Republic of the Philippines

Department of Education
Caraga Region
SCHOOLS DIVISION OF AGUSAN DEL SUR
AGUSAN DEL SUR NATIONAL HIGH SCHOOL

STUDENT LEARNING MATERIAL

EARTH AND
LIFE SCIENCE

Module 3: Endogenic Processes (Part 2)

Module 4: Plate Tectonics

Mary Joy P. Araneta I Mary Grace P. dela Cruz I Michael Jay O. Mesa
Grenice V. Palermo I Jean Ailyn O. Pitolan
 Republic of the Philippines
Department of Education
Caraga Region
SCHOOLS DIVISION OF AGUSAN DEL SUR
AGUSAN DEL SUR NATIONAL HIGH SCHOOL

WEEKLY HOME LEARNING PLAN for Grade 11 Earth and Life Science
Week 3 Quarter 1 (Set B Sections) l November 23 – December 4, 2020
Week 3 Quarter 1 (Set A Sections) l December 21 – January 4, 2020 (tentative)

Day & Time Learning Learning Competency Mode of Delivery

Area Learning Tasks
MTWThF Wake up, make up your bed, eat breakfast and get ready for an awesome day!
7:00 – 7:30 Have a short exercise/meditation/bonding with family.
7:30 – 9:30
9:30 – 10:00 RECESS
10:00 – 11:00 Earth ✓ Describe where the ✓ Answer Summative Test 3 Send answers
and Life Earth’s internal heat through Gmail, GC
comes from.
Sciences ✓ Describe how magma is
or G classroom.
Module formed (magmatism
3A For printed, the
parents will hand-
in the answers to
the teacher in the
identified areas.
10:00 – 11:00 Earth ✓ Describe the changes in✓ Read Module 3 lesson 3 and Send answers
and Life mineral components and lesson 4. Then answer the through Gmail, GC
texture of rocks due to
Sciences changes in pressure and
following activities: or G classroom.
Module temperature ➢ Lesson 3
3B (metamorphism); and Getting Started (p.5) For printed, the
✓ Compare and contrast the Think About It (p.10) parents will hand-
formation of the different Test Yourself (p.10) in the answers to
types of igneous rocks.
➢ Lesson 4 the teacher in the
Getting Started (p.11) identified areas.
Think About It (p.13-14)
Think Some More (p.14)
Test Yourself A (p. 14-15)
Test Yourself B (p.15) for
performance task
12:00 – 1:00 LUNCH BREAK
1:00 – 3:00 Earth ✓ Explain how the ✓ Read Module 4 Lesson 1 and Send answers
and Life movement of plates answer the following activities: through Gmail, GC
Sciences leads to the formation ➢ Lesson 1 or G classroom.
Module 4 of folds and faults Getting Started (p.19)
Getting Immersed (p.19- For printed, the
21) parents will hand-
Think About It (p.21) in the answers to
Think Some More (p.24) the teacher in the
Test Yourself (p.25) identified areas.

Page 2 of 26
 SUMMATIVE TEST 3
EARTH AND LIFE SCIENCE
First Quarter of First Semester for SY 2020-2021

Name: _______________________ Section: _________________ Date: ___________ Score: ______

MULTIPLE CHOICE. Read each item carefully and write the letter of the correct answer on your paper.

1. Which of the following is NOT one of the main sources of Earth’s internal heat?
a. extraterrestrial impacts c. ultraviolet radiation from the sun
b. gravitational contraction of Earth d. radioactive decay of isotopes

2. Where does the Earth’s internal heat come from?

i. Left over heat from the Earth’s formation ii. Radioactive decay of naturally occurring isotopes
iii. Heat from the sun
a. i b. i and ii c. ii and iii d. i and iii

3. What term refers to the heat generated during the formation of the Earth as a result of collision of
planetesimals?
a. frictional heat b. global warming c. primordial heat d. radiogenic heat

4. According to the Nebular theory, which is NOT a process of how heat energy was produced?
a. Gravitational attraction of materials
b. Radioactive decay of unstable elements
c. Contraction of Earth into a smaller volume
d. Conversion of kinetic energy from moving bodies

5. Which of the following is true about heat flow in the Earth’s interior?
a. Heat flow is limited within the Earth’s interior.
b. Heat flow powers radiation in the crust and atmosphere.
c. Heat flow drives convection within the mantle and the core.
d. Heat flow greatly affect heat balance in the atmosphere and oceans.

6. What type of heat transfer is taking place between the inner core and the outer core?
a. conduction b. convection c. disintegration d. radiation

7. Which of the following statements correctly describes convection in the mantle?

a. Hotter materials rise, cooler materials sink.
b. Hotter materials sink, cooler materials rise.
c. Hotter and cooler materials can either rise or sink.
d. Hotter and cooler materials can either rise or sink.
8. What are the two main components of primordial heat?
a. sun and frictional heat c. accretion heat and radiogenic heat
b. accretion heat and frictional heat d. frictional heat and radiogenic heat

9. Which of the following best describes the statement: “Primordial heat and radiogenic heat are
generated in the Earth’s interior.”
a. Always true b. Sometimes true c. Always false d. Sometimes false

10. Which of the following is true about conduction and convection?

a. Conduction is how heat travels between objects that are touching while convection is how heat
travels through fluids – liquids and gases.
b. Convection is how heat travels between objects that are touching while conduction is how heat
travels through fluids – liquids and gases.
c. Heat transfer through convection is due to rapid collisions of atoms while conduction dominates
the thermal conditions in the zones where fluids exist.
d. None of the above
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11. On which geologic environments does magmatism form?
a. subduction zones c. spreading centers
b. mantle plumes d. all of the above

12. Which of the following statement is true about basaltic and granitic magma?
a. Basaltic magma most commonly rises all the way to the Earth’s surface while granitic magma
typically solidifies within the Earth’s crust.
b. Granitic magma most commonly rises all the way to the Earth’s surface while basaltic magma
typically solidifies within the Earth’s crust.
c. Both basaltic and granitic magma most commonly rise all the way to the Earth’s surface.
d. Both basaltic and granitic magma typically solidify within the Earth’s crust.

13. Which of the following best completes the statement “Magma can form when _______”?
a. an earthquake occurs c. water is added to hot rock
b. the tectonic plates shift d. the outside temperature changes

14. What is/are the conditions required for the formation of magma?
a. decompression melting c. addition of volatiles
b. heat transfer melting d. all of the above

15. What type of melting occurs when the rock experiences lower pressure as it moves upward?
a. decompression melting c. partial melting
b. flux melting d. total melting

16. On what environment would flux melting most likely occur?

a. spreading center c. hot spot
b. subduction zone d. volcano

17. Which of the following is NOT a type of volcano?

a. shield b. composite c. crater d. cinder cone

18. What do you call the bowl-like depression at the summit of the volcano?
a. vent b. crater c. shield d. cinder

19. The following are basaltic type of magma volcano, except:

a. basalt plateau c. caldera
b. cinder cone d. shield volcano

20. The contrast in behaviour of basaltic and granitic magma is due to _______________.
a. similarities in silica and water content c. differences in silica and water content
b. similarities in size and location d. differences in size and location.

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(continuation of Module 3)

Quarter 1 Week 4
LESSON 3 METAMORPHISM

Learning Competency: The learners describe the changes in mineral components and texture of rocks due
to changes in pressure and temperature (metamorphism). (S11/12ES-Ic-17)

Quartzite and marble are commonly used

for building materials and artwork.
Marble is beautiful for statues and
decorative items such as vases (Picture A).
Ground up marble is also a component of
toothpaste, plastics, and paper. Meanwhile,
quartzite is very hard and is often crushed and
used in building railroad tracks (Picture B). Schist
and slate are sometimes used as building and
A B landscape materials. Graphite, the “lead” in
pencils, is a mineral commonly found in metamorphic rocks.
In the previous lessons, you have been introduced that rocks may change its form or type
over geologic time depending on the factors or processes they undergo. One of the characteristics
of a metamorphic rock is the presence of foliation or band in its appearance. How did these rocks
acquire foliation or band? Why other metamorphic rocks don’t have this appearance?
In this module, you will learn more about the formation of metamorphic rocks.

Objectives

At the end of this lesson, you should be able to:

a. state the process of metamorphism;
b. describe the changes that rocks undergo during metamorphism; and
c. make a concept map on the metamorphism of rocks.

Getting Started

Direction: Look for the hidden words in the boxes. These words are the factors that causes physical
and chemical changes to pre-existing rocks. They are arranged horizontally, vertically, or diagonally.
1) 2)

HINT:

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 Getting Immersed

Directions: Read the following text below and answer the questions that follow.

Mount Sir Sanford in British Columbia, Canada (picture

at the left) is made entirely of marble formed from
metamorphism of limestone. How did it happen?

Metamorphism (from the Greek words for “changing

form”) is the process by which rocks and minerals change
because of changes in temperature, pressure, or other
environmental conditions.

When rocks are subjected to deep burial, tectonic forces such as folding, and high pressures
and temperatures, their textures and mineral compositions begin to change. There is a solid‐state
transformation (no melting) of a rock mass into a rock of generally the same chemistry but with
different textures and minerals.

Marble (Picture B) is a metamorphosed rock from

a fossiliferous limestone (Picture A). Both the fossils and
the cement between them are made of small calcite
crystals. If the limestone is buried and heated, the calcite
grains grow larger. In the process, the fossiliferous
texture is destroyed. The resulting metamorphic rock,
called marble, is still made of calcite, but its texture is now A B
one of large interlocking grains. Although its minerals are
the same as those of limestone, marble is a coarse-grained rock that can be polished to create a
smooth, lustrous surface and therefore is prized for sculpture.

In the example of limestone, metamorphism

changed its texture but not its minerals. In many other
cases, metamorphism forms new and different minerals.
For example, a typical shale (Picture C) contains clay,
quartz, and feldspar. When heated, the clay minerals
C D
react to form new minerals. The rock formed is called
hornfels (Picture D).

In the situation presented earlier, two types of metamorphic reactions occur. In one, the
original mineral grains simply grow larger. In the other, the original minerals decompose and new
minerals grow in their place. Both kinds of reaction occur in the solid state.

As a general rule, when a parent rock (the original rock) contains only one mineral,
metamorphism forms a rock composed of the same mineral but with a coarser texture. The
metamorphism of limestone to marble is one example. In contrast, metamorphism of a parent rock
containing several minerals usually forms new and different minerals. Shales commonly contain
clay minerals as well as quartz and feldspar. During metamorphism, both new minerals and new
textures always form from shale.

What Causes the Metamorphism in Rocks?

In the previous lessons, you had read that rocks are forced downward into deeper regions of
the crust, burying them under 5, 10, or even 20 kilometers of sediment by endogenic processes.

Page 6 of 26
 When rocks are buried, they become hotter and the pressure on them increases. These new
conditions cause chemical and physical changes. Let us discuss each factor that causes
metamorphism and the kind of changes they cause.

Temperature
Recall that the Earth’s crust gets hotter by an average of 30°C for each kilometer of depth.
Heat causes metamorphism. Think of a layer of clay deposited in a sedimentary basin. If the basin
sinks due to tectonic processes, it continues to fill with more sediments. As more sediment
accumulates, the clay layer is buried. If several kilometers of sediment pile up on top of the layer of
clay, the temperature rises enough to decompose the clay minerals. The atoms from the clays then
recombine to grow new minerals.

Pressure
Minerals are also sensitive to pressure. If atoms in a crystal are squeezed together very
tightly, the bonds between the atoms can break. The atoms then reorganize to form a new mineral
that is stable under the higher pressure. Most minerals are more sensitive to temperature changes
than to pressure variations. Nevertheless, pressure does play an important role in metamorphism.

Migrating Fluids
Recall that sediment commonly contains water in the pore space between the grains. Water
is also present in most rocks of the Earth’s crust and in magma. This water usually contains
dissolved ions and flows slowly through rock. The water and ions can react with the original minerals
and replace them with new ones. In this way, migrating fluids can also cause metamorphism.

Deformation
Tectonic plates move and smash together, creating tremendous forces. Rocks bend and
break in response. Deformation is the change in shape of rocks in response to tectonic forces. It
occurs in tectonically active regions – areas where rocks move.

slaty When metamorphism occurs

cleavage

sandstone
without deformation, mineral grains
folds in
sedimentary grow with random orientations
beds
(Picture A). In contrast, Picture B
shale
shows originally flat lying shale beds
being squeezed (deformed) into
folds during metamorphism. The
A B clays decompose and are replaced
with platy minerals such as mica.
The mica grows with its flat surfaces
perpendicular to the force squeezing
the rocks. This parallel arrangement
of minerals forms layering called
slaty cleavage (Pictures C and D).
Notice that the slaty cleavage cuts
across the original sedimentary
D bedding. Rocks with slaty cleavage
break neatly along the newly formed planes. Any kind of metamorphic
layering, such as slaty cleavage, is called foliation.

(A) Minerals grow randomly when metamorphism occurs without deformation. (B) If metamorphism occurs while tectonic forces
deform shale into folds, mica flakes grow perpendicular to the force (arrows) that is squeezing shale into folds. The rock then breaks
easily parallel to the mica flakes. This breakage is called slaty cleavage. (C) Slaty cleavage cuts across a gray, folded sandstone
bed surrounded by brown slate. While calcite veins fill cleavage cracks in the sandstone. Notice the parallel slaty cleavage in the
slate. (D) The development of slaty cleavage has obliterated all traces of original sedimentary bedding in this outcrop.

Page 7 of 26
Metamorphic Grade
The metamorphic grade of a rock is the intensity of metamorphism that formed the rock.
Temperature is the most important factor in metamorphism, and therefore grade mostly reflects the
temperature of metamorphism. Because different minerals form as a rock becomes hotter, the
minerals indicate metamorphic grade. Since temperature increases with depth in the Earth, a
general relationship exists between depth and metamorphic grade. Low-grade metamorphism
occurs at shallow depths, less than 10 kilometers beneath the surface, where temperature is no
higher than 300°C to 400°C. High-grade conditions are found deep within continental crust and in
the upper mantle, 40 to 55 kilometers below the Earth’s surface. The temperature here is 600°C to
800°C, close to the melting point of a rock. High-grade conditions can develop at shallower depths,
however, in areas adjacent to rising magma or hot intrusive rocks. Figure below summarizes the
relationships among depth, pressure, temperature, and metamorphic grade.

Types of Metamorphism and Metamorphic Rocks

Metamorphism is divided into three general categories on the basis of the cause of
metamorphism.

Contact Metamorphism

Contact metamorphism results from the intrusion of hot magma into cooler rocks (Picture A).
The country rock (the rock intruded by the magma) may be of any type – sedimentary, metamorphic,
or igneous. The intrusion heats the adjacent rock, causing old minerals to decompose and new
ones to form. The highest-grade metamorphic rocks form at the contact, where the temperature is
greatest. Lower-grade rocks develop farther out, forming a halo of metamorphism around the
intrusion (Picture B). Contact metamorphic halos can range in width from less than a meter to
hundreds of meters, depending on the size and temperature of the intrusion and the effects of water
or other fluids.

A B

Page 8 of 26
 Because contact metamorphism
commonly occurs without deformation, the rocks
are nonfoliated; that is, they have no
metamorphic layering. Hornfels (picture at the
left) is a hard, dark, fine-grained rock usually
formed by contact metamorphism of shale.
Tactite, also called skarn (picture at the right),
forms by contact metamorphism of limestone.
Tactite often contains large crystals of calcite, garnet, and pyroxene.

Regional metamorphism

Regional metamorphism affects

broad regions of the Earth’s crust, in
contrast metamorphism, which affects
only the rock immediately surrounding
an igneous intrusion. Regional
metamorphism is usually
accompanied by deformation, so the
rocks are foliated. It is the most
common and widespread type of
metamorphism in areas of mountain
building and granite intrusion.

Recall that shale is the most

abundant type of sedimentary rock. It
consists mostly of platy clay minerals arranged parallel to bedding planes. The clay grains are too
small to be seen with the naked eye. Shale changes in a regular sequence as temperature rises
and rocks are deformed during regional metamorphism.

As regional metamorphism begins, clay minerals decompose and new minerals grow
perpendicular to the squeezing direction, as already described. Thus, slaty cleavage develops.
Rock formed in this manner is called slate. With increasing metamorphic grade and continuing
deformation, the crystals grow larger and foliation becomes very well developed. Rock of this type
is called schist. Schist forms between low and intermediate metamorphic grades. A high
metamorphic grade, light- and-dark colored minerals often separate into bands a centimeter or
thicker, to form called gneiss (pronounced “nice”)

Hydrothermal Metamorphism

Hydrothermal metamorphism, also

called hydrothermal alteration, is the
changes in rock caused by migrating hot
water and by ions dissolved in the hot water.

Most hydrothermal alteration is

caused by circulating groundwater – water
contained in soil and bedrock (illustration at
the right). Cold ground water sinks through
fractures in bedrock to depths of a few
kilometers, where it is heated by the hotter
rocks. Shallow magma or a hot, shallow pluton enhances the heating of shallow ground water.
Water is a chemically active fluid that attacks and dissolves many minerals. If the water is hot, it

Page 9 of 26
decomposes minerals even more rapidly. In some hydrothermal environments, hot water reacts
with sulfur or chloride minerals in the rock to form strong acids such as sulfuric or hydrochloric acid,
making the solution even more corrosive. Upon heating, the water expands and rises bask toward
the surface through other fractures, altering the rocks adjacent to the fractures as it goes.

Quartz veins often form during hydrothermal alteration as silica dissolved from the original
mineral’s precipitates in fractures. Metals such as gold, silver, copper, lead, and zinc sometimes
concentrate with quartz in hydrothermal veins to form ore deposits.

Think About It

Directions: Read each item carefully and write the letter of the correct answer on your paper.

1. Which type of metamorphism occurs when a rock undergoes change in its form due to heat
by nearby magma?
a. contact metamorphism b. critical metamorphism
c. hydrothermal metamorphism d. regional metamorphism

2. What sequence of rock types will shale pass through with successively higher grades of
metamorphism?
a. shale, phyllite, gneiss, schist, slate, partial melting
b. shale, phyllite, gneiss, slate, schist, partial melitng
c. shale, slate, phyllite, schist, gneiss, partial melting
d. shale, slate, phyllite, gneiss, schist, partial metling

3. What kind of changes occur in a rock as it is metamorphosed?

a. color and shape c. state and texture
b. minerals and color d. texture and minerals

For item 4-5, refer to the figure at the right.

The figure shows the temperature, pressures, and depths
below the Earth’s surface at which different grades of
metamorphism occur. The blue arrow traces the path of
increasing temperature and pressure with depth in a
normal part of the crust.
4. At what depth does rock reach 600°C in a normal part
of the crust?
a. 20 km b. 25 km c. 30 km d. 35 km

5. What grade of metamorphism occurs at 400°C and 4

kilobars pressure?
a. Low-grade c. High-grade
b. Medium-grade d. No grade

Test Yourself

Directions: Create a concept map about the different types of metamorphism. Additional
instructions and respective rubrics will be given at the end of Lesson 4.

References:
CK-12. (2015). Metamorphic Rocks. Retrieved from
https://www.ck12.org/section/metamorphic-rocks-%3a%3aof%3a%3a-hs-rocks/
Thompson, G. R. & Turk, J. (1995). Earth Science and the Environment. USA: Saunders College Publishing

Page 10 of 26
 Quarter 1 Week 4
LESSON 4 Plutonism vs Volcanism
Learning Competency: Compare and contrast the formation of the different types of igneous rocks
(S11/12ES-Ic-18).

In Module 2 Lesson 4, you were able to learn that there are three types of rocks namely
igneous, sedimentary and metamorphic rocks.
Rocks of all kinds decompose, or weather, at the Earth’s surface. Some rocks dissolve when
soaked in rainwater. Streams, wind, glaciers, and gravity carry weathered material, called
sediments, downhill and deposit it at lower elevations. With time, sediment is cemented together to
form sedimentary rock.
Some Earth processes force rocks downward from the surface to the deeper regions of the
crust. When a rock is buried, both temperature and pressure increase. Higher temperature and
pressure cause changes in both the minerals and the texture of the rock. These changes are called
metamorphism, and the rock is termed a metamorphic rock. Metamorphic rocks form when igneous,
sedimentary, or other metamorphic rocks change because of high temperature and/or pressure or
are deformed during mountain building.
Under certain conditions, rocks of the upper mantle and lower crust melt, forming a hot liquid
called magma. Igneous rock forms when magma cools and solidifies. They are divided into two
groups on the basis of how they form. In this module, you will learn how each type is formed.

Objectives

At the end of this lesson, you should be able to:

a. describe the different types of igneous rocks;
b. compare and contrast the formation of the different types of igneous rocks; and
c. make a concept map on the formation of igneous rocks.

Getting Started Word Scramble

Directions: Unscramble the letters to form the hidden word that best describes the statement in
each item. Write your answer in your notebook.

1. A solid material, made of one substance, mostly crystals and occurs naturally on earth.
I M R A N E L

2. It is molten (melted) rock under the surface of the Earth. It is produced in the upper reaches of
the mantle or in the lowest areas of the crust usually at a depth of 50 to 200 kilometers.
G A M A M

3. It is the process of breaking down rocks and minerals into smaller pieces by water, wind, and ice.
I W E T R H A N G E

4. A rock that solidified from magma or lava.

S U O E N I G

5. It is a process when a molten liquid becomes solid.

L O S I D F T A I N C I O I

Page 11 of 26
 Getting Immersed

Directions: Read the following text below and answer the questions that follow.
You have learned in the previous lessons that magma is the sole source of igneous rocks.
When magma solidifies within the Earth, before it can rise all the way to the surface, intrusive
igneous rocks form. Intrusive rocks are sometimes called plutonic rocks after Pluto, the ancient
Greek god of the underworld.
Meanwhile, extrusive igneous rocks form when magma erupts and solidifies on the Earth’s
surface. Because extrusive rocks are so commonly associated with volcanoes, they are also called
volcanic rocks. Vulcan was the Greek god of fire.
The grain size in igneous rocks is the most important factor in rock texture. The texture of a
rock refers to the size, shape, and arrangement of its mineral grains, or crystals. Some igneous
rocks consist of mineral grains that are too small to be seen with the naked eye; others are made
up of thumb-size or even larger crystals.
One of the most striking differences between volcanic and plutonic rocks is the contrast in
their textures. How do these rocks differ in textures?
Table 3.4-1 below shows the igneous rocks textures based on grain size:

Igneous Rock Textures Based on Grain Size

Grain Size Name of Texture
No mineral grains (obsidian) Glassy
Too fine to see with naked eye Very fine-grained
Up to 1 millimeter Medium-grained
1-5 millimeters Coarse-grained
Relatively large grains in a finer-grained matrix Porphyry

Volcanic rocks are usually fine-grained, whereas plutonic rocks are medium or coarse-
grained. The difference exists because crystals grow slowly as magma solidifies. Volcanic magma
cools rapidly on the Earth’s surface and solidifies before crystals have time to grow to a large size.
In contrast, plutonic magma cools slowly within the crust, and crystals have a long time to grow to
larger sizes.
N.L. Bowen was a geologist who studied the order in which minerals crystallize from a cooling
magma. Since magma forms deep within the crust where it cannot be studied, Bowen made artificial
magma by heating powdered rock samples in a container called bomb. A bomb is a strong hollow
steel cylinder that can be sealed with a threaded cap.
Bowen summarized his
work in a Y-shaped figure, now
known as Bowen’s reaction
series (shown at the left). It is
called a reaction series to
emphasize that minerals
formed at high temperatures
react with cooling magma to
form other minerals.
The right side of
Bowen’s reaction series
describes the reaction that
occurs between plagioclase (a
group of feldspar) and magma.
As the temperature decreases,
plagioclase reacts continuously

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with the melt to become progressively enriched in sodium and silica and depleted in calcium and
aluminum. Thus, this arm of the Y is known as a continuous reaction series.
The left side of Bowen’s reaction series shows that olivine, the first mineral to form, reacts
with the melt to form pyroxene as the temperature decreases. Then pyroxene dissolves back into
the magma as hornblende (amphibole) forms. The reactions continue until biotite, the last mineral
in the series, forms as hornblende dissolves. This arm of the Y is called a discontinuous reaction
series because each of the minerals has a different crystal structure.
Both branches occur at the same time. The minerals of both arms of the Y become
progressively higher in silica content with decreasing temperature.
The rock names in the illustration are placed on the same level as the minerals that make up
each of those rocks. The placement of each rock type also shows that basalt forms at relatively
high temperatures, andesite at intermediate temperature, and granite at relatively low temperatures.

How do igneous rocks form?

There are two main processes in the formation of igneous rocks – plutonism and volcanism.

Plutonism is the formation of intrusive igneous rock by solidification of magma beneath the
earth's surface. Plutonic igneous rocks form when magma solidifies deep within the crust. Overlying
rock insulates the magma like a thick blanket. This keeps the magma hot so that it solidifies slowly,
over hundreds of thousands or even millions of years. As a result, crystals have a long time to grow,
and they form large grains. Therefore, most plutonic rocks are medium- to coarse-grained. Granite,
the most abundant rock in continental crust, is a medium- or coarse-grained plutonic igneous rock.
When you look at granite, you see individual grains of different colors. Each grain is a separate
mineral.
If magma rises slowly through the crust, some crystals, may grow whilst most of the magma
remains molten. If this mixture of magma and crystals suddenly erupt unto the surface, the magma
cools quickly, forming a very fine-grained rock with the large, early-formed crystals embedded within
it. A porphyry is an igneous rock containing large crystals in a fine matrix, and the large crystals
are called phenocrysts.
On the other hand, volcanism is the eruption of molten rock (magma) onto the surface of a
planet. Lava is fluid magma that flows out onto the Earth’s surface. The world also refers to rock
formed by solidification of the same material. If lava solidifies within a few hours of erupting, volcanic
glass, called obsidian, may form. Glass has no crystalline structure; the atoms or ions have no
orderly arrangement because the lava solidified before they could align to form crystals. If lava
solidifies more slowly, over days or a few years, crystals form, but do not have time to grow large
sizes. The result is a very fine-grained rock, in which the crystals are too small to be seen with the
naked eye.

Think About It

Directions: Given the pictures of rocks, examine the texture of the sample rocks and classify the
type of igneous rocks.

Texture Type of Formation

Igneous Rock
(fine-grained/ coarse-grained/ glassy) (plutonism or volcanism)
1. granite

Page 13 of 26
 2. obsidian

3. basalt

4. rhyolite

5. gabbro

Think Some More

Directions: Answer the question below and write your answer on your notebook.
Suppose you were given a fist-size sample of igneous rock.
How would you tell whether it is volcanic or plutonic in origin?

Test Yourself

A. MULTIPLE CHOICE. Directions: Choose the letter of the correct answer. Do this in your
notebook.

1. The rate of cooling of a magma or lava is reflected by the _____ of the rock.
A. mineralogy B. color C. texture D. density
2. Which of the following best describes a granite?
A. light-colored, fine-grained igneous rock rich in silica
B. light-colored, fine-grained igneous rock poor in silica
C. light-colored, coarse-grained igneous rock rich in silica
D. light-colored, coarse-grained igneous rock poor in silica
3. Which of the following best describes a basalt?
A. dark-colored, fine-grained igneous rock rich in silica
B. dark-colored, fine-grained igneous rock poor in silica
C. dark-colored, coarse-grained igneous rock rich in silica
D. dark-colored, coarse-grained igneous rock poor in silica
4. Which of the following is NOT an extrusive igneous rock?
A. basalt B. obsidian C. andesite D. granite
Page 14 of 26
 5. Where would you expect to find the largest crystals in a lava flow?
A. in the center of the flow
B. near the bottom of the flow
C. near the top surface of the flow
D. the crystals would have the same grain size throughout the flow
6. The major difference between intrusive and extrusive igneous rocks is:
A. their color C. their chemical composition
B. where they solidify D. the type of minerals they contain
7. Igneous rocks that form entirely beneath Earth’s surface are said to be _____.
A. volcanic B. extrusive C. plutonic D. platonic
8. Volcanic rocks are also _____.
A. intrusive B. plutonic C. extrusive D. explosive

For item 9-10, use Bowen’s reaction series.

9. Which of the following igneous rocks contain minerals that crystallize at high temperature?
A. andesite B. gabbro C. granite D. peridotite

10. Which of the following is a correct formation of igneous rock in increasing temperature?
A. rhyolite-andesite-basalt C. basalt-andesite-rhyolite
B. granite-diorite-gabbro D. gabbro-diorite-granite

B. CONCEPT MAPPING
Create one concept map showing the formation of rocks through metamorphism and
plutonism/volcanism. You may include in your map the processes involved, characteristics of
each rock type, and example of rocks.

Important reminders: (a) All the needed information is found in this module (Lessons 3 and 4). (b) You are free
to create your own design. (c) Your concept map will be rated using the rubric below and will be recorded under
performance task, thus it should be submitted to the teacher.

RUBRIC FOR CONCEPT MAP ON FORMATION OF ROCKS

Criteria 5 points 4 points 3 points 2 points

Content ▪ Shows an understanding of the ▪ Makes some mistakes in ▪ Makes many mistakes in ▪ Makes many mistakes in
topics’ concepts and principles terminology or shows a few terminology and shows a lack of terminology and shows a lack of
and uses appropriate misunderstandings of concepts understanding of many concepts understanding of many concepts
terminology and notations ▪ Few misconceptions are evident ▪ Some misconceptions are ▪ Some misconceptions are
▪ No misconceptions/ errors evident evident
evident
Organization ▪ Well organized and logical ▪ Thoughtfully organized ▪ Somewhat organized ▪ Choppy and confusing
format ▪ Easy to follow most of the time ▪ Somewhat incoherent ▪ Contains a limited number of
▪ Contains main concepts ▪ Contains most of the main ▪ Contains only a few of the main concepts
▪ All key words and concepts concepts concepts ▪ Many key words and concepts
necessary to promote an ▪ Most key words and concepts ▪ Many key words and concepts from the unit are missing
overview of the unit are used from the units are covered in a from the unit are covered
meaningful way
Connections ▪ All words accurately connected ▪ All words accurately connected ▪ Most words accurately ▪ Some words accurately
among ▪ Arrows/Lines easily connect ▪ They connect concepts to connected connected
Concepts concepts in an informative promote clarity and convey ▪ Connections are somewhat clear ▪ Connections aren't clear, they
manner meaning and convey some meaning convey little meaning and do not
▪ Identifies all the important ▪ Identifies important concepts but ▪ Makes some incorrect promote clarity
concepts and shows superior makes some incorrect connections ▪ Fails to use any appropriate
understanding of the connections concepts or appropriate
relationships among them ▪ Some meaningful connections connection
made

Neatness and Output is excellent in terms of Output is made legibly and neatly Output is made barely legible and Output is not legible and neat
Attractiveness legibility and neatness The output is attractive in terms of neat The output is distractingly messy or
The output is exceptionally design and layout The output is acceptably attractive very poorly designed
attractive in terms of design and though it may be a bit messy
layout

Page 15 of 26
References:

Deinla, W. et.al., (2020). Earth and Life Science Precious Igneous Rocks. Ermita, Manila.
The Editors of Encyclopaedia Britannica. (2011). Metamorphism. Encylopædia Britannica. Retrieved from
https://www.britannica.com/science/metamorphism#ref145864
The Mechanisms of Metamorphism. (2000). Retrieved from
http://csmgeo.csm.jmu.edu/geollab/Fichter/MetaRx/mechanisms.html
Thompson, G. R. & Turk, J. (1995). Earth Science and the Environment. USA: Saunders College Publishing

ANSWER KEY

Lesson 3: METAMORPHISM

Getting Started Think About It

1. TEMPERATURE 1. a 4. b
2. PRESSURE 2. c 5. b
3. d

Lesson 4: PLUTONISM VS VOLCANISM

Getting Started
1. MINERAL 4. IGNEOUS
2. MAGMA 5. SOLIDIFICATION
3. WEATHERING

Think About It
Igneous Rock Texture Type of Formation
(fine-grained/ coarse-grained/ glassy) (plutonism or volcanism)
1. granite coarse-grained plutonism
2. obsidian glassy volcanism
3. basalt fine-grained volcanism
4. rhyolite fine-grained volcanism
5. gabbro coarse-grained plutonism

Think Some More

If I were given a sample of igneous rocks, I will look at its texture to identify whether it is volcanic or
plutonic in origin. If it is coarse-grained, it is most probably plutonic. If it is fine-grained, it is most
probably volcanic.

Test Yourself
1. c 6. b
2. c 7. c
3. b 8. c
4. a 9. d
5. b 10. b

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 Quarter 1 Week 5

MODULE Plate Tectonics’ Role in Forming the Earth’s Surfaces

4
Over the years, the Earth changes its physical appearance or land formation. Several
theories or reasons arise that explains the changes in Earths appearance over time.
A German scientist named Alfred Wegener, among all the other scientists that time, noticed
that the African and South American coastlines on opposite sides of the Atlantic Ocean seemed to
fit as if they were adjacent pieces of a jigsaw puzzle (Picture A).
He realized that the jigsaw-like fit suggested that the continents
had once been joined together and had later split and drifted
apart. He then developed and pursued this idea and called it the
Continental Drift Theory. Wegener gathered evidences that all
of the Earth’s continents had once been together, forming a
single large landmass. Pangaea, from Greek root words for “all
lands”, is the name of the supercontinent that joined Laurasia
(northern part) and Gondwanaland (southern part) given by
Wegener. In his theory, this supercontinent broke up and drifted A
away from each other about 200 million years ago.
Aside from the fitting edges of the continents, Wegener also presented more evidences to
support his theory.
B He noticed that some fossils of plants and animals are
found on specific places only. Mesosaurus (sharp-toothed
reptile that looks like an alligator) fossils have been found in
South America and Africa, but nowhere else in the world. It is
difficult to imagine that how a slow, wallowing, freshwater
swamp dweller could swim thousands of kilometers across
the Atlantic Ocean to populate two different continents.
Glossopteris (fern) fossils were found in Antarctica, Africa,
Australia, South America, and India. Again, Wegener was
puzzled why the same species could be found on continents
separated by thousands of kilometers of ocean. Wegener plotted localities where those fossils were
found in his Pangaea map and found out that they are located in the adjacent regions (Picture B).
Paleoclimatology is the study of C
ancient climates. Being a meteorologist
and a geologist, Wegener knew that
certain types of sedimentary rocks form
in certain climatic zones of the Earth.
Glaciers and glacial sediment, for
example, concentrate on high latitudes.
Deserts and the rocks that form in desert cluster around latitudes 30° north and south. Coral reefs
and coal swamps thrive in near-equatorial tropical climates. The data he gathered showed that
ancient glaciers were formed in currently warm locations where glaciers could not have formed
(Picture C).
D
Wegener also noticed that several
instances in which an uncommon rock type or
a distinctive sequence of rocks on one side of
Atlantic Ocean and was identical to rocks on
the other side. This was found out in
seemingly separate mountain ranges of the
Appalachian Mountains in eastern North
America were of the same characteristics as the Caledonian Mountains in northwestern Europe.

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 However, Wegener’s theory of continental drift demanded an explanation of how continents
could move. Wegener had concentrated on developing evidences that continents had drifted, not
on how they moved. Perhaps out of exasperation, Wegener suggested two alternative possibilities:
first, that continents plow their wat through oceanic crust, shoving it aside as a ship plows through
water; and second, that continental crust slides over oceanic crust. His suggestions were ill-
considered and fatal step for his theory. Physicist immediately proved that both of his mechanisms
were impossible. Oceanic crust is too strong for continents to plow through it. Furthermore, frictional
resistance is too great for continents to slide over oceanic crust.
Modern evidence indicates that the continents were together, just as Wegener’s Pangaea
map showed. Furthermore, Wegener’s interpretation of when Pangaea started to split up-at the end
of Triassic time, about 200 million years ago – is also validated by recent data. He accumulated a
vast amount of accurate data that firmly supported his theory that the continents were once joined
together to form Pangaea and later rifted apart. The results of his work are a contribution to science
of which any geologists would be proud.
Another theory emerges from the observation of
scientists as they explore the ocean floor. Defense
strategists wanted maps of the sea floor for submarine
warfare, and the same information was needed to lay
undersea telephone cables. As they mapped the sea
floor, oceanographers discovered a long submarine
mountain range in the middle of the Atlantic Ocean
called Mid-Atlantic ridge which is a part of a continuous
submarine chain called mid-oceanic ridge, which E

girdles the entire globe and is by far the Earth’s largest and longest mountain chain (red lines in
Picture E).
Scientist discovered the magnetic stripes on the
sea floor and the mud covering the deep-sea floor is
thinnest at the ridge and becomes progressively
thicker at greater distances from the ridge. The sea
floor is younger at the ridge and becomes
progressively older away from the ridge. Scientists
F soon recognized similar magnetic stripes and
sediment trends along other portions of the mid-
oceanic ridge. As a result, the theory of seafloor
spreading (Picture F and G) was proposed which is
the model for the origin of all oceanic crust.
However, the sea-floor spreading theory offered
no further enlightenment regarding Wegener’s
G evidence for continental drift, nor did it explain other
geological phenomena such as earthquakes, volcanic
activity, and mountain building. In a short time, however, geologists combined the seafloor
spreading theory with Wegener’s evidences and other data to develop the plate tectonics theory.
The plate tectonics theory offers us a single model to explain how and why continents move, sea
floor spreads, mountain rise, earthquakes shake our planet, and volcanoes erupt.
In this module, you will learn more about the topic plate tectonics. At the end of this module,
you are expected to explain how the movement of plates leads to the formation of folds and faults.

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 Quarter 1 Week 5
LESSON 1 Plate Tectonics
Learning Competency: The learners explain how the movement of plates leads to the formation
of folds and faults. (S11/12ES-Id-22)

Nothing in this world is permanent, and so is our world itself. It has always been subjected to changes
through exogenic and endogenic processes. The mountain ranges, volcanoes, rift valleys, oceans, and even
the world’s most disastrous earthquakes did not happen by accident nor formed in a blink of an eye. They
are the products of a large-scale and very slow geologic process whose whys and hows were only quite
understood a few decades ago.
In this lesson, we will know more about the theory of plate tectonics, its mechanisms and its
contribution in changing our planet’s landscape.

Objectives

At the end of this lesson, you should be able to:

a. differentiate the different types of plate boundary movements;
b. identify the mechanism that drives plate boundary movements;
c. explain how the movement of plates lead to folding and faulting; and
d. discuss the role of plate movements in changing Earth’s landscape.

Getting Started How It All Began

Directions: Plate tectonics was one of your topics in Grade 10 Science. Can you recall how the following
structures began? Illustrate your series of answers in the empty boxes that would lead to the formation of the
structure on the last box. Use labels and colors, if possible.

volcano

mountain range

rift valley

Getting Immersed Plates in Motion

Directions: Observe each series of screenshots from PhET simulation showing relative movements of
tectonic plates and their results. Fill in the table and record your observations provided on the next page.

Page 19 of 26
Set A

Set B

Set C

Set D

Set E

Set F

Set G

Page 20 of 26
 Movement at the What structure/s
Types of Plates Involved
(for example: Plate Boundary What happens to or phenomena
Set continental and oceanic / oceanic and oceanic / (towards each other, away from each each of the plates? is/are formed at
continental and continental) other, slide past each other) their boundary?
A
B
C
D
E
F
G

Think About It

Directions: Answer the following questions based on your previous activity.

1. What type of plate (oceanic or continental) is most likely to move under the other plate? What factor do
you think caused it?
2. What do you observe about the amount of time involved in the movement of the tectonic plates?
3. In actual setting, what do you think helps tectonic plates move relative with each other?

Ideas to Remember Plate Boundary Movements

The activity you have just done have shown you the
different types of movement that occur at the plate boundaries, a
region where the edges of plates meet. Those movements are
explained in the theory of Plate Tectonics. This theory states that
the Earth’s rigid lithosphere is broken into several pieces called
ASTHENOSPHERE
tectonic plates (also called lithospheric plates) which glide over the
soft, ductile asthenosphere. Recall that the lithosphere includes the
crust and the solid part of the upper mantle.

A map showing the major and

minor tectonic plates and their
relative motions with each other

Page 21 of 26
 Moreover, the theory of Plate Tectonics explains that the
tectonic plates move due to a combination of natural forces. The main
mechanism that move them is mantle convection. This happens when
the hot, less dense rocks in the lower part of the asthenosphere (part
of the mantle) slowly go up while the cooler (but still vey hot), denser
rocks in the upper portion sink. Along this movement of rocks in the
asthenosphere also moves the lithosphere on top of it, like a conveyor
belt.
Other forces also assist in the movement of tectonic plates –
ridge push and slab pull. Ridge push is a force exerted to the plate as
the newly formed oceanic plate push away the older one while slab pull is a force exerted as a plate moves
down due to its own weight.
A tectonic plate can either have an oceanic or a continental edge that would interact with other plates.
An oceanic plate, composed mostly of basalt, is denser that a continental plate which is mostly granite.
There are three types of plate boundaries: convergent, divergent and transform. The interactions
in the plate boundaries all happen simultaneously. The next sections will discuss them more specifically.

The three types of plate boundary movement and their relationship with each other

a. Convergent Plate Boundary

This plate boundary is characterized by two plates moving towards each other. This type of plate
boundary movement could involve a continental and an oceanic plate, two continental plates, or two oceanic
plates. This is also referred to as destructive boundary because plate edges here are “destroyed” as they
melt and contribute to formation of magma.

1. Oceanic-Continental Convergence
The denser oceanic lithosphere subducts under the less dense
continental lithosphere. The subducting plate returns to the
asthenosphere and contributes to the formation of magma.
Geologic Formations/Phenomena:
trenches, volcanoes/volcanic arc, earthquakes
Example: Andean Volcanic Belt
(Nazca Plate and South American Plate)

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2. Oceanic-Oceanic Convergence
The older and denser oceanic lithosphere subducts under the
younger, less dense oceanic lithosphere. The subducting plate
returns to the asthenosphere and contributes to the formation of
magma.
Geologic Formations/Phenomena:
trenches, volcanoes/volcanic arc, earthquakes
Example: Mariana Trench
(Pacific Plate and Philippine Plate)
3. Continental-Continental Convergence
Due to similarity in density, neither of the plates subducts under
the other. Instead, as they move towards each other, their edges are
compressed, folded and uplifted. Mountain ranges do not involve
arching of the plates as they meet. Furthermore, no volcano is formed
in this movement.
Geologic Formations/Phenomena:
mountain range, earthquakes
Example: Himalayas
(Indian Plate and Eurasian Plate)

b. Divergent Plate Boundary

This plate boundary is characterized by two plates moving away from each other. This plate boundary
movement could involve two continental plates or two oceanic plates. It is also referred to as constructive
boundary because lithospheric materials are “created” here. Note that a continental and an oceanic plate
cannot be in divergence.

1. Continental-Continental Divergence 2. Oceanic-Oceanic Divergence

Shallow depth earthquake

As the two plates diverge, magma starts to well up and the overlying lithosphere is uplifted and
stretched until it gets fractured. Further movement leads the magma to invade and fill up the space; it then
solidifies and becomes new ocean floor. A lowland region between the ridges form the rift valley which marks
the spreading center.
Geologic Formations/Phenomena: mid-oceanic ridge, rift valley, volcanoes, earthquakes
Examples:
Continental-Continental: Red Sea Rift (Arabian Plate and African Plate)
Oceanic-Oceanic: Mid-Atlantic Ridge (South American Plate and African Plate)

c. Transform Plate Boundary

This plate boundary is characterized by two plates sliding past each
other, and could involve any type of plate. No lithosphere is created nor
destroyed, thus it is also called a conservative boundary. This could occur
at offset segments of the mid-oceanic ridge or could cut across continents,
creating faults.
Geologic Formations/Phenomena: shallow earthquakes
Example: San Andreas Fault
(North American Plate and Pacific Plate)
Page 23 of 26
 All of those plate boundaries are the most
common origin of earthquakes. There is this
region where 90% of all the earthquakes originate
and 75% of the all the volcanoes (or 450
volcanoes) in the Earth are found. This region is
called the Circum-Pacific Belt or the Pacific
Ring of Fire. Earthquakes and volcanoes are
abundant here due to interaction of the
surrounding tectonic plates. This region does not
have “active” magma here; rather, this is where
plate boundaries are active. One of the countries
within the Pacific Ring of Fire is the Philippines.
No wonder our country experiences a lot of
The Pacific Ring of Fire and the plates involved (Philippines is encircled) earthquakes and volcanic eruptions.

Meanwhile, you might also hear the term “faults” in radio or television news reports about
earthquakes. Fault refers to a crack in the Earth’s crust in which the forces built up in it are released, making
the rocks move in an earthquake. A plate boundary is always a fault but not all faults are plate boundaries!

Think Some More Pick the Pairs of Plates

A. Briefly answer the following questions.

1. What is the mechanism (or reason) that drives the plate movements at the boundary?
2. A continental plate and an oceanic plate can converge but cannot diverge. Why do you think so?

B. Refer to the map on page 21 that shows major and minor tectonic plates. Select five pairs of tectonic
plates and determine what type of plate boundary movement exists between them. Fill up the table given
below.
Type of Plate Boundary
Name of Plate 1 Name of Plate 2 Movement
(convergent, divergent, transform)
1
2
3
4
5

C. Identify on what plate boundary do the following geologic features exist. Put a check ( / ) under the
appropriate column. Multiple checks in one item is possible.
Geologic Feature Convergent Divergent Transform
1. mountain range
2. volcano
3. earthquake
4. trench
5. rift valley

Page 24 of 26
 Test Yourself Philippines and Plate Tectonics

What positive and negative impacts do the plate boundary movements create in our country?

On your paper, discuss your answer in at least 10 sentences distributed in three paragraphs
(introduction, body, conclusion). You will be graded using the following rubrics:

References:
Alden, A. (2019). Divergent plate boundaries. In ThoughtCo. Retrieved from
https://www.thoughtco.com/divergent-plate-boundaries-3874695

National Geographic Society. (n.d.). Plate tectonics. Retrieved from

https://www.nationalgeographic.com/science/earth/the-dynamic-earth/plate-tectonics/

National Geographic Society. (2019, April 5). Ring of Fire. Retrieved from
https://www.nationalgeographic.org/encyclopedia/ring-fire/

Sawe, Benjamin Elisha. (2018, October 17). How Were the Islands in the Philippines Formed? Retrieved from
https://www.worldatlas.com/articles/how-were-the-islands-in-the-philippines-formed.html

Thompson, G. R. & Turk, J. (1995). Earth Science and the Environment. USA: Saunders College Publishing.

Page 25 of 26
ANSWER KEY

GETTING STARTED: How It All Began

Answers may vary

GETTING IMMERSED: Plates in Motion

Types of Plates Involved Movement at the Plate
What structure/s or
(for example: Boundary
What happens to phenomena is/are
Set continental and oceanic / (towards each other,
each of the plates? formed at their
oceanic and oceanic / away from each other,
boundary?
continental and continental) slide past each other)
oceanic plate
volcanoes, oceanic
A continental and oceanic towards each other subducts under the
trench, earthquakes
continental plate
old oceanic plate
young oceanic and old volcanoes, oceanic
B towards each other subducts under the
oceanic trench, earthquakes
young oceanic plate
the two continental
mountain range,
C continental and continental towards each other plates collide with
earthquakes
each other
the two plates move mid-oceanic ridge,
away from each other, rift valley,
D continental and continental away from each other
new oceanic crust volcanoes,
forms between them earthquakes
the two plates move
mid-oceanic ridge,
away from each other,
E oceanic and oceanic away from each other volcanoes,
new oceanic crust
earthquakes
forms between them
the two plates moved
F oceanic and oceanic slide past each other earthquakes
to opposite directions
the two plates moved
G continental and continental slide past each other earthquakes
to opposite directions

THINK ABOUT IT
1. Oceanic plates most likely subduct under continental plates. This is because they are denser than the
continental plates.
2. The movement of the tectonic plates involve a long period of time like millions of years.
3. Answers may vary but most expected answer talks about mantle convection

THINK SOME MORE: Pick the Pairs of Plates

A.
1. Plate movements are mainly driven by mantle convection. Ridge push and slab pull also assist in the
movement.
2. Oceanic and continental plates do not diverge from each other. Because of the difference of the plates
involved, the oceanic plate will eventually subduct under the continental plate.

B. Answers may vary

C.
Geologic Feature Convergent Divergent Transform
1. mountain range /
2. volcano / /
3. earthquake / / /
4. trench /
5. rift valley /

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