San Pablo Diocesan Catholic Schools System

LICEO DE VICTORIA
Victoria, Laguna
S.Y. 2022-2023

LEARNING PLAN
Unit Title: EARTH & SPACE Grade Level: 10
Curriculum Area: SCIENCE QUARTER: FIRST
STAGE 1: DESIRED RESULTS

ESTABLISHED GOALS (STANDARDS)

Learners would realize that volcanoes and earthquakes occur in the same places in the world and that these are
related to plate boundaries. They can demonstrate ways to ensure safety and reduce damage during earthquakes,
tsunamis, and volcanic eruptions. Learners can explain the factors affecting the balance and stability of an object to
help them practice appropriate positions and movements to achieve efficiency and safety such as in sports and dancing.

CONTENT STANDARD: PERFORMANCE STANDARD:

The learners demonstrate an understanding of: The learners should be able to:

 The relationship among the locations of  Demonstrate ways to ensure disaster

volcanoes, earthquake epicenters, and mountain preparedness during earthquakes, tsunamis,
ranges. and volcanic eruptions.

 Suggest ways by which he/she can contribute

to government efforts in reducing damage due
to earthquakes, tsunamis, and volcanic
eruptions.

ESSENTIAL UNDERSTANDING ESSENTIAL QUESTIONS

 Everything on Earth has greatly changed  How was Earth then as compared to now?
since millions of years ago and is still
continuously changing.  How can we minimize the damages brought
about by natural disasters?
 We should be aware of the vulnerabilities of
the area where we are situated, know the signs  Why is disaster preparedness everyone’s
of an impending disaster, and heed public responsibility?
warnings.
 How do we appreciate abundance in a world
 Natural disasters are bound to happen. We with limited resources?
can only prepare ourselves to lessen losses of
life and properties. In times of these disaster,
our safety is our major responsibility. We
cannot depend solely on others.
Knowledge/Essential Topics Learning Competencies:
The learners should be able to:
 Internal structure of Earth

 Distribution of active volcanoes, earthquake  Describe and relate the distribution of active
epicenters, and major mountain ranges volcanoes, earthquake epicenters, and major
mountain belts to plate Tectonic Theory
 Plate boundaries
 Describe the different types of plate
 Processes and landforms along plate boundaries
boundaries
 Explain the different processes that occur
 Mechanisms of plate movement along the plate boundaries

 Pieces of evidence that support plate  Describe the possible causes of plate
movement movement

 Brief history of Earth’s ancient oceans  Enumerate the lines of evidence that support
plate movement
 Various types and uses of water resources

 Major sources of water pollution

STAGE 2: ASSESSMENT EVIDENCES

TRANSFER GOALS:

Students will be able to independently use their learning to exhibit disaster preparedness and help others become more
prepared for possible calamities.

PERFORMANCE TASKS (GRASPS)

Your town is spearheading a disaster awareness campaign for the people in the Batangas province, particularly those
who live near Mt. Taal. The volcano has been under close observation since its peculiar gas ejections five months ago.
As volunteers who work with the Disaster Management Bureau, you will lead the education committee to design and
conduct a seminar that will help the Batanguenos prepare for disasters like earthquakes, volcanic eruptions, and
possible tsunamis. You should also demonstrate, as necessary, the do’s and don’ts during such events. Your seminar
will be evaluated based on the evidence of knowledge of the subject, appropriateness, presentation of speakers, and
creativity.
Key Criteria
Rubrics for the Performance Tasks
CRITERIA EXCELLENT SATISFACTORY FAIR NEEDS IMPROVEMENT
5 3 2 1
Knowledge of the The contents of the The contents of the presentation The contents of the presentation Less than 70% of the contents
subject presentation were 90-100% were 80-90% correct. The were 70-80% correct. The of the presentation were
correct. The members were members have satisfactory members were at ease with the correct. The members did not
confident and have excellent knowledge of the information information communicated and have a good grasp of the
knowledge of information communicated and demonstrated. demonstrated. They answered information communicated
communicated and They answered all questions but most of the questions but failed and demonstrated. They
demonstrated. They answered failed to elaborate on them. to elaborate on them. answered only rudimentary
all questions and elaborated questions.
them with confidence.
Appropriateness The information and The information and The information and The information and
demonstration were highly demonstration were appropriate demonstration were appropriate demonstration were
appropriate to the level of to the level of comprehension of to the level of comprehension of appropriate to few members of
comprehension of the whole the most of the audience. about half of the audience. the audience. The presentation
audience. was highly technical.
Presentation of All speakers were well- Most of the speakers were well- Some of the speakers were not Most of the speakers were not
speakers prepared. They maintained eye prepared. Some maintained eye prepared. Most of them hardly prepared. All of them hardly
contact with the audience. The contact with the audience. The maintained eye contact with the maintained eye contact with
delivery of information was delivery was controlled and audience. The delivery was not the audience. The delivery was
controlled and smooth. smooth. controlled and smooth. not controlled and smooth.
Creativity All materials used were Only some materials used were Only some materials used were The materials used were plain
visually pleasing and creative. visually pleasing and creative. visually pleasing and creative. and simple. The seminar failed
The entire seminar held the The entire seminar held the The seminar failed to get the to get the audience’s attention
audience’s attention all audience’s attention all audience’s attention all all throughout.
throughout. throughout. throughout.
Total Points: _________ /20
Other Evidences
 Unit Tests
 Quizzes
 Exercises
 Seatwork
 Homework
 Recitation
 Activity Sheets

STAGE 3: LEARNING PLAN

Learning Activities

WEEK 1: PLATE TECTONICS

EFDT Activities Resources

Explore (Q1SCI10-W1E1) Science Links:
Worktext for
Activating Prior Knowledge Scientific and
Technological
Literacy on page
Introductory Journal Writing 4.

Imagine you have just returned from your travel to the center of the earth.
Because it was a very exciting adventure, it is important that you described
in your journal what you have experienced as you journeyed to the depths
of our planet. Be reminded that your journal is like a science feature article
– one where you may discuss scientific ideas such as the varied
 temperatures that you would have been exposed to, the materials you would
have passed through, etc. Process the activity and illicit existing ideas
(pre/misconception) about plate tectonics.

Guide Questions:

1. How would you describe the Earth?

2. How does the theory of plate tectonics help explain the locations of
earthquakes, volcanoes, and mountain ranges?
3. How was the Earth then compared now?

Theory of Plate Tectonics and the Formation of Continents

Video Presentation:Earth’s Interior (Q1SCI10- W1F1)

When you were in the 8th grade, you were asked to explain how earthquake
waves provide information about the interior of the earth. Let’s review the
internal structure of the earth. Let’s review the internal structure of the earth
by watching this video. Click on the link below:

https://www.youtube.com/watch?v=aY6SG7GPAlo

Earth's Interior - Seismic Evidence Explanation, By Chris Merkert (14.31

minutes). For modular mode the video is saved on your USB.
Firm Up
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?

DIRECT INSTRUCTION (Q1SCI10-W1F2)

 Explanation of theory of plate tectonics

 Differentiate the different types of plate boundaries
 Infer how landforms along plate boundaries have been formed

Deepen STEAM CONNECTIONS: Predict-Observe-Explain (PROBEX)

(Q1SCI10- W1D1)
GENYO
Slowly bend a barbecue stick. What do you think will happen if you let go LESSON
of the stick? What will be your predictions? Then, release your hold on the
stick and explain your observations. Slowly bend another stick until it
breaks.

Process Questions:

1. At what point did it break?

 2. Why do you think did it break?

3. How is the demonstration related to the occurrence of earthquakes?

MAKING GENERALIZATIONS

Using your answers in the previous activity, complete the table below by
explaining the different plate boundaries. Then make a generalization about
the plate boundaries in all situations. Write this in the fourth row of the
table. Finally, answer the question in the fifth row by connecting it to your
generalization.

Divergent boundary

Convergent boundary

Transform boundary

In all situations, I can generalize that…

“How can we take advantage of our knowledge about plate tectonics?”

Transfer Life Lesson: Respect for life

Links: Earth’s Interior – Seismic Evidence Explanation
 Answer questions in learning module science 10(Q1SCI10- W1T1)

 Remembering Content

 Checking Understanding

 Analyzing Ideas

 Applying Concepts

Essay: (Q1SCI10- W1T2)

Questions:

1. Why do we call Earth an "active" planet? What does this mean?

2. How does the theory of plate tectonics account for earthquakes?

Volcanoes? Mountains?

3. What do you notice about the distribution of earthquakes?

4. On Alfred Wegener’s theory do you think that it was possible that

what he proposed was true? Why do you say so?

WEEK 2-3: Geologic Phenomena

EFDT ACTIVITIES RESOURCES

Explore LAUNCH PAD: (Q1SCI10-W2-3E1) Genyo lesson

Follow the procedure in your learning module and answer the package
following process
Module
questions.
Process Questions:

1. What did you observe when you pulled apart the chocolate
bar?
2. What did each layer of the chocolate bar represent, based on
the internal structure of the Earth?
3. What did you observe when the chocolate bar was pushed
back together?
4. What might you see if you were standing in a place where two
tectonic plated are colliding?

Firm Up Discussion (Q1SCI10-W2-3F1) Refer to

Activity 2: A Quick tour of Plate Tectonics http://www.
youtube.co
(Refer to http://www.youtube.com/watch?v=JmC-vjQGSNM Plate m/watch?v=
 JmC- vjQGSNM
Tectonics, by Bozeman Science (9.29 minutes)
PEAC Learning
Process Questions: Module on
Science 10
1. What is continental drift? Quarter 1
2. Why did scientist reject Wegener’s idea of continental drift?
3. What are plate tectonics?
4. What is the source of energy that drives the movement of the
lithospheric plates? Why do you think this is the source?

Concept Map: Plate Boundaries (Q1SCI10-W2-3F2)

Direction: Complete the concept map using the terms in the list
below. Genyo lesson
package
Mid-Ocean ridges Volcanic Island Major Earthquakes Rift Valley
Deep-Sea Trenches Volcanic Mountain Module

Picture Analysis: Tell what type of boundary is being illustrated

and the motion at that boundary. (Q1SCI10-W2-3F3)
Deepen Situational Analysis: Convection Currents(Q1SCI10-W2-3D2) Genyo lesson
package
Read the following passage and answer the following question based
on the passage that you read. Module

You may not be able to see the wind, but you can see the effects of
wind on the things around you. You can feel it blowing across your
face on a chilly day. You can see the leaves blowing down the street
and see the sail on the sailboat puff up when the wind catches it. So
why does the air move? The simple answer is that the sun heats Earth
unevenly, causing different amounts of air pressure in different areas.
The simple explanation does not really give you much of an idea
about what causes the wind to blow. You have to look a little deeper.
Convection currents are loops of moving air or water that transfer
energy from one location to another. When convection currents occur
in the air, they cause wind. Local winds, like mountain breezes and
valley breezes, stay in a fairly small area. Mountains absorb more
heat during the day than the valleys do, so warm air rises off the
mountainside. The cooler air from the valley rushes in to take its
place. During the night, the mountains cool faster than the valleys, so
the whole process happens in reverse.

A cool breeze blows down from the mountains. In areas that are near
the ocean, sea breezes blow from the water toward the land during the
day and from the land to the water at night. During the day, the land
heats faster than the ocean. When the warm air rises over the land,
cool air rushes in from the ocean to take its place. Once the water
finally warms up, it holds onto the warmth longer than the land.
When the warm air rises off of the ocean, the cooler air from the land
 rushes out to take its place over the ocean. Global winds cover larger
areas. Uneven heating of certain parts of the planet results in
planetary winds. These are long-lasting wind patterns that circle the
globe in predictable patterns. They curve to the right in the Northern
Hemisphere and to the left in the Southern Hemisphere. Fast-moving
currents called jet streams blow up to 149 miles per hour in the
atmosphere surrounding Earth. All of these wind patterns influence
the weather. Winds blow clouds from one area to another, and clouds
carry precipitation. Understanding the patterns of the wind can help
you know what kind of weather to expect.

Questions:

1. What is the simple explanation for why air moves?

2. What are convection currents?
3. How do convection currents influence the weather?
4. How does wind occur near mountains in the daytime?
5. What is the difference between local winds and global winds?

Transfer Answer Self-Check(Q1SCI10-W2-3T1) PEAC Learning

Module Science
 Remembering Content 10 Quarter 1
 Checking Understanding
 Analyzing Ideas
 Applying Concepts

Article Reading and Analysis(Q1SCI10-W2-3T2)

Satellite Map Reveals the Secrete of the Sea Floor Click this
link to read the article.

http://www.abc.net.au/science/article/
2014/10/03/4099260.htm

Process questions:

1. What was most significant discovery about the sea floor using
satellite technology?
2. Which recent disaster in the Indian Ocean reminds us that we
need to explore further our oceans?
3. How can we benefit from this discovery?
4. How do Earth’s plate movement affect humans?

WEEK 4-5: Plate boundaries & Disaster Risk Reduction

EFDT ACTIVITIES RESOURCES

Explore Concept Map: What you have known? (Q1SCI10-W4-5E1) Genyo lesson
package
 Module
Fill in the table below to complete the concept map.

PLATE TECTONICS

DIVERGENT CONVERGENT TRANSFORM

When two plates When two plates when two plates

separate collide
slide

Mid-ocean mountain
ranges, volcanoes under the
sea(island formation), Volcanoes, mountain Earthquakes
earthquakes ranges, earthquakes deep
under the surface

Firm Up Complete the Table: (Q1SCI10-W4-5F1) Genyo lesson

Answer activity 4 on your lesson package/module science 10 week 4. package

Picture Analysis: (Q1SCI10-W4-5F2) Module

Answer activity 1 on your lesson package/module science 10 week 5.
Deepen 21st Century Skills Booster:Visual and computer literacy and critical Genyo lesson
thinking (Discussion on Earthquake) (Q1SCI10-W4-5D1) package

Process Questions: Module

1. What is earthquake?
2. What causes earthquake and where do they happen?
3. Why does the earth shake when there is an earthquake?

Transfer Essay: Genyo lesson

 package

Earthquake (Q1SCI10-W4-5T1) Module

Questions:

1. What types of damage do earthquakes cause?

2. How do ground condition affect earthquake damage to
buildings?
3. Why are aftershocks dangerous to building after a large
earthquake?
4. Why do tsunamis grow into larger waves when they approach
land?
5. If an earthquake strikes and you are indoors, what should you
do?

WEEK 6-7: Disaster Risk Reduction

EFDT ACTIVITIES RESOURCES

Explore Definition of terms: Genyo lesson

package
(Q1SCI10-W6-7E1)
Module
(Refer to learning module on science 10, week 6 Motivation part)

Words Associated words Definition

Hazard

Seismic

debris

Firm Up Video Analysis: (Q1SCI10-W-6-7F1) Genyo lesson

(Refer to https://www.youtube.com/watch?v=Z-WwD9KwAck and package
answer the following process questions.)
Module
Process Questions:

1. When was Taal Volcano recently erupted? Do you think the

people of Batangas are ready for this natural disaster? Why do
you say so?
2. How do you feel about the situation happened in Batanggas?
3. If you were one of the people who are affected by the volcanic
eruption, what will you do?
4. If you are one of the risk reduction management group, what
 help will you do for our country men?

Deepen Independent Journal Writing Activity: (Q1SCI10-W6-7-D1) Genyo lesson

package
You are a science journalist. You regularly write articles about different
geological events published in a science magazine. For the next month’s Module
issue, you are tasked to write about the evidences of the movement of
plate tectonic. Write your article in 2-3 paragraphs with picture or
without picture it depends on you and below will be the rubrics for your
work. Write your article on the next page with the title “Your Article
here”. Your article will be evaluated by your teacher.

Transfer Performance Task: (Q1SCI10-W6-7T1) Genyo lesson

package
Your town is spearheading a disaster awareness campaign for the people
in the Batangas province, particularly those who live near Mt. Taal. The Module
volcano has been under close observation since its peculiar gas ejections
and eruptions few years ago. As volunteers who work with the Disaster
Management Bureau, you will lead the education committee to design
and conduct a seminar that will help the Batanguenos prepare for
disasters like earthquakes, volcanic eruptions, and possible tsunamis.
You should also demonstrate, as necessary, the do’s and don’ts during
such events. Your seminar will be evaluated based on the evidence of
knowledge of the subject, appropriateness, presentation of speakers, and
creativity.

To design a scheme to inform local folks in your

GOAL hometown about the possibilities of earthquakes,
tsunami, and other geologic activities in your area
ROLE Your town is spearheading a disaster awareness
campaign for the people in the Batangas province,
particularly those who live near Mt. Taal The volcano
has been under close observation since its peculiar gas
ejections and eruptions few years ago.
AUDIENCE People living in disaster-prone areas, students, teachers
and social media people
SITUATION As volunteers who work with the Disaster Management
Bureau, you will lead the education committee to
design and conduct a seminar that will help the
Batanguenos prepare for disasters like earthquakes,
volcanic eruptions, and possible tsunamis.
PERFORMANC Seminar about ways to mitigate the effects of tectonic
E activities- related disasters.
STANDARDS Your report will be rated according to the following
criteria:

Knowledge of the subject 4 points

Appropriateness 4 points

Presentation of speakers 4 points

 Creativity 4 points

Total: 16 points

Performance task 1

CRITERIA EXCELLENT SATISFACTORY FAIR NEEDS IMPROVEMENT

1
4 3 2

Knowledge of the The contents of the The contents of the The contents of the Less than 70% of the
subject presentation were 90-100% presentation were 80-90% presentation were 70-80% contents of the
correct. The members were correct. The members have correct. The members were presentation were
confident and have excellent satisfactory knowledge of the at ease with the information correct. The members
knowledge of information information communicated communicated and did not have a good
communicated and and demonstrated. They demonstrated. They grasp of the information
demonstrated. They answered all questions but answered most of the communicated and
answered all questions and failed to elaborate on them. questions but failed to demonstrated. They
elaborated them with elaborate on them. answered only
confidence. rudimentary questions.
Appropriateness The information and The information and The information and The information and
demonstration were highly demonstration were demonstration were demonstration were
appropriate to the level of appropriate to the level of appropriate to the level of appropriate to few
comprehension of the whole comprehension of the most comprehension of about half members of the
audience. of the audience. of the audience. audience. The
presentation was highly
technical.
Presentation of All speakers were well- Most of the speakers were Some of the speakers were Most of the speakers
speakers prepared. They maintained well-prepared. Some not prepared. Most of them were not prepared. All
eye contact with the maintained eye contact with hardly maintained eye of them hardly
audience. The delivery of the audience. The delivery contact with the audience. maintained eye contact
information was controlled was controlled and smooth. The delivery was not with the audience. The
and smooth. controlled and smooth. delivery was not
controlled and smooth.
Creativity All materials used were Only some materials used Only some materials used The materials used were
visually pleasing and were visually pleasing and were visually pleasing and plain and simple. The
creative. The entire seminar creative. The entire seminar creative. The seminar failed seminar failed to get the
held the audience’s attention held the audience’s attention to get the audience’s audience’s attention all
all throughout. all throughout. attention all throughout. throughout.

References:

Science Links: Worktext for Scientific and Technological Literacy

Refer to the video available on

https://www.youtube.com/watch?v=aY6SG7GPAlo

http://www.youtube.com/watch?v=JmC-vjQGSNM

https://www.youtube.com/watch?v=Z-WwD9KwAck

Genyo lesson/Learning Module on Science 10

Refer to Practical Science 10
PEAC Learning Module Science 10 Quarter 1
Exploring life Through Science Series Grade 10
Prepared and Submitted by:

MS. ANGELIKA T. VILLANUEVA

Subject Teacher

Checked by:

MRS. LEONIDA V. BAUTISTA

Academic Coordinator

Noted by:

MS. ANTONETTE A. LARONA

School Principal