tg science grade10_q1
TRANSCRIPT
10
Science
Department of EducationRepublic of the Philippines
This book was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at [email protected].
We value your feedback and recommendations.
Teacher’s GuideUnit 1
ii
Science – Grade 10Teacher’s GuideFirst Edition 2015
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Published by the Department of EducationSecretary: Br. Armin A. Luistro FSCUndersecretary: Dina S. Ocampo, PhD
Printed in the Philippines by: REX Book Store, Inc.
Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)Office Address: 5th Floor Mabini Building, DepEd Complex
Meralco Avenue, Pasig CityPhilippines 1600
Telefax: (02) 634-1054, 634-1072E-mail Address: [email protected]
Development Team of the Teacher’s GuideAuthors: Herma D. Acosta, Liza A. Alvarez, Dave G. Angeles, Ruby D. Arre, Ma. Pilar P. Carmona, Aurelia S. Garcia, Arlen Gatpo, Judith F. Marcaida, Ma. Regaele A. Olarte, Marivic S. Rosales and Nilo G. Salazar. Reviewers: Eligio C. Obille Jr., Marlene Ferido, Ma. Helen DH Catalan, Vic Marie Camacho, Lilia M. Rabago and Cerilina M. MaramagIllustrators: Joseph V. Bales, Ramon C. Gatpo, Regaele A. Olarte, Marivic S. Rosales, Ruel C. Quindoy, Antonio I. Basilla, and Jose Leo Vic O. AlbañoDepEd Specialists: Joseph R. Jacob and Maria Amparo R. VenturaPhoto Credits: Herma D. Acosta, Dave G. Angeles, Liza A. Alvarez, Ruby D. Arre, Aurelia S. Garcia, Judith F. Marcaida, Regaele A. Olarte, Jane Chavarria and Nilo G. Salazar, Layout Artists: Joselito B. Asi and John Ralph G. Sotto
TABLE OF CONTENTS
Unit 1: Earth and Space
Introduction .............................................................................................2
Module 1: Plate Tectonics........................................................................3
Overview .......................................................................................... 3
Pre-Assessment ...............................................................................4
What is Plate Tectonics?....................................................................6
Activity 1. Find the Center...........................................................7
Activity 2. Let’s Mark the Boundaries........................................10
Activity 3. Head-On Collision.....................................................12
Part A. Converging Continental Plant and Oceanic Plate...14
Part B. Convergence of Two Oceanic Plates......................14
Part C. Two Continental Plates Converging.....................................15
Activity 4. Going Separate Ways...............................................16
Activity 5. Slide and Shake........................................................18
Activity 6. Drop it Like It’s “Hot Spot”.........................................19
Performance Task............................................................................20
Summary/Synthesis/Feedback.........................................................22
Glossary of Terms.............................................................................24
References and Links.......................................................................26
Module 2. The Earth’s Interior...............................................................27
Overview...........................................................................................27
Answers to Pre-assessment............................................................29
Studying the Earth’s Interior.............................................................32
Activity 1. Amazing Waves!........................................................33
The Composition of the Earth’s Interior............................................34
Activity 2. Our Dynamic Earth...................................................36
The Earth’s Mechanism....................................................................37
Activity 3. Let’s Fit it!.................................................................38
Activity 4. Drifted Supercontinent!.............................................38
Activity 5. Split and Separate!....................................................40
Activity 6. How fast does it go?.................................................41
Plate Tectonic Theory
Activity 7. Push me up and aside..............................................42
Performance Task............................................................................43
Summary/Synthesis/Feedback........................................................43
Summative Assessment...................................................................46
Glossary of Terms.............................................................................50
References and links........................................................................51
Repu
blic
of th
e Ph
ilippi
nes
Depa
rtmen
t of E
duca
tion
DepE
d Co
mpl
ex, M
eral
co A
venu
e
Pasig
City
Dec
embe
r 201
3
K to
12
Curr
icul
um G
uide
SCIE
NCE
(Gra
de 10
)
K to
12
BASI
C ED
UCA
TIO
N C
UR
RIC
ULU
M
CON
CEPT
UAL
FR
AMEW
OR
K
Scie
nce
educ
atio
n ai
ms
to d
evel
op s
cient
ific
liter
acy
amon
g le
arne
rs th
at w
ill pr
epar
e th
em to
be
info
rmed
and
par
ticip
ativ
e cit
izens
who
are
abl
e to
mak
e ju
dgm
ents
and
decis
ions
rega
rdin
g ap
plica
tions
of s
cient
ific
know
ledg
e th
at m
ay h
ave
socia
l, he
alth
, or e
nviro
nmen
tal i
mpa
cts.
The
scie
nce
curr
iculu
m r
ecog
nize
s th
e pl
ace
of s
cienc
e an
d te
chno
logy
in e
very
day
hum
an a
ffairs
. I
t in
tegr
ates
scie
nce
and
tech
nolo
gy in
the
soc
ial,
econ
omic,
pers
onal
and
eth
ical a
spec
ts o
f lif
e. T
he s
cienc
e cu
rricu
lum
pro
mot
es a
stro
ng li
nk b
etw
een
scie
nce
and
tech
nolo
gy, i
nclu
ding
indi
geno
us t
echn
olog
y, t
hus
pres
ervi
ng o
ur
coun
try’s
cultu
ral h
erita
ge.
The
K to
12
scie
nce
curr
iculu
m w
ill pr
ovid
e le
arne
rs w
ith a
repe
rtoire
of c
ompe
tenc
ies
impo
rtant
in th
e w
orld
of w
ork
and
in a
kno
wle
dge-
base
d so
ciety
. It e
nvisi
ons
the
deve
lopm
ent
of s
cient
ifica
lly, t
echn
olog
ically
, and
env
ironm
enta
lly li
tera
te a
nd p
rodu
ctiv
e m
embe
rs o
f soc
iety
who
are
crit
ical p
robl
em s
olve
rs, r
espo
nsib
le s
tew
ards
of
natu
re, i
nnov
ativ
e an
d cr
eativ
e cit
izens
, inf
orm
ed d
ecisi
on m
aker
s, a
nd e
ffect
ive
com
mun
icato
rs. T
his
curr
iculu
m is
des
igne
d ar
ound
the
thre
e do
mai
ns o
f lea
rnin
g sc
ienc
e:
unde
rsta
ndin
g an
d ap
plyi
ng s
cient
ific
know
ledg
e in
loca
l set
ting
as w
ell a
s gl
obal
con
text
whe
neve
r po
ssib
le, p
erfo
rmin
g sc
ient
ific
proc
esse
s an
d sk
ills, a
nd d
evel
opin
g an
d
dem
onst
ratin
g sc
ient
ific
attit
udes
and
val
ues.
The
acq
uisit
ion
of t
hese
dom
ains
is
facil
itate
d us
ing
the
follo
win
g ap
proa
ches
: m
ulti/
inte
rdisc
iplin
ary
appr
oach
, sc
ienc
e-
tech
nolo
gy-s
ocie
ty a
ppro
ach,
con
text
ual l
earn
ing,
pro
blem
/issu
e-ba
sed
lear
ning
, an
d in
quiry
-bas
ed a
ppro
ach.
The
app
roac
hes
are
base
d on
sou
nd e
duca
tiona
l ped
agog
y
nam
ely,
con
stru
ctiv
ism, s
ocia
l cog
nitio
n le
arni
ng m
odel
, lea
rnin
g st
yle
theo
ry, a
nd b
rain
-bas
ed le
arni
ng.
Scie
nce
cont
ent a
nd s
cienc
e pr
oces
ses
are
inte
rtwin
ed in
the
K to
12
Curr
iculu
m. W
ithou
t the
con
tent
, lea
rner
s w
ill ha
ve d
ifficu
lty u
tilizi
ng s
cienc
e pr
oces
s sk
ills s
ince
thes
e pr
oces
ses
are
best
lear
ned
in c
onte
xt. O
rgan
izing
the
curr
iculu
m a
roun
d sit
uatio
ns a
nd p
robl
ems
that
cha
lleng
e an
d ar
ouse
lear
ners
’ cur
iosit
y m
otiv
ates
them
to le
arn
and
appr
ecia
te s
cienc
e as
rel
evan
t and
use
ful.
Rath
er th
an r
elyi
ng s
olel
y on
text
book
s, v
arie
d ha
nds-
on, m
inds
-on,
and
hea
rts-o
n ac
tiviti
es w
ill be
use
d to
dev
elop
lear
ners
’
inte
rest
and
let t
hem
bec
ome
activ
e le
arne
rs.
As a
who
le, t
he K
to 1
2 sc
ienc
e cu
rricu
lum
is le
arne
r-ce
nter
ed a
nd in
quiry
-bas
ed, e
mph
asizi
ng th
e us
e of
evi
denc
e in
con
stru
ctin
g ex
plan
atio
ns. C
once
pts
and
skills
in
Life
Scie
nces
, Phy
sics,
Che
mist
ry, a
nd E
arth
Scie
nces
are
pre
sent
ed w
ith in
crea
sing
leve
ls of
com
plex
ity fr
om o
ne g
rade
leve
l to
anot
her i
n sp
iral p
rogr
essio
n, th
us p
avin
g th
e
way
to
a de
eper
und
erst
andi
ng o
f co
re c
once
pts.
The
inte
grat
ion
acro
ss s
cienc
e to
pics
and
oth
er d
iscip
lines
will
lead
to
a m
eani
ngfu
l und
erst
andi
ng o
f co
ncep
ts a
nd it
s
appl
icatio
n to
real
-life
situ
atio
ns.
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
The
Con
cept
ual F
ram
ewor
k of
Sci
ence
Edu
cati
on
Dev
elop
ing
and
Dem
onst
ratin
g Sc
ient
ific
Att
itude
s an
d Va
lues
Brai
n-ba
sed
lear
ning
Scie
ntifi
c, T
echn
olog
ical
and
En
viro
nmen
tal L
iter
acy
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
CO
RE
LEA
RN
ING
AR
EA S
TAN
DA
RD
: (SC
IEN
CE
FOR
TH
E EN
TIR
E K
TO
12
)
The
lear
ners
dem
onst
rate
und
erst
andi
ng o
f bas
ic s
cien
ce c
once
pts
and
appl
icat
ion
of s
cien
ce-in
quiry
ski
lls. T
hey
exhi
bit
scie
ntifi
c at
titud
es a
nd v
alue
s to
sol
ve
prob
lem
s cr
itica
lly, i
nnov
ate
bene
ficia
l pro
duct
s, p
rote
ct t
he e
nviro
nmen
t an
d co
nser
ve r
esou
rces
, enh
ance
the
inte
grity
and
wel
lnes
s of
peo
ple,
mak
e in
form
ed
deci
sion
s, a
nd e
ngag
e in
dis
cuss
ions
of r
elev
ant
issu
es th
at in
volv
e sc
ienc
e, te
chno
logy
, and
env
ironm
ent.
KEY
STA
GE
STA
ND
AR
DS:
(ST
AN
DA
RD
S FO
R S
CIE
NC
E LE
AR
NIN
G A
REA
S FO
R K
-3, 4
-6, 7
-10
AN
D 1
1-2
)
K–3
4–
6 7–
10
11-1
2
At t
he e
nd o
f Gra
de 3
, the
le
arne
rs s
houl
d ha
ve a
cqui
red
heal
thfu
l hab
its a
nd
have
deve
lope
d cu
riosi
ty a
bout
se
lf an
d th
eir
envi
ronm
ent
usin
g ba
sic
proc
ess
skill
s of
ob
serv
ing,
com
mun
icat
ing,
co
mpa
ring,
cla
ssify
ing,
m
easu
ring,
inf
errin
g an
d
pred
ictin
g. T
his
curio
sity
will
he
lp le
arne
rs v
alue
sci
ence
as
an im
port
ant
too
l in
help
ing
them
con
tinue
to
expl
ore
thei
r na
tura
l and
phy
sica
l en
viro
nmen
t. T
his
shou
ld a
lso
incl
ude
deve
lopi
ng s
cien
tific
kn
owle
dge
or c
once
pts.
At t
he e
nd o
f Gra
de 6
, the
lear
ners
sh
ould
hav
e de
velo
ped
the
esse
ntia
l sk
ills
of s
cien
tific
inqu
iry –
des
igni
ng
sim
ple
inve
stig
atio
ns, u
sing
app
ropr
iate
pr
oced
ure,
mat
eria
ls a
nd t
ools
to
gath
er
evid
ence
, obs
ervi
ng p
atte
rns,
de
term
inin
g re
latio
nshi
ps,d
raw
ing
conc
lusi
ons
base
d on
evi
denc
e, a
nd
com
mun
icat
ing
idea
s in
var
ied
way
s to
m
ake
mea
ning
of t
he o
bser
vatio
ns
and/
or c
hang
es t
hat
occu
r in
the
en
viro
nmen
t. T
he c
onte
nt a
nd s
kills
le
arne
d w
ill b
e ap
plie
d to
mai
ntai
n go
od
heal
th,
ensu
re t
he p
rote
ctio
n an
d im
prov
emen
t of
the
env
ironm
ent,
and
pr
actic
e sa
fety
mea
sure
s.
At t
he e
nd o
f Gra
de 1
0, t
he le
arne
rs s
houl
d ha
ve d
evel
oped
sci
entif
ic,
tech
nolo
gica
l, an
d en
viro
nmen
tal l
itera
cyan
d ca
n m
ake
that
w
ould
lead
to r
atio
nal c
hoic
es o
n is
sues
co
nfro
ntin
g th
em. H
avin
g be
en e
xpos
ed t
o sc
ient
ific
inve
stig
atio
ns r
elat
ed t
o re
al li
fe,
they
sho
uld
reco
gniz
e th
at t
he c
entr
al fe
atur
e of
an
inve
stig
atio
n is
tha
t if o
ne v
aria
ble
is
chan
ged
(whi
le c
ontr
ollin
g al
l oth
ers)
, the
ef
fect
of t
he c
hang
e on
ano
ther
var
iabl
e ca
n be
mea
sure
d. T
he c
onte
xt o
f the
inve
stig
atio
n ca
n be
pro
blem
s at
the
loca
l or
natio
nal l
evel
to
allo
w t
hem
to
com
mun
icat
e w
ith le
arne
rs
in o
ther
par
ts o
f the
Phi
lippi
nes
or e
ven
from
ot
her
coun
trie
s us
ing
appr
opria
te te
chno
logy
.
The
lear
ners
sho
uld
dem
onst
rate
an
unde
rsta
ndin
g of
sci
ence
con
cept
s an
d ap
ply
scie
nce
inqu
iry s
kills
in a
ddre
ssin
grea
l-wor
ld
prob
lem
s th
roug
h sc
ient
ific
inve
stig
atio
ns.
At t
he e
nd o
f Gra
de 1
2, t
he le
arne
rs
shou
ld h
ave
gain
ed s
kills
in o
btai
ning
sc
ient
ific
and
tech
nolo
gica
l inf
orm
atio
n fr
om v
arie
d so
urce
s ab
out
glob
al
issu
es t
hat
have
impa
ct o
n th
e co
untr
y. T
hey
shou
ld h
ave
acqu
ired
scie
ntifi
c at
titud
es t
hat
will
allo
w t
hem
to
inno
vate
and
/or
crea
te p
rodu
cts
usef
ul t
o th
e co
mm
unity
or
coun
try.
Th
ey s
houl
d be
abl
e to
pro
cess
in
form
atio
n to
get
rel
evan
t da
ta fo
r a
prob
lem
at
hand
. In
addi
tion,
lear
ners
sh
ould
hav
e m
ade
plan
s re
late
d to
th
eir
inte
rest
s an
d ex
pert
ise,
with
co
nsid
erat
ion
fort
he n
eeds
of t
heir
com
mun
ity a
nd t
he c
ount
ry —
to
purs
ue e
ither
em
ploy
men
t,
entr
epre
neur
ship
, or
high
er e
duca
tion.
K t
o 1
2 B
AS
IC E
DU
CA
TIO
N C
UR
RIC
ULU
M
GR
AD
E/LE
VEL
G
rade
-Lev
el S
tan
dard
s
Kin
derg
arte
n
The
lear
ners
will
dem
onst
rate
an
emer
ging
und
erst
andi
ng o
f th
e pa
rts
of t
heir
body
and
the
ir ge
nera
l fun
ctio
ns;
plan
ts, an
imal
s an
d va
ried
mat
eria
ls in
the
ir en
viro
nmen
t an
d th
eir
obse
rvab
le c
hara
cter
istic
s; g
ener
al w
eath
er c
ondi
tions
and
how
the
se in
fluen
ce w
hat
they
wea
r; a
nd
othe
r th
ings
in t
heir
envi
ronm
ent.
Und
erst
andi
ng o
f th
eir
bodi
es a
nd w
hat
is a
roun
d th
em is
acq
uire
d th
roug
h ex
plor
atio
n, q
uest
ioni
ng, an
d ca
refu
l obs
erva
tion
as t
hey
infe
r pa
tter
ns, s
imila
ritie
s, a
nd d
iffer
ence
s th
at w
ill a
llow
the
m t
o m
ake
soun
d co
nclu
sion
s.
Gra
de 1
At t
he e
nd o
f G
rade
1, le
arne
rs w
ill u
se the
ir se
nses
to
loca
te a
nd d
escr
ibe
the
exte
rnal
par
ts o
f t
heir
body
; to
iden
tify,
ext
erna
l par
ts o
f an
imal
s an
d pl
ants
; to
tel
l the
sha
pe, c
olor
, tex
ture
, ta
ste,
and
siz
e of
thi
ngs
arou
nd t
hem
; to
des
crib
e si
mila
ritie
s an
d di
ffer
ence
s gi
ven
two
obje
cts;
to
differ
entia
te s
ound
s pr
oduc
ed b
y an
imal
s, v
ehic
les
cars
, an
d m
usic
al in
stru
men
ts;
to il
lust
rate
how
thi
ngs
mov
e; t
o, d
escr
ibe
the
wea
ther
and
w
hat
to d
o in
diff
eren
t si
tuat
ions
; to
use
app
ropr
iate
ter
ms
or v
ocab
ular
y to
des
crib
e th
ese
feat
ures
; to
col
lect
, so
rt, co
unt,
dra
w, ta
ke t
hing
s ap
art,
or
mak
e so
met
hing
out
of th
e th
ings
; to
pra
ctic
e he
alth
y ha
bits
(e.
g., w
ashi
ng h
ands
pro
perly
, ch
oosi
ng n
utrit
ious
foo
d) a
nd s
afet
y m
easu
res
(e.g
., h
elpi
ng t
o cl
ean
or p
ack
away
toy
s, a
skin
g qu
estio
ns a
nd g
ivin
g si
mpl
e an
swer
s/ d
escr
iptio
ns to
prob
ing
ques
tions
).
Gra
de 2
At t
he e
nd o
f G
rade
2, le
arne
rs w
ill u
se the
ir se
nses
to
expl
ore
and
desc
ribe
the
func
tions
of th
eir
sens
es, c
ompa
re t
wo
or m
ore
obje
cts
and
usin
g tw
o or
mor
e pr
oper
ties
, sor
t th
ings
in d
iffer
ent w
ays
and
give
a r
easo
n fo
r do
ing
so, d
escr
ibe
the
kind
of w
eath
er o
r ce
rtai
n ev
ents
in t
he
hom
e or
sch
ool a
nd e
xpre
ss h
ow t
hese
are
affec
ting
them
, do
sim
ple
mea
sure
men
ts o
f len
gth,
tel
l why
som
e th
ings
aro
und
them
are
impo
rtan
t ,
deci
de if
wha
t th
ey d
o is
saf
e or
dan
gero
us;
give
sug
gest
ions
on
how
to
prev
ent
acci
dent
s at
hom
e, p
ract
ice
elec
tric
ity, w
ater
, and
pap
er
cons
erva
tion,
hel
p ta
ke c
are
of p
ets
or o
f pl
ants
, a
nd tel
l sho
rt s
torie
s ab
out
wha
t th
ey d
o, w
hat
they
hav
e se
en, or
wha
t th
ey fee
l.
Gra
de 3
At t
he e
nd o
f G
rade
3, le
arne
rs c
an d
escr
ibe
the
func
tions
of th
e di
ffer
ent
part
s of
the
bod
y an
d th
ings
tha
t m
ake
up t
heir
surr
ound
ings
---
roc
ks
and
soil,
pla
nts
and
anim
als,
the
Sun
, M
oon
and
star
s. T
hey
can
also
cla
ssify
the
se t
hing
s as
sol
id, liq
uid
or g
as. Th
ey c
an d
escr
ibe
how
obj
ects
m
ove
and
wha
t m
akes
the
m m
ove.
The
y ca
n al
so id
entif
y so
urce
s an
d de
scrib
e us
es o
f lig
ht, he
at, so
und,
and
ele
ctric
ity.
Lear
ners
can
des
crib
e ch
ange
s in
the
con
ditio
ns o
f th
eir
surr
ound
ings
. The
se w
ould
lead
lear
ners
to
beco
me
mor
e cu
rious
abo
ut t
heir
surr
ound
ings
, ap
prec
iate
nat
ure,
and
pra
ctic
e he
alth
and
saf
ety
mea
sure
s.
Gra
de 4
At t
he e
nd o
f G
rade
4, le
arne
rs c
an in
vest
igat
e ch
ange
s in
som
e ob
serv
able
pro
pert
ies
of m
ater
ials
whe
n m
ixed
with
oth
er m
ater
ials
or
whe
n fo
rce
is a
pplie
d on
the
m. T
hey
can
iden
tify
mat
eria
ls t
hat
do n
ot d
ecay
and
use
thi
s kn
owle
dge
to h
elp
min
imiz
e w
aste
at
hom
e, s
choo
l, an
d in
th
e co
mm
unity
. Le
arne
rs c
an d
escr
ibe
the
func
tions
of th
e di
ffer
ent
inte
rnal
par
ts o
f th
e bo
dy in
ord
er to
prac
tice
way
s to
mai
ntai
n go
od h
ealth
. Th
ey c
an c
lass
ify
plan
ts a
nd a
nim
als
acco
rdin
g to
whe
re t
hey
live
and
obse
rve
inte
ract
ions
am
ong
livin
g th
ings
and
the
ir en
viro
nmen
t. T
hey
can
infe
r th
at p
lant
s an
d an
imal
s ha
ve tra
its t
hat
help
the
m s
urvi
ve in
the
ir en
viro
nmen
t.
Lear
ners
can
inve
stig
ate
the
effe
cts
of p
ush
or p
ull o
n th
e si
ze, sh
ape,
and
mov
emen
t of
an
obje
ct.
Lear
ners
can
inve
stig
ate
whi
ch t
ype
of s
oil i
s be
st for
cer
tain
pla
nts
and
infe
r th
e im
port
ance
of w
ater
in d
aily
act
iviti
es.
They
lear
ned
abou
t w
hat
mak
es u
p w
eath
er a
nd a
pply
the
ir kn
owle
dge
of w
eath
er c
ondi
tions
in m
akin
g de
cisi
ons
for
the
day.
The
y ca
n in
fer
the
impo
rtan
ce o
f th
e Su
n to
lif
e on
Ear
th.
K t
o 1
2 B
AS
IC E
DU
CA
TIO
N C
UR
RIC
ULU
M
GR
AD
E/LE
VEL
G
rade
-Lev
el S
tan
dard
s
Gra
de 5
At t
he e
nd o
f Gra
de 5
, lea
rner
s ca
n de
cide
whe
ther
mat
eria
ls a
re s
afe
and
usef
ul b
y in
vest
igat
ing
abou
t so
me
of t
heir
prop
ertie
s. T
hey
can
infe
r th
at n
ew m
ater
ials
may
form
whe
n th
ere
are
chan
ges
in p
rope
rtie
s du
e to
cer
tain
con
ditio
ns.
Lear
ners
hav
e de
velo
ped
heal
thfu
l and
hyg
ieni
c pr
actic
es r
elat
ed to
the
rep
rodu
ctiv
e sy
stem
aft
er d
escr
ibin
g ch
ange
s th
at a
ccom
pany
pub
erty
. Th
ey c
an c
ompa
re d
iffer
ent
mod
es o
f rep
rodu
ctio
n am
ong
plan
t an
d an
imal
gro
ups
and
cond
uct
an in
vest
igat
ion
on p
ollin
atio
n. T
hey
have
be
com
e aw
are
of t
he im
port
ance
of e
stua
ries
and
inte
rtid
al z
ones
and
hel
p in
the
ir pr
eser
vatio
n.
Lear
ners
can
des
crib
e th
e m
ovem
ent
of o
bjec
ts in
ter
ms
of d
ista
nce
and
time
trav
elle
d. L
earn
ers
reco
gniz
e th
at d
iffer
ent
mat
eria
ls r
eact
di
ffere
ntly
with
hea
t, li
ght,
and
soun
d. T
hey
can
rela
te th
ese
abili
ties
of m
ater
ials
to
thei
r sp
ecifi
c us
es.
Lear
ners
can
des
crib
e th
e ch
ange
s th
at e
arth
mat
eria
ls u
nder
go. T
hey
can
mak
e em
erge
ncy
plan
s w
ith t
heir
fam
ilies
in p
repa
ratio
n fo
r ty
phoo
ns.
They
can
obs
erve
pat
tern
s in
the
nat
ural
eve
nts
by o
bser
ving
the
app
eara
nce
of t
he M
oon.
Gra
de 6
At t
he e
nd o
f Gra
de 6
, lea
rner
s re
cogn
ize
that
whe
n m
ixed
tog
ethe
r, m
ater
ials
may
not
form
new
one
s th
us t
hese
mat
eria
ls m
ay b
e re
cove
red
usin
g di
ffere
nt s
epar
atio
n te
chni
ques
. The
y ca
n pr
epar
e us
eful
mix
ture
s su
ch a
s fo
od, d
rinks
and
her
bal m
edic
ines
. Le
arne
rs u
nder
stan
d ho
w t
he d
iffer
ent
orga
n sy
stem
s of
the
hum
an b
ody
wor
k to
geth
er. T
hey
can
clas
sify
pla
nts
base
d on
rep
rodu
ctiv
e st
ruct
ures
, and
ani
mal
s ba
sed
on t
he p
rese
nce
or la
ck o
f bac
kbon
e. T
hey
can
desi
gn a
nd c
ondu
ct a
n in
vest
igat
ion
on p
lant
pro
paga
tion.
The
y ca
n de
scrib
e la
rger
eco
syst
ems
such
as
rain
fore
sts,
cor
al r
eefs
, and
man
grov
e sw
amps
. Le
arne
rs c
an in
fer
that
fric
tion
and
grav
ity a
ffect
how
peo
ple
and
obje
cts
mov
e. T
hey
have
foun
d ou
t th
at h
eat,
ligh
t, so
und,
ele
ctric
ity, a
nd
mot
ion
stud
ied
earli
er a
re fo
rms
of e
nerg
y an
d th
ese
unde
rgo
tran
sfor
mat
ion.
Le
arne
rs c
an d
escr
ibe
wha
t ha
ppen
s du
ring
eart
hqua
kes
and
volc
anic
eru
ptio
ns a
nd d
emon
stra
te w
hat
to d
o w
hen
they
occ
ur. T
hey
can
infe
r th
at t
he w
eath
er fo
llow
s a
patt
ern
in t
he c
ours
e of
a y
ear.
The
y ha
ve le
arne
d ab
out
the
sola
r sy
stem
, with
em
phas
is o
n th
e m
otio
ns o
f the
Ear
th
as p
rere
quis
ite t
o th
e st
udy
of s
easo
ns in
ano
ther
gra
de le
vel.
K t
o 1
2 B
AS
IC E
DU
CA
TIO
N C
UR
RIC
ULU
M
GR
AD
E/L
EV
EL
Gra
de-
Leve
l Sta
nd
ard
s
Gra
de
7
At t
he e
nd o
f G
rade
7, le
arne
rs c
an d
istin
guis
h m
ixtu
res
from
sub
stan
ces
thro
ugh
sem
i-gu
ided
inve
stig
atio
ns. T
hey
real
ize
the
impo
rtan
ce o
f ai
r te
stin
g w
hen
cond
uctin
g in
vest
igat
ions
. Af
ter
stud
ying
how
org
an s
yste
ms
wor
k to
geth
er in
pla
nts
and
anim
als
in t
he lo
wer
gra
de le
vels
, le
arne
rs
can
use
a m
icro
scop
e w
hen
obse
rvin
g ve
ry s
mal
l org
anis
ms
and
stru
ctur
es. Th
ey r
ecog
nize
tha
t liv
ing
thin
gs a
re o
rgan
ized
into
diff
eren
t le
vels
: Ce
lls, tis
sues
, or
gans
, or
gan
syst
ems,
and
org
anis
ms.
The
se o
rgan
ism
s co
mpr
ise
popu
latio
ns a
nd c
omm
uniti
es, w
hich
inte
ract
with
non
-livi
ng
thin
gs in
eco
syst
ems.
Le
arne
rs c
an d
escr
ibe
the
mot
ion
of o
bjec
ts in
ter
ms
of d
ista
nce
and
spee
d, a
nd r
epre
sent
thi
s in
tab
les,
gra
phs,
cha
rts,
and
equ
atio
ns. T
hey
can
desc
ribe
how
var
ious
for
ms
of e
nerg
y tr
avel
thr
ough
diff
eren
t m
ediu
ms.
Le
arne
rs d
escr
ibe
wha
t m
akes
up
the
Phili
ppin
es a
s a
who
le a
nd t
he r
esou
rces
fou
nd in
the
arc
hipe
lago
. Th
ey c
an e
xpla
in t
he o
ccur
renc
e of
br
eeze
s, m
onso
ons,
and
ITC
Z, a
nd h
ow t
hese
wea
ther
sys
tem
s af
fect
peo
ple.
The
y ca
n ex
plai
n w
hy s
easo
ns c
hang
e an
d de
mon
stra
te h
ow
eclip
ses
occu
r.
Gra
de
8
At t
he e
nd o
f G
rade
8, le
arne
rs c
an d
escr
ibe
the
fact
ors
that
affec
t th
e m
otio
n of
an
obje
ct b
ased
on
the
Law
s of
Mot
ion.
The
y ca
n di
ffer
entia
te
the
conc
ept
of w
ork
as u
sed
in s
cien
ce a
nd in
laym
an’s
lang
uage
. T
hey
know
the
fac
tors
tha
t af
fect
the
tra
nsfe
r of
ene
rgy,
suc
h as
tem
pera
ture
di
ffer
ence
, an
d th
e ty
pe (
solid
, liq
uid,
or
gas)
of th
e m
ediu
m.
Lear
ners
can
exp
lain
how
act
ive
faul
ts g
ener
ate
eart
hqua
kes
and
how
tro
pica
l cyc
lone
s or
igin
ate
from
war
m o
cean
wat
ers.
The
y re
cogn
ize
othe
r m
embe
rs o
f th
e so
lar
syst
em.
Lear
ners
can
exp
lain
the
beh
avio
ur o
f m
atte
r in
ter
ms
of t
he p
artic
les
it is
mad
e of
. The
y re
cogn
ize
that
ingr
edie
nts
in foo
d an
d m
edic
al p
rodu
cts
are
mad
e up
of th
ese
part
icle
s an
d ar
e ab
sorb
ed b
y th
e bo
dy in
the
for
m o
f io
ns.
Lear
ners
rec
ogni
ze r
epro
duct
ion
as a
pro
cess
of ce
ll di
visi
on r
esul
ting
in g
row
th o
f or
gani
sms.
The
y ha
ve d
elve
d de
eper
into
the
pro
cess
of
dige
stio
n as
stu
died
in t
he lo
wer
gra
des,
giv
ing
emph
asis
on
prop
er n
utrit
ion
for
over
all w
elln
ess.
The
y ca
n pa
rtic
ipat
e in
act
iviti
es tha
t pr
otec
t an
d co
nser
ve e
cono
mic
ally
impo
rtan
t sp
ecie
s us
ed for
food
.
Gra
de
9
At t
he e
nd o
f G
rade
9, le
arne
rs h
ave
gain
ed a
a d
eepe
r un
ders
tand
ing
of t
he d
iges
tive,
res
pira
tory
, an
d ci
rcul
ator
y sy
stem
s to
pro
mot
e ov
eral
l he
alth
. Th
ey h
ave
beco
me
fam
iliar
with
som
e te
chno
logi
es t
hat
intr
oduc
e de
sire
d tr
aits
in e
cono
mic
ally
impo
rtan
t pl
ants
and
ani
mal
s. L
earn
ers
can
expl
ain
how
new
mat
eria
ls a
re for
med
whe
n at
oms
are
rear
rang
ed. Th
ey r
ecog
nize
tha
t a
wid
e va
riety
of us
eful
com
poun
ds m
ay a
rise
from
su
ch r
earr
ange
men
ts.
Lear
ners
can
iden
tify
volc
anoe
s an
d di
stin
guis
h be
twee
n ac
tive
and
inac
tive
ones
. The
y ca
n ex
plai
n ho
w e
nerg
y fr
om v
olca
noes
may
be
tapp
ed
for
hum
an u
se. Th
ey a
re fam
iliar
with
clim
atic
phe
nom
ena
that
occ
ur o
n a
glob
al s
cale
. Th
ey c
an e
xpla
in w
hy c
erta
in c
onst
ella
tions
can
be
seen
on
ly a
t ce
rtai
n tim
es o
f th
e ye
ar.
Lear
ners
can
pre
dict
the
out
com
es o
f in
tera
ctio
ns a
mon
g ob
ject
s in
rea
l life
app
lyin
g th
e la
ws
of c
onse
rvat
ion
of e
nerg
y an
d m
omen
tum
.
K t
o 1
2 B
AS
IC E
DU
CA
TIO
N C
UR
RIC
ULU
M
GR
AD
E/LE
VEL
G
rade
-Lev
el S
tan
dard
s
Gra
de 1
0
At t
he e
nd o
f G
rade
10,
lear
ners
rea
lize
that
vol
cano
es a
nd e
arth
quak
es o
ccur
in t
he s
ame
plac
es in
the
wor
ld a
nd t
hat
thes
e ar
e re
late
d to
pla
te
boun
darie
s. T
hey
can
dem
onst
rate
way
s to
ens
ure
safe
ty a
nd r
educ
e da
mag
e du
ring
eart
hqua
kes,
tsu
nam
is, a
nd v
olca
nic
erup
tions
. Le
arne
rs
can
expl
ain
the
fact
ors
affe
ctin
g th
e ba
lanc
e an
d st
abili
ty o
f an
obj
ect
to h
elp
them
pra
ctic
e ap
prop
riate
pos
ition
s an
d m
ovem
ents
to
achi
eve
effic
ienc
y an
d sa
fety
suc
h as
in s
port
s an
d da
ncin
g. T
hey
can
anal
yze
situ
atio
ns in
whi
ch e
nerg
y is
har
ness
ed fo
r hu
man
use
whe
reby
hea
t is
re
leas
ed, af
fect
ing
the
phys
ical
and
bio
logi
cal c
ompo
nent
s of
the
env
ironm
ent.
Lea
rner
s w
ill h
ave
com
plet
ed the
stu
dy o
f th
e en
tire
orga
nism
w
ith t
heir
deep
er s
tudy
of th
e ex
cret
ory
and
repr
oduc
tive
syst
ems.
The
y ca
n ex
plai
n in
gre
ater
det
ail h
ow g
enet
ic in
form
atio
n is
pas
sed
from
pa
rent
s to
offsp
ring,
and
how
div
ersi
ty o
f sp
ecie
s in
crea
ses
the
prob
abili
ty o
f ad
apta
tion
and
surv
ival
in c
hang
ing
envi
ronm
ents
. Le
arne
rs c
an
expl
ain
the
impo
rtan
ce o
f co
ntro
lling
the
con
ditio
ns u
nder
whi
ch a
che
mic
al r
eact
ion
occu
rs. Th
ey r
ecog
nize
tha
t ce
lls a
nd tis
sues
of th
e hu
man
bo
dy a
re m
ade
up o
f w
ater
, a few
kin
ds o
f io
ns, an
d bi
omol
ecul
es. T
hese
bio
mol
ecul
es m
ay a
lso
be fou
nd in
the
foo
d th
ey e
at.
SEQ
UEN
CE
OF
DO
MA
IN/S
TRA
ND
S P
ER Q
UA
RTE
R
G3
G
4
G5
G
6
G7
G
8
G9
G
10
1st
Qu
arte
r M
atte
r M
atte
r M
atte
r M
atte
r M
atte
r Fo
rce,
Mot
ion,
&
Ener
gy
Livi
ng T
hing
s an
d Th
eir
Envi
ronm
ent
Eart
h &
Spa
ce
2n
d Q
uar
ter
Livi
ng T
hing
s an
d Th
eir
Envi
ronm
ent
Livi
ng T
hing
s an
d Th
eir
Envi
ronm
ent
Livi
ng T
hing
s an
d Th
eir
Envi
ronm
ent
Livi
ng T
hing
s an
d Th
eir
Envi
ronm
ent
Livi
ng T
hing
s an
d Th
eir
Envi
ronm
ent
Eart
h &
Spa
ce
Mat
ter
Forc
e, M
otio
n,&
En
ergy
3rd
Qu
arte
r Fo
rce,
Mot
ion,
&
Ener
gy
Forc
e, M
otio
n,&
En
ergy
Fo
rce,
M
otio
n &
En
ergy
Fo
rce,
M
otio
n,&
En
ergy
Fo
rce,
M
otio
n,&
En
ergy
M
atte
r Ea
rth
& S
pace
Li
ving
Thi
ngs
and
Thei
r En
viro
nmen
t
4th
Qu
arte
r Ea
rth
& S
pace
Ea
rth
& S
pace
Ea
rth
& S
pace
Ea
rth
& S
pace
Ea
rth
& S
pace
Li
ving
Thi
ngs
and
Thei
r En
viro
nmen
t
Forc
e, M
otio
n,&
En
ergy
M
atte
r
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
SPIR
ALL
ING
OF
CO
NC
EPTS
GR
AD
E 3 –
GR
AD
E 10
M
ATT
ER
Gra
de 3
G
rade
4
Gra
de 5
G
rade
6
PR
OP
ERTI
ES O
F M
ATT
ER
Whe
n le
arne
rs o
bser
ve d
iffer
ent
obje
cts
and
mat
eria
ls, t
hey
beco
me
awar
e of
th
eir
diffe
rent
cha
ract
eris
tics
such
as
shap
e, w
eigh
t, de
finite
ness
of v
olum
e an
d ea
se o
f flo
w. U
sing
cha
ract
eris
tics,
ob
ject
s an
d m
ater
ials
can
be
grou
ped
into
sol
ids,
liqu
ids
or g
ases
.
Asid
e fr
om b
eing
gro
uped
into
so
lids,
liqu
ids,
or
gase
s, m
ater
ials
m
ay a
lso
be g
roup
ed a
ccor
ding
to
thei
r ab
ility
to a
bsor
b w
ater
, ab
ility
to
float
or
sink
, and
w
heth
er t
hey
deca
y or
not
Afte
r le
arni
ng h
ow t
o re
ad a
nd in
terp
ret
prod
uct
labe
ls, l
earn
ers
can
criti
cally
dec
ide
whe
ther
the
se m
ater
ials
are
har
mfu
l or
not.
Th
ey c
an a
lso
desc
ribe
way
s in
whi
ch t
hey
can
use
thei
r kn
owle
dge
of s
olid
s an
d liq
uids
in m
akin
g us
eful
mat
eria
ls a
nd
prod
ucts
.
In G
rade
4, t
he le
arne
rs h
ave
obse
rved
the
ch
ange
s w
hen
mix
ing
a so
lid in
a li
quid
or
a liq
uid
in a
noth
er li
quid
. Fr
om t
hese
inve
stig
atio
ns, l
earn
ers
can
now
de
scrib
e th
e ap
pear
ance
of m
ixtu
res
as
unifo
rm o
r no
n-un
iform
and
cla
ssify
the
m a
s ho
mog
eneo
us o
r he
tero
gene
ous
mix
ture
s.
CH
AN
GES
TH
AT
MA
TTER
UN
DER
GO
Usi
ng t
he c
hara
cter
istic
s ob
serv
ed
amon
g so
lids,
liqu
ids,
and
gas
es,
lear
ners
inve
stig
ate
way
s in
whi
ch s
olid
tu
rns
into
liqu
id, s
olid
into
gas
, liq
uid
into
gas
, and
liqu
id in
to s
olid
, as
affe
cted
by
tem
pera
ture
.
Chan
ges
in s
ome
char
acte
ristic
s of
sol
id m
ater
ials
can
be
obse
rved
w
hen
thes
e ar
e be
nt, h
amm
ered
, pr
esse
d, a
nd c
ut.
Afte
r in
vest
igat
ing
the
chan
ges
in
som
e ob
serv
able
cha
ract
eris
tics
of m
ater
ials
due
to
tem
pera
ture
in
Gra
de 3
, lea
rner
s ca
n no
w
inqu
ire a
bout
cha
nges
obs
erve
d w
hen
a so
lid is
mix
ed w
ith a
liq
uid
or w
hen
a liq
uid
is m
ixed
w
ith a
noth
er li
quid
. Le
arne
rs le
arn
that
som
e ch
ange
s in
the
cha
ract
eris
tics
of a
pro
duct
su
ch a
s fo
od o
r m
edic
ine
may
af
fect
its
qual
ity. O
ne w
ay o
f fin
ding
out
is b
y re
adin
g an
d in
terp
retin
g pr
oduc
t la
bels
. Thi
s in
form
atio
n he
lps
them
dec
ide
whe
n th
ese
prod
ucts
bec
ome
harm
ful.
In G
rade
4, l
earn
ers
inve
stig
ated
cha
nges
in
mat
eria
ls t
hat
take
pla
ce a
t ce
rtai
n co
nditi
ons,
suc
h as
app
lyin
g fo
rce,
mix
ing
mat
eria
ls, a
nd c
hang
ing
the
tem
pera
ture
. In
Gra
de 5
, the
y in
vest
igat
e ch
ange
s th
at t
ake
plac
e un
der
the
follo
win
g co
nditi
ons:
pr
esen
ce o
r la
ck o
f oxy
gen
(in a
ir), a
nd
appl
ying
hea
t. T
hey
lear
n th
at s
ome
of
thes
e co
nditi
ons
can
resu
lt in
a n
ew
prod
uct.
Kno
win
g th
ese
cond
ition
s en
able
th
em t
o ap
ply
the
“5R
met
hod”
(re
cycl
ing,
re
duci
ng, r
eusi
ng, r
ecov
erin
g an
d re
pairi
ng)
at h
ome
and
in s
choo
l.
Base
d on
the
cha
ract
eris
tics
of t
he c
ompo
nent
s of
a h
eter
ogen
eous
mix
ture
, lea
rner
s in
vest
igat
e w
ays
of s
epar
atin
g th
ese
com
pone
nts
from
the
mix
ture
. The
y w
ill in
fer
that
the
cha
ract
eris
tics
of e
ach
of t
he
com
pone
nts
rem
ain
the
sam
e ev
en w
hen
the
com
pone
nt is
par
t of t
he m
ixtu
re.
K t
o 1
2 B
AS
IC E
DU
CA
TIO
N C
UR
RIC
ULU
M
Gra
de 7
G
rade
8
Gra
de 9
G
rade
10
PR
OP
ERTI
ES A
ND
STR
UC
TUR
E O
F M
ATT
ER
In G
rade
6, l
earn
ers
lear
ned
how
to
dist
ingu
ish
hom
ogen
ous
from
he
tero
gene
ous
mix
ture
s. I
n G
rade
7,
lear
ners
inve
stig
ate
prop
ertie
s of
so
lutio
ns t
hat
are
hom
ogen
eous
m
ixtu
res.
The
y le
arn
how
to
expr
ess
conc
entr
atio
ns o
f so
lutio
ns
qual
itativ
ely
and
quan
titat
ivel
y. T
hey
dist
ingu
ish
mix
ture
s fr
om s
ubst
ance
s ba
sed
on a
set
of pr
oper
ties.
Le
arne
rs b
egin
to
do g
uide
d an
d se
mi-g
uide
d in
vest
igat
ions
, m
akin
g su
re t
hat
the
expe
rimen
t th
ey a
re
cond
uctin
g is
a fai
r te
st.
Usi
ng m
odel
s, le
arne
rs le
arn
that
mat
ter
is
mad
e up
of pa
rtic
les,
the
sm
alle
st o
f w
hich
is
the
ato
m. Th
ese
part
icle
s ar
e to
o sm
all t
o be
see
n th
roug
h a
mic
rosc
ope.
The
pr
oper
ties
of m
ater
ials
tha
t th
ey h
ave
obse
rved
in e
arlie
r gr
ades
can
now
be
expl
aine
d by
the
typ
e of
par
ticle
s in
volv
ed
and
the
attr
actio
n be
twee
n th
ese
part
icle
s.
Usi
ng t
heir
unde
rsta
ndin
g of
ato
mic
st
ruct
ure
lear
ned
in G
rade
8, le
arne
rs
desc
ribe
how
ato
ms
can
form
uni
ts
calle
d m
olec
ules
. Th
ey a
lso
lear
n ab
out
ions
. Fur
ther
, th
ey e
xpla
in h
ow a
tom
s fo
rm b
onds
(io
nic
and
cova
lent
) w
ith
othe
r at
oms
by the
tra
nsfe
r or
sha
ring
of e
lect
rons
. Th
ey a
lso
lear
n th
at t
he for
ces
hold
ing
met
als
toge
ther
are
cau
sed
by t
he
attr
actio
n be
twee
n flo
win
g el
ectr
ons
and
the
posi
tivel
y ch
arge
d m
etal
ions
. Le
arne
rs e
xpla
in h
ow c
oval
ent
bond
ing
in c
arbo
n fo
rms
a w
ide
varie
ty o
f ca
rbon
com
poun
ds.
Rec
ogni
zing
tha
t m
atte
r co
nsis
ts o
f an
ex
trem
ely
larg
e nu
mbe
r of
ver
y sm
all
part
icle
s, c
ount
ing
thes
e pa
rtic
les
is
not
prac
tical
. So
, le
arne
rs a
re
intr
oduc
ed t
o th
e un
it—m
ole.
Lear
ners
inve
stig
ate
how
gas
es b
ehav
e in
di
ffer
ent
cond
ition
s ba
sed
on t
heir
know
ledg
e of
the
mot
ion
of a
nd d
ista
nces
be
twee
n ga
s pa
rtic
les.
Lea
rner
s th
en
conf
irm w
heth
er t
heir
expl
anat
ions
are
co
nsis
tent
with
the
Kin
etic
Mol
ecul
ar
Theo
ry. Th
ey a
lso
lear
n th
e re
latio
nshi
ps
betw
een
volu
me,
tem
pera
ture
, an
d pr
essu
re u
sing
est
ablis
hed
gas
law
s.
In G
rade
9, l
earn
ers
lear
ned
that
the
bo
ndin
g ch
arac
teris
tics
of c
arbo
n re
sult
in
the
form
atio
n of
larg
e va
riety
of
com
poun
ds. In
Gra
de 1
0, t
hey
lear
n m
ore
abou
t th
ese
com
poun
ds t
hat in
clud
e bi
omol
ecul
es s
uch
as c
arbo
hydr
ates
, lip
ids,
pr
otei
ns, an
d nu
clei
c ac
ids.
Fur
ther
, th
ey
will
rec
ogni
ze t
hat
the
stru
ctur
e of
the
se
com
poun
ds c
ompr
ises
rep
eatin
g un
its t
hat
are
mad
e up
of a
limite
d nu
mbe
r of
el
emen
ts s
uch
as c
arbo
n, h
ydro
gen,
ox
ygen
, an
d ni
trog
en.
CH
AN
GES
TH
AT
MA
TTER
UN
DER
GO
Le
arne
rs r
ecog
nize
tha
t m
ater
ials
co
mbi
ne in
var
ious
way
s an
d th
roug
h di
ffer
ent
proc
esse
s, c
ontr
ibut
ing
to
the
wid
e va
riety
of m
ater
ials
. G
iven
th
is d
iver
sity
, th
ey r
ecog
nize
the
im
port
ance
of a
clas
sific
atio
n sy
stem
. Th
ey b
ecom
e fa
mili
ar w
ith e
lem
ents
an
d co
mpo
unds
, m
etal
s an
d no
n-m
etal
s, a
nd a
cids
and
bas
es.
Furt
her,
lear
ners
dem
onst
rate
tha
t ho
mog
eneo
us m
ixtu
res
can
be
sepa
rate
d us
ing
vario
us t
echn
ique
s.
Lear
ners
lear
n th
at p
artic
les
are
alw
ays
in
mot
ion.
The
y ca
n no
w e
xpla
in t
hat
the
chan
ges
from
sol
id t
o liq
uid,
sol
id to
gas,
liq
uid
to s
olid
, an
d liq
uid
to g
as, in
volv
e ch
ange
s in
the
mot
ion
of a
nd r
elat
ive
dist
ance
s be
twee
n th
e pa
rtic
les,
as
wel
l as
the
attr
actio
n be
twee
n th
em.
They
als
o re
cogn
ize
that
the
sam
e pa
rtic
les
are
invo
lved
whe
n th
ese
chan
ges
occu
r. I
n ef
fect
, no
new
sub
stan
ces
are
form
ed.
Lear
ners
exp
lain
how
new
com
poun
ds
are
form
ed in
ter
ms
of t
he
rear
rang
emen
t of
par
ticle
s. T
hey
also
re
cogn
ize
that
a w
ide
varie
ty o
f us
eful
co
mpo
unds
may
aris
e fr
om s
uch
rear
rang
emen
ts.
In G
rade
9, l
earn
ers
desc
ribed
how
par
ticle
s re
arra
nge
to for
m n
ew s
ubst
ance
s. I
n G
rade
10,
the
y le
arn
that
the
re
arra
ngem
ent
of p
artic
les
happ
en w
hen
subs
tanc
es u
nder
go c
hem
ical
rea
ctio
n. T
hey
furt
her
expl
ain
that
whe
n th
is
rear
rang
emen
t ha
ppen
s, t
he t
otal
num
ber
of a
tom
s an
d to
tal m
ass
of n
ewly
for
med
su
bsta
nces
rem
ain
the
sam
e. T
his
is t
he
Law
of Co
nser
vatio
n of
Mas
s. A
pply
ing
this
la
w, l
earn
ers
lear
n to
bal
ance
che
mic
al
equa
tions
and
sol
ve s
impl
e m
ole-
mol
e,
mol
e-m
ass,
and
mas
s-m
ass
prob
lem
s.
K to
12
BASI
C ED
UCA
TIO
N C
UR
RIC
ULU
M
LI
VIN
G T
HIN
GS
AN
D T
HEI
R E
NVI
RO
NM
ENT
Gra
de 3
G
rade
4
Gra
de 5
G
rade
6
PAR
TS A
ND
FU
NCT
ION
OF
ANIM
ALS
AND
PLA
NTS
In G
rade
3, l
earn
ers
obse
rve
and
desc
ribe
the
diffe
rent
par
ts o
f liv
ing
thin
gs fo
cusi
ng o
n th
e se
nse
orga
ns
of h
uman
s an
d th
e m
ore
fam
iliar
ex
tern
al p
arts
of a
nim
als
and
plan
ts.
They
also
exp
lore
and
des
crib
e ch
arac
teris
tics
of li
ving
thin
gs th
at
dist
ingu
ish th
em fr
om n
on-li
ving
th
ings
.
In G
rade
4, t
he le
arne
rs a
re in
trod
uced
to
the
maj
or o
rgan
s of
the
hum
an b
ody.
Th
ey a
lso le
arn
abou
t som
e pa
rts
that
hel
p pl
ants
and
ani
mal
s su
rviv
e in
pla
ces
whe
re
they
live
.
Afte
r lea
rnin
g in
Gra
de 4
how
the
maj
or
orga
ns o
f the
hum
an b
ody
wor
k to
geth
er, t
he le
arne
rs n
ow fo
cus
on th
e or
gans
of t
he re
prod
uctiv
e sy
stem
s of
hu
man
s, a
nim
als,
and
pla
nts.
In G
rade
6, l
earn
ers
desc
ribe
the
inte
ract
ions
am
ong
part
s of
the
maj
or
orga
ns o
f the
hum
an b
ody.
Th
ey a
lso le
arn
how
ver
tebr
ates
and
in
vert
ebra
tes
diffe
r and
how
non
-flo
wer
ing
plan
ts re
prod
uce,
HER
EDIT
Y:IN
HER
ITAN
CE A
ND
VAR
IATI
ON
Le
arne
rs le
arn
that
livi
ng th
ings
re
prod
uce
and
cert
ain
trai
ts a
re
pass
ed o
n to
thei
r offs
prin
g/s.
Lear
ners
lear
n th
at h
uman
s, a
nim
als,
and
pl
ants
go
thro
ugh
life
cycl
es. S
ome
inhe
rited
trai
ts m
ay b
e af
fect
ed b
y th
e en
viro
nmen
t at c
erta
in s
tage
s in
thei
r life
cy
cles
.
Lear
ners
lear
n ho
w fl
ower
ing
plan
ts a
nd
som
e no
n-flo
wer
ing
plan
ts re
prod
uce.
Th
ey a
re a
lso
intr
oduc
ed to
the
sexu
al
and
asex
ual m
odes
of r
epro
duct
ion.
Lear
ners
lear
n ho
w n
on-fl
ower
ing
plan
ts
(spo
re-b
earin
g an
d co
ne-b
earin
g pl
ants
, fe
rns,
and
mos
ses)
repr
oduc
e.
BIO
DIV
ERSI
TY A
ND
EVO
LUTI
ON
Di
ffere
nt k
inds
of l
ivin
g th
ings
are
fo
und
in d
iffer
ent p
lace
s.
Lear
ners
inve
stig
ate
that
ani
mal
s an
d pl
ants
liv
e in
spe
cific
hab
itats
. Le
arne
rs le
arn
that
repr
oduc
tive
stru
ctur
es s
erve
as
one
of th
e ba
ses
for
clas
sifyi
ng li
ving
thin
gs.
They
lear
n th
at p
lant
s an
d an
imal
s sh
are
com
mon
cha
ract
eris
tics
whi
ch s
erve
as
base
s fo
r the
ir cla
ssifi
catio
n.
ECO
SYST
EMS
Lear
ners
lear
n th
at li
ving
thin
gs
depe
nd o
n th
eir e
nviro
nmen
t for
food
, ai
r, an
d w
ater
to s
urvi
ve.
Lear
ners
lear
n th
at th
ere
are
bene
ficia
l and
ha
rmfu
l int
erac
tions
that
occ
ur a
mon
g liv
ing
thin
gs a
nd th
eir e
nviro
nmen
t as
they
obt
ain
thei
r bas
ic n
eeds
.
Lear
ners
are
intro
duce
d to
the
inte
ract
ions
am
ong
com
pone
nts
of
larg
er h
abita
ts s
uch
as e
stua
ries
and
inte
rtid
al z
ones
, as
wel
l as
the
cond
ition
s th
at e
nabl
e ce
rtai
n or
gani
sms
to li
ve.
Lear
ners
are
intro
duce
d to
the
inte
ract
ions
am
ong
com
pone
nts
of
habi
tats
suc
h as
trop
ical
rain
fore
sts,
co
ral r
eefs
, and
man
grov
e sw
amps
.
K t
o 1
2 B
AS
IC E
DU
CA
TIO
N C
UR
RIC
ULU
M
Gra
de 7
G
rade
8
Gra
de 9
G
rade
10
PA
RTS
AN
D F
UN
CTI
ON
: A
NIM
AL
AN
D P
LAN
TS
In G
rade
7, l
earn
ers
are
intr
oduc
ed
to t
he le
vels
of o
rgan
izat
ion
in t
he
hum
an b
ody
and
othe
r or
gani
sms.
Th
ey le
arn
that
org
anis
ms
cons
ist
of
cells
, mos
t of w
hich
are
gro
uped
into
or
gan
syst
ems
that
per
form
sp
ecia
lized
func
tions
.
In G
rade
8, l
earn
ers
gain
kno
wle
dge
of
how
the
bod
y br
eaks
dow
n fo
od in
to fo
rms
that
can
be
abso
rbed
thr
ough
the
dig
estiv
e sy
stem
and
tra
nspo
rted
to
cells
. Le
arne
rs le
arn
that
gas
es a
re e
xcha
nged
th
roug
h th
e re
spira
tory
sys
tem
. Thi
s pr
ovid
es t
he o
xyge
n ne
eded
by
cells
to
rele
ase
the
ener
gy s
tore
d in
food
. Th
ey a
lso
lear
n th
at d
isso
lved
was
tes
are
rem
oved
thr
ough
the
urin
ary
syst
em w
hile
so
lid w
aste
s ar
e el
imin
ated
thr
ough
the
ex
cret
ory
syst
em.
Lear
ners
stu
dy t
he c
oord
inat
ed
func
tions
of t
he d
iges
tive,
res
pira
tory
, an
d ci
rcul
ator
y sy
stem
s.
They
als
o le
arn
that
nut
rient
s en
ter
the
bloo
dstr
eam
and
com
bine
with
oxy
gen
take
n in
thr
ough
the
res
pira
tory
sy
stem
. Tog
ethe
r, t
hey
are
tran
spor
ted
to t
he c
ells
whe
re o
xyge
n is
use
d to
re
leas
e th
e st
ored
ene
rgy.
Lear
ners
lear
n th
at o
rgan
ism
s ha
ve
feed
back
mec
hani
sms
that
are
co
ordi
nate
d by
the
ner
vous
and
en
docr
ine
syst
ems.
The
se m
echa
nism
s he
lp t
he o
rgan
ism
s m
aint
ain
hom
eost
asis
to
repr
oduc
e an
d su
rviv
e.
HER
EDIT
Y:I
NH
ERIT
AN
CE
AN
D V
AR
IATI
ON
Af
ter
lear
ning
how
flow
erin
g an
d no
n flo
wer
ing
plan
ts r
epro
duce
, Gra
de 7
le
arne
rs a
re t
augh
t th
at a
sexu
al
repr
oduc
tion
resu
lts in
gen
etic
ally
id
entic
al o
ffspr
ing
whe
reas
sex
ual
repr
oduc
tion
give
s ris
e to
var
iatio
n.
Lear
ners
stu
dy t
he p
roce
ss o
f cel
l div
isio
n by
mito
sis
and
mei
osis
. The
y un
ders
tand
th
at m
eios
is is
an
early
ste
p in
sex
ual
repr
oduc
tion
that
lead
s to
var
iatio
n.
Lear
ners
stu
dy t
he s
truc
ture
of g
enes
an
d ch
rom
osom
es, a
nd t
he fu
nctio
ns
they
per
form
in t
he t
rans
mis
sion
of
trai
ts fr
om p
aren
ts t
o of
fspr
ing.
Lear
ners
are
intr
oduc
ed t
o th
e st
ruct
ure
of t
he D
NA
mol
ecul
e an
d its
func
tion.
Th
ey a
lso
lear
n th
at c
hang
es t
hat
take
pl
ace
in s
ex c
ells
are
inhe
rited
whi
le
chan
ges
in b
ody
cells
are
not
pas
sed
on.
BIO
DIV
ERS
ITY
AN
D E
VO
LUTI
ON
Le
arne
rs le
arn
that
the
cel
ls in
sim
ilar
tissu
es a
nd o
rgan
s in
oth
er a
nim
als
are
sim
ilar
to t
hose
in h
uman
bei
ngs
but
diffe
r so
mew
hat
from
cel
ls fo
und
in p
lant
s.
Lear
ners
lear
n th
at s
peci
es r
efer
s to
a
grou
p of
org
anis
ms
that
can
mat
e w
ith o
ne
anot
her
to p
rodu
ce fe
rtile
offs
prin
g. T
hey
lear
n th
at b
iodi
vers
ity is
the
col
lect
ive
varie
ty o
f spe
cies
livi
ng in
an
ecos
yste
m.
This
ser
ves
as a
n in
trod
uctio
n to
the
topi
c on
hie
rarc
hica
l tax
onom
ic s
yste
m.
Lear
ners
lear
n th
at m
ost
spec
ies
that
ha
ve o
nce
exis
ted
are
now
ext
inct
. Sp
ecie
s be
com
e ex
tinct
whe
n th
ey fa
il to
ad
apt
to c
hang
es in
the
env
ironm
ent.
Lear
ners
rev
isit
the
mec
hani
sms
invo
lved
in
the
inhe
ritan
ce o
f tra
its a
nd t
he
chan
ges
that
res
ult
from
the
se
mec
hani
sms.
Lea
rner
s ex
plai
n ho
w
natu
ral s
elec
tion
has
prod
uced
a
succ
essi
on o
f div
erse
new
spe
cies
. Va
riatio
n in
crea
ses
the
chan
ce o
f liv
ing
thin
gs t
o su
rviv
e in
a c
hang
ing
envi
ronm
ent.
ECO
SY
STE
MS
Lear
ners
lear
n th
at in
tera
ctio
ns o
ccur
am
ong
the
diffe
rent
leve
ls o
f or
gani
zatio
n in
eco
syst
ems.
Lear
ners
lear
n ho
w e
nerg
y is
tra
nsfo
rmed
an
d ho
w m
ater
ials
are
cyc
led
in
ecos
yste
ms.
Lear
ners
lear
n ho
w p
lant
s ca
ptur
e en
ergy
from
the
Sun
and
sto
re e
nerg
y in
su
gar
mol
ecul
es (
phot
osyn
thes
is).
Thi
s
Lear
ners
inve
stig
ate
the
impa
ct o
f hum
an
activ
ities
and
oth
er o
rgan
ism
s on
ec
osys
tem
s.
K to
12
BASI
C ED
UCA
TIO
N C
URR
ICU
LUM
Gra
de 7
G
rade
8
Gra
de 9
G
rade
10
Org
anism
s of
the
sam
e ki
nd in
tera
ct
with
eac
h ot
her t
o fo
rm p
opul
atio
ns;
popu
latio
ns in
tera
ct w
ith o
ther
po
pula
tions
to fo
rm c
omm
uniti
es.
st
ored
ene
rgy
is us
ed b
y ce
lls d
urin
g ce
llula
r res
pira
tion.
The
se tw
o pr
oces
ses
are
rela
ted
to e
ach
othe
r.
They
lear
n ho
w b
iodi
vers
ity in
fluen
ces
the
stab
ility
of e
cosy
stem
s.
FO
RCE
, MO
TIO
N A
ND
EN
ERG
Y
Gra
de 3
G
rade
4
Gra
de 5
G
rade
6
FOR
CE A
ND
MO
TIO
N
Lear
ners
obs
erve
and
exp
lore
and
in
vest
igat
e ho
w th
ings
aro
und
them
m
ove
and
can
be m
oved
. The
y al
so
iden
tify
thin
gs in
thei
r env
ironm
ent
that
can
cau
se c
hang
es in
the
mov
emen
t of o
bjec
ts.
Lear
ners
now
lear
n th
at if
forc
e is
appl
ied
on a
n ob
ject
, its
mot
ion,
size
, or s
hape
ca
n be
cha
nged
. The
y w
ill fu
rther
un
ders
tand
that
thes
e ch
ange
s de
pend
on
the
amou
nt o
f for
ce a
pplie
d on
it
(qua
litat
ive)
. The
y al
so le
arn
that
m
agne
ts c
an e
xert
forc
e on
som
e ob
ject
s an
d m
ay c
ause
cha
nges
in th
eir
mov
emen
ts.
This
time,
lear
ners
beg
in to
acc
urat
ely
mea
sure
the
amou
nt o
f cha
nge
in th
e m
ovem
ent o
f an
obje
ct in
term
s of
its
dist
ance
trav
elle
d an
d tim
e of
trav
el
usin
g ap
prop
riate
tool
s.
Asid
e fro
m th
e id
entif
ied
caus
es o
f m
otio
n in
Gra
de 3
, suc
h as
peo
ple,
an
imal
s, w
ind,
and
wat
er, l
earn
ers
also
lear
n ab
out g
ravi
ty a
nd fr
ictio
n as
ot
her c
ause
s or
fact
ors
that
affe
ct th
e m
ovem
ent o
f obj
ects
.
ENER
GY
Lear
ners
obs
erve
and
iden
tify
diffe
rent
so
urce
s of
ligh
t, he
at, s
ound
, and
el
ectri
city
in th
eir e
nviro
nmen
t and
th
eir u
ses
in e
very
day
life.
Lear
ners
lear
n th
at li
ght,
heat
, and
sou
nd
trave
l fro
m th
e so
urce
. The
y pe
rform
sim
ple
activ
ities
that
dem
onst
rate
how
th
ey tr
avel
usin
g va
rious
obj
ects
. No
te: E
lect
ricity
is n
ot in
clude
d in
Gra
de
4 be
caus
e th
e co
ncep
t of ‘
flow
of
char
ges’
is di
fficu
lt to
und
erst
and
at th
is gr
ade
leve
l.
This
time,
lear
ners
exp
lore
how
diff
eren
t ob
ject
s in
tera
ct w
ith li
ght,
heat
, sou
nd,
and
elec
tricit
y (e
.g.,
iden
tifyi
ng p
oor a
nd
good
con
duct
ors
of e
lect
ricity
usin
g sim
ple
circu
its).
Th
ey le
arn
abou
t the
rela
tions
hip
betw
een
elec
tricit
y an
d m
agne
tism
by
cons
truct
ing
an e
lect
rom
agne
t.
They
also
lear
n ab
out t
he e
ffect
s of
ligh
t, he
at, s
ound
, and
ele
ctric
ity o
n pe
ople
.
At th
is gr
ade
leve
l, le
arne
rs a
re
intro
duce
d to
the
conc
ept o
f ene
rgy.
Th
ey le
arn
that
ene
rgy
exist
s in
di
ffere
nt fo
rms,
suc
h as
ligh
t, he
at,
soun
d an
d el
ectri
city,
and
it c
an b
e tra
nsfo
rmed
from
one
form
to
anot
her.
They
dem
onst
rate
how
en
ergy
is tr
ansf
erre
d us
ing
simpl
e m
achi
nes.
K to
12
BASI
C ED
UCAT
ION
CURR
ICUL
UM
Grad
e 7
Grad
e 8
Grad
e 9
Grad
e 10
FO
RCE
AND
MOT
ION
From
a si
mple
und
ersta
nding
of m
otion
, lea
rner
s stu
dy m
ore
scien
tific
ways
of
desc
ribing
(in
term
s of d
istan
ce, s
peed
, an
d ac
celer
ation
) and
repr
esen
ting
(usin
g m
otion
diag
rams
, cha
rts, a
nd
grap
hs) t
he m
otion
of o
bjec
ts in
one
dimen
sion.
This
time,
lear
ners
study
the
conc
ept o
f fo
rce a
nd it
s rela
tions
hip to
mot
ion.
They
use
New
ton’s
Laws
of M
otion
to
expla
in wh
y obj
ects
move
(or d
o no
t m
ove)
the
way t
hey d
o (a
s des
cribe
d in
Grad
e 7)
. Th
ey a
lso re
alize
that
if fo
rce
is ap
plied
on
a bo
dy, w
ork c
an b
e do
ne
and
may
caus
e a
chan
ge in
the
ener
gy
of th
e bo
dy.
To d
eepe
n th
eir u
nder
stand
ing o
f mot
ion,
learn
ers u
se th
e La
w of
Con
serv
ation
of
Mom
entu
m to
furth
er e
xplai
n th
e m
otion
of
obj
ects.
Fr
om m
otion
in o
ne d
imen
sion
in th
e pr
eviou
s gra
des,
they
lear
n at
this
level
abou
t mot
ion in
two
dimen
sions
usin
g pr
ojec
tile m
otion
as a
n ex
ample
.
From
lear
ning
the
basic
s of f
orce
s in
Grad
e 8,
lear
ners
exte
nd th
eir
unde
rstan
ding
of fo
rces b
y des
cribin
g ho
w ba
lance
d an
d un
balan
ced
force
s, eit
her b
y soli
ds o
r liqu
ids, a
ffect
the
mov
emen
t, ba
lance
, and
stab
ility o
f ob
jects.
ENER
GY
This
time
learn
ers r
ecog
nize
that
dif
fere
nt fo
rms o
f ene
rgy t
rave
l in
diffe
rent
way
s—lig
ht a
nd so
und
trave
l th
roug
h wa
ves,
heat
trav
els th
roug
h m
oving
or v
ibrat
ing p
artic
les, a
nd
electr
ical e
nerg
y tra
vels
thro
ugh
mov
ing
char
ges.
In G
rade
5, t
hey l
earn
ed a
bout
the
diffe
rent
mod
es o
f hea
t tra
nsfe
r. T
his
time,
they
expla
in th
ese
mod
es in
term
s of
the
mov
emen
t of p
artic
les.
Lear
ners
reali
ze th
at tr
ansfe
rred
ener
gy
may
caus
e ch
ange
s in
the
prop
ertie
s of
the
objec
t. Th
ey re
late
the o
bser
vable
ch
ange
s in
tem
pera
ture
, am
ount
of
curre
nt, a
nd sp
eed
of so
und
to th
e ch
ange
s in
ener
gy o
f the
par
ticles
.
Lear
ners
expla
in ho
w co
nser
vatio
n of
m
echa
nical
ener
gy is
app
lied
in so
me
struc
ture
s, su
ch a
s roll
er co
aste
rs, a
nd in
na
tura
l env
ironm
ents
like
wate
rfalls
. The
y fu
rther
des
cribe
the
trans
form
ation
of
ener
gy th
at ta
kes p
lace
in hy
droe
lectri
c po
wer p
lants.
Le
arne
rs als
o lea
rn a
bout
the
relat
ionsh
ip be
twee
n he
at a
nd w
ork,
and
apply
this
conc
ept t
o ex
plain
how
geot
herm
al po
wer
plant
s ope
rate
. Af
ter t
hey h
ave
learn
ed h
ow e
lectri
city i
s ge
nera
ted
in po
wer p
lants,
lear
ners
furth
er d
evelo
p th
eir u
nder
stand
ing o
f tra
nsm
ission
of e
lectri
city f
rom
pow
er
statio
ns to
hom
es.
Lear
ners
acqu
ire m
ore k
nowl
edge
abo
ut
the
prop
ertie
s of l
ight a
s app
lied
in op
tical
instru
men
ts.
Lear
ners
also
use
the
conc
ept o
f mov
ing
char
ges a
nd m
agne
tic fi
elds i
n ex
plaini
ng
the
princ
iple
behin
d ge
nera
tors
and
mot
ors.
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
EAR
TH A
ND
SP
AC
E
Gra
de 3
G
rade
4
Gra
de 5
G
rade
6
GEO
LOG
Y
Lear
ners
will
des
crib
e w
hat
mak
es u
p th
eir
envi
ronm
ent,
beg
inni
ng w
ith
the
land
form
s an
d bo
dies
of w
ater
fo
und
in t
heir
com
mun
ity.
Afte
r fa
mili
ariz
ing
them
selv
es w
ith
the
gene
ral l
ands
cape
, lea
rner
s w
ill
inve
stig
ate
two
com
pone
nts
of t
he
phys
ical
env
ironm
ent
in m
ore
deta
il:
soil
and
wat
er. T
hey
will
cla
ssify
soi
ls
in t
heir
com
mun
ity u
sing
sim
ple
crite
ria. T
hey
will
iden
tify
the
diffe
rent
sou
rces
of w
ater
in t
heir
com
mun
ity. T
hey
will
infe
r th
e im
port
ance
of w
ater
in d
aily
ac
tiviti
es a
nd d
escr
ibe
way
s of
usi
ng
wat
er w
isel
y.
In t
his
grad
e le
vel,
lear
ners
will
lear
n th
at
our
surr
ound
ings
do
not s
tay
the
sam
e fo
reve
r. F
or e
xam
ple,
roc
ks u
nder
go
wea
ther
ing
and
soil
is c
arrie
d aw
ay b
y er
osio
n. L
earn
ers
will
infe
r th
at t
he s
urfa
ce
of t
he E
arth
cha
nges
with
the
pas
sage
of
time.
Lear
ners
will
lear
n th
at a
side
from
wea
ther
ing
and
eros
ion,
the
re a
re o
ther
pro
cess
es t
hat
may
alte
r th
e su
rfac
e of
the
Ear
th:
eart
hqua
kes
and
volc
anic
eru
ptio
ns. O
nly
the
effe
cts
of
eart
hqua
kes
and
volc
anic
eru
ptio
ns a
re t
aken
up
in t
his
grad
e le
vel,
not
thei
r ca
uses
(w
hich
w
ill b
e ta
ckle
d in
Gra
des
8 an
d 9)
. Le
arne
rs
will
als
o ga
ther
and
rep
ort
data
on
eart
hqua
kes
and
volc
anic
eru
ptio
ns in
the
ir co
mm
unity
or
regi
on.
MET
EOR
OLO
GY
Lear
ners
will
des
crib
e th
e di
ffere
nt
type
s of
loca
l wea
ther
,
Afte
r m
akin
g si
mpl
e de
scrip
tions
ab
out
the
wea
ther
in t
he p
revi
ous
grad
e, le
arne
rs w
ill n
ow m
easu
re t
he
com
pone
nts
of w
eath
er u
sing
sim
ple
inst
rum
ents
. The
y w
ill a
lso
iden
tify
tren
ds in
a s
impl
e w
eath
er c
hart
.
Lear
ners
will
lear
n th
at t
he w
eath
er d
oes
not
stay
the
sam
e th
e w
hole
yea
r ro
und.
W
eath
er d
istu
rban
ces
such
as
typh
oons
m
ay o
ccur
. Le
arne
rs w
ill d
escr
ibe
the
effe
cts
of t
ypho
ons
on t
he c
omm
unity
and
th
e ch
ange
s in
the
wea
ther
bef
ore,
dur
ing,
an
d af
ter
a ty
phoo
n.
Afte
r le
arni
ng h
ow t
o m
easu
re t
he d
iffer
ent
com
pone
nts
of w
eath
er in
Gra
des
4 an
d 5,
le
arne
rs w
ill n
ow c
olle
ct w
eath
er d
ata
with
in
the
span
of t
he s
choo
l yea
r. L
earn
ers
will
in
terp
ret
the
data
and
iden
tify
the
wea
ther
pa
tter
ns in
the
ir co
mm
unity
.
AST
RO
NO
MY
Lear
ners
will
des
crib
e th
e na
tura
l ob
ject
s th
at t
hey
see
in t
he s
ky.
Afte
r de
scrib
ing
the
natu
ral o
bjec
ts
that
are
see
n in
the
sky
, lea
rner
s w
ill
now
focu
s on
the
mai
n so
urce
of
heat
and
ligh
t on
Ear
th:
the
Sun,
its
role
in p
lant
gro
wth
and
de
velo
pmen
t, an
d its
effe
ct o
n th
e ac
tiviti
es o
f hum
ans
and
othe
r an
imal
s.
Afte
r le
arni
ng a
bout
the
Sun
, lea
rner
s w
ill
now
fam
iliar
ize
them
selv
es w
ith t
he M
oon
and
the
star
s. T
hey
will
des
crib
e th
e ch
ange
s in
the
app
eara
nce
of t
he M
oon
and
disc
over
tha
t th
e ch
ange
s ar
e cy
clic
al, a
nd
that
the
cyc
le is
rel
ated
to
the
leng
th o
f a
mon
th. L
earn
ers
will
iden
tify
star
pat
tern
s th
at c
an b
e se
en d
urin
g ce
rtai
n tim
es o
f the
ye
ar.
In G
rade
6, l
earn
ers
will
tur
n th
eir
atte
ntio
n to
Ea
rth
as a
noth
er n
atur
al o
bjec
t in
spac
e (in
ad
ditio
n to
the
Sun
, Moo
n, a
nd s
tars
).
Lear
ners
will
lear
n ab
out
the
mot
ions
of t
he
Eart
h: r
otat
ion
and
revo
lutio
n. L
earn
ers
will
al
so c
ompa
re t
he d
iffer
ent
mem
bers
tha
t m
ake
up t
he S
olar
Sys
tem
and
con
stru
ct
mod
els
to h
elp
them
vis
ualiz
e th
eir
rela
tive
size
s an
d di
stan
ces.
K to
12
BASI
C ED
UCA
TIO
N C
URR
ICU
LUM
Gra
de 7
G
rade
8
Gra
de 9
G
rade
10
GEO
LOG
Y
Lear
ners
will
expl
ore
and
loca
te p
lace
s us
ing
a co
ordi
nate
sys
tem
. The
y w
ill di
scov
er th
at o
ur c
ount
ry’s
loca
tion
near
the
equa
tor a
nd a
long
the
Ring
of
Fire
influ
ence
s el
emen
ts o
f up
Phili
ppin
e en
viro
nmen
t (e.
g., n
atur
al
reso
urce
s an
d cli
mat
e).
As a
resu
lt of
bei
ng lo
cate
d al
ong
the
Ring
of
Fire
, the
Phi
lippi
nes
is pr
one
to
earth
quak
es. U
sing
mod
els,
lear
ners
will
expl
ain
how
qua
kes
are
gene
rate
d by
fa
ults
. The
y w
ill try
to id
entif
y fa
ults
in th
e co
mm
unity
and
diff
eren
tiate
act
ive
faul
ts
from
inac
tive
ones
.
Bein
g lo
cate
d al
ong
the
Ring
of F
ire, t
he
Phili
ppin
es is
hom
e to
man
y vo
lcano
es. U
sing
mod
els,
lear
ners
will
expl
ain
wha
t hap
pens
w
hen
volca
noes
eru
pt. T
hey
will
desc
ribe
the
diffe
rent
type
s of
vol
cano
es a
nd d
iffer
entia
te
activ
e vo
lcano
es fr
om in
activ
e on
es. T
hey
will
also
exp
lain
how
ene
rgy
from
vol
cano
es
may
be
tapp
ed fo
r hum
an u
se.
Usin
g m
aps,
lear
ners
will
disc
over
th
at v
olca
noes
, ear
thqu
ake
epice
nter
s, a
nd m
ount
ain
rang
es a
re
not r
ando
mly
sca
ttere
d in
diff
eren
t pl
aces
but
are
loca
ted
in th
e sa
me
area
s. T
his
will
lead
to a
n ap
prec
iatio
n of
pla
te te
cton
ics—
a th
eory
that
bin
ds m
any
geol
ogic
proc
esse
s su
ch a
s vo
lcani
sm a
nd
earth
quak
es.
MET
EOR
OLO
GY
Lear
ners
will
expl
ain
the
occu
rren
ce o
f at
mos
pher
ic ph
enom
ena
(bre
ezes
, m
onso
ons,
and
ITCZ
) tha
t are
co
mm
only
exp
erie
nced
in th
e co
untry
as
a re
sult
of th
e Ph
ilippi
nes’
loca
tion
with
resp
ect t
o th
e eq
uato
r, an
d su
rrou
ndin
g bo
dies
of w
ater
and
la
ndm
asse
s.
Bein
g lo
cate
d be
side
the
Pacif
ic O
cean
, the
Ph
ilipp
ines
is p
rone
to ty
phoo
ns. I
n Gr
ade
5, th
e ef
fect
s of
typh
oons
wer
e ta
ckle
d.
Here
, lea
rner
s w
ill ex
plai
n ho
w ty
phoo
ns
deve
lop,
how
typh
oons
are
affe
cted
by
land
form
s an
d bo
dies
of w
ater
, and
why
ty
phoo
ns fo
llow
cer
tain
pat
hs a
s th
ey m
ove
with
in th
e Ph
ilippi
ne A
rea
of R
espo
nsib
ility.
In th
is gr
ade
leve
l, le
arne
rs w
ill di
stin
guish
be
twee
n w
eath
er a
nd c
limat
e. T
hey
will
expl
ain
how
diff
eren
t fac
tors
affe
ct th
e cli
mat
e of
an
area
. The
y w
ill al
so b
e in
trodu
ced
to c
limat
ic ph
enom
ena
that
occ
ur
over
a w
ide
area
(e.g
., El
Niñ
o an
d gl
obal
w
arm
ing)
.
Not
e: T
he th
eory
of p
late
tect
onics
is
the
sole
topi
c in
Ear
th a
nd S
pace
in
Gra
de 1
0. T
his
is be
caus
e th
e th
eory
bin
ds m
any
of th
e to
pics
in
prev
ious
gra
de le
vels,
and
mor
e tim
e is
need
ed to
exp
lore
co
nnec
tions
and
dee
pen
lear
ners
’ un
ders
tand
ing.
ASTR
ON
OM
Y
Lear
ners
will
expl
ain
the
occu
rren
ce o
f th
e se
ason
s an
d ec
lipse
s as
a re
sult
of
the
mot
ions
of t
he E
arth
and
the
Moo
n. U
sing
mod
els,
lear
ners
will
expl
ain
that
bec
ause
the
Earth
revo
lves
ar
ound
the
Sun,
the
seas
ons
chan
ge,
and
beca
use
the
Moo
n re
volv
es a
roun
d th
e Ea
rth, e
clips
es s
omet
imes
occ
ur.
Lear
ners
will
com
plet
e th
eir s
urve
y of
the
Sola
r Sys
tem
by
desc
ribin
g th
e ch
arac
teris
tics
of a
ster
oids
, com
ets,
and
ot
her m
embe
rs o
f the
Sol
ar S
yste
m.
Lear
ners
will
now
leav
e th
e So
lar S
yste
m a
nd
lear
n ab
out t
he s
tars
bey
ond.
The
y w
ill in
fer
the
char
acte
ristic
s of
sta
rs b
ased
on
the
char
acte
ristic
s of
the
Sun.
Usin
g m
odel
s,
lear
ners
will
show
that
con
stel
latio
ns m
ove
in
the
cour
se o
f a n
ight
bec
ause
of E
arth
’s ro
tatio
n, w
hile
diff
eren
t con
stel
latio
ns a
re
obse
rved
in th
e co
urse
of a
yea
r bec
ause
of
the
Earth
’s re
volu
tion.
K t
o 12
BAS
IC E
DU
CATI
ON
CU
RR
ICU
LUM
GR
ADE
10
CON
TEN
T CO
NTE
NT
STA
ND
ARD
S PE
RFO
RM
AN
CE
STA
ND
ARD
S LE
ARN
ING
CO
MPE
TEN
CY
COD
E
Gra
de 1
0 –
Eart
h an
d Sp
ace
FIR
ST Q
UAR
TER
/FIR
ST G
RA
DIN
G P
ERIO
D
1. P
late
Tec
toni
cs
1.1
Dist
ribut
ion
1.1.
1 vo
lcan
oes
1.1.
2 ea
rthq
uake
epi
cent
ers
1.
1.3
mou
ntai
n ra
nges
1.
2 Pl
ate
boun
darie
s 1.
3 Pr
oces
ses
and
land
form
s al
ong
plat
e bo
unda
ries
1.4
Inte
rnal
str
uctu
re o
f the
Ear
th
1.5
Mec
hani
sm (
poss
ible
cau
ses
of
mov
emen
t)
1.6
Evid
ence
of p
late
mov
emen
t
The
lear
ners
dem
onst
rate
an
und
erst
andi
ng o
f: th
e re
latio
nshi
p am
ong
the
loca
tions
of v
olca
noes
, ea
rthq
uake
epi
cent
ers,
and
m
ount
ain
rang
es
The
lear
ners
sha
ll be
abl
e to
: 1.
dem
onst
rate
way
s to
en
sure
dis
aste
r pr
epar
edne
ss d
urin
g ea
rthq
uake
s, ts
unam
is,
and
volc
anic
eru
ptio
ns
2. s
ugge
st w
ays
by w
hich
he
/she
can
con
tribu
te
to g
over
nmen
t effo
rts
in re
duci
ng d
amag
e du
e to
ear
thqu
akes
, ts
unam
is, a
nd v
olca
nic
erup
tions
The
lear
ners
sho
uld
be a
ble
to…
1.
des
crib
e th
e di
strib
utio
n of
ac
tive
volc
anoe
s, e
arth
quak
e ep
icen
ters
, and
maj
or
mou
ntai
n be
lts;
S9
ES –
Ia-j
-36
.1
2. d
escr
ibe
the
diffe
rent
type
s of
pl
ate
boun
darie
s;
S9ES
–Ia
-j-
36.2
3.
exp
lain
the
diffe
rent
pr
oces
ses
that
occ
ur a
long
th
e pl
ate
boun
darie
s;
S9ES
–Ia
-j-
36.3
4. d
escr
ibe
the
inte
rnal
str
uctu
re
of th
e Ea
rth;
S9
ES –
Ia-j
-36
.4
5. d
escr
ibe
the
poss
ible
cau
ses
of p
late
mov
emen
t; an
d S9
ES –
Ia-j
-36
.5
6. e
num
erat
e th
e lin
es o
f ev
iden
ce th
at s
uppo
rt pl
ate
mov
emen
t S9
ES –
Ia-j
-36.
6
Gra
de 1
0 –
Forc
e, M
otio
n an
d, E
nerg
y SE
CON
D Q
UAR
TER
/SEC
ON
D G
RA
DIN
G P
ERIO
D
1.
Ele
ctro
mag
neti
c Sp
ectr
um
The
lear
ners
dem
onst
rate
an
und
erst
andi
ng o
f:
the
diffe
rent
reg
ions
of t
he
elec
trom
agne
tic s
pect
rum
The
lear
ners
s
hall
be a
ble
to:
The
lear
ners
sho
uld
be a
ble
to…
1.
com
pare
the
rela
tive
wav
elen
gths
of d
iffer
ent
form
s of
ele
ctro
mag
netic
w
aves
;
S10F
E-II
a-b-
47
K t
o 1
2 B
AS
IC E
DU
CA
TIO
N C
UR
RIC
ULU
M
CO
NT
EN
T
CO
NT
EN
T S
TA
ND
AR
DS
P
ER
FOR
MA
NC
E
ST
AN
DA
RD
S
LEA
RN
ING
CO
MP
ET
EN
CY
C
OD
E
2. c
ite e
xam
ples
of pr
actic
al
appl
icat
ions
of th
e di
ffer
ent
regi
ons
of E
M w
aves
, su
ch
as the
use
of ra
dio
wav
es in
te
leco
mm
unic
atio
ns;
S1
0FE
-IIc
-d-4
8
3. e
xpla
in the
effec
ts o
f EM
ra
diat
ion
on li
ving
thi
ngs
and
the
envi
ronm
ent;
S
10
FE-I
Ie-f
-49
2.
Lig
ht
2
.1 R
efl
ect
ion
of
Lig
ht
in M
irro
rs
2.2
Re
fra
ctio
n o
f Li
gh
t in
Le
nse
s
the
imag
es for
med
by
the
differ
ent
type
s of
mirro
rs
and
lens
es
4.
pre
dict
the
qua
litat
ive
char
acte
ristic
s (o
rien
tatio
n,
type
, an
d m
agni
ficat
ion)
of
imag
es for
med
by
plan
e an
d cu
rved
mirro
rs a
nd
lens
es;
S1
0FE
-IIg
-50
5. a
pply
ray
dia
gram
min
g te
chni
ques
in d
escr
ibin
g th
e ch
arac
teris
tics
and
posi
tions
of
imag
es for
med
by
lens
es;
S1
0FE
-IIg
-51
6. i
dent
ify w
ays
in w
hich
the
pr
oper
ties
of m
irro
rs a
nd
lens
es d
eter
min
e th
eir
use
in
optic
al in
stru
men
ts (
e.g.
, ca
mer
as a
nd b
inoc
ular
s);
S1
0FE
-IIh
-52
3.
Ele
ctri
city
an
d M
ag
ne
tism
3.1
Ele
ctro
mag
netic
effec
ts
th
e re
latio
nshi
p be
twee
n el
ectr
icity
and
mag
netis
m in
el
ectr
ic m
otor
s an
d ge
nera
tors
7.
dem
onst
rate
the
gen
erat
ion
of e
lect
rici
ty b
y m
ovem
ent
of a
mag
net
thro
ugh
a co
il;
and
S1
0FE
-IIi
-53
8. e
xpla
in t
he o
pera
tion
of a
si
mpl
e el
ectr
ic m
otor
and
ge
nera
tor.
S
10
FE-I
Ij-5
4
K t
o 1
2 B
AS
IC E
DU
CA
TIO
N C
UR
RIC
ULU
M
CO
NT
EN
T
CO
NT
EN
T S
TA
ND
AR
DS
P
ER
FOR
MA
NC
E
ST
AN
DA
RD
S
LEA
RN
ING
CO
MP
ET
EN
CY
C
OD
E
Gra
de
10
– L
ivin
g T
hin
gs
an
d T
hei
r E
nvi
ron
me
nt
TH
IRD
QU
AR
TE
R/T
HIR
D G
RA
DIN
G P
ER
IOD
1
. C
oo
rdin
ate
d F
un
ctio
ns
of
the
R
ep
rod
uct
ive
, En
do
crin
e,
an
d
Ne
rvo
us
Sys
tem
s
The
lear
ners
dem
onst
rate
an
und
erst
andi
ng o
f:
1. o
rgan
ism
s as
hav
ing
feed
back
mec
hani
sms,
w
hich
are
coo
rdin
ated
by
the
ner
vous
and
en
docr
ine
syst
ems
2. h
ow t
hese
fee
dbac
k m
echa
nism
s he
lp t
he
orga
nism
mai
ntai
n ho
meo
stas
is t
o re
prod
uce
The
lear
ners
sho
uld
be
able
to:
The
lear
ners
sho
uld
be a
ble
to…
1.
des
crib
e th
e pa
rts
of t
he
repr
oduc
tive
syst
em a
nd
thei
r fu
nctio
ns;
S
10
LT-I
IIa
-33
2. e
xpla
in t
he r
ole
of h
orm
ones
in
volv
ed in
the
fem
ale
and
mal
e re
prod
uctiv
e sy
stem
s;
S1
0LT
-III
b-3
4
3. d
escr
ibe
the
feed
back
m
echa
nism
s in
volv
ed in
re
gula
ting
proc
esse
s in
the
fe
mal
e re
prod
uctiv
e sy
stem
(e
.g., m
enst
rual
cyc
le);
S1
0LT
-III
c-3
5
4. d
escr
ibe
how
the
ner
vous
sy
stem
coo
rdin
ates
and
re
gula
tes
thes
e fe
edba
ck
mec
hani
sms
to m
aint
ain
hom
eost
asis
;
S1
0LT
-III
c-3
6
2.
He
red
ity:
In
he
rita
nce
an
d
Va
ria
tio
n
1. t
he in
form
atio
n st
ored
in
DN
A as
bei
ng u
sed
to
mak
e pr
otei
ns
2.
how
cha
nges
in a
DN
A
mol
ecul
e m
ay c
ause
ch
ange
s in
its
prod
uct
3.
mut
atio
ns tha
t oc
cur in
se
x ce
lls a
s be
ing
herit
able
5.
exp
lain
how
pro
tein
is m
ade
usin
g in
form
atio
n fr
om
DN
A;
S1
0LT
-III
d-3
7
6. e
xpla
in h
ow m
utat
ions
may
ca
use
chan
ges
in t
he
stru
ctur
e an
d fu
nctio
n of
a
prot
ein;
S1
0LT
-III
e-3
8
K t
o 1
2 B
AS
IC E
DU
CA
TIO
N C
UR
RIC
ULU
M
CO
NT
EN
T
CO
NT
EN
T S
TA
ND
AR
DS
P
ER
FOR
MA
NC
E
ST
AN
DA
RD
S
LEA
RN
ING
CO
MP
ET
EN
CY
C
OD
E
3.
Bio
div
ers
ity
an
d E
volu
tio
n
how
evo
lutio
n th
roug
h na
tura
l sel
ectio
n ca
n re
sult
in b
iodi
vers
ity
write
an
essa
y on
the
im
port
ance
of
adap
tatio
n as
a
mec
hani
sm for
the
su
rviv
al o
f a
spec
ies
7. e
xpla
in h
ow fos
sil r
ecor
ds,
com
para
tive
anat
omy,
and
ge
netic
info
rmat
ion
prov
ide
evid
ence
for
evo
lution
;
S1
0LT
-III
f-3
9
8. e
xpla
in t
he o
ccur
renc
e of
ev
olut
ion;
S
10
LT-I
IIg
-40
4.
Eco
syst
em
s 4
.1 F
low
of
En
erg
y a
nd
Ma
tte
r in
E
cosy
ste
ms
4.2
Bio
div
ers
ity
an
d S
tab
ilit
y 4
.3 P
op
ula
tio
n G
row
th a
nd
C
arr
yin
g C
ap
aci
ty
1.
the
influ
ence
of
biod
iver
sity
on
the
stab
ility
of ec
osys
tem
s 2.
an
ecos
yste
m a
s be
ing
capa
ble
of s
uppo
rtin
g a
limite
d nu
mbe
r of
or
gani
sms
9.
exp
lain
how
spe
cies
di
vers
ity
incr
ease
s th
e pr
obab
ility
of ad
apta
tion
and
surv
ival
of or
gani
sms
in
chan
ging
env
iron
men
ts;
S1
0LT
-III
h-4
1
10. ex
plai
n th
e re
latio
nshi
p be
twee
n po
pula
tion
grow
th a
nd c
arry
ing
capa
city
; an
d
S1
0LT
-III
i-4
2
11. su
gges
t w
ays
to m
inim
ize
hum
an im
pact
on
the
envi
ronm
ent.
S1
0LT
-III
j-4
3
Gra
de
10
– M
att
er
FOU
RT
H Q
UA
RT
ER
/FO
UR
TH
GR
AD
ING
PE
RIO
D
1.
Ga
s La
ws
1.
1 Kin
etic
Mol
ecul
ar T
heor
y 1.
2 Vol
ume,
pre
ssur
e, a
nd
tem
pera
ture
rel
atio
nshi
p
1.3
Idea
l gas
law
The
lear
ners
dem
onst
rate
an
und
erst
andi
ng o
f…
how
gas
es b
ehav
e ba
sed
on t
he m
otio
n an
d re
lativ
e di
stan
ces
betw
een
gas
part
icle
s
The
lear
ners
sha
ll be
abl
e to
: Th
e le
arne
rs s
houl
d be
abl
e to
…
1.
inve
stig
ate
the
rela
tions
hip
betw
een:
1.
1 vo
lum
e an
d pr
essu
re a
t co
nsta
nt t
empe
ratu
re o
f a
gas;
1.
2 vo
lum
e an
d te
mpe
ratu
re
at c
onst
ant pr
essu
re o
f a
gas;
1.
3 ex
plai
ns the
se
rela
tions
hips
usi
ng the
ki
netic
mol
ecul
ar the
ory;
S1
0M
T-I
Va
-b-
21
K to
12
BASI
C ED
UCAT
ION
CURR
ICUL
UM
CONT
ENT
CONT
ENT S
TAND
ARDS
PE
RFOR
MAN
CE
STAN
DARD
S LE
ARNI
NG C
OMPE
TENC
Y CO
DE
2. B
iom
olec
ules
2.1 El
emen
ts pr
esen
t in b
iomole
cules
2.2
Car
bohy
drate
s, lip
ids, p
rotei
ns,
and n
uclei
c acid
s 2.2
.1 Fo
od La
bels
the s
tructu
re of
bio
molec
ules,
which
are
made
up m
ostly
of a
limite
d nu
mber
of el
emen
ts, su
ch
as ca
rbon
, hyd
roge
n, ox
ygen
, and
nitro
gen
2.
reco
gnize
the m
ajor
categ
ories
of bi
omole
cules
su
ch as
carb
ohyd
rates
, lip
ids, p
rotei
ns, a
nd nu
cleic
acids
;
S10M
T-IV
c-d-
22
3. C
hem
ical r
eact
ions
the c
hemi
cal r
eacti
ons
asso
ciated
with
biolo
gical
and i
ndus
trial
proc
esse
s aff
ectin
g life
and t
he
envir
onme
nt
using
any f
orm
of me
dia,
pres
ent c
hemi
cal
reac
tions
invo
lved i
n bio
logica
l and
indu
strial
pr
oces
ses a
ffecti
ng lif
e an
d the
envir
onme
nt
3. ap
ply th
e prin
ciples
of
cons
erva
tion o
f mas
s to
chem
ical r
eacti
ons;
and
S10M
T-IV
e-g-
23
4. ex
plain
how
the f
acto
rs aff
ectin
g rate
s of c
hemi
cal
reac
tions
are a
pplie
d in
food p
rese
rvatio
n and
ma
terial
s pro
ducti
on,
cont
rol o
f fire
, poll
ution
, an
d cor
rosio
n.
S10M
T-IV
h-j-2
4
K t
o 12
BAS
IC E
DU
CATI
ON
CU
RR
ICU
LUM
COD
E B
OO
K L
EGEN
D
Sa
mpl
e: S
8ES-
IId-
19
LEG
END
SA
MPL
E
Firs
t En
try
Lear
ning
Are
a an
d St
rand
/ Su
bjec
t or
Spec
ializ
atio
n
Scie
nce
S8
Grad
e Le
vel
Grad
e 8
Upp
erca
se L
ette
r/s
Dom
ain/
Cont
ent/
Co
mpo
nent
/ To
pic
Eart
h an
d Sp
ace
ES
-
Rom
an N
umer
al
*Zer
o if
no s
pecif
ic qu
arte
r Q
uart
er
Seco
nd Q
uart
er
II
Low
erca
se L
ette
r/s
*Put
a h
yphe
n (-
) in
betw
een
lette
rs to
indi
cate
mor
e th
an a
sp
ecifi
c w
eek
Wee
k W
eek
four
d
-
Ara
bic
Num
ber
Com
pete
ncy
Infe
r why
the
Phili
ppin
es
is p
rone
to ty
phoo
ns
19
DO
MA
IN/
COM
PON
ENT
COD
E
Livi
ng th
ings
and
thei
r Env
ironm
ent
LT
Forc
e, M
otio
n, a
nd E
nerg
y FE
Eart
h an
d Sp
ace
ES
Mat
ter
MT
1
UNIT 1
Earth and Space
2
Unit 1: Earth and Space
Introduction
In your Grade 9 Science, part of the lessons was about volcanoes. Learners have learned about the position of the Philippines in the Ring of Fire and its relationship to the presence of active and inactive volcanoes in our country.
For this quarter, the topics will focus solely on the theory that explains the existence of volcanoes and other geologic features. The learners will work on two modules to understand this theory better.
In the first module, learners will use some of the science skills likegraphing, measuring, analyzing and interpreting data, and inferring for them to attain the desired outcomes.
What are the outcomes that are expected from the learners? First, learners should identify the types of boundaries created because of lithospheric movements. Secondly, they must relate the movement of Earth’s lithosphere to the occurrence of different geologic changes. Finally, the learners will explain the processes that are taking place along the boundaries. In the second module, learners will perform an activity that will allow them to probe the Earth’s interior by analyzing the behavior of seismic waves (Primary and Secondary waves).
Learners will also have an opportunity to simulate one of the properties of the materials present in the mantle.
Lastly, included in the module, and the most important part is the series of activities that will give learners an idea about the driving mechanism behind the motion of Earth’s lithosphere.
3
Content Standard Performance StandardThe learner demonstrates
understanding of the relationship among the locations of volcanoes, earthquake epicenter, and mountain ranges
The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions.
Overview:
In the previous grade level, the students became familiar with the different types of volcanoes. They were also able to determine the factors that give the distinct conical shapes of volcanoes. Lastly, they understood how energy can be harnessed from volcanic activities.
In this particular module, the activities included will allow the students to findoutwhatcausesvolcanism.Thelearnerswillalsodeterminetherelationshipamong the locations of volcanoes, earthquake epicenters, and mountain ranges. Furthermore,theywillhaveachancetofigureoutwhatcausestheformationofdifferent geologic features such as mountain ranges, volcanic arcs, trenches, mid-ocean ridges, and rift valleys.
Learning Competencies/Objectives
In this Learner’s Material, the learners should be able to: 1. Describe the distribution of active volcanoes, earthquake epicenters, and major mountain belts. 2. Describe the different types of plate boundaries. 3. Explain the different processes that occur along the plate boundaries.
Unit 1MODULE
1Suggested time allotment: 12 to 16 hours
Plate Tectonics
4
Pre-Assessment
A. Choose the letter of the best answer.
Forquestions1and2,refertothefigureabove:1. You were provided with data showing the arrival time of the P and S waves
recorded from three seismic stations. Which of these can you possibly determine? a. the damage at the focus c. the intensity of the earthquakeb. the distance to the earthquake d. the location of the epicenter
Answer: d
2. From the seismogram, the distance to the epicenter can be determined by measuringa. the arrival time of surface waveb. the difference in the arrival times of the P and S wavesc. the ratio of the amplitude of the largest P and S wavesd. the speed of the surface wave
Answer: b
3. When two tectonic plates collide, the oceanic crust usually subducts beneath the continental crust because it is a. denser than continental crust c. thicker than continental crustb. less dense than continental crust d. thinner than continental crust
Answer: a
4. IfyouwillvisitaplaceinthePacificknowntobealongconvergingplates,which of these should you not expect to see?a. active volcanoes c. rift valleysb. mountain ranges d. volcanic islands
Answer: c
5
5. Youareanoceanographerandwanttomaptheoceanfloorontheeastcoast of the Philippines. As you do your study, you noticed that there is a portionof theoceanfloorwhich is relativelymuchdeeper than the rest.What most likely is that deeper part? a. linear sea c. rift valleyb. oceanic ridge d. trench
Answer: d
6. Whatdoyouexpecttofindatamid-oceanridge?a. relatively young rocks c. thick accumulation of sedimentsb. reverse fault d. very ancient rocks
Answer: a
7. Crustal Plate A is moving away from Crustal Plate B. What is the expected average rate of change in position between A and B? a. a few centimeters per year c. a few millimeters per centuryb. a few meters per month d. a few millimeters per day
Answer: a
8. Which plate boundary is formed between the Philippine Plate and the Eurasian Plate?a. convergent c. reverse fault b. divergent d. transform fault
Answer: a
9. Which of these is false true about crustal plates:a. have the same thickness everywhere b. include the crust and upper mantle c. thickest in the mountain regiond. vary in thickness
Answer: a
10. Which of these is not true about the Philippine Islands?a. Most are part of the Philippine Mobile Belt except for Palawan,
Mindoro, and Zamboanga b. formed because of the convergence of the Philippine Plate and the
PacificPlatec. Originated geologically in an oceanic-oceanic convergenced. Some are products of subduction process
Answer: b
6
What is Plate Tectonics?
Lithosphere consists of crust and the upper portion of the mantle. Figure 1 in the LM shows two types of crust, the continental crust and the oceanic crust. The continental crust is thicker but less dense than the oceanic crust. Becauseof thedifference indensity,continentalcrustfloatshigher than theoceanic crust.
Figure 1. Kinds of crust
The lithosphere is said to be in constant but slow motion. These motions can range widely. The Arctic Ridge has the slowest rate (less than 2.5 cm/yr), andtheEastPacificRisenearEasterIsland,intheSouthPacificabout3,400km west of Chile, has the fastest rate (more than 15 cm/yr). This movement of the lithosphere is called tectonics.
Figure 2 in the LM is a map showing the lithosphere of the Earth divided into segments called plates. But what are the basis of scientists in dividing the lithosphere in such manner?
Continental crustOceanic crust
Mantle
7
Figure 2. Map of plate boundaries http://pubs.usgs.gov
The next two activities will answer the question posted in previous page.
Activity 1
Find the Center
Teaching Tips1. Let the students recall the different types of seismic waves particularly
the body waves (Primary and Secondary waves). Students must recall also that Primary waves travel faster than Secondary waves.
2. Explain to them, that because of this difference in velocity between P and S waves, the distance of earthquake epicenter from the recording station can be determined. If they have data from three recording stations, the exact position of an earthquake epicenter can be located using the triangulation method.
3. Introduce Activity 1 “Find the Center,” which will allow the students to use the triangulation method in locating the epicenter of a hypothetical earthquake.
8
Answers to questions
Using the formula d =
Where: d=distance (km) Td=time difference of P-wave and S-wave (seconds)
Recording stationTime difference of
P-wave and S-wave(seconds)
Distance of epicenter from the station (km)
Batangas 44.8 560Puerto Princesa 32 400Davao 38.4 480
Since the scale of the Philippine map on page 9 of the LM is 1.5 cm: 200 km, set the drawing compass to the following computed distances on the map.
Recording station How to compute the distance on the map
Computed distance on the map (cm)
Batangas 560 km (1.5 cm/200 km) 4.2
Puerto Princesa 400 km (1.5 cm/200 km) 3
Davao 480 km (1.5 cm/200km) 3.6
Q1. Where is the epicenter of this hypothetical earthquake?
Answer: Since the three circles drawn intersect in Cebu City, it is where the epicenter is.
Q2.Whatdifficultywillyouencounterifyouonlyhavedatafromtworecording stations?
Answer: Assuming that the two circles will intersect, the circles will intersect at two points. Therefore, there will be two locations that could possibly be the epicenter.
The distance-time graph on page 10 of the LM shows that the S-P interval is about 10 minutes.
Td------------ = 100 km8 seconds
9
Q3. What is the distance of the epicenter from the seismic station?
Answer: 9000 km
Q4. What do you think is the importance of determining the epicenter of an earthquake?
Possible answer: * Locating earthquake epicenters will pinpoint which fault lines are active. Usually, the less active fault line stores great amount of potential energy that could cause major earthquake once released. Therefore, places near fault lines that remain inactive for a long period of time are due to experience a major earthquake.
Key concepts:• In order to locate the epicenter of an earthquake, you need to determine
the time interval between the arrival of the P and S waves (the S-P interval) on the seismograms from at least three different stations. You have to measure the interval to the closest second and then use a graph (Distance-time graph on page 10 of the LM) to convert the S-P interval to the epicentral distance.
• Once you have the epicentral distances, you can draw circles to represent each distance on a map. The radius of each circle corresponds to the epicentral distance for each seismic recording station. Once you have drawn all three circles and located the point where all three intersect, you will have successfully located (triangulated) the epicenter of the earthquake.
For instructions on how to perform triangulation method you may visit this website: http://www.youtube.com/watch?v=oBS7BKqHRhs
10
Activity 2 Let’s Mark the Boundaries
Teaching Tips
1. Let the students look at Figure 2: Map of Plate Boundaries on page 7 and you may ask them the following questions;a. What is the difference between Figure 1 and a regular World
map?b. What do you think is the basis of dividing the world in such
manner?
2. Introduce to the learners Activity 2 “Let’s Mark the Boundaries” and tellthemthatthenextactivitywillhelpthemconfirmtheiranswerstothe last question.
Answers to questions:
Q5. How are earthquakes distributed on the map?
Answer: The world’s earthquakes are not randomly distributed over the Earth’s surface. They tend to be concentrated in narrow zones.
Q6. Where are they located?
Answer: Some are located near the edges of the continents, some are in mid- continents, while others are in oceans .
But not ALL edges of continents,mid-continents,or oceans can be places where earthquake might occur.
Q7. Where are places with no earthquakes?
Answer: Answers may vary. Some of the possible answers are: large part of the Pacific ocean, northernmost Asia, majority of Europe, eastern portion of North and South America and western Africa. Q8. Why do you think it is important for us to identify areas which are prone to earthquakes?
Answer: It is important to identify areas which are prone to earthquakes so that necessary precautions could be done if ever you’re living in one of those places.
11
Q9. How are volcanoes distributed?
Answer: Volcanoes are not randomly distributed. Majority of them are found along the edges of some continents.
Q10. Where are they located?
Answer: Majority are found along the edges of some continents, particularly in the western coast of North and South America, East and South East Asia. Q11. Based on the map, state a country that is unlikely to experience a volcanic eruption?
Answer: Answers may vary
Q12. Compare the location of majority of earthquake epicenters with the location of volcanoes around the world.
Answer: Earthquake epicenters and volcanoes are both situated at the same locations.
Q13. How will you relate the distribution of mountain ranges with the distribution of earthquake epicenters and volcanoes?
Answer: Mountain ranges are found in places where volcanoes and/or earthquake epicenters are also located.
Q14. What do you think is the basis of scientists in dividing Earth’s lithosphere into several plates?
Answer: Geologic activities such as seismicity (occurrence of earthquake), volcanism and mountain formation are the basis of scientists in dividing Earth’s lithosphere.
Key concepts:• Plates are large pieces of the upper few hundred kilometers of Earth
thatmoveasasingleunitasitfloatsabovethemantle.• The plates are in constant motion. As they interact along their margins,
important geological processes take place, such as the formation of mountain belts, earthquakes, and volcanoes.
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To view an interactive map that will show the relationship between plate boundaries and different geologic processes, you may visit; http://ees.as.uky.edu/sites/default/files/elearning/module04swf.swf
Activity 3 Head-On Collision
Teaching tips:
1. Let the students recall that there are two types of crust, continental and oceanic. Between the two, the oceanic crust is denser.
2. Introduce to the students that plates could either be a continental crust-leading plate or an oceanic crust-leading plate.
3. Introduce the next activity, Part A “Converging Continental plate and Oceanic plate.” This activity will allow the students to determine the effects of colliding oceanic and continental plates.
Answers to Questions:
Part A: Converging Continental Plate and Oceanic Plate
Q15. What type of plate is Plate A? What about Plate B? Why did you say so?
Answer: Plate A is an oceanic plate because it is relatively thinner compared to plate B. While Plate B is a continental plate because it is thicker and floats higher than the other plate.
Q16. Describe what happens to Plate A as it collides with Plate B? Why?
Answer: Plate A bends downward because Plate A is denser than Plate B.
Tell the students that this sinking of plate beneath the other plate is called subduction. Point out also to the students that, because of the subduction process, a depression on the ocean floor called trench is also formed.
Q17. What do you think will happen to the leading edge of Plate A as it continues to move downward? Why?
Answer: The leading edge of Plate A will start to melt because the temperature beneath the crust (mantle) is higher.
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You may add the fact that as the plate moves deeper into the mantle, it carries with it water which also causes the melting of rocks.
Q18. What do you call this molten material?
Answer: This molten material is called magma.
Q19. What is formed on top of Plate B?
Answer: Volcanoes are formed on top of Plate B.
Tell the students that volcanoes are mountains that are built by the accumulation of their own eruptive products such as lava.
Parallel to the trench, point out in the diagram that volcanoes are formed.
Q20. As the plates continue to grind against each other, what other geologic event could take place?
Answer: Earthquake could take place as the plates continue to grind against each other.
Key concepts:
1. During the convergence of an oceanic plate and a continental plate, the denser oceanic plate slides under the continental plate. This process is called subduction.
2. Geologic events such as formation of volcanoes and trenches as well as occurrence of earthquake will take place because of this process.
You can end the lesson at this point.
An animated diagram of subduction process can be seen on this website;http://earthguide.ucsd.edu/eoc/teachers/t_tectonics/p_subduction.html
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Part B: Convergence of Two Oceanic Plates
Teaching tips:
1. Recall the subduction process and the geologic events that will take place because of the process.
2. Tell the students that two oceanic plates could also collide because of plate tectonics.
3. Introduce the next activity. This time the students will use the knowledge they acquired from the previous activity in predicting what events could take place due to this type of collision.
4. You may ask the students to draw a diagram showing what they think would be the outcome of this event.
Q21. What are the geologic processes/events that will occur out of this plate movement?
Answer: Possible answers are:
• Plate B undergoes subduction process or the sinking of plate towards the mantle.
• Earthquakes can happen since the two plates are grinding against each other.
• Trench/es will form.• Volcanoes will form at the surface of Plate A.
Q22. What geologic features might form at the surface of Plate A?
Answer: Volcanoes might form at the surface of Plate A.
The volcanic deposits pile up until they break through the surface of the ocean and form an island arc. Examples of island arcs created in this way are the Aleutians, the Kuriles, Japan, and the Philippines.
Q23.IftheedgeofPlateAsuddenlyflicksupward,alargeamountofwatermay be displaced. What could be formed at the surface of the sea?
Answer: Tsunami is formed at the surface of the sea.
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Key concepts:
1. When two oceanic plates converge they also undergo subduction process. This gives rise to the formation volcanic island arcs, trenches and generates shallow, intermediate, or deep earthquakes.
2. Strong earthquakes generated at the ocean floor may causedisplacement of large volume of water and launch big waves called tsunami.
Part C: Two Continental Plates Converging
Teaching tips:
1. You may start the lesson by asking questions such as;a. What is the highest peak in the Philippines? Mt. Apo about 3144
metersb. How about the highest mountain in the world? Mt. Everest c. Do you have any idea how tall Mount Everest is? 8848 metersd. How do you think most of the tall mountains of the world are
formed?
2. Just gather all the ideas the students will mention regarding the last question. After all the ideas had been presented, tell them that they will check their answers after they perform the next activity.
Q24. What happened to the strips of clay as they were pushed from opposite ends?
Answer: The strips of clay buckled upward.
Q25. If the strips of clay represent the Earth’s lithosphere, what do you think is formed in the lithosphere?
Answer: Mountains are formed in the lithosphere.
Q26. What other geologic event could take place with this type of plate movement aside from your answer in Q25?
Answer: Earthquakes will occur due to the collision of the two plates. (Since there is no subduction, only shallow earthquakes will happen)
Q27. In terms of the consequences on the Earth’s lithosphere, how will you differentiate this type of convergent plate boundary with the other two?
Answer: Since the two plates involved are both continental plates there is no subduction process (because both plates are low in density). As a result, mountains are formed instead of volcanoes.
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Key concept:
1. When two continental plates meet head-on, neither is subducted. Instead, the crust tends to buckle and be pushed upward causing formation of mountain ranges and other highlands.
Activity 4
Going Separate Ways
Teaching tips:1. You may start the lesson by saying this:
“In a convergent plate boundary, the leading plates undergo destruction process as the crust is consumed in the mantle. But what do you think is happening on the other end of each plates?” (creation of new crust)(We cannot expect that the students will be able to answer this question correctly. This will just serve as the springboard for the next lesson.)
2. Tofindouttheanswertothisquestion,studentswillstudythenexttype of plate boundary-the Divergent plate boundary.
3. The next activity “Going Separate Ways,” will require students to analyze four pictures. The two topmost pictures are rift valleys while the bottom two are oceanic ridges.
Answers to Questions:Q28 What are common in the four pictures?
Answers: All four pictures show a fissure or a crack between two land masses.
Q29. What do you think is happening to the Earth’s crust in those pictures?
Answer: The land masses are moving away from each other.
Q30. If this event continues for millions of years, what do you think will be the effect on the crust?
Answer: The distance between the land masses will be far greater than what is shown in the picture.
Q31. Complete the drawing below to illustrate your answer in question number 3.
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Answer: The illustration of the students should show a wider crack or fissure between the two land masses.
Key concepts:
1. Divergent boundaries occur along spreading centers where plates are moving apart and new crust is created by magma pushing up from the mantle.
2. Effects that are found at a divergent boundary between oceanic plates include: a submarine mountain range such as the Mid-Atlantic Ridge; volcanicactivityintheformoffissureeruptions;shallowearthquakeactivity;creationofnewseafloor;andawideningoceanbasin.
3. If a divergent boundary is between continental plates, the effects are: rift valley formation which will soon develop into linear sea; shallow earthquake activities, and numerous normal faults.
After millions of years
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Activity 5Slide and Shake
Teaching tips:
1. The next activity will be a simulation-type activity where students will simulate how transform-fault boundary is formed.
2. After the activity has been performed, you may ask the following questions:a. If the blocks of wood were plates, what kind of plate boundary is
formed between Blocks 1 and 2? between 3 and 4? (divergent) b. Describe the relative motion of Blocks 2 and 3; Blocks 1 and 3;
Blocks 2 and 4. (Same answer with guide questions 3 and 4)
3. Inform the students that this is another type of plate boundary called transform-fault boundary.
4. Tell students that most transform-fault boundaries are found in the ocean basins. Only few of which are found in the continents. The best example of transform-fault boundary in a continent is the San Andreas Fault.
5. Ask the students what they think would the consequence be if plates move horizontally past each other, (Shallow earthquakes).
Answers to Questions:
Q32. Were you able to pull the blocks of wood easily? Why or why not?
Answer: No, because of the friction between the edges of the block of wood.
Q33. What can you say about the relative motion of Blocks 1 and 2? How about Blocks 3 and 4?
Answer: Block 2 is moving away from Block 1, while Block 3 is moving away from Block 4.
Q34. How will you describe the interaction between Blocks 2 and 3 as you pull each block?
Answer: Blocks 2 and 3 are sliding past each other.
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Q35. What is the interaction between Blocks 1 and 3? How about between Blocks 2 and 4?
Answer: Block 3 is sliding past block 1 while Block 2 is sliding past Block 4.
Key concepts:
1. Transform-fault boundaries are where two plates are sliding horizontally past one another.
2. Mosttransformfaultsarefoundontheoceanfloor.Theycommonlyoffset active spreading ridges, producing zig-zag plate margins, and aregenerallydefinedbyshallowearthquakes.
Activity 6
Drop It Like It’s “Hot Spot”
Teaching tips:
1. Show the students an aerial picture of the Hawaiian islands.http://www.aimforawesome.com/media-photos-ebooks-audio-videos/photos/hawaiian-islands-aerial-satellite-photograph/
2. Tell them that the Hawaiian islands are volcanic islands. 3. LetthemrealizethatHawaiiissituatedinthemiddleofPacificplate
and not along the plate boundaries. Ask them what gives rise to Hawaiian islands.
4. Introduce to them the next activity which is about intraplate activities.5. The activity will simulate how hot spots give rise to volcanic islands.6. You can also watch a video clip on this website:http://www.youtube.
com/watch?v=AhSaE0omw9o
Answers to questions
Q36. What can you see on the surface of the paper?
Answer: The surface of the paper which is directly in contact with the test tube became wet. Q37. Let’s say that the paper represents the Earth’s crust; what do you think is represented by the water in the test tube?
Answer: Magma from the mantle is represented by the water in the test tube.
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Q38. What geologic feature do you think will be formed at the surface of the crust?
Answer: Volcanoes will be formed.
Q39. Which of the features at the surface of the crust will be the oldest? the youngest? Label these on your paper.
Answer: The oldest volcano will be the first one that developed while the youngest volcano is the last one that was formed.
Q40. Which of the features will be the most active? The least active? Label these on your paper.
Answer: The most active volcano is the youngest one (the one that is currently on top of the magma source). While the least active volcano, is the oldest (because it is already cut-off from the source of magma).
Key concepts:
1. A “hot spot” is an area in the mantle from which hot materials rise as a thermal plume.
2. High heat and lower pressure at the base of the lithosphere (tectonic plate) facilitates melting of the rock. This melt, called magma, rises through cracks and erupts to form volcanoes.
3. As the tectonic plate moves over the stationary hot spot, the volcanoes are rafted away and new ones form in their place. This results in chains of volcanoes, such as the Hawaiian Islands.
Performance Task
Teaching tips:
1. The students will be asked to prepare an emergency kit for the whole family that they can use during or after a disaster.
2. This activity will require weeks of preparation on the part of the students. Assign this activity weeks before the actual lesson.
3. Some items needed in the kit may be costly, but as much as possible let us encourage the students to do their best to complete their kits.
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4. Let students present their emergency kits in the class and explain why they think those items must be included in the kit.
5. Encourage debate and discussion.
6. Emphasize that an emergency kit must be prepared ahead of time, not right before or during an emergency
7. The scoring rubric below can be use in evaluating the emergency kit of the students.
1 pt. 2 pts. 3 pts. 4 pts.
Survival Kit Items
None of the items are necessary for survival during or after a
disaster. .
A few of the items are clearly necessary for survival
during or after a disaster.
At least 8 items are
clearly necessary for survival during
or after a disaster.
At least 10 items
are clearly necessary for survival
during or after a disaster.
Labels and Uses
None of the items
are labeled properly and there is no reason for
including it in the survival
kit.
A few of the items
are labeled properly and a reason for each item is included on a separate
sheet of paper.
At least 8 of the items are labeled
properly and a reason for each item is included on a separate
sheet of paper.
At least 10 items are labeled
properly and a reason for each item
is stated on a separate
sheet of paper.
Neatness and Effort exerted
The kit is not organized. It looks like the student
threw it together
at the last minute without
much care.
The kit is somewhat organized
and it looks like the
student ran out of time
or didn’t take care of the
project
The kit is done well with some organization and labeling.
It appears the student worked hard
on it.
The kit is neatly
organized and labeled
as necessary. Much time and effort
were put into creating this
project
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Emergency kit checklist source: http://www.redcross.org/
• Water—one gallon per person, per day (3-day supply for evacuation, 2-week supply for home)
• Food—non-perishable, easy-to-prepare items (3-day supply for evacuation, 2-week supply for home)
• Flashlight• Battery-powered radio• Extra batteries• First aid kit • Medications (7-day supply) and medical items• Multi-purpose tool• Sanitation and personal hygiene items• Copies of personal documents (medication list and pertinent medical
information, proof of address, deed/lease to home, passports, birth certificates,insurancepolicies)
• Cell phone with chargers• Family and emergency contact information• Extra cash• Emergency blanket• Map(s) of the area
Summary/Synthesis/Feedback
• According to the plate tectonics model, the entire lithosphere of the Earth is broken into numerous segments called plates.
• Each plate is slowly but continuously moving.• As a result of the motion of the plates, three types of plate boundaries
were formed: Divergent, Convergent, and Transform fault boundaries• Divergent boundary is formed when plates move apart, creating a zone
of tension.• Convergent boundary is present when two plates collide.• Transform fault is characterized by plates that are sliding past each
other.• Plate tectonics give rise to several geologic features and events.
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Answers to the summative assessment:
1. Any of these three are the possible answers: mountains, volcanoes or trenches.
2. d
3. b
4. Transform-fault boundary
5. a
6. b
7. d
8. a and f
9. b and e
10. c and d
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Glossary of Terms
Continental volcanic arc. Mountains formed in part by igneous activity associated with subduction of oceanic lithosphere beneath a continent.
Convergent boundary. A boundary in which two plates move toward each other, causing one of the slabs of the lithosphere to subduct beneath an overriding plate.
Crust. The outer portion of the earth.
Continental Crust. The thick part of the Earth’s crust, not located under the ocean.
Oceanic Crust. The thin part of the Earth’s crust located under the oceans.
Divergent boundary. A region where the crustal plates are moving apart.
Earthquake. Vibration of Earth due to the rapid release of energy.
Fault. A break in a rock along which movement has occurred.
Fracture.Any break in a rock inwhich no significantmovement has takenplace.
Geology. The science that studies Earth.
Hot spot. A concentration of heat in the mantle capable of creating magma.
Magma. A mass of molten rock form from a depth, including dissolved gases and crystals.
Mid-ocean ridge. A continuous mass of land with long width and height on the oceanfloor.
Plate. Rigid sections of the lithosphere that moves as a unit.
Plate tectonics. A theory which suggests that Earth’s crust is made up of plates that interact in various ways, thus producing earthquakes, mountains, volcanoes and other geologic features.
Primary (P) wave.Thefirsttypeofseismicwavetoberecordedinaseismicstation.
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Rocks. Consolidated mixture of minerals.
Secondary (S) wave. Second type of earthquake wave to be recorded in a seismic station.
Seismogram. A record made by a seismograph.
Seismograph. A device used to record earthquake waves.
Subduction. An event in which a slab of rock thrusts into the mantle.
Transform fault boundary. A boundary produced when two plates slide past each other.
Trench.Adepressionintheseafloorproducedbysubductionprocess.
Volcanic Island arc. A chain of volcanoes that develop parallel to a trench.
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References and Links
Department of Education, Bureau of Secondary Education. Project EASE Integrated Science 1, Module 12: Inside the Earth.
Department of Education, Bureau of Secondary Education (2013). Science Grade 8 Learner’s Module. Vibal Publishing House, Inc.
Tarbuck, E.J. et al. (2009). Earth Science 12th ed. Pearson Education South Asia Pte Ltd.
http://www.skoool.ie/ accessed March 3, 2014http://earthds.info/ accessed March 3, 2014http://eqseis.geosc.psu.edu/ accessed March 4, 2014http://thehistoryofthephilippines.blogspot.com/ accessed March 4, 2014http://www.platetectonics.com/ accessed March 5, 2014http://geology.com/ accessed March 5, 2014http://www.nws.noaa.gov/ accessed March 6, 2014http://csep10.phys.utk.edu/ accessed March 6, 2014http://pubs.usgs.gov/ accessed March 6, 2014 http://www.moorlandschool.co.uk/earth/tectonic.htm accessed March 7, 2014http://stream2.cma.gov.cn/pub/comet/Environment/TsunamiWarningSystems
accessed March 3 2014http://marc.fournier.free.free.fr accessed July 1, 2014https://www.bucknell.edu/majors-and-minors/geology/location/geologic- history-of-central-pennsylvania/plate-tectonics.html accessed July 1, 2014http://www.adelaidenow.com.au/ accessed July 2, 2014http://www.wildjunket.com/ accessed July 2, 2014http://www.jnb-birds.com/ accessed July 2, 2014http://www.geo.hunter.cuny.edu/ accessed July 2, 2014http://wowlegazpi.com/mayon-volcano-interesting-facts/#sthash.Q3mSKqYG.
dpbs accessed July 2, 2014
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Content Standard:
The learners shall demonstrate an understanding of:
The relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges
Performance Standard:
The learners shall be able to:
1. demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions; and
2. suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis, and volcanic eruptions.
Overview
The topic on Plate Tectonics and the processes within the Earth’s interior conclude the spiralling concepts in Geology. In fact, Geology is the only strand discussed in Grade 10 Science because of the topic’s broadness.
In this module, we focus on the Earth’s interior structure and processes. It is also discussed how these processes could possibly have affected the Earth’s surface and caused its physical appearance.
There are seven activities in this module which slowly develop the concept of relating the Earth’s interior processes with the physical structure of the Earth’s surface.
Unit 1MODULE
2Suggested time allotment: 15 to 18 hours
The Earth’s Interior
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After all these activities, a performance task is provided to connect and conclude the two modules for Earth and Space in this grade. The task is very important for the learners to understand the nature of our home planet and to instil in them how they could be part of reducing the risks brought by geologic phenomena.
In the discussion, it would be best if the teacher focuses and directs the students towards the development of concepts by answering the following key questions:
Learning Competencies
In this module, you should be able to:
1. Describe the internal structure of the Earth.2. Discuss the possible causes of plate movement.3. Enumerate the lines of evidence that support plate movement.
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Answers to Pre-Assessment
Directions: A. Choose the letter of the correct answer. Forquestions1and2, refer to thefigurebelowthatshows thecrosssection of the Earth as seismic waves travel through it.
Seismic waves as they travel through the Earth
1. An S-wave shadow zone is formed as seismic waves travel through the Earth’s body. Which of the following statements does this S-wave shadow zone indicate?a. The inner core is liquid.b. The inner core is solid.c. The mantle is solid.d. The outer core is liquid.
Answer: D
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2. Why are there no P-waves or S-waves received in the P-wave shadow zone?a. P-waves are aboserbed and S-waves are refracted by Earth’s
outer core.b. P-waves are refracted and S-waves are absorbed by Earth’s
outer core.c. Both the P-waves and S-waves are refracted by Earth’s outer
core.d. Both the P-waves and S-waves are absorbed by Earths outer
core. Answer: B
3. What makes up the lithosphere?a. Continental crust b. Crust and the upper mantlec. Oceanic crust and continental crustd. Upper mantle
Answer: B4. Miners dig into the Earth in search for precious rocks and minerals.
In which layer is the deepest explorations made by miners?a. Crust c. Mantleb. Inner core d. Outer core
Answer: A5. How do you compare the densities of the Earth’s crust, mantle and
core?a. The mantle is less dense than the core but denser than the crust. b. The mantle is less dense than both the core and the crust. c. The mantle is denser than the core but less dense than the crust. d. The mantle is denser than both the core and the crust.
Answer: A6. The movement of the lithospheric plates is facilitated by a soft, weak
and plastic-like layer. Which of the following layers is described in the statement?a. Asthenosphere c. Lithosphereb. Atmosphere d. Mantle
Answer: A7. Alfred Wegener is a German scientist who hypothesized that the
Earth was once made up of a single large landmass called Pangaea. Which of the following theories did Wegener propose?a. Continental Drift Theory c. Plate Tectonicsb. ContinentalShiftTheory d.SeafloorSpreadingTheory
Answer: A
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8. If you are a cartographer, what will give you an idea that the continents were once joined?a. Ocean depthb. Position of the south polec. Shape of the continentsd. Size of the Atlantic Ocean
Answer: C9. Which observation was NOT instrumental in formulating the
hypothesisofseafloorspreading?a. Depth of the oceanb. Identifying the location of glacial depositsc. Magnetization of the oceanic crustd. Thicknessofseafloorsediments
Answer: B10. Asanewseafloorisformedatthemid-oceanridge,theoldseafloor
farthest from the ridge is destroyed. Which of the stated processes describes how the oceanic crust plunges into the Earth and destroyed at the mantle?a. Convection b. Construction c. Diversion d. Subduction
Answer: D
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B. Answer briefly the following questions.1. What are the different layers of the Earth?
Answer: The different layers of the Earth are the crust, the mantle, and the core. The core is made up of a solid inner core and liquid outer core.
2. Why is there a need to study the Earth’s layers?Answer: We need to study the Earth’s layers because the mechanisms in the inner layers facilitate the slow changes that occur on the Earth’s surface. Although these changes takes millions of years to shape the Earth, the tectonic activities that go along with these changes affect us very much.
3. What proves the existence of the boundary between the crust and the mantle?Answer: As seismic waves pass from the crust to the mantle, the velocity increases. If the velocity of waves changes, it means that the density of the media where they travel through are different, and thus proves a boundary.
4. What are the characteristics of the asthenosphere?Answer: The asthenosphere is the soft weak layer below the lithosphere. It has a temperature that facilitates a small amount of melting that gives it the capability to flow.
5. What do the shapes of the continents now tell us about their past?Answer: The shape of the continents seems like a jigsaw puzzle when put together. A picture will be formed and indicate that the continents were once together in the past.
Studying the Earth’s Interior
The knowledge about seismic waves is very important in understanding the discovery of the different layers of the Earth as well as in determining the properties of these layers. If the students are able to understand the characteristics of seismic waves, they will be able to relate how each layer of the Earth was discovered. The following activity will make the learners differentiate the types and understand the characteristics of seismic waves. It will prepare them in learning the properties and composition of the different layers of the Earth. The teacher can make it as an individual activity for fast-paced learners or as a group activity for those who are more inclined to group discussion.
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Activity 1Amazing Waves!
In giving points to students’ responses, you may refer to the following:
5 points – a graphic organizer that is complete and comprehensive4points–onepartoftheorganizerisnotfilledbutthegivenideasare
correct3points–twopartsoftheorganizerisnotfilledbutthegivenideasare
correct2points–twopartsoftheorganizerisnotfilledandsomeofthegiven
ideas are not correct1point–threepartsoftheorganizerisnotfilledandsomeofthegiven
ideas are not correct0 point – no effort exerted
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Answers to questions:
Q1. Differentiate surface waves from body waves.
Surface waves travel only on the Earth’s surface like ripples of water while body waves travel through the Earth’s body (interior). In addition, surface waves arrive last at seismic recording stations compared to the body waves.
Q2. Which type of wave do you think were useful to seismologists in their study of the Earth’s interior? Explain your answer.
The body waves were used by seismologists because they can pass through the Earth’s interior.
Allow to perform this activity in a way that the students will realize that it takesdifferentproperties(likereflectionandrefractionpropertiesofwaves)andcharacteristics to analyze and differentiate the media where they travel through. Discuss the characteristics of the seismic waves and how these characteristics led to the discovery of each layer of the Earth.
The Composition of the Earth’s InteriorAs the teacher continues to discuss with the layers of the Earth, the
teacher may opt to use a boiled egg that is cut across to represent the Earth and to demonstrate each layer. The teacher may ask the students to tell the limitations of the model to determine their understanding.
In describing the lithosphere and asthenosphere, the teacher may use the cracked shell to represent the lithosphere and soft butter to represent the asthenosphere. Have the students slide the shell cracks over the soft butter. This will give them the idea how the lithosphere ride over the asthenosphere.
Theabilityoftheasthenospheretoflowslowlyistermedasplasticity. To further demonstrate the characteristic of the asthenosphere, the teacher may do Predict-Observe-Explain for the following activity, before the readings anddiscussionofthemantle.Thisistoaffirmthecorrectnessofideascitedandrectify misconceptions that may arise upon doing the activity.
Post the questions on the board: “How will the mixture of cornstarch and water react? Will it act as liquid, solid or gas? The teacher writes the answers of the learners on the board but should not expect that they will give correct answers. Let the learners observe as the teacher performs the activity. After the activity is done, the teacher should correct the misconceptions of the students during the discussion.
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Demonstration: Simulating Plasticity (Adapted)
Materials• 15 g cornstarch• 2 small cups• 20 ml tap water• medicine dropper• stirring rod or spoon
Procedure:1. Put 15 g cornstarch into one of the beakers. Put 10 ml water into the
other beaker.2. Add one drop full of water to the cornstarch. Stir the mixture.
Ask the students the question: How does the mixture react like; solid, liquid or gas?
3. Continue to add water to the mixture, one drop full at a time. Stir the mixture after each addition.
4. Stopaddingwaterwhenthemixturebecomesdifficulttostir.5. Pour the mixture into your hand.6. Roll the mixture into a ball and press it.
Let the students explain what they have observed. Facilitate the students’ reactions with the following questions:
Q1. How does the mixture behave like?
A1: It behaves like solid.
Q2. How is the mixture of cornstarch and water similar to the Earth’s mantle?
A2: The mixture of cornstarch and water behaves like the mantle. It has the ability to flow slowly..
Q3. How is it different from the Earth’s mantle?
A3: The cornstarch gained mobility due to addition of water while the mantle’s plasticity is due to partial melting aided by the heat of the inner layers of the earth.
Q4. HowdoestheplasticityoftheEarth’smantleinfluencethe movement of the lithospheric plates?
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A4: Since the mantle is capable of flowing slowly, it carries and facilitates the movement of lithospheric plates above it as it moves.
Activity 2Our Dynamic Earth
Activity 2 will test the learners’ understanding on the different characteristics, properties and composition of the Earth’s layers. If possible, make it as an individual activity.
Expected Output:
Answers to questions:
Q3. What element is the most abundant in the Earth’s crust?
Oxygen is the most abundant element in the Earth’s crust.
Q4. What elements make up most of the mantle?
The elements silicon, oxygen, iron and magnesium make up the mantle.
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Q5. What is the special feature of the upper mantle?
The upper mantle has with it a soft weak layer called the asthenosphere, which is capable of flowing. This property facilitates the movement of the lithospheric plates.
Q6. How did scientists discover that the outer core is liquid?
The scientists were able to show that the outer core is liquid due to the fact that S- waves cannot travel through this Earth’s layer as proven by the S-wave shadow zone.
Q7. What materials make up the inner core?
The inner core is mostly made up of iron and nickel.
Q8. Is the inner core solid, liquid or gas? What keeps it in this phase?
The inner core is solid. This is due to the very high pressure that keeps it compacted together even if the temperature is really very high.
Q9. Compare the inner core and the outer core.
The outer and the inner core are made mostly of iron and nickel. The outer core reaches a temperature of 2000oC. With this temperature, the iron and nickel melt thus, this layer is liquid. The inner core has a temperature as high as 5000oC. It is compact despite of the very hot temperature because of the very great pressure that keeps this layer in the solid phase.
The Earth’s Mechanism
The teacher may introduce the lesson by linking the concept of the Earth’s interior structure with its interior processes, and then the effects of these processes.
The teacher may ask this question: “Is the Earth’s interior processes related with the structure of the Earth’s surface?” Encourage responses from the students.
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Activity 3Let’s Fit it!
Divide the class into groups of 3 to 4 students and perform the activity as a group. This will serve as the teacher’s springboard to the next activity. The students’ reasoning ability will be enhanced. Conduct this activity as quickly as possible.
Answers to questions:
Q10. What features of the newspaper helped you to connect the pieces perfectly?
Pictures and words in the newspaper helped us to connect the pieces perfectly.
Q11.Howdothelinesofprintsortextsinthenewspaperhelpyoutoconfirm that you have reassembled the newspaper/magazine page?
The lines of prints make sure that the newspaper is fitted well. The words written serve as clues in connecting the pieces of newspaper together. The completed/connected words confirm that the newspaper has been reassembled.
Q12. Show proofs that the newspaper is perfectly reassembled.
The answers may vary.- The picture in the newspaper if completed.- The broken words were completed/connected.
Activity 4
Drifted Supercontinent!
Answers to questions:
Q13. What does the Glossopteris fossils tell us about the early positions of the continents?
Since it is impossible for Glossopteris fossils found in different regions or continents to be blown by the wind or carried by ocean waves, the only possibility is that these regions were once connected.
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Q14. If Glossopteris fossils were found in Antarctica, what does this indicate about the climate of this continent before?
It proves that Antarctica had a tropical climate before.
Q15. If the climate and the position of a place are relative to each other, where then was the initial location of Antarctica 250 million years ago?
It tells us that Antarctica was nearer to the equator before as compared to where it is today.
Q16. What does the presence of Mesosaurus fossils tell about the initial location and position of South America, Africa, and Antarctica?
It tells us that these continents were connected before, since this kind of animal cannot swim across the vast ocean.
Q17. What clues are useful in reconstructing Pangaea?
The edges of the continents are useful in reconstructing Pangaea. Aside from the fitting of edges of the continents, the presence of evidences found in the same continents made the reconstruction easier.
Q18. Which continents do you think were neighbors before? Possible answers:
Europe and Asia were neighbors in the north.North America, South America and Africa in the middle.Australia and Antarctica, together with India in the South.
Q19. Will there be a possibility that the current location of a continent would be different 100 years from now?
Yes, if the continents continue to move. But it will not be very noticeable because it took 200 million years before the continents came to where they are now, based on the Continental Drift Theory.
Q20. Where do you think was the Philippines located during the time that the Pangaea existed? Research on how the Philippine islands emerged.
Knowing that the Philippines has or is near trenches, it could have not existed during the time of Pangaea but borne out of volcanic eruptions and other tectonic activities.
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Q21. If the continents will continue to move, try to predict the Philippines’ location 100 million years from now.
Answers may vary. For the purpose of facilitating learning and in preparation for the class
discussion,theteachermustperformtheactivityfirstbeforelettingthestudentsdo it in the class.
Activity 5
Split and Separate!(Adapted)
Answers to questions
Q22. What do the stripes in the paper represent?
The stripes represent the rocks with normal and reverse polarities.
Q23. What does the middle slit represent? What occurs in this region?
The middle slit represents the mid-ocean ridge where the actual seafloor - spreading occurs.
Q24. What is the role of the mid–ocean ridge in the movement of lithospheric plates?
The mid-ocean ridge serves as the origin of lithospheric movement. It is the place where the force that pushes the lithosphere originates.
Q25.Howdoesthenewseafloorformatthemid-oceanridge?
Hot, less dense material below the Earth’s crust rises towards the mid-ocean ridge. As this material flows sideways, it creates a crack in the crust where magma will flow out. This magma cools down and becomes the new seafloor.
Q26. What process/es happen at the side slits?
The side slits serve as subduction zone where the old seafloor plunges beneath another tectonic plate.
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Q27. Is the earth getting larger and wider when plates drift away from each other?Explainbriefly.
The Earth is not getting larger or smaller. If there is the production of a new seafloor in the mid-ocean ridge, there is a destruction of an old seafloor at subduction zones.
Activity 6
Adapted (Glencoe Earth Science student edition copyright 2002)
Inthisactivity,studentswillcomputefortherateofseafloorspreading.After the activity, they will be able to determine the distance a continent moves for every year. Reiterate to the students that NOT ALL plates move at the same rate.
How fast does it go?
Magnetic Polarity Map
Answers to questions
Q28. How far do the plates move away from each other every year?
Answer: 2.5 cm per year
Q29. If Africa is approximately 2,400 km away from the Mid-Atlantic Ridge, how long ago was it when Africa was directly at or near the Mid-Atlantic Ridge?
Answer: 96000000 years or 96 million years
Aftertheactivity,theteachermustrelatethecreationofanewseafloorwith the one that causes it. This will pave the way to the concept of convection current.
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Recall the mechanisms of the Earth’s interior structure and properties. The teacher must make a strong idea about the properties of the mantle and theprocessitundergoes.ThiswillleadthelearnerstoconnecttheSeafloorSpreading Theory with the convection current that happens in the mantle.
For Activity 7,theteachermustperformtheactivityfirstbeforelettingthestudents perform so he could facilitate the class. The teacher must constantly remind the students to be extra careful in handling heating materials.
Activity 7(Adapted)
Push me up and aside!
Answers to questions
Q30. How does the food coloring react? The food color rises and moves to the sides of the beaker then sinks. It demonstrates a cyclic motion.
Q31. What do you call this behavior? This is called convection current.
Q32. Enumerate the factors that cause the formation of a current.The difference in density in the molecules is caused by the difference
in temperature.The rate of heating at the bottom and the rate of cooling at the top.Amount of heat supplied to the substance.
Q33. What happens to the blocks? What does this resemble?
The blocks are pushed up to the middle of the boiling water and then swayed towards the sides of the beaker.
The small, light wood blocks resemble the lithospheric/tectonic plates that moved about slowly along the tectonic boundaries, pushing, sliding past and drifting away from each other because of convection current.
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The teacher should explain that these are the possible causes of tectonic activities. Again, reiterate that the processes/activities in the Earth’s interior play a role in the processes along Earth’s surface.
The teacher may opt to end the lesson with a video presentation on the evolutionoftheEarthoravideoonhowmagnificenttheEarthisifthereareavailable videos that can be downloaded from the internet.
The teacher should also emphasize that it is impossible to stop these tectonic activities from happening, but we can do something to mitigate their effects.
Performance Task
This is the performance task for the students. This activity shows the effects of geologic activities like volcanic eruptions and earthquake. This could be an individual or a group activity which aims to motivate students to be part in mitigating the effects of tectonic activities.
1. The teacher gives a situation where the students acts as a project engineer who wants to develop a subdivision, a realtor who sells a house & lot, a geologist visiting his/her hometown or simply a student seeking to help the government. However, the students are given an option to choose other characters in the society.
2. The performance taskmust be given at the start of the first gradingperiod.
3. This should be presented at the end of the grading period.4. The teacher must set a date for the learners’ to present their outputs in
class.
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5. The teacher may consider the following rubric in rating the students.
Criteria 4 3 2 1 Score
Details and information
Has included 5 things or more to remember before, during and after any tectonic activity.
Has included 4 things to remember before, during and after any tectonic activity.
Has included 3 things to remember before, during and after any tectonic activity.
Has included 2 things to remember before, during and after any tectonic activity.
Method of Presentation
The method of presentation is easy to understand, unique and outstanding.
The method of presentation is unique and organized.
The method of presentation is organized but not unique.
The method of presentation is not organized and not unique.
Technique/Creativity
The presentation/ medium includes unusual and interesting features and components that excite the audience about the topic and add to the meaning.
The presentation / medium includes some unusual and interesting features that interest the audience and relate to the meaning.
The presentation / medium include unusual and interesting features, but they do not add to its meaning.
The presentation / medium does not include unusual or interesting features.
Accuracy Information contains no error.
Information contains minimal error, none of which interferes with the clarity of communication
Information contains minimal errors, of which interferes with the clarity of communication
Information contains many errors.
Feedback
The clientele understood well the purpose and objective was attained.
The clientele understood a little the purpose and objective was somewhat attained.
The clientele understood the purpose. The clientele
ignored the purpose.
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Summary/Synthesis/Feedback
• The Earth is composed of three main layers: the crust, mantle, and core which is subdivided into outer core and inner core.
• The crust is the outermost and thinnest layer of the Earth.• The mantle is the middle layer of the Earth. It makes most of the
Earth’s volume and mass.• The crust and a part of the upper mantle make up the lithosphere.
The lithosphere is subdivided into portions called lithospheric plates.
• The asthenosphere is the weak layer of the mantle on which the lithospherefloats.
• The outer core is made up of molten material. The outer core accountsfortheEarth’smagneticfield.
• The inner core is the deepest layer of the Earth. It is made up of solid nickel and iron. The temperature in the inner core reaches as high as 5000oC.
• Thespeed, reflectionand refractionpropertiesofseismicwavesare used by scientists to study the structure and composition of the Earth’s interior.
• The Continental Drift Theory of Alfred Wegener states that the continents were once a part of a large landmass called Pangaea which splits apart and the continents moved away from each other towards their current positions.
• Alfred Wegener based his theory on evidences from fossils embedded in rocks and rock formations.
• Seafloorspreadingisbelievedtooccurashotmagmarisesattherift in the mid-ocean ridge. This magma cools down and becomes thenewseafloorasitpushestheformer.
• The old seafloor is destroyed at the subduction zone andmeltsinside the mantle.
• Theageofrocksandthemagneticstripesintheoceanfloorsupporttheseafloorspreadingtheory.
• The theory of plate tectonics helps explain the formation and destruction of the Earth’s crust and its movement over time.
• Scientists believe that the plates’ movement is due to convection currents in the mantle.
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Summative Assessment A. Choose the letter of the correct answer.
1. In 1912, Alfred Wegener proposed a theory that the Earth is once a single landmass. What is the name of the Mesozoic Supercontinent that consisted of all of the present continents?
a. Eurasiab. Laurasiac. Pangaead. Gondwanaland
Answer: C
2. Whowere the two scientistswhoproposed the theoryof seafloorspreading in the early 1960s?
a. Charles Darwin and James Huttonb. Harry Hess and Robert Dietzc. John Butler and Arthur Smited. F. Vine and D. Mathews
Answer: B
3. Which of the following diagrams best illustrates the convection occurring in the mantle?
A. C.
B. D.
Answer: A
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4. During the 1960s, scientists were already equipped with gadgets needed to explore the deep ocean. What discovery about the ocean floorisassociatedwiththeseafloorspreading?
a. Mountains are denser than the mantle.b. The rotational poles of the Earth have migrated.c. The crust of the continents is denser than the crust of the ocean.d. The crust of the ocean is very young relative to the age of the
crust of the continents. Answer: B
5. If the Atlantic Ocean is widening at a rate of 3 cm per year, how far (in kilometers) will it spread in a million years?
a. 3 kilometersb. 30 kilometersc. 300 kilometersd. 3000 kilometers
Answer: B
6. Which of the following increases with distance from a mid-ocean ridge?
a. the age of oceanic lithosphereb. the thickness of the lithospherec. thedepthtotheseafloord. all of the above
Answer: D
7. Which of the following can you infer from the continuous movement of the lithospheric plates over the asthenosphere?
a. All the continents will cease to exist.b. All the volcanoes in the Philippines will become inactive.c. The continents will not be located in the same place as they are
now.d. The islands of the Philippines will become scattered all over the
world. Answer: C
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8. If all the inner layers of theEarth are firmsolid,what could havehappened to Pangaea?
a. It remained as a supercontinent.b. It would have become as it is today.c. It would have slowly disappeared in the ocean.d. It would have stretched and covered the whole world.
Answer: A
9. Why does the oceanic crust sink beneath the continental crust at the subduction zone?
a. The oceanic crust has a greater density.b. TheoceaniccrustispulleddownwardbyEarth’smagneticfield.c. The oceanic crust is pushed from the ridge.d. The continental crust has a denser composition.
Answer: C
10. The lithospheric plates are believed to be moving slowly. What is the driving force that facilitates this movement?
a. gravitational force of the moon b. magnetic force at the polesc. convection current in the mantled. the force of the atmosphere
Answer: C
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B. Completetheconceptmapbelowoncontinentaldrift,seafloorspreading,and plate tectonics.
Plate Tectonic Theory
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Glossary of Terms
Asthenosphere. Soft, weak upper portion of the mantle where the lithospheric platesfloatandmovearound.
Continental Drift Theory. States that all the continents were once one large landmass that broke apart and where the pieces moved slowly to their current locations.
Convection current. Current in the mantle due to the heat from the inner layers of the Earth and is the force that drives the plates to move around.
Lithosphere. The topmost, solid part of the Earth that is composed of several plates.
Lithospheric Plates.Themoving,irregularlyshapedslabsthatfittogethertoform the surface of the Earth.
Mid-ocean ridge.Areainthemiddleoftheoceanwherenewoceanfloor isformed when lava erupts through the cracks in the Earth’s crust.
Mohorovicic Discontinuity (Moho). The boundary that separates the crust and the mantle.
Plasticity.Theabilityofsolidtoflow.
Seafloor spreading.Aprocessbywhichnewoceanfloorisformednearthemid-ocean ridge and moves outward.
Subduction. The process in which the crust plunges back into the Earth.
Tectonics. Branch of Geology that deals with the movements that shape the Earth’s crust.
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References and links
Borrero, Francisco et al. (2008). Earth Science: Geology, the Environment, and the Universe. The McGraw-Hill Companies, Inc.
Department of Education, Bureau of Secondary Education. Project EASE Integrated Science 1, Module 12: Inside the Solid Earth
Department of Education, Bureau of Secondary Education (2013). Science – Grade 8 Learner’s Module. Vibal Publishing House, Inc.
Feather Jr.,Ralph et al. (2002). Glencoe Earth Science. The McGraw-Hill Companies, Inc..
Maton, Anthea et al. (1999). Exploring Earth Science. Prentice Hall.
Tarbuck, E.J. et al. (2009). Earth Science 12th ed. Pearson Education South Asia Pte Ltd.
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Internet
http://www.geomag.bgs.ac.uk/education/reversals.html accessed March 1, 2014
https://www.princeton.edu/~achaney/tmve/wiki100k/docs/Asthenosphere.html accessed March 1, 2014
http://www.learner.org/courses/essential/earthspace/session3/closer2.htm accessed March 3, 2014
http://loki.stockton.edu/~hozikm/geol/Courses/The%20Earth/Content%20Web %20Pages/Bugielski/webpage.htm accessed February 28, 2014
http://www.cyberphysics.co.uk/topics/earth/geophysics/Seismic%20Waves% 20Reading.htm accessed March 1, 2014
http://rieson.blogspot.com/2013/02/birth-of-earth.html accessed March 1, 2014
http://www.yourdictionary.com/magnetic-reversal accessed March 31, 2014
http://www.learner.org/courses/essential/earthspace/session3/closer2.htm accessed March 3, 2014
http://www.enchantedlearning.com/subjects/dinosaurs/glossary/Contdrift.html accessed March 7, 2014