergent B. reverse fault C. divergent D. transform fault
4. You can find parallel to a trench. What is it?
A. ocean ridge B. hot spot C. volcanic arc D. rift valley
5. In a place known to be along converging plates, all of these can be
expected to see, EXCEPT
A. Volcanic Islands C. Mountain Ranges
B. Rift Valleys D. Active Volcanoes
6. There are types of convergent plate boundary that could be found on Earth.
A. 4 B. 3 C. 2 D. 1
7. You can find parallel to fold mountains. What is it?
A. Convergence of two oceanic plates
B. Convergence of two continental plates
C. Convergence of oceanic and continental plates
D. All of the above
8. What type of plate undergoes subduction at oceanic-continental
convergent plate boundaries and why does it sub duct?
A. The continental plate. It is less dense than the oceanic plate.
B. The continental plate. It is denser than the oceanic plate.
C. The oceanic plate. It is less dense than the continental plate.
D. The oceanic plate. It is denser than the continental plate.
9. In oceanic-oceanic convergent plate boundaries which landforms is not typically found?
A. Oceanic Trench C. Mid-Ocean Ridges
B. Volcanic Islands D. Undersea Volcanoes
10. As an oceanographer, you notice that there is a potion on the ocean floor
of the East Coast of the Philippines that is relatively deeper than the rest,
what most likely is that deeper part?
A. linear sea B. oceanic ridge C. rift valley D. trench
11. What determines which plate undergoes subduction when two oceanic plates collide?
A. the plate with higher density C. the older plate
B. the colder plate D. none of these
12. It is a type of convergent boundary where subduction does not occur.
A. oceanic-continental C. oceanic-oceanic
B. continental-continental D. none of these
13. In association with a convergent boundary, where can we find the
existence of Volcanoes?
A. At the top of the trench
B. At the end of converging plates
C. Behind the trench on the overriding plate
D. In front of the trench on the descending plate
14. At convergent plate boundaries, magma form when…
A. The descending plate heats up and melts in the subduction one.
B. Friction from earthquakes causes rocks in the descending plate to melt.
C. Water from the descending plate is added to rocks of the overriding plate.
D. High pressure causes changes to the atomic structure of
minerals in the overriding plate.
15. A convergent plate boundary would be expected to make this kind of motion.
What is it?
A. The plates move together - squeezing the rock and/ or making the rock
float back down into the surface of the earth.
B. The plates move towards each other- squeezing the rock and/ or
C. The plates slide past each other- squeezing the rock and/ or making
the rock sink back down into the mantle.
D. The plates move away from each other- squeezing the rock and/ or
Lesson Geologic Processes Along Plate
2 Boundaries: Divergent and Transform
Week
6
4 PICS 1 WORD
Directions: Your task is to guess what specific word fits with the theme of
the photos presented. You can use the jumbled letters given below as clues for
your answer.
1. 2.
L D E I S O N U B Y A R D
3. 4.
R T O F R N S A M T F U L A
Let’s Focus and Explain
Going Separate Ways

Activity 2
Objectives:
•Explain the processes that occur along divergent boundaries.
•Determine the results of plates that are moving apart.
Materials: photographs of Rift Valleys and Oceanic Ridges
Procedure:
Analyze the photographs of rift valleys and oceanic ridges below and answer the questions
that follow.
http://www.adelaidenow.com.au http://www.wildjunket.com http://www.jnb-birds.com

Figure 4. Rift valleys and oceanic ridges
Guide Questions:
1. What are common in the four pictures?

2. Millions of years ago, the land masses in each picture were once
connected. What do you think is happening to the Earth’s crust in
those pictures?
3. If this event continues for millions of years, what do you think will be the
effect on the crust?
4. Complete the drawing below to illustrate your answer in question
number 3.
After Millions of Years
Let’s Explore and Analyze
Slide and Shake Activity 3
Objective: Determine the effect of transform-fault boundary on the Earth’s

crust.
Materials: four blocks of wood: blocks 1 and 4 measures 5 cm x 5 cm x 10
cm, blocks 2 and 3 measures 5 cm x 5 cm x 15 cm , two hook screws,
sandpaper
Procedure:
1. Attach a hook screw on one end of Blocks 2 and 3.
2. Arrange the blocks as shown in the illustration below.
3. Place sandpaper on the side of the blocks where they all meet.
4. Slowly pull Blocks 2 and 3 on its hook screw to the direction indicated by
the arrow. Observe the motion of the blocks.
Guide Questions:
1. Were you able to pull the blocks of wood easily? Why or why not?
2. What can you say about the relative motion of blocks 1 and 2? How
about blocks 3 and 4?
3. How will you describe the interaction between blocks 2 and 3 as you
pull each block?
4. What is the interaction between blocks 1 and 3? How about between blocks
2 and 4?
Let’s Learn More
DIVERGENT PLATE BOUNDARY
Divergent Plate Boundaries are locations that exist between plates that are
moving away from one another that could give rise to the formation of mid-ocean
ridges or rift valleys. Existence of Divergent Plate Boundary can be categorized
into two. These are:
1. Continental Divergent Plate Boundary
• The thick continental plate is arched upwards from the convection

current's lift, pulled thin by extensional forces, and fractured into a
rift-shaped structure.
• Earthquakes occur because of this fracturing and movement.
• Early in the rift-forming process, streams and rivers will flow into
the sinking rift valley to form a long linear lake.
• As the rift grows deeper it might drop below sea level, allowing ocean
waters to flow in. This will produce a narrow, shallow sea within the
rift.
• This rift can then grow deeper and wider. If rifting continues, a new
ocean basin could be produced.
2. Oceanic Divergent Plate Boundary
• Extensional forces stretch the lithosphere and produce a deep fissure. When the
fissure opens, pressure is reduced on the super-heated mantle material below. It
responds by melting, and the new magma flows into the fissure.
• The magma then solidifies, and the process repeats itself forming a new
seafloor.
“Transform fault, in geology and oceanography, a type of fault in which two

tectonic plates slide past one another. A transform fault may occur in the portion
of a fracture zone that exists between different offset spreading centers or that
connects spreading centers to deep-sea trenches in subduction zones. The
spatial orientation of transform faults is typically parallel to plate motions;
however, this is not always the case. Transform faults are the only segments
of fracture zones that are seismically active.”
- Bruce Peter
Luyendyk Professor of
Marine Geophysics
University of California
Adjacent slabs of crust,

sliding past each other.
Figure 8
To understand further how transform plate boundary moves and produces strong and
destructive earthquakes, please watch the video in the link given below:
https://www.youtube.com/watch?v=tuKNtQ7Hupg
Let’s Elaborate
True or False with a Twist!

Direction: Write True if the statement is correct and False if the statement is
wrong. If your answer is true you must support your answer with facts and if its
false, you must explain why the statement is wrong by providing the correct
information. Use a separate sheet of paper.
1. Earthquakes that take place along transform faults release huge amounts
of energy.
2. Earthquakes can occur at oceanic transform boundaries but not at
continental transform plate boundaries.
3. Oceanic transform faults are large fractures of zones that commonly
connect two divergent plate boundaries.
4. Transform fault boundaries are when two plates are sliding vertically
past one another.
5. Most of transform fault boundaries are found in the continents and only few
are found in ocean basins.
Let’s Remember
Let’s Apply
Mid-Atlantic Ridge also known as mid ocean ridge is an underwater system

formed by divergent plate boundary. This is the site where the North American plate
is moving westward, and the Eurasian and African plates are moving eastward. The
result is a big scar down the center of Atlantic Ocean where magma is rising from the
mantle to fill in the gap that is being created.
Using your understanding of the composition of lithosphere, what type of rock
is being created by magma being deposited along mid-ocean ridge? Do you think
Iceland is composed of continental or oceanic rocks? Why?
Let’s Evaluate
Multiple Choice: Choose the letter of the best answer. Write the letter of the
correct answer beside the number.
1. The motion of tectonic boundaries is cause by what event?
A. The tides
B. Strong Winds
C. Convection currents in the mantle
D. The movement of magma in the core
2. Divergent plate boundary is best described as:
A. A boundary between two plates that are not moving.
B. A boundary between two plates that are crashing together.
C. A boundary between two plates that are moving apart
D. A boundary between two plates that are sliding past each other.
3. The following are geologic features that could be formed out of a plate
boundary movement. Which among them is a result of divergent plate
boundary?
A. Rift Valleys C. Mountains
B. Island Arc D. Volcano
4. Which of the following is found at a mid-ocean ridge?
A. very ancient rocks C. reverse fault
B. thick accumulation of sediments D. relatively young rocks
5. Crustal plate A is moving away from crustal plate B. What is the expected
average rate of change in position between A and B?
A. a few centimeters per year C. a few millimeters per century
B. a few meters per month D. a few millimeters per day
6. What type of plate boundary exists when you find a rift valley right in the
middle of an island?
A. transform fault B. normal fault C. divergent D. convergent
7. Which of the following best describe the movement of transform fault boundary?
A. Slide past each other
B. Involves horizontal movement
C. Both A and B
D. None of the Above
8. What kind of plate boundary results to a mid ocean ridge?
A. Ocean- ocean convergent plate C. Oceanic-Oceanic divergent plate
B. Continental plate diverging D. Transform Plate boundary
9. It is a word that can be used to describe the motion that occurs at
divergent plate boundary.
A. Slide B. Divide C. Multiply D. Collide
10. A transform plate boundary is best described as…
A. Where two plates move toward and collide with each other.
B. Where two plates slide alongside each other.
C. Where two plates interact in any way.
D. Where two plates move apart from one another.
11. Where can we particularly see a transform fault?
A. Only along mid-ocean ridges
B. Only at the edge of continents
C. Only in the middle of continents.
D. Along mid-ocean ridges and other plate boundaries
12. The following are example of transform plate boundary, except?
A. Alpine Fault C. Mid-Atlantic Ridge
B. Dead Sea Transform D. San Andreas Fault
13. is one geological activity that happens in transform plate boundary.
A. Trenches B. Earthquake C. Folded mountains D. Volcanoes
14. A and B shows a divergent boundary. If plate C is adjacent to both plates and does not
show any relative motion, what type of plate boundary is present between A and C?
A. convergent B. divergent C. normal fault D. transform fault
15. What geologic event is most likely to happen at the given type of plate boundary in number
14?
A. earthquake C. Volcanic Island formation
B. mountain formation D. volcanic eruption
Let’s Extend
Prepare a presentation (either multimedia or album) on the different geologic

processes that occur along the plate boundaries. Multimedia tools that can be
used in this activity are the following:
• PowerPoint Presentation
• Photo Album that uses graphic tools such as photoshop, adobe illustrators, etc.
• Video Presentation minimum of 3 minutes duration.
• Animation
If the students have no means of doing a multimedia presentation, these
are the following alternative activities that they could do at home:
• Comic Strip
• Portfolio/Art folio
• Compilation of Drawings
Use the given Rubrics Criteria with specified given rating points (4-1) below.
Multimedia Presentation Rubric
4 3 2 1
CRITERIA (10-8 PTS) (7-5 PTS) (4-2 PTS) (1-0 PTS)
Subject knowledge Subject knowledge Some subject Subject knowledge
is evident is evident in much knowledge is not is not evident.
throughout the of the project. Most evident. Some Information is
Subject
project. All information is information is confusing,
Knowledge
information is clear, appropriate, confusing, incorrect, or
clear, appropriate, and correct. incorrect, or flawed.
and correct. flawed.
No errors. Adequate writing Minimal writing Less than
Information is technique technique, minimal writing
Quality of text accurate, includes complete incomplete technique.
information complete, shows thoughts. thoughts. Incomplete
excellent writing information.
technique.
The project shows The project shows The work is an The work is a
significant evidence some evidence of extensive collection minimal collection
of originality and originality and and rehash of other or rehash of other
inventiveness. Most inventiveness. people’s ideas, people’s ideas,
of the content and products, and products, and
Originality many of the ideas images. images. There is no
are fresh, original, There is little evidence of new
and inventive. evidence of thought or
new thought or inventiveness.
inventiveness.
References
Printed Materials:
Science Learners Material 10, Department of Education, Unit 1, Module 1. p 16-30
Electronic Sources:
https://www.pinterest.ph/pin/489625790712399354/
https://www.thoughtco.com/convergent-plate-
boundaries-3866818
https://www.paulding.k12.ga.us/cms/lib/GA01903603/Centricity/Domain/2517/GrahamCracker
PlateTectonics Lab.docx.pdf
https://studylib.net/doc/7750641/plate-boundaries-
char+t https://kidskonnect.com/science/plate-tectonics
https://geology.com/nsta/divergent-plate-
boundaries.shtml
http://luandinh.weebly.com/transform-boundaries.html
https://www.britannica.com/science/transform-fault
https://www.britannica.com/contributor/Bruce-Peter-
Luyendyk/3729
https://quizizz.com/admin/quiz/5b46103f6633dc001ad67d87/convergent-plate-
boundary-review
https://www.nationalgeographic.org/encyclopedia/hot-spots/
https://studylib.net/doc/6844865/determining-crustal-rate-movement
MODULE 6 – WEEK 7
Let’s Learn
This hybrid module was designed and written with you in mind. It is here to help you
master the nature of Earth and Space. The scope of this module permits it to be used
in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard sequence
of the course. But the order in which you read them can be changed to correspond with
the textbook you are now using.
The hybrid module is divided into three lessons, namely:

• Lesson 1 – Earth and Space: The Seafloor Spreading
• Lesson 2 – Earth and Space: Plate Tectonic Theory (Convection Current)
1. describe and simulate seafloor spreading.
2. illustrate the convection current within the mantle could possibly affect plate
movement.
3. discuss how is ridge pull and slab pull cause plate movement.
4. explain the cause of plate movement base on continental drift theory and
seafloor spreading theory.
Let’s Try
Direction: Choose the letter of the answer that best the correspond to question.
1. Alfred Wegener is a German scientist who hypothesized that the Earth was once
made up of single large landmass called Pangaea. Which of the following theories
did Wegener propose?
A. Continental Drift Theory
B. Continental Shift Theory
C. Plate Tectonics
D. Seafloor Spreading Theory
2. If you were a cartographer, what will give you an idea that the continents were
once joined?
A. Ocean depth
B. Position of the south pole
C. Shape of the continents
D. Size of the Atlantic Ocean.
3. Which observation was Not instrumental in formulating the hypothesis of seafloor
spreading?
A. Depth of the Ocean
B. Identifying the location of glacial deposits
C. Magnetization of the oceanic crust
D. Thickness of seafloor sediments.
4. As a new seafloor is formed at the mid- ocean ridge, the old seafloor farthest from
the ridge is destroyed. Which of the stated processes describes how the oceanic crust
plunges into the Earth and destroyed at the mantle?
A. Convection
B. Construction
C. Diversion
D. Subduction
5. Who were the two scientists who proposed the theory of seafloor spreading in
the early 1960s?
A. Charles Darwin and James Hutt
B. Harry Hess and Robert Dietz
C. John Butler and Arthur Smite
D. Vine and D. Mathew
6. 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 .
A. Ridge push
B. Slab pull
C. Subduction
D. Earthquake
7. It involves in the tectonic plate where the weight of the subducting plates pulls
the trailing slab into the subduction zone.
A. ridge push
B. slab pull
C. subduction
D. earthquake
8. What is the correct sequence of the process of the convection current?
1. hot, less dense rising material spreads out as it reaches the upper
mantle causing forces.
2. The hot magma flows out of the mantle and cools down to form
new ocean crust.
3 The forces lift and split the lithosphere at divergent plate
boundaries.
4. The downward movement of the convection current occurs along a
convergent boundary where the sinking force pulls the tectonic
plate downward.
A. 1-2-3-4 B. 1-3-2-4 C. 1-2-4-3 D. 1-3-4-2

9. The following demonstrate factors that cause the formation of the a current.
A. The difference in the density in the molecules is caused by
the difference in temperature.
B. The rate of heating at the bottom and the rate of cooling at the top.
C. Amount of heat supplied to the substance
D. All of the above.
10. What demonstrates cyclic motion?
A. The food color rises and moves to the sides of the beaker then sinks.
B. The blocks are pushed up of the boiling water and swayed towards
the sides of the beaker.
C. The boiling of water.
D. Adding a few drops of food coloring to the water in the glass.
Lesson
Earth and Space: The Seafloor.
1 Spreading
What will you do if the Philippines is merely a walk away from western country? Yes!
before people believed that all the continents in the world where once connected. Let me
tell you through a story.
Let’s Recall
The Three Wise

Scientist
There were three wise scientists who wanted to prove to the people that Earth was once
connected. The first man named Alfred Wegener. In the year 1912, he theorized in his
continental theory that about 200millions years ago continents were once one large
landmass. He called this land mass Pangaea which means all earth. Later this landmass
was broken into two and eventually broke into what we now continents. According to him
as time passed by, these continents separated and drifted apart.
Later the other two scientist named Harry Hess and Robert Dietz questioned said how
the drifting happened? This was not properly explained by Alfred Wegener. So, in the
early year of 1965, the two wise scientists suggested an explanation to the continental
drift. They called this as Seafloor Spreading Theory. According to their theory the hot
less dense material from below the earth’s crust rises towards the surface at the mid-
ocean ridge. This material moves sideways making the seafloor away from the ridge and
marks a crack in the crust. The magma moves out of the crack, cools down and making
the new seafloor. From then on, some people believe this is the reason why we are at far from the
other continents.
Let’s Explore
Seafloor Spreading
Seafloor Spreading Theory
Overtime, the new oceanic crust pushed the old oceanic crust far from the ridge.
The process of seafloor spreading allowed the creation of the new bodies of water. For
example, the Rea Sea was created as the African plate and the Arabian plate moved
away from each other, Seafloor spreading is also pulling the continents of Australia,
South America, and Antarctica pulling a part from each other in the East Pacific. The
East Pacific emerge as one of the most active sites of seafloor spreading, with more than
14 centimeters every year.
For more learning, please click the link below:

https://www.youtube.com/watch?v=RA2-Vc4PIOY
PLATE TECTONICS by: BrainPOP
Let’s Focus and Explain
A subduction zone come about in the place where two oceanic plates collide like
oceanic plate to continental plate. As the new seafloor is formed at the mid- ocean ridge,
the old seafloor farthest from the ridge is destroyed at the subduction zone.
The rate of the formation of a new seafloor is not always as fast as the destruction
of the seafloor at the subduction zone. This is the reason why the why the Pacific Ocean
is becoming smaller and so the Atlantic Ocean is becoming wider. If subduction is faster
than seafloor spreading, the ocean shrinks. When the seafloor spreading is greater than
subduction, then the ocean gets wider.
Lesson Earth and Space: The Plate

Tectonic Theory: Convection
2 Current
What causes tectonic plate to move? This is one of the main queries that has
maintained unanswered since Alfred Wegener proposed the Continental Drift Theory.
The Plate Tectonic Theory provided an explanation about the movement of the
lithospheric plates. This theory evolved from the two former theories and was developed
during the first decades of the 20th century.
The Earth’s lithosphere is divided into several plates. As you have already
learned, these plates ride over the weak asthenosphere. There are three types of plate
movements- separation of two plates (divergent), collision of two plate (convergent) and
sliding past each other (transform).
What facilitates the movement of the plates? Heat is yield in the core that
produces convection in the mantle, making the plate to move around. To further
understand this process, try the following activity.
Activity 1: Push me up and aside!

See to it:
Practice careful in handling hot water from air pot. Make sure to tie your hair. Put the air
pot in its place after use. If possible, watch the convection current in the google media.
Objectives:
• Explain what causes the tectonic plates to move.

• Enumerate the factors that cause tectonic plates to move.
• Realize the importance of the creation of convection current
Underneath the earth.
Materials: dropper, food color, 1000 ml glass,700 ml of hot water and 3-5 small/light
wood.
Procedure:
Place 700 ml of hot water into the glass hot then add a few drops of food coloring
then observe. Next put several light wood blocks in the center of to boiling water.
Guide Questions:
1. How does the food coloring behave?
2. What do you call this behavior?

3. Name that factors that cause the formation of a current.
4. What happens to the blocks? What does this resemble?

SOURCE: convection currents - Bing images
Convection Current
As a substance like water is heated, less dense particles rise while denser
particles sink. Once the hot less dense particles cool down, they sink, and 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 materials spreads out as
it reaches the upper mantle causing upward and sideward forces. These helps 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
convection currents occurs along a convergent boundary where the sinking force pulls
the tectonic plate downward.
The convection current revolves very slowly, as they move and drag the plates
along. Because of the 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 newest 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.
For more learning, please click the given link below:
https://www.youtube.com/watch?v=0mUU69ParFM
YouTube’s best convection currents video!
Let’s Elaborate
I. Fill in the blanks the words best fit the descriptions. Select possible answer from word bank
below.
A. According to the seafloor spreading theory, hot less dense below the
earth’s crust (1) towards the surface at the (2) .This material flows
(3) carrying the seafloor away from (4) , and creates a crack in the
in the crust.
WORD BANK
Oceanic crust, new seafloor, rises, ridge, sideways, mid- ocean ridge
B. Comparison of ridge pull to slab pull.

As an (1) moves away from a divergent boundary, it becomes
denser than newest oceanic crust. As the older seafloor (2) , the weight of
the
(3) ridge pushes the oceanic crust toward the trench at the (4) .
This process is called (5)
WORD BANK
Sinks, uplifted, ridge pull, subduction, mantle, oceanic crust
II. Answer briefly the following questions.
1. What happened when new oceanic crust pushed the old oceanic crust far
from the ridge?
2. What happens when subduction becomes fast than seafloor spreading?
What about Seafloor spreading becomes fast than subduction?
Let’s Remember
Arrange the jumbled words to decode the given description.
1. latnenitonc tfird yroeht - Alfred Wegener (1912) states that the continents were once
part of a large landmass called Pangaea which drifted away from each other. The
continents moved away from each other towards their current positions.
2. roolfaes ngidaerps yroeht- is believed occurs as hot magma rises at the rift in the
mid-ocean ridge. This magma cools down and becomes the new seafloor as it pushes
the former.
3. etalp cinotcet yroeth – provided an explanation about the movement of the lithospheric
plate.
4. taeh- is produced in the core that produces convection in the mantle.
5. noitcevnoc tnerruc – current in the mantle because of the heat from the inner layers
that broke apart, and where the pieces moved slowly to their current location
Let’s Apply
A. If you were asked to join in a debate which you will side the Continental Drift
Theory or Seafloor Spreading Theory? Why
B. Briefly Discuss Convection current.
Let’s Evaluate
Multiple Choice. Directions: Choose the letter of the best answer.

1. In 1912, Alfred Wegener proposed theory that the Earth is once a single landmass.
What is the name of the Mesozoic supercontinents that consisted of all the present
continents?
A. Eurasia
B. Laurasia
C. Pangaea
D. Gondwanaland
2. Who are the two scientists who proposed the theory of seafloor spreading in
the early 1960s?
A. Charles Darwin and James Hutt
B. Harry Hess and Robert Dietz
C. John Butler and Arthur Smite
D. Vine and D. Mathew
3. During the 1960s, scientists were already equipped with gadgets needed to explore
the deep ocean. What discovery about the ocean floor is associated with seafloor
spreading?
A. Mountains are denser than the mantle
B. The rotational poles of the Earth have migrated.
C. The crust of the continents is denser than the crust of the
ocean.
D. The crust of the ocean is very young relative to the age of the
crust of the continents.
4. Which of the following increases with distance from a mid-ocean ridge?
A. the age of oceanic lithosphere
B. the thickness of the lithosphere
C. the depth to the sea floor
D. all of the above
5. Why does the oceanic crust sink beneath the continental crust at the subduction
zone?
A. The oceanic crust has 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.
6. What is the correct sequence of the process of the convection current?
1. hot, less dense rising material spreads out as it reaches the

upper mantle causing forces.
2. The hot magma flows out of the mantle and cools down to form
new ocean crust.
3. The forces lift and split the lithosphere at divergent plate
boundaries.
4. The downward movement of the convection current occurs along a
convergent boundary where the sinking force pulls the tectonic
plate downward.
A. 1-2-3-4 B. 1-3-2-4 C. 1-2-4-3 D. 1-3-4-2
7. It provided an explanation about the movement of the lithospheric plates.
A. Continental Drift Theory

B. Seafloor Spreading Theory
C. Mid – Atlantic Ridge
D. Plate Tectonic Theory
8. What causes the plate to move around in the mantle?
A. Subduction
B. Construction
C. Diversion
D. Convection
9. Where does convection current occur?
A. crust
B. mantle
C. core
D. inner core
10. 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 .
A. ridge push
B. slab pull
C. subduction
D. earthquake
Let’s Extend
Briefly answer the questions:
1. Cite the findings that support Seafloor Spreading Theory.
2. What happened when new oceanic crust pushed the old oceanic crust far
from the ridge?
3. What is the difference between ridge pull and slab pull?
References:
Science Learner’s Material Department of Education pages 39- 72
https://www.youtube.com/watch?v=RA2-Vc4PIOY
PLATE TECTONICS
by: BrainPOP
https://www.youtube.com/watch?v=0mUU69ParFM
YouTube’s best convection currents video! Science demonstration for your students
by: Science Up with the Singing Zoologist
https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.pinterest.ca%2Fpin%2
https://www.google.com/url?sa=i&url=https%3A%2F%2Fen.wikipedia.org%2Fwiki%
MODULE 7 - WEEK 8
Let’s Learn
Being critical minded means that we don’t readily accept ideas as true – we evaluate those
ideas. Plate tectonics is the accepted idea in the scientific community about the mechanisms of
the Earth. It explains various phenomena such as earthquakes, volcanic eruptions, and mountain
building. However, just like any other scientific idea, this went through observations,
interpretations, arguing, and modification. Like a real scientist, we want you to spend some time
evaluating these lines of evidence that were used to develop the idea that is now known as Plate
Tectonics.
This hybrid module will cover the lines of evidence that support plate movement,
specifically it will focus on the following topics:
Lesson 1: Continental Drift Theory
Lesson 2: Seafloor Spreading Theory and Plate Tectonics Theory
1. enumerate and analyze the scientific evidence presented by Alfred Wegener.
2. reconstruct Pangaea.
3. understand magnetic reversals.
4. realize the importance of Wegener’s hypothesis to the development of Seafloor Spreading
Theory and Plate Tectonics Theory.
Let’s Try
Directions: Choose the letter of the best answer.
1. It is the name given to the ancient supercontinent composed of earlier forms of today’s
continents.
A. Laurasia C. Gondwanaland
B. Pangaea D. Land of Dawn
2. If you are a cartographer (person who makes maps), what will give you an idea that the
continents were once joined?
A. ocean depth C. shape of the continents
B. position of the South Pole D. size of the Atlantic Ocean
3. One kind of evidence that supports Wegener’s hypothesis is that
A. The same magnetic directions exist on different continents
B. Major rivers on different continents match
C. Land bridges still exist that connect major continents.
D. Fossils of the same organisms have been found on different continents
4. What was the main reason Wegener’s continental drift hypothesis was rejected?
A. He was not well-liked by other scientists
B. He could not provide a mechanism for the movement of the continents
C. He could provide only illogical explanations for the movement of the continents
D. His evidence was incorrect
5. What have scientists found out about how fossils are distributed that points to the theory of
plate tectonics?
A. Fossils of the same animals have been found on different continents
B. Fossils of animals are always restricted to the same continent
C. Fossils are always found on plate boundaries
D. Fossils never cross plate boundaries
6. Why was the Mesosaurus a significant piece of evidence to Alfred Wegener’s hypothesis?
A. It was a freshwater reptile found across the ocean; continents must have been
together and drifted apart
B. They found it all over the world; it must have lived in the ocean
C. The Mesosaurus was only found near the equator but was an animal that lived in
cold climates
D. The Mesosaurus is a flying reptile that is why its fossils were found on different
continents
7. Glacial scars were found in Africa. What does this evidence indicate?
A. Africa has always been near the equator
B. Africa was once in an area of the Earth that had a very cold climate
C. The continents have not moved
D. Seafloor spreading
8. What did scientists in a submersible sea when they observed the mid-ocean ridge?
A. A convergent boundary
B. Rocks formed by a rapid hardening of molten material
C. The movement of Earth’s plates
D. Convection currents in the ocean
9. Which observation was NOT instrumental in formulating the hypothesis of seafloor
spreading?
A. The depth of the ocean
B. Identifying the location of glacial deposits
C. Magnetization of the ocean crust
D. The thickness of seafloor sediments
10. Early studies of the ocean floor helped to develop the theory of plate tectonics because
A. the age of oceanic crust increases with distance from a mid-ocean ridge
B. oceanic crust is nearly the same age as continental crust
C. oceanic crust is older near the center of a mid-ocean ridge
D. oceanic crust is younger near a deep-ocean trench
11. Seafloor spreading occurs because
A. new material is being added to the asthenosphere
B. earthquakes break apart the ocean floor
C. sediments accumulate at the area of spreading
D. molten material beneath Earth’s crust rises to the surface
12. What is the cause of earthquakes, volcanoes, and mountains on Earth?
A. Movements in the outer core C. sinking of the oceanic crust
B. Convection currents in the mantle D. convection currents under Earth
13. How did the discovery of magnetic reversals helped to develop the theory of plate tectonics?
A. It proved that Earth’s magnetic poles change places
B. It showed that Earth’s magnetic field changes over time
C. It proved more evidence that plates move away from a mid-ocean ridge
D. It allowed hot spots to be used to track plate movements
14. Which of the following diagrams best illustrates the convection occurring in the mantle?
15. Which of the following can you infer from the continuous movement of the lithospheric plates
over the asthenosphere?
A. All the continents will cease to exist
B. All the volcanoes in the Philippines will become inactive
C. The countries will not be in the same place as they are now
D. The islands of the Philippines will become scattered all over the world
Lesson
Theory of Continental Drift
1
Let’s Recall
1. Choose a page of a magazine with pictures.
2. Ask someone to cut the page of a magazine into not more than 20 pcs.
3. Insert the pieces inside the brown envelope.
4. Try to fit the pieces of magazine together.
Questions:
Q1. What evidence did you use to put the pieces together?
Q2. What features of the magazine helped you to connect the pieces correctly?
Q3. How do the lines of prints or texts in the magazine help you to reassemble it?
Let’s Explore
ACTIVITY 1: “FACT OR BLUFF”

Directions: Determine whether the following statements considered as evidence in
Continental Drift Theory. Check FACT if it is an evidence, check BLUFF if it is NOT.
STATEMENT FACT BLUFF

1. Alfred Wegener is an Austrian meteorologist.
2. Alfred Wegener examines the location of tiny rocks and the direction
of grooves formed by large glaciers scraping across southern areas of
Africa, South America, Australia, Antarctica, and India. He concludes
that if all these places were fitted together, they would form a
continuous ice sheet expanding outward in all directions.
3. Radars and sonars were used to observe the geological processes
happening in the Mid-Atlantic Ridge.
4. Alfred Wegener observes that a South American mountain range in
Argentina lines up with an ancient African mountain range in South
Africa when the two continents are placed together.
5. The reversal in magnetic stripes pattern in ocean floor provide
evidence for the scientists to prove the change in Earth’s magnetic
polarity.
Let’s Explain
Continental Drift is a theory proposed by a German meteorologist and polar researcher

named Alfred Wegener in 1912. According to this theory, about 250 million years ago, all the
continents were combined into one supercontinent called “Pangaea” (meaning “all land”).
Pangaea existed during the late Paleozoic and early Mesozoic eras and began to break apart
after about 100 million years. The continents gradually drifted apart to where they are today.
When Pangaea broke up, the northern continents of North America and Eurasia became
separated from the southern continents of Antarctica, India, South America, Australia, and Africa.
The large northern continent was called Laurasia and the southern continent was called
Gondwanaland.
Evidences of Continental Drift
When Wegener announced his Theory of Continental Drift to the scientific community in
1912, he presented evidences which can be summarized into four, namely:
1. Apparent Fit of the Continents. The coastlines of the continents appear to fit together like the
piece of a puzzle. If you will look on a world map, you will notice that Africa and South America
seem to fit together as if they were once joined.
2. Fossil Correlation. Fossils are remains of plants or animals that lived long time ago. Wegener
used both plant and animal fossils. He noticed that fossils from one continent matched the fossils
from other continents. An example of this is the Glossopteris plant where its fossils were found in
South America, Africa, and Australia. These continents now are separated by large bodies of
water. Another fossil is that of an ancient reptile known as Mesosaurus. Its fossils were found in
adjacent continents which are now separated by oceans.
3. Rock and Mountain Correlation. Identical rocks and mountain structure have been found on
either side of the ocean. Examples are the Appalachian Mountains of North America linked with
the Scottish Highlands. The mountains that are found on both continents are composed of the
same form of metamorphic rock, and quartzite.
4. Paleoclimate Data. Wegener noticed the unusual deposits of coal in the south polar regions.
Coal is formed from decayed organisms. The fossils of tropical plants, in the form of coal deposits,
were found in Antarctica. This led to the theory that this landmass was previously much closer to
the equator where the climate is temperate and lush vegetation could flourish. Wegener also
noticed that there were glacial scratches in rocks of the same age in equatorial Africa. These
indicated to him that the continents must have moved (Europe from near the equator, Africa from
the polar region into the equatorial region.
Continental Drift Theory was rejected

Despite of all the evidence provided by Alfred Wegener to support his Continental Drift
Theory, it was still rejected by the scientific community in 1912. Although he presented much
evidence for continental drift, he was unable to provide a convincing explanation for the physical
processes which might have caused this drift.
Alfred Wegener’s explanation that the continents had been pulled apart by the centrifugal
“pseudo force” of the Earth's rotation or by a small component of astronomical precession was
rejected, as calculations showed that the force was not sufficient. He previously stated that 250
cm/year is the speed of continental motion, which was later found to be too high.
Let’s Elaborate
ACTIVITY 1: “RECONSTRUCTING PANGAEA”
adapted from: http://pubs.usgs.gov/gip/dynamic/dynamic.html
Directions:
1. Refer to the activity sheet on the next page. Label the land masses. Color the fossil areas to
match the legend below.
2. Cut out each of the continents along the edge of the continental shelf (the outermost dark
line). Alfred Wegener’s fossil evidence for continental drift is shown on the cut-outs.
3. Try to logically piece the continents together so that they will forms a giant supercontinent.
Use Wegener’s fossil evidence to place them in the correct positions.
4. When you are satisfied with the “fit” of the continents, glue the land masses on a piece of
paper and answer the following questions that follow.
Keys to Wegener’s Puzzling Evidence – Fossils:
The continents are surrounded by the continental shelf (stippled pattern),

which extends beyond the continent until there is a large change in slope.
By about 300 million years ago, a unique community of plants had evolved
known as the European flora. Fossils of these plants are found in Europe and
other areas. Color the areas with these fossils yellow.
Fossils of the fern Glossopteris have been found in these locations.

Glossopteris had very heavy seeds that could not move by the wind. Color the
areas with these fossils green.
Fossils remains of the half meter-long freshwater reptile called Mesosaurus.

Mesosaurus had limbs for swimming but could also walk on land. Other
evidence suggests that although they lived in water at times, they were not
strong swimmers. Color the areas with these fossils blue.
Fossil remains of Cynognathus, a land reptile approximately 3 meters long

that lived during the Early Mesozoic Era, about 230 million years ago. It was a
weak swimmer. Color the areas with these fossils’ orange.
Fossil evidence of the Early Mesozoic, land-dwelling reptile Lystrosaurus. They

reproduced by laying eggs on land. In addition, their anatomy suggests that
these animals were probably very poor swimmers. Color the areas with this
brown.
Let’s Remember
Directions: Supply the following blanks with the missing word/words to complete the statement.
Types of Evidence Examples of Evidence

Evidence from 1. South America and 2.
seem to fit together.
Evidence from Fossils Fossils of the plant 3. were
found in rocks on widely separated continents.
Evidence from 4. Scratches in rocks made by 5.
were found in Africa.
Evidence from 6. The Appalachian Mountains of North America
were linked with the Scottish Highlands.
7. All the continents were once joined in supercontinent called .
8. are the remains of dead organisms.
9. Alfred Wegener is a meteorologist and polar researcher.
Short essay: Answer the following in a separate sheet of paper.
10-12. State the theory of continental drift.

13-15. Why did scientists reject Wegener’s theory for nearly a half century?
Let’s Apply
Directions: Answer the following on a separate sheet of paper.
1. Imagine you are Alfred Wegener. Write a one-paragraph statement to summarize your
work. Include the following descriptions:
a. What does your map show about 200 million years ago?
b. What process will you follow to put the landmasses together based on the fossils you
recovered?
2. Imagine you are skeptic of (you are against) Alfred Wegener. Write a one-paragraph
statement to refute his work. Criticize him based on the following grounds:
a. Why the continents could NOT possibly move the way Wegener described it.
b. How the fossil could naturally be in the places Wegener found them, without the continents
moving.
c. Why Wegener is not qualified to be proposing theories in the fields of geology and Earth history
Let’s Extend
Directions: Answer the following questions on a separate sheet of paper.
1. Based on history, we can assume that the Earth is constantly changing, what modern-day
evidence supports this idea? Hint: Think about natural disasters. Where do they usually occur?
Lesson
Seafloor Spreading Theory
2 and Plate Tectonics Theory
Let’s Recall
SEAFLOOR HUNTING
Directions: Find the given words from the pool of scrambled letters.
WEGENER
CONTINENTAL DRIFT
TRENCH
SONAR
MAGMA
OCEANIC CRUST
SEAFLOOR
SPREADING
MID ATLANTIC RIDGE
MOLTEN MATERIAL
ECHO SOUNDING
EAST PACIFIC RISE
HARRY HESS
MAGNETIC STRIPES
SUBDUCTION PROCESS
Let’s Explore
Directions: Determine whether the following statements are CORRECT or NOT. If the statement is Correct,
write “TRUE”. If it is Incorrect, write “FALSE”.
STATEMENT VERDICT (TRUE/FALSE)

1. The entire seafloor is the same age.
2. Continents float on water.
3. Seafloor is never destroyed.
4. The deepest parts of the ocean are the trenches.
5. Oceanic crust is less dense than continental crust.
6. Crusts at the mid-ocean ridges are the oldest crusts.
7. The Earth is expanding.
8. It is impossible to measure the depth of the ocean.
9. Magma rises at the mid-ocean ridge.
10. Atlantic Ocean is the world’s largest ocean.
Let’s Analyze
In Lesson 1, you learned about the Continental Drift Theory proposed by Alfred Wegener. Although,
Wegener provided evidence for his theory, the scientific community during his time did not accept it. Do you
still remember the reason why it was rejected? It was rejected because he could not provide a mechanism
for the movement of the lithospheric plates.
Advancement in technology enabled scientists to develop gadgets and techniques to observe the
ocean floor. SONAR (Sound Navigation and Ranging) and submersibles are some of the gadgets used by
scientists to discover the features of ocean floor. They found system of ridges which they called mid-ocean
ridges, the most popular of which is the Mid-Atlantic Ridge that can be found in the Atlantic Ocean.
In 1960’s Harry Hess and Robert Dietz suggested an explanation for the movement of the
continents. They called it Seafloor Spreading Theory. It is a process that occurs at mid-ocean ridges where
new oceanic crust is formed when hot, less dense material (magma) from below the Earth’s crust rises.
This magma creates a crack in the crust and gradually moves carrying the seafloor away from the ridge.
The magma continuously rises at the ridge, cools, and becomes the new seafloor. Based on this process,
do you think the Earth is getting larger?
The new oceanic crust will push the old oceanic crust away from the ridge. When the old oceanic
crust converges with a continental crust, the denser oceanic crust will subduct and eventually it will turn into
magma which will again rises into the mid-ocean ridge. This creation and destruction of seafloor is a
repetitive cycle which explains why the Earth is not getting larger.
Just like Wegener’s continental drift theory, there are also evidences for seafloor spreading obtained
through drilling, observance of molten material and magnetic stripes.
1. Rocks are younger in the mid-ocean ridge

2. Rocks away 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.
Magnetic Reversal
Most basalt magmas contain abundant molten iron. Iron-rich minerals are the first to solidify when
magma cools. The Earth’s magnetic field affect the crystals by pulling them into alignment, similar to a
compass needle pulled towards the magnetic north. Once the basalt cools completely into solid rock, the
alignment of the iron minerals is fixed. Thus, basalts preserve a permanent record of the strength and
direction, or polarity of the planet's magnetic field at the time the rocks were formed.
Surprisingly, geologists found out that iron minerals were aligned towards the south magnetic pole,
not the north. They concluded that the Earth's magnetic field has reversed itself again and again. “NORMAL”
polarity was recorded when the field points toward the north. “REVERSED” polarity was recorded when the
field points toward the south. All rocks of the same age have the same polarity. These magnetic patterns
led to the recognition of seafloor spreading and remain as one of the strongest evidences of this theory.
Plate Tectonics Theory
Plate Tectonics Theory is a scientific theory that describes the motion of the continents on Earth.
The model of this theory builds on the concept of Alfred Wegener’s “Continental Drift Theory” and Harry
Hess and Robert Dietz’s “Seafloor Spreading Theory. Continental Drift states that the continents gradually
move, while Seafloor spreading provided the mechanism for the movement of the lithospheric plates which
is the rising of magma in the mid-ocean ridge which gives rise to the creation of new seafloor. Technically
speaking, Plate Tectonics is a combination of the Continental Drift and Seafloor Spreading Theories.
The theory of plate tectonics states that the plates are constantly moving and the driving force for
this motion is the convection currents in the mantle. The differences in density of molten materials in the
mantle causes the convection. The less dense particles rise while denser particles sink. This causes upward
and sideward forces in the upper mantle. Eventually, this process will lift and split the lithosphere at
divergent boundaries. Hot magma flows out the mid-ocean ridge and forms the new ocean crust.
Subduction occurs at the plate boundaries, wherein oceanic plates subduct and repeats the cycle.
Let’s Elaborate
ACTIVITY 1: MAGNETIC POLARITY REVERSALS

adapted from: www.oceanexplorer.noaa.gov/edu/learning
Directions: Refer to the diagram on the next page to answer the following questions.
Figure 2 shows the banding associated

with normal and reverse polarity in
Earth’s magnetic field as recorded by
basaltic rocks.
1. By analyzing the diagram, how many
times did the Earth's magnetic field
reversed during the past four million
years?
2. How does this image prove that the
crust is moving?
Let’s Remember
Directions: Refer to the figure below to answer the following questions.

Figure 1: Source:
https://quizlet.com/231929296/seafloor-spreading-continental-drift-earthquakes-the-earths-interior-diagram/
1. What do you call the feature of the ocean shown at A?

2. What process is happening at B, and what results from this?
3. What happens to old oceanic crust as new molten materials rises from the mantle?
4. What process is occurring at C? Why does it happen?
5. Give 3 kinds of evidence which proves that seafloor spreading really takes place.
6. A device use by scientists to map the ocean floor is
7. The process that continually adds new material to the ocean floor is called
.
8. When continental and oceanic crusts converge, oceanic crust sinks into the mantle because it is denser
than the continental crust. This process is called .
9. Seafloor spreading theory was proposed by .
10. Seafloor spreading provided mechanism for Theory.
Let’s Evaluate
Directions: Choose the letter of the best answer.
1. What does the theory of continental drift state?
A. The continents were once joined in a super continent and have moved over time
B. Continents are stationary and do not move
C. The Earth is broken into lithospheric plates that move due to convection currents
D. None of the above
2. What evidence did Wegener use in his theory?
A. Continents fit together like puzzle pieces and similar fossils in widely spread areas
B. Glacial scars and evidence from ancient climates
C. Mountain ranges and coal deposits line up across continents
D. All of the above
3. What two specific continents fit together most noticeably?
A. Africa and North America
B. South America and Europe
C. South America and Africa
D. Antarctica and Africa
4. Why did the scientific community reject Alfred Wegener’s theory?
A. He could not explain how the continents moved
B. He didn’t have evidence
C. His data was wrong
D. He didn’t use the right technology to gather data
5. Which statement does NOT summarize one of the lines of evidence used by Alfred Wegener to
support his theory of continental drift?
A. Glacial deposits indicate a different climatic condition
B. Similar fossils are found on widely separated continents
C. Similar geologic formations occur on both sides of the Atlantic Ocean
D. Bands of rock are older the farther their position from a mid-ocean ridge
6. How does fossil evidence support Wegener’s hypothesis of continental drift?

A. Similar fossils are found along continental margins that appear to join together
B. Fossils are found in areas where the present-day climate could not have supported the
organisms that made the fossils
C. Similar fossils of giant, land-dwelling animals are found on continents separated by oceans
D. All of the above
7. Who were the two scientists credited with the theory of Seafloor Spreading?
A. J.J. Thomson and Ernest Rutherford
B. Alfred Wegener and Charles Darwin
C. Harry Hess and Robert Dietz
D. Isaac Newton and James Watt
8. If the Atlantic Ocean is widening at a rate of 3 cm per year, how far (in kilometers) will it spread in a
million years?
A. 3 kilometers C. 300 kilometers
B. 30 kilometers D. 3000 kilometers
9. During the 1960’s scientists were already equipped with gadgets needed to explore the deep ocean.
What discovery about the ocean floor is associated with the seafloor spreading?
A. Mountains are denser than the Earth’s mantle
B. The rotational poles of the Earth have migrated
C. The crust of the continent is denser than the crust of the ocean
D. The crust of the ocean is very young relative to the age of the crust of the continents
10. Which of the following increases with distance from a mid-ocean ridge?
A. the age of oceanic lithosphere
B. the thickness of the lithosphere
C. the depth of the seafloor
D. all of the above
11. Why is Earth not growing despite seafloor spreading?
A. because of subduction in the Atlantic Ocean
B. because of subduction in the Indian Ocean
C. because of subduction in the Pacific Ocean
D. because of subduction in the Gulf of Mexico
12. If all the inner layers of the Earth are firm solid, what could have happened to Pangaea?
A. It remained as a supercontinent
B. It would have become as it is today
C. It would have slowly disappeared in the ocean
D. It would have stretched and covered the whole world
13. What material forms new ocean floor?
A. Sediment B. magma C. plates D. rocks
14. The Theory of Plate Tectonics is a combination of which two theories?
A. Seafloor Spreading and Continental Drift
B. Seafloor Spreading and Tidal Theory
C. Continental Drift and Fossil Theory
D. Continental Drift and Big Bang Theory
15. Which statement best compares the theories of seafloor spreading and continental drift?
A. Seafloor spreading and continental drift are two names for the same theory
B. Seafloor spreading proposes that the continents move; continental drift proposes the mechanism
for how the continents move
C. Continental drift proposes that the continents move; seafloor spreading proposes the
mechanism for how the continents move
D. Continental drift proposes that the continents move; seafloor spreading proposes that the
continents are stationary
Let’s Extend
Answer the following on a separate sheet of paper.

1. A mining company offered you to invest in a gold mining operation on top of the Mid-Ocean Ridge. What
issues should you consider before you invest?
References
Printed Materials:
Science Learners Material 10, Department of Education, Unit 1, Module 1. p 53-72 Science
10 Teacher’s Guide, Department of Education, Unit 1, Module 1. p.38-43
Electronic Sources:
http://www.en.m.wikipedia.org/wiki/Alfred_Wegener
https://en.m.wikipedia.org/wiki/Harry_Hammond_Hess
https://coursehero.com/file/p6ju7I67/2
https://www.legendsoflearning.com
https://oceanexplorer.noaa.gov/edu/learning
http://pubs.usgs.gov/gip/dynamic/dynamic.html
http://www.lincoln8science.weebly.com http://www.troup.org
https://www.ucmp.berkeley.edu
http://www.en.m.wikipedia.org.wiki/Continental_drift
https://nationalgeographic.org https://www.livescience.com
https://www.britannica.com https://www.earthref.org
https://www.hpcsd.org
Development Team of the Module
Writers Editors/Reviewers/ Language Editors Illustrators/Layout

Artist
Avelyn R. Argente Eunice V. Correa Jayson F. Antones
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Bernie C. Ciscar Josielyn V. Auman
Elmer L. Belza Jr. Maria Concepcion A. Villarosa
Liza M. Carreon
Val Joseph I. Viňalon
Sherwin James C. Cardaño
Dr. Sheila C. Cruz
Marvin M. Felipe
Mary Anne G. Camba
Management Team:
DR. MARGARITO B. MATERUM - Schools Division Superintendent
DR. GEORGE P. TIZON -SGOD - Chief
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DR. MARIVIC T. ALMO - Education Program Supervisor- Science
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PRINTING SPONSOR:
City Government of Taguig
HYBRID MODULE TEAM VALIDATORS:

JHS Team Leader/Facilitator: DR. MELEDA H. POLITA, SDS (Ret.) School
Head In-Charge: DR. REA MILANA-CRUZ, Principal IV Content
Validator/Editor: JAYAR E. LONGASA, MT – I-WBNHS
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10

Introductory Message FIRST QUARTER

For the learner:

For the learner:

The following are some reminders in using this module:

1. Use the module with care.

3. Read the instruction carefully before doing each task.

5. Finish the task at hand before proceeding to the next.

In this module, you should be able to:

INNER CORE PLATES

OUTER CORE PLATE TECTONIC

*Dense *Made of Mostly Basalt *30-50 Km thick *Moving * 5-10 Km thick

*Less Dense *Made of Mostly Granite * Younger *Older

*Types of Crust *Solid *Made of Rock *Part of Lithosphere

What is Plate Tectonics?

Tectonic plates are…

I think that this is what happens when tectonic plates move…

In this module, you should be able to:

By analyzing seismograms, scientists recorded three types of seismic waves: P-

Where: d = distance (km)

The energy from earthquakes travels in waves, as shown in the diagram.

Figure 7. Seismic Waves

Pretend to be a journalist and write a newspaper report about an earthquake (hypothetical)

You must have the following:

location, strongest Triangulation, seismic, focus, distance,

Watch this. The effect of man-made earthquake

In this hybrid module, you should be able to:

Earth and Space: Distribution of

9. Why is it important to identify areas which are prone to earthquakes?

Activity Level 1 = 2 Level 2 = 4 Level 3 = 6 Level 4 = 8

Content The The multimedia The multimedia The multimedia

Description Description Description Description Description

A. convergent plate C. transform fault

Oceanic Crust Asthenosphere shear

Figure 3 Formation of divergent plate boundary

a) Convergence of Continental plate and Oceanic Plate – oceanic crust is denser

Figure: 4.1 Convergence of Continental and Oceanic pate

c) Convergence of Two Continental Plates - occurs when two continental plates

Figure 5 Transform fault boundary

Figure 6 San Andreas Fault

Table 1. Plate boundaries along Crustal Plates

The scoring rubric below will be used in assessing you model.

4 pts. 3pts. 2 pts. 1 pt.

For numbers 1-3 Refer to the table below.

1.Convergent Plate boundary A. the plates move away D. tension

2.Divergent Plate Boundary B. plates slide past each other E. shear

3. Transform Fault Boundary C. plates move towards F. compression

1. Which of the following correctly describes convergent plate boundary?

A. Convergence of two continental plates

Type of Plate boundary Geologic Event

Science Learners Material 10, Department of Education

MODULE 5 – WEEKS 5 and 6

Lesson Geologic Processes along Plate

Let’s Explore and Explain

PART A: Converging Continental Plate and Oceanic Plate

PART C: Two Continental Plates Converging

Let’s Learn More

➢ Continental-continental convergent boundaries pit large slabs

Plate Convergence Facts!

3. Two Oceanic Plates Converging 1.

Convergent Boundary Description of the Geologic Features

Going Separate Ways

Dense Made of Mostly Basalt 30-50 Km thick Moving * 5-10 Km thick

Less Dense Made of Mostly Granite * Younger *Older

Types of Crust Solid Made of Rock Part of Lithosphere