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10
Science
Department of Education
Republic 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
action@deped.gov.ph.
We value your feedback and recommendations.
Teacher’s Guide
Unit 1
ii
Science – Grade 10
Teacher’s Guide
First Edition 2015
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Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: 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 City
Philippines 1600
Telefax: (02) 634-1054, 634-1072
E-mail Address: imcsetd@yahoo.com
Development Team of the Teacher’s Guide
Authors: 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. Maramag
Illustrators: Joseph V. Bales, Ramon C. Gatpo, Regaele A. Olarte, Marivic
S. Rosales, Ruel C. Quindoy, Antonio I. Basilla, and Jose Leo Vic O. Albaño
DepEd Specialists: Joseph R. Jacob and Maria Amparo R. Ventura
Photo 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
RepublicofthePhilippines
DepartmentofEducation
DepEdComplex,MeralcoAvenue
PasigCity
December2013
Kto12CurriculumGuide
SCIENCE
(Grade10)
Kto12BASICEDUCATIONCURRICULUM
CONCEPTUALFRAMEWORK
Scienceeducationaimstodevelopscientificliteracyamonglearnersthatwillpreparethemtobeinformedandparticipativecitizenswhoareabletomakejudgments
anddecisionsregardingapplicationsofscientificknowledgethatmayhavesocial,health,orenvironmentalimpacts.
Thesciencecurriculumrecognizestheplaceofscienceandtechnologyineverydayhumanaffairs.Itintegratesscienceandtechnologyinthesocial,economic,
personalandethicalaspectsoflife.Thesciencecurriculumpromotesastronglinkbetweenscienceandtechnology,includingindigenoustechnology,thuspreservingour
country’sculturalheritage.
TheKto12sciencecurriculumwillprovidelearnerswitharepertoireofcompetenciesimportantintheworldofworkandinaknowledge-basedsociety.Itenvisions
thedevelopmentofscientifically,technologically,andenvironmentallyliterateandproductivemembersofsocietywhoarecriticalproblemsolvers,responsiblestewardsof
nature,innovativeandcreativecitizens,informeddecisionmakers,andeffectivecommunicators.Thiscurriculumisdesignedaroundthethreedomainsoflearningscience:
understandingandapplyingscientificknowledgeinlocalsettingaswellasglobalcontextwheneverpossible,performingscientificprocessesandskills,anddevelopingand
demonstratingscientificattitudesandvalues.Theacquisitionofthesedomainsisfacilitatedusingthefollowingapproaches:multi/interdisciplinaryapproach,science-
technology-societyapproach,contextuallearning,problem/issue-basedlearning,andinquiry-basedapproach.Theapproachesarebasedonsoundeducationalpedagogy
namely,constructivism,socialcognitionlearningmodel,learningstyletheory,andbrain-basedlearning.
SciencecontentandscienceprocessesareintertwinedintheKto12Curriculum.Withoutthecontent,learnerswillhavedifficultyutilizingscienceprocessskillssince
theseprocessesarebestlearnedincontext.Organizingthecurriculumaroundsituationsandproblemsthatchallengeandarouselearners’curiositymotivatesthemtolearn
andappreciatescienceasrelevantanduseful.Ratherthanrelyingsolelyontextbooks,variedhands-on,minds-on,andhearts-onactivitieswillbeusedtodeveloplearners’
interestandletthembecomeactivelearners.
Asawhole,theKto12sciencecurriculumislearner-centeredandinquiry-based,emphasizingtheuseofevidenceinconstructingexplanations.Conceptsandskillsin
LifeSciences,Physics,Chemistry,andEarthSciencesarepresentedwithincreasinglevelsofcomplexityfromonegradeleveltoanotherinspiralprogression,thuspavingthe
waytoadeeperunderstandingofcoreconcepts.Theintegrationacrosssciencetopicsandotherdisciplineswillleadtoameaningfulunderstandingofconceptsandits
applicationtoreal-lifesituations.
Kto12BASICEDUCATIONCURRICULUM
TheConceptualFrameworkofScienceEducation
Developingand
DemonstratingScientific
AttitudesandValues
Brain-based
learning
Scientific,Technologicaland
EnvironmentalLiteracy
Kto12BASICEDUCATIONCURRICULUM
CORELEARNINGAREASTANDARD:(SCIENCEFORTHEENTIREKTO12)
Thelearnersdemonstrateunderstandingofbasicscienceconceptsandapplicationofscience-inquiryskills.Theyexhibitscientificattitudesandvaluestosolve
problemscritically,innovatebeneficialproducts,protecttheenvironmentandconserveresources,enhancetheintegrityandwellnessofpeople,makeinformed
decisions,andengageindiscussionsofrelevantissuesthatinvolvescience,technology,andenvironment.
KEYSTAGESTANDARDS:(STANDARDSFORSCIENCELEARNINGAREASFORK-3,4-6,7-10AND11-2)
K–34–67–1011-12
AttheendofGrade3,the
learnersshouldhaveacquired
healthfulhabitsand
havedevelopedcuriosityabout
selfandtheirenvironment
usingbasicprocessskillsof
observing,communicating,
comparing,classifying,
measuring,inferringand
predicting.Thiscuriositywill
helplearnersvaluescienceas
animportanttoolinhelping
themcontinuetoexploretheir
naturalandphysical
environment.Thisshouldalso
includedevelopingscientific
knowledgeorconcepts.
AttheendofGrade6,thelearners
shouldhavedevelopedtheessential
skillsofscientificinquiry–designing
simpleinvestigations,usingappropriate
procedure,materialsandtoolstogather
evidence,observingpatterns,
determiningrelationships,drawing
conclusionsbasedonevidence,and
communicatingideasinvariedwaysto
makemeaningoftheobservations
and/orchangesthatoccurinthe
environment.Thecontentandskills
learnedwillbeappliedtomaintaingood
health,ensuretheprotectionand
improvementoftheenvironment,and
practicesafetymeasures.
AttheendofGrade10,thelearnersshould
havedevelopedscientific,technological,and
environmentalliteracyandcanmakethat
wouldleadtorationalchoicesonissues
confrontingthem.Havingbeenexposedto
scientificinvestigationsrelatedtoreallife,
theyshouldrecognizethatthecentralfeature
ofaninvestigationisthatifonevariableis
changed(whilecontrollingallothers),the
effectofthechangeonanothervariablecan
bemeasured.Thecontextoftheinvestigation
canbeproblemsatthelocalornationallevel
toallowthemtocommunicatewithlearners
inotherpartsofthePhilippinesorevenfrom
othercountriesusingappropriatetechnology.
Thelearnersshoulddemonstratean
understandingofscienceconceptsandapply
scienceinquiryskillsinaddressingreal-world
problemsthroughscientificinvestigations.
AttheendofGrade12,thelearners
shouldhavegainedskillsinobtaining
scientificandtechnologicalinformation
fromvariedsourcesaboutglobal
issuesthathaveimpactonthe
country.Theyshouldhaveacquired
scientificattitudesthatwillallowthem
toinnovateand/orcreateproducts
usefultothecommunityorcountry.
Theyshouldbeabletoprocess
informationtogetrelevantdatafora
problemathand.Inaddition,learners
shouldhavemadeplansrelatedto
theirinterestsandexpertise,with
considerationfortheneedsoftheir
communityandthecountry—to
pursueeitheremployment,
entrepreneurship,orhighereducation.
Kto12BASICEDUCATIONCURRICULUM
GRADE/LEVELGrade-LevelStandards
Kindergarten
Thelearnerswilldemonstrateanemergingunderstandingofthepartsoftheirbodyandtheirgeneralfunctions;plants,animalsandvaried
materialsintheirenvironmentandtheirobservablecharacteristics;generalweatherconditionsandhowtheseinfluencewhattheywear;and
otherthingsintheirenvironment.Understandingoftheirbodiesandwhatisaroundthemisacquiredthroughexploration,questioning,and
carefulobservationastheyinferpatterns,similarities,anddifferencesthatwillallowthemtomakesoundconclusions.
Grade1
AttheendofGrade1,learnerswillusetheirsensestolocateanddescribetheexternalpartsoftheirbody;toidentify,externalpartsofanimals
andplants;totelltheshape,color,texture,taste,andsizeofthingsaroundthem;todescribesimilaritiesanddifferencesgiventwoobjects;to
differentiatesoundsproducedbyanimals,vehiclescars,andmusicalinstruments;toillustratehowthingsmove;to,describetheweatherand
whattodoindifferentsituations;touseappropriatetermsorvocabularytodescribethesefeatures;tocollect,sort,count,draw,takethings
apart,ormakesomethingoutofthethings;topracticehealthyhabits(e.g.,washinghandsproperly,choosingnutritiousfood)andsafety
measures(e.g.,helpingtocleanorpackawaytoys,askingquestionsandgivingsimpleanswers/descriptionstoprobingquestions).
Grade2
AttheendofGrade2,learnerswillusetheirsensestoexploreanddescribethefunctionsoftheirsenses,comparetwoormoreobjectsand
usingtwoormoreproperties,sortthingsindifferentwaysandgiveareasonfordoingso,describethekindofweatherorcertaineventsinthe
homeorschoolandexpresshowtheseareaffectingthem,dosimplemeasurementsoflength,tellwhysomethingsaroundthemareimportant,
decideifwhattheydoissafeordangerous;givesuggestionsonhowtopreventaccidentsathome,practiceelectricity,water,andpaper
conservation,helptakecareofpetsorofplants,andtellshortstoriesaboutwhattheydo,whattheyhaveseen,orwhattheyfeel.
Grade3
AttheendofGrade3,learnerscandescribethefunctionsofthedifferentpartsofthebodyandthingsthatmakeuptheirsurroundings---rocks
andsoil,plantsandanimals,theSun,Moonandstars.Theycanalsoclassifythesethingsassolid,liquidorgas.Theycandescribehowobjects
moveandwhatmakesthemmove.Theycanalsoidentifysourcesanddescribeusesoflight,heat,sound,andelectricity.
Learnerscandescribechangesintheconditionsoftheirsurroundings.Thesewouldleadlearnerstobecomemorecuriousabouttheir
surroundings,appreciatenature,andpracticehealthandsafetymeasures.
Grade4
AttheendofGrade4,learnerscaninvestigatechangesinsomeobservablepropertiesofmaterialswhenmixedwithothermaterialsorwhen
forceisappliedonthem.Theycanidentifymaterialsthatdonotdecayandusethisknowledgetohelpminimizewasteathome,school,andin
thecommunity.
Learnerscandescribethefunctionsofthedifferentinternalpartsofthebodyinordertopracticewaystomaintaingoodhealth.Theycanclassify
plantsandanimalsaccordingtowheretheyliveandobserveinteractionsamonglivingthingsandtheirenvironment.Theycaninferthatplants
andanimalshavetraitsthathelpthemsurviveintheirenvironment.
Learnerscaninvestigatetheeffectsofpushorpullonthesize,shape,andmovementofanobject.
Learnerscaninvestigatewhichtypeofsoilisbestforcertainplantsandinfertheimportanceofwaterindailyactivities.Theylearnedaboutwhat
makesupweatherandapplytheirknowledgeofweatherconditionsinmakingdecisionsfortheday.TheycaninfertheimportanceoftheSunto
lifeonEarth.
Kto12BASICEDUCATIONCURRICULUM
GRADE/LEVELGrade-LevelStandards
Grade5
AttheendofGrade5,learnerscandecidewhethermaterialsaresafeandusefulbyinvestigatingaboutsomeoftheirproperties.Theycaninfer
thatnewmaterialsmayformwhentherearechangesinpropertiesduetocertainconditions.
Learnershavedevelopedhealthfulandhygienicpracticesrelatedtothereproductivesystemafterdescribingchangesthataccompanypuberty.
Theycancomparedifferentmodesofreproductionamongplantandanimalgroupsandconductaninvestigationonpollination.Theyhave
becomeawareoftheimportanceofestuariesandintertidalzonesandhelpintheirpreservation.
Learnerscandescribethemovementofobjectsintermsofdistanceandtimetravelled.Learnersrecognizethatdifferentmaterialsreact
differentlywithheat,light,andsound.Theycanrelatetheseabilitiesofmaterialstotheirspecificuses.
Learnerscandescribethechangesthatearthmaterialsundergo.Theycanmakeemergencyplanswiththeirfamiliesinpreparationfortyphoons.
TheycanobservepatternsinthenaturaleventsbyobservingtheappearanceoftheMoon.
Grade6
AttheendofGrade6,learnersrecognizethatwhenmixedtogether,materialsmaynotformnewonesthusthesematerialsmayberecovered
usingdifferentseparationtechniques.Theycanprepareusefulmixturessuchasfood,drinksandherbalmedicines.
Learnersunderstandhowthedifferentorgansystemsofthehumanbodyworktogether.Theycanclassifyplantsbasedonreproductive
structures,andanimalsbasedonthepresenceorlackofbackbone.Theycandesignandconductaninvestigationonplantpropagation.They
candescribelargerecosystemssuchasrainforests,coralreefs,andmangroveswamps.
Learnerscaninferthatfrictionandgravityaffecthowpeopleandobjectsmove.Theyhavefoundoutthatheat,light,sound,electricity,and
motionstudiedearlierareformsofenergyandtheseundergotransformation.
Learnerscandescribewhathappensduringearthquakesandvolcaniceruptionsanddemonstratewhattodowhentheyoccur.Theycaninfer
thattheweatherfollowsapatterninthecourseofayear.Theyhavelearnedaboutthesolarsystem,withemphasisonthemotionsoftheEarth
asprerequisitetothestudyofseasonsinanothergradelevel.
Kto12BASICEDUCATIONCURRICULUM
GRADE/LEVELGrade-LevelStandards
Grade7
AttheendofGrade7,learnerscandistinguishmixturesfromsubstancesthroughsemi-guidedinvestigations.Theyrealizetheimportanceofair
testingwhenconductinginvestigations.Afterstudyinghoworgansystemsworktogetherinplantsandanimalsinthelowergradelevels,learners
canuseamicroscopewhenobservingverysmallorganismsandstructures.Theyrecognizethatlivingthingsareorganizedintodifferentlevels:
Cells,tissues,organs,organsystems,andorganisms.Theseorganismscomprisepopulationsandcommunities,whichinteractwithnon-living
thingsinecosystems.
Learnerscandescribethemotionofobjectsintermsofdistanceandspeed,andrepresentthisintables,graphs,charts,andequations.Theycan
describehowvariousformsofenergytravelthroughdifferentmediums.
LearnersdescribewhatmakesupthePhilippinesasawholeandtheresourcesfoundinthearchipelago.Theycanexplaintheoccurrenceof
breezes,monsoons,andITCZ,andhowtheseweathersystemsaffectpeople.Theycanexplainwhyseasonschangeanddemonstratehow
eclipsesoccur.
Grade8
AttheendofGrade8,learnerscandescribethefactorsthataffectthemotionofanobjectbasedontheLawsofMotion.Theycandifferentiate
theconceptofworkasusedinscienceandinlayman’slanguage.Theyknowthefactorsthataffectthetransferofenergy,suchastemperature
difference,andthetype(solid,liquid,orgas)ofthemedium.
Learnerscanexplainhowactivefaultsgenerateearthquakesandhowtropicalcyclonesoriginatefromwarmoceanwaters.Theyrecognizeother
membersofthesolarsystem.
Learnerscanexplainthebehaviourofmatterintermsoftheparticlesitismadeof.Theyrecognizethatingredientsinfoodandmedicalproducts
aremadeupoftheseparticlesandareabsorbedbythebodyintheformofions.
Learnersrecognizereproductionasaprocessofcelldivisionresultingingrowthoforganisms.Theyhavedelveddeeperintotheprocessof
digestionasstudiedinthelowergrades,givingemphasisonpropernutritionforoverallwellness.Theycanparticipateinactivitiesthatprotect
andconserveeconomicallyimportantspeciesusedforfood.
Grade9
AttheendofGrade9,learnershavegainedaadeeperunderstandingofthedigestive,respiratory,andcirculatorysystemstopromoteoverall
health.Theyhavebecomefamiliarwithsometechnologiesthatintroducedesiredtraitsineconomicallyimportantplantsandanimals.Learners
canexplainhownewmaterialsareformedwhenatomsarerearranged.Theyrecognizethatawidevarietyofusefulcompoundsmayarisefrom
suchrearrangements.
Learnerscanidentifyvolcanoesanddistinguishbetweenactiveandinactiveones.Theycanexplainhowenergyfromvolcanoesmaybetapped
forhumanuse.Theyarefamiliarwithclimaticphenomenathatoccuronaglobalscale.Theycanexplainwhycertainconstellationscanbeseen
onlyatcertaintimesoftheyear.
Learnerscanpredicttheoutcomesofinteractionsamongobjectsinreallifeapplyingthelawsofconservationofenergyandmomentum.
Kto12BASICEDUCATIONCURRICULUM
GRADE/LEVELGrade-LevelStandards
Grade10
AttheendofGrade10,learnersrealizethatvolcanoesandearthquakesoccurinthesameplacesintheworldandthatthesearerelatedtoplate
boundaries.Theycandemonstratewaystoensuresafetyandreducedamageduringearthquakes,tsunamis,andvolcaniceruptions.Learners
canexplainthefactorsaffectingthebalanceandstabilityofanobjecttohelpthempracticeappropriatepositionsandmovementstoachieve
efficiencyandsafetysuchasinsportsanddancing.Theycananalyzesituationsinwhichenergyisharnessedforhumanusewherebyheatis
released,affectingthephysicalandbiologicalcomponentsoftheenvironment.Learnerswillhavecompletedthestudyoftheentireorganism
withtheirdeeperstudyoftheexcretoryandreproductivesystems.Theycanexplainingreaterdetailhowgeneticinformationispassedfrom
parentstooffspring,andhowdiversityofspeciesincreasestheprobabilityofadaptationandsurvivalinchangingenvironments.Learnerscan
explaintheimportanceofcontrollingtheconditionsunderwhichachemicalreactionoccurs.Theyrecognizethatcellsandtissuesofthehuman
bodyaremadeupofwater,afewkindsofions,andbiomolecules.Thesebiomoleculesmayalsobefoundinthefoodtheyeat.
SEQUENCEOFDOMAIN/STRANDSPERQUARTER
G3G4G5G6G7G8G9G10
1stQuarterMatterMatterMatterMatterMatter
Force,Motion,&
Energy
LivingThings
andTheir
Environment
Earth&Space
2ndQuarter
LivingThings
andTheir
Environment
LivingThings
andTheir
Environment
LivingThings
andTheir
Environment
LivingThings
andTheir
Environment
LivingThings
andTheir
Environment
Earth&SpaceMatter
Force,Motion,&
Energy
3rdQuarter
Force,Motion,&
Energy
Force,Motion,&
Energy
Force,Motion&
Energy
Force,Motion,&
Energy
Force,Motion,&
Energy
MatterEarth&Space
LivingThings
andTheir
Environment
4thQuarterEarth&SpaceEarth&SpaceEarth&SpaceEarth&SpaceEarth&Space
LivingThings
andTheir
Environment
Force,Motion,&
Energy
Matter
Kto12BASICEDUCATIONCURRICULUM
SPIRALLINGOFCONCEPTSGRADE3–GRADE10
MATTER
Grade3Grade4Grade5Grade6
PROPERTIESOFMATTER
Whenlearnersobservedifferentobjects
andmaterials,theybecomeawareof
theirdifferentcharacteristicssuchas
shape,weight,definitenessofvolume
andeaseofflow.Usingcharacteristics,
objectsandmaterialscanbegrouped
intosolids,liquidsorgases.
Asidefrombeinggroupedinto
solids,liquids,orgases,materials
mayalsobegroupedaccordingto
theirabilitytoabsorbwater,
abilitytofloatorsink,and
whethertheydecayornot
Afterlearninghowtoreadandinterpret
productlabels,learnerscancriticallydecide
whetherthesematerialsareharmfulornot.
Theycanalsodescribewaysinwhichthey
canusetheirknowledgeofsolidsand
liquidsinmakingusefulmaterialsand
products.
InGrade4,thelearnershaveobservedthe
changeswhenmixingasolidinaliquidora
liquidinanotherliquid.
Fromtheseinvestigations,learnerscannow
describetheappearanceofmixturesas
uniformornon-uniformandclassifythemas
homogeneousorheterogeneousmixtures.
CHANGESTHATMATTERUNDERGO
Usingthecharacteristicsobserved
amongsolids,liquids,andgases,
learnersinvestigatewaysinwhichsolid
turnsintoliquid,solidintogas,liquid
intogas,andliquidintosolid,as
affectedbytemperature.
Changesinsomecharacteristics
ofsolidmaterialscanbeobserved
whenthesearebent,hammered,
pressed,andcut.
Afterinvestigatingthechangesin
someobservablecharacteristics
ofmaterialsduetotemperature
inGrade3,learnerscannow
inquireaboutchangesobserved
whenasolidismixedwitha
liquidorwhenaliquidismixed
withanotherliquid.
Learnerslearnthatsomechanges
inthecharacteristicsofaproduct
suchasfoodormedicinemay
affectitsquality.Onewayof
findingoutisbyreadingand
interpretingproductlabels.This
informationhelpsthemdecide
whentheseproductsbecome
harmful.
InGrade4,learnersinvestigatedchangesin
materialsthattakeplaceatcertain
conditions,suchasapplyingforce,mixing
materials,andchangingthetemperature.In
Grade5,theyinvestigatechangesthattake
placeunderthefollowingconditions:
presenceorlackofoxygen(inair),and
applyingheat.Theylearnthatsomeof
theseconditionscanresultinanew
product.Knowingtheseconditionsenable
themtoapplythe“5Rmethod”(recycling,
reducing,reusing,recoveringandrepairing)
athomeandinschool.
Basedonthecharacteristicsofthecomponents
ofaheterogeneousmixture,learners
investigatewaysofseparatingthese
componentsfromthemixture.Theywillinfer
thatthecharacteristicsofeachofthe
componentsremainthesameevenwhenthe
componentispartofthemixture.
Kto12BASICEDUCATIONCURRICULUM
Grade7Grade8Grade9Grade10
PROPERTIESANDSTRUCTUREOFMATTER
InGrade6,learnerslearnedhowto
distinguishhomogenousfrom
heterogeneousmixtures.InGrade7,
learnersinvestigatepropertiesof
solutionsthatarehomogeneous
mixtures.Theylearnhowtoexpress
concentrationsofsolutions
qualitativelyandquantitatively.They
distinguishmixturesfromsubstances
basedonasetofproperties.
Learnersbegintodoguidedand
semi-guidedinvestigations,making
surethattheexperimenttheyare
conductingisafairtest.
Usingmodels,learnerslearnthatmatteris
madeupofparticles,thesmallestofwhich
istheatom.Theseparticlesaretoosmallto
beseenthroughamicroscope.The
propertiesofmaterialsthattheyhave
observedinearliergradescannowbe
explainedbythetypeofparticlesinvolved
andtheattractionbetweentheseparticles.
Usingtheirunderstandingofatomic
structurelearnedinGrade8,learners
describehowatomscanformunits
calledmolecules.Theyalsolearnabout
ions.Further,theyexplainhowatoms
formbonds(ionicandcovalent)with
otheratomsbythetransferorsharing
ofelectrons.
Theyalsolearnthattheforcesholding
metalstogetherarecausedbythe
attractionbetweenflowingelectrons
andthepositivelychargedmetalions.
Learnersexplainhowcovalentbonding
incarbonformsawidevarietyof
carboncompounds.
Recognizingthatmatterconsistsofan
extremelylargenumberofverysmall
particles,countingtheseparticlesis
notpractical.So,learnersare
introducedtotheunit—mole.
Learnersinvestigatehowgasesbehavein
differentconditionsbasedontheir
knowledgeofthemotionofanddistances
betweengasparticles.Learnersthen
confirmwhethertheirexplanationsare
consistentwiththeKineticMolecular
Theory.Theyalsolearntherelationships
betweenvolume,temperature,and
pressureusingestablishedgaslaws.
InGrade9,learnerslearnedthatthe
bondingcharacteristicsofcarbonresultin
theformationoflargevarietyof
compounds.InGrade10,theylearnmore
aboutthesecompoundsthatinclude
biomoleculessuchascarbohydrates,lipids,
proteins,andnucleicacids.Further,they
willrecognizethatthestructureofthese
compoundscomprisesrepeatingunitsthat
aremadeupofalimitednumberof
elementssuchascarbon,hydrogen,
oxygen,andnitrogen.
CHANGESTHATMATTERUNDERGO
Learnersrecognizethatmaterials
combineinvariouswaysandthrough
differentprocesses,contributingto
thewidevarietyofmaterials.Given
thisdiversity,theyrecognizethe
importanceofaclassificationsystem.
Theybecomefamiliarwithelements
andcompounds,metalsandnon-
metals,andacidsandbases.
Further,learnersdemonstratethat
homogeneousmixturescanbe
separatedusingvarioustechniques.
Learnerslearnthatparticlesarealwaysin
motion.Theycannowexplainthatthe
changesfromsolidtoliquid,solidtogas,
liquidtosolid,andliquidtogas,involve
changesinthemotionofandrelative
distancesbetweentheparticles,aswellas
theattractionbetweenthem.
Theyalsorecognizethatthesameparticles
areinvolvedwhenthesechangesoccur.In
effect,nonewsubstancesareformed.
Learnersexplainhownewcompounds
areformedintermsofthe
rearrangementofparticles.Theyalso
recognizethatawidevarietyofuseful
compoundsmayarisefromsuch
rearrangements.
InGrade9,learnersdescribedhowparticles
rearrangetoformnewsubstances.In
Grade10,theylearnthatthe
rearrangementofparticleshappenwhen
substancesundergochemicalreaction.They
furtherexplainthatwhenthis
rearrangementhappens,thetotalnumber
ofatomsandtotalmassofnewlyformed
substancesremainthesame.Thisisthe
LawofConservationofMass.Applyingthis
law,learnerslearntobalancechemical
equationsandsolvesimplemole-mole,
mole-mass,andmass-massproblems.
Kto12BASICEDUCATIONCURRICULUM
LIVINGTHINGSANDTHEIRENVIRONMENT
Grade3Grade4Grade5Grade6
PARTSANDFUNCTIONOFANIMALSANDPLANTS
InGrade3,learnersobserveand
describethedifferentpartsofliving
thingsfocusingonthesenseorgans
ofhumansandthemorefamiliar
externalpartsofanimalsandplants.
Theyalsoexploreanddescribe
characteristicsoflivingthingsthat
distinguishthemfromnon-living
things.
InGrade4,thelearnersareintroducedto
themajororgansofthehumanbody.
Theyalsolearnaboutsomepartsthathelp
plantsandanimalssurviveinplaceswhere
theylive.
AfterlearninginGrade4howthemajor
organsofthehumanbodywork
together,thelearnersnowfocusonthe
organsofthereproductivesystemsof
humans,animals,andplants.
InGrade6,learnersdescribethe
interactionsamongpartsofthemajor
organsofthehumanbody.
Theyalsolearnhowvertebratesand
invertebratesdifferandhownon-
floweringplantsreproduce,
HEREDITY:INHERITANCEANDVARIATION
Learnerslearnthatlivingthings
reproduceandcertaintraitsare
passedontotheiroffspring/s.
Learnerslearnthathumans,animals,and
plantsgothroughlifecycles.Some
inheritedtraitsmaybeaffectedbythe
environmentatcertainstagesintheirlife
cycles.
Learnerslearnhowfloweringplantsand
somenon-floweringplantsreproduce.
Theyarealsointroducedtothesexual
andasexualmodesofreproduction.
Learnerslearnhownon-floweringplants
(spore-bearingandcone-bearingplants,
ferns,andmosses)reproduce.
BIODIVERSITYANDEVOLUTION
Differentkindsoflivingthingsare
foundindifferentplaces.
Learnersinvestigatethatanimalsandplants
liveinspecifichabitats.
Learnerslearnthatreproductive
structuresserveasoneofthebasesfor
classifyinglivingthings.
Theylearnthatplantsandanimalsshare
commoncharacteristicswhichserveas
basesfortheirclassification.
ECOSYSTEMS
Learnerslearnthatlivingthings
dependontheirenvironmentforfood,
air,andwatertosurvive.
Learnerslearnthattherearebeneficialand
harmfulinteractionsthatoccuramongliving
thingsandtheirenvironmentastheyobtain
theirbasicneeds.
Learnersareintroducedtothe
interactionsamongcomponentsof
largerhabitatssuchasestuariesand
intertidalzones,aswellasthe
conditionsthatenablecertain
organismstolive.
Learnersareintroducedtothe
interactionsamongcomponentsof
habitatssuchastropicalrainforests,
coralreefs,andmangroveswamps.
Kto12BASICEDUCATIONCURRICULUM
Grade7Grade8Grade9Grade10
PARTSANDFUNCTION:ANIMALANDPLANTS
InGrade7,learnersareintroduced
tothelevelsoforganizationinthe
humanbodyandotherorganisms.
Theylearnthatorganismsconsistof
cells,mostofwhicharegroupedinto
organsystemsthatperform
specializedfunctions.
InGrade8,learnersgainknowledgeof
howthebodybreaksdownfoodintoforms
thatcanbeabsorbedthroughthedigestive
systemandtransportedtocells.
Learnerslearnthatgasesareexchanged
throughtherespiratorysystem.This
providestheoxygenneededbycellsto
releasetheenergystoredinfood.
Theyalsolearnthatdissolvedwastesare
removedthroughtheurinarysystemwhile
solidwastesareeliminatedthroughthe
excretorysystem.
Learnersstudythecoordinated
functionsofthedigestive,respiratory,
andcirculatorysystems.
Theyalsolearnthatnutrientsenterthe
bloodstreamandcombinewithoxygen
takeninthroughtherespiratory
system.Together,theyaretransported
tothecellswhereoxygenisusedto
releasethestoredenergy.
Learnerslearnthatorganismshave
feedbackmechanismsthatare
coordinatedbythenervousand
endocrinesystems.Thesemechanisms
helptheorganismsmaintain
homeostasistoreproduceandsurvive.
HEREDITY:INHERITANCEANDVARIATION
Afterlearninghowfloweringandnon
floweringplantsreproduce,Grade7
learnersaretaughtthatasexual
reproductionresultsingenetically
identicaloffspringwhereassexual
reproductiongivesrisetovariation.
Learnersstudytheprocessofcelldivision
bymitosisandmeiosis.Theyunderstand
thatmeiosisisanearlystepinsexual
reproductionthatleadstovariation.
Learnersstudythestructureofgenes
andchromosomes,andthefunctions
theyperforminthetransmissionof
traitsfromparentstooffspring.
Learnersareintroducedtothestructure
oftheDNAmoleculeanditsfunction.
Theyalsolearnthatchangesthattake
placeinsexcellsareinheritedwhile
changesinbodycellsarenotpassedon.
BIODIVERSITYANDEVOLUTION
Learnerslearnthatthecellsinsimilar
tissuesandorgansinotheranimals
aresimilartothoseinhumanbeings
butdiffersomewhatfromcellsfound
inplants.
Learnerslearnthatspeciesreferstoa
groupoforganismsthatcanmatewithone
anothertoproducefertileoffspring.They
learnthatbiodiversityisthecollective
varietyofspecieslivinginanecosystem.
Thisservesasanintroductiontothetopic
onhierarchicaltaxonomicsystem.
Learnerslearnthatmostspeciesthat
haveonceexistedarenowextinct.
Speciesbecomeextinctwhentheyfailto
adapttochangesintheenvironment.
Learnersrevisitthemechanismsinvolved
intheinheritanceoftraitsandthe
changesthatresultfromthese
mechanisms.Learnersexplainhow
naturalselectionhasproduceda
successionofdiversenewspecies.
Variationincreasesthechanceofliving
thingstosurviveinachanging
environment.
ECOSYSTEMS
Learnerslearnthatinteractionsoccur
amongthedifferentlevelsof
organizationinecosystems.
Learnerslearnhowenergyistransformed
andhowmaterialsarecycledin
ecosystems.
Learnerslearnhowplantscapture
energyfromtheSunandstoreenergyin
sugarmolecules(photosynthesis).This
Learnersinvestigatetheimpactofhuman
activitiesandotherorganismson
ecosystems.
Kto12BASICEDUCATIONCURRICULUM
Grade7Grade8Grade9Grade10
Organismsofthesamekindinteract
witheachothertoformpopulations;
populationsinteractwithother
populationstoformcommunities.
storedenergyisusedbycellsduring
cellularrespiration.Thesetwoprocesses
arerelatedtoeachother.
Theylearnhowbiodiversityinfluencesthe
stabilityofecosystems.
FORCE,MOTIONANDENERGY
Grade3Grade4Grade5Grade6
FORCEANDMOTION
Learnersobserveandexploreand
investigatehowthingsaroundthem
moveandcanbemoved.Theyalso
identifythingsintheirenvironment
thatcancausechangesinthe
movementofobjects.
Learnersnowlearnthatifforceisapplied
onanobject,itsmotion,size,orshape
canbechanged.Theywillfurther
understandthatthesechangesdepend
ontheamountofforceappliedonit
(qualitative).Theyalsolearnthat
magnetscanexertforceonsomeobjects
andmaycausechangesintheir
movements.
Thistime,learnersbegintoaccurately
measuretheamountofchangeinthe
movementofanobjectintermsofits
distancetravelledandtimeoftravel
usingappropriatetools.
Asidefromtheidentifiedcausesof
motioninGrade3,suchaspeople,
animals,wind,andwater,learners
alsolearnaboutgravityandfrictionas
othercausesorfactorsthataffectthe
movementofobjects.
ENERGY
Learnersobserveandidentifydifferent
sourcesoflight,heat,sound,and
electricityintheirenvironmentand
theirusesineverydaylife.
Learnerslearnthatlight,heat,andsound
travelfromthesource.Theyperform
simpleactivitiesthatdemonstratehow
theytravelusingvariousobjects.
Note:ElectricityisnotincludedinGrade
4becausetheconceptof‘flowof
charges’isdifficulttounderstandatthis
gradelevel.
Thistime,learnersexplorehowdifferent
objectsinteractwithlight,heat,sound,
andelectricity(e.g.,identifyingpoorand
goodconductorsofelectricityusing
simplecircuits).
Theylearnabouttherelationship
betweenelectricityandmagnetismby
constructinganelectromagnet.
Theyalsolearnabouttheeffectsoflight,
heat,sound,andelectricityonpeople.
Atthisgradelevel,learnersare
introducedtotheconceptofenergy.
Theylearnthatenergyexistsin
differentforms,suchaslight,heat,
soundandelectricity,anditcanbe
transformedfromoneformto
another.Theydemonstratehow
energyistransferredusingsimple
machines.
Kto12BASICEDUCATIONCURRICULUM
Grade7Grade8Grade9Grade10
FORCEANDMOTION
Fromasimpleunderstandingofmotion,
learnersstudymorescientificwaysof
describing(intermsofdistance,speed,
andacceleration)andrepresenting
(usingmotiondiagrams,charts,and
graphs)themotionofobjectsinone
dimension.
Thistime,learnersstudytheconceptof
forceanditsrelationshiptomotion.
TheyuseNewton’sLawsofMotionto
explainwhyobjectsmove(ordonot
move)thewaytheydo(asdescribedin
Grade7).Theyalsorealizethatifforce
isappliedonabody,workcanbedone
andmaycauseachangeintheenergy
ofthebody.
Todeepentheirunderstandingofmotion,
learnersusetheLawofConservationof
Momentumtofurtherexplainthemotion
ofobjects.
Frommotioninonedimensioninthe
previousgrades,theylearnatthislevel
aboutmotionintwodimensionsusing
projectilemotionasanexample.
Fromlearningthebasicsofforcesin
Grade8,learnersextendtheir
understandingofforcesbydescribing
howbalancedandunbalancedforces,
eitherbysolidsorliquids,affectthe
movement,balance,andstabilityof
objects.
ENERGY
Thistimelearnersrecognizethat
differentformsofenergytravelin
differentways—lightandsoundtravel
throughwaves,heattravelsthrough
movingorvibratingparticles,and
electricalenergytravelsthroughmoving
charges.
InGrade5,theylearnedaboutthe
differentmodesofheattransfer.This
time,theyexplainthesemodesinterms
ofthemovementofparticles.
Learnersrealizethattransferredenergy
maycausechangesinthepropertiesof
theobject.Theyrelatetheobservable
changesintemperature,amountof
current,andspeedofsoundtothe
changesinenergyoftheparticles.
Learnersexplainhowconservationof
mechanicalenergyisappliedinsome
structures,suchasrollercoasters,andin
naturalenvironmentslikewaterfalls.They
furtherdescribethetransformationof
energythattakesplaceinhydroelectric
powerplants.
Learnersalsolearnabouttherelationship
betweenheatandwork,andapplythis
concepttoexplainhowgeothermalpower
plantsoperate.
Aftertheyhavelearnedhowelectricityis
generatedinpowerplants,learners
furtherdeveloptheirunderstandingof
transmissionofelectricityfrompower
stationstohomes.
Learnersacquiremoreknowledgeabout
thepropertiesoflightasappliedin
opticalinstruments.
Learnersalsousetheconceptofmoving
chargesandmagneticfieldsinexplaining
theprinciplebehindgeneratorsand
motors.
Kto12BASICEDUCATIONCURRICULUM
EARTHANDSPACE
Grade3Grade4Grade5Grade6
GEOLOGY
Learnerswilldescribewhatmakesup
theirenvironment,beginningwith
thelandformsandbodiesofwater
foundintheircommunity.
Afterfamiliarizingthemselveswith
thegenerallandscape,learnerswill
investigatetwocomponentsofthe
physicalenvironmentinmoredetail:
soilandwater.Theywillclassifysoils
intheircommunityusingsimple
criteria.Theywillidentifythe
differentsourcesofwaterintheir
community.Theywillinferthe
importanceofwaterindaily
activitiesanddescribewaysofusing
waterwisely.
Inthisgradelevel,learnerswilllearnthat
oursurroundingsdonotstaythesame
forever.Forexample,rocksundergo
weatheringandsoiliscarriedawayby
erosion.Learnerswillinferthatthesurface
oftheEarthchangeswiththepassageof
time.
Learnerswilllearnthatasidefromweathering
anderosion,thereareotherprocessesthat
mayalterthesurfaceoftheEarth:earthquakes
andvolcaniceruptions.Onlytheeffectsof
earthquakesandvolcaniceruptionsaretaken
upinthisgradelevel,nottheircauses(which
willbetackledinGrades8and9).Learners
willalsogatherandreportdataonearthquakes
andvolcaniceruptionsintheircommunityor
region.
METEOROLOGY
Learnerswilldescribethedifferent
typesoflocalweather,
Aftermakingsimpledescriptions
abouttheweatherintheprevious
grade,learnerswillnowmeasurethe
componentsofweatherusingsimple
instruments.Theywillalsoidentify
trendsinasimpleweatherchart.
Learnerswilllearnthattheweatherdoes
notstaythesamethewholeyearround.
Weatherdisturbancessuchastyphoons
mayoccur.Learnerswilldescribethe
effectsoftyphoonsonthecommunityand
thechangesintheweatherbefore,during,
andafteratyphoon.
Afterlearninghowtomeasurethedifferent
componentsofweatherinGrades4and5,
learnerswillnowcollectweatherdatawithin
thespanoftheschoolyear.Learnerswill
interpretthedataandidentifytheweather
patternsintheircommunity.
ASTRONOMY
Learnerswilldescribethenatural
objectsthattheyseeinthesky.
Afterdescribingthenaturalobjects
thatareseeninthesky,learnerswill
nowfocusonthemainsourceof
heatandlightonEarth:theSun,its
roleinplantgrowthand
development,anditseffectonthe
activitiesofhumansandother
animals.
AfterlearningabouttheSun,learnerswill
nowfamiliarizethemselveswiththeMoon
andthestars.Theywilldescribethe
changesintheappearanceoftheMoonand
discoverthatthechangesarecyclical,and
thatthecycleisrelatedtothelengthofa
month.Learnerswillidentifystarpatterns
thatcanbeseenduringcertaintimesofthe
year.
InGrade6,learnerswillturntheirattentionto
Earthasanothernaturalobjectinspace(in
additiontotheSun,Moon,andstars).
Learnerswilllearnaboutthemotionsofthe
Earth:rotationandrevolution.Learnerswill
alsocomparethedifferentmembersthat
makeuptheSolarSystemandconstruct
modelstohelpthemvisualizetheirrelative
sizesanddistances.
Kto12BASICEDUCATIONCURRICULUM
Grade7Grade8Grade9Grade10
GEOLOGY
Learnerswillexploreandlocateplaces
usingacoordinatesystem.Theywill
discoverthatourcountry’slocation
neartheequatorandalongtheRingof
Fireinfluenceselementsofup
Philippineenvironment(e.g.,natural
resourcesandclimate).
AsaresultofbeinglocatedalongtheRing
ofFire,thePhilippinesisproneto
earthquakes.Usingmodels,learnerswill
explainhowquakesaregeneratedby
faults.Theywilltrytoidentifyfaultsinthe
communityanddifferentiateactivefaults
frominactiveones.
BeinglocatedalongtheRingofFire,the
Philippinesishometomanyvolcanoes.Using
models,learnerswillexplainwhathappens
whenvolcanoeserupt.Theywilldescribethe
differenttypesofvolcanoesanddifferentiate
activevolcanoesfrominactiveones.They
willalsoexplainhowenergyfromvolcanoes
maybetappedforhumanuse.
Usingmaps,learnerswilldiscover
thatvolcanoes,earthquake
epicenters,andmountainrangesare
notrandomlyscatteredindifferent
placesbutarelocatedinthesame
areas.Thiswillleadtoan
appreciationofplatetectonics—a
theorythatbindsmanygeologic
processessuchasvolcanismand
earthquakes.
METEOROLOGY
Learnerswillexplaintheoccurrenceof
atmosphericphenomena(breezes,
monsoons,andITCZ)thatare
commonlyexperiencedinthecountry
asaresultofthePhilippines’location
withrespecttotheequator,and
surroundingbodiesofwaterand
landmasses.
BeinglocatedbesidethePacificOcean,the
Philippinesispronetotyphoons.InGrade
5,theeffectsoftyphoonsweretackled.
Here,learnerswillexplainhowtyphoons
develop,howtyphoonsareaffectedby
landformsandbodiesofwater,andwhy
typhoonsfollowcertainpathsastheymove
withinthePhilippineAreaofResponsibility.
Inthisgradelevel,learnerswilldistinguish
betweenweatherandclimate.Theywill
explainhowdifferentfactorsaffectthe
climateofanarea.Theywillalsobe
introducedtoclimaticphenomenathatoccur
overawidearea(e.g.,ElNiñoandglobal
warming).
Note:Thetheoryofplatetectonics
isthesoletopicinEarthandSpace
inGrade10.Thisisbecausethe
theorybindsmanyofthetopicsin
previousgradelevels,andmore
timeisneededtoexplore
connectionsanddeepenlearners’
understanding.
ASTRONOMY
Learnerswillexplaintheoccurrenceof
theseasonsandeclipsesasaresultof
themotionsoftheEarthandthe
Moon.Usingmodels,learnerswill
explainthatbecausetheEarthrevolves
aroundtheSun,theseasonschange,
andbecausetheMoonrevolvesaround
theEarth,eclipsessometimesoccur.
Learnerswillcompletetheirsurveyofthe
SolarSystembydescribingthe
characteristicsofasteroids,comets,and
othermembersoftheSolarSystem.
LearnerswillnowleavetheSolarSystemand
learnaboutthestarsbeyond.Theywillinfer
thecharacteristicsofstarsbasedonthe
characteristicsoftheSun.Usingmodels,
learnerswillshowthatconstellationsmovein
thecourseofanightbecauseofEarth’s
rotation,whiledifferentconstellationsare
observedinthecourseofayearbecauseof
theEarth’srevolution.
Kto12BASICEDUCATIONCURRICULUM
GRADE10
CONTENTCONTENTSTANDARDS
PERFORMANCE
STANDARDS
LEARNINGCOMPETENCYCODE
Grade10–EarthandSpace
FIRSTQUARTER/FIRSTGRADINGPERIOD
1.PlateTectonics
1.1Distribution
1.1.1volcanoes
1.1.2earthquakeepicenters
1.1.3mountainranges
1.2Plateboundaries
1.3Processesandlandformsalong
plateboundaries
1.4InternalstructureoftheEarth
1.5Mechanism(possiblecausesof
movement)
1.6Evidenceofplatemovement
Thelearnersdemonstrate
anunderstandingof:
therelationshipamongthe
locationsofvolcanoes,
earthquakeepicenters,and
mountainranges
Thelearnersshallbeable
to:
1.demonstratewaysto
ensuredisaster
preparednessduring
earthquakes,tsunamis,
andvolcaniceruptions
2.suggestwaysbywhich
he/shecancontribute
togovernmentefforts
inreducingdamagedue
toearthquakes,
tsunamis,andvolcanic
eruptions
Thelearnersshouldbeable
to…
1.describethedistributionof
activevolcanoes,earthquake
epicenters,andmajor
mountainbelts;
S9ES–Ia-j-
36.1
2.describethedifferenttypesof
plateboundaries;
S9ES–Ia-j-
36.2
3.explainthedifferent
processesthatoccuralong
theplateboundaries;
S9ES–Ia-j-
36.3
4.describetheinternalstructure
oftheEarth;
S9ES–Ia-j-
36.4
5.describethepossiblecauses
ofplatemovement;and
S9ES–Ia-j-
36.5
6.enumeratethelinesof
evidencethatsupportplate
movement
S9ES–Ia-j-36.6
Grade10–Force,Motionand,Energy
SECONDQUARTER/SECONDGRADINGPERIOD
1.ElectromagneticSpectrum
Thelearnersdemonstrate
anunderstandingof:
thedifferentregionsofthe
electromagneticspectrum
Thelearnerss
hallbeableto:
Thelearnersshouldbeable
to…
1.comparetherelative
wavelengthsofdifferent
formsofelectromagnetic
waves;
S10FE-IIa-b-47
Kto12BASICEDUCATIONCURRICULUM
CONTENTCONTENTSTANDARDS
PERFORMANCE
STANDARDS
LEARNINGCOMPETENCYCODE
2.citeexamplesofpractical
applicationsofthedifferent
regionsofEMwaves,such
astheuseofradiowavesin
telecommunications;
S10FE-IIc-d-48
3.explaintheeffectsofEM
radiationonlivingthingsand
theenvironment;
S10FE-IIe-f-49
2.Light
2.1ReflectionofLightinMirrors
2.2RefractionofLightinLenses
theimagesformedbythe
differenttypesofmirrors
andlenses
4.predictthequalitative
characteristics(orientation,
type,andmagnification)of
imagesformedbyplane
andcurvedmirrorsand
lenses;
S10FE-IIg-50
5.applyraydiagramming
techniquesindescribingthe
characteristicsandpositions
ofimagesformedbylenses;
S10FE-IIg-51
6.identifywaysinwhichthe
propertiesofmirrorsand
lensesdeterminetheirusein
opticalinstruments(e.g.,
camerasandbinoculars);
S10FE-IIh-52
3.ElectricityandMagnetism
3.1Electromagneticeffects
therelationshipbetween
electricityandmagnetismin
electricmotorsand
generators
7.demonstratethegeneration
ofelectricitybymovement
ofamagnetthroughacoil;
and
S10FE-IIi-53
8.explaintheoperationofa
simpleelectricmotorand
generator.
S10FE-IIj-54
Kto12BASICEDUCATIONCURRICULUM
CONTENTCONTENTSTANDARDS
PERFORMANCE
STANDARDS
LEARNINGCOMPETENCYCODE
Grade10–LivingThingsandTheirEnvironment
THIRDQUARTER/THIRDGRADINGPERIOD
1.CoordinatedFunctionsofthe
Reproductive,Endocrine,and
NervousSystems
Thelearnersdemonstrate
anunderstandingof:
1.organismsashaving
feedbackmechanisms,
whicharecoordinated
bythenervousand
endocrinesystems
2.howthesefeedback
mechanismshelpthe
organismmaintain
homeostasisto
reproduce
Thelearnersshouldbe
ableto:
Thelearnersshouldbeable
to…
1.describethepartsofthe
reproductivesystemand
theirfunctions;
S10LT-IIIa-33
2.explaintheroleofhormones
involvedinthefemaleand
malereproductivesystems;
S10LT-IIIb-34
3.describethefeedback
mechanismsinvolvedin
regulatingprocessesinthe
femalereproductivesystem
(e.g.,menstrualcycle);
S10LT-IIIc-35
4.describehowthenervous
systemcoordinatesand
regulatesthesefeedback
mechanismstomaintain
homeostasis;
S10LT-IIIc-36
2.Heredity:Inheritanceand
Variation
1.theinformationstoredin
DNAasbeingusedto
makeproteins
2.howchangesinaDNA
moleculemaycause
changesinitsproduct
3.mutationsthatoccurin
sexcellsasbeing
heritable
5.explainhowproteinismade
usinginformationfrom
DNA;
S10LT-IIId-37
6.explainhowmutationsmay
causechangesinthe
structureandfunctionofa
protein;
S10LT-IIIe-38
Kto12BASICEDUCATIONCURRICULUM
CONTENTCONTENTSTANDARDS
PERFORMANCE
STANDARDS
LEARNINGCOMPETENCYCODE
3.BiodiversityandEvolutionhowevolutionthrough
naturalselectioncanresult
inbiodiversity
writeanessayonthe
importanceof
adaptationasa
mechanismforthe
survivalofaspecies
7.explainhowfossilrecords,
comparativeanatomy,and
geneticinformationprovide
evidenceforevolution;
S10LT-IIIf-39
8.explaintheoccurrenceof
evolution;
S10LT-IIIg-40
4.Ecosystems
4.1FlowofEnergyandMatterin
Ecosystems
4.2BiodiversityandStability
4.3PopulationGrowthand
CarryingCapacity
1.theinfluenceof
biodiversityonthe
stabilityofecosystems
2.anecosystemasbeing
capableofsupportinga
limitednumberof
organisms
9.explainhowspecies
diversityincreasesthe
probabilityofadaptation
andsurvivaloforganismsin
changingenvironments;
S10LT-IIIh-41
10.explaintherelationship
betweenpopulation
growthandcarrying
capacity;and
S10LT-IIIi-42
11.suggestwaystominimize
humanimpactonthe
environment.
S10LT-IIIj-43
Grade10–Matter
FOURTHQUARTER/FOURTHGRADINGPERIOD
1.GasLaws
1.1KineticMolecularTheory
1.2Volume,pressure,and
temperaturerelationship
1.3Idealgaslaw
Thelearnersdemonstrate
anunderstandingof…
howgasesbehavebased
onthemotionandrelative
distancesbetweengas
particles
Thelearnersshallbeable
to:
Thelearnersshouldbeable
to…
1.investigatetherelationship
between:
1.1volumeandpressureat
constanttemperatureof
agas;
1.2volumeandtemperature
atconstantpressureofa
gas;
1.3explainsthese
relationshipsusingthe
kineticmoleculartheory;
S10MT-IVa-b-
21
Kto12BASICEDUCATIONCURRICULUM
CONTENTCONTENTSTANDARDS
PERFORMANCE
STANDARDS
LEARNINGCOMPETENCYCODE
2.Biomolecules
2.1Elementspresentinbiomolecules
2.2Carbohydrates,lipids,proteins,
andnucleicacids
2.2.1FoodLabels
thestructureof
biomolecules,whichare
madeupmostlyofalimited
numberofelements,such
ascarbon,hydrogen,
oxygen,andnitrogen
2.recognizethemajor
categoriesofbiomolecules
suchascarbohydrates,
lipids,proteins,andnucleic
acids;
S10MT-IVc-d-22
3.Chemicalreactionsthechemicalreactions
associatedwithbiological
andindustrialprocesses
affectinglifeandthe
environment
usinganyformofmedia,
presentchemical
reactionsinvolvedin
biologicalandindustrial
processesaffectinglife
andtheenvironment
3.applytheprinciplesof
conservationofmassto
chemicalreactions;and
S10MT-IVe-g-
23
4.explainhowthefactors
affectingratesofchemical
reactionsareappliedin
foodpreservationand
materialsproduction,
controloffire,pollution,
andcorrosion.
S10MT-IVh-j-24
Kto12BASICEDUCATIONCURRICULUM
CODEBOOKLEGEND
Sample:S8ES-IId-19
LEGENDSAMPLE
FirstEntry
LearningAreaand
Strand/Subjector
Specialization
Science
S8
GradeLevelGrade8
UppercaseLetter/s
Domain/Content/
Component/Topic
EarthandSpaceES
-
RomanNumeral
*Zeroifnospecificquarter
QuarterSecondQuarterII
LowercaseLetter/s
*Putahyphen(-)inbetween
letterstoindicatemorethana
specificweek
WeekWeekfourd
-
ArabicNumberCompetency
InferwhythePhilippines
ispronetotyphoons
19
DOMAIN/COMPONENTCODE
LivingthingsandtheirEnvironmentLT
Force,Motion,andEnergyFE
EarthandSpaceES
MatterMT
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 like
graphing, 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 Standard
The 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
find out what causes volcanism. The learners will also determine the relationship
among the locations of volcanoes, earthquake epicenters, and mountain ranges.
Furthermore, they will have a chance to figure out what causes the formation of
different 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 1
MODULE
1
Suggested time allotment: 12 to 16 hours
Plate Tectonics
4
Pre-Assessment
A. Choose the letter of the best answer.
For questions 1 and 2, refer to the figure above:
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 earthquake
b.	 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
measuring
a.	 the arrival time of surface wave
b.	 the difference in the arrival times of the P and S waves
c.	 the ratio of the amplitude of the largest P and S waves
d.	 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 crust
b.	 less dense than continental crust	 d. thinner than continental crust
			 Answer: a
4.	 If you will visit a place in the Pacific known to be along converging plates,
which of these should you not expect to see?
a.	 active volcanoes 			 c. rift valleys
b.	 mountain ranges			 d. volcanic islands
			 Answer: c
5
5.	 You are an oceanographer and want to map the ocean floor on the east
coast of the Philippines. As you do your study, you noticed that there is a
portion of the ocean floor which is relatively much deeper than the rest.
What most likely is that deeper part?
a.	 linear sea				 c. rift valley
b.	 oceanic ridge				d. trench
		Answer: d
6.	 What do you expect to find at a mid-ocean ridge?
a.	 relatively young rocks			 c. thick accumulation of sediments
b.	 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 century
b.	 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 region
d.	 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 	
Pacific Plate
c.	 Originated geologically in an oceanic-oceanic convergence
d.	 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.
Because of the difference in density, continental crust floats higher than the
oceanic 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),
and the East Pacific Rise near Easter Island, in the South Pacific about 3,400
km 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 crust
Oceanic 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 Tips
1.	 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 station
Time difference of
P-wave and S-wave
(seconds)
Distance of epicenter
from the station (km)
Batangas 44.8 560
Puerto Princesa 32 400
Davao 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. What difficulty will you encounter if you only have data from two recording                 
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 km
8 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
tell them that the next activity will help them confirm their answers to
the 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
that move as a single unit as it floats above the mantle.
•	 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.
12
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 PlateAas 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.
13
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
14
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. If the edge of Plate A suddenly flicks upward, a large amount of water may
be displaced. What could be formed at the surface of the sea?
Answer: Tsunami is formed at the surface of the sea.
15
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 cause
displacement 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
meters
b.	 How about the highest mountain in the world? Mt. Everest
c.	 Do you have any idea how tall Mount Everest is? 8848 meters
d.	 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.
16
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.	 To find out the answer to this question, students will study the next
type 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.
17
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;
volcanic activity in the form of fissure eruptions; shallow earthquake
activity; creation of new seafloor; and a widening ocean basin.
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
18
Activity 5
Slide 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.
19
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.	 Most transform faults are found on the ocean floor. They commonly
offset active spreading ridges, producing zig-zag plate margins, and
are generally defined by shallow earthquakes. 
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.	 Let them realize that Hawaii is situated in the middle of Pacific plate
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.
20
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.
21
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
22
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, insurance policies)
•	 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.
23
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
24
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 in which no significant movement has taken
place.
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
ocean floor.
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. The first type of seismic wave to be recorded in a seismic
station.
25
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.  A depression in the seafloor produced by subduction process.
Volcanic Island arc. A chain of volcanoes that develop parallel to a
trench.
26
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, 2014
http://earthds.info/ accessed March 3, 2014
http://eqseis.geosc.psu.edu/ accessed March 4, 2014
http://thehistoryofthephilippines.blogspot.com/ accessed March 4, 2014
http://www.platetectonics.com/ accessed March 5, 2014
http://geology.com/ accessed March 5, 2014
http://www.nws.noaa.gov/ accessed March 6, 2014
http://csep10.phys.utk.edu/ accessed March 6, 2014
http://pubs.usgs.gov/ accessed March 6, 2014
http://www.moorlandschool.co.uk/earth/tectonic.htm accessed March 7, 2014
http://stream2.cma.gov.cn/pub/comet/Environment/TsunamiWarningSystems
accessed March 3 2014
http://marc.fournier.free.free.fr accessed July 1, 2014
https://www.bucknell.edu/majors-and-minors/geology/location/geologic-
history-of-central-pennsylvania/plate-tectonics.html accessed July 1, 2014
http://www.adelaidenow.com.au/ accessed July 2, 2014
http://www.wildjunket.com/ accessed July 2, 2014
http://www.jnb-birds.com/ accessed July 2, 2014
http://www.geo.hunter.cuny.edu/ accessed July 2, 2014
http://wowlegazpi.com/mayon-volcano-interesting-facts/#sthash.Q3mSKqYG.
dpbs accessed July 2, 2014
27
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 1
MODULE
2
Suggested time allotment: 15 to 18 hours
The Earth’s Interior
28
	 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.
29
Answers to Pre-Assessment
Directions:
A. Choose the letter of the correct answer.
	 For questions 1 and 2, refer to the figure below that shows the cross
section 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
30
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 mantle
c.	 Oceanic crust and continental crust
d.	 Upper mantle
		Answer: B
4.	 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. Mantle
b.	 Inner core				 d. Outer core
		Answer: A
5.	 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: A
6.	 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. Lithosphere
b.	 Atmosphere				d. Mantle
		Answer: A
7.	 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 Tectonics
b.	 Continental Shift Theory	 	 d.  Seafloor Spreading Theory
	 Answer: A
31
8.	 If you are a cartographer, what will give you an idea that the continents
were once joined?
a.	 Ocean depth
b.	 Position of the south pole
c.	 Shape of the continents
d.	 Size of the Atlantic Ocean
		Answer: C
9.	 Which observation was NOT instrumental in formulating the
hypothesis of seafloor spreading?
a.	 Depth of the ocean
b.	 Identifying the location of glacial deposits
c.	 Magnetization of the oceanic crust
d.	 Thickness of seafloor sediments
		Answer: B
10.	As a new seafloor is formed at the mid-ocean ridge, the old seafloor
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
32
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.
33
Activity 1
Amazing Waves!
	
In giving points to students’ responses, you may refer to the following:
5 points – a graphic organizer that is complete and comprehensive
4 points – one part of the organizer is not filled but the given ideas are
correct
3 points – two parts of the organizer is not filled but the given ideas are
correct
2 points – two parts of the organizer is not filled and some of the given
ideas are not correct
1 point –   three parts of the organizer is not filled and some of the given
ideas are not correct
0 point – no effort exerted
34
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
takes different properties (like reflection and refraction properties of waves) and
characteristics 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 Interior
As 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.
The ability of the asthenosphere to flow slowly is termed as plasticity.
	
To further demonstrate the characteristic of the asthenosphere, the teacher
may do Predict-Observe-Explain for the following activity, before the readings
and discussion of the mantle. This is to affirm the correctness of ideas cited and
rectify 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.
35
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.	 Stop adding water when the mixture becomes difficult to stir.
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. How does the plasticity of the Earth’s mantle influence the
movement of the lithospheric plates?
36
A4: Since the mantle is capable of flowing slowly, it carries and
facilitates the movement of lithospheric plates above it as it
moves.
Activity 2
Our 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.
37
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 2000o
C. With this temperature,
the iron and nickel melt thus, this layer is liquid. The inner core has a
temperature as high as 5000o
C. 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.
38
Activity 3
Let’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. How do the lines of prints or texts in the newspaper help you to confirm
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.
39
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.
GRADE 10 SCI MODULE TEACHER'S GUIDE UNIT 1
GRADE 10 SCI MODULE TEACHER'S GUIDE UNIT 1
GRADE 10 SCI MODULE TEACHER'S GUIDE UNIT 1
GRADE 10 SCI MODULE TEACHER'S GUIDE UNIT 1
GRADE 10 SCI MODULE TEACHER'S GUIDE UNIT 1
GRADE 10 SCI MODULE TEACHER'S GUIDE UNIT 1
GRADE 10 SCI MODULE TEACHER'S GUIDE UNIT 1
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GRADE 10 SCI MODULE TEACHER'S GUIDE UNIT 1
GRADE 10 SCI MODULE TEACHER'S GUIDE UNIT 1
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