Cross-Specialization Training of Grades 7-10 Science Teachers

on their non-major Science Subject

October 15-20, 2018

Grade 10 Activity Sheet on Plate Boundaries

Activity 1: MARK MY PLATE

Objective
1. Name and search out from the map the major tectonic plates of the world.
2. Classify the tectonic plates as oceanic or continental
Materials
world tectonic plates map
scissors
paste
Procedure

1. Analyze the map then labels the major tectonic plates of the world using the words
on the next page of the activity sheet.
2. Cut the words out then paste it on the map

Fig. 4.1.3 WORLD TECTONIC PLATES MAP

Q1. Classify whether the labelled tectonic plates on the map are oceanic or continental.
Q2. In what specific type of tectonic plate the Philippines is located?
Q3. What major tectonic plates are found around the Philippines?
Q4. Describe the earth’s lithosphere?

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 Cross-Specialization Training of Grades 7-10 Science Teachers
on their non-major Science Subject
October 15-20, 2018

PACIFIC PLATE COCOS PLATE

EURASIAN PLATE JUAN DE FUCA ANTARCTIC PLATE

PHILIPPINE PLATE CARRIBEAN PLATE

NAZCA PLATE
AUSTRALIAN PLATE NORTH AMERICAN
PLATE

AFRICAN PLATE
INDIAN PLATE
SCOTIA PLATE

SOUTH AMERICAN ARABIAN PLATE

PLATE

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 Cross-Specialization Training of Grades 7-10 Science Teachers
on their non-major Science Subject
October 15-20, 2018

Grade 10 Activity Sheet on Plate Boundaries

Activity 2: LET’S MARK BOUNDARIES

Objective
1. Describe the distribution of active volcanoes, earthquake epicenters and major
mountain belts.
2. Determine the scientific basis for dividing the lithospheric plates.
Materials
Figure 5 Map of Earthquake distribution
Figure 6 Map of Active Volcanoes of the world.
Figure 7 Mountain ranges of the world
transparent plastic sheet used for book cover, same size as a book page (2 sheets)
marking pens (two different colors)
Manila paper

Procedure

1. Trace the locations of the earthquake epicenters on a plastic sheet using a marking
pen.
2. On another plastic sheet, trace the locations of volcanoes using the other marking
pen.
3. Place the earthquake plastic sheet on top of the volcano plastic sheet.
4. Place the two plastic sheets on top of the map of mountain ranges.

Analysis
Q1. How are earthquake distributed on the map?
Q2. Where are they located?
Q3. Where are there no earthquake?
Q4. Why is it important for us to identify areas which are prone earthquakes?
Q5. How are volcanoes distributed?
Q6. Where are they located?
Q7. Based on the map, mention a country that is unlikely to experience a volcanic
eruption
Q8. Compare the location of majority of earthquake epicenters with the location of
volcanoes around the world.
Q9. How will you relate the distribution of mountain ranges with the distribution of
earthquakes epicenters and volcanoes?
Q10. What do you think is the basis of scientists in dividing the Earth’s lithosphere
into several plates?

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 Cross-Specialization Training of Grades 7-10 Science Teachers
on their non-major Science Subject
October 15-20, 2018

Grade 10 Activity Sheet on Plate Boundaries

Activity 3: THE MOVES

Objective
1. Classify plate boundaries according to their movements;
2. Compare the three types of boundaries.

Materials
Manila paper
Envelope
Pictures
scotch tape or glue

Procedure

1. From the given pictures of plate boundaries examine the movement of each and
classify where they belong as convergent, divergent, and transform.

Convergent

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 Cross-Specialization Training of Grades 7-10 Science Teachers
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October 15-20, 2018

Divergent

Transform

Analysis
Q1. Based on the movement as shown in the pictures, how did you classify the plates
as convergent, divergent, and transform?
Q2. How would you describe the movements of the following:
a. Convergent?
b. Divergent?
c. Transform?
Q3. What are the similarities and differences of the different plate boundaries? Show
your answers using a venn diagram below.

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 Cross-Specialization Training of Grades 7-10 Science Teachers
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October 15-20, 2018

CONVERGENT DIVERGENT

TRANSFORM

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 Cross-Specialization Training of Grades 7-10 Science Teachers
on their non-major Science Subject
October 15-20, 2018

Grade 10 Activity Sheet on Plate Boundaries

Activity 4: LET’S PUT BOUNDARIES BETWEEN US

Objective
2. Create models of the three types of plate boundaries
3. Describe the interaction between the tectonic plates
4. Compare the three types of plate boundaries
Materials
model printouts
scissors
scotch tape
1/16 illustration board
Procedure

1. Cut out the model printouts. Follow the instruction written on the printouts.

(See attached printouts)

Q1. Put the models in a 1/16 illustration board. Determine the type of plate
boundary represented by each replica.
Q2. Describe the interaction between the tectonic plates in each type of model

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 Cross-Specialization Training of Grades 7-10 Science Teachers
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October 15-20, 2018

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on their non-major Science Subject
October 15-20, 2018

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October 15-20, 2018

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 Cross-Specialization Training of Grades 7-10 Science Teachers
on their non-major Science Subject
October 15-20, 2018

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 Cross-Specialization Training of Grades 7-10 Science Teachers
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October 15-20, 2018

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 Cross-Specialization Training of Grades 7-10 Science Teachers
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October 15-20, 2018

Folded transform fault paper model

Transform fault paper model being pulled apart

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 Cross-Specialization Training of Grades 7-10 Science Teachers
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October 15-20, 2018

Procedure:

1.To prepare the model cut along the fracture zone from point a to point b with a razor
blade.

2. Fold the paper on either side of the fracture zone as indicated. Make 90º downward
folds at the four locations marked Fold down, and 180º upward folds at the two locations
marked Pinch together.

3.The resulting model will now be about one-half as long as the original, and will have two
folds of paper (the soon to be created sea floor) projecting down from the
surface. Students must work in pairs to operate the model. One holds the ridge
segments together by gently pinching each of the downward folds just below the
surface. The other holds the paper at either end (adjacent to points a and b) and slowly
pulls the new sea floor out of the ridge crests.

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 Cross-Specialization Training of Grades 7-10 Science Teachers
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October 15-20, 2018

RUBRIC

 Use this rubric to assess the product/output of each student.

Name of Student: _____________________________ Total Score: _____________________

4 3 2 1
ACCURACY Shows a full Shows a good Shows a good Does not seem to
understanding of understanding of understanding of understand the topic
the topic. the topic. parts of the topic. very well
PRESENTATION Student was able Student was able Student was not able
to describe all to describe Student was able to discuss any details
details about details of his/her to describe few about his/her
his/her output output and recall facts and details project and was
and recall a s about his/her unable to recall any
significant amount ome significant output and facts about the topic.
of amount of the topic
facts about the facts about the
topic. topic.
ORGANIZATION AND Model is neat, Model is neat, Model is neat but Model is messy or
MECHANICS accurate, easy to accurate, and easy contains some hard to follow.
follow, and to follow. errors.
shows
creativity.
LEGEND/KEY All 1-2 parts of Legend, but No legend,
format legend are not most or
ted correctly. formatted parts formatted
correctly format incorrectly.
ted
incorrectly.
CONSTRUCTION The model is 95- The model is 85-94 The model
100 % properly is The model is poorly
% properly constructed constructed.
and and carefully but some
carefully constructed impor
constructed tant
details are missing

Teacher’s Signature: _________________

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 Cross-Specialization Training of Grades 7-10 Science Teachers
on their non-major Science Subject
October 15-20, 2018

Grade 10 Activity Sheet on Plate Boundaries

Activity 5: READ ME

Objective
1. Give specific examples of the three types of plate boundaries
Materials
articles/reading materials
Procedure

1. Read the article/reading material carefully among and take note of the important
events and facts.

1. GROUP I
BOXING DAY TSUNAMI: THE FACTS ABOUT THE 2004 INDIAN OCEAN
DISASTER

It has been 10 years since the Indian Ocean tsunami and earthquake
devastated parts of Indonesia, Sri Lanka, India and Thailand.

The disaster was the world's deadliest tsunami, with over 230,000 people
killed and half a million injured by the waves that battered the low-lying coast. The
exact death toll is unknown. It was 7:58 a.m., December 26, 2004 when the
tremendous quake struck beneath the Indian Ocean 160 miles west of Sumatra.
Not only did it register at approximately a 9.3 magnitude (only the 1960 Chile
earthquake measured higher at 9.5, though there may have been stronger tremors
prior to the invention of seismographic equipment) and last nearly 10 minutes, the
quake moved a full 750 miles of underwater fault line earth up to 40 feet. The
movement of the earth–there is evidence that huge boulders weighing thousands
of tons were pushed several miles along the ocean floor–caused a massive
displacement of water. It is estimated that the resulting tsunami had an energy of
23,000 Hiroshima-type atomic bombs used during World War II.

The violent movement of the Earth’s tectonic plates displaced an enormous

amount of water, sending powerful shock waves in every direction. It was the result
of the Indio-Australian Plate subducting below the Eurasian Plate. The tectonic
plates in this area had been pushing against each other and building pressure for
thousands of years. They continue to do so and will likely cause underwater
earthquakes and tsunamis in the future. The rupture was more than 600 miles long,
displacing the seafloor by 10 yards horizontally and several yards vertically. As a

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October 15-20, 2018

result, trillions of tons of rock moved, causing the largest magnitude earthquake in
40 years.

Analysis

Q1. Illustrate how the involved tectonic plates move in a white cartolina. Label the
plates involved and classify the plate boundary.
Q2. Name the possible threats posed by the movement of tectonic plates based on
the articles/reading materials and identify possible survival techniques

2. GROUP II

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October 15-20, 2018

THE GREAT 1906 SAN

FRANCISCO EARTHQUAKE
The worst natural disaster
in U.S. history

By: Chris Frantz

At 5:12 a.m. on April 18, 1906, the people of San Francisco were awakened by
an earthquake that would devastate the city. The main temblor, having a 7.7–7.9
magnitude, lasted about one minute and was the result of the rupturing of the
northernmost 296 miles of the 800-mile San Andreas fault. But when calculating
destruction, the earthquake took second place to the great fire that followed. The
fire, lasting four days, most likely started with broken gas lines (and, in some cases,
was helped along by people hoping to collect insurance for their property—they
were covered for fire, but not earthquake, damage). With water mains broken,
fighting the fires was almost impossible, and about 500 city blocks were destroyed.
The damages were estimated at about $400,000,000 in 1906 dollars, which would
translate to about $8.2 billion today.

In 1906 San Francisco was the ninth largest U.S. city with a population of
400,000, and over 225,000 were left homeless by the disaster. The death toll is
uncertain. City officials estimated the casualties at 700 but more modern
calculations say about 3,000 lost their lives. The lowballing city figures may have
been a public relations ploy to downplay the disaster with an eye on rebuilding the
city. On April 20, the U.S.S. Chicago rescued 20,000 victims, one of the largest
sea evacuations in history, rivalling Dunkirk in World War II. Martial law was not
declared, but some 500 looters were shot by police and the military.

The epicenter of this earthquake has moved around in the past 100 years, as
advances in seismology have been made. It was first thought to have been in Marin
County, then northwest of the Golden Gate, and most recently, in the Pacific
Ocean about two miles west of San Francisco. The plate-tectonics theory that
would shed some light on the quake wasn't formulated until the 1920s and not
embraced until some three decades later. The San Andreas fault is on the
boundary between the Pacific plate and the North American plate. During the
earthquake, the ground west of the fault tended to move northward and, in the
most extreme instance, a 21-foot shift was measured. Earthquake ruptures are
fast movers—seismologists estimated the average speed of this rupture to have
been 8,300 mi/hr going north, and 6,300 mi/hr traveling south. The quake was felt
from southern Oregon to south of Los Angeles and inland as far as central Nevada.

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October 15-20, 2018

3. GROUP III

How the Marianas Trench Became

Earth's Deepest Point by Richard
A. Lovett, for National Geographic
News
James Cameron made headlines last month by successfully diving 6.8 miles (11
kilometers) to the deepest part of the Mariana Trench in a one-person submersible
called the DEEPSEA CHALLENGER.
Best known as a Hollywood director and now a National Geographic Society
explorer-in-residence, Cameron is one of just three people to dive to Earth's
deepest point, and the only one to be able to stay long enough to look around.
The Mariana Trench isn't really the deep, narrow furrow that the word "trench"
implies. Rather, the abyss marks the location of a subduction zone. It occurs where
one part of the seabed—in this case the Pacific plate—dives beneath another, the
Philippine plate. Though tectonic forces eventually warp the Pacific plate so that it
makes a near-vertical dive into the Earth's interior, at seabed level the plate dips
at a relatively gentle angle.
A tectonic plate is a huge hunk of rock, 60 miles (97 kilometers) or thicker, said
Robert Stern, a geophysicist at the University of Texas, Dallas. "In order for this to
sink back into the earth, it has to bend downward, and these are very gentle
bends."
One reason the Mariana Trench is so deep, he added, is because the western
Pacific is home to some of the oldest seafloor in the world—about 180 million years
old.
Seafloor is formed as lava at mid-ocean ridges. When it's fresh, lava is
comparatively warm and buoyant, riding high on the underlying mantle. But as lava
ages and spreads away from its source, it slowly cools and becomes increasingly
dense, causing it to settle ever lower—as is the case with the Mariana Trench.

Analysis

Q1. Illustrate how the involved tectonic plates move in a white cartolina. Label the
plates involved and classify the plate boundary.
Q2. Name the possible threats posed by the movement of tectonic plates based on
the articles/reading materials and identify possible survival techniques

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 Cross-Specialization Training of Grades 7-10 Science Teachers
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October 15-20, 2018

4. GROUP IV

THE 2011 JAPAN TSUNAMI WAS CAUSED BY

LARGEST FAULT SLIP EVER RECORDED Shifting
plates and rising water
The sudden movement of the Pacific tectonic plate under the North American
plate caused a massive earthquake and a tsunami. The effects of the great
earthquake were felt around the world, from Norway's fjords to Antarctica's ice
sheet. Tsunami debris continues to wash up on North American beaches two years
later.
The Tohoku earthquake fault is a complex mosaic, with patches that stick and
patches that slide smoothly. Though the entire fault ruptured, or broke apart, during
the earthquake, some parts moved in different ways. The deeper part of the fault
shifted quickly, while the shallow part, very near the surface, slid slowly.
The Japan Trench is the result of the Pacific Ocean plate pressing down under
the continental plate carrying the islands of Japan. The downward movement is
called subduction.
The effects of the great earthquake were felt around the world, from Norway's
fjords to Antarctica's ice sheet. Tsunami debris continues to wash up on North
American beaches two years later. In Japan, residents are still recovering from the
disaster. Radioactive water was recently discovered leaking from the Fukushima
Daiichi Nuclear Power Plant, which suffered a level 7 nuclear meltdown after the
tsunami. Japan relies on nuclear power, and many of the country's nuclear
reactors remain closed because of stricter seismic safety standards since the
earthquake. Four years after the quake, about 230,000 people who lost their
homes were still living in temporary housing, Japan's Reconstruction Agency said.
In Japan, residents are still recovering from the disaster. Radioactive water was
recently discovered leaking from the Fukushima Daiichi Nuclear Power Plant,
which suffered a level 7 nuclear meltdown after the tsunami. Japan relies on
nuclear power, and many of the country's nuclear reactors remain closed because
of stricter seismic safety standards since the earthquake. Four years after the
quake, about 230,000 people who lost their homes were still living in temporary
housing, Japan's Reconstruction Agency said. The total damages from the
earthquake and tsunami are estimated at $300 billion dollars (about 25 trillion yen),
according to the Japanese government.
The unexpected disaster was neither the largest nor the deadliest earthquake
and tsunami to strike this century. That record goes to the 2004 Banda Aceh
earthquake and tsunami in Sumatra, a magnitude-9.1, which killed more than
230,000 people. But Japan's one-two punch proved especially devastating for the

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October 15-20, 2018

earthquake-savvy country, because few scientists had predicted the country would
experience such a large earthquake and tsunami.
The tsunami caused a cooling system failure at the Fukushima Daiichi Nuclear
Power Plant, which resulted in a level-7 nuclear meltdown and release of
radioactive materials. The electrical power and backup generators were
overwhelmed by the tsunami, and the plant lost its cooling capabilities. In July
2013, TEPCO, the Tokyo Electric Power Company, admitted that about 300 tons
of radioactive water continues to leak from the plant every day into the Pacific
Ocean.

Analysis

Q1. Illustrate how the involved tectonic plates move in a white cartolina. Label the
plates involved and classify the plate boundary.
Q2. Name the possible threats posed by the movement of tectonic plates based on
the articles/reading materials and identify possible survival techniques

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 Cross-Specialization Training of Grades 7-10 Science Teachers
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October 15-20, 2018

5. WHAT IS HAPPENING AT SURIGAO DEL NORTE?

At 10:03 PM on 10 February 2017, Friday, a strong earthquake of magnitude 6.7
shook the island of Mindanao. The epicenter is located 16 km offshore northwest
of Surigao City, Surigao Strait at a depth of 10 km. The earthquake was generated
by the movement of Surigao segment of the Philippine Fault. Small-magnitude
earthquakes followed afterwards, and as of 4:00 PM of 11 February 2017, 101
aftershocks have been recorded by the PHIVOLCS seismic monitoring network.
Why do earthquakes occur in Surigao del Norte?
Eastern Mindanao, including Surigao del Norte, is one of the seismically active
areas in the country because of the Philippine Fault and Philippine Trench, which
are the main earthquake generators that can affect the area. In addition, there are
other local faults which can be sources of small- to large-magnitude earthquakes.
The Philippine Trench is the zone where the Philippine Sea Plate (PSP)
subducts beneath the Philippine Mobile Belt (PMB) between offshore Bicol
Peninsula and southeast Mindanao. Convergence between the PSP and the PMB
occurs at the rate of 8 cm/year.
Aside from strong ground shaking, what other seismic hazards are life-
threatening?

Landslides, rock falls, and other types of mass movements may occur in
mountainous or hilly areas. Liquefaction, manifested by sand boils or lateral
spread may affect low-lying, water-logged, sandy areas at the banks of rivers.
Tsunami is not expected from the kind of movement of the Philippine Fault -
Surigao segment. The tsunami threat for Surigao del Norte would come from the
movement of the Philippine Trench, located east of the province.
What should be done by the affected communities?

People are reminded to be cautious of structures visibly weakened or with signs

of damage by the 10 February 2017, as these may be further damaged by
aftershocks. In case of houses and other buildings with visible damage, it is best
to contact the Municipal/City Engineering Office for advice. Engineers from the
local government, other agencies and organizations should inspect buildings and
other infrastructures to determine their integrity, and recommend appropriate
actions to concerned affected groups or individuals. Slopes should be checked for
tension cracks that may have resulted from the strong ground shaking. Tension
cracks may make slopes more susceptible to landslides. These areas should be
avoided.
The best course of action is preparedness. In case of another felt
earthquake, it is recommended that people protect themselves by doing the “duck,

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October 15-20, 2018

cover and hold”. In homes and offices, heavy furniture should be strapped to the
walls, and appliances be secured to prevent them from toppling and causing
injuries to persons.
What is the role of PHIVOLCS?
PHIVOLCS operates and maintains a network of 92 seismic stations spread
across the Philippines. Data from the seismic stations are used to determine the
location, magnitude and other characteristics of the earthquakes generated.

Analysis

Q1. Illustrate how the involved tectonic plates move in a white cartolina. Label the
plates involved and classify the plate boundary.
Q2. Name the possible threats posed by the movement of tectonic plates based on
the articles/reading materials and identify possible survival techniques

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 Cross-Specialization Training of Grades 7-10 Science Teachers
on their non-major Science Subject
October 15-20, 2018

After 15 minutes, each group will assign one representative to explain the event assigned to
them. All visual aids will be posted on the board. Give each presenter 5-6 minutes to discuss
their work.

One article will be given to each group. Give the students 15 minutes to analyze the reading
material and make a visual representation of the described event. In a white cartolina, show how
the tectonic plates move using symbols like arrows, name the tectonic plates then identify the
type of plate boundary involved. Make sure that the illustration is readable and properly labelled.
Read the rubric for the activity so that the students will know how they will be graded.

1. It was the result of the Indio-Australian Plate subducting below the Eurasian
Plate. (CONVERGENT BOUNDARY)

2. The San Andreas Fault is on the boundary between the Pacific plate and the North American
plate. During the earthquake, the ground west of the fault tended to move northward and, in
the most extreme instance, a 21-foot shift was measured. (STRIKE-SLIP BOUNDARY)

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October 15-20, 2018

http://academic.emporia.edu/aberjame/student/nester1/graphics/fig1_03.jpg

3. It occurs where one part of the seabed—in this case the Pacific plate—dives beneath
another, the Philippine plate. (CONVERGENT BOUNDARY)

https://media1.britannica.com/eb-media/82/160282-004-0B41D21B.jpg

4. The sudden movement of the Pacific tectonic plate under the North
American plate caused a massive earthquake and a tsunami.
(CONVERGENT BOUNDARY)

http://www.earthobservatory.sg/files/project/images/Tohoku3-japan-oblique3.jpg

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5. The Philippine Trench is the zone where the Philippine Sea Plate (PSP)
subducts beneath the Philippine Mobile Belt (PMB) between offshore Bicol
Peninsula and southeast Mindanao. Convergence between the PSP and the
PMB occurs at the rate of 8 cm/year. (CONVERGENT BOUNDARY)

THREATS POSED BY THE MOVEMENT OF TECTONIC PLATES

• Earthquakes
• Tsunami
• Loss of lives

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RUBRIC

Criteria 4 3 2 1

Inadequate
Information adequately Information is mostly Information does not
information is not
CONTENT supports purpose of adequate and supportive support the visual’s
clearly supportive of
visual of visual’s purpose purpose
visual’s purpose

Main idea is clearly Main idea is appropriate Main idea not clearly
FOCUS No main idea
appropriate to topic to topic stated

At least 90% of the items 79-70% of the items Less than 70% of the
80-89% of the items are
are labelled and located are Labelled and items are labelled
labelled and located
LABELS-ACCURACY correctly that can be located correctly that and located correctly
correctly that can be read
read from at least 3 ft. can be read from at and too small to
from at least 3 ft. away.
away. least 3 ft. away view.

Includes all required 1 required elements Several required

REQUIRED All required elements are
elements as well as are included on the elements were
ELEMENTS included on the poster.
additional information poster. missing.

KNOWLEDGE Show a full Shows a good Shows a good Does not seem to
understanding of the understanding of the understanding of understand the topic
GAINED topic. topic. parts of the topic. very well.

Speaks clearly and Speaks clearly and Often mumbles or

Speaks clearly and
distinctly all (100-95%) distinctly most (94- cannot be
distinctly all (100-95%)
SPEAKS CLEARLY the time, and 85%) of the time. understood OR
the time, but
mispronounces no Mispronounces no mispronounces more
mispronounces one word.
words. more than one word. than one word.

Presentation is less
Presentation is 5-4 Presentation is 3 minutes Presentation is 2
TIME-LIMIT than 2 minutes OR
minutes long. long. minutes long.
more than 5 minutes.

GROUP NO. ___________________ TOTAL:

TEACHER’S SIGNATURE:
SCORE: _________________________ ________________

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