Science Grade 10 Part 1

SCIENCETeacher's Guide  Grade 10 Part 1

10 Science Teacher’s Guide Unit 1 This book was collaboratively developed and reviewed by educatorsfrom public and private schools, colleges, and/or universities. We encourageteachers and other education stakeholders to email their feedback,comments, and recommendations to the Department of Education [email protected]. We value your feedback and recommendations. Department of Education Republic of the Philippines

Science – Grade 10Teacher’s GuideFirst Edition 2015 Republic Act 8293, section 176 states that: No copyright shall subsist in any work ofthe Government of the Philippines. However, prior approval of the government agency or officewherein the work is created shall be necessary for exploitation of such work for profit. Suchagency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,trademarks, etc.) included in this book are owned by their respective copyright holders.DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seekingpermission to use these materials from their respective copyright owners. All means have beenexhausted in seeking permission to use these materials. The publisher and authors do notrepresent nor claim ownership over them. Only institutions and companies which have entered an agreement with FILCOLS andonly within the agreed framework may copy from this Teacher’s Guide. Those who have notentered in an agreement with FILCOLS must, if they wish to copy, contact the publishers andauthors directly. Authors and publishers may email or contact FILCOLS at [email protected] or (02)439-2204, respectively.Published by the Department of EducationSecretary: Br. Armin A. Luistro FSCUndersecretary: Dina S. Ocampo, PhD Development Team of the Teacher’s Guide Authors: Herma D. Acosta, Liza A. Alvarez, Dave G. Angeles, Ruby D. Arre, Ma. Pilar P. Carmona, Aurelia S. Garcia, Arlen Gatpo, Judith F. Marcaida, Ma. Regaele A. Olarte, Marivic S. Rosales and Nilo G. Salazar. Reviewers: Eligio C. Obille Jr., Marlene Ferido, Ma. Helen DH Catalan, Vic Marie Camacho, Lilia M. Rabago and Cerilina M. Maramag Illustrators: Joseph V. Bales, Ramon C. Gatpo, Regaele A. Olarte, Marivic S. Rosales, Ruel C. Quindoy, Antonio I. Basilla, and Jose Leo Vic O. Albaño DepEd Specialists: Joseph R. Jacob and Maria Amparo R. Ventura Photo Credits: Herma D. Acosta, Dave G. Angeles, Liza A. Alvarez, Ruby D. Arre, Aurelia S. Garcia, Judith F. Marcaida, Regaele A. Olarte, Jane Chavarria and Nilo G. Salazar, Layout Artists: Joselito B. Asi and John Ralph G. SottoPrinted in the Philippines by: REX Book Store, Inc.Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)Office Address: 5th Floor Mabini Building, DepEd Complex Meralco Avenue, Pasig City Philippines 1600Telefax: (02) 634-1054, 634-1072E-mail Address: [email protected] ii

TABLE OF CONTENTSUnit 1: Earth and Space Introduction .............................................................................................2 Module 1: Plate Tectonics........................................................................3 Overview .......................................................................................... 3 Pre-Assessment ...............................................................................4 What is Plate Tectonics?....................................................................6 Activity 1. Find the Center...........................................................7 Activity 2. Let’s Mark the Boundaries........................................10 Activity 3. Head-On Collision.....................................................12 Part A. Converging Continental Plant and Oceanic Plate...14 Part B. Convergence of Two Oceanic Plates......................14 Part C. Two Continental Plates Converging.....................................15 Activity 4. Going Separate Ways...............................................16 Activity 5. Slide and Shake........................................................18 Activity 6. Drop it Like It’s “Hot Spot”.........................................19 Performance Task............................................................................20 Summary/Synthesis/Feedback.........................................................22 Glossary of Terms.............................................................................24 References and Links.......................................................................26

Module 2. The Earth’s Interior...............................................................27 Overview...........................................................................................27 Answers to Pre-assessment............................................................29 Studying the Earth’s Interior.............................................................32 Activity 1. Amazing Waves!........................................................33 The Composition of the Earth’s Interior............................................34 Activity 2. Our Dynamic Earth...................................................36 The Earth’s Mechanism....................................................................37 Activity 3. Let’s Fit it!.................................................................38 Activity 4. Drifted Supercontinent!.............................................38 Activity 5. Split and Separate!....................................................40 Activity 6. How fast does it go?.................................................41 Plate Tectonic Theory Activity 7. Push me up and aside..............................................42 Performance Task............................................................................43 Summary/Synthesis/Feedback........................................................43 Summative Assessment...................................................................46 Glossary of Terms.............................................................................50 References and links........................................................................51

Republic of the Philippines Department of Education DepEd Complex, Meralco Avenue Pasig CityK to 12 Curriculum Guide SCIENCE (Grade 10) December 2013

K to 12 BASIC EDUCATION CURRICULUM CONCEPTUAL FRAMEWORK Science education aims to develop scientific literacy among learners that will prepare them to be informed and participative citizens who are able to make judgmentsand decisions regarding applications of scientific knowledge that may have social, health, or environmental impacts. The science curriculum recognizes the place of science and technology in everyday human affairs. It integrates science and technology in the social, economic,personal and ethical aspects of life. The science curriculum promotes a strong link between science and technology, including indigenous technology, thus preserving ourcountry’s cultural heritage. The K to 12 science curriculum will provide learners with a repertoire of competencies important in the world of work and in a knowledge-based society. It envisionsthe development of scientifically, technologically, and environmentally literate and productive members of society who are critical problem solvers, responsible stewards ofnature, innovative and creative citizens, informed decision makers, and effective communicators. This curriculum is designed around the three domains of learning science:understanding and applying scientific knowledge in local setting as well as global context whenever possible, performing scientific processes and skills, and developing anddemonstrating scientific attitudes and values. The acquisition of these domains is facilitated using the following approaches: multi/interdisciplinary approach, science-technology-society approach, contextual learning, problem/issue-based learning, and inquiry-based approach. The approaches are based on sound educational pedagogynamely, constructivism, social cognition learning model, learning style theory, and brain-based learning. Science content and science processes are intertwined in the K to 12 Curriculum. Without the content, learners will have difficulty utilizing science process skills sincethese processes are best learned in context. Organizing the curriculum around situations and problems that challenge and arouse learners’ curiosity motivates them to learnand appreciate science as relevant and useful. Rather than relying solely on textbooks, varied hands-on, minds-on, and hearts-on activities will be used to develop learners’interest and let them become active learners. As a whole, the K to 12 science curriculum is learner-centered and inquiry-based, emphasizing the use of evidence in constructing explanations. Concepts and skills inLife Sciences, Physics, Chemistry, and Earth Sciences are presented with increasing levels of complexity from one grade level to another in spiral progression, thus paving theway to a deeper understanding of core concepts. The integration across science topics and other disciplines will lead to a meaningful understanding of concepts and itsapplication to real-life situations.

K to 12 BASIC EDUCATION CURRICULUM Scientific, Technological and Environmental Literacy Developing and Demonstrating Scientific Attitudes and Values Brain-based learningThe Conceptual Framework of Science Education

K to 12 BASIC EDUCATION CURRICULUMCORE LEARNING AREA STANDARD: (SCIENCE FOR THE ENTIRE K TO 12) The learners demonstrate understanding of basic science concepts and application of science-inquiry skills. They exhibit scientific attitudes and values to solve problems critically, innovate beneficial products, protect the environment and conserve resources, enhance the integrity and wellness of people, make informed decisions, and engage in discussions of relevant issues that involve science, technology, and environment.KEY STAGE STANDARDS: (STANDARDS FOR SCIENCE LEARNING AREAS FOR K-3, 4-6, 7-10 AND 11-2)K–3 4–6 7–10 11-12At the end of Grade 3, the At the end of Grade 6, the learners At the end of Grade 10, the learners should At the end of Grade 12, the learnerslearners should have acquired should have developed the essential have developed scientific, technological, and should have gained skills in obtaininghealthful habits and skills of scientific inquiry – designing environmental literacyand can make that scientific and technological informationhavedeveloped curiosity about simple investigations, using appropriate would lead to rational choices on issues from varied sources about globalself and their environment procedure, materials and tools to gather confronting them. Having been exposed to issues that have impact on theusing basic process skills of evidence, observing patterns, scientific investigations related to real life, country. They should have acquiredobserving, communicating, determining relationships,drawing they should recognize that the central feature scientific attitudes that will allow themcomparing, classifying, conclusions based on evidence, and of an investigation is that if one variable is to innovate and/or create productsmeasuring, inferring and communicating ideas in varied ways to changed (while controlling all others), the useful to the community or country.predicting. This curiosity will make meaning of the observations effect of the change on another variable can They should be able to processhelp learners value science as and/or changes that occur in the be measured. The context of the investigation information to get relevant data for aan important tool in helping environment. The content and skills can be problems at the local or national level problem at hand. In addition, learnersthem continue to explore their learned will be applied to maintain good to allow them to communicate with learners should have made plans related tonatural and physical health, ensure the protection and in other parts of the Philippines or even from their interests and expertise, withenvironment. This should also improvement of the environment, and other countries using appropriate technology. consideration forthe needs of theirinclude developing scientific practice safety measures. community and the country — toknowledge or concepts. The learners should demonstrate an pursue either employment, understanding of science concepts and apply entrepreneurship, or higher education. science inquiry skills in addressingreal-world problems through scientific investigations.

K to 12 BASIC EDUCATION CURRICULUMGRADE/LEVEL Grade-Level StandardsKindergarten The learners will demonstrate an emerging understanding of the parts of their body and their general functions; plants, animals and varied materials in their environment and their observable characteristics; general weather conditions and how these influence what they wear; and other things in their environment. Understanding of their bodies and what is around them is acquired through exploration, questioning, and careful observation as they infer patterns, similarities, and differences that will allow them to make sound conclusions.Grade 1 At the end of Grade 1, learners will use their senses to locate and describe the external parts of their body; to identify, external parts of animals and plants; to tell the shape, color, texture, taste, and size of things around them; to describe similarities and differences given two objects; to differentiate sounds produced by animals, vehicles cars, and musical instruments; to illustrate how things move; to, describe the weather and what to do in different situations; to use appropriate terms or vocabulary to describe these features; to collect, sort, count, draw, take things apart, or make something out of the things; to practice healthy habits (e.g., washing hands properly, choosing nutritious food) and safety measures (e.g., helping to clean or pack away toys, asking questions and giving simple answers/ descriptions to probing questions).Grade 2 At the end of Grade 2, learners will use their senses to explore and describe the functions of their senses, compare two or more objects andGrade 3 using two or more properties , sort things in different ways and give a reason for doing so, describe the kind of weather or certain events in the home or school and express how these are affecting them, do simple measurements of length, tell why some things around them are important ,Grade 4 decide if what they do is safe or dangerous; give suggestions on how to prevent accidents at home, practice electricity, water, and paper conservation, help take care of pets or of plants , and tell short stories about what they do, what they have seen, or what they feel. At the end of Grade 3, learners can describe the functions of the different parts of the body and things that make up their surroundings --- rocks and soil, plants and animals, the Sun, Moon and stars. They can also classify these things as solid, liquid or gas. They can describe how objects move and what makes them move. They can also identify sources and describe uses of light, heat, sound, and electricity. Learners can describe changes in the conditions of their surroundings. These would lead learners to become more curious about their surroundings, appreciate nature, and practice health and safety measures. At the end of Grade 4, learners can investigate changes in some observable properties of materials when mixed with other materials or when force is applied on them. They can identify materials that do not decay and use this knowledge to help minimize waste at home, school, and in the community. Learners can describe the functions of the different internal parts of the body in order to practice ways to maintain good health. They can classify plants and animals according to where they live and observe interactions among living things and their environment. They can infer that plants and animals have traits that help them survive in their environment. Learners can investigate the effects of push or pull on the size, shape, and movement of an object. Learners can investigate which type of soil is best for certain plants and infer the importance of water in daily activities. They learned about what makes up weather and apply their knowledge of weather conditions in making decisions for the day. They can infer the importance of the Sun to life on Earth.

K to 12 BASIC EDUCATION CURRICULUMGRADE/LEVEL Grade-Level StandardsGrade 5 At the end of Grade 5, learners can decide whether materials are safe and useful by investigating about some of their properties. They can infer that new materials may form when there are changes in properties due to certain conditions. Learners have developed healthful and hygienic practices related to the reproductive system after describing changes that accompany puberty. They can compare different modes of reproduction among plant and animal groups and conduct an investigation on pollination. They have become aware of the importance of estuaries and intertidal zones and help in their preservation. Learners can describe the movement of objects in terms of distance and time travelled. Learners recognize that different materials react differently with heat, light, and sound. They can relate these abilities of materials to their specific uses. Learners can describe the changes that earth materials undergo. They can make emergency plans with their families in preparation for typhoons. They can observe patterns in the natural events by observing the appearance of the Moon.Grade 6 At the end of Grade 6, learners recognize that when mixed together, materials may not form new ones thus these materials may be recovered using different separation techniques. They can prepare useful mixtures such as food, drinks and herbal medicines. Learners understand how the different organ systems of the human body work together. They can classify plants based on reproductive structures, and animals based on the presence or lack of backbone. They can design and conduct an investigation on plant propagation. They can describe larger ecosystems such as rainforests, coral reefs, and mangrove swamps. Learners can infer that friction and gravity affect how people and objects move. They have found out that heat, light, sound, electricity, and motion studied earlier are forms of energy and these undergo transformation. Learners can describe what happens during earthquakes and volcanic eruptions and demonstrate what to do when they occur. They can infer that the weather follows a pattern in the course of a year. They have learned about the solar system, with emphasis on the motions of the Earth as prerequisite to the study of seasons in another grade level.

K to 12 BASIC EDUCATION CURRICULUMGRADE/LEVEL Grade-Level StandardsGrade 7 At the end of Grade 7, learners can distinguish mixtures from substances through semi-guided investigations. They realize the importance of air testing when conducting investigations. After studying how organ systems work together in plants and animals in the lower grade levels, learners can use a microscope when observing very small organisms and structures. They recognize that living things are organized into different levels: Cells, tissues, organs, organ systems, and organisms. These organisms comprise populations and communities, which interact with non-living things in ecosystems. Learners can describe the motion of objects in terms of distance and speed, and represent this in tables, graphs, charts, and equations. They can describe how various forms of energy travel through different mediums. Learners describe what makes up the Philippines as a whole and the resources found in the archipelago. They can explain the occurrence of breezes, monsoons, and ITCZ, and how these weather systems affect people. They can explain why seasons change and demonstrate how eclipses occur.Grade 8 At the end of Grade 8, learners can describe the factors that affect the motion of an object based on the Laws of Motion. They can differentiate the concept of work as used in science and in layman’s language. They know the factors that affect the transfer of energy, such as temperature difference, and the type (solid, liquid, or gas) of the medium. Learners can explain how active faults generate earthquakes and how tropical cyclones originate from warm ocean waters. They recognize other members of the solar system. Learners can explain the behaviour of matter in terms of the particles it is made of. They recognize that ingredients in food and medical products are made up of these particles and are absorbed by the body in the form of ions. Learners recognize reproduction as a process of cell division resulting in growth of organisms. They have delved deeper into the process of digestion as studied in the lower grades, giving emphasis on proper nutrition for overall wellness. They can participate in activities that protect and conserve economically important species used for food.Grade 9 At the end of Grade 9, learners have gained a a deeper understanding of the digestive, respiratory, and circulatory systems to promote overall health. They have become familiar with some technologies that introduce desired traits in economically important plants and animals. Learners can explain how new materials are formed when atoms are rearranged. They recognize that a wide variety of useful compounds may arise from such rearrangements. Learners can identify volcanoes and distinguish between active and inactive ones. They can explain how energy from volcanoes may be tapped for human use. They are familiar with climatic phenomena that occur on a global scale. They can explain why certain constellations can be seen only at certain times of the year. Learners can predict the outcomes of interactions among objects in real life applying the laws of conservation of energy and momentum.

K to 12 BASIC EDUCATION CURRICULUMGRADE/LEVEL Grade-Level StandardsGrade 10 At the end of Grade 10, learners realize that volcanoes and earthquakes occur in the same places in the world and that these are related to plate boundaries. They can demonstrate ways to ensure safety and reduce damage during earthquakes, tsunamis, and volcanic eruptions. Learners can explain the factors affecting the balance and stability of an object to help them practice appropriate positions and movements to achieve efficiency and safety such as in sports and dancing. They can analyze situations in which energy is harnessed for human use whereby heat is released, affecting the physical and biological components of the environment. Learners will have completed the study of the entire organism with their deeper study of the excretory and reproductive systems. They can explain in greater detail how genetic information is passed from parents to offspring, and how diversity of species increases the probability of adaptation and survival in changing environments. Learners can explain the importance of controlling the conditions under which a chemical reaction occurs. They recognize that cells and tissues of the human body are made up of water, a few kinds of ions, and biomolecules. These biomolecules may also be found in the food they eat. SEQUENCE OF DOMAIN/STRANDS PER QUARTER G3 G4 G5 G6 G7 G8 G9 G101st Quarter Matter Matter Matter Matter Matter Force, Motion,& Living Things Earth & Space2nd Quarter Energy and Their3rd Quarter4th Quarter Environment Living Things Living Things Living Things Living Things Living Things Earth & Space Matter Force, Motion,& and Their and Their and Their and Their and Their Energy Environment Environment Environment Environment Environment Force, Motion,& Force, Motion,& Force, Motion & Force, Motion,& Force, Motion,& Matter Earth & Space Living Things and Their Energy Energy Energy Energy Energy Environment Earth & Space Earth & Space Earth & Space Earth & Space Earth & Space Living Things Force, Motion,& Matter and Their Energy Environment

K to 12 BASIC EDUCATION CURRICULUM SPIRALLING OF CONCEPTS GRADE 3 – GRADE 10MATTER Grade 3 Grade 4 Grade 5 Grade 6When learners observe different objects PROPERTIES OF MATTER In Grade 4, the learners have observed theand materials, they become aware of changes when mixing a solid in a liquid or atheir different characteristics such as Aside from being grouped into After learning how to read and interpret liquid in another liquid.shape, weight, definiteness of volume From these investigations, learners can nowand ease of flow. Using characteristics, solids, liquids, or gases, materials product labels, learners can critically decide describe the appearance of mixtures asobjects and materials can be grouped uniform or non-uniform and classify them asinto solids, liquids or gases. may also be grouped according to whether these materials are harmful or not. homogeneous or heterogeneous mixtures. their ability to absorb water, They can also describe ways in which they ability to float or sink, and can use their knowledge of solids and whether they decay or not liquids in making useful materials and products. CHANGES THAT MATTER UNDERGOUsing the characteristics observed Changes in some characteristics In Grade 4, learners investigated changes in Based on the characteristics of the componentsamong solids, liquids, and gases, of solid materials can be observed materials that take place at certain of a heterogeneous mixture, learnerslearners investigate ways in which solid when these are bent, hammered, conditions, such as applying force, mixing investigate ways of separating theseturns into liquid, solid into gas, liquid pressed, and cut. materials, and changing the temperature. In components from the mixture. They will inferinto gas, and liquid into solid, as Grade 5, they investigate changes that take that the characteristics of each of theaffected by temperature. After investigating the changes in place under the following conditions: components remain the same even when the some observable characteristics presence or lack of oxygen (in air), and component is part of the mixture. of materials due to temperature applying heat. They learn that some of in Grade 3, learners can now these conditions can result in a new inquire about changes observed product. Knowing these conditions enable when a solid is mixed with a them to apply the “5R method” (recycling, liquid or when a liquid is mixed reducing, reusing, recovering and repairing) with another liquid. at home and in school. Learners learn that some changes in the characteristics of a product such as food or medicine may affect its quality. One way of finding out is by reading and interpreting product labels. This information helps them decide when these products become harmful.

K to 12 BASIC EDUCATION CURRICULUM Grade 7 Grade 8 Grade 9 Grade 10In Grade 6, learners learned how to PROPERTIES AND STRUCTURE OF MATTERdistinguish homogenous fromheterogeneous mixtures. In Grade 7, Using models, learners learn that matter is Using their understanding of atomic Learners investigate how gases behave inlearners investigate properties of made up of particles, the smallest of which structure learned in Grade 8, learners different conditions based on theirsolutions that are homogeneous is the atom. These particles are too small to describe how atoms can form units knowledge of the motion of and distancesmixtures. They learn how to express be seen through a microscope. The called molecules. They also learn about between gas particles. Learners thenconcentrations of solutions properties of materials that they have ions. Further, they explain how atoms confirm whether their explanations arequalitatively and quantitatively. They observed in earlier grades can now be form bonds (ionic and covalent) with consistent with the Kinetic Moleculardistinguish mixtures from substances explained by the type of particles involved other atoms by the transfer or sharing Theory. They also learn the relationshipsbased on a set of properties. and the attraction between these particles. of electrons. between volume, temperature, and pressure using established gas laws.Learners begin to do guided and They also learn that the forces holdingsemi-guided investigations, making metals together are caused by the In Grade 9, learners learned that thesure that the experiment they are attraction between flowing electrons bonding characteristics of carbon result inconducting is a fair test. and the positively charged metal ions. the formation of large variety of compounds. In Grade 10, they learn moreLearners recognize that materials Learners explain how covalent bonding about these compounds that includecombine in various ways and through in carbon forms a wide variety of biomolecules such as carbohydrates, lipids,different processes, contributing to carbon compounds. proteins, and nucleic acids. Further, theythe wide variety of materials. Given will recognize that the structure of thesethis diversity, they recognize the Recognizing that matter consists of an compounds comprises repeating units thatimportance of a classification system. extremely large number of very small are made up of a limited number ofThey become familiar with elements particles, counting these particles is elements such as carbon, hydrogen,and compounds, metals and non- not practical. So, learners are oxygen, and nitrogen.metals, and acids and bases. introduced to the unit—mole. In Grade 9, learners described how particlesFurther, learners demonstrate that CHANGES THAT MATTER UNDERGO rearrange to form new substances. Inhomogeneous mixtures can be Grade 10, they learn that theseparated using various techniques. Learners learn that particles are always in Learners explain how new compounds rearrangement of particles happen when motion. They can now explain that the are formed in terms of the substances undergo chemical reaction. They changes from solid to liquid, solid to gas, rearrangement of particles. They also further explain that when this liquid to solid, and liquid to gas, involve recognize that a wide variety of useful rearrangement happens, the total number changes in the motion of and relative compounds may arise from such of atoms and total mass of newly formed distances between the particles, as well as rearrangements. substances remain the same. This is the the attraction between them. Law of Conservation of Mass. Applying this law, learners learn to balance chemical They also recognize that the same particles equations and solve simple mole-mole, are involved when these changes occur. In mole-mass, and mass-mass problems. effect, no new substances are formed.

K to 12 BASIC EDUCATION CURRICULUMLIVING THINGS AND THEIR ENVIRONMENT Grade 3 Grade 4 Grade 5 Grade 6In Grade 3, learners observe and PARTS AND FUNCTION OF ANIMALS AND PLANTS In Grade 6, learners describe thedescribe the different parts of living interactions among parts of the majorthings focusing on the sense organs In Grade 4, the learners are introduced to After learning in Grade 4 how the major organs of the human body.of humans and the more familiar the major organs of the human body. organs of the human body workexternal parts of animals and plants. together, the learners now focus on the They also learn how vertebrates and They also learn about some parts that help organs of the reproductive systems of invertebrates differ and how non-They also explore and describe plants and animals survive in places where humans, animals, and plants. flowering plants reproduce,characteristics of living things that they live.distinguish them from non-livingthings. HEREDITY:INHERITANCE AND VARIATIONLearners learn that living things Learners learn that humans, animals, and Learners learn how flowering plants and Learners learn how non-flowering plantsreproduce and certain traits are (spore-bearing and cone-bearing plants,passed on to their offspring/s. plants go through life cycles. Some some non-flowering plants reproduce. ferns, and mosses) reproduce. inherited traits may be affected by the environment at certain stages in their life They are also introduced to the sexual cycles. and asexual modes of reproduction. BIODIVERSITY AND EVOLUTIONDifferent kinds of living things are Learners investigate that animals and plants Learners learn that reproductive They learn that plants and animals sharefound in different places. common characteristics which serve as live in specific habitats. structures serve as one of the bases for bases for their classification. classifying living things. ECOSYSTEMSLearners learn that living things Learners learn that there are beneficial and Learners are introduced to the Learners are introduced to thedepend on their environment for food, interactions among components ofair, and water to survive. harmful interactions that occur among living interactions among components of habitats such as tropical rainforests, coral reefs, and mangrove swamps. things and their environment as they obtain larger habitats such as estuaries and their basic needs. intertidal zones, as well as the conditions that enable certain organisms to live.

K to 12 BASIC EDUCATION CURRICULUM Grade 7 Grade 8 Grade 9 Grade 10In Grade 7, learners are introduced PARTS AND FUNCTION: ANIMAL AND PLANTS Learners learn that organisms haveto the levels of organization in the feedback mechanisms that arehuman body and other organisms. In Grade 8, learners gain knowledge of Learners study the coordinated coordinated by the nervous andThey learn that organisms consist of how the body breaks down food into forms functions of the digestive, respiratory, endocrine systems. These mechanismscells, most of which are grouped into that can be absorbed through the digestive and circulatory systems. help the organisms maintainorgan systems that perform system and transported to cells. homeostasis to reproduce and survive.specialized functions. They also learn that nutrients enter the Learners learn that gases are exchanged bloodstream and combine with oxygen through the respiratory system. This taken in through the respiratory provides the oxygen needed by cells to system. Together, they are transported release the energy stored in food. to the cells where oxygen is used to release the stored energy. They also learn that dissolved wastes are removed through the urinary system while solid wastes are eliminated through the excretory system. HEREDITY:INHERITANCE AND VARIATIONAfter learning how flowering and non Learners study the process of cell division Learners study the structure of genes Learners are introduced to the structureflowering plants reproduce, Grade 7 of the DNA molecule and its function.learners are taught that asexual by mitosis and meiosis. They understand and chromosomes, and the functionsreproduction results in genetically They also learn that changes that takeidentical offspring whereas sexual that meiosis is an early step in sexual they perform in the transmission of place in sex cells are inherited whilereproduction gives rise to variation. changes in body cells are not passed on. reproduction that leads to variation. traits from parents to offspring.Learners learn that the cells in similar Learners revisit the mechanisms involvedtissues and organs in other animals BIODIVERSITY AND EVOLUTION in the inheritance of traits and theare similar to those in human beings changes that result from thesebut differ somewhat from cells found Learners learn that species refers to a Learners learn that most species that mechanisms. Learners explain howin plants. natural selection has produced a group of organisms that can mate with one have once existed are now extinct. succession of diverse new species.Learners learn that interactions occur Variation increases the chance of livingamong the different levels of another to produce fertile offspring. They Species become extinct when they fail to things to survive in a changingorganization in ecosystems. environment. learn that biodiversity is the collective adapt to changes in the environment. Learners investigate the impact of human variety of species living in an ecosystem. activities and other organisms on ecosystems. This serves as an introduction to the topic on hierarchical taxonomic system. ECOSYSTEMS Learners learn how energy is transformed Learners learn how plants capture and how materials are cycled in energy from the Sun and store energy in ecosystems. sugar molecules (photosynthesis). This

K to 12 BASIC EDUCATION CURRICULUM Grade 7 Grade 8 Grade 9 Grade 10Organisms of the same kind interact stored energy is used by cells during They learn how biodiversity influences thewith each other to form populations; cellular respiration. These two processes stability of ecosystems.populations interact with other are related to each other.populations to form communities.FORCE, MOTION AND ENERGY Grade 3 Grade 4 Grade 5 Grade 6Learners observe and explore and FORCE AND MOTION Aside from the identified causes ofinvestigate how things around them motion in Grade 3, such as people,move and can be moved. They also Learners now learn that if force is applied This time, learners begin to accurately animals, wind, and water, learnersidentify things in their environment on an object, its motion, size, or shape measure the amount of change in the also learn about gravity and friction asthat can cause changes in the can be changed. They will further movement of an object in terms of its other causes or factors that affect themovement of objects. understand that these changes depend distance travelled and time of travel movement of objects. on the amount of force applied on it using appropriate tools. (qualitative). They also learn that magnets can exert force on some objects and may cause changes in their movements. ENERGYLearners observe and identify different Learners learn that light, heat, and sound This time, learners explore how different At this grade level, learners aresources of light, heat, sound, and travel from the source. They perform objects interact with light, heat, sound, introduced to the concept of energy.electricity in their environment and simple activities that demonstrate how and electricity (e.g., identifying poor and They learn that energy exists intheir uses in everyday life. they travel using various objects. good conductors of electricity using different forms, such as light, heat, Note: Electricity is not included in Grade simple circuits). sound and electricity, and it can be 4 because the concept of ‘flow of They learn about the relationship transformed from one form to charges’ is difficult to understand at this between electricity and magnetism by another. They demonstrate how grade level. constructing an electromagnet. energy is transferred using simple They also learn about the effects of light, machines. heat, sound, and electricity on people.

K to 12 BASIC EDUCATION CURRICULUM Grade 7 Grade 8 Grade 9 Grade 10From a simple understanding of motion, FORCE AND MOTION From learning the basics of forces inlearners study more scientific ways of Grade 8, learners extend theirdescribing (in terms of distance, speed, This time, learners study the concept of To deepen their understanding of motion, understanding of forces by describingand acceleration) and representing how balanced and unbalanced forces,(using motion diagrams, charts, and force and its relationship to motion. learners use the Law of Conservation of either by solids or liquids, affect thegraphs) the motion of objects in one movement, balance, and stability ofdimension. They use Newton’s Laws of Motion to Momentum to further explain the motion objects.This time learners recognize that explain why objects move (or do not of objects. Learners acquire more knowledge aboutdifferent forms of energy travel in the properties of light as applied indifferent ways—light and sound travel move) the way they do (as described in From motion in one dimension in the optical instruments.through waves, heat travels through Learners also use the concept of movingmoving or vibrating particles, and Grade 7). They also realize that if force previous grades, they learn at this level charges and magnetic fields in explainingelectrical energy travels through moving the principle behind generators andcharges. is applied on a body, work can be done about motion in two dimensions using motors.In Grade 5, they learned about thedifferent modes of heat transfer. This and may cause a change in the energy projectile motion as an example.time, they explain these modes in termsof the movement of particles. of the body. ENERGY Learners realize that transferred energy Learners explain how conservation of may cause changes in the properties of mechanical energy is applied in some the object. They relate the observable structures, such as roller coasters, and in changes in temperature, amount of natural environments like waterfalls. They current, and speed of sound to the further describe the transformation of changes in energy of the particles. energy that takes place in hydroelectric power plants. Learners also learn about the relationship between heat and work, and apply this concept to explain how geothermal power plants operate. After they have learned how electricity is generated in power plants, learners further develop their understanding of transmission of electricity from power stations to homes.

K to 12 BASIC EDUCATION CURRICULUMEARTH AND SPACE Grade 3 Grade 4 Grade 5 Grade 6Learners will describe what makes uptheir environment, beginning with GEOLOGY Learners will learn that aside from weatheringthe landforms and bodies of water and erosion, there are other processes thatfound in their community. After familiarizing themselves with In this grade level, learners will learn that may alter the surface of the Earth: earthquakes and volcanic eruptions. Only the effects ofLearners will describe the different the general landscape, learners will our surroundings do not stay the same earthquakes and volcanic eruptions are takentypes of local weather, up in this grade level, not their causes (which investigate two components of the forever. For example, rocks undergo will be tackled in Grades 8 and 9). LearnersLearners will describe the natural will also gather and report data on earthquakesobjects that they see in the sky. physical environment in more detail: weathering and soil is carried away by and volcanic eruptions in their community or region. soil and water. They will classify soils erosion. Learners will infer that the surface After learning how to measure the different in their community using simple of the Earth changes with the passage of components of weather in Grades 4 and 5, learners will now collect weather data within criteria. They will identify the time. the span of the school year. Learners will interpret the data and identify the weather different sources of water in their patterns in their community. community. They will infer the In Grade 6, learners will turn their attention to Earth as another natural object in space (in importance of water in daily addition to the Sun, Moon, and stars). Learners will learn about the motions of the activities and describe ways of using Earth: rotation and revolution. Learners will also compare the different members that water wisely. make up the Solar System and construct models to help them visualize their relative METEOROLOGY sizes and distances. After making simple descriptions Learners will learn that the weather does about the weather in the previous not stay the same the whole year round. grade, learners will now measure the Weather disturbances such as typhoons components of weather using simple may occur. Learners will describe the instruments. They will also identify effects of typhoons on the community and trends in a simple weather chart. the changes in the weather before, during, and after a typhoon. ASTRONOMY After describing the natural objects After learning about the Sun, learners will that are seen in the sky, learners will now familiarize themselves with the Moon now focus on the main source of and the stars. They will describe the heat and light on Earth: the Sun, its changes in the appearance of the Moon and role in plant growth and discover that the changes are cyclical, and development, and its effect on the that the cycle is related to the length of a activities of humans and other month. Learners will identify star patterns animals. that can be seen during certain times of the year.

K to 12 BASIC EDUCATION CURRICULUM Grade 7 Grade 8 Grade 9 Grade 10Learners will explore and locate places GEOLOGYusing a coordinate system. They willdiscover that our country’s location As a result of being located along the Ring Being located along the Ring of Fire, the Using maps, learners will discovernear the equator and along the Ring of of Fire, the Philippines is prone to Philippines is home to many volcanoes. Using that volcanoes, earthquakeFire influences elements of up earthquakes. Using models, learners will models, learners will explain what happens epicenters, and mountain ranges arePhilippine environment (e.g., natural explain how quakes are generated by when volcanoes erupt. They will describe the not randomly scattered in differentresources and climate). faults. They will try to identify faults in the different types of volcanoes and differentiate places but are located in the same community and differentiate active faults active volcanoes from inactive ones. They areas. This will lead to an from inactive ones. will also explain how energy from volcanoes appreciation of plate tectonics—a may be tapped for human use. theory that binds many geologic processes such as volcanism and earthquakes. METEOROLOGYLearners will explain the occurrence of Being located beside the Pacific Ocean, the In this grade level, learners will distinguish Note: The theory of plate tectonicsatmospheric phenomena (breezes, Philippines is prone to typhoons. In Grade between weather and climate. They will is the sole topic in Earth and Spacemonsoons, and ITCZ) that are 5, the effects of typhoons were tackled. explain how different factors affect the in Grade 10. This is because thecommonly experienced in the country Here, learners will explain how typhoons climate of an area. They will also be theory binds many of the topics inas a result of the Philippines’ location develop, how typhoons are affected by introduced to climatic phenomena that occur previous grade levels, and morewith respect to the equator, and landforms and bodies of water, and why over a wide area (e.g., El Niño and global time is needed to exploresurrounding bodies of water and typhoons follow certain paths as they move warming). connections and deepen learners’landmasses. within the Philippine Area of Responsibility. understanding. ASTRONOMYLearners will explain the occurrence of Learners will complete their survey of the Learners will now leave the Solar System andthe seasons and eclipses as a result of Solar System by describing the learn about the stars beyond. They will inferthe motions of the Earth and the characteristics of asteroids, comets, and the characteristics of stars based on theMoon. Using models, learners will other members of the Solar System. characteristics of the Sun. Using models,explain that because the Earth revolves learners will show that constellations move inaround the Sun, the seasons change, the course of a night because of Earth’sand because the Moon revolves around rotation, while different constellations arethe Earth, eclipses sometimes occur. observed in the course of a year because of the Earth’s revolution.

K to 12 BASIC EDUCATION CURRICULUM GRADE 10CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE STANDARDSGrade 10 – Earth and SpaceFIRST QUARTER/FIRST GRADING PERIOD1. Plate Tectonics The learners demonstrate The learners shall be able The learners should be able 1.1 Distribution an understanding of: to: to… 1.1.1 volcanoes 1.1.2 earthquake epicenters the relationship among the 1. demonstrate ways to 1. describe the distribution of S9ES –Ia-j- 1.1.3 mountain ranges locations of volcanoes, ensure disaster active volcanoes, earthquake 36.1 1.2 Plate boundaries earthquake epicenters, and preparedness during epicenters, and major 1.3 Processes and landforms along mountain ranges earthquakes, tsunamis, mountain belts; S9ES –Ia-j- plate boundaries and volcanic eruptions 36.2 1.4 Internal structure of the Earth 2. describe the different types of 1.5 Mechanism (possible causes of 2. suggest ways by which plate boundaries; S9ES –Ia-j- movement) he/she can contribute 36.3 1.6 Evidence of plate movement to government efforts 3. explain the different in reducing damage due processes that occur along S9ES –Ia-j- to earthquakes, the plate boundaries; 36.4 tsunamis, and volcanic eruptions 4. describe the internal structure S9ES –Ia-j- of the Earth; 36.5 5. describe the possible causes S9ES –Ia-j-36.6 of plate movement; and 6. enumerate the lines of evidence that support plate movementGrade 10 – Force, Motion and, Energy The learners s The learners should be ableSECOND QUARTER/SECOND GRADING PERIOD hall be able to: to… The learners demonstrate an understanding of:1. Electromagnetic Spectrum the different regions of the 1. compare the relative S10FE-IIa-b-47 electromagnetic spectrum wavelengths of different forms of electromagnetic waves;

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE STANDARDS2. Light the images formed by the 2. cite examples of practical S10FE-IIc-d-48 different types of mirrors applications of the different S10FE-IIe-f-49 2.1 Reflection of Light in Mirrors and lenses regions of EM waves, such S10FE-IIg-50 2.2 Refraction of Light in Lenses as the use of radio waves in telecommunications; S10FE-IIg-513. Electricity and Magnetism the relationship between S10FE-IIh-52 3.1 Electromagnetic effects electricity and magnetism in 3. explain the effects of EM S10FE-IIi-53 electric motors and radiation on living things and generators the environment; 4. predict the qualitative characteristics (orientation, type, and magnification) of images formed by plane and curved mirrors and lenses; 5. apply ray diagramming techniques in describing the characteristics and positions of images formed by lenses; 6. identify ways in which the properties of mirrors and lenses determine their use in optical instruments (e.g., cameras and binoculars); 7. demonstrate the generation of electricity by movement of a magnet through a coil; and 8. explain the operation of a S10FE-IIj-54 simple electric motor and generator.

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE STANDARDSGrade 10 – Living Things and Their Environment The learners should beTHIRD QUARTER/THIRD GRADING PERIOD able to: The learners demonstrate The learners should be able to… an understanding of: 1. describe the parts of the1. Coordinated Functions of the reproductive system and S10LT-IIIa-33 their functions;Reproductive, Endocrine, and 1. organisms as havingNervous Systems feedback mechanisms, which are coordinated by the nervous and endocrine systems 2. explain the role of hormones involved in the female and male reproductive systems; S10LT-IIIb-34 2. how these feedback 3. describe the feedback S10LT-IIIc-35 mechanisms help the mechanisms involved in S10LT-IIIc-36 organism maintain regulating processes in the homeostasis to female reproductive system reproduce (e.g., menstrual cycle); 4. describe how the nervous system coordinates and regulates these feedback mechanisms to maintain homeostasis;2. Heredity: Inheritance and 1. the information stored in 5. explain how protein is made Variation DNA as being used to using information from make proteins DNA; S10LT-IIId-37 2. how changes in a DNA molecule may cause 6. explain how mutations may S10LT-IIIe-38 changes in its product cause changes in the structure and function of a 3. mutations that occur in protein; sex cells as being heritable

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE3. Biodiversity and Evolution STANDARDS S10LT-IIIf-39 how evolution through 7. explain how fossil records, S10LT-IIIg-40 natural selection can result write an essay on the comparative anatomy, and S10LT-IIIh-41 in biodiversity importance of genetic information provide adaptation as a evidence for evolution; S10LT-IIIi-42 mechanism for the S10LT-IIIj-43 survival of a species 8. explain the occurrence of evolution;4. Ecosystems 1. the influence of 4.1 Flow of Energy and Matter in biodiversity on the 9. explain how species Ecosystems stability of ecosystems diversity increases the 4.2 Biodiversity and Stability probability of adaptation 4.3 Population Growth and 2. an ecosystem as being and survival of organisms in Carrying Capacity capable of supporting a changing environments; limited number of organisms 10. explain the relationship between population growth and carrying capacity; and 11. suggest ways to minimize human impact on the environment.Grade 10 – MatterFOURTH QUARTER/FOURTH GRADING PERIOD1. Gas Laws The learners demonstrate The learners shall be able The learners should be able an understanding of… to: to…1.1 Kinetic Molecular Theory how gases behave based 1. investigate the relationship S10MT-IVa-b-1.2 Volume, pressure, and on the motion and relative between: 21 distances between gas 1.1 volume and pressure at temperature relationship particles constant temperature of1.3 Ideal gas law a gas; 1.2 volume and temperature at constant pressure of a gas; 1.3 explains these relationships using the kinetic molecular theory;

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE STANDARDS2. Biomolecules the structure of 2. recognize the major S10MT-IVc-d-22 biomolecules, which are categories of biomolecules 2.1 Elements present in biomolecules made up mostly of a limited such as carbohydrates, 2.2 Carbohydrates, lipids, proteins, number of elements, such lipids, proteins, and nucleic as carbon, hydrogen, acids; and nucleic acids oxygen, and nitrogen 2.2.1 Food Labels3. Chemical reactions the chemical reactions using any form of media, 3. apply the principles of associated with biological present chemical conservation of mass to and industrial processes reactions involved in chemical reactions; and S10MT-IVe-g- affecting life and the biological and industrial 23 environment processes affecting life 4. explain how the factors and the environment affecting rates of chemical S10MT-IVh-j-24 reactions are applied in food preservation and materials production, control of fire, pollution, and corrosion.

LEGEND K to 12 BASIC EDUCATION CURRICULUM DOMAIN/ COMPONENT CODE CODE BOOK LEGEND LT FE Sample: S8ES-IId-19 ES MT SAMPLE Learning Area and Science Living things and their Environment Strand/ Subject or Grade 8 S8 Specialization Force, Motion, and EnergyFirst Entry Grade LevelUppercase Letter/s Domain/Content/ Earth and Space ES Component/ Topic - II Earth and Space Roman Numeral Quarter Second Quarter Matter *Zero if no specific quarter Week Week four d - Lowercase Letter/s 19*Put a hyphen (-) in betweenletters to indicate more than a specific weekArabic Number Competency Infer why the Philippines is prone to typhoons

UNIT 1 Earth and Space 1

Unit 1: Earth and SpaceIntroduction In your Grade 9 Science, part of the lessons was about volcanoes.Learners have learned about the position of the Philippines in the Ring of Fireand its relationship to the presence of active and inactive volcanoes in ourcountry. For this quarter, the topics will focus solely on the theory that explainsthe existence of volcanoes and other geologic features. The learners will workon two modules to understand this theory better. In the first module, learners will use some of the science skills likegraphing, measuring, analyzing and interpreting data, and inferring for them toattain the desired outcomes. What are the outcomes that are expected from the learners? First,learners should identify the types of boundaries created because of lithosphericmovements. Secondly, they must relate the movement of Earth’s lithosphere tothe occurrence of different geologic changes. Finally, the learners will explainthe processes that are taking place along the boundaries. In the second module, learners will perform an activity that will allowthem to probe the Earth’s interior by analyzing the behavior of seismic waves(Primary and Secondary waves). Learners will also have an opportunity to simulate one of the propertiesof the materials present in the mantle. Lastly, included in the module, and the most important part is the seriesof activities that will give learners an idea about the driving mechanism behindthe motion of Earth’s lithosphere. 2

Unit 1 Suggested time allotment: 12 to 16 hoursMODULE Plate Tectonics1 Content Standard Performance StandardThe learner demonstrates The learners shall be able tounderstanding of the relationship demonstrate ways to ensure disasteramong the locations of volcanoes, preparedness during earthquakes,earthquake epicenter, and mountain tsunamis, and volcanic eruptions.rangesOverview: In the previous grade level, the students became familiar with the differenttypes of volcanoes. They were also able to determine the factors that give thedistinct conical shapes of volcanoes. Lastly, they understood how energy canbe harnessed from volcanic activities. In this particular module, the activities included will allow the students tofind out what causes volcanism. The learners will also determine the relationshipamong the locations of volcanoes, earthquake epicenters, and mountain ranges.Furthermore, they will have a chance to figure out what causes the formation ofdifferent geologic features such as mountain ranges, volcanic arcs, trenches,mid-ocean ridges, and rift valleys.Learning Competencies/Objectives In this Learner’s Material, the learners should be able to: 1. Describe the distribution of active volcanoes, earthquake epicenters, and major mountain belts. 2. Describe the different types of plate boundaries. 3. Explain the different processes that occur along the plate boundaries. 3

Pre-AssessmentA. Choose the letter of the best answer.For questions 1 and 2, refer to the figure above:1. You were provided with data showing the arrival time of the P and S waves recorded from three seismic stations. Which of these can you possibly determine? a. the damage at the focus c. the intensity of the earthquake b. the distance to the earthquake d. the location of the epicenter Answer: d2. From the seismogram, the distance to the epicenter can be determined by measuring a. the arrival time of surface wave b. the difference in the arrival times of the P and S waves c. the ratio of the amplitude of the largest P and S waves d. the speed of the surface wave Answer: b3. When two tectonic plates collide, the oceanic crust usually subducts beneath the continental crust because it is a. denser than continental crust c. thicker than continental crust b. less dense than continental crust d. thinner than continental crust Answer: a4. If you will 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 Answer: c 4

5. You are an oceanographer and want to map the ocean floor on the east coast of the Philippines. As you do your study, you noticed that there is a portion of the ocean floor which is relatively much deeper than the rest. What most likely is that deeper part? a. linear sea c. rift valley b. oceanic ridge d. trench Answer: d6. 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 Answer: a7. 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 Answer: a8. Which plate boundary is formed between the Philippine Plate and the Eurasian Plate? a. convergent c. reverse fault b. divergent d. transform fault Answer: a9. Which of these is false true about crustal plates: a. have the same thickness everywhere b. include the crust and upper mantle c. thickest in the mountain region d. vary in thickness Answer: a 10. Which of these is not true about the Philippine Islands? a. Most are part of the Philippine Mobile Belt except for Palawan, Mindoro, and Zamboanga b. formed because of the convergence of the Philippine Plate and the Pacific Plate c. Originated geologically in an oceanic-oceanic convergence d. Some are products of subduction process Answer: b 5

What is Plate Tectonics? Lithosphere consists of crust and the upper portion of the mantle. Figure1 in the LM shows two types of crust, the continental crust and the oceaniccrust. The continental crust is thicker but less dense than the oceanic crust.Because of the difference in density, continental crust floats higher than theoceanic crust.Continental crust Oceanic crustMantle Figure 1. Kinds of crust The lithosphere is said to be in constant but slow motion. These motionscan range widely. The Arctic Ridge has the slowest rate (less than 2.5 cm/yr),and the East Pacific Rise near Easter Island, in the South Pacific about 3,400km west of Chile, has the fastest rate (more than 15 cm/yr). This movement ofthe lithosphere is called tectonics. Figure 2 in the LM is a map showing the lithosphere of the Earth dividedinto segments called plates. But what are the basis of scientists in dividing thelithosphere in such manner? 6

Figure 2. Map of plate boundaries http://pubs.usgs.gov The next two activities will answer the question posted in previous page.Activity 1 Find the CenterTeaching Tips 1. Let the students recall the different types of seismic waves particularly the body waves (Primary and Secondary waves). Students must recall also that Primary waves travel faster than Secondary waves. 2. Explain to them, that because of this difference in velocity between P and S waves, the distance of earthquake epicenter from the recording station can be determined. If they have data from three recording stations, the exact position of an earthquake epicenter can be located using the triangulation method. 3. Introduce Activity 1 “Find the Center,” which will allow the students to use the triangulation method in locating the epicenter of a hypothetical earthquake. 7

Answers to questions TdUsing the formula d= ------------ = 100 km 8 seconds Where: d=distance (km) Td=time difference of P-wave and S-wave (seconds)Recording station Time difference of Distance of epicenter P-wave and S-wave from the station (km)BatangasPuerto Princesa (seconds) 560Davao 44.8 400 480 32 38.4 Since the scale of the Philippine map on page 9 of the LM is 1.5 cm: 200km, set the drawing compass to the following computed distances on the map.Recording station How to compute the Computed distance on distance on the map the map (cm)Batangas 560 km (1.5 cm/200 km) 4.2Puerto PrincesaDavao 400 km (1.5 cm/200 km) 3 480 km (1.5 cm/200km) 3.6Q1. Where is the epicenter of this hypothetical earthquake?Answer: Since the three circles drawn intersect in Cebu City, it is where the epicenter is.Q2. What difficulty will you encounter if you only have data from two recording stations?Answer: Assuming that the two circles will intersect, the circles will intersect at two points. Therefore, there will be two locations that could possibly be the epicenter.The distance-time graph on page 10 of the LM shows that the S-P interval isabout 10 minutes. 8

Q3. What is the distance of the epicenter from the seismic station?Answer: 9000 kmQ4. What do you think is the importance of determining the epicenter of an earthquake?Possible answer:* Locating earthquake epicenters will pinpoint which fault lines are active. Usually, the less active fault line stores great amount of potential energy that could cause major earthquake once released. Therefore, places near fault lines that remain inactive for a long period of time are due to experience a major earthquake.Key concepts: • In order 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 a graph (Distance-time graph on page 10 of the LM) to convert the S-P interval to the epicentral distance. • 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 visit thiswebsite: http://www.youtube.com/watch?v=oBS7BKqHRhs 9

Activity 2 Let’s Mark the BoundariesTeaching Tips1. Let the students look at Figure 2: Map of Plate Boundaries on page 7 and you may ask them the following questions; a. What is the difference between Figure 1 and a regular World map? b. What do you think is the basis of dividing the world in such manner?2. Introduce to the learners Activity 2 “Let’s Mark the Boundaries” and tell them that the next activity will help them confirm their answers to the last question.Answers to questions:Q5. How are earthquakes distributed on the map?Answer: The world’s earthquakes are not randomly distributed over the Earth’s surface. They tend to be concentrated in narrow zones.Q6. Where are they located?Answer: Some are 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.Q7. Where are places with no earthquakes?Answer: Answers may vary. Some of the possible answers are: large part of the Pacific ocean, northernmost Asia, majority of Europe, eastern portion of North and South America and western Africa.Q8. Why do you think it is important for us to identify areas which are prone to earthquakes?Answer: It is important to identify areas which are prone to earthquakes so that necessary precautions could be done if ever you’re living in one of those places. 10

Q9. How are volcanoes distributed?Answer: Volcanoes are not randomly distributed. Majority of them are found along the edges of some continents.Q10. Where are they located?Answer: Majority are found along the edges of some continents, particularly in the western coast of North and South America, East and South East Asia. Q11. Based on the map, state a country that is unlikely to experience a volcanic eruption?Answer: Answers may varyQ12. Compare the location of majority of earthquake epicenters with the location of volcanoes around the world.Answer: Earthquake epicenters and volcanoes are both situated at the same locations.Q13. How will you relate the distribution of mountain ranges with the distribution of earthquake epicenters and volcanoes?Answer: Mountain ranges are found in places where volcanoes and/or earthquake epicenters are also located.Q14. What do you think is the basis of scientists in dividing Earth’s lithosphere into several plates?Answer: Geologic activities such as seismicity (occurrence of earthquake), volcanism and mountain formation are the basis of scientists in dividing Earth’s lithosphere.Key concepts: • 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. As they interact along their margins, important geological processes take place, such as the formation of mountain belts, earthquakes, and volcanoes. 11

To view an interactive map that will show the relationship between plateboundaries and different geologic processes, you may visit; http://ees.as.uky.edu/sites/default/files/elearning/module04swf.swfActivity 3 Head-On CollisionTeaching tips: 1. Let the students recall that there are two types of crust, continental and oceanic. Between the two, the oceanic crust is denser.2. Introduce to the students that plates could either be a continental crust-leading plate or an oceanic crust-leading plate.3. Introduce the next activity, Part A “Converging Continental plate and Oceanic plate.” This activity will allow the students to determine the effects of colliding oceanic and continental plates.Answers to Questions:Part A: Converging Continental Plate and Oceanic PlateQ15. What type of plate is Plate A? What about Plate B? Why did you say so?Answer: Plate A is an oceanic plate because it is relatively thinner compared to plate B. While Plate B is a continental plate because it is thicker and floats higher than the other plate.Q16. Describe what happens to Plate A as it collides with Plate B? Why?Answer: Plate A bends downward because Plate A is denser than Plate B.Tell the students that this sinking of plate beneath the other plate is calledsubduction. Point out also to the students that, because of the subductionprocess, a depression on the ocean floor called trench is also formed.Q17. What do you think will happen to the leading edge of Plate A as it continues to move downward? Why?Answer: The leading edge of Plate A will start to melt because the temperature beneath the crust (mantle) is higher. 12

You may add the fact that as the plate moves deeper into the mantle, it carrieswith it water which also causes the melting of rocks.Q18. What do you call this molten material?Answer: This molten material is called magma.Q19. What is formed on top of Plate B?Answer: Volcanoes are formed on top of Plate B.Tell the students that volcanoes are mountains that are built by the accumulationof their own eruptive products such as lava.Parallel to the trench, point out in the diagram that volcanoes are formed.Q20. As the plates continue to grind against each other, what other geologic event could take place?Answer: Earthquake could take place as the plates continue to grind against each other.Key concepts: 1. During the convergence of an oceanic plate and a continental plate, the denser oceanic plate slides under the continental plate. This process is called subduction. 2. Geologic events such as formation of volcanoes and trenches as well as occurrence of earthquake will take place because of this process.You can end the lesson at this point.An animated diagram of subduction process can be seen on this website;http://earthguide.ucsd.edu/eoc/teachers/t_tectonics/p_subduction.html 13

Part B: Convergence of Two Oceanic PlatesTeaching tips: 1. Recall the subduction process and the geologic events that will take place because of the process. 2. Tell the students that two oceanic plates could also collide because of plate tectonics. 3. Introduce the next activity. This time the students will use the knowledge they acquired from the previous activity in predicting what events could take place due to this type of collision. 4. You may ask the students to draw a diagram showing what they think would be the outcome of this event.Q21. What are the geologic processes/events that will occur out of this plate movement?Answer: Possible answers are: • Plate B undergoes subduction process or the sinking of plate towards the mantle. • Earthquakes can happen since the two plates are grinding against each other. • Trench/es will form. • Volcanoes will form at the surface of Plate A.Q22. What geologic features might form at the surface of Plate A?Answer: Volcanoes might form at the surface of Plate A.The volcanic deposits pile up until they break through the surface of the oceanand form an island arc. Examples of island arcs created in this way are theAleutians, the Kuriles, Japan, and the Philippines.Q23. If the edge of Plate A suddenly flicks upward, a large amount of water may be displaced. What could be formed at the surface of the sea?Answer: Tsunami is formed at the surface of the sea. 14

Key concepts: 1. When two oceanic plates converge they also undergo subduction process. This gives rise to the formation volcanic island arcs, trenches and generates shallow, intermediate, or deep earthquakes. 2. Strong earthquakes generated at the ocean floor may cause displacement of large volume of water and launch big waves called tsunami.Part C: Two Continental Plates ConvergingTeaching tips: 1. You may start the lesson by asking questions such as; a. What is the highest peak in the Philippines? Mt. Apo about 3144 meters b. How about the highest mountain in the world? Mt. Everest c. Do you have any idea how tall Mount Everest is? 8848 meters d. How do you think most of the tall mountains of the world are formed? 2. Just gather all the ideas the students will mention regarding the last question. After all the ideas had been presented, tell them that they will check their answers after they perform the next activity. Q24. What happened to the strips of clay as they were pushed from opposite ends?Answer: The strips of clay buckled upward.Q25. If the strips of clay represent the Earth’s lithosphere, what do you think is formed in the lithosphere?Answer: Mountains are formed in the lithosphere.Q26. What other geologic event could take place with this type of plate movement aside from your answer in Q25?Answer: Earthquakes will occur due to the collision of the two plates. (Since there is no subduction, only shallow earthquakes will happen)Q27. In terms of the consequences on the Earth’s lithosphere, how will you differentiate this type of convergent plate boundary with the other two?Answer: Since the two plates involved are both continental plates there is no subduction process (because both plates are low in density). As a result, mountains are formed instead of volcanoes. 15

Key concept: 1. When two continental plates meet head-on, neither is subducted. Instead, the crust tends to buckle and be pushed upward causing formation of mountain ranges and other highlands.Activity 4 Going Separate WaysTeaching tips: 1. You may start the lesson by saying this: “In a convergent plate boundary, the leading plates undergo destructionprocess as the crust is consumed in the mantle. But what do you think ishappening on the other end of each plates?” (creation of new crust)(We cannot expect that the students will be able to answer this questioncorrectly. This will just serve as the springboard for the next lesson.) 2. To find out the answer to this question, students will study the next type of plate boundary-the Divergent plate boundary. 3. The next activity “Going Separate Ways,” will require students to analyze four pictures. The two topmost pictures are rift valleys while the bottom two are oceanic ridges.Answers to Questions:Q28 What are common in the four pictures?Answers: All four pictures show a fissure or a crack between two land masses.Q29. What do you think is happening to the Earth’s crust in those pictures?Answer: The land masses are moving away from each other.Q30. If this event continues for millions of years, what do you think will be the effect on the crust?Answer: The distance between the land masses will be far greater than what is shown in the picture.Q31. Complete the drawing below to illustrate your answer in question number 3. 16

After millions of yearsAnswer: The illustration of the students should show a wider crack or fissure between the two land masses.Key concepts: 1. Divergent boundaries occur along spreading centers where plates are moving apart and new crust is created by magma pushing up from the mantle. 2. Effects that are found at a divergent boundary between oceanic 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 seafloor; and a widening ocean basin. 3. If a divergent boundary is between continental plates, the effects are: rift valley formation which will soon develop into linear sea; shallow earthquake activities, and numerous normal faults. 17

Activity 5 Slide and ShakeTeaching tips:1. The next activity will be a simulation-type activity where students will simulate how transform-fault boundary is formed.2. After the activity has been performed, you may ask the following questions: a. If the blocks of wood were plates, what kind of plate boundary is formed between Blocks 1 and 2? between 3 and 4? (divergent) b. Describe the relative motion of Blocks 2 and 3; Blocks 1 and 3; Blocks 2 and 4. (Same answer with guide questions 3 and 4)3. Inform the students that this is another type of plate boundary called transform-fault boundary.4. Tell students that most transform-fault boundaries are found in the ocean basins. Only few of which are found in the continents. The best example of transform-fault boundary in a continent is the San Andreas Fault.5. Ask the students what they think would the consequence be if plates move horizontally past each other, (Shallow earthquakes).Answers to Questions:Q32. Were you able to pull the blocks of wood easily? Why or why not?Answer: No, because of the friction between the edges of the block of wood.Q33. What can you say about the relative motion of Blocks 1 and 2? How about Blocks 3 and 4?Answer: Block 2 is moving away from Block 1, while Block 3 is moving away from Block 4.Q34. How will you describe the interaction between Blocks 2 and 3 as you pull each block?Answer: Blocks 2 and 3 are sliding past each other. 18

Q35. What is the interaction between Blocks 1 and 3? How about between Blocks 2 and 4?Answer: Block 3 is sliding past block 1 while Block 2 is sliding past Block 4.Key concepts: 1. Transform-fault boundaries are where two plates are sliding horizontally past one another. 2. Most transform faults are found on the ocean floor. They commonly offset active spreading ridges, producing zig-zag plate margins, and are generally defined by shallow earthquakes. Activity 6 Drop It Like It’s “Hot Spot”Teaching tips: 1. Show the students an aerial picture of the Hawaiian islands.http:// www.aimforawesome.com/media-photos-ebooks-audio-videos/ photos/hawaiian-islands-aerial-satellite-photograph/ 2. Tell them that the Hawaiian islands are volcanic islands. 3. Let them realize that Hawaii is situated in the middle of Pacific plate and not along the plate boundaries. Ask them what gives rise to Hawaiian islands. 4. Introduce to them the next activity which is about intraplate activities. 5. The activity will simulate how hot spots give rise to volcanic islands. 6. You can also watch a video clip on this website:http://www.youtube. com/watch?v=AhSaE0omw9oAnswers to questionsQ36. What can you see on the surface of the paper?Answer: The surface of the paper which is directly in contact with the test tube became wet.Q37. Let’s say that the paper represents the Earth’s crust; what do you think is represented by the water in the test tube?Answer: Magma from the mantle is represented by the water in the test tube. 19

Q38. What geologic feature do you think will be formed at the surface of the crust?Answer: Volcanoes will be formed.Q39. Which of the features at the surface of the crust will be the oldest? the youngest? Label these on your paper.Answer: The oldest volcano will be the first one that developed while the youngest volcano is the last one that was formed.Q40. Which of the features will be the most active? The least active? Label these on your paper.Answer: The most active volcano is the youngest one (the one that is currently on top of the magma source). While the least active volcano, is the oldest (because it is already cut-off from the source of magma).Key concepts: 1. A “hot spot” is an area in the mantle from which hot materials rise as a thermal plume. 2. High heat and lower pressure at the base of the lithosphere (tectonic plate) facilitates melting of the rock. This melt, called magma, rises through cracks and erupts to form volcanoes. 3. As the tectonic plate moves over the stationary hot spot, the volcanoes are rafted away and new ones form in their place. This results in chains of volcanoes, such as the Hawaiian Islands. Performance TaskTeaching tips: 1. The students will be asked to prepare an emergency kit for the whole family that they can use during or after a disaster. 2. This activity will require weeks of preparation on the part of the students. Assign this activity weeks before the actual lesson. 3. Some items needed in the kit may be costly, but as much as possible let us encourage the students to do their best to complete their kits. 20

4. Let students present their emergency kits in the class and explain why they think those items must be included in the kit.5. Encourage debate and discussion.6. Emphasize that an emergency kit must be prepared ahead of time, not right before or during an emergency7. The scoring rubric below can be use in evaluating the emergency kit of the students. 1 pt. 2 pts. 3 pts. 4 pts.Survival Kit None of the A few of At least 8 At least Items items are the items items are 10 items necessary are clearly are clearly for survival necessary clearly necessary during or for survival necessary for for survival after a during or after survival during during or after disaster. .  a disaster.  a disaster.  or after a disaster. Labels and None of A few of At least 8 At least 10 Uses the items the items of the items items are are labeled are labeled are labeled labeled properly and properly and properly and properly and there is no a reason for a reason for a reason for reason for each item is each item is each item including it in included on included on is stated on the survival a separate a separate a separate sheet of sheet of kit.  sheet of paper.  paper. paper. Neatness The kit is not The kit is The kit is done The kitand Effort organized. somewhat well with some is neatly exerted  It looks like organized organized the student and it looks organization and labeled and labeling. as necessary. threw it like the Much time together student ran It appears and effort at the last out of time the student were put into minute or didn’t take worked hard creating this without care of the project much care.  on it.  project 21

Emergency kit checklist source: http://www.redcross.org/• Water—one gallon per person, per day (3-day supply for evacuation, 2-week supply for home)• Food—non-perishable, easy-to-prepare items (3-day supply for evacuation, 2-week supply for home)• Flashlight• Battery-powered radio• Extra batteries• First aid kit• Medications (7-day supply) and medical items• Multi-purpose tool• Sanitation and personal hygiene items• Copies of personal documents (medication list and pertinent medical information, proof of address, deed/lease to home, passports, birth certificates, insurance policies)• Cell phone with chargers• Family and emergency contact information• Extra cash• Emergency blanket• Map(s) of the areaSummary/Synthesis/Feedback• According to the plate tectonics model, the entire lithosphere of the Earth is broken into numerous segments called plates.• Each plate is slowly but continuously moving.• As a result of the motion of the plates, three types of plate boundaries were formed: Divergent, Convergent, and Transform fault boundaries• Divergent boundary is formed when plates move apart, creating a zone of tension.• Convergent boundary is present when two plates collide.• Transform fault is characterized by plates that are sliding past each other.• Plate tectonics give rise to several geologic features and events. 22

Answers to the summative assessment: 1. Any of these three are the possible answers: mountains, volcanoes or trenches. 2. d 3. b 4. Transform-fault boundary 5. a 6. b 7. d 8. a and f 9. b and e 10. c and d 23