final draft of science tg q2 plate tectonics

2010 Secondary Education CurriculumIntegrated Science

Quarter 2 : Force, Motion and Energy Topic: Plate Tectonics Time Frame:

Stage 1Content Standard: The learner demonstrates understanding of managing effects of events associated with plate tectonics.

Performance Standard: Learners, working in pairs, manage the effects on human lives and the environment of events associated with plate tectonics through informed decision making.

Essential Understanding(s):Understanding of plate tectonics helps us realize that we share the same planet in which there are many events whose effects should be managed because they inevitably affect human lives and the environment.

Essential Question(s):What does understanding of plate tectonics tell us?

Learners will know: Evidence of Plate Tectonics (lithosphere and

asthenosphere, continental drift theory, seafloor spreading, relationship of the laws of motion and energy transfer to plate tectonics)

Managing Effects of Natural Phenomena associated with Plate Tectonics (earthquake: cause/s, damages caused by earthquake on human lives and the environment, earthquake and tsunami, managing damages caused by earthquake; plate tectonics and the formation of mountain types; volcanoes: types, volcanic activities, effects of volcanic eruptions on human lives and the environment , predicting volcanic activities, monitoring and safeguards for volcanic activities)

Learners will be able to:1. identify causes and effects of plate tectonics2. make predictions and inferences on occurrences of certain

events associated with plate tectonics 3. observe correct scientific precautions during calamities4. constructing models to show concepts associated with plate

tectonics 5. determining relationships between plate tectonics and natural

phenomena or events associated with it

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Stage 2Product or Performance Task:Informed decision making on actions learners need to take to manage the effects on human lives and the environment of events associated with plate tectonics

Evidence at the level of understanding Learners should be able to demonstrate understanding by covering the six (6) facets of understanding:

EXPLANATION

Describing how plate tectonics cause earthquakes and formation of mountains and volcanoes.

Criteriaa. Thorough b. Clear c. Justifiable d. Accurate

INTERPRETATION

Making sense of the connections involving recent occurrences of earthquakes and tsunamis that affected countries around the world.

Criteriaa. Meaningful b. Illustrative

APPLICATION

Proposing implementation of safety measures during the occurrence of

Evidence at the level of performancePerformance Assessment of the learner’s capability to make decisions based on the following criteria:

1. informed decision

2. actions learners need to take to manage the effects of natural phenomena or events associated with Plate Tectonics.

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earthquakes, tsunamis and volcanic eruptions.

Criteriaa. Appropriate b. Practical c. Efficient d. Effective

PERSPECTIVE

Analyzing government efforts (international, national and local) in reducing damages of earthquakes, tsunamis and volcanic eruptions reasonable based on cost effectiveness.

Criteriaa. Insightful b. Credible c. Reflective of critical thinking

EMPATHY

Imagining how other people feel and adjust while living in areas frequented by earthquakes, tsunamis or volcanic eruptions.

Criteriaa. Perceptive c. Sensitive

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SELF-KNOWLEDGE

Self-assessesing how the understanding of reducing damages of earthquakes, tsunamis and volcanic eruptions shapes/influences one’s beliefs and values on volunteerism.

a. Reflective b. Responsive

Stage 3Teaching/Learning Sequence:

EXPLORE

Learners shall: undergo an assessment of their understanding of structure of the earth, movement of the earth crust, earthquake and

volcano. (Teacher’s Note/s or TN: Assessment to use include either paper and pencil test, use of checklist, using graphic organizer, etc.. Teachers shall take note of learners prior knowledge and misconceptions, if any);

be introduced to the topic plate tectonics and its subtopics such as lithosphere and asthenospheres, continental drift theory, seafloor spreading, plate tectonics and its relation to laws of motion and energy transfer, earthquake, tsunami, mountain formation, and volcano (TN: Strategies to use include either film showing of a documentary film on any of the subtopics or a science fiction film such as “Volcano”, “2012”, etc.; picture analysis, etc);

be informed that they need to demonstrate understanding of plate tectonics;

be oriented on related and varied resources and materials to be used in understanding plate tectonics (see resources and equipment/materials needed);

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As part of initial activities, learners shall be given an overview of plate tectonics, what they are expected to learn and how their learning shall be assessed. In this stage, diagnosis of their understanding of the topic Earth gained from elementary science shall form part of the prerequisites.


be given time to formulate questions on plate tectonics and cluster these to initially find out what is/are interesting for them;

be given time to formulate other questions leading to Essential Question focusing on what does understanding of plate tectonics tell us.(TN: Strategies to use include either KWL, Focus Group Discussion, brainstorming, think-pair &square, dyads, round robin, etc.);

generate as many tentative ideas (TI) to the Essential Question (EQ) as possible to show what they already know about understanding what does understanding of plate tectonics tell us. (TN: Strategies to use include either brainstorming, Focus Group Discussion, graphic organizer, concept mapping, etc. At this point, the teacher shall be careful not to reject learners’ opinion but shall encourage them to give their ideas without being judged as right or wrong. Each tentative idea (TI) shall be published on the board);

be grouped accordingly to choose some of the identified prior knowledge, misconceptions and tentative ideas (TI). (TN: Whatever each group of learners selected, the group shall be asked to challenge or explore the validity of these prior knowledge or tentative ideas during the Firm Up Stage);

be oriented that they need to show their understanding of plate tectonics though decision making.

conducting in groups a teacher-guided data gathering;

be informed that this decision making shall be based on the following criteria: (a) informed, and (b) actions learners need to take to manage the effects of natural phenomena (such as those of volcanic eruptions, earthquakes, and tsunamis) associated with plate tectonics. (TN: Brainstorming may be used to discuss how these criteria shall be used. Learners need to be clarified on the details on how their product or performance shall be assessed. Such details of criteria may be revised based on agreements reached);

FIRM-UP

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Varied learning experiences shall be introduced to help learners disprove misconceptions, examine/ assess prior knowledge and begin to discover the validity of tentative ideas (TI) to the EQ; make their understanding of plate tectonics real; equip them with skills and knowledge for them to be successful throughout the topic; and undergo differentiated instruction to address their unique strengths and needs. This involves acquiring scientific knowledge which is about accessing information, i.e., what information is needed, where information can be located and how information can be gathered focusing on plate tectonics.


Evidence of Plate Tectonics

Using the chosen prior knowledge, misconceptions and/or tentative ideas (TI) to the EQ as starting/focal points of investigation, learners shall:

compare and contrast lithosphere and asthenosphere;

make inferences on the changing positions of continents over time (TN: Needs discussion on evidences of continental drift and evidences from seafloor);

make inferences on the movement of plates (TN: Needs discussion on boundaries of tectonic plates, splitting of continents/ spreading of seafloor at divergent boundaries, use of hot spots to track plate movements);

make models on plate movements at different types of boundaries (TN: needs discussion on divergent, convergent, and transform boundaries);

relate plate tectonics theory to the law(s) of motion and energy; and

revisit prior knowledge, misconceptions and/or TI on evidence of plate tectonics , if any. (TN: The teacher may ask each group of learners to discuss those prior knowledge, misconceptions and/or TI which the group previously chose for investigation. This group shall be asked to reason out for either assessing, confirming or rejecting these respectively in the light of the activities conducted and analyses made.)

Managing Effects of Natural Phenomena associated with Plate Tectonics

Earthquake


discuss how earthquakes occur when rocks move along different kinds of faults;

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infer how energy from an earthquake is used to determine its location and size;

analyze the damages caused by an earthquake and how such damages can be reduced/ managed (TN: Learners shall relate their experience(s) or discuss the extent of damages caused by major earthquake occurrences with emphasis on the Philippine contexts;

make a creative presentation on the relationship between tsunami and earthquake;

make sense of the connections involving recent occurrences of earthquakes and tsunamis that affected the world (FU:Interpretation);

propose implementation of safety measures before, during and after the occurrences of earthquake and tsunami (FU:Application); and

revisit prior knowledge, misconceptions and/or TI on earthquake, if any. (TN: The teacher may ask each group of learners to discuss those prior knowledge, misconceptions and/or TI which the group previously chose for investigation. This group shall be asked to reason out for either assessing, confirming or rejecting these respectively in the light of the activities conducted and analyses made.)

Mountain Formation


analyze how folding of rocks and movement along faults can form mountains; and

revisit prior knowledge, misconceptions and/or TI on mountain formation, if any. (TN: The teacher may ask each group of learners to discuss those prior knowledge, misconceptions and/or TI which the group previously chose for investigation. This group shall be asked to reason out for either assessing, confirming or rejecting these respectively in the light of the activities conducted and analyses made.)

Volcanoes

Using the chosen prior knowledge, misconceptions and/or tentative ideas (TI) to the EQ as starting/focal points of investigation,

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learners shall:

make inferences how different types of volcanoes are formed as tectonic plates move;

classify the immediate and long term effects of volcanic eruptions on humans and the environment;

make predictions how the Philippine territory may be affected for having been situated in the belt called ring of fire;

propose implementation of safety measures before, during and after the occurrence/s of volcanic eruption (FU:Application);

communicate how humans monitor volcanic activities and reduce damages caused by volcanic eruptions.(TN: Learners shall relate their experience(s) or discuss the extent of damages caused by major volcanic eruptions with much emphasis on Philippine volcanoes); and

revisit prior knowledge, misconceptions and/or TI on volcanoes, if any. (TN: The teacher may ask each group of learners to discuss those prior knowledge, misconceptions and/or TI which the group previously chose for investigation. This group shall be asked to reason out for either assessing, confirming or rejecting these respectively in the light of the activities conducted and analyses made).

DEEPEN

Learners shall:

work in groups to show how concepts on force, motion, energy and matter are involved in plate tectonics (TN: This may be done through model construction, simulation, etc);

organize a field trip to the nearest PAGASA ( Philvocs) and learn more about volcanoes and earthquakes;

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Here, learners shall be engaged in understanding scientific knowledge which includes the processing and making meanings out of the information. Learners need to reflect, revisit, revise and rethink their ideas; express their understandings and engage in meaningful self-evaluation; and undergo in-depth discussion/ analysis of plate tectonics using multiple sources of information and various modalities of manifesting learning.


conduct an interview with experts (volcanologist, seismologist, etc.) to understand further those concepts in plate tectonics found to be difficult ;

make a background investigation (through literature search, interview or survey) on how safe one’s immediate community from the occurrences of earthquake, tsunami and/or volcanic eruption; and

make account of their self-interest in future career and occupation/profession by attending career orientation in the school or career counseling;

At the level of understanding, the learners shall:

describe how plate tectonics cause earthquakes, tsunami, mountain formation and volcanic eruptions (FU: Explanation);

analyze government efforts (international, national and local) in reducing damages of earthquakes, tsunami and volcanic eruptions based on cost effectiveness (FU: Perspective);

imagine what other people feel and how they adjust while living in areas frequented/ visited by earthquake(s), tsunami(s), and/or volcanic eruption (FU: Empathy); and

self-assess how the understanding of reducing damages of earthquake, tsunami, volcanic eruption shape/influence one’s beliefs and values on volunteerism (FU: Self-knowledge).

To draw out the Essential Understanding, learners shall:

contemplate on the Essential Question; -What does understanding of plate tectonics tell us?

reexamine their revised tentative idea (TI); and

justify the TI based on the understanding (s) gained.

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TRANSFER ++

Learners shall:

.prepare a tangible output (eg. Decision Matrix, Action Plan, Advocacy Material, etc) showing informed decisions made on actions learners need to take to manage the effects of natural phenomena or events (such as those of volcanic eruptions, earthquakes, and tsunamis) associated with plate tectonics; and

evaluate their product/performance.

Resources (Books, Interview, Science Magazines, etc.)1. Glencoe Science Level Blue, Chapter 72. Pictures, Illustrations, Articles from Internet, Video Clips3. PAGASA, Philvocs materials4. Weblinks

http://www.deped.gov.ph/iSchool Web Board/Science Web Board http://www.deped.gov.ph/skoool.ph http://www.deped.gov.ph/e-turo http://www.deped.gov.ph/BSE/iDEP http://www.pjoedu.wordpress/Philippine Studies/FREE TEXTBOOKS http://www.teacherplanet.com http://www.pil.ph http://www.alcob.com/ICT Model School Network http://www.APEC Cyber Academy.com http://www.globalclassroom.net

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There is a need to encourage learners to organize their learning experiences so that they can move from teacher-guided and concrete activities to independent applications where they may create or produce new knowledge in science. This is to challenge learners to transfer their learning in new settings and use this creatively to generate new ideas or view things differently. Learners shall be involved in planning which manifest informed decision making relevant to reducing effects of some plate tectonics-related events.


http://www.think.com http://www.wordiq.com http://www.csmres.jmu.edu/geollab/Fichter/PlateTect

Materials/ Equipment1.Seismograph Model2.Maps3. Other needed laboratory apparatus

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http://www.csmres.jmu.edu/geollab/Fichter/PlateTect

http://www.wordiq.com/

http://www.think.com/

final draft of science tg q2 plate tectonics

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