DIVISION OF NAVOTAS CITY

10
Science
Quarter 1
Science – Grade 10
Alternative Delivery Mode
Quarter 1
Second Edition, 2021

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Jellie J. Roxas, Mildred P. Corpuz, Ryan V. Hilarion, Louie DL. Odulio, &
Jocelyn V. Bansal
Editor: Bernadette A. Toledo
Reviewer: Corazon C. Ablola
Illustrator: Rodel R. Rimando, SDO La Union, Region 1
Layout Artist: Bernadette A. Toledo
Management Team: Alejandro G. Ibañez, OIC- Schools Division Superintendent
Isabelle S. Sibayan, OIC- Asst. Schools Division Superintendent
Loida O. Balasa, Chief, Curriculum Implementation Division
Russell P. Samson, EPS in Science
Grace R. Nieves, EPS In Charge of LRMS
Lorena J. Mutas, ADM Coordinator
Vergel Junior C. Eusebio, PDO II LRMS

Inilimbag sa Pilipinas ng ________________________

Department of Education – Navotas City

Office Address: BES Compound M. Naval St. Sipac-Almacen Navotas City
____________________________________________
Telefax: 02-8332-77-64
____________________________________________
E-mail Address: ____________________________________________
Navotas.city@deped.gov.ph
 Table of Contents
What I Know ................................................................................1

Module 1......................................................................................3

Module 2......................................................................................12

Module 3......................................................................................18

Module 4......................................................................................25

Module 5......................................................................................34

Assessment ..................................................................................41

Answer Key ..................................................................................43

References ...................................................................................45
Direction: Read the questions carefully. Write your answer on your paper.

1. What will happen if oceanic crust collides with continental crust?

A. Continental crust will subduct because it is denser than oceanic crust.
B. Oceanic crust will subduct because it is denser than continental crust.
C. Continental crust will subduct because it is thinner than oceanic crust
D. Oceanic crust will subduct because it is thicker than the continental crust.

2. Which of the following is/ are the basis of scientists in dividing Earth’s
lithosphere into several plates?
A. Distribution of active volcanoes
B. Distribution of major mountain belts
C. Earthquake epicenters
D. All of the Above

3. As South American and

African plates move gradually,
what do you think will happen to
them?
A. They will separate.
B. They will grind past each
other.
C. They will bump into each
other.
D. They will stay as where
they are.

4. Which of the following about plate boundary and its movement is correctly
paired?
A. Convergent – Move apart C. Transform – Slide past each other
B. Divergent – Collide D. All are paired correctly.

5. The Himalayas are examples of what kind of plate boundary in South Asia?
A. convergent oceanic-continental boundary
B. convergent continental-continental boundary
C. divergent boundary
D. transform fault – boundary

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6. Which of the following can occur at convergent plate boundaries?
i. Trenches
ii. Earthquakes
iii. Volcanoes
A. i and ii only C. ii and iii only
B. i and iii only D. all of the above

7. The release of molten material from the mid-oceanic ridge will form a new
oceanic crust, it was stated in the theory of seafloor spreading. Which statement
shows the effect of seafloor on the ocean floor?
A. The formation of volcanic island arcs.
B. There is an increase in sediments at the ocean floor.
C. The sliding of both continents to each other.
D. Widening of the seas or ocean floor.

8. As the oceanic plates sink ultimately, it pulls the rest of plate with it. This is due
to:
A. Convection current C. Ridge push
B. Plate Tectonics D. Slab pull

9. Antarctica has a freezing temperature as it is located in the South Pole.

Expeditions in this continent has led to the discovery of bituminous coal
beds in this place. Bituminous coals are from compacted remains tropical
plants? How does this discovery contribute to Wegener’s Continental Drift
Theory?
A. It indicates that Antarctica has never moved from its place.
B. It indicates that Antarctica is really a very big continent.
C. It indicates that Antarctica before has a very cold weather.
D. It indicates that Antarctica has experienced a tropical climate before where
plants have a greater chance of survival.

10. Scientists found out different fossils that are distributed around the world. How
do these fossils 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

2
 MODULE 1

This module was designed and written with you in mind. It is here to help
you master on how to use simple and compound sentences. 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 module is divided into two lessons, namely:

• Lesson 1.1 – Continental and Oceanic crust and Major Tectonic Plates
• Lesson 1.2 – Locating Earthquake epicenter by Triangulation Method
• Lesson 1.3 – Scientific Basis in Identifying Major Plates

After going through this module, you are expected to:

1. describe the Earth’s lithosphere and differentiate continental and oceanic
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
5. locate the earthquake epicenter using triangulation method
6. describe the distribution of active volcanoes, earthquake epicenters, and
major mountain belts
7. infer the relationship of tectonic plates, earthquake epicenters, and active
volcanoes.

Lesson Continental and Oceanic crust

1.1 and Major Tectonic Plates
Our planet is endowed with different geologic features that can be found on
land or underwater. These features are located on the Earth’s Lithosphere which is
composed of the crust (outermost layer of the earth) and the upper mantle. This
lesson will focus on the two types of crust: continental an oceanic crust.

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Continental and Oceanic Crust

Crust is the outermost and the thinnest layer of the earth. In this layer, it is
where living organisms can survive. There are two types of crust continental and
oceanic crust.

Continental crust varies between 6 and 47 miles in thickness depending on

where it is found. It is much older than oceanic crust and rocks found on
continental crust are often the oldest in world.

Oceanic crust is found under the oceans or bodies of water. It is about four
miles in thickness and has the youngest type of rock.

Differences between Continental and Oceanic crust:

1. Oceanic crust is denser than continental crust. With this, oceanic crust floats
higher than mantle. When continental crust and oceanic crust collides, oceanic
crust subducts because of its higher density.
2. Continental crust is older than oceanic crust.
3. Oceanic crust is made mostly of basalt while continental crust is made mostly
of granite.

Major Tectonic Plates

Earth’s crust is like the outer layer of an egg’s shell that has cracks. The
cracks represent the plate boundaries in the earth’s crust while the pieces of the
eggshell represent the plates. Plate boundaries separate one plate from another
plate.
There are seven relatively large plates and a number of smaller ones. The
seven major plates include the Eurasian Plate, North American Plate, Pacific Plate,
Indian Plate, South American Plate, African Plate and Antarctic Plate while the
small plates include Juan de Fuca Plate, Cocos Plate, Caribbean Plate, Arabian

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Plate, Nazca Plate and Philippine Plate. These plates continuously and constantly
move slowly in different directions. The movement of these plates refers to the Plate
Tectonic Theory.
The illustration below shows the seven major Plates and the small plates.

Activity 1: Continental versus Oceanic

Directions: Let us review your knowledge about continental and oceanic crust.
Write C if the statement refers to characteristics of continental crust and O if
oceanic crust.

________1. Crust that is high in density.

________2. Compost of younger rocks.
________3. Has thicker layer of crust.
________4. Mostly made up of basalt.
________5. It can be found under bodies of water.

ACTIVITY 2: Plating the Plates

Directions: Observe the illustration of tectonic plates above. Classify the plates
whether most of the plate is oceanic plate or continental plate. Write O if most of
the plate is Oceanic plate and C if majority of the plate is continental plate.

__________1. Philippine Plate

__________2. Pacific Plate
__________3. Eurasian Plate
__________4. Australian Plate
__________5. North American Plate

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 Lesson Locating Earthquake epicenter
1.2 by Triangulation Method

Finding Earthquake Epicenters using Triangulation Method

Earthquake is an intense shaking of the earth’s surface resulted in a sudden
release of stored energy in the Earth’s crust. The constant movement of the plates
causes the stress on the crust. If the stresses are too great, it will lead to faults
(cracks found in the crust). The location where an earthquake begin is known as
the epicenter (origin of the earthquake). Areas that surrounded the epicenter of the
earthquake mostly feel the shaking of the ground. However, the vibrations can still
be felt and detected even if it is far away from the epicenter.
To locate earthquake epicenter, Triangulation method is used. There must
be 3 recording stations that will tell how far an earthquake occurred from the
seismic station. On a map, circles are drawn around each seismic station. Radius
of the circles tell the distance of how far the earthquake origin from the seismic
station is. The three circles will create an intersection point and this point is the
epicenter.
In an earthquake, it releases three types of waves. Primary waves (P-waves),
Secondary waves (S-waves) and Long waves (l-waves). P waves and S waves can
travel into the earth’s interior while the L- waves can travel on the surface. These
waves travel at different velocities but do not arrive at the seismic recording station
at the same time. The farther the recording instrument is from the focus, the
greater the difference in arrival times of the first P-wave compared to the first S-
wave. The distance of the earthquake’s focus from the seismic recording station is
determined by the difference in the arrival time but it doesn’t tell in which direction
it came from.

Triangulation diagram

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Activity 3: Find the Center
Material: Ruler, Compass, Pencil, Philippine map
Directions: Read and follow the instructions to locate the hypothetical epicenter of
an Earthquake.
1. Study the given the seismic records of P-wave and S-wave time arrival at 3
seismic stations shown in Table 2. Finding Earthquake epicenter using
Triangulation Method.
2. To determine the difference in time arrival of P-waves and S-waves for each
seismic station by subtracting the time arrival of P-wave to S-wave. Record
your data on the Table 2.
3. To determine the distance of an earthquake from each seismic station. Used
the equation below to calculate the distance of earthquake from the seismic
station. Record your data on the Table 2.
4.
𝑇𝑑
𝑑= 𝑥 100.
8 𝑠𝑒𝑐𝑜𝑛𝑑𝑠
(This formula is suited because 8 seconds is the interval between the times
of arrival of the P-wave and S-wave at distance of 100 km.)

where d is the distance of an earthquake from seismic station in km,

Td is the time difference of time arrival of P-wave and S-wave

5. To determine the scaled distance of an earthquake in the map. Use the

ration 1.5 cm: 200 km or use the equation below. Record your data on the
Table 2.
1.5 𝑐𝑚
𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝑜𝑓 𝑒𝑎𝑟𝑡ℎ𝑞𝑢𝑎𝑘𝑒 𝑓𝑟𝑜𝑚 𝑡ℎ𝑒 𝑠𝑡𝑎𝑡𝑖𝑜𝑛 𝑥
200 𝑘𝑚
6. Using the scaled distance of earthquake from station, draw a circle around
the station.
7. Find the epicenter by locating the intersection of 3 circles from by each
station.
8. Lastly, answer the Critical Thinking questions.
Table 2. Finding Earthquake epicenter using Triangulation Method
Distance of an Scaled
Difference in
earthquake from distance on
Seismic P- S- time arrival of
each seismic the Map
stations waves waves P-waves and S-
station 1.5 cm:200km
waves (seconds)
(km) (cm)
Batangas 70 s 19.92 s
Puerto
85 s 45.6 s
Prinsesa
Davao 62 s 17.76 s

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 Critical Thinking Questions:
1. Where is the hypothetical
epicenter?
.

2. Is it located in continental
and oceanic crust?
.

3. Is it possible to locate
earthquake epicenter using
records from only two seismic
stations? Why or why not?
.
.
.
.
.

Activity 4: You’re Seismographer

Directions: Let us review the steps on how triangulation method is used in locating
earthquake epicenter. Rearrange the following steps by writing 1-6, 1 is the first
step and 6 is the last step. Write your answers beside each letter.
___________A. Find the epicenter by locating the intersections of 3 circles
___________B. Based on the seismogram of the stations, determine the arrival time
of P-waves and S- waves.
___________C. Using the distance of the earthquake radii, draw a circle around the
stations.
___________D. Using the difference of arrival time, determine the distance from the
seismic station from the earthquake.
___________E. Calculate the difference of P-waves and S-waves
___________F. Locate the 3 seismic stations.

8
Lesson Scientific Basis in Identifying Major
1.3 Plates

Scientific Basis in Identifying Major Plates

A. Distribution of earthquake epicenters.

Fig. 8 Map of earthquake distribution

Earthquake epicenters distribution around world is not randomly
distributed. There are certain areas where epicenters tend to accumulate. Based on
the map, they tend to be concentrated in certain areas and in narrow zones. Some
are located near the edges of the continents, some are in mid continents, while
others are in oceans.
B. Distribution of Active Volcanoes

Fig. 9 Map of active volcanoes (Red areas represent presence of volcanoes)

The Pacific Ring of Fire is an arc around the Pacific Ocean where many
volcanoes and earthquakes are formed. It wraps around the Pacific Ocean,
including countries like Japan, Canada, New Zealand, and Chile. The residents
within those countries are most likely prone to experience earthquakes, volcanic
eruptions and tsunamis.

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 Volcanoes around the world are not randomly distributed. Most of the active
volcanoes are found along the edges of some continents. Seventy percent of all
volcanic eruptions occurs underwater.

C. Distribution of Mountain Ranges in the World

Fig. 10 Mountain Ranges in the world

A mountain range or hill range is a series of mountains in a line and
connected by a high ground. A mountain belt is a group of mountain ranges with
similarity in form, structure, alignment that have risen from the same cause.
Mountain ranges are formed by a variety of geological processes like the movement
of the plates.
Mountain ranges are found in places where volcanoes and/or earthquake
epicenters are also located.

Activity 5: Mark the Boundaries

Directions: Observe and compare the Figures 4, 5, and 6 then complete the table.
Answer the Critical Thinking Questions.

https://earthhow.com/7-major-tectonic-plates/
Figure 1. Major Tectonic Plates

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 Scientific basis in Distribution
Location
dividing Major Plates (Random or Not Random)
Earthquake epicenters
Active volcanoes
Mountain ranges
Critical Thinking Questions:
What can you infer about the relationship of tectonic plates, earthquake epicenter,
active volcanoes, and mountain ranges?

Activity 6: Disaster Preparedness

Philippines has many active volcanoes and mountain ranges and is prone to
earthquakes, as a student what are the steps you will do to prepare to this kind of
disaster and to prevent or reduce possible casualty. You can make a poster, slogan,
or mnemonics as your output to encourage your fellow student to be prepared also.
Make sure to consider the rubrics provided in making your output.
Rubrics for Disaster Preparedness output
Score
Criteria
5 points 3 points 1 point
The narration
There is a strong There is a clear
behind the text
and clear narrative narrative behind
and visuals is not
behind the text the text and
that clear to
Strength of and visuals to visuals to
communicate a
Content communicate a communicate a
message fit for
message that is fit message that is fit
the intended
for the intended for the intended
audience.
audience. audience.

Presents up to date Some of the

Accuracy of Presents accurate
and accurate information is
Content information
information accurate.
Design is not that
Design is appealing Design is not
appealing but
and easily attracts appealing and
Style and easily attracts
attention of hardly attracts
Creativity attention of
audience in a attention of
audience in a
positive way. audience.
positive way.

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 MODULE 2

Have you wondered why our country frequently experience earthquake?

What could be the reason behind this? Some of you might answer, “It is because
our country is situated along the Pacific Ring of Fire!” Yes, you are right! But what
really takes place along this Pacific Ring of Fire or in other regions that experience
earthquakes?
Situated along the Ring of Fire are the tectonic plate margins that are
interacting with each other resulting to earthquakes. The question is, how do these
plates interact? How do they generate earthquakes? Well, find it out as you go on
with this module.
In this module, you will explore on the different types of plate boundaries.
You will be able to know how tectonic plates interact along their margins and how
this activity generates earthquakes.

Lesson 2 – Types of Plate Boundaries and Stress on Plate Boundaries

After going through this module, you are expected to:

1. identify and describe the different types of plate boundaries.

2. identify the types of plate boundary associated with each major lithospheric
plate.
3. describe the movement in each type of plate boundary. And
4. relate each type of plate with the stress on rocks.

Lesson Types of Plate Boundaries and

2 Stress on Plate Boundaries
You have studied that the tectonic plates are moving gradually but
constantly. What do you think happens along the edges of these plates as they
move? The tectonic plates, simply called as plates, interact in distinct ways along
their margins. Some adjacent plates collide, others split apart, while some grind
past each other. These movements are represented by the three types of plate
boundaries namely: convergent, divergent and transform plate boundaries
respectively.
Look at the map below. What do you see? The map shows the different
tectonic plates and their relative motion. Can you identify the type of plate
boundary that exists between adjacent plates?

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 Figure 1: Map of Tectonic Plates and their Relative Motion
Arrows indicate motion of plates

Type of Plate Boundaries

Convergent Plate Boundary
Refer to the figure of
convergent plate boundary. The
direction of arrows denotes the
motion of plates. Describe the
directions of the arrows. You are
right! The arrows move toward each
other. When two plates meet, a
convergent plate boundary occurs.
Refer to the map of tectonic plates and their relative motion in figure 1. Can
you identify adjacent plates that exhibit this type of boundary?

Divergent Plate Boundary

Divergent plate boundary is the
reverse of the first type of plate
boundary as indicated by the
directions of the arrows in the figure
below. While plates at convergent plate
boundary collide, plates at divergent
plate boundary on the other hand
move away from each other. The

13
boundary exhibited by African plate and South American plate represents this type
of boundary.
Go back to Figure 1: Map of Tectonic Plates and their Relative Motion.
Identify adjacent plates with divergent boundary.

Transform Plate Boundary

When two plates move
horizontally past each other
without colliding or diverging,
transform plate boundary occurs.
One plate moves horizontally to
the left and its adjacent plate to
the right, grinding past each
other. The figure below provides a clearer grasp on the movement of plates with
this type of boundary.
The San Andreas Fault in California, which forms the boundary between
Pacific plate and North American plate is an example of this type of boundary.
STRESS ON ROCKS ALONG PLATE BOUNDARIES
Stress is the force applied to an object. In geology, stress is the force per unit
area that is applied on a rock.
The tectonic plates are enormous slabs of rocks. As these tectonic plates
interact with one another, the rocks situated along their margins experience stress.
There are three types of stress relating to the types of plate boundaries. These are
compressional, tensional and shear stress.

Compression is the type of stress

present in convergent plate boundaries. As
the plates collide, rocks are being squeezed
together causing rocks to either fold or
break.
In divergent plate boundaries, as
the plates are tearing away from each
other, the rocks stretch and break apart.
Tensional stress occurs at this type of
boundary.
Meanwhile, when forces are parallel
but moving in opposite directions, the
stress is called shear. Shear stress causes
edges of plates to grind past each other. This is the most common type of stress at
transform plate boundaries.
Rocks respond to stress acting on them. This stress causes strain or
deformation on rocks which triggers earthquakes and contribute to other geological
events.

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Activity 1 What is your Type?
Directions: Complete the table. Choose your answer from the options given for each
column. Refers to the illustration below.

https://www.summitlearning.org/guest/focusareas/1144589?modal=open
Figure 1. Plate Boundaries
Effects of
Type of Motion of
Type of Stress Stress on
Plate Plates
Present Rocks
Boundary (*Collide
Interacting Plates (*Shear (*Squeezed
(*Divergent *Move apart
*Tension *Torn apart
*Convergent *Slide
*Compression) *Grind past
*Transform) sideways)
each other)

African and
South American 1. 2. Tension 3.
plates

Australian and
4. 5. 6. Squeezed
Pacific plates

Northeast part of
Pacific plate and
7. Slide sideways 8. 9.
North American
plate

15
Activity 2: Reading with Comprehension
DIRECTIONS: Read the selection below and answer the questions that follow.

Earth in Action!
The Earth is indeed filled with boundless, inspiring landscapes that captivate
each one of us with their beauty and power. The mesmerizing beauty of the mountains,
volcanoes, valleys, and coastlines instills us inner peace of mind that nourishes our
spirit.
This fact is undeniable as our country is endowed with breath-taking scenic
spots – the Sierra Madre Mountain range, the perfect cone of Mayon Volcano, the
seashores of Boracay, and a lot more! Aside from the inner happiness that they give us,
they also boost the growth of our country’s economy as they attract tourists.
But did you know that these beautiful geologic features were gradually formed
millions of years ago by the movement of plates? Yes, they were created due to the
interaction of plates along their boundaries! Divergent boundary causes formation of
ridges and rift valleys, convergent boundary gives rise to volcanoes and mountains and
transform boundary produces faults like that of San Andreas.
On the other hand, the creation of these geologic features is accompanied by
violent earthquakes that may result to tsunamis and volcanic eruptions which pose
threats to our lives and properties.
Truly, the Earth’s wondrous processes captivate our hearts, yet in some way,
threaten our lives. Being in charged by God as caretakers of the Earth, let us seek
wisdom from Him so we could take care of the Earth’s treasures and respond properly
with the hazards brought about by Earth’s action.
⁓MPCorpuz

Critical Thinking Questions

1. What are the geologic features and events brought about by interaction of
plates along their boundaries?

2. How do the people benefit from the geologic features and events brought
about by the movement of plates?

3. What are the disadvantages of the geologic activities like earthquakes,

tsunamis, and volcanic eruption to the people?

4. How should you respond with the threats posed by these geologic activities?

16
 5. As a student, cite ways on how you can take care of the Earth’s treasures.

Activity 8: Together, We Can Do It!

DIRECTIONS: Choose one task from the table. Do it with a partner (sibling/parent/
guardian/relative). Take pictures while doing the task. Send your pictures to your
teacher along with the picture of your output or video of your performance.

Look for available materials at Summarize the

home. Use these materials in lesson about the
building a model of the three types three types of
of plate boundaries. Make sure that boundaries
the model reflects the description of through a
each type of boundary. Ask you graphic
parents or sibling to guide and help you in organizer. Do this in an oslo or
doing this task. bond paper. Be creative.

Compose a poem
Compose a song about the three about the three
types of plate boundaries then sing types of plate
it together with your partner. Take boundaries.
a video of your performance. Recite it together
with your partner. Take a video
of your performance.

Choreograph a
short dance that
Make a poster of the three types
shows the
of plate boundaries in an oslo or
movement of the
bond paper. Take pictures while
three types of
working with your partner and
boundaries. Dance
with your output.
it with your
partner and video your
performance.

Notes to the Student

If sending of pictures and video to your teacher through messenger or any
platform is not possible, paste the pictures and the screenshots of your
performance to your portfolio and then pass it to your teacher the next time you
pick up your learner’s packet.

17
 MODULE 3

This module was designed and written with you in mind. It is here to help
you master the Processes along Plate Boundaries. 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

Lesson 3 – Processes occur along the Plate Boundaries

After going through this module, you are expected to:

1. identify and describe the different processes that occur along the plate
boundaries.
2. explain what happens when oceanic crust and continental crust collide
and identify the landforms associated with it.
3. explain what happens when two oceanic plates collide and identify the
landforms associated with it
4. explain what happens when two continental plate boundaries collide and
identify landforms associated to it.
5. explain the process that occur along divergent boundaries and identify
and forms associated with it.
6. explain the processes that occur along transform fault boundaries and
identify the landforms associated with it.
7. explain the different geologic processes along plate boundaries; and
8. prepare a presentation (either multimedia or album) on the different
geologic processes that occur along the plate boundaries.

18
Lesson Processes that occur along the
3 Plate Boundaries

The outer surface of the Earth (lithosphere) is composed of a collection of

tectonic plates passing through a sheet of hot liquid mantle called the
asthenosphere. Heat creates convection currents within the asthenosphere which
cause tectonic plates to move several centimeters per year relative to each other.
There are three main types of plate boundaries, each associated with several
geological characteristics being formed. (oceanexplorer.noaa.gov, 2015)

First Type: Convergent Boundaries

I. Converging Oceanic to Continental Plate
When two different types of plates converge, subduction occurs where the
denser oceanic plates go under the continental plate. The entire subduction area is
called the subduction zone. The subducting oceanic crust allows the mantle of the
Earth to melt, which produces volcanoes. The volcanoes that lead are known as the
continental arc. (www.ck12.org,2020)

The effects of convergent boundary between an oceanic and continental plate

include region of seismic activity which shallow along the continent’s edge but
deepens underneath the continent, often an ocean trench directly off the
continent’s shore, a line of volcanic eruptions a few hundred miles from the
shoreline, destruction of oceanic litosphere (King, 2020)

Examples: Mt. St. Helens and Mt. Adams

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II. Convergence of Two Oceanic Plates

If the two plates which meet at the boundary of a convergent plate are both
of oceanic crust, the older, denser plate can subduct under the less dense plate.
The characteristics of an ocean-ocean subduction zone are the same as those of an
ocean-continent subduction zone, except that a set of islands known as an island
arc will be the volcanic arc. The older plate subdues into a trench which leads to 5
earthquakes. Melting material from mantles creates volcanoes in the subduction
zone. (flexbooks.ck12.org , 2020)

Effects found at this type of plate boundary include a zone of progressively

deeper earthquakes; an ocean trench; a chain of volcanic islands; oceanic
lithosphere destruction. (King, 2020)

Examples: Mariana Trench and Hawaiian Volcanic Island Arc

III. Convergence of Two Continental Plates

Convergence of two continental plates creates some of the largest mountain

ranges in the world. This thick crust cannot be penetrated by magma, so there are
no volcanoes, though the magma remains in the crust. Metamorphic rocks are
normal because of the stress encountered by the continental crust. Continent-
continent collisions carry about frequent and large earthquakes with massive slabs
of crust crashing together. (www.ck12.org , 2020)

Effects found at a converging boundary between continental plates include

intense folding and faulting; wide folded mountain range; shallow earthquake
activity; shortening and thickening of the plates within the collision zone. (King,
2020)

20
Example: Himalayas mountain ranges

Second Type: Divergent Boundaries

I. Two Continental Plates pull apart
When the brittle surface layer of Earth (the lithosphere) is pulled apart, it
typically breaks along parallel faults, which tilt slightly outward. The block between
the faults cracks and drops into the soft, plastic interior of the asthenosphere, as
the plates separate along the boundary. The block's sinking forms a central valley
named rift. Magma (liquid rock) is seeping up to fill the cracks. New crust along the
boundary is formed in this way. Earthquakes occur alongside the faults, and when
the magma reaches the surface, volcanoes form. (www. cotf.edu, 2005)
Effects observed at this type of plate boundary include: a rift valley often
filled by long linear lakes or a shallow arm of the ocean; multiple normal faults
surrounding a central rift valley; shallow earthquake activity around the normal
faults. Occasionally within the rift there is volcanic activity. (King,2020)

Example: Lake Thingvalvatn

II. Two Oceanic Plates pull apart

Where the ocean floor crosses a divergent boundary, the rift valley is much
narrower, only one kilometer or less across, and it runs along the top of a mid-

21
oceanic ridge. The oceanic ridges climb a kilometer or so above the ocean floor and
form a tens of thousands of miles long regional network. The Mid-Atlantic ridge and
the East Pacific Rise are examples of this. Separation of the plates is a slow
process. Divergence along the Mid Atlantic ridge, for example, causes the Atlantic
Ocean to widen at just about 2 centimeters per year. (www. cotf.edu, 2005)

Effects that are found at a divergent boundary between ocean plates include:
a submarine mountain range such as the Mid-Atlantic Ridge; volcanic activity in
the form of fissure eruptions; shallow earthquake activity; creation of new seabed
and widening ocean basin; (King,2020)

Example: Mid Ocean Ridge

Third type: Transfrom Fault

Transform boundaries are generally vertical and parallel to the direction of
movement. They are produced by shearing and are closely related to the
boundaries of divergent plates on the ocean floor. They form oceanic fracture zones
when they occur on the seabed while on land transforming boundaries produces
fault. (Valdoz, Aquino, Biong, & Andaya, 2017)

Main Example: San Andreas Fault Transform boundary on seafloor

https://www.iris.edu/hq/inclass/animation/fault_tran
sform

22
Activity 1 Complete the table. Choose your answer on the box below.

a. Conservative boundary e. Trench i. Destructive boundary

b. Mid- Atlantic ridge f. Moving away j. San Andreas fault
c. Fault g. Constructive boundary k. Moving towards
d. Sliding past each other h. Mariana trench l. Rift valley

Other term Direction of Associated

Type of boundary Examples
for boundary boundary features
Divergent
1. 4. 7. 10.
Boundary
Convergent
2. 5. 8. 11.
boundary
Transform
3. 6. 9. 12.
boundary

Activity 2 Where is the Safest?

A. Directions. Determine a relatively safe place to build one city on each

continent. Show the chosen location with a plus sign [+] on the map.
Explain your reason for choosing these as the safest sites.
Reason for location of city
.

.
.

Landform Locator

23
B. Directions: Identify the type of plate boundary that occurs (or produced the named
feature) at each of the following locations using the following options. Write the letter of
the correct answer on the space provided.
a. divergent boundaries
b. convergent (oceanic-oceanic) boundaries
c. convergent (continental-continental) boundaries
d. convergent (oceanic- continental) boundaries.
e. transform fault boundaries
__________1. Appalachian Mountains
__________2. Mount St. Helens and the Cascade Mountains
__________3. The east African rift valleys
__________4. The Mt. Adams
__________5. The Andes mountains
__________6. San Andreas fault
__________7. The Mariana Trench
__________8. The Aleutian Island
__________9. Himalayas Mountains
__________10. Lake Thingvalvatn

24
 MODULE 4

This 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.
Furthermore, this module contains information that will help you
understand our Earth, how certain things help create what we have now. It will
help you describe certain layers of the Earth and what activities it undergoes,
explore and understand how Earth’s plates move. The module is divided into two
lessons, namely:

Lesson 4.1 - Seafloor Spreading

Lesson 4.2 - Convection Current
Lesson 4.3 - Slab Pull and Ridge Push
Lesson 4.4 - Continental Drift Theory and Seafloor Spreading Theory

After going through this module, you are expected to:

1.describe and simulate seafloor spreading
2. illustrate the convection current within the mantle could possibly affect plate
movement
3. discuss how ridge push and slab pull cause plate movement; and
4. explain the causes of plate movement based on Continental Drift Theory and
Seafloor Spreading Theory.

Lesson
Seafloor Spreading
4.1

In this module, you will learn that matter particularly solid has other
characteristics. Do you want to learn these characteristics? Come and let us study
together.

25
What is Seafloor Spreading? How it occurs?

Seafloor Spreading is a geologic process that occurs on the seafloor where

oceanic plates are moving apart (diverging), resulting in spreading of the seafloor.
When this happens, at the mid-ridge, magma- hot liquid rock, flows out at the edge
of the plate and cools down, forming a new seafloor.

Note: As to seafloor spreading is the creation of new crust, subduction on

the other hand destroys old crust. As the old crust continues to descend towards
the mantle another process occur that allows the process to continue.

Activity #1: Around the SEAFLOOR SPREADING

DIRECTIONS: Complete the graphic organizer below by writing the words related to
seafloor spreading inside the box. Make sure that the words are
interrelated to each other. After which use each word in a sentence.

Seafloor
Spreading

26
Sentences:
1)________________________________________________________________________________
2)________________________________________________________________________________
3)________________________________________________________________________________
4)________________________________________________________________________________
5)________________________________________________________________________________

Lesson
Convection Current
4.2

In lesson 1, you learned the process of seafloor spreading and how this
occurs at the seafloor. In this lesson you will learn the first cause of plate
movement.

The seafloor spreading and other

tectonic activities are the results of
convection current. Convection current is
the slow, stirring motion of Earth’s mantle.
Convection current carries heat from the
lower part of the mantle and core to the
lithosphere. Convection current is a
process of recycling, it returns the material
back to the mantle.

Convection currents are considered as one of the driving forces that

allow the changes in plate movement. Using what you have learned from the
previous activity, let us now enjoy doing the “How Convection Current works?”

Activity #2: Ikot-ikot Lang

DIRECTIONS: Re-arrange the steps of Convection Current by writing the letter
only on the appropriate “Ikot-ikot Lang Footprint” below. Briefly explain the
reason why convection current is considered as one of the causes of plate
movement and write your answer on the space provided for.
A. As the oceanic crust has its newborn, the old crust will then return beneath the
earth and start to sink at the convergent plate boundary, creating trench.

27
B. Magma pushes lithosphere apart from the ridge. As the magma continues to
flow of the mantle and exposes to the water, it cools down and a new crust is
formed. The new crust will then be denser.
C. As the process continues, there will be a force at the lithosphere that will split it
at the divergent plate boundaries, known as oceanic ridges.
D. As it rises within the confined space, the rising material will then cool and
dense. This cool dense material, sinks. As it sinks, it gives rise again to hot, less
dense material. Hot rises, cool descends.
E. Convection causes material at the deeper part of the mantle heated until it
expands and becomes less dense.
F. When this happens, the hot, less dense material rises.

REASONS_______________________________________________________________________

Lesson
Slab Pull and Ridge Push
4.3

You knew already the process of convection current and how it is considered
as one of the reasons why plate moves. But, do you think it is the only reason why
plate moves? Let us now take another step in fulfilling the ideas behind this lesson.

As oceanic crust moves away from the ridge, it becomes denser. As the older
seafloor continues to move away from the ridge, it sinks. The weight of the magma
releases at the ridge will push the oceanic crust toward the trench at the
subduction zone, this is known as the ridge push as shown on the circle marked 1
of your activity.

28
 Another force that acts upon the plate movement is the slab pull, where an
extremely heavy plate, a plate that is extremely heavy even gravity acts upon it and
pull them apart.

When the denser plate reaches the subduction boundary it bends downward
underneath the less dense plate. The edge of the subducting plate is colder and
heavier compared with the mantle. The colder denser plate continues to sink
because of the pull of gravity. The circle marked 2 in your activity showed the force
that acts on the sinking edge of the plate exerts on the rest which is called slab
pull.

Slab pull is considered as the strongest factor of the plate movement by

some compared with ridge push and convection current.

Activity #3: Welcome to the World of My Imagination

DIRECTIONS:

1. Think About what you have read in the “What is It” part.
2. Try to create a visual/picture by using your artistic side.
3. Draw a figure of the “ridge push” and “slab pull” on the spaces
provided for each.

Ridge Push

Slab Pull

29
 Lesson Continental Drift Theory and
4.4 Seafloor Spreading Theory

A Canadian geophysicist (1965), J. Tuzo Wilson, proposed a unifying theory,

Theory of Plate Tectonics as he combines the ideas of Continental Drift and
Seafloor Spreading. Tuzo said that the Earth’s crust, or lithosphere, was divided
into large, rigid pieces called plates. Plates “float” atop an underlying weak rock
layer called the asthenosphere. In the asthenosphere, rocks experience tremendous
heat and pressure that they behave like a viscous liquid.

Tuzo Wilson also predicted that there are three types of boundaries: mid-
ocean ridges- where ocean crust is created, trenches- where the ocean plates are
subducted and large fractures in the seafloor called transform faults- where the
plates slip each other. Plate tectonics provides a unifying theory that explains the
fundamental processes that shape the face of the Earth.

The question would be, how does Continental Drift Theory and Seafloor
Spreading Theory contribute to the moving of plates?

People believed that continents and oceans are at their perfect place, never
change. But a great German Scientist named Alfred Wegener in the early 20th
century found interesting things, such as similar plants and animal fossils in Africa
and South America and some even in other continents knowing that it is being
separated by water in the ocean. He then realized that the Earth has only one
continent, and later starts to drift apart. He called this movement, Continental
Drift.

When he proposed the continental drift theory, he mentioned that the

continents floated at the top of the mantle – a denser layer of rock deep within the
earth. He predicted that the rising heat within the mantle created a current and a
semi-molten material that could move the continents at the earth’s surface.

Harry Hess, a geologist, and U.S. Navy Reserve Rear Admiral in 1962 was
able to come up with an answer. Rather than move through seafloor rocks, he
proposed that it was the seafloor that pushes the continents apart, where two
lithospheric plates rift. As it happens the rising magmas from the upper part of the
mantle filled the cracks that formed the earth’s crust. The magma then solidifies
into basalt and igneous rock. He also proposed the existence of a magma-driven
conveyor that continually adds new seafloor.

30
 Still, there are lot of things to question about, what drives the plate and how
it supports the continuous changing of the Earth’s surface.

A combination of dragging the lithosphere along the top of the convection,

ridge push, sliding, and slab pull all appear to contribute to the cause of plate
tectonics.

Activity #4: Writing and Citing

31
Activity #5: Where do Broken Plates Go? Cause of Plate Movement
A. DIRECTIONS: Complete the graphic organizer by filling-up the needed
information.

B. Directions. The poem below summarizes what transpired in this module.

Answer the questions that follows for you to gain more understanding of
this. Write your answer on the space provided.

Anew…Movement… VII. As the old subducts and bends towards the

By: Louie De Leon Odulio
I. Have you ever been wondered?
What lies beneath the earth?
Is shaking an indication of movement of the
Earth
A chance? Or a change? Or maybe a system?
II. What are with the changes?
It gives a sudden locomotion.
Thinking of process where I can lean on,
Trying to understand the different motion.
III. As magma rises from down under,
Creating cracks on the seafloor,
A line where magmas started to flow
And a new seafloor starts to bloom.
IV. It pushed hard from left to right,
Allowing the old run to the land,
It bends a bit coz’ I am heavy,
Returning to mantle and melts like crazy.
V. Moving in circle just like convection,
The molten materials will go on and on.
Looking for chances to get through rift,
And be able to create a newborn.
VI. As I travel back to my previous location,
The ridge pushes again the old version,
Replacing it with my newly born,
The old will be pulled and undergo subduction.
mantle,
The process will continue the same with the
others,
Creates new and replace old,
Gravity acts where slab pulls the others.
VIII. Two theories that await you to learn,
Will let you understand what earth mechanism.
Supporting the cause of the plate movement,
And for us to understand what it undergoes.
IX. As the Pangaea started to drift apart,
The huge continent divides,
Unknown forces drive to separate it,
Leading current appearance of lands on Earth.
X. It was not easily accepted because of lacking
segments,
But it helps to understand the current location of
plates,
Learning from it never be a waste,
Because Alfred Wegener stands for the
Continental Drift.
XI. Then someone came named Harry Hess,
Who proposed a theory using the mid-ocean ridge?
He believes that magma that rises from earths
beneath,
Help him understand the Seafloor Spreading.

32
Critical Thinking Question:
1. As magma rises from the earths beneath, a new ______________ was born. What
is the unknown word that will complete the phrase?

2. A type of heat transfer that moves in circle, can you guess the word that is
mentioned in stanza 5?

3. Push and pull are common when you open the door of a certain stores, can you
find a certain word/s that has something to do with the first two words in this
number?

4. In the last three stanzas, what are the two proposed theories by Alfred Wegener
and Harry Hess?

33
 MODULE 5

This 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 module is divided into two lessons, namely:

Lesson 5.1 – Wegener’s Continental Drift Theory: The Existence of Fossils of Plants
and Animals as Evidence to Support Plate Movement
Lesson 5.2 – Magnetic Stripping on the Seafloor
Lesson 5.3 - Plate Tectonics Theory as Unifying Theory

After going through this module, you are expected to:

1. cite evidence that supports Wegener’s Continental Drift Theory.
2. trace the existence of fossils of plants and animals as evidence found in
present continents that supports plate movements
3. explain how magnetic stripping on the ocean floor is formed and how it
supports Seafloor Spreading Theory; and
4. explain Plate Tectonics Theory as a unifying theory.

Wegener’s Continental Drift

Theory: The Existence of Fossils
Lesson
of Plants and Animals as
5.1
Evidence to Support Plate
Movement

The Earth we live in is full of wonder. Aside from being able to hold life, it is
full of beauty – it has soaring mountains, erupting volcanoes, beautiful beaches,
and thick green forests. Even marvelous is that - the landscape of the Earth is
formed from the continuous movement of the tectonic plates.

You, as a learner, is about to strengthen your knowledge that the plates are
really moving with the lines of evidences. As you go through this module, imagine
that you are an investigator. Unlock these evidences!

34
 The idea of continental drift was proposed by Alfred Lothar Wegener. He is a
German polar researcher, geophysicist, and meteorologist. In 1915, he published
‘The Origin of Continents and Oceans”, a book containing the outline of his
Continental Drift Theory. He suggested that the earth's continents once formed a
single super-continent landmass that he named Pangaea and that Pangaea split
apart into its constituent continents about 200 million years ago and the
continents "drifted" to their current positions.
To support his idea of continental drift, he presented several observational
evidences.
First Evidence – The Continental Jigsaw Puzzle
If you will look closely at a world map (Activity#3), you will notice the shape
of South America and Africa, North America, and Europe; and the tips of Southern
Africa, Australia, India, and Antarctica fit together. Alfred Wegener noticed that the
different large landmasses of the Earth almost fit together like a jigsaw puzzle.
Second Evidence – Evidence from Fossils
Fossils are preserved remains of plants and animals from the past geological
age. Fossil remains gives us a peek into the past, they help us to understand how
prehistoric plants and animals behaved.
Mesosaurus is half a meter long, freshwater reptile which have limbs for
swimming and can walk on land. Its anatomy indicates that it cannot swim long
distances and it will not survive on seas because it is a freshwater reptile. The
presence of Mesosaurus fossils in South America and Africa says that these
continents are once connected.
Third Evidence – Evidence from Rocks
Aside from the apparent fit of the shapes of the continents and fossil
evidence, Wegener also found out that the rocks on both sides of the Atlantic Ocean
are of the same type and age. The Appalachian Mountain located on the eastern
United States and Canada are comparable to the mountains in eastern Greenland,
Ireland, Great Britain, and Norway.
Wegener concluded that these mountains are once joined together, forming a
single mountain range before. These mountains got separated because of
continental drift.
Fourth Evidence – Evidence from Coal Deposits
Bituminous coal, which is also called “soft coal” is the most abundant type
of coal. It is usually black or dark brown in color. Bituminous coal is formed from
remains of swamp plants buried beneath the Earth. Because of heat and pressure
underneath, remains of swamp plants become coal in time. Rich deposits of these
type of coal are discovered in South America, Africa, Indian subcontinent,
Southeast Asia, and even in cold regions like Antarctica.
If a large amount of coal is found in Antarctica, it implies that this place
must have been once located where it can support large masses of life. Antarctica,

35
a long time ago has experienced a warm climate - to a location closer to the
equator.
The Existence of Fossils of Plants and Animals as Evidence to Support Plate
Movement
Fossils are preserved remains of plants and animals from the past geological
age. Fossil remains gives us a peek into the past, they help us to understand how
prehistoric plants and animals behaved.
Mesosaurus is half a meter long, freshwater reptile which have limbs for
swimming and can walk on land. Its anatomy indicates that it cannot swim long
distances and it will not survive on seas because it is a freshwater reptile. The
presence of Mesosaurus fossils in South America and Africa says that these
continents are once connected.
Fossilized leaves of an extinct plant Glossopteris were in the continents of Southern
Africa, Australia, India, and Antarctica. These continents, in the modern days, are
now separated from each other by wide oceans. Remains of this plant tells that it
has large seeds. Because of this, it is impossible that the seeds be blown by the
wind or carried by ocean waves. The only possibility is that these regions were
once connected.

Activity # 1: Evidence of Continental Drift Theory

Directions. The crossword puzzle below is a summary of the key words from the
lesson in this module. As you solve the puzzle, you will be able
remember these words.

36
Activity # 2: Fossil Fancy

Directions: Below is a map that shows where fossils of plants and animals are
found. Study the map so you can decide if the statement given is
CORRECT or WRONG by putting a check mark (/) on the appropriate
column.
Fig. 2. Map of Plant and Animal Fossils for Continental Drift

https://simple.wikipedia.org/wiki/Alfred_Wege
ner
STATEMENT CORRECT WRONG
1. Fossils of some species were found on separate
continents and nowhere else.

2. Fossils found did not fit the climate. Example: Palm

tree leaf fossils were found in Alaska.

3. Mesosaurus, a freshwater reptile found in South

America and Africa could have swam in the Atlantic
Ocean.

4. Glossopteris fossil was found in Antarctica indicating

that this continent has a warm weather before.

5. Fossil of Lystrosaurus was found in Africa, India, and

Antarctica, of which, these continents nowadays are
separated.

37
 Lesson
Magnetic Striping on the Seafloor
5.2

Seafloor Spreading - Support to Continental Drift Theory

The Seafloor Spreading Theory states that there is oceanic ridge system in all
the world's oceans. The Mid-Atlantic Ridge extends halfway of the Atlantic Ocean
from the North Pole to the South Pole. The Southeast Indian Ridge, Pacific Atlantic
Ridge, East Pacific Rise, and Chile Ridge are all interconnected. Ocean Ridges are
formed from magma that rises at a divergent boundary.
Scientists have also other findings that support Seafloor Spreading Theory.
Rocks at the mid-ocean ridge are younger and those far from the mid-ocean ridge
are older. Thinner sediments are found the ridge and the rocks at the ocean floor
are younger compared to those at the continents. The concept of seafloor
spreading supported the continental drift theory to create the theory of plate
tectonics.

Magnetic Reversal
The ocean floor rocks reveal a pattern of stripes that relates with the periods
of geomagnetic flip. Magnetic reversal is a change in a planet's magnetic field, this
happens when the positions of magnetic north and magnetic south are
interchanged.
Magnetic minerals, particularly those made of iron, arrange parallel to
Earth's magnetic field when magma cools. Throughout the history of Earth, its
magnetic field has changed polarity for intervals of 100,000's to millions of years.

The magnetic stripes on both

sides of the divergent boundary
are of equal size and polarity. To
determine the number of
magnetic reversals, simply count
the white area (reversed magnetic
polarity). In this illustration C,
there are six magnetic reversals
(three on each side).

This shows that the seafloor is

indeed spreading!

https://commons.wikimedia.org/
wiki/File:Oceanic.Stripe.Magnetic.Anomalies.Scheme.svg

38
Activity #3: Counting Magnetic Reversals
Directions: Below are pictures of ocean floor showing magnetic reversals. Count
the number of reversals for each picture.

ILLUSTRATION Number of
Magnetic Reversals

https://en.wikipedia.org/wiki/Paleomagnetism

https://en.wikipedia.org/wiki/Paleomagnetism

https://en.wikipedia.org/wiki/Paleomagnetism

www.sciencelearn.org.nz

39
 Lesson Plate Tectonics Theory as a
5.3 Unifying Theory

The major evidence of plate-tectonic theory are (1) the shapes of the
displaced together (2) the matching of rock in areas that were once adjacent, like
West Africa and South America (3) similar fossil evidences found in separate
continents and (4) evidences from rocks which are similar in structure and age.

Harry Hess in Seafloor Spreading Theory found that there is (4) stripping of
equal distances from the mid –ocean ridge and (5) reversals of Earth’s magnetic
field are recorded by rocks in strips parallel to ridges. Further studies had shown
that the (6) rocks making up the oceanic crust gets older as their distance from the
mid-ocean ridge increases.

Alfred Wegener had lived before Harry Hess and their independent sources of
evidence put together built a strong explanation to the plate tectonics theory.

Activity # 4: Unified Thoughts!

Directions: The surface of the earth is broken up into large continents. These
large pieces of crust are moving in different directions – pushing into
one another, sliding past one another, and pulling apart from one
another.

In the blank rectangles, put words that you think are related to the
concept in the circle at the middle.

Plate Tectonics is the unifying

theory of geology.
It tells how the surface of the Earth
is formed and changed.

40
Activity # 5 : Reason Out!

Directions: Read and understand each situation then answer the questions that
follow. Answer should be expressed in a complete sentence.

I. Archaeologists have found many interesting fossils in Antarctica,

including remains of hadrosaur, a dinosaur found only in the Americas.
If you are an archaeologist who is very much fascinated about warm
weather animals, would you consider excavating in Antarctica? Why or
why not?

II. Philippines today has a warm weather. Is there a possibility that it will
experience having winter seasons? Reason out.

Direction: Read the questions carefully. Write your answer on your paper.
1. How do active volcanoes, earthquake epicenters and major mountain belt
distributed?
A. They are distributed randomly around the world.
B. They are distributed in oceanic crust only.
C. They are not randomly distributed and can be found at almost same area.
D. They are not randomly distributed and can be found at continental crust
only.

2. Which of the following statements is NOT TRUE about continental and oceanic
crust?
A. Oceanic crust is denser than continental crust.
B. Rocks in continental crust is younger than oceanic crust.
C. Continental crust is thicker than oceanic crust.
D. Oceanic crust can be found under the oceans.

3. What happens to rocks that are acted upon by a tensional stress?

A. Rocks are pulled apart.
B. Rocks are being squeezed together.
C. Rocks are being pushed in from all sides.
D. Rocks slide past each other in opposite directions.

41
4. Study the map carefully.
Based on the map, which
statement is CORRECT?
A. All plates move in one
direction.
B. Australian and Antarctic
plates are slowly moving
apart.
C. Eurasian plate is
gradually colliding with
North American plate.
D. Nazca and South
American plates are
slowly grinding past each other.

5. When oceanic crust meets oceanic crust along a convergent boundary, which
plate is most likely to be subducted.
A. the plate with an island arc
B. the plate with the biggest continent
C. the plate with the oldest crust
D. the plate with the youngest crust

6. Scientists found out different fossils that are distributed around the
world. How do these fossils 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

7. The San Andreas Fault in California is an example of what kind of boundary?

A. convergent C. plate boundary zone
B. divergent D. transform

8. The new seafloor is created at the ____________________.

A. Mid-ocean ridge C. Transform fault
B. Subduction zone D. Trench

9. Which of the following statements described the hypothesis of Alfred

Wegener's Continental Drift?
A. The continents are once joined together and started to drift apart.
B. The Earth’s surface is made up of several landmasses.
C. The Earth is slowly moving and cooling.
D. The continents moved past at each other.

10. How do these fossils 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

42
Module 1

Module 2

Module 3

43
Module 4

Module 5

44
References
Module 1
Books
Acosta et al. (2015). Science Learning Module 10. Department of Education
Internet Sources:
Says:, B., Says:, Z., Says:, E., Says:, U., & Says:, C. D. (2020). 7 Major Tectonic Plates: The
World's Largest Plate Tectonics. Retrieved from https://earthhow.com/7-major-tectonic-
plates/
(n.d.). USGS Earthquake Hazards Program. https://earthquake.usgs.gov
studylib.net. 2020. Triangulation Worksheet. [online] Available at:
https://studylib.net/doc/7669227/triangulation-worksheet

Module 2
Books
Acosta et al, Science - Grade 10 Learner’s Material. First Edition. Philippines:
Department of Education, 2015.

Internet Sources:
Desonie, D. (2019, November 20). Geological Stresses. Retrieved July 07, 2020, from
https://www.ck12.org/earth-science/Geological-Stresses/lesson/Geological-Stresses-
HS-ES
Harris, A. (2017, November 21). What Are the Types of Stresses in the Earth? Retrieved July
07, 2020, from https://education.seattlepi.com/types-stresses-earth-5032.html
Johnson, C., Affolter, M. D., Inkenbrandt, P., &; Mosher, C. (2017). 9 Crustal Deformation and
Earthquakes. Retrieved July 07, 2020, from https://opengeology.org/textbook/9-crustal-
deformation-and-earthquakes/
Kimberly, M. (n.d.). Types of Stress [Image]. Retrieved July 07, 2020, from
https://earthquake.usgs.gov/learn/glossary/images/stress_types.gif
Lillie, R. J. (2020). Plate Tectonics & Our National Parks. Retrieved July 07, 2020, from
https://www.nps.gov/subjects/geology/plate-tectonics.htm
[Map of Tectonic Plates and their Relative Motion]. (2015, July 30). Retrieved July 07, 2020,
from http://www.geologypage.com/wp-
content/uploads/2015/07/Fish2Bteeth2Band2Btectonic2Bplates2Btell-GeologyPage.gif
[Map of Major Tectonic Plates in the World]. (2013, May 19). Retrieved July 08, 2020, from
https://alsiraatfivesix.files.wordpress.com/2013/05/world-map-plus-tectonic-640px.jpg

Module 3
Continent-Continent Convergent Plate Boundaries. (2020). Retrieved from www.ck12.org:
https://www.ck12.org/book/ck-12-earth-science-concepts/r7/section/5.13/
King, H. (2005 - 2020). Convergent Plate Boundaries. Retrieved from www. geology.com:
https://geology.com/nsta/convergent-plate-boundaries.shtml
King, H. (2005-2020 ). Divergent Plate Boundaries. Retrieved from www.geology.com:
https://geology.com/nsta/divergent-plate-boundaries.shtml
Lillie, R. J. (n.d.). Fun with Food. Retrieved from www.geoproeven.nl:
http://www.geoproeven.nl/cms/wp-
content/uploads/oreo_cookie_plate_tectonics_kids.pdf
Melissa P Valdoz, M. D. (2017). Science Links 10. Rex Bookstore.
Mr R's World of Science. (n.d.). Retrieved from www. sciencepoems.net:
https://sciencepoems.net/earthquake-science-poem/
Ocean-Continent Convergent Plate Boundaries. (2020). Retrieved from www.ck12.org:
https://www.ck12.org/c/earth-science/ocean-continent-convergent-plate-

45
 boundaries/lesson/Ocean-Continent-Convergent-Plate-Boundaries-MS-
ES/?referrer=concept_details
Ocean-Ocean Convergent Plate Boundaries. (2020). Retrieved from www.flexbooks.ck12.org:
https://flexbooks.ck12.org/cbook/ck-12-middle-school-earth-science-flexbook-
2.0/section/5.14/primary/lesson/ocean-ocean-convergent-plate-boundaries-hs-es
Plate Tectonics. (2005, April 28). Retrieved from www.cotf.edu:
http://www.cotf.edu/ete/modules/msese/earthsysflr/plates3.html

Module 4
Alpha, T. R., Galloway, J. P., & Benito, M. V. (1995, January 01). Seafloor Spreading; a
computer animation and paper model. Retrieved July 23, 2020, from
https://www.sciencebase.gov/catalog/item/4f4e4aaee4b07f02db66c7bc
British Geological Survey 1998 - 2017 (c)NERC mailto:www-bgs@bgs.ac.uk. (n.d.).
What drives the movement of tectonic plates? Retrieved July 12, 2020, from
https://www.bgs.ac.uk/discoveringGeology/hazards/earthquakes/whatDriveTectonicPl
ates.html
Continental Drift and Seafloor Spreading. (n.d.). Retrieved July 12, 2020, from
https://divediscover.whoi.edu/history-of-oceanography/continental-drift-and-seafloor-
spreading/
Driving Forces of Plate Motions. (n.d.). Retrieved July 12, 2020, from
http://www.columbia.edu/~vjd1/driving_forces_basic.html
Let's Talk Science, & 22, J. (2020, January 22). Continental Drift and Plate
Tectonics. Retrieved July 12, 2020, from https://letstalkscience.ca/educational-
resources/backgrounders/ continental-drift-and-plate-tectonics
National Geographic Society. (2012, October 09). Seafloor spreading. Retrieved July 12,
2020, from https://www.nationalgeographic.org/encyclopedia/seafloor-spreading/
Nelson, S. A. (2015, August 26). Continental Drift, Sea Floor Spreading and Plate Tectonics.
Retrieved July 12, 2020, from https://www.tulane.edu/~sanelson/eens1110/pltect.pdf
Seafloor Spreading. (n.d.). Retrieved July 12, 2020, from
http://earthguide.ucsd.edu/eoc/teachers/t_tectonics/p_seafloorspreading.html

Module 5

Books

Acosta, H.D., Alvarez, L.A., Angeles, D.G. Arre, R.D., Carmona, M.P., Garcia, A.S., Gatpo,
A., Marcaida, J.F., Olarte, M.R.A., Rosales, M.S. Salazar, N.G. (2015). Science and
Technology 10 Learner’s Material First Edition Pages 1-77. Department of Education
Glencoe Science Plate Tectonics. Pages 1-49. The McGraw-Hill Companies, Inc.
U.S. Geological Survey (2008). This Dynamic Planet; A Teaching Companion Wegener’s
Puzzling Continental Drift Evidence

Internet Sources:

Alfred Wegener. (2020, June 15). Wikipedia, The Free Encyclopedia. Retrieved 23:22,
August 23, 2020 from
https://simple.wikipedia.org/w/index.php?title=Alfred_Wegener&oldid=6990189.
File:Oceanic.Stripe.Magnetic.Anomalies.Scheme.svg. (2016, November 28). Wikimedia
Commons, the free media repository. Retrieved 23:36, August 23, 2020 from
https://commons.wikimedia.org/w/index.php?title=File:Oceanic.Stripe.Magnetic.Anom
alies.Scheme.svg&oldid=223060832.
Science Learning Hub – Pokapū Akoranga Pūtaiao. (2011). Fossils Compasses. Retrieved
from https://www.sciencelearn.org.nz/resources/1488-fossil-compasses

46
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