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378 views16 pagesScience 10 Module 2 Enriched Thematic MELC Grade 10Q1
Uploaded by
River Lincoln HargreevesCopyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
/ 16
Republic of the Philippines
Department of Education
Regional Office IX, Zamboanga Peninsula
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Enriched / Thematic MELC
Grade 10 - Quarter 1
Module 2 - Second Week
TUS ce Curlom i m ats] t BT
rtd PNT? t I}
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Pte tee =
MT Most Essential Learning Competencies:
Bret
i + Explain the different processes that occur along the plate
ohegiceneigncot boundaries (S10ES-la-j-36.3)
Feat eee + Evaluate and make judgements about a range of texts using
; a set of criteria e.g. comparing arguments on the same topic,
Madaginoton critiquing a short story
Pra LLL
ar es
Name of Learner:
Grade & Section:
Name of School:
Relais
ollasaligan
peas Prepared by:
| ofeatangucn | JOLY C,BARADERO —LORRYBERT M. MANDEG
Teacher ~ II! Teacher ~| Overview
After learning the different types of plate boundaries, you are now going
to learn the different processes that occur along these plate boundaries. The
lvolcanoes and earthquakes that you have studied in Module 1 are just two of the
various effects of these processes on Earth's lithosphere.
In this module, you will determine the other geologic features as well as their
consequences on the environment which include climate change. You will also
encounter different activities that would develop your skills in different learning
areas.
Procedure
A. Ac
ity
In the previous module, you have determined where and when volcanoes
and earthquakes usually occur. The figure below in the following activity will let
you recall how it relates to the occurrence of volcanoes and earthquakes.
| ACTIVITY 4 | .
Recalling the Plate Types Score: a
Directions: For items 1-2, label the two types of plate. Then, for items 3-7, check
the box of the correct type of plate based on the description given. (1 point each)
‘gamedivt woebly.com
Itis thinner but denser plate. Continental Oceanic
As this plate subducts, it melts to form magma. C1 Continental C Oceanic
Itis thicker but less densed plate. OContinental 1 Oceanic
When this plate subducts, earthquake occurs. C1 Continental O Oceanic
‘Magma rises through this plate causing volcanic
activity. | OContinental C1 Oceanic
What other geologic events could take place when two
continental plates collide, or when two oceanic plates collide, or
when they separate, or when they slide past each other?
The following activities will lead you to determine more of them. Score:
AcTiviTY 2
Name the Moving Plates 30
Directions: Choose the correct name of the plate boundary in each figure.
Check the box for your answer, (1 point each)
(1 Convergent oceanic-
oceanic plate boundary
Convergent oceanic-
continental plate boundary
(Convergent continental-
continental plate boundary
[5 Convergent oceanic-
‘oceanic plate boundary
O Convergent oceanic-
continental plate boundary
(Convergent continental-
continental plate boundary
O Convergent oceanic-
‘oceanic plate boundary
Ci Convergent oceanic-
continental plate boundary
C1 Convergent continental-
continental plate boundary
4) Divergent oceanic-
oceanic plate boundary |
|
(1 Divergent continental-
continental plate boundary
(Transform Fault
boundary Divergent oceanic-
oceanic plate boundary
Divergent continental-
continental plate boundary
(Transform Fault
| boundary
Analysis
a In Activity 2, you have named the different plate boundaries. Now,
/ jit’'s time for you to examine each figure again. Then, answer the
following guide questions. Check the box if you are asked to choose
answers.
1. Which of the following were your basis in naming the different plate boundaries?
‘Choose two answers only. (2 points) N 2
1 The presence of the ocean in the figure gave me the clue that Below it is
the oceanic plate.
1 The color in each figure indicates the type of plate.
The arrows in the figure indicate their movements which gave me the clue
if they are converging, diverging or sliding past each other
ON FIGURE 1
2. Describe what happens to Plate A as it collides with Plate B? Why? Choose your
answer. (2 points)
C Plate A bends downward because Plate A is denser than Plate B.
O Plate A goes up over Plate B because it is buoyant.
3, What do you think may happen to the leading edge of Plate A as it continues to
move downward? Why? Choose your answer. (2 points)
(The leading edge of Plate A will remain solid
Ci The leading edge of Plate A will start to melt
beneath the crust (mantle) is higher.
4. Which of the following are the geologic events/features that oct
Figure 1? Choose four answers. (1 point per correct answer) care
O Volcanoes OTrench
Omid. i
ClEarthquake OMountain range BRR vaioy ye
because it is so rigid,
because the temperature ON FIGURE 2
5. What are the geologic processes/events that will occur because of this plate
movement? You can choose 4 answers. (1 point per correct answer)
Plate B undergoes subduction process or the sinking of plate towards the
Omantle.
(Earthquakes can happen since the two plates are grinding against each
other. Trench/es will form.
1 Voicanoes will form at the surface of Plate A.
OIRift valley and mid-ocean ridges will form.
6. What geologic features might form at the surface of Plate A? Choose your
answer. (1 point)
Volcanoes [Trenches ORift valleys
7.lf 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 ocean? Choose your answer. (1 point)
DeEarthquakes ==] Tsunami Trenches
ON FIGURE 3
8. What geologic. events/features could take place with this type of plate movement?
Choose only 2 answers. (1 point per correct answer) =
Mountain ranges D Volcanoes Di Volcanoes
9. In terms of the consequences on the Earth's lithosphere, how will you differentiate this
type of convergent plate boundary with the other two? Write your answer below. (3 pts.)
ON FIGURE 4
10. Which geologic features/events may occur with this type of plate movement? Choose
only 2 answers. (1 point each)
ORift valley (Earthquakes (Mid-ocean ridge
ON FIGURE 5
11. What geologic event may occur with this type of plate movement? Write your answer
below. (2 points) %
ey °
ae
C. Abstraction
‘The previous ‘activities familiarized you on the different plate boundaries. Now, let us
understand the processes that occur along these boundaries and determine the different
features and events that consequence these movements. The Different Plate Boundaries and Their Consequent Geologic
Events/Features:
1. Convergence of Plates
1.1 Convergence Oceanic and Continental Plates
From figure 1, the formation of a volcanic arc near the edge of a continental leading
plate occurred as explained in Module 1 on Volcanoes. The oceanic plate (Plate A) is denser,
thus, it undergoes subduction process or the bending of the crust towards the mantle. The
Subducted crust melt forming magma. This leads to the occurrence of volcano on the
continental plate.
For the oceanic crust, one important geologic feature is formed, and that is the trench
Also called submarine valleys, ocean trenches are the deepest part of the ocean. One of the
deepest is the Philippine trench with a depth of 10 540 meters.
Earthquakes also occurred in this convergence as explained in Module 1 on
Earthquakes. Mountain ranges also formed with this type of convergence as seen in Figure 1
1.2 Convergence of Two Oceanic Plates
Like the first type of convergent boundaries discussed earlier, converging oceanic plates
will cause formation of trenches, and these trenches will become sources of earthquakes
Underwater earthquakes, especially the stronger ones, can generate tsunamis. The Japanese
term for “harbor wave,’ na a series of ocean waves with very long wavelengths
(typically hundreds of kilometers) caused by large-scale disturbances of the ocean.
Volcanoes are also formed with this type of convergence since there is a subduction of
‘one plate. You have learned that the subducted plate will reach the mantle causing it to melt
and turn into magma. The madfna rises to the surface creating a volcanic island arc parallel to
the trench.
Formation of Philippine Archipelago
Many parts of the Philippines originated from oceanic-oceanic convergence. This
resulted from the collision of two oceanic plates, with one of the plates diving under the other.
Majority of the islands in the Philippine archipelago are considered as part of the Philippine
Mobile Belt. These islands were formed 65 million years ago at the southern edge of the
Philippine Sea Plate and are considered as part of island arcs. Other parts of the Philippines,
such as Palawan, Mindoro, and the Zamboanga Peninsula are all highland sections of the
Sundaland block of the’ Eurasian plate (see figure 6). The Sunda Plate (also known as
the Sundaland Block) is surrounded in every direction by tectonically active convergent
boundaries, below which are subducting: the Philippine Sea Plate to the East, and the Indo-
Australian Plate to the South.
$f) Marita
Shey
Eurasian Plate which includes Plawan, Mindoro, and Zamboanga The Philippine Mobile Belt eventually collided with __ emma st}yive rum & Terese finn
the Sundalan block which explains the presence ee
of trenches, such as the Manila-Negros-Cotabato
Trench System, and the Sulu Trench, as shown
in Figure 7.
Manila-Negros-
Cotabato Trench
System ~
Figure 7. Distribution of active faults |
‘and trenches in the Philippines
On the eastern side of the Philippines, trenches like the Philippine Trench and East
Luzon Trough are both products of subducting Philippine Sea Plate beneath the archipelago.
Figure 8. Subduction of Philippine Sea Plate
Aside from the formation of trenches and troughs, the downward movement of oceanic
lithospheres underneath the Philippine Archipelago creates active volcanic chains. For
example, the descent of the West Philippine Sea oceanic lithosphere along the Manila Trench
created a volcanic chain from Taiwan to Mindoro. Some of the known active volcanoes in this
chain are Pinatubo in Central Luzon and Taal in Batangas. 5
Also, the constant dipping movement of slabs induces frequent moderate to strong
earthquakes at various depths, gives rise to mountain ranges and develops the geologic
character of the Philippine Archipelago.
1.3 Convergence of Two Continental Plates
‘When two continental plates converge, a collision zone is formed. Unlike the other two
types of convergent boundaries, subduction ceases for this particular type of convergence. No
trench, no volcano, and definitely no island arc are created during this process. Instead, what is
created is a large group of tall mountains called mountain i) as seen in Figure 3.
‘About 40 to 50 million years ago, two large land masses, India and Eurasia, collided to
begin the formation of the most visible product of plate tectonics - the Himalayas. Since
Subduction is impossible between two colliding continental plates, pressure is released by
Pushing the crusts upward and forming the Himalayan peaks.
Also, collision of continental plates is associated with shallow earthquake activities. nitp:/pubs.usqs-9ov
Figure 9. Collision of the Eurasian and Indian Plate
2. Divergence of Plates
Formation of rift valleys and oceanic ridges are indications that the crust is spreading
or splitting apart. In this case, the plates are forming divergent plate boundaries wherein they
tend to move apart which also caused earthquake activities. Most divergent boundaries are
situated along underwater mountain ranges called oceanic ridges. As the plates separate, new
materials from the mantle ooze up to fill the gap. These materials will slowly cool to produce
new ocean floor.
The spreading rate at these ridges may vary from 2 to 20 om per year. Although a very
slow process, divergence of plates ensures a continuous supply of new materials from the
mantle. The Mid-Atiantic Ocean ridge is an example of spreading center which causes the
divergence of the South American plate and the African plate.
When a spreading center develops within a continent, the crust may break into several
segments. The breaking leads to the formation of down faulied valleys called rift valloce to
also associated with the sing of hot meterias from the mantle ees
The rift valley increases its length and depth as the spreading continues
the valley develops into a linear sea, similar to the Red Sea today. Y pues pokt
RIFT VALLEY |
4
Ni
Figure 11. Development of a rit-valley 3. Transform Fault Boundaries
In Grade 8, you were introduced t
strike-slip. You also learned that faults
types of forces acting on the lithosphere.
This type of plate boundary resembles the strike-slip fault.
Though much larger,
transform fault boundary is similar to strike-slip fault in terms of the relative motion of adjacent
slabs of rock.
fea Per
°
'o different types of fault such as normal, reverse, and
are fractures in the Earth's crust created by different
———s
Figure 12. Blocks of wood representing lithospheric plates
If the blocks of wood in Figure 12 are to represent the lithospheric plates, you will notice
that there are two sets of divergent plate boundaries (between blocks 1 and 2, and blocks 3 and
4). But since the plates were adjacent to each other, a new type of boundary is manifested and
that is the transform fault boundary.
Most transform faults join two segments of a mid-ocean ridge (represented by the gaps
between 1 and 2, and between 3 and 4). Remember that the Presence of a ridge is an
indication of diverging plates, and as the plates diverge between the two ‘segments of the mid-
ocean ridge, the adjacent slabs of crust are grinding past each other (blocks 2 and 3, blocks 1
and 3, and blocks 2 and 4),
Although most transform faults are located within the ocean basins, there are a few that
cut through the continental crust. An example of this is the San Andreas fault (as seen in Figure
13). As mentioned in Module, 1, the immediate concerns about transform fault boundaries are
earthquake activities triggered by movements along the fault system
omg
Figure 13, San Andreas Fault
HOW VOLCANOES INFLUENCE CLIMATE
In Grade 9, you have learned that climate is the general pattern of weather in a certain
area over a long period of time. How is climate affected by volcanic activities? 10
tps /,ousinessmiror.com,ph2020/01/12/alert evel 3ased-ontaal-voleano-resdents-evacated/
Figure 14, Gases and dust particles from Taal Volcano eruption
Volcanic eruptions are responsible for releasing molten rock, or lava, from deep within
the Earth, forming new rock on the Earth's surface. But eruptions also impact the atmosphere
‘The gases and dust particles thrown into the atmosphere during volcanic eruptions (as
shown in Figure 14) have influences onclimate. Most of the particles spewed
from volcanoes cool the planet by shading incoming solar radiation. The cooling effect can last
for months to years depending on the characteristics of the eruption. Volcanoes have also
caused global warming over millions of years during times in Earth's history when extreme
‘amounts of volcanism occurred, releasing greenhouse gases into the atmosphere.
Even though volcanoes are in specific places on Earth, their effects can be more widely
distributed as gases, dusts, and ashes get into the atmosphere. Thus, affecting the climate of
some places.
CLIMATE CHANGE IN THE PHILIPPINES
Climate change is happening now. Evidences being seen support the fact that the
change cannot simply be explained by natural variation, The most Tecent scientific
assessments have confirmed that this warning of the climate system since the mic 20" century
#5 most likely to) be) due’ fo human activities; and thus)ls dua to the observed increace
Greenhouse gas concentrations from human activities, such as the burning of fossil fuels and
land use change.
The Philippines is highly vulnerable to the impacts of climate
level rise, increased frequency of extreme weather events, rising
rainfall The extreme conditions that we are experiencing egrets ore cxteme
me the stronger typhoons and the heavier rainfalls ‘manifest that our climate is really
anging.
change, including sea
C. Application
and their consequence to the Earth's
atmosphere, it's time for you to ex fia
aerate tne ay ‘press and apply your understanding
= occur along plate boundaries ‘Score: =,
CTIVITY 3
as Completing the Table a8
Directions: Summarize or encapsulate you
completing the table below.
(2pts. per box)
understanding about plate boundaries by
Some parts are already filled in for your guide.
Type of Plate Boundary Relative Wiotion of the | Geologic Features/Events
Lz ene ee Plates : eas eC
Convergent oceanic
Volcanoes, earthquakes,
continental plate trenches, mountains
boundary
Two continental plates
moving towards each
other | A
Convergent oceanic~ Two oceanic plates af
eceanic plate boundary | moving towards each
other =
Divergent plate boundary
Larthquakes |
“activity 4» Making Judgements
This activity will help you develop your skills in ENGLISH
Particularly in evaluating and
‘making judgements about a range of texts using a set of criteria.
Directions: Read the news report below. Then, examine the hypothetical reactions of the
two politicians on the news report. Answer the question that follows.
Taal Volcano Downgraded To Alert Level 1
MANILA, Philippines (UPDATED) — Taal Volcano was downgraded from Alert Level 2 to
Alert Level 1 on Thursday, March 19, over two months since it started erupting on January 12
The Philippine Institute of Volcanology and Seismology (PHIVOLCS) said in a bulletin
at 8 a.m. on Thursday that the downgrade reflects "the overall decreasing trend in the level of
Monitoring parameters.”
cpoug vat tt added: "Alert Level 11 means that the volcano is still in abnormal condition and
should not be interpreted that unrest has ceased or that the threat of an eruption has
disappeared.” i
If the situation eases further, Taal's status could eventually be lowered to Alert Level
0. Butif there are indications of renewed unrest, Alert Level 2 might be raised again.
1 Reactions of the two politicians after hearing the news
Politician A: It's been 3 months since our province was ees ca arcanent
lockdown by the national goverment. The Taal volcano's eruption Bae brush
Broblem to the province's economy, particulary tourism. It is now the right time to
open our place for tourists for us to have income again. If we have fenssnwe
can help a lot of people, especially those who have lost their homes
properties.
Politician B: No, it's not yet the right time because as what PHIVOLCS ee at
Level 1 means that the volcano is still in abnormal condition. If we open our pl
again for tourists, we cannot assure their safety and security.
Politician A: But we are already exhausted. If we open businesses again, we gain
funds. Thus, we can help and save people's lives.
Politician B: No, if we open businesses again, we do not save people but we put
People's lives on risks,
Question: If you were Politician C; how would you react to the same issue? (20 points)
Note: The following rubric will serve as your guide in writing your thouahts
2
Criteria 413
FocusiContent (states clear position at the beginning until the end of the
work)
Persuasive Techniques Used (uses strong and effective persuasive 1
techniques; details support the main idea)
Development/ Organization (has strong organizational plan; has 5
‘ogically arranged statements from the most important to the least imp. or
vice-versa; develops the topic thoroughly with examples and supports)
Clarity of Ideas (presents clear and sound arguments, and evidences:
1 | Total
are authentic)
Emphasis (has interesting and atiention-grabbing Introduction; has
strong conclusion that includes a call to action) “
Table 4. Rubric Il. Evaluation Score:
Test |. Direction: Write the letter of the correct answer on aS
the space before each number.
1.
|n converging continental plate and oceanic plate, subduction process happens.
Which plate normally subduct?
a. continental plate c. oceanic plate
\ . both continental and oceanic d. none of these
For items 2-4, refer to the geologic features and events below.
[: earthquake Ill. trench V. volcanoes |
|, mountains IV. rift valley VI. oceanic ridges
2. What geologic event/s is/are most likely to happen at transform fault boundary?
a. llonly b. land Il cc. lonly d. land Iv
\
3. What will occur or form when two crustal plates move away from each other?
a. 1, l,andV —b.1,1V,andVl_—c. Vand Vonly _d. lll, IV, and VI
4. Crustal plates A and B are moving towards each other. What will occur or form
between these plates?
a. 11l, Ill, and V b. Lonly.c. Il, Il, and IV d. 1, Vand VI
5. If you visit a place in the Pacific known to be along converging plates, which of these
should you NOT expect to see?
a. active volcanoes . rift valleys
b. mountain ranges d. volcanic islands
6. Tsunamis a series of ocean waves with very long wavelengths. Which process
causes tsunami to occur?
‘a. convergence of continental and oceanic plates.
b. convergence of two oceanic plates
©. convergence of two continental plates
d. divergence of two continental plates
7. You are an oceanographer and want to map the ocean floor on the east coast of the
Philippines. As you do your study, you notice that there is a portion in the ocean floor
, which is relatively much deeper than the rest. What most likely is that deeper part?
a, mid-ocean ridge .rift valley
b. trench d. volcano
8. How do volcances relate to climate?
‘a, Volcanic eruptions release molten rock, or lava, from deep within the Earth,
forming new rock on the Earth’s surface, thus affecting climate.
b. Volcanic eruptions release gases and dust particles _into
the atmosphere which eventually affect climate.
¢, The volcanic activity can influence the movement of the ground and the
‘atmosphere; hence, affecting climate.
d. Volcanoes are located in the lithospheric plates, so they do not relate to
climate change.
Test II- Directions: For items 9-16, read the text below and the proceeding statement.
Then, answer the question that follows.
ur cimate is changing. Human activiles have increased greenhouse gas concentrations in the
almosphere, The main sources of greenhouse gases due fo human activity are; burning fossil fuels leading to
higher carbon dioxide concentrations, farming and forestry — Including land use change via agriculture and
livestock. ntpsitwir.cimatainksorpresourcesicimate-changoviskproie-piippines
13, 14
‘Statement: Humans have to do some of the above-mentioned activities for a yaaa it these
human activities continue, how would our Earth become better in the
us are responsible for the change
‘Question: As a student, how would you react to
the statement? (8 points)
Note: Refer to Table 1. Rubrics above as your auide.
Assignment
ARALING = PANLIPUNAN
Panuto: Surin ang mga larawan sa ibaba. Sagutin ang mga sumusunod na
tanong.
Score:
20
Sa gawaing ito, naipamamalas ang iyong kakayahan sa _
partikular ang pagsusuri ng
kahalagahanng kahandaan, disiplina at kooperasyon sa pagtugon ng
mga hamong pangkapaligiran.
Emergency
Preparedness
Tips
‘ntpe//wonterh rl utatYoushoul nea about hood ood 2)
4. Gabay ang larawan sa Emergency Preparedness
= _ isang talaan ng mga DAPAT at HINDI DAPAT g
Tips sa pahina 14, gumawa ng
jawin s:
Isulat sa sumunod na kahon ang sagot. (10 punios) nn M=Y emergency: 2, Anu-anong katangian ang ipinamamalas ng mga tao sa larawan sa ibaba?
(5 puntos)
os (pia govphVoewsloricies 1033347
3. Bilang isang mag-aaral, paano mo maipapakita ang iyong kooperasyon sa
pagtugon ng mga hamong pangkapaligiran? (5 puntos) References
Elementary School Science Grade 2: Sourcebook for
Carale, L. R.,Balce, M. E. (Eds.). (2002). Practical Work In pet arc onthe PRU
Teachers, National Institute for Science and Mathematics Education Develoy
(UP_ISMED - ICA) r
Carale L. R,Balce, M. E. (Eds). (2002). Practical Work In Elementary School Science Grade 1: Sourcebook for
Teachers. National Institute for Science and Mathematics Education Development University of the Philippines
(UP_ISMED - ICA)
Domingo, Z.T. & Reyes, A (Eds.). (2002). Txt2teach: Teacher's Guide to the text2teach Program, Basic Education
Curriculum: Science 6. Ayala Foundation with the commitment and involvement of the Department of
Education, SEAMEO INNOTECH, Globe Telecom, PMSI- Dream Broadcasting, and Chikka Asia,
Domingo, Z. T. & Mangansakan, G. A, (Eds). (2006). Education and Livelihood skills Alliance IR2 Alternative
Learning System (ELSA- ALS)V.2), SEAMEO INNOTECH, Department of Education and Bureau of Alternative
Learning System (BALS)
Domingo, Z. T. & Campos, M. R. (Eds.) (2002). Txt2teach: Teacher's Guide to the text2teach Program, Basic
Education Curriculum: Science 5. Ayala Foundation with the commitment and involvement of the Department of
Education, SEAMEO INNOTECH, Globe Telecom, PMSI- Dream Broadcasting, and Chikka Asia.
Domingo, Z.T. & Campos, M. R.(Eds.).(2002), Txt2teach: Teacher's Guide to the text2teach Program, Basic
Education Curriculum; Mathematics. Ayala Foundation with the commitment and involvement of the
Department of Education, SEAMEO INNOTECH, Globe Telecom, PMSI- Dream Broadcasting, and Chikka Asia,
United States Agency for International Development (USAID) and Education Development Center (EDC). Lesson
Exemplars.
Human Rights Teaching Exemplars, Elementary Level. Commission of Human Rights and Department of
Education, Culture and Sports.
Peace Education Teaching Exemplars for Secondary Schools, Department of Education, Office of the Presidential
‘Adviser on the Peace Process and United Nations Children’s Fund (UNICEF).
Project Oplan Lesson Plan, Basic Education Assistance for Mindanao (BEAM) and Australia Agency for
International Development (AusAID).
Integration of Tuberculosis Prevention Messages in the Elementary Curriculum, Teacher-Child-Parent (TCP,
Approach,
Department of Education, Culture and Sports and Glaxo Smith Kline Foundation.
IMAGES:
{gamediv1 weebly.com
presscom wordpress
hips: d/businessmirror.com.ph/2020/01/12/alert-evel-3-raised-on-taal-voleano-residents-evacuated!
hntps:/weatherph.orglwhat-you-should-know-about-lyphoon-and-lood-2/,
hitps:/pia.gov phinews/artcles/1033347
hitps://wwwrappler.con/nation/253016-tael-volcano-eruption-alert-level-march-19-2020,
Climate Change in the Philippines Sources
hitps:/Awww.silent-gardens, com/climate. php
http://bagong,pagasa dost gov phiinformation/climate-change-in-the-philippinesitclimate-
Mg age pea sow opal cheng philsnstclate-
