Ulp Sci10 q1

MOTHER MARGHERITA DE BRINCAT CATHOLIC SCHOOL, INC.
Kamias Road Brgy. Tucop Dinalupihan, Bataan

Email Address: mmdbcs.principalsoffice@gmail.com/ mmdbcs.recordsoffice@gmail.com
Facebook Page: The Brincatians
“Peace and Good through Quality Education”
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UNIT LEARNING PLAN
SUBJECT AREA: Science GRADE LEVEL: 10

QUARTER: First
UNIT TOPIC: Grade 10 – Earth and Space FIRST QUARTER/FIRST GRADING PERIOD TEACHER: Mary Ann D.
Gelledo
1. Plate Tectonics
UNIT STANDARDS LEARNING GOALS LEARNING TARGETS ASSESSMENTS STRATEGIES
CONTENTSTANDARDS A: (ACQUISITION) A1: A1:

The learners demonstrate an The Learners should be able to… PROCESS QUESTIONS:
ACTIVITY NO. 1: PUT ON THE MAP
understanding of:
1. Where do active volcanoes (Module No.1)
A1: A1:
The relationship among the locations located in the world? Look at the world map shown below.
Describe the distribution of active I can describe the distribution of
of volcanoes, earthquake epicentres, active volcanoes, earthquake Where do you think earthquakes are
and mountain ranges volcanoes, earthquake epicentres, and 2. What was your basis for most likely to happen? Where can you
epicentres, and major mountain belts
major mountain belts to Plate Tectonic identifying these locations in the find volcanoes? Where are the major
to Plate Tectonic Theory
UNIT TOPIC Theory world map? mountain belts of the world located?
1.Plate Tectonics Where are tsunamis most likely to
3. Do earthquakes and tsunamis occur?
occur randomly on Earth? ONLINE:
1.1. Distribution 1.1.1. volcanoes
Are volcanoes and mountain belts Video analysis:
1.1.2. earthquake epicentres found in every country or Plate Tectonics: The Hawaiian
1.1.3.mountain ranges continent? Archipelago
Why? Why not?
1.2. Plate boundaries
A2:
1.3. Processes and landforms along A2: Multiple Choice
A2: I can describe the different types of A2:
plate boundaries (Module No. 2)
Describe the different types of plate plate boundaries; S10ES-Ia-j-36.2 Video analysis:
1.4. Mechanism (possible causes of boundaries; S10ES-Ia-j-36.2 (YouTube)
Plate Boundaries-Divergent-Convergent-
movement) Transform
Interactive discussion and activity:
Our Vision Our Mission

We are a Catholic School providing holistic quality education to Foster a Catholic Education that will transform students into mature
equip students to be globally competitive and well-prepared in life. faithful Christians and promote peace and good to all.
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1.6.Evidence of plate movement Volcanic Boundaries and Hot Spots

Visit the world's hot spots to see why we
have volcanoes.
A3: A3:
A3: Essay: Interactive discussion and activity:
A3: I can explain the different processes Explain the different processes that Earthquakes: Find out what makes Earth
Explain the different processes that occur that occur along the plate boundaries; occur along the plate boundaries shake
S10ES-Ia-j-36.3
along the plate boundaries; S10ES-Ia-j-
36.3 Interactive discussion and activity:
Changing Earth's Crust
See how Earth’s crust is continually
moving beneath our feet.
A4:
Interactive game
Thermal Convection
A4:
Process Questions: Application of
A4: Interactive discussion and activity
Convection
A4: I can describe the possible causes of Changing Earth's Crust
(Module 3)
Describe the possible causes of plate See how Earth’s crust is continually
plate movement; S10ES-Ia-j-36.5
movement; S10ES-Ia-j-36.5 moving beneath our feet.
A5:
Interactive discussion and activity:
A5: Convection in Earth’s Mantle
A5: Enumeration View a moving model of convection
I can enumerate the lines of evidence
A5: currents in Earth’s mantle.
that support plate movement. S10ES-
Enumerate the lines of evidence that Ia-j-36.6
support plate movement. S10ES-Ia-j-36.6

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M.:(MAKING MEANING)
PERFORMANCE STANDARDS I can understand that the damage due Guided Generalization Close Reading
Enduring Understanding: to earthquakes, tsunamis, and volcanic
The learners should be able to: Damage due to earthquakes, tsunamis, and eruption can be reduced by knowing Essential Question: Sit 1: Plate tectonics and people
volcanic eruption can be reduced by How can damage due to
The relationship among the locations
demonstrate ways to ensure disaster knowing The relationship among the earthquakes, tsunamis, and Process Questions:
preparedness during earthquakes, of volcanoes, earthquake epicentres, volcanic eruption be reduced? Why is it important to have knowledge
locations of volcanoes, earthquake and mountain ranges and disaster
tsunamis, and volcanic eruptions about the locations of active volcanoes,
epicentres, and mountain ranges and preparedness. Graded by: earthquakes epicenter, and tsunamis in
suggest ways by which he/she can disaster preparedness. Holistic Rubric relation to Plate Tectonic?
contribute to government efforts in
reducing damage due to earthquakes, Sit 2: Geologic Hazards
tsunamis, and volcanic eruptions
Process Questions:
What hazards can these geologic
activities bring to us?
Sit 3: A Safer Future: Reducing the

Impacts of Natural Disasters (1991)
Chapter: 4. Mitigation
Process Question:
What measures can we recommend to
help reduce damage due to disasters?
TIME Span: 10 weeks T: (TRANSFER) I can suggest ways by which he/she Performance Task: Scaffolds for Transfer
can contribute to government efforts Infomercial
TRANSFER GOAL: in reducing damage due to Graded by Analytical Rubric Scaffold 1- Level 1: Directed Prompt:
Students on their own and in the long run earthquakes, tsunamis, and volcanic
QUARTERLY will be able to To help the victims of the volcanic Where are most of the active volcanoes
Suggest ways by which he/she can eruptions eruption as well as the people of in the Philippines located?
contribute to government efforts in Taal Batangas, the local Activity 1: To be able to determine the
reducing damage due to earthquakes, government unit and NGO’s are locations of active volcanoes, the
planning to build houses 10 students will read an article.
tsunamis, and volcanic eruptions
kilometers away from the volcano,

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Scaffold 2- Level 2: Open Prompt

A special team (PHIVOLCS
Researcher, Emergency Fault Models—Learner Worksheet:
Management Specialist, How Do Earthquakes Happen Along
PDRRMC) was formed to create Plate Boundaries and Faults?
awareness to the victims of the Using what you have discovered from
Taal volcano. You are tasked to the Fault Model activity, complete Table
prepare an infomercial and/or 1 below.
infographic that will explain to the
Taal volcano victims the dangers Scaffold 3- Level 3: Guided Transfer
and hazards brought by intense
volcanic activity and suggest ways PREPAREDNESS ACTIVITY #3 All
on how to reduce the dangers or Grades
risk brought by these hazards. Disaster Supplies Kit Concentration
Game
The acceptance of the output will
be assessed based on the Scaffold 4 - Level 4: Independent
attractiveness and Organization, Transfer
Content Accuracy.
To help the victims of the volcanic
GOAL- to promote awareness on eruption as well as the people of Taal
the dangers and hazards brought by Batangas, the local government unit and
intense volcanic activity and NGO’s are planning to build houses 10
suggest ways on how to reduce the kilometers away from the volcano,
dangers or risk brought by these
hazards. A special team (PHIVOLCS Researcher,
ROLE- special team of Emergency Management Specialist,
PHIVOLCS (researcher) PDRRMC) was formed to create
AUDIENCE- Taal Volcano awareness to the victims of the Taal
Victims volcano. You are tasked to prepare an
SITUATION- To help the victims infomercial and/or infographic that will
of the volcanic eruption of Taal explain to the Taal volcano victims the
volcano, the local government unit dangers and hazards brought by intense
and NGOs are planning to build volcanic activity and suggest ways on
houses 10 kilometers away from how to reduce the dangers or risk
the volcano, with an Eco-friendly brought by these hazards.

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structure that conserve energy and

reduce environmental Impacts. The acceptance of the output will be
PRODUCT/PERFORMANCE- assessed based on the attractiveness and
Infomercial and/or infographic Organization, Content Accuracy.
STANDARDS- attractiveness and
Organization, Content Accuracy
Prepared By: Noted By:

Mary Ann D. Gelledo Lawrence Michael L. Medina
Subject Teacher Principal


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MOTHER MARGHERITA DE BRINCAT CATHOLIC SCHOOL, INC.

Kamias Road Brgy. Tucop Dinalupihan, Bataan

UNIT LEARNING PLAN

SUBJECT AREA: Science GRADE LEVEL: 10

UNIT STANDARDS LEARNING GOALS LEARNING TARGETS ASSESSMENTS STRATEGIES

CONTENTSTANDARDS A: (ACQUISITION) A1: A1:

Our Vision Our Mission

1.6.Evidence of plate movement Volcanic Boundaries and Hot Spots

Our Vision Our Mission

Sit 3: A Safer Future: Reducing the

Our Vision Our Mission

Scaffold 2- Level 2: Open Prompt

Our Vision Our Mission

structure that conserve energy and

Prepared By: Noted By:

Our Vision Our Mission

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