STA.
IGNACIA HIGH SCHOOL
Private
SANTA IGNACIA, TARLAC 2303
WEEK 5 (LEARNING PLAN SCIENCE 10)
I. OBJECTIVES
Content Standard:
The learners demonstrate understanding of the relationship among the
locations of volcanoes, earthquake epicenters, and mountain ranges
Performance Standard:
The learners:
Demonstrate ways to ensure disaster preparedness during earthquakes,
tsunamis, and volcanic eruptions; and suggest ways by which he/she can
contribute to government efforts in reducing damage due to earthquakes,
tsunamis, and volcanic eruptions
Learning Competencies:
The learners...
1. Describe the distribution of active volcanoes, earthquake epicenters, and major
mountain belts;
2. Identify the different layers of the earth;
3. Describe the different types of plate boundaries;
4. Explain the different processes that occur along the plate boundaries;
5. Describe the internal structure of the earth;
6. Describe the possible causes of plate movement; and
7. Enumerate the lines of evidence that support plate.
II. SUBJECT MATTER
Lesson: Plate Tectonics
Sub. Topics: Earthquake and NDRRMC
References: Practical Science, Makati City: Diwa Learning System Inc. , pg.14-24
Strategies: Discovery Learning
ORGANIZING BIG IDEAS:
ESSENTIAL UNDERSTANDING
Students will develop a strategy for disaster preparedness and for natural
catastrophes that include volcanic eruptions, earthquakes, and the resultant effects,
like tsunamis specifically designed for Filipinos whether in the government and
private sectors or common citizens.
ESSENTIAL QUESTIONS
How should we prepare for natural disasters that include volcanic eruptions,
earthquakes and tsunamis?
III. PROCEDURE
A. Explore
Activity 1: Focus Question Chart
FOCUS QUESTIONS BEFORE AFTER
1. Where do we live now?
2. What is the shape of the
earth?
3. How big is the earth?
4. How deep is the earth?
5. What’s inside the earth?
Note: The Focus Question Chart will complete at the end of the lesson.
Activity 2: The Journey to the center of the Earth!
Explore students’ ideas about the inside of the Earth. Is it the same all the way to the
center? Ask them to draw what they think the inside of the Earth is like, and then write a
paragraph describing the drawing. Selected students will present at the class to share their
works.
B. Firm-up
Activity 3: Settle Down
Objective: Demonstrate how differentiation into the Earth’s current layers is affected by
density through the workings of gravity.
Materials: ¾ cup of soil, 1 cup of water, jar (big enough to hold the soil-water mixture)
Procedure:
1. Remove all the material from the soil that is not part of the actual soil itself (such as
leaves and roots). Leave some tiny pebbles and other stones that are reasonably sized.
2. Place inside the jar the soil and the water. (Make sure you wear a lab gown and goggles
just to ensure that materials will not splash onto your clothes or on you.)
3. Shake and mix the jar vigorously until the soil is fully dissolved and in solution.
4. Let the jar stand and let the soil material settle down for one day. Be sure not to disturb
the jar so that materials will settle into place.
5. Observe and photograph or draw the different components of the soil layer. Label the
figure.
Process Questions:
1. Observe the first materials that settle down closer to the bottom of the jar. What can you
conclude regarding its density, as compared with others above it?
2. Why do you think layers of different materials form? Does this have anything to do with
the properties of these materials? Relate this with the layering of Earth’s interior.
3. Given that the jar experiment may take a day to fully settle, just think about the span of
time it needs for the Earth’s interior to settle down. In relation to this, do you think that
up to this day, Earth’s interior is continually settling down? Why do you say so?
C. Deepen:
Activity 4: Layers of the Earth
Let’s watch a video clip about the internal structure of the earth by watching this video.
Go to the link. (https://www.youtube.com/watch?v=aY6SG7GPAlo Earth’s Interior – Seismic
Evidence Explanation, By Christ Merkert (14:31 minutes)
Process Questions:
1. What is the earth’s interior made of?
2. How will you describe its internal structure?
3. How did scientists deduce which layer of the earth is solid, liquid or semisolid?
D. Transfer
Revisit the map of conceptual change
Activity 5: Focus Question Chart
FOCUS QUESTIONS BEFORE AFTER
Where do we live now?
What is the shape of the earth?
How big is the earth?
How deep is the earth?
What is inside the earth
Activity 6: Layers of the Earth
Illustrate the layers of the earth by composition and physical properties in a cartolina paper.
Criteria for Grading:
Category 4 3 2 1 Rating
There is a There is a There is a Several
drawing, drawing, drawing, required
Required
with all the with most with more elements
Elements
parts parts than 3 parts were
identified identified not missing
identified. from the
drawing.
All parts are Most parts Three or Parts are not
clearly are clearly more parts labelled or
Labels
labelled and labelled and are not teacher is
easy to read easy to read labelled or unable to
from a foot from a foot are hard to read labels
away. away. read or easily.
understand.
All parts of All parts of Student did 0 points=
the drawing the drawing not include drawing
Content are explained are all parts in explanation
in complete explained the drawing was not
sentences but student explanation created by
and turned in did not and/or did the student.
with model. answer in not answer
complete in complete
sentences. sentences.
The drawing The drawing The drawing The drawing
is is attractive is acceptably is
Attractivenes exceptionally in terms of attractive distractingly
s attractive in design, though it messy or
terms of layout, and may be a bit very poorly
design, neatness. messy. designed.
layout, and
neatness.
There are no There are 1- There are 3- There are
grammatical/ 2 4 more than 4
Grammar mechanical grammatical/ grammatical/ grammatical/
mistakes on mechanical mechanical mechanical
the written mistakes on mistakes on mistakes on
portion. the written the written the written
portion. portion. portion.
Over-all Rating
Prepared by:
MS. MIRASOL Y. VERANO
Science Teacher
Approved by:
PRESENTANCION S. ESPALDON
Principal
