Lmsciencegrade10q1 150606084226 Lva1 App6892 PDF

10
Science
Teachers Guide
Unit 1
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Department of Education
Republic of the Philippines
Science Grade 10
Teachers Guide
First Edition 2015
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Published by the Department of Education

Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, PhD
Development Team of the Teachers 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. Albao
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. Sotto
Printed in the Philippines by: REX Book Store, Inc.
Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)
Office Address:
Telefax:
E-mail Address:
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ii
TABLE OF CONTENTS
Unit 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. Lets 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 Its Hot Spot.........................................19
Performance Task............................................................................20
Summary/Synthesis/Feedback.........................................................22
Glossary of Terms.............................................................................24
References and Links.......................................................................26
Module 2. The Earths Interior...............................................................27

Overview...........................................................................................27
Answers to Pre-assessment............................................................29
Studying the Earths Interior.............................................................32
Activity 1. Amazing Waves!........................................................33
The Composition of the Earths Interior............................................34
Activity 2. Our Dynamic Earth...................................................36
The Earths Mechanism....................................................................37
Activity 3. Lets 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
December 2013
(Grade 10)
SCIENCE
K to 12 Curriculum Guide
Pasig City
DepEd Complex, Meralco Avenue
Department of Education
Republic of the Philippines
application to real-life situations.
way to a deeper understanding of core concepts. The integration across science topics and other disciplines will lead to a meaningful understanding of concepts and its
Life Sciences, Physics, Chemistry, and Earth Sciences are presented with increasing levels of complexity from one grade level to another in spiral progression, thus paving the
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 in
interest and let them become active learners.
and 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
these processes are best learned in context. Organizing the curriculum around situations and problems that challenge and arouse learners curiosity motivates them to learn
Science content and science processes are intertwined in the K to 12 Curriculum. Without the content, learners will have difficulty utilizing science process skills since
namely, constructivism, social cognition learning model, learning style theory, and brain-based learning.
technology-society approach, contextual learning, problem/issue-based learning, and inquiry-based approach. The approaches are based on sound educational pedagogy
demonstrating scientific attitudes and values. The acquisition of these domains is facilitated using the following approaches: multi/interdisciplinary approach, science-
understanding and applying scientific knowledge in local setting as well as global context whenever possible, performing scientific processes and skills, and developing and
nature, innovative and creative citizens, informed decision makers, and effective communicators. This curriculum is designed around the three domains of learning science:
the development of scientifically, technologically, and environmentally literate and productive members of society who are critical problem solvers, responsible stewards of
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 envisions
countrys cultural heritage.
personal and ethical aspects of life. The science curriculum promotes a strong link between science and technology, including indigenous technology, thus preserving our
The science curriculum recognizes the place of science and technology in everyday human affairs. It integrates science and technology in the social, economic,
and decisions regarding applications of scientific knowledge that may have social, health, or environmental impacts.
Science education aims to develop scientific literacy among learners that will prepare them to be informed and participative citizens who are able to make judgments
CONCEPTUAL FRAMEWORK
K to 12 BASIC EDUCATION CURRICULUM
Brain-based
learning
The Conceptual Framework of Science Education
Developing and
Demonstrating Scientific
Attitudes and Values
Scientific, Technological and

Environmental Literacy
46
At the end of Grade 6, the learners

should have developed the essential
skills of scientific inquiry designing
simple investigations, using appropriate
procedure, materials and tools to gather
evidence, observing patterns,
determining relationships,drawing
conclusions based on evidence, and
communicating ideas in varied ways to
make meaning of the observations
and/or changes that occur in the
environment. The content and skills
learned will be applied to maintain good
health, ensure the protection and
improvement of the environment, and
practice safety measures.
K3
At the end of Grade 3, the

learners should have acquired
healthful habits and
havedeveloped curiosity about
self and their environment
using basic process skills of
observing, communicating,
comparing, classifying,
measuring, inferring and
predicting. This curiosity will
help learners value science as
an important tool in helping
them continue to explore their
natural and physical
environment. This should also
include developing scientific
knowledge or concepts.
The learners should demonstrate an

understanding of science concepts and apply
science inquiry skills in addressingreal-world
problems through scientific investigations.
At the end of Grade 10, the learners should

have developed scientific, technological, and
environmental literacyand can make that
would lead to rational choices on issues
confronting them. Having been exposed to
scientific investigations related to real life,
they should recognize that the central feature
of an investigation is that if one variable is
changed (while controlling all others), the
effect of the change on another variable can
be measured. The context of the investigation
can be problems at the local or national level
to allow them to communicate with learners
in other parts of the Philippines or even from
other countries using appropriate technology.
710
KEY STAGE STANDARDS: (STANDARDS FOR SCIENCE LEARNING AREAS FOR K-3, 4-6, 7-10 AND 11-2)
At the end of Grade 12, the learners

should have gained skills in obtaining
scientific and technological information
from varied sources about global
issues that have impact on the
country. They should have acquired
scientific attitudes that will allow them
to innovate and/or create products
useful to the community or country.
They should be able to process
information to get relevant data for a
problem at hand. In addition, learners
should have made plans related to
their interests and expertise, with
consideration forthe needs of their
community and the country to
pursue either employment,
entrepreneurship, or higher education.
11-12
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.
CORE LEARNING AREA STANDARD: (SCIENCE FOR THE ENTIRE K TO 12)
Grade 4
Grade 3
Grade 2
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.
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 2, learners will use their senses to explore and describe the functions of their senses, compare two or more objects and
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 ,
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.
Grade 1
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-Level Standards
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).
Kindergarten
GRADE/LEVEL
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.
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.
GRADE/LEVEL
Grade 5
Grade 6
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.
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 laymans 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.
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.
GRADE/LEVEL
Grade 7
Grade 8
Grade 9
Living Things
and Their
Environment
Force, Motion,&
Energy
Living Things
and Their
Environment
Force, Motion,&
Energy
Earth & Space
2nd Quarter
3rd Quarter
4th Quarter
Earth & Space
Matter
Matter
1st Quarter
G4
Earth & Space
Force, Motion &

Energy
Living Things
and Their
Environment
Matter
G5
Earth & Space
Force, Motion,&
Energy
Living Things
and Their
Environment
Matter
G6
Earth & Space
Force, Motion,&
Energy
Living Things
and Their
Environment
Matter
G7
Earth & Space
Force, Motion,&
Energy
Matter
Living Things
and Their
Environment
Matter
Matter
Living Things
and Their
Environment
Force, Motion,&
Energy
Earth & Space
Living Things
and Their
Environment
Force, Motion,&
Energy
Earth & Space
G10
G9
G8
Grade 10
G3
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
GRADE/LEVEL
Grade 3
Using the characteristics observed

among solids, liquids, and gases,
learners investigate ways in which solid
turns into liquid, solid into gas, liquid
into gas, and liquid into solid, as
affected by temperature.
When learners observe different objects

and materials, they become aware of
their different characteristics such as
shape, weight, definiteness of volume
and ease of flow. Using characteristics,
objects and materials can be grouped
into solids, liquids or gases.
MATTER
Grade 5
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.
After investigating the changes in

some observable characteristics
of materials due to temperature
in Grade 3, learners can now
inquire about changes observed
when a solid is mixed with a
liquid or when a liquid is mixed
with another liquid.
Changes in some characteristics

of solid materials can be observed
when these are bent, hammered,
pressed, and cut.
In Grade 4, learners investigated changes in

materials that take place at certain
conditions, such as applying force, mixing
materials, and changing the temperature. In
Grade 5, they investigate changes that take
place under the following conditions:
presence or lack of oxygen (in air), and
applying heat. They learn that some of
these conditions can result in a new
product. Knowing these conditions enable
them to apply the 5R method (recycling,
reducing, reusing, recovering and repairing)
at home and in school.
CHANGES THAT MATTER UNDERGO
PROPERTIES OF MATTER
Aside from being grouped into
After learning how to read and interpret
solids, liquids, or gases, materials product labels, learners can critically decide
may also be grouped according to whether these materials are harmful or not.
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.
Grade 4
SPIRALLING OF CONCEPTS GRADE 3 GRADE 10
Based on the characteristics of the components

of a heterogeneous mixture, learners
investigate ways of separating these
components from the mixture. They will infer
that the characteristics of each of the
components remain the same even when the
component is part of the mixture.
In Grade 4, the learners have observed the

changes when mixing a solid in a liquid or a
liquid in another liquid.
From these investigations, learners can now
describe the appearance of mixtures as
uniform or non-uniform and classify them as
homogeneous or heterogeneous mixtures.
Grade 6
Further, learners demonstrate that

homogeneous mixtures can be
separated using various techniques.
Learners recognize that materials

combine in various ways and through
different processes, contributing to
the wide variety of materials. Given
this diversity, they recognize the
importance of a classification system.
They become familiar with elements
and compounds, metals and nonmetals, and acids and bases.
Learners begin to do guided and

semi-guided investigations, making
sure that the experiment they are
conducting is a fair test.
In Grade 6, learners learned how to

distinguish homogenous from
heterogeneous mixtures. In Grade 7,
learners investigate properties of
solutions that are homogeneous
mixtures. They learn how to express
concentrations of solutions
qualitatively and quantitatively. They
distinguish mixtures from substances
based on a set of properties.
Grade 7
Grade 9
Recognizing that matter consists of an

extremely large number of very small
particles, counting these particles is
not practical. So, learners are
introduced to the unitmole.
Learners explain how covalent bonding

in carbon forms a wide variety of
carbon compounds.
They also learn that the forces holding

metals together are caused by the
attraction between flowing electrons
and the positively charged metal ions.
Using their understanding of atomic

structure learned in Grade 8, learners
describe how atoms can form units
called molecules. They also learn about
ions. Further, they explain how atoms
form bonds (ionic and covalent) with
other atoms by the transfer or sharing
of electrons.
They also recognize that the same particles

are involved when these changes occur. In
effect, no new substances are formed.
Learners learn that particles are always in

motion. They can now explain that the
changes from solid to liquid, solid to gas,
liquid to solid, and liquid to gas, involve
changes in the motion of and relative
distances between the particles, as well as
the attraction between them.
Learners explain how new compounds

are formed in terms of the
rearrangement of particles. They also
recognize that a wide variety of useful
compounds may arise from such
rearrangements.
CHANGES THAT MATTER UNDERGO
Using models, learners learn that matter is

made up of particles, the smallest of which
is the atom. These particles are too small to
be seen through a microscope. The
properties of materials that they have
observed in earlier grades can now be
explained by the type of particles involved
and the attraction between these particles.
PROPERTIES AND STRUCTURE OF MATTER
Grade 8
In Grade 9, learners described how particles

rearrange to form new substances. In
Grade 10, they learn that the
rearrangement of particles happen when
substances undergo chemical reaction. They
further explain that when this
rearrangement happens, the total number
of atoms and total mass of newly formed
substances remain the same. This is the
Law of Conservation of Mass. Applying this
law, learners learn to balance chemical
equations and solve simple mole-mole,
mole-mass, and mass-mass problems.
In Grade 9, learners learned that the

bonding characteristics of carbon result in
the formation of large variety of
compounds. In Grade 10, they learn more
about these compounds that include
biomolecules such as carbohydrates, lipids,
proteins, and nucleic acids. Further, they
will recognize that the structure of these
compounds comprises repeating units that
are made up of a limited number of
elements such as carbon, hydrogen,
oxygen, and nitrogen.
Learners investigate how gases behave in

different conditions based on their
knowledge of the motion of and distances
between gas particles. Learners then
confirm whether their explanations are
consistent with the Kinetic Molecular
Theory. They also learn the relationships
between volume, temperature, and
pressure using established gas laws.
Grade 10
Learners learn that living things

depend on their environment for food,
air, and water to survive.
Different kinds of living things are

found in different places.
Learners learn that living things

reproduce and certain traits are
passed on to their offspring/s.
They also explore and describe

characteristics of living things that
distinguish them from non-living
things.
In Grade 3, learners observe and

describe the different parts of living
things focusing on the sense organs
of humans and the more familiar
external parts of animals and plants.
Grade 3
Grade 5
They also learn how vertebrates and

invertebrates differ and how nonflowering plants reproduce,
In Grade 6, learners describe the

interactions among parts of the major
organs of the human body.
Grade 6
ECOSYSTEMS
Learners learn that there are beneficial and
Learners are introduced to the
harmful interactions that occur among living
interactions among components of
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.
BIODIVERSITY AND EVOLUTION

Learners investigate that animals and plants
Learners learn that reproductive
live in specific habitats.
structures serve as one of the bases for
classifying living things.
Learners are introduced to the

interactions among components of
habitats such as tropical rainforests,
coral reefs, and mangrove swamps.
They learn that plants and animals share

common characteristics which serve as
bases for their classification.
HEREDITY:INHERITANCE AND VARIATION

Learners learn that humans, animals, and
Learners learn how flowering plants and Learners learn how non-flowering plants
plants go through life cycles. Some
some non-flowering plants reproduce.
(spore-bearing and cone-bearing plants,
inherited traits may be affected by the
ferns, and mosses) reproduce.
environment at certain stages in their life
They are also introduced to the sexual
cycles.
and asexual modes of reproduction.
They also learn about some parts that help

plants and animals survive in places where
they live.
After learning in Grade 4 how the major

organs of the human body work
together, the learners now focus on the
organs of the reproductive systems of
humans, animals, and plants.
PARTS AND FUNCTION OF ANIMALS AND PLANTS
Grade 4
In Grade 4, the learners are introduced to
the major organs of the human body.
LIVING THINGS AND THEIR ENVIRONMENT
Learners learn that interactions occur

among the different levels of
organization in ecosystems.
Learners learn that the cells in similar

tissues and organs in other animals
are similar to those in human beings
but differ somewhat from cells found
in plants.
After learning how flowering and non

flowering plants reproduce, Grade 7
learners are taught that asexual
reproduction results in genetically
identical offspring whereas sexual
reproduction gives rise to variation.
In Grade 7, learners are introduced

to the levels of organization in the
human body and other organisms.
They learn that organisms consist of
cells, most of which are grouped into
organ systems that perform
specialized functions.
Grade 7
Grade 9
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
BIODIVERSITY AND EVOLUTION

Learners learn that species refers to a
Learners learn that most species that
group of organisms that can mate with one
have once existed are now extinct.
another to produce fertile offspring. They
Species become extinct when they fail to
learn that biodiversity is the collective
adapt to changes in the environment.
variety of species living in an ecosystem.
This serves as an introduction to the topic
on hierarchical taxonomic system.
HEREDITY:INHERITANCE AND VARIATION

Learners study the process of cell division
Learners study the structure of genes
by mitosis and meiosis. They understand
and chromosomes, and the functions
that meiosis is an early step in sexual
they perform in the transmission of
reproduction that leads to variation.
traits from parents to offspring.
PARTS AND FUNCTION: ANIMAL AND PLANTS

In Grade 8, learners gain knowledge of
Learners study the coordinated
how the body breaks down food into forms
functions of the digestive, respiratory,
that can be absorbed through the digestive
and circulatory systems.
system and transported to cells.
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.
Grade 8
Learners investigate the impact of human

activities and other organisms on
ecosystems.
Learners revisit the mechanisms involved

in the inheritance of traits and the
changes that result from these
mechanisms. Learners explain how
natural selection has produced a
succession of diverse new species.
Variation increases the chance of living
things to survive in a changing
environment.
They also learn that changes that take

place in sex cells are inherited while
changes in body cells are not passed on.
Learners are introduced to the structure

of the DNA molecule and its function.
Learners learn that organisms have

feedback mechanisms that are
coordinated by the nervous and
endocrine systems. These mechanisms
help the organisms maintain
homeostasis to reproduce and survive.
Grade 10
Learners observe and identify different

sources of light, heat, sound, and
electricity in their environment and
their uses in everyday life.
Learners observe and explore and

investigate how things around them
move and can be moved. They also
identify things in their environment
that can cause changes in the
movement of objects.
Grade 3
FORCE, MOTION AND ENERGY
Organisms of the same kind interact

with each other to form populations;
populations interact with other
populations to form communities.
Grade 7
Grade 5
This time, learners begin to accurately
measure the amount of change in the
movement of an object in terms of its
distance travelled and time of travel
using appropriate tools.
This time, learners explore how different

objects interact with light, heat, sound,
and electricity (e.g., identifying poor and
good conductors of electricity using
simple circuits).
They learn about the relationship
between electricity and magnetism by
constructing an electromagnet.
They also learn about the effects of light,
heat, sound, and electricity on people.
ENERGY
Learners learn that light, heat, and sound
travel from the source. They perform
simple activities that demonstrate how
they travel using various objects.
Note: Electricity is not included in Grade
4 because the concept of flow of
charges is difficult to understand at this
grade level.
Grade 9
stored energy is used by cells during
cellular respiration. These two processes
are related to each other.
FORCE AND MOTION

Learners now learn that if force is applied
on an object, its motion, size, or shape
can be changed. They will further
understand that these changes depend
on the amount of force applied on it
(qualitative). They also learn that
magnets can exert force on some objects
and may cause changes in their
movements.
Grade 4
Grade 8
At this grade level, learners are

introduced to the concept of energy.
They learn that energy exists in
different forms, such as light, heat,
sound and electricity, and it can be
transformed from one form to
another. They demonstrate how
energy is transferred using simple
machines.
Aside from the identified causes of

motion in Grade 3, such as people,
animals, wind, and water, learners
also learn about gravity and friction as
other causes or factors that affect the
movement of objects.
Grade 6
They learn how biodiversity influences the

stability of ecosystems.
Grade 10
This time learners recognize that

different forms of energy travel in
different wayslight and sound travel
through waves, heat travels through
moving or vibrating particles, and
electrical energy travels through moving
charges.
In Grade 5, they learned about the
different modes of heat transfer. This
time, they explain these modes in terms
of the movement of particles.
From a simple understanding of motion,

learners study more scientific ways of
describing (in terms of distance, speed,
and acceleration) and representing
(using motion diagrams, charts, and
graphs) the motion of objects in one
dimension.
Grade 7
Grade 9
FORCE AND MOTION

This time, learners study the concept of To deepen their understanding of motion,
force and its relationship to motion.
learners use the Law of Conservation of
They use Newtons Laws of Motion to
Momentum to further explain the motion
explain why objects move (or do not
of objects.
move) the way they do (as described in From motion in one dimension in the
Grade 7). They also realize that if force previous grades, they learn at this level
is applied on a body, work can be done about motion in two dimensions using
and may cause a change in the energy
projectile motion as an example.
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.
Grade 8
Learners acquire more knowledge about

the properties of light as applied in
optical instruments.
Learners also use the concept of moving
charges and magnetic fields in explaining
the principle behind generators and
motors.
From learning the basics of forces in

Grade 8, learners extend their
understanding of forces by describing
how balanced and unbalanced forces,
either by solids or liquids, affect the
movement, balance, and stability of
objects.
Grade 10
Learners will describe the natural

objects that they see in the sky.
Learners will describe the different

types of local weather,
Learners will describe what makes up

their environment, beginning with
the landforms and bodies of water
found in their community.
Grade 3
EARTH AND SPACE
In this grade level, learners will learn that

our surroundings do not stay the same
forever. For example, rocks undergo
weathering and soil is carried away by
erosion. Learners will infer that the surface
of the Earth changes with the passage of
time.
GEOLOGY
Grade 5
After making simple descriptions

about the weather in the previous
grade, learners will now measure the
components of weather using simple
instruments. They will also identify
trends in a simple weather chart.
METEOROLOGY
Learners will learn that the weather does
not stay the same the whole year round.
Weather disturbances such as typhoons
may occur. Learners will describe the
effects of typhoons on the community and
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.
After familiarizing themselves with

the general landscape, learners will
investigate two components of the
physical environment in more detail:
soil and water. They will classify soils
in their community using simple
criteria. They will identify the
different sources of water in their
community. They will infer the
importance of water in daily
activities and describe ways of using
water wisely.
Grade 4
In Grade 6, learners will turn their attention to

Earth as another natural object in space (in
addition to the Sun, Moon, and stars).
Learners will learn about the motions of the
Earth: rotation and revolution. Learners will
also compare the different members that
make up the Solar System and construct
models to help them visualize their relative
sizes and distances.
After learning how to measure the different

components of weather in Grades 4 and 5,
learners will now collect weather data within
the span of the school year. Learners will
interpret the data and identify the weather
patterns in their community.
Learners will learn that aside from weathering

and erosion, there are other processes that
may alter the surface of the Earth: earthquakes
and volcanic eruptions. Only the effects of
earthquakes and volcanic eruptions are taken
up in this grade level, not their causes (which
will be tackled in Grades 8 and 9). Learners
will also gather and report data on earthquakes
and volcanic eruptions in their community or
region.
Grade 6
Learners will explain the occurrence of

the seasons and eclipses as a result of
the motions of the Earth and the
Moon. Using models, learners will
explain that because the Earth revolves
around the Sun, the seasons change,
and because the Moon revolves around
the Earth, eclipses sometimes occur.
Learners will explain the occurrence of

atmospheric phenomena (breezes,
monsoons, and ITCZ) that are
commonly experienced in the country
as a result of the Philippines location
with respect to the equator, and
surrounding bodies of water and
landmasses.
Learners will explore and locate places

using a coordinate system. They will
discover that our countrys location
near the equator and along the Ring of
Fire influences elements of up
Philippine environment (e.g., natural
resources and climate).
Grade 7
Learners will complete their survey of the

Solar System by describing the
characteristics of asteroids, comets, and
other members of the Solar System.
Learners will now leave the Solar System and

learn about the stars beyond. They will infer
the characteristics of stars based on the
characteristics of the Sun. Using models,
learners will show that constellations move in
the course of a night because of Earths
rotation, while different constellations are
observed in the course of a year because of
the Earths revolution.
ASTRONOMY
In this grade level, learners will distinguish

between weather and climate. They will
explain how different factors affect the
climate of an area. They will also be
introduced to climatic phenomena that occur
over a wide area (e.g., El Nio and global
warming).
METEOROLOGY
Being located beside the Pacific Ocean, the
Philippines is prone to typhoons. In Grade
5, the effects of typhoons were tackled.
Here, learners will explain how typhoons
develop, how typhoons are affected by
landforms and bodies of water, and why
typhoons follow certain paths as they move
within the Philippine Area of Responsibility.
Grade 9
Being located along the Ring of Fire, the
Philippines is home to many volcanoes. Using
models, learners will explain what happens
when volcanoes erupt. They will describe the
different types of volcanoes and differentiate
active volcanoes from inactive ones. They
will also explain how energy from volcanoes
may be tapped for human use.
GEOLOGY
As a result of being located along the Ring
of Fire, the Philippines is prone to
earthquakes. Using models, learners will
explain how quakes are generated by
faults. They will try to identify faults in the
community and differentiate active faults
from inactive ones.
Grade 8
Note: The theory of plate tectonics

is the sole topic in Earth and Space
in Grade 10. This is because the
theory binds many of the topics in
previous grade levels, and more
time is needed to explore
connections and deepen learners
understanding.
Using maps, learners will discover

that volcanoes, earthquake
epicenters, and mountain ranges are
not randomly scattered in different
places but are located in the same
areas. This will lead to an
appreciation of plate tectonicsa
theory that binds many geologic
processes such as volcanism and
earthquakes.
Grade 10
CONTENT STANDARDS
1. demonstrate ways to
ensure disaster
preparedness during
earthquakes, tsunamis,
and volcanic eruptions
the relationship among the

locations of volcanoes,
earthquake epicenters, and
mountain ranges
1. Electromagnetic Spectrum
the different regions of the

electromagnetic spectrum
The learners demonstrate

an understanding of:
The learners s
hall be able to:
2. suggest ways by which

he/she can contribute
to government efforts
in reducing damage due
to earthquakes,
tsunamis, and volcanic
eruptions
The learners shall be able

to:
PERFORMANCE
STANDARDS

Grade 10 Force, Motion and, Energy

SECOND QUARTER/SECOND GRADING PERIOD
1. Plate Tectonics
1.1 Distribution
1.1.1 volcanoes
1.1.2 earthquake epicenters
1.1.3 mountain ranges
1.2 Plate boundaries
1.3 Processes and landforms along
plate boundaries
1.4 Internal structure of the Earth
1.5 Mechanism (possible causes of
movement)
1.6 Evidence of plate movement
Grade 10 Earth and Space

FIRST QUARTER/FIRST GRADING PERIOD
CONTENT
GRADE 10
1. compare the relative

wavelengths of different
forms of electromagnetic
waves;
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;
4. describe the internal structure
of the Earth;
5. describe the possible causes
of plate movement; and
6. enumerate the lines of
evidence that support plate
movement

to
LEARNING COMPETENCY
S10FE-IIa-b-47
S9ES Ia-j-36.6
S9ES Ia-j36.4
S9ES Ia-j36.5
S9ES Ia-j36.3
S9ES Ia-j36.2
S9ES Ia-j36.1
CODE
3.1 Electromagnetic effects
3. Electricity and Magnetism
2.1 Reflection of Light in Mirrors

2.2 Refraction of Light in Lenses
2. Light
CONTENT
the relationship between

electricity and magnetism in
electric motors and
generators
the images formed by the

different types of mirrors
and lenses
CONTENT STANDARDS
PERFORMANCE
STANDARDS
8. explain the operation of a

simple electric motor and
generator.
S10FE-IIj-54
S10FE-IIi-53
S10FE-IIh-52
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
S10FE-IIg-51
S10FE-IIg-50
S10FE-IIe-f-49
S10FE-IIc-d-48
CODE
5. apply ray diagramming

techniques in describing the
characteristics and positions
of images formed by lenses;
4. predict the qualitative

characteristics (orientation,
type, and magnification) of
images formed by plane
and curved mirrors and
lenses;
3. explain the effects of EM

radiation on living things and
the environment;
2. cite examples of practical

applications of the different
regions of EM waves, such
as the use of radio waves in
telecommunications;
LEARNING COMPETENCY
CONTENT STANDARDS
2. Heredity: Inheritance and

Variation
1. Coordinated Functions of the

Reproductive, Endocrine, and
Nervous Systems
3. mutations that occur in

sex cells as being
heritable
2. how changes in a DNA

molecule may cause
changes in its product
1. the information stored in

DNA as being used to
make proteins
2. how these feedback

mechanisms help the
organism maintain
homeostasis to
reproduce
1. organisms as having
feedback mechanisms,
which are coordinated
by the nervous and
endocrine systems

Grade 10 Living Things and Their Environment

THIRD QUARTER/THIRD GRADING PERIOD
CONTENT
The learners should be

able to:
PERFORMANCE
STANDARDS
6. explain how mutations may

cause changes in the
structure and function of a
protein;
5. explain how protein is made

using information from
DNA;
4. describe how the nervous

system coordinates and
regulates these feedback
mechanisms to maintain
homeostasis;
3. describe the feedback

mechanisms involved in
regulating processes in the
female reproductive system
(e.g., menstrual cycle);
2. explain the role of hormones

involved in the female and
male reproductive systems;
1. describe the parts of the

reproductive system and
their functions;

to
LEARNING COMPETENCY
S10LT-IIIe-38
S10LT-IIId-37
S10LT-IIIc-36
S10LT-IIIc-35
S10LT-IIIb-34
S10LT-IIIa-33
CODE
2. an ecosystem as being
capable of supporting a
limited number of
organisms
1. the influence of
biodiversity on the
stability of ecosystems
how evolution through

natural selection can result
in biodiversity
CONTENT STANDARDS
1.1 Kinetic Molecular Theory

1.2 Volume, pressure, and
temperature relationship
1.3 Ideal gas law
1. Gas Laws
how gases behave based
on the motion and relative
distances between gas
particles

an understanding of
Grade 10 Matter
FOURTH QUARTER/FOURTH GRADING PERIOD
4. Ecosystems
4.1 Flow of Energy and Matter in
Ecosystems
4.2 Biodiversity and Stability
4.3 Population Growth and
Carrying Capacity
3. Biodiversity and Evolution
CONTENT
The learners shall be able

to:
write an essay on the

importance of
adaptation as a
mechanism for the
survival of a species
PERFORMANCE
STANDARDS
1. investigate the relationship

between:
1.1 volume and pressure at
constant temperature of
a gas;
1.2 volume and temperature
at constant pressure of a
gas;
1.3 explains these
relationships using the
kinetic molecular theory;

to
10. explain the relationship

between population
growth and carrying
capacity; and
11. suggest ways to minimize
human impact on the
environment.
S10MT-IVa-b21
S10LT-IIIj-43
S10LT-IIIi-42
S10LT-IIIh-41
S10LT-IIIg-40
8. explain the occurrence of

evolution;
9. explain how species
diversity increases the
probability of adaptation
and survival of organisms in
changing environments;
S10LT-IIIf-39
CODE
7. explain how fossil records,

comparative anatomy, and
genetic information provide
evidence for evolution;
LEARNING COMPETENCY
3. Chemical reactions
2.1 Elements present in biomolecules

2.2 Carbohydrates, lipids, proteins,
and nucleic acids
2.2.1 Food Labels
2. Biomolecules
CONTENT
the chemical reactions

associated with biological
and industrial processes
affecting life and the
environment
the structure of
biomolecules, which are
made up mostly of a limited
number of elements, such
as carbon, hydrogen,
oxygen, and nitrogen
CONTENT STANDARDS
using any form of media,

present chemical
reactions involved in
biological and industrial
processes affecting life
and the environment
PERFORMANCE
STANDARDS
S10MT-IVe-g23
S10MT-IVh-j-24
4. explain how the factors

affecting rates of chemical
reactions are applied in
food preservation and
materials production,
control of fire, pollution,
and corrosion.
S10MT-IVc-d-22
CODE
3. apply the principles of

conservation of mass to
chemical reactions; and
2. recognize the major

categories of biomolecules
such as carbohydrates,
lipids, proteins, and nucleic
acids;
LEARNING COMPETENCY
Quarter
Week
Competency
Roman Numeral
*Zero if no specific quarter
Lowercase Letter/s
*Put a hyphen (-) in between
letters to indicate more than a
specific week
Arabic Number
Infer why the Philippines

is prone to typhoons
Week four
Second Quarter
Earth and Space
Domain/Content/
Component/ Topic
Uppercase Letter/s
Science
Grade 8
Learning Area and

Strand/ Subject or
Specialization
SAMPLE
Grade Level
First Entry
LEGEND
19
II
ES
S8
Sample: S8ES-IId-19
CODE BOOK LEGEND
DOMAIN/ COMPONENT
Matter
Earth and Space
Force, Motion, and Energy
Living things and their Environment
MT
ES
FE
LT
CODE
UNIT 1
Earth and Space
Unit 1: Earth and Space

Introduction

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 Fire
and its relationship to the presence of active and inactive volcanoes in our
country.

For this quarter, the topics will focus solely on the theory that explains
the existence of volcanoes and other geologic features. The learners will work
on two modules to understand this theory better.

In the first module, learners will use some of the science skills like
graphing, measuring, analyzing and interpreting data, and inferring for them to
attain the desired outcomes.

What are the outcomes that are expected from the learners? First,
learners should identify the types of boundaries created because of lithospheric
movements. Secondly, they must relate the movement of Earths lithosphere to
the occurrence of different geologic changes. Finally, the learners will explain
the processes that are taking place along the boundaries.

In the second module, learners will perform an activity that will allow
them to probe the Earths interior by analyzing the behavior of seismic waves
(Primary and Secondary waves).

Learners will also have an opportunity to simulate one of the properties
of the materials present in the mantle.

Lastly, included in the module, and the most important part is the series
of activities that will give learners an idea about the driving mechanism behind
the motion of Earths lithosphere.
Unit 1
MODULE
Suggested time allotment: 12 to 16 hours
Plate Tectonics
Content Standard
Performance Standard
The learner demonstrates
The learners shall be able to
understanding of the relationship demonstrate ways to ensure disaster
among the locations of volcanoes, preparedness during earthquakes,
earthquake epicenter, and mountain tsunamis, and volcanic eruptions.
ranges
Overview:

In the previous grade level, the students became familiar with the different
types of volcanoes. They were also able to determine the factors that give the
distinct conical shapes of volcanoes. Lastly, they understood how energy can
be harnessed from volcanic activities.

In this particular module, the activities included will allow the students to
find out what causes volcanism. The learners will also determine the relationship
among the locations of volcanoes, earthquake epicenters, and mountain ranges.
Furthermore, they will have a chance to figure out what causes the formation of
different geologic features such as mountain ranges, volcanic arcs, trenches,
mid-ocean ridges, and rift valleys.
Learning Competencies/Objectives

In this Learners 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-Assessment
A. 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: d
2. 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: b
3. 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: a
4. 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
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: d
6. 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: a
7. 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: a
8. Which plate boundary is formed between the Philippine Plate and the
Eurasian Plate?
a. convergent c. reverse fault
b. divergent d. transform fault
Answer: a
9. 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
What is Plate Tectonics?

Lithosphere consists of crust and the upper portion of the mantle. Figure
1 in the LM shows two types of crust, the continental crust and the oceanic
crust. The continental crust is thicker but less dense than the oceanic crust.
Because of the difference in density, continental crust floats higher than the
oceanic crust.
Continental crust
Mantle
Oceanic crust
Figure 1. Kinds of crust

The lithosphere is said to be in constant but slow motion. These motions
can 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 3,400
km west of Chile, has the fastest rate (more than 15 cm/yr). This movement of
the lithosphere is called tectonics.

Figure 2 in the LM is a map showing the lithosphere of the Earth divided
into segments called plates. But what are the basis of scientists in dividing the
lithosphere in such manner?
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 Center
Teaching 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
Td
= 100 km
Using the formula d = -----------8 seconds

Where: d=distance (km)

Td=time difference of P-wave and S-wave (seconds)
Recording station
Batangas
Puerto Princesa
Davao
Time difference of
P-wave and S-wave
(seconds)
44.8
32
38.4
Distance of epicenter
from the station (km)
560
400
480
Since the scale of the Philippine map on page 9 of the LM is 1.5 cm: 200
km, set the drawing compass to the following computed distances on the map.
How to compute the
distance on the map
Computed distance on
the map (cm)
Batangas
560 km (1.5 cm/200 km)
4.2
Puerto Princesa
400 km (1.5 cm/200 km)
Davao
480 km (1.5 cm/200km)
3.6
Recording station
Q1. 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 is
about 10 minutes.
Q3. What is the distance of the epicenter from the seismic station?
Answer: 9000 km
Q4. 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 this
website: http://www.youtube.com/watch?v=oBS7BKqHRhs
9
Activity 2
Lets Mark the Boundaries
Teaching Tips
1. 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 Lets 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 worlds earthquakes are not randomly distributed over the Earths
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 midcontinents, 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 youre 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 vary
Q12. 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 Earths lithosphere
into several plates?
Answer: Geologic activities such as seismicity (occurrence of earthquake),
volcanism and mountain formation are the basis of scientists in
dividing Earths 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 plate
boundaries and different geologic processes, you may visit; http://ees.as.uky.
edu/sites/default/files/elearning/module04swf.swf
Activity 3
Head-On Collision
Teaching 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 Plate
Q15. 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 called
subduction. Point out also to the students that, because of the subduction
process, 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 carries
with 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 accumulation
of 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 Plates

Teaching 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 ocean
and form an island arc.Examples of island arcs created in this way are the
Aleutians, 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 Converging
Teaching 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 Earths 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 Earths 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 upwardcausing
formation of mountain ranges and other highlands.
Activity 4
Going Separate Ways
Teaching tips:
1. You may start the lesson by saying this:

In a convergent plate boundary, the leading plates undergo destruction
process as the crust is consumed in the mantle. But what do you think is
happening on the other end of each plates? (creation of new crust)
(We cannot expect that the students will be able to answer this question
correctly. 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.
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 Earths 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 years
Answer: 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 Shake
Teaching 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).
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 Its 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=AhSaE0omw9o
Q36. 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. Lets say that the paper represents the Earths 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 Task
Teaching 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 emergency
7. The scoring rubric below can be use in evaluating the emergency kit
of the students.
1 pt.
2 pts.
Survival Kit
Items
None of the
items are
necessary
for survival
during or
after a
disaster. .
Labels and
Uses
None of
the items
are labeled
properly and
there is no
reason for
including it in
the survival
kit.
A few of
the items
are labeled
properly and
a reason for
each item is
included on
a separate
sheet of
paper.
Neatness
and Effort
exerted
The kit is not

organized.
It looks like
the student
threw it
together
at the last
minute
without
much care.
The kit is
somewhat
organized
and it looks
like the
student ran
out of time
or didnt take
care of the
project
3 pts.
4 pts.
A few of
At least 8
At least
the items
items are
10 items
are clearly
clearly
are clearly
necessary
necessary for
necessary
for survival
survival during
for survival
during or after
or after a
during or after
a disaster.
disaster.
a disaster.
21
At least 8
of the items
are labeled
properly and
a reason for
each item is
included on
a separate
sheet of
paper.
At least 10
items are
labeled
properly and
a reason for
each item
is stated on
a separate
sheet of
paper.
The kit
The kit is done
is neatly
well with some
organized
organization
and labeled
and labeling. as necessary.
It appears
Much time
the student
and effort
worked hard
were put into
on it.
creating this
project
Emergency kit checklist

source: http://www.redcross.org/
Waterone gallon per person, per day (3-day supply for evacuation,
2-week supply for home)
Foodnon-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 area
Summary/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
Glossary of Terms
Continental volcanic arc. Mountains formed in part by igneous activity
associated with subduction of oceanic lithosphere beneath a continent.
Convergent boundary. A boundary in which two plates move toward each
other, causing one of the slabs of the lithosphere to subduct beneath an
overriding plate.
Crust. The outer portion of the earth.
Continental Crust. The thick part of the Earths crust, not located under the
ocean.
Oceanic Crust. The thin part of the Earths crust located under the oceans.
Divergent boundary. A region where the crustal plates are moving apart.
Earthquake. Vibration of Earth due to the rapid release of energy.
Fault. A break in a rock along which movement has occurred.
Fracture. Any break in a rock in which no significant movement has taken
place.
Geology. The science that studies Earth.
Hot spot. A concentration of heat in the mantle capable of creating magma.
Magma. A mass of molten rock form from a depth, including dissolved gases
and crystals.
Mid-ocean ridge. A continuous mass of land with long width and height on the
ocean floor.
Plate. Rigid sections of the lithosphere that moves as a unit.
Plate tectonics. A theory which suggests that Earths crust is made up of plates
that interact in various ways, thus producing earthquakes, mountains,
volcanoes and other geologic features.
Primary (P) wave. The first type of seismic wave to be recorded in a seismic
station.
24
Rocks. Consolidated mixture of minerals.

Secondary (S) wave. Second type of earthquake wave to be recorded in a
seismic station.
Seismogram. A record made by a seismograph.
Seismograph. A device used to record earthquake waves.
Subduction. An event in which a slab of rock thrusts into the mantle.
Transform fault boundary. A boundary produced when two plates slide past
each other.
Trench. A depression in the seafloor produced by subduction process.
Volcanic Island arc. A chain of volcanoes that develop parallel to a
trench.
25
References and Links

Department of Education, Bureau of Secondary Education. Project EASE
Integrated Science 1, Module 12: Inside the Earth.
Department of Education, Bureau of Secondary Education (2013). Science
Grade 8 Learners Module. Vibal Publishing House, Inc.
Tarbuck, E.J. et al. (2009). Earth Science 12th ed. Pearson Education
South Asia Pte Ltd.
http://www.skoool.ie/ accessed March 3, 2014
http://earthds.info/ accessed March 3, 2014
http://eqseis.geosc.psu.edu/ accessed March 4, 2014
http://thehistoryofthephilippines.blogspot.com/ accessed March 4, 2014
http://www.platetectonics.com/ accessed March 5, 2014
http://geology.com/ accessed March 5, 2014
http://www.nws.noaa.gov/ accessed March 6, 2014
http://csep10.phys.utk.edu/ accessed March 6, 2014
http://pubs.usgs.gov/ accessed March 6, 2014
http://www.moorlandschool.co.uk/earth/tectonic.htm accessed March 7, 2014
http://stream2.cma.gov.cn/pub/comet/Environment/TsunamiWarningSystems
accessed March 3 2014
http://marc.fournier.free.free.fr accessed July 1, 2014
https://www.bucknell.edu/majors-and-minors/geology/location/geologichistory-of-central-pennsylvania/plate-tectonics.html accessed July 1, 2014
http://www.adelaidenow.com.au/ accessed July 2, 2014
http://www.wildjunket.com/ accessed July 2, 2014
http://www.jnb-birds.com/ accessed July 2, 2014
http://www.geo.hunter.cuny.edu/ accessed July 2, 2014
http://wowlegazpi.com/mayon-volcano-interesting-facts/#sthash.Q3mSKqYG.
dpbs accessed July 2, 2014
26
Unit 1
MODULE
Suggested time allotment: 15 to 18 hours
The Earths Interior
Content Standard:
Performance Standard:
The learners shall demonstrate an

understanding of:
The learners shall be able to:
1. demonstrate ways to ensure

The relationship among the disaster
locations of volcanoes, earthquake
preparedness during earthquakes,
epicenters, and mountain ranges
tsunamis, and volcanic eruptions;
and
2. suggest ways by which he/she can
contribute to government efforts in
reducing damage due to
earthquakes,
tsunamis, and volcanic eruptions.
Overview
The topic on Plate Tectonics and the processes within the Earths interior
conclude the spiralling concepts in Geology. In fact, Geology is the only strand
discussed in Grade 10 Science because of the topics broadness.

In this module, we focus on the Earths interior structure and processes.
It is also discussed how these processes could possibly have affected the
Earths surface and caused its physical appearance.

There are seven activities in this module which slowly develop the
concept of relating the Earths interior processes with the physical structure of
the Earths surface.
27

After all these activities, a performance task is provided to connect and
conclude the two modules for Earth and Space in this grade. The task is very
important for the learners to understand the nature of our home planet and to
instil in them how they could be part of reducing the risks brought by geologic
phenomena.
In the discussion, it would be best if the teacher focuses and directs the
students towards the development of concepts by answering the following key
questions:
Learning Competencies

In this module, you should be able to:

1. Describe the internal structure of the Earth.
2. Discuss the possible causes of plate movement.
3. Enumerate the lines of evidence that support plate movement.
28
Answers to Pre-Assessment
Directions:
A. Choose the letter of the correct answer.

For questions 1 and 2, refer to the figure below that shows the cross
section of the Earth as seismic waves travel through it.
Seismic waves as they travel through the Earth

1. An S-wave shadow zone is formed as seismic waves travel through
the Earths body. Which of the following statements does this S-wave
shadow zone indicate?
a. The inner core is liquid.
b. The inner core is solid.
c. The mantle is solid.
d. The outer core is liquid.

Answer: D
29
2. Why are there no P-waves or S-waves received in the P-wave

shadow zone?
a. P-waves are aboserbed and S-waves are refracted by Earths
outer core.
b. P-waves are refracted and S-waves are absorbed by Earths
outer core.
c. Both the P-waves and S-waves are refracted by Earths outer
core.
d. Both the P-waves and S-waves are absorbed by Earths outer
core.

Answer: B
3. What makes up the lithosphere?
a. Continental crust
b. Crust and the upper mantle
c. Oceanic crust and continental crust
d. Upper mantle
Answer: B
4. Miners dig into the Earth in search for precious rocks and minerals.
In which layer is the deepest explorations made by miners?
a. Crust c. Mantle
b. Inner core
d. Outer core
Answer: A
5. How do you compare the densities of the Earths crust, mantle and
core?
a. The mantle is less dense than the core but denser than the crust.
b. The mantle is less dense than both the core and the crust.
c. The mantle is denser than the core but less dense than the crust.
d. The mantle is denser than both the core and the crust.
Answer: A
6. The movement of the lithospheric plates is facilitated by a soft, weak
and plastic-like layer. Which of the following layers is described in
the statement?
a. Asthenosphere c. Lithosphere
b. Atmosphere d. Mantle
Answer: A
7. Alfred Wegener is a German scientist who hypothesized that the
Earth was once made up of a single large landmass called Pangaea.
Which of the following theories did Wegener propose?
a. Continental Drift Theory
c. Plate Tectonics
b. Continental Shift Theory
d. Seafloor Spreading Theory

Answer: A
30
8. If you are a cartographer, what will give you an idea that the continents
were once joined?
a. Ocean depth
b. Position of the south pole
c. Shape of the continents
d. Size of the Atlantic Ocean
Answer: C
9. Which observation was NOT instrumental in formulating the
hypothesis of seafloor spreading?
a. Depth of the ocean
b. Identifying the location of glacial deposits
c. Magnetization of the oceanic crust
d. Thickness of seafloor sediments
Answer: B
10. As a new seafloor is formed at the mid-ocean ridge, the old seafloor
farthest from the ridge is destroyed. Which of the stated processes
describes how the oceanic crust plunges into the Earth and destroyed
at the mantle?
a. Convection
b. Construction
c. Diversion
d. Subduction
Answer: D
31
B. Answer briefly the following questions.

1. What are the different layers of the Earth?
Answer: The different layers of the Earth are the crust, the mantle,
and the core. The core is made up of a solid inner core and liquid
outer core.
2. Why is there a need to study the Earths layers?
Answer: We need to study the Earths layers because the mechanisms
in the inner layers facilitate the slow changes that occur on the Earths
surface. Although these changes takes millions of years to shape
the Earth, the tectonic activities that go along with these changes
affect us very much.
3. What proves the existence of the boundary between the crust and
the mantle?
Answer: As seismic waves pass from the crust to the mantle, the
velocity increases. If the velocity of waves changes, it means that the
density of the media where they travel through are different, and thus
proves a boundary.
4. What are the characteristics of the asthenosphere?
Answer: The asthenosphere is the soft weak layer below the
lithosphere. It has a temperature that facilitates a small amount of
melting that gives it the capability to flow.
5. What do the shapes of the continents now tell us about their past?
Answer: The shape of the continents seems like a jigsaw puzzle when
put together. A picture will be formed and indicate that the continents
were once together in the past.
Studying the Earths Interior

The knowledge about seismic waves is very important in understanding
the discovery of the different layers of the Earth as well as in determining
the properties of these layers. If the students are able to understand the
characteristics of seismic waves, they will be able to relate how each layer of
the Earth was discovered.

The following activity will make the learners differentiate the types and
understand the characteristics of seismic waves. It will prepare them in learning
the properties and composition of the different layers of the Earth.

The teacher can make it as an individual activity for fast-paced learners
or as a group activity for those who are more inclined to group discussion.
32
Activity 1
Amazing Waves!
In giving points to students responses, you may refer to the following:

5 points a graphic organizer that is complete and comprehensive
4 points one part of the organizer is not filled but the given ideas are
correct
3 points two parts of the organizer is not filled but the given ideas are
correct
2 points two parts of the organizer is not filled and some of the given
ideas are not correct
1 point three parts of the organizer is not filled and some of the given
ideas are not correct
0 point no effort exerted
33
Q1. Differentiate surface waves from body waves.
Surface waves travel only on the Earths surface like ripples of water
while body waves travel through the Earths body (interior). In addition, surface
waves arrive last at seismic recording stations compared to the body waves.
Q2. Which type of wave do you think were useful to seismologists in their study
of the Earths interior? Explain your answer.
The body waves were used by seismologists because they can pass
through the Earths interior.
Allow to perform this activity in a way that the students will realize that it
takes different properties (like reflection and refraction properties of waves) and
characteristics to analyze and differentiate the media where they travel through.
Discuss the characteristics of the seismic waves and how these characteristics
led to the discovery of each layer of the Earth.
The Composition of the Earths Interior

As the teacher continues to discuss with the layers of the Earth, the
teacher may opt to use a boiled egg that is cut across to represent the Earth
and to demonstrate each layer. The teacher may ask the students to tell the
limitations of the model to determine their understanding.
In describing the lithosphere and asthenosphere, the teacher may use
the cracked shell to represent the lithosphere and soft butter to represent the
asthenosphere. Have the students slide the shell cracks over the soft butter.
This will give them the idea how the lithosphere ride over the asthenosphere.
The ability of the asthenosphere to flow slowly is termed as plasticity.
To further demonstrate the characteristic of the asthenosphere, the teacher

may do Predict-Observe-Explain for the following activity, before the readings
and discussion of the mantle. This is to affirm the correctness of ideas cited and
rectify misconceptions that may arise upon doing the activity.
Post the questions on the board: How will the mixture of cornstarch and
water react? Will it act as liquid, solid or gas? The teacher writes the answers
of the learners on the board but should not expect that they will give correct
answers. Let the learners observe as the teacher performs the activity. After the
activity is done, the teacher should correct the misconceptions of the students
during the discussion.
34
Demonstration: Simulating Plasticity

(Adapted)
Materials

15 g cornstarch
2 small cups
20 ml tap water
medicine dropper
stirring rod or spoon
Procedure:
1. Put 15 g cornstarch into one of the beakers. Put 10 ml water into the
other beaker.
2. Add one drop full of water to the cornstarch. Stir the mixture.
Ask the students the question:
How does the mixture react like; solid, liquid or gas?
3. Continue to add water to the mixture, one drop full at a time. Stir the
mixture after each addition.
4. Stop adding water when the mixture becomes difficult to stir.
5. Pour the mixture into your hand.
6. Roll the mixture into a ball and press it.
Let the students explain what they have observed. Facilitate the students
reactions with the following questions:
Q1. How does the mixture behave like?
A1: It behaves like solid.
Q2. How is the mixture of cornstarch and water similar to the
Earths mantle?
A2: The mixture of cornstarch and water behaves like the mantle. It
has the ability to flow slowly..
Q3. How is it different from the Earths mantle?
A3: The cornstarch gained mobility due to addition of water while the
mantles plasticity is due to partial melting aided by the heat of the
inner layers of the earth.
Q4. How does the plasticity of the Earths mantle influence the
movement of the lithospheric plates?
35
A4: Since the mantle is capable of flowing slowly, it carries and

facilitates the movement of lithospheric plates above it as it
moves.
Activity 2
Our Dynamic Earth
Activity 2 will test the learners understanding on the different

characteristics, properties and composition of the Earths layers. If possible,
make it as an individual activity.
Expected Output:
Q3. What element is the most abundant in the Earths crust?
Oxygen is the most abundant element in the Earths crust.
Q4. What elements make up most of the mantle?
The elements silicon, oxygen, iron and magnesium make up the
mantle.
36
Q5. What is the special feature of the upper mantle?

The upper mantle has with it a soft weak layer called the
asthenosphere, which is capable of flowing. This property facilitates the
movement of the lithospheric plates.
Q6. How did scientists discover that the outer core is liquid?
The scientists were able to show that the outer core is liquid due
to the fact that S- waves cannot travel through this Earths layer as proven
by the S-wave shadow zone.
Q7. What materials make up the inner core?
The inner core is mostly made up of iron and nickel.
Q8. Is the inner core solid, liquid or gas? What keeps it in this phase?
The inner core is solid. This is due to the very high pressure that keeps
it compacted together even if the temperature is really very high.
Q9. Compare the inner core and the outer core.
The outer and the inner core are made mostly of iron and nickel.
The outer core reaches a temperature of 2000oC. With this temperature,
the iron and nickel melt thus, this layer is liquid. The inner core has a
temperature as high as 5000oC. It is compact despite of the very hot
temperature because of the very great pressure that keeps this layer in the
solid phase.
The Earths Mechanism

The teacher may introduce the lesson by linking the concept of the
Earths interior structure with its interior processes, and then the effects of
these processes.
The teacher may ask this question: Is the Earths interior processes
related with the structure of the Earths surface? Encourage responses from
the students.
37
Activity 3
Lets Fit it!
Divide the class into groups of 3 to 4 students and perform the activity as
a group. This will serve as the teachers springboard to the next activity. The
students reasoning ability will be enhanced. Conduct this activity as quickly as
possible.
Q10. What features of the newspaper helped you to connect the pieces
perfectly?
Pictures and words in the newspaper helped us to connect the pieces
perfectly.
Q11. How do the lines of prints or texts in the newspaper help you to confirm
that you have reassembled the newspaper/magazine page?
The lines of prints make sure that the newspaper is fitted well.
The words written serve as clues in connecting the pieces of newspaper
together. The completed/connected words confirm that the newspaper
has been reassembled.
Q12. Show proofs that the newspaper is perfectly reassembled.
The answers may vary.
- The picture in the newspaper if completed.
- The broken words were completed/connected.
Activity 4
Drifted Supercontinent!
Q13. What does the Glossopteris fossils tell us about the early positions of
the continents?
Since it is impossible for Glossopteris fossils found in different
regions or continents to be blown by the wind or carried by ocean waves,
the only possibility is that these regions were once connected.
38
Q14. If Glossopteris fossils were found in Antarctica, what does this indicate
about the climate of this continent before?
It proves that Antarctica had a tropical climate before.
Q15. If the climate and the position of a place are relative to each other,

where then was the initial location of Antarctica 250 million years ago?
It tells us that Antarctica was nearer to the equator before as
compared to where it is today.
Q16. What does the presence of Mesosaurus fossils tell about the initial
location and position of South America, Africa, and Antarctica?
It tells us that these continents were connected before, since

this kind of animal cannot swim across the vast ocean.
Q17. What clues are useful in reconstructing Pangaea?
The edges of the continents are useful in reconstructing Pangaea.
Aside from the fitting of edges of the continents, the presence of
evidences found in the same continents made the reconstruction easier.
Q18. Which continents do you think were neighbors before?

Possible answers:
Europe and Asia were neighbors in the north.
North America, South America and Africa in the middle.
Australia and Antarctica, together with India in the South.
Q19. Will there be a possibility that the current location of a continent would
be different 100 years from now?
Yes, if the continents continue to move. But it will not be very
noticeable because it took 200 million years before the continents came
to where they are now, based on the Continental Drift Theory.
Q20. Where do you think was the Philippines located during the time that the
Pangaea existed? Research on how the Philippine islands emerged.
Knowing that the Philippines has or is near trenches, it could
have not existed during the time of Pangaea but borne out of volcanic
eruptions and other tectonic activities.
39
Q21. If the continents will continue to move, try to predict the Philippines
location 100 million years from now.
Answers may vary.

For the purpose of facilitating learning and in preparation for the class
discussion, the teacher must perform the activity first before letting the students
do it in the class.
Activity 5
Split and Separate!
(Adapted)
Q22. What do the stripes in the paper represent?
The stripes represent the rocks with normal and reverse polarities.
Q23. What does the middle slit represent? What occurs in this region?
The middle slit represents the mid-ocean ridge where the actual
seafloor - spreading occurs.
Q24. What is the role of the midocean ridge in the movement of
plates?
lithospheric
The mid-ocean ridge serves as the origin of lithospheric movement.

It is the place where the force that pushes the lithosphere originates.
Q25. How does the new seafloor form at the mid-ocean ridge?
Hot, less dense material below the Earths crust rises towards
the mid-ocean ridge. As this material flows sideways, it creates a crack
in the crust where magma will flow out. This magma cools down and
becomes the new seafloor.
Q26. What process/es happen at the side slits?
The side slits serve as subduction zone where the old seafloor
plunges beneath another tectonic plate.
40
Q27. Is the earth getting larger and wider when plates drift away from each
other? Explain briefly.
The Earth is not getting larger or smaller. If there is the production
of a new seafloor in the mid-ocean ridge, there is a destruction of an old
seafloor at subduction zones.
Activity 6
Adapted (Glencoe Earth Science student edition copyright 2002)
In this activity, students will compute for the rate of seafloor spreading.
After the activity, they will be able to determine the distance a continent moves
for every year. Reiterate to the students that NOT ALL plates move at the same
rate.
How fast does it go?
Magnetic Polarity Map
Q28. How far do the plates move away from each other every year?
Answer: 2.5 cm per year
Q29. If Africa is approximately 2,400 km away from the Mid-Atlantic Ridge, how
long ago was it when Africa was directly at or near the Mid-Atlantic Ridge?
Answer: 96000000 years or 96 million years
After the activity, the teacher must relate the creation of a new seafloor
with the one that causes it. This will pave the way to the concept of convection
current.
41
Recall the mechanisms of the Earths interior structure and properties.

The teacher must make a strong idea about the properties of the mantle and
the process it undergoes. This will lead the learners to connect the Seafloor
Spreading Theory with the convection current that happens in the mantle.
For Activity 7, the teacher must perform the activity first before letting the
students perform so he could facilitate the class. The teacher must constantly
remind the students to be extra careful in handling heating materials.
Activity 7
(Adapted)
Push me up and aside!
Q30. How does the food coloring react?

The food color rises and moves to the sides of the beaker then
sinks. It demonstrates a cyclic motion.
Q31. What do you call this behavior?
This is called convection current.
Q32. Enumerate the factors that cause the formation of a current.
The difference in density in the molecules is caused by the difference
in temperature.
The rate of heating at the bottom and the rate of cooling at the top.
Amount of heat supplied to the substance.
Q33. What happens to the blocks? What does this resemble?
The blocks are pushed up to the middle of the boiling water and
then swayed towards the sides of the beaker.
The small, light wood blocks resemble the lithospheric/tectonic
plates that moved about slowly along the tectonic boundaries, pushing,
sliding past and drifting away from each other because of convection
current.
42
The teacher should explain that these are the possible causes of tectonic
activities. Again, reiterate that the processes/activities in the Earths interior
play a role in the processes along Earths surface.
The teacher may opt to end the lesson with a video presentation on the
evolution of the Earth or a video on how magnificent the Earth is if there are
available videos that can be downloaded from the internet.
The teacher should also emphasize that it is impossible to stop these
tectonic activities from happening, but we can do something to mitigate their
effects.
Performance Task
This is the performance task for the students. This activity shows the
effects of geologic activities like volcanic eruptions and earthquake. This could
be an individual or a group activity which aims to motivate students to be part
in mitigating the effects of tectonic activities.
1. The teacher gives a situation where the students acts as a project
engineer who wants to develop a subdivision, a realtor who sells a house
& lot, a geologist visiting his/her hometown or simply a student seeking
to help the government. However, the students are given an option to
choose other characters in the society.
2. The performance task must be given at the start of the first grading
period.
3. This should be presented at the end of the grading period.
4. The teacher must set a date for the learners to present their outputs in
class.
43
5. The teacher may consider the following rubric in rating the students.
Criteria
Details and
information
Has included 5
things or more to
remember before,
during and after
any tectonic
activity.
Has included
4 things to
remember before,
during and after
any tectonic
activity.
Has included
3 things to
remember
before, during
and after any
tectonic activity.
Has included 2
things to remember
before, during and
after any tectonic
activity.
Method of
Presentation
The method of
presentation
is easy to
understand,
unique and
outstanding.
The method of
presentation
is unique and
organized.
The method of
presentation is
organized but
not unique.
The method of
presentation is not
organized and not
unique.
Technique/
Creativity
The presentation/
medium includes
unusual and
interesting
features and
components
that excite the
audience about
the topic and add
to the meaning.
The presentation
/ medium includes
some unusual
and interesting
features that
interest the
audience and
relate to the
meaning.
The presentation
/ medium include
unusual and
interesting
features, but they
do not add to its
meaning.
The presentation /
medium does not
include unusual
or interesting
features.
Accuracy
Information
contains no error.
Information
contains minimal
error, none of
which interferes
with the clarity of
communication
Information
contains minimal
errors, of which
interferes with
the clarity of
communication
Information
contains many
errors.
Feedback
The clientele
understood well
the purpose and
objective was
attained.
The clientele
understood a
little the purpose
and objective
was somewhat
attained.
The clientele
understood the
purpose.
44
The clientele
ignored the
purpose.
Score
Summary/Synthesis/Feedback
The Earth is composed of three main layers: the crust, mantle, and
core which is subdivided into outer core and inner core.
The crust is the outermost and thinnest layer of the Earth.
The mantle is the middle layer of the Earth. It makes most of the
Earths volume and mass.
The crust and a part of the upper mantle make up the lithosphere.
The lithosphere is subdivided into portions called lithospheric
plates.
The asthenosphere is the weak layer of the mantle on which the
lithosphere floats.
The outer core is made up of molten material. The outer core
accounts for the Earths magnetic field.
The inner core is the deepest layer of the Earth. It is made up of
solid nickel and iron. The temperature in the inner core reaches as
high as 5000oC.
The speed, reflection and refraction properties of seismic waves
are used by scientists to study the structure and composition of the
Earths interior.
The Continental Drift Theory of Alfred Wegener states that the
continents were once a part of a large landmass called Pangaea
which splits apart and the continents moved away from each other
towards their current positions.
Alfred Wegener based his theory on evidences from fossils
embedded in rocks and rock formations.
Seafloor spreading is believed to occur as hot magma rises at the
rift in the mid-ocean ridge. This magma cools down and becomes
the new seafloor as it pushes the former.
The old seafloor is destroyed at the subduction zone and melts
inside the mantle.
The age of rocks and the magnetic stripes in the ocean floor support
the seafloor spreading theory.
The theory of plate tectonics helps explain the formation and
destruction of the Earths crust and its movement over time.
Scientists believe that the plates movement is due to convection
currents in the mantle.
45
Summative Assessment
A. Choose the letter of the correct answer.
1. In 1912, Alfred Wegener proposed a theory that the Earth is once a
single landmass. What is the name of the Mesozoic Supercontinent
that consisted of all of the present continents?
a.
b.
c.
d.
Eurasia
Laurasia
Pangaea
Gondwanaland
Answer: C
2. Who were the two scientists who proposed the theory of seafloor
spreading in the early 1960s?
a.
b.
c.
d.
Charles Darwin and James Hutton

Harry Hess and Robert Dietz
John Butler and Arthur Smite
F. Vine and D. Mathews
Answer: B
3. Which of the following diagrams best illustrates the convection

occurring in the mantle?
A. C.
B. D.
Answer: A
46
4. During the 1960s, scientists were already equipped with gadgets

needed to explore the deep ocean. What discovery about the ocean
floor is associated with the seafloor spreading?
a.
b.
c.
d.

Mountains are denser than the mantle.

The rotational poles of the Earth have migrated.
The crust of the continents is denser than the crust of the ocean.
The crust of the ocean is very young relative to the age of the
crust of the continents.
Answer: B
5. If the Atlantic Ocean is widening at a rate of 3 cm per year, how far

(in kilometers) will it spread in a million years?
a.
b.
c.
d.
3 kilometers
30 kilometers
300 kilometers
3000 kilometers
Answer: B
6. Which of the following increases with distance from a mid-ocean

ridge?
a.
b.
c.
d.
the age of oceanic lithosphere

the thickness of the lithosphere
the depth to the sea floor
all of the above
Answer: D
7. Which of the following can you infer from the continuous movement
of the lithospheric plates over the asthenosphere?
a. All the continents will cease to exist.

b. All the volcanoes in the Philippines will become inactive.
c. The continents will not be located in the same place as they are
now.
d. The islands of the Philippines will become scattered all over the
world.
Answer: C
47
8. If all the inner layers of the Earth are firm solid, what could have
happened to Pangaea?
a.
b.
c.
d.
It remained as a supercontinent.
It would have become as it is today.
It would have slowly disappeared in the ocean.
It would have stretched and covered the whole world.
Answer: A
9. Why does the oceanic crust sink beneath the continental crust at the
subduction zone?
a.
b.
c.
d.
The oceanic crust has a greater density.

The oceanic crust is pulled downward by Earths magnetic field.
The oceanic crust is pushed from the ridge.
The continental crust has a denser composition.
Answer: C
10. The lithospheric plates are believed to be moving slowly. What is the
driving force that facilitates this movement?
a.
b.
c.
d.
gravitational force of the moon

magnetic force at the poles
convection current in the mantle
the force of the atmosphere
Answer: C
48
B. Complete the concept map below on continental drift, seafloor spreading,

and plate tectonics.
Plate Tectonic
Theory
49
Glossary of Terms
Asthenosphere. Soft, weak upper portion of the mantle where the lithospheric
plates float and move around.
Continental Drift Theory. States that all the continents were once one large
landmass that broke apart and where the pieces moved slowly to their
current locations.
Convection current. Current in the mantle due to the heat from the inner layers
of the Earth and is the force that drives the plates to move around.
Lithosphere. The topmost, solid part of the Earth that is composed of several
plates.
Lithospheric Plates. The moving, irregularly shaped slabs that fit together to
form the surface of the Earth.
Mid-ocean ridge. Area in the middle of the ocean where new ocean floor is
formed when lava erupts through the cracks in the Earths crust.
Mohorovicic Discontinuity (Moho). The boundary that separates the crust
and the mantle.
Plasticity. The ability of solid to flow.
Seafloor spreading. A process by which new ocean floor is formed near the
mid-ocean ridge and moves outward.
Subduction. The process in which the crust plunges back into the Earth.
Tectonics. Branch of Geology that deals with the movements that shape the
Earths crust.
50
References and links

Borrero, Francisco et al. (2008). Earth Science: Geology, the Environment, and
the Universe. The McGraw-Hill Companies, Inc.
Department of Education, Bureau of Secondary Education. Project EASE
Integrated Science 1, Module 12: Inside the Solid Earth
Department of Education, Bureau of Secondary Education (2013). Science
Grade 8 Learners Module. Vibal Publishing House, Inc.
Feather Jr.,Ralph et al. (2002). Glencoe Earth Science. The McGraw-Hill
Companies, Inc..
Maton, Anthea et al. (1999). Exploring Earth Science. Prentice Hall.
Tarbuck, E.J. et al. (2009). Earth Science 12th ed. Pearson Education South
Asia Pte Ltd.
51
Internet
http://www.geomag.bgs.ac.uk/education/reversals.html accessed March 1,
2014
https://www.princeton.edu/~achaney/tmve/wiki100k/docs/Asthenosphere.html

accessed March 1, 2014
http://www.learner.org/courses/essential/earthspace/session3/closer2.htm
http://loki.stockton.edu/~hozikm/geol/Courses/The%20Earth/Content%20Web

%20Pages/Bugielski/webpage.htm accessed February 28, 2014
http://www.cyberphysics.co.uk/topics/earth/geophysics/Seismic%20Waves%
20Reading.htm accessed March 1, 2014
http://rieson.blogspot.com/2013/02/birth-of-earth.html accessed March 1,
2014
http://www.yourdictionary.com/magnetic-reversal accessed March 31, 2014
http://www.learner.org/courses/essential/earthspace/session3/closer2.htm
http://www.enchantedlearning.com/subjects/dinosaurs/glossary/Contdrift.html
52

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10

This book was collaboratively developed and reviewed by educators

Published by the Department of Education

Development Team of the Teachers Guide

5th Floor Mabini Building, DepEd Complex

Unit 1: Earth and Space

Module 2. The Earths Interior...............................................................27

DepEd Complex, Meralco Avenue

Republic of the Philippines

application to real-life situations.

interest and let them become active learners.

countrys cultural heritage.

K to 12 BASIC EDUCATION CURRICULUM

The Conceptual Framework of Science Education

Scientific, Technological and

K to 12 BASIC EDUCATION CURRICULUM

At the end of Grade 6, the learners

At the end of Grade 3, the

The learners should demonstrate an

At the end of Grade 10, the learners should

At the end of Grade 12, the learners

CORE LEARNING AREA STANDARD: (SCIENCE FOR THE ENTIRE K TO 12)

K to 12 BASIC EDUCATION CURRICULUM

K to 12 BASIC EDUCATION CURRICULUM

K to 12 BASIC EDUCATION CURRICULUM

K to 12 BASIC EDUCATION CURRICULUM

Earth & Space

Earth & Space

Force, Motion &

Earth & Space

Earth & Space

Earth & Space

Earth & Space

Earth & Space

SEQUENCE OF DOMAIN/STRANDS PER QUARTER

K to 12 BASIC EDUCATION CURRICULUM

Using the characteristics observed

When learners observe different objects

Learners learn that some changes

After investigating the changes in

Changes in some characteristics

In Grade 4, learners investigated changes in

CHANGES THAT MATTER UNDERGO

SPIRALLING OF CONCEPTS GRADE 3 GRADE 10

K to 12 BASIC EDUCATION CURRICULUM

Based on the characteristics of the components

In Grade 4, the learners have observed the

Further, learners demonstrate that

Learners recognize that materials

Learners begin to do guided and

In Grade 6, learners learned how to

Recognizing that matter consists of an

Learners explain how covalent bonding

They also learn that the forces holding

Using their understanding of atomic

They also recognize that the same particles

Learners learn that particles are always in

Learners explain how new compounds

CHANGES THAT MATTER UNDERGO

Using models, learners learn that matter is

PROPERTIES AND STRUCTURE OF MATTER

K to 12 BASIC EDUCATION CURRICULUM

In Grade 9, learners described how particles