Science 10, First Quarter Week 2: Day 1

Learning Competency: Describe and relate the distribution of active volcanoes,

earthquake epicenters, and major mountain belts to Plate Tectonic Theory
(S10ES –Ia-j-36.1)
Lesson Title: Divergent Plate Boundaries - Mid-Atlantic Ridge and East African
Rift Valley
Grade Level: Grade 10
Time: 60 minutes
Materials:
 World Map
 Diagrams of Mid-Atlantic Ridge and East African Rift Valley
 Handout on Divergent Plate Boundaries
 Whiteboard and markers
 Laptops or tablets for each student
Objectives:
 Students will be able to explain the formation of divergent plate
boundaries.
 Students will be able to locate divergent plate boundaries on the earth's
surface.
 Students will be able to describe the Mid-Atlantic Ridge and the East
African Rift Valley.
 Students will be able to identify the differences and similarities between
the Mid-Atlantic Ridge and the East African Rift Valley.
Introduction (5 minutes):
The teacher will show a world map on the board and ask the students if they
know what plate tectonics is. The teacher will briefly explain what plate
tectonics is and how it is responsible for shaping the earth's surface. The
teacher will then introduce the topic of divergent plate boundaries and explain
how they are formed.
Activity (30 minutes):
The teacher will distribute the handout on Divergent Plate Boundaries to the
students. The students will be asked to read the handout and highlight
important information. After reading the handout, the teacher will ask the
students to form groups of 3-4 and discuss what they have learned. The
teacher will then ask each group to present their findings to the class.

The teacher will then show diagrams of the Mid-Atlantic Ridge and the East
African Rift Valley on the board. The students will be asked to identify the
differences and similarities between the two. The teacher will facilitate a class
discussion on the Mid-Atlantic Ridge and the East African Rift Valley. The
teacher will ask the students to locate the Mid-Atlantic Ridge and the East
African Rift Valley on the world map.
Reflection (20 minutes):
The teacher will ask the students to write a reflection on what they have
learned about divergent plate boundaries and the Mid-Atlantic Ridge and the
East African Rift Valley. The teacher will ask the students to reflect on the
following questions:
What did you learn about divergent plate boundaries?
What did you learn about the Mid-Atlantic Ridge and the East African Rift
Valley?
What was the most interesting thing you learned today?
Conclusion (5 minutes):
The teacher will ask the students to share their reflections with the class. The
teacher will then summarize the main points of the lesson and remind the
students of the next lesson.
Remarks:
This lesson can be modified for different grade levels by adjusting the level of
detail in the handout and diagrams.
The teacher should make sure to have a good understanding of the topic before
teaching it.
The teacher should encourage students to ask questions and participate in
class discussions.
The teacher should make sure to provide enough time for students to work in
groups and reflect on what they have learned.
Reflection:
This lesson was successful in achieving the objectives. This lesson is an
excellent introduction to divergent plate boundaries, and the two examples
used, the Mid-Atlantic Ridge and the East African Rift Valley, offer a great
opportunity for students to understand how divergent plate boundaries work.
The lesson covers the basic concepts of plate tectonics, but it could be
improved by adding more activities to engage students and help them apply
their knowledge to real-world examples.
 Science 10, First Quarter Week 2: Day 2
Learning Competency: Describe and relate the distribution of active volcanoes,
earthquake epicenters, and major mountain belts to Plate Tectonic Theory
(S10ES –Ia-j-36.1)
Title: Convergent Plate Boundaries - Types of Convergent Plate Boundaries and
their effects
Grade Level: 10
Objectives:
By the end of the lesson, students will be able to:
 Identify and explain the different types of convergent plate boundaries.
 Describe the effects of convergent plate boundaries on the Earth's
surface.
 Analyze the similarities and differences between the different types of
convergent plate boundaries.
Materials:
PowerPoint presentation on Convergent Plate Boundaries and their effects.
Whiteboard and markers
Worksheets
Internet access
Procedure:
Anticipatory Set (10 mins)
Show a video clip of a volcanic eruption and ask students if they know what
causes volcanoes.
Introduce the topic of plate tectonics and explain that the movement of tectonic
plates creates different types of plate boundaries, which result in different
geological phenomena.
Direct Instruction (30 mins)
Introduce convergent plate boundaries and explain how they form when two
tectonic plates collide.
Discuss the three types of convergent plate boundaries: oceanic-oceanic,
oceanic-continental, and continental-continental.
Use the PowerPoint presentation to provide visual aids for each type of
boundary and its geological features, such as subduction zones, volcanic arcs,
and mountain ranges.
Use the whiteboard to draw diagrams and explain the process of subduction
and the formation of volcanic arcs and mountain ranges.
Guided Practice (20 mins)
Provide worksheets with questions that require students to identify the
different types of convergent plate boundaries and explain their geological
features.
Circulate the classroom and assist students as needed.
Independent Practice (20 mins)
Assign an online activity where students will have to research and analyze
different geological phenomena resulting from convergent plate boundaries.
Ask students to write a brief report summarizing their findings.
Closure (10 mins)
Recap the main points of the lesson and ask students to share what they
learned.
Ask students if they have any questions or concerns.
Assessment:
The worksheets will be graded based on accuracy and completeness.
The online activity and report will be graded based on the quality of research
and analysis.
Remarks:
It is important to emphasize that plate tectonics is a complex topic, and
students may need extra time to fully comprehend the material.
The use of visual aids and hands-on activities can help students better
understand the concepts.
Encourage students to ask questions and participate in class discussions.
Reflection:
Overall, the lesson went well. The students were engaged and participated
actively in the class discussions. The PowerPoint presentation and whiteboard
diagrams were effective in illustrating the different types of convergent plate
boundaries and their effects on the Earth's surface. However, some students
struggled with understanding the concept of subduction, and I had to spend
extra time explaining it. The worksheets were helpful in reinforcing the
material, and the online activity provided an opportunity for independent
research and analysis. In future lessons, I would incorporate more group work
and interactive activities to further engage the students and enhance their
understanding of the material.
 Science 10, First Quarter Week 2: Day 3
Learning Competency: Describe and relate the distribution of active volcanoes,
earthquake epicenters, and major mountain belts to Plate Tectonic Theory
(S10ES –Ia-j-36.1)
Lesson Title: Continental-Oceanic Convergence - Formation of Volcanoes and
Mountain Belts
Grade Level: 10
Objectives:
 Understand the process of continental-oceanic convergence
 Describe the effects of continental-oceanic convergence on the earth's
surface
 Explain the formation of volcanoes and mountain belts at this type of
plate boundary
Materials:
 Interactive whiteboard or projector
 Images and videos of volcanic eruptions and mountain belts
 Diagrams and maps of plate boundaries
 Handout with key terms and definitions
Procedure:
Introduction:
Begin the lesson by asking students what they know about plate tectonics and
plate boundaries.
Use an interactive whiteboard or projector to display a map of plate boundaries
and ask students to identify the different types of plate boundaries.
Introduce the concept of continental-oceanic convergence and explain that it
occurs when a continental plate collides with an oceanic plate.
Body:
Use diagrams and images to illustrate the process of continental-oceanic
convergence. Explain that when a continental plate collides with an oceanic
plate, the denser oceanic plate is subducted beneath the continental plate.
Discuss the effects of continental-oceanic convergence on the earth's surface,
including the formation of volcanic arcs and mountain belts.
Use images and videos to show examples of volcanic eruptions and mountain
belts that have formed at continental-oceanic convergent boundaries.
Provide a handout with key terms and definitions to help students better
understand the topic.
Activity:
Divide the students into groups and assign each group a specific volcanic arc
or mountain belt to research.
In their groups, students should research the formation and characteristics of
their assigned feature, including the types of rocks and minerals found there.
Each group should create a presentation to share with the class, including
images and diagrams.
After each group presents, lead a discussion on the similarities and differences
between the different volcanic arcs and mountain belts.
Conclusion:
Summarize the main points of the lesson, including the process of continental-
oceanic convergence and the formation of volcanic arcs and mountain belts.
Allow time for any final questions or clarifications.
Remarks:
This lesson is designed for high school students who have a basic
understanding of plate tectonics and plate boundaries.
The handout with key terms and definitions should be distributed at the
beginning of the lesson to help students better understand the vocabulary
associated with this topic.
It may be helpful to assign groups based on student interest or prior
knowledge, to ensure engagement and participation.
Reflection:
Overall, this lesson was successful in achieving its objectives. Students were
able to explain the process of continental-oceanic convergence and its effects
on the earth's surface, as well as describe the formation of volcanoes and
mountain belts at this type of plate boundary. The group activity was
particularly effective in allowing students to research specific examples and
share their findings with the class. In future iterations of this lesson, it may be
helpful to include more interactive elements or hands-on activities to further
engage students and reinforce the key concepts.
 Science 10, First Quarter Week 2: Day 4
Learning Competency: Describe and relate the distribution of active volcanoes,
earthquake epicenters, and major mountain belts to Plate Tectonic Theory
(S10ES –Ia-j-36.1)
Lesson Plan
Title: Oceanic-Oceanic Convergence - Formation of Volcanic Islands and
Oceanic Trenches
Grade Level: 10
Subject: Earth Science
Objectives:
 Students will be able to explain the process of oceanic-oceanic
convergence.
 Students will be able to describe the formation of volcanic islands and
oceanic trenches at this type of plate boundary.
 Students will be able to identify the effects of oceanic-oceanic
convergence on the Earth's surface.
Materials:
 PowerPoint presentation on oceanic-oceanic convergence and its effects
 Handout on oceanic-oceanic convergence and its effects
 Video on oceanic-oceanic convergence and the formation of volcanic
islands and oceanic trenches
 Whiteboard and markers
 Laptops or tablets for research
Procedure:
Introduction (10 minutes):
The teacher will begin the lesson by asking the students if they remember what
a convergent boundary is and if they can name the three types of convergent
boundaries.
The teacher will explain that today's lesson will focus on oceanic-oceanic
convergence and its effects on the Earth's surface.
Direct Instruction (30 minutes):
The teacher will present a PowerPoint presentation on oceanic-oceanic
convergence and its effects. The presentation will include:
Definition of oceanic-oceanic convergence
Process of oceanic-oceanic convergence
Formation of volcanic islands and oceanic trenches at this type of plate
boundary
Effects of oceanic-oceanic convergence on the Earth's surface
During the presentation, the teacher will ask the students questions to ensure
understanding and engagement.
Activity (40 minutes):

The students will watch a video on oceanic-oceanic convergence and the

formation of volcanic islands and oceanic trenches.
After the video, the students will work in pairs to research a specific volcanic
island formed by oceanic-oceanic convergence. They will use laptops or tablets
to find information on the island's location, formation, and history.
Each pair will present their findings to the class, including a brief history of the
island and how it formed.
As a class, the teacher will lead a discussion on the effects of oceanic-oceanic
convergence on the Earth's surface.
Closure (10 minutes):
The teacher will hand out a handout on oceanic-oceanic convergence and its
effects on the Earth's surface.
The students will write a short reflection on what they learned during the
lesson.
Remarks:
The teacher should ensure that the PowerPoint presentation is engaging and
interactive.
The video should be age-appropriate and not too long.
The teacher should circulate the room during the activity to ensure that all
students are on task and have the necessary resources.
The teacher should encourage students to ask questions during the discussion.
Reflection:
The lesson was successful in achieving its objectives. The students were
engaged and participated actively in the discussion and activity. The use of
technology and group work made the lesson more interesting and interactive.
One area for improvement would be to include more hands-on activities, such
as a model or simulation, to further enhance understanding. Overall, the
lesson was effective in teaching the students about oceanic-oceanic
convergence and its effects on the Earth's surface.

Science 10, First Quarter Week 2: Day 5

Learning Competency: Describe and relate the distribution of active volcanoes,
earthquake epicenters, and major mountain belts to Plate Tectonic Theory
(S10ES –Ia-j-36.1)
Topic: Oceanic-Oceanic Convergence - Formation of Volcanic Islands and
Oceanic Trenches
Grade Level: High School (9-12)
Duration: 60 minutes
Objective: By the end of the lesson, students will be able to
 Explain the process of oceanic-oceanic convergence and its effects on the
Earth’s surface;
 Describe the formation of volcanic islands and oceanic trenches at this
type of plate boundary; and
 Appreciate the importance of knowing how trenches and volcano formed
Materials:
 Projector or Smart Board
 PowerPoint presentation on Oceanic-Oceanic Convergence
 Handout on oceanic-oceanic convergence
 Model of a volcanic island and oceanic trench
Procedure:
Introduction (5 minutes):
Begin the lesson by asking students if they have ever heard of volcanic islands
and oceanic trenches. Ask them if they know how these formations were
created.
PowerPoint Presentation (20 minutes):
Present a PowerPoint presentation on oceanic-oceanic convergence. The
presentation should cover the following points:
What is oceanic-oceanic convergence?
What happens when two oceanic plates converge?
What are the effects of oceanic-oceanic convergence on the Earth’s surface?
What are volcanic islands and oceanic trenches?
How are these formations created at oceanic-oceanic convergence zones?
Encourage students to take notes during the presentation.
Handout (20 minutes):
Distribute a handout on oceanic-oceanic convergence. The handout should
contain questions related to the presentation. Students should work
individually or in pairs to answer the questions.
Model (10 minutes):
Show a model of a volcanic island and oceanic trench. Explain to the students
how these formations are created at oceanic-oceanic convergence zones.
Reflection (5 minutes):
End the lesson by asking students to share what they have learned about
oceanic-oceanic convergence and the formation of volcanic islands and oceanic
trenches. Ask them to reflect on the importance of understanding plate
tectonics and its impact on the Earth's surface.
Remarks:
This lesson plan is designed for high school students who have some prior
knowledge of plate tectonics.
The PowerPoint presentation and handout should be modified based on the
level of the students.
The model of a volcanic island and oceanic trench should be shown towards
the end of the lesson when students have a good understanding of the concept.
Reflections
This lesson plan is a great way to teach students about oceanic-oceanic
convergence and its impact on the Earth's surface. The PowerPoint
presentation and handout provide a comprehensive overview of the concept,
while the model helps students visualize the formation of volcanic islands and
oceanic trenches.

The handout is an excellent way to assess students' understanding of the

presentation. The reflection at the end of the lesson helps students understand
the significance of understanding plate tectonics and its impact on the Earth's
surface.
Overall, this lesson plan is a great way to engage students in the topic of plate
tectonics and help them develop a deeper understanding of the process of
oceanic-oceanic convergence.

Prepared by: Checked by:

CHERAMAE B. MORALES-ORTEGA RESA V.
ELIZALDE
Teacher-l Teacher - l